Making the Grade: Texas Early College High Schools Prepare Students for College

ERIC Educational Resources Information Center

Nodine, Thad

2011-01-01

Early college schools are part of a national initiative to align high school and college through a rigorous, college-prep curriculum coupled with high expectations and comprehensive student supports. The schools provide all students with direct experience, preparation, and support in taking college classes through a proficiency-based curriculum…

Moving Forward: Policies Supporting Transitions from High School to Postsecondary. Strengthening Student Transitions: An ECS Policy Analysis

ERIC Educational Resources Information Center

Education Commission of the States, 2014

2014-01-01

Recent high school graduates continue to make up a significant number of postsecondary enrollees, begetting a clear focus by education leaders and state policymakers on strategies that support successful student transitions from high school to college. Of the nation's 3.3 million expected high school graduates for the 2014-15 academic year, a full…

Support beyond High School for Those with Mental Illness

ERIC Educational Resources Information Center

Joyce-Beaulieu, Diana; Grapin, Sally

2015-01-01

School personnel have many opportunities to assist students and families in preparing for a successful transition to college and careers. Initial high school efforts may include prescreening incoming freshman student files to identify those at-risk and assuring that support services and interventions are implemented quickly. Early supports for…

Support for healthy eating at schools according to the comprehensive school health framework: evaluation during the early years of the Ontario School Food and Beverage Policy implementation.

PubMed

Orava, Taryn; Manske, Steve; Hanning, Rhona

2017-09-01

Provincial, national and international public health agencies recognize the importance of school nutrition policies that help create healthful environments aligned with healthy eating recommendations for youth. School-wide support for healthy living within the pillars of the comprehensive school health (CSH) framework (social and physical environments; teaching and learning; healthy school policy; and partnerships and services) has been positively associated with fostering improvements to student health behaviours. This study used the CSH framework to classify, compare and describe school support for healthy eating during the implementation of the Ontario School Food and Beverage Policy (P/PM 150). We collected data from consenting elementary and secondary schools in a populous region of Ontario in Time I (2012/13) and Time II (2014). Representatives from the schools completed the Healthy School Planner survey and a food environmental scan (FES), which underwent scoring and content analyses. Each school's support for healthy eating was classified as either "initiation," "action" or "maintenance" along the Healthy School Continuum in both time periods, and as "high/increased," "moderate" or "low/decreased" within individual CSH pillars from Time I to Time II. Twenty-five school representatives (8 elementary, 17 secondary) participated. Most schools remained in the "action" category (n = 20) across both time periods, with varying levels of support in the CSH pillars. The physical environment was best supported (100% high/increased support) and the social environment was the least (68% low/decreased support). Only two schools achieved the highest rating (maintenance) in Time II. Supports aligned with P/PM 150 were reportedly influenced by administration buy-in, stakeholder support and relevancy to local context. Further assistance is required to sustain comprehensive support for healthy eating in Ontario school food environments.

Implementation of Local Wellness Policies in Schools: Role of School Systems, School Health Councils, and Health Disparities.

PubMed

Hager, Erin R; Rubio, Diana S; Eidel, G Stewart; Penniston, Erin S; Lopes, Megan; Saksvig, Brit I; Fox, Renee E; Black, Maureen M

2016-10-01

Written local wellness policies (LWPs) are mandated in school systems to enhance opportunities for healthy eating/activity. LWP effectiveness relies on school-level implementation. We examined factors associated with school-level LWP implementation. Hypothesized associations included system support for school-level implementation and having a school-level wellness team/school health council (SHC), with stronger associations among schools without disparity enrollment (majority African-American/Hispanic or low-income students). Online surveys were administered: 24 systems (support), 1349 schools (LWP implementation, perceived system support, SHC). The state provided school demographics. Analyses included multilevel multinomial logistic regression. Response rates were 100% (systems)/55.2% (schools). Among schools, 44.0% had SHCs, 22.6% majority (≥75%) African-American/Hispanic students, and 25.5% majority (≥75%) low-income (receiving free/reduced-price meals). LWP implementation (17-items) categorized as none = 36.3%, low (1-5 items) = 36.3%, high (6+ items) = 27.4%. In adjusted models, greater likelihood of LWP implementation was observed among schools with perceived system support (high versus none relative risk ratio, RRR = 1.63, CI: 1.49, 1.78; low versus none RRR = 1.26, CI: 1.18, 1.36) and SHCs (high versus none RRR = 6.8, CI: 4.07, 11.37; low versus none RRR = 2.24, CI: 1.48, 3.39). Disparity enrollment did not moderate associations (p > .05). Schools with perceived system support and SHCs had greater likelihood of LWP implementation, with no moderating effect of disparity enrollment. SHCs/support may overcome LWP implementation obstacles related to disparities. © 2016, American School Health Association.

The physical activity climate in Minnesota middle and high schools.

PubMed

Samuelson, Anne; Lytle, Leslie; Pasch, Keryn; Farbakhsh, Kian; Moe, Stacey; Sirard, John Ronald

2010-11-01

This article describes policies, practices, and facilities that form the physical activity climate in Minneapolis/St. Paul, Minnesota metro area middle and high schools and examines how the physical activity climate varies by school characteristics, including public/private, school location and grade level. Surveys examining school physical activity practices, policies and environment were administered to principals and physical education department heads from 115 middle and high schools participating in the Transdisciplinary Research on Energetics and Cancer-Identifying Determinants of Eating and Activity (TREC-IDEA) study. While some supportive practices were highly prevalent in the schools studied (such as prohibiting substitution of other classes for physical education); other practices were less common (such as providing opportunity for intramural (noncompetitive) sports). Public schools vs. private schools and schools with a larger school enrollment were more likely to have a school climate supportive of physical activity. Although schools reported elements of positive physical activity climates, discrepancies exist by school characteristics. Of note, public schools were more than twice as likely as private schools to have supportive physical activity environments. Establishing more consistent physical activity expectations and funding at the state and national level is necessary to increase regular school physical activity.

Early Warning System Implementation Guide: For Use with the National High School Center's Early Warning System Tool v2.0

ERIC Educational Resources Information Center

Therriault, Susan Bowles; Heppen, Jessica; O'Cummings, Mindee; Fryer, Lindsay; Johnson, Amy

2010-01-01

This Early Warning System (EWS) Implementation Guide is a supporting document for schools and districts that are implementing the National High School Center's Early Warning System (EWS) Tool v2.0. Developed by the National High School Center at the American Institutes for Research (AIR), the guide and tool support the establishment and…

Using School Websites to Support Parent Engagement

ERIC Educational Resources Information Center

Piper, Tracy

2012-01-01

A middle school of 1,000 students is a busy place. With dwindling resources and increased accountability, a well-designed school website is vital. Students and parents visit high quality websites through a variety of devices and expect equally high quality school-to-home communication. With the support of a professional web design company, the…

Mission Matters: The Cost of Small High Schools Revisited

ERIC Educational Resources Information Center

Stiefel, Leanna; Schwartz, Amy Ellen; Iatarola, Patrice; Chellman, Colin C.

2009-01-01

With the financial support of several large foundations and the federal government, creating small schools has become a prominent high school reform strategy in many large American cities. While some research supports this strategy, little research assesses the relative costs of these smaller schools. We use data on over 200 New York City high…

Parental attachment as a mediator between parental social support and self-esteem as perceived by Korean sports middle and high school athletes.

PubMed

Kang, Sangwook; Jeon, Hyunsoo; Kwon, Sungho; Park, Seungha

2015-02-01

This study examined whether parental attachment mediates the relationship between parental social support and self-esteem in Korean middle and high school athletes. 591 sports athletes attending middle and high schools that specialize in sport volunteered. Parental social support and parental attachment had a significant positive effect on self-esteem; parental attachment had a greater effect on self-esteem. In the structural relationship, direct effects of parental social support on self-esteem were weak, but indirect effects through parental attachment were strong. Therefore, parental attachment complementally mediated the relationship between parental social support and self-esteem. Metric invariance was supported for groups categorized by sex, region, and school level, confirming that the model could be applied to various groups.

Evaluation Findings from High School Reform Efforts in Baltimore

ERIC Educational Resources Information Center

Smerdon, Becky; Cohen, Jennifer

2009-01-01

The Baltimore City Public School System (BCPSS) is one of the first urban districts in the country to undertake large-scale high school reform, phasing in small learning communities by opening new high schools and transforming large, comprehensive high schools into small high schools. With support from the Bill & Melinda Gates Foundation, a…

School-Wide Positive Behavior Support: Effects on Pennsylvania High School Achievement, Discipline, and Climate

ERIC Educational Resources Information Center

Fox, Jon David

2013-01-01

Teachers and administrators are faced with managing the behaviors of students while preparing for the high stakes testing associated with the No Child Left Behind Act. One program that has demonstrated positive results at the elementary and middle school level is the school-wide positive behavior support model (SWPBS). Limited research is…

School-Related Stress, School Support, and Somatic Complaints: A General Population Study.

ERIC Educational Resources Information Center

Torsheim, Torbjorn; Wold, Bente

2001-01-01

Examined relationship between school-related stress, social support, and somatic complaints among Norwegian adolescents. Found that students with high levels of school-related stress had a higher odds ratio for weekly headache, abdominal pain, backache, dizziness, and coexisting somatic complaints. For social support, associations were weaker, but…

Early Environmental Support and Elementary School Adjustment as Predictors of School Adjustment in Middle Adolescence.

ERIC Educational Resources Information Center

Carlson, Elizabeth A.; Sroufe, L. Alan; Collins, W. Andres; Jimerson, Shane; Weinfield, Nancy; Henninghausen, Katherine; Egeland, Byron; Hyson, Daniel M.; Anderson, Fione; Meyer, Stephanie E.

1999-01-01

This longitudinal study examined socioemotional antecedents of adolescent school adjustment. Findings indicated that early and later parental problem-solving support accounted for 13 percent of variance in high school adjustment. Early and later parental problem-solving support, peer competence, externalizing behavior, and emotional…

Utilizing Positive Behavior Supports in High School Settings to Improve School Completion Rates for Students with High Incidence Conditions

ERIC Educational Resources Information Center

Bohanon, Hank; Flannery, K. Brigid; Malloy, JoAnne; Fenning, Pamela

2009-01-01

The integration of primary, secondary, and tertiary interventions through positive behavior supports (PBS) can provide benefit for students, staff, and families (Bohanon et al., 2006; Turnbull et al., 2002). However, there is limited application of PBS to high schools settings (Sugai, Flannery, & Bohanon, 2004). However, preliminary data is…

College Student for a Day: A Transition Program for High School Students with Disabilities

ERIC Educational Resources Information Center

Novakovic, Alexandra; Ross, Denise E.

2015-01-01

High school students with disabilities can benefit from early exposure to campus-based accommodations and supports as they transition to college. College Student for a Day (CSFAD) is an on-campus activity-based program that introduces high school students with disabilities to supports and accommodations on a college campus. This Practice Brief…

A Community of Practice Approach to Support for Ninth-Graders in Urban High Schools. Policy Brief

ERIC Educational Resources Information Center

Legters, Nettie; Parise, Leigh

2016-01-01

Providing ninth-graders with academic and social support can put more students on the graduation path, but it can be challenging for schools and school systems to implement that support routinely and effectively. This brief describes how Broward County Public Schools adopted a community of practice (CoP) approach to improve school-based teams'…

Support for healthy eating at schools according to the comprehensive school health framework: evaluation during the early years of the Ontario School Food and Beverage Policy implementation

PubMed Central

Taryn, Orava; Steve, Manske; Rhona, Hanning

2017-01-01

Abstract Introduction: Provincial, national and international public health agencies recognize the importance of school nutrition policies that help create healthful environments aligned with healthy eating recommendations for youth. School-wide support for healthy living within the pillars of the comprehensive school health (CSH) framework (social and physical environments; teaching and learning; healthy school policy; and partnerships and services) has been positively associated with fostering improvements to student health behaviours. This study used the CSH framework to classify, compare and describe school support for healthy eating during the implementation of the Ontario School Food and Beverage Policy (P/PM 150). Methods: We collected data from consenting elementary and secondary schools in a populous region of Ontario in Time I (2012/13) and Time II (2014). Representatives from the schools completed the Healthy School Planner survey and a food environmental scan (FES), which underwent scoring and content analyses. Each school’s support for healthy eating was classified as either “initiation,” “action” or “maintenance” along the Healthy School Continuum in both time periods, and as “high/increased,” “moderate” or “low/decreased” within individual CSH pillars from Time I to Time II. Results: Twenty-five school representatives (8 elementary, 17 secondary) participated. Most schools remained in the “action” category (n = 20) across both time periods, with varying levels of support in the CSH pillars. The physical environment was best supported (100% high/increased support) and the social environment was the least (68% low/decreased support). Only two schools achieved the highest rating (maintenance) in Time II. Supports aligned with P/PM 150 were reportedly influenced by administration buy-in, stakeholder support and relevancy to local context. Conclusion: Further assistance is required to sustain comprehensive support for healthy eating in Ontario school food environments. PMID:28902479

School nurse perceptions of barriers and supports for children with diabetes.

PubMed

Nabors, Laura; Troillett, Amanda; Nash, Tiffany; Masiulis, Barbara

2005-04-01

Adolescents with type 1 diabetes are likely attending most middle and high schools. These youth often do not receive the support needed to manage their diabetes during or after school. Nurses (n=110) from 3 states responded to a survey examining perceptions of barriers to and supports for diabetes management during school and after school activities. Results indicated that adolescents need more support at school. Support could be facilitated by education of school staff; improved communication among youth, parents, school nurses, teachers, and physicians; and more communication from adolescents to others about what they need to manage well in school. Open-ended questions allowed nurses to provide recommendations for supporting youth and ideas for addressing barriers to management at school. Future studies should address ways to enable adolescents to communicate about their diabetes and ways to educate the school team.

Relationship between School-Wide Positive Behavior Interventions and Supports and Academic, Attendance, and Behavior Outcomes in High Schools

ERIC Educational Resources Information Center

Freeman, Jennifer; Simonsen, Brandi; McCoach, D. Betsy; Sugai, George; Lombardi, Allison; Horner, Robert

2016-01-01

Attendance, behavior, and academic outcomes are important indicators of school effectiveness and long-term student outcomes. "Multi-tiered systems of support" (MTSS), such as "School-Wide Positive Behavior Interventions and Supports" (SWPBIS), have emerged as potentially effective frameworks for addressing student needs and…

How Many Teachers Does It Take to Support a Student? Examining the Relationship between Teacher Support and Adverse Health Outcomes in High-Performing, Pressure-Cooker High Schools

ERIC Educational Resources Information Center

Conner, Jerusha O.; Miles, Sarah B.; Pope, Denise C.

2014-01-01

Although considerable research has demonstrated the importance of supportive teacher-student relationships to students' academic and nonacademic outcomes, few studies have explored these relationships in the context of high-performing high schools. Hierarchical linear modeling with a sample of 5,557 students from 14 different high-performing…

School performance after experiencing trauma: a longitudinal study of school functioning in survivors of the Utøya shootings in 2011.

PubMed

Strøm, Ida Frugård; Schultz, Jon-Håkon; Wentzel-Larsen, Tore; Dyb, Grete

2016-01-01

The psychological impact on survivors of terrorism has been well documented. However, studies on adolescent survivors and the academic performance of high school students following a terrorist attack are lacking. This study investigated academic performance, absenteeism, and school support amongst survivors of a terrorist attack in Norway. Data from a longitudinal interview study were linked to officially registered grades of students (N=64) who successfully completed their 3-year senior high school program. Statistical tests of mean differences and linear regression were used to compare the survivors' registered grades with the national grade point average, before and after the event, as well as to assess absenteeism, self-reported grades and to test the association with school support. The students' grades were lower the year after the event than they had been the year before, and they were also lower than the national grade point average (p<0.001). However, their grades improved in the last year of high school, indicating possible recovery. Absence from school increased after the event, compared to the previous year. However, students reported high satisfaction with school support. The results indicate that academic functioning was reduced in the year after the traumatic event, but for students who successfully completed high school, the school situation improved 2 years after the event. The findings underscore the importance of keeping trauma-exposed students in school and providing support over time. A more defined educational approach to maintaining school attendance and educational measures which compensate for learning loss are needed in trauma-sensitive teaching.

Implementation of SWPBIS in High School: Why Is It Different?

ERIC Educational Resources Information Center

Flannery, K. Brigid; Kato, Mimi McGrath

2017-01-01

Schoolwide Positive Behavioral Intervention and Supports (SWPBIS) is a framework for establishing a schoolwide positive social culture with a continuum of behavior supports and an effective learning environment for all students. This framework was initially implemented in elementary and middle schools and more recently in high schools. Coaches for…

Continuing Care in High Schools: A Descriptive Study of Recovery High School Programs

PubMed Central

Finch, Andrew J.; Moberg, D. Paul; Krupp, Amanda Lawton

2014-01-01

Data from 17 recovery high schools suggest programs are dynamic and vary in enrollment, fiscal stability, governance, staffing, and organizational structure. Schools struggle with enrollment, funding, lack of primary treatment accessibility, academic rigor, and institutional support. Still, for adolescents having received treatment for substance abuse, recovery schools appear to successfully function as continuing care providers reinforcing and sustaining therapeutic benefits gained from treatment. Small size and therapeutic programming allow for a potentially broader continuum of services than currently exists in most of the schools. Recovery schools thus provide a useful design for continuing care warranting further study and policy support. PMID:24591808

Positive Peer Support or Negative Peer Influence? the Role of Peers among Adolescents in Recovery High Schools

ERIC Educational Resources Information Center

Karakos, Holly L.

2014-01-01

Evidence from previous research suggests that peers at times exert negative influence and at other times exert positive influence on drug and alcohol use among adolescents in recovery. This study explores recovery high school staff members' perceptions of peer support among students in recovery high schools using qualitative interview data. Themes…

Authoritative School Climate and High School Dropout Rates

ERIC Educational Resources Information Center

Jia, Yuane; Konold, Timothy R.; Cornell, Dewey

2016-01-01

This study tested the association between school-wide measures of an authoritative school climate and high school dropout rates in a statewide sample of 315 high schools. Regression models at the school level of analysis used teacher and student measures of disciplinary structure, student support, and academic expectations to predict overall high…

Supporting Students through Participation in the Regional High School Summer School Program

ERIC Educational Resources Information Center

Zhao, Huafang; McGaughey, Trisha A.; Wade, Julie

2014-01-01

The Office of Shared Accountability (OSA) in Montgomery County (Maryland) Public Schools (MCPS) conducted a study of the MCPS Regional High School Summer School Program. Academic intervention programs (AIPs) in MCPS, including the Regional High School Summer School Program, aim to help students gain lost credits and earn credits needed for…

New evidence: data documenting parental support for earlier sexuality education.

PubMed

Barr, Elissa M; Moore, Michele J; Johnson, Tammie; Forrest, Jamie; Jordan, Melissa

2014-01-01

Numerous studies document support for sexuality education to be taught in high school, and often, in middle school. However, little research has been conducted addressing support for sexuality education in elementary schools. As part of the state Behavioral Risk Factor Surveillance System (BRFSS) Survey administration, the Florida Department of Health conducted the Florida Child Health Survey (FCHS) by calling back parents who had children in their home and who agreed to participate (N = 1715). Most parents supported the following sexuality education topics being taught specifically in elementary school: communication skills (89%), human anatomy/reproductive information (65%), abstinence (61%), human immunodeficiency virus (HIV)/sexually transmitted infections (STIs) (53%), and gender/sexual orientation issues (52%). Support was even greater in middle school (62-91%) and high school (72-91%) for these topics and for birth control and condom education. Most parents supported comprehensive sexuality education (40.4%), followed by abstinence-plus (36.4%) and abstinence-only (23.2%). Chi-square results showed significant differences in the type of sexuality education supported by almost all parent demographic variables analyzed including sex, race, marital status, and education. Results add substantial support for age-appropriate school-based sexuality education starting at the elementary school level, the new National Sexuality Education Standards, and funding to support evidence-based abstinence-plus or comprehensive sexuality education. © 2013, American School Health Association.

School Disorder, School Connectedness, and Psychosocial Outcomes: Moderation by a Supportive Figure in the School

ERIC Educational Resources Information Center

Hurd, Noelle M.; Hussain, Saida; Bradshaw, Catherine P.

2018-01-01

The current study examined whether students' perceptions of school disorder influenced their psychosocial outcomes directly and indirectly via connectedness to school. The current study also explored moderation by the presence of a supportive figure in the school and investigated gender differences. Participants were 28,104 high school students.…

The Association Between Supportive High School Environments and Depressive Symptoms and Suicidality Among Sexual Minority Students.

PubMed

Denny, Simon; Lucassen, Mathijs F G; Stuart, Jaimee; Fleming, Theresa; Bullen, Pat; Peiris-John, Roshini; Rossen, Fiona V; Utter, Jennifer

2016-01-01

The purpose of this study was to determine if sexual minority students in supportive school environments experienced fewer depressive symptoms and lower rates of suicide ideation, plans and attempts ("suicidality") than sexual minority students in less supportive school environments. In 2007, a nationally representative sample (N = 9,056) of students from 96 high schools in New Zealand used Internet tablets to complete a health and well-being survey that included questions on sexual attractions, depressive symptoms, and suicidality. Students reported their experience of supportive environments at school and gay, lesbian, bisexual, and transgender (GLBT) bullying, and these items were aggregated to the school level. Teachers (n = 2,901) from participating schools completed questionnaires on aspects of school climate, which included how supportive their schools were toward sexual minority students. Multilevel models were used to estimate school effects on depressive symptoms and suicidality controlling for background characteristics of students. Sexual minority students were more likely to report higher levels of depressive symptoms and suicidality than their opposite-sex attracted peers (p < .001). Teacher reports of more supportive school environments for GLBT students were associated with fewer depressive symptoms among male sexual minority students (p = .006) but not for female sexual minority students (p = .09). Likewise in schools where students reported a more supportive school environment, male sexual minority students reported fewer depressive symptoms (p = .006) and less suicidality (p < .001) than in schools where students reported less favorable school climates. These results suggest that schools play an important role in providing safe and supportive environments for male sexual minority students.

Can Community and School-Based Supports Improve the Achievement of First-Generation Immigrant Children Attending High-Poverty Schools?

ERIC Educational Resources Information Center

Dearing, Eric; Walsh, Mary E.; Sibley, Erin; Lee-St.John, Terry; Foley, Claire; Raczek, Anastacia E.

2016-01-01

Using a quasi-experimental design, the effects of a student support intervention were estimated for the math and reading achievement of first-generation immigrant children (n = 667, M = 11.05 years of age) attending high-poverty, urban elementary schools. The intervention was designed to help schools identify developmental strengths and barriers…

Applicability to Youth Sports of the Leadership Scale for Sports.

ERIC Educational Resources Information Center

Chelladurai, P.; Carron, Albert V.

1981-01-01

Item analyses of the responses of 54 high school wrestlers and 193 high school basketball players to the Leadership Scale for Sports support the instrument's applicability in high school sports. The scale taps highly similar response dimensions in varsity and high school athletes. (Author)

School Nurse Perceptions of Barriers and Supports for Children with Diabetes.

ERIC Educational Resources Information Center

Nabors, Laura; Troillett, Amanda; Nash, Tiffany; Masiulis, Barbara

2005-01-01

Adolescents with type 1 diabetes are likely attending most middle and high schools. These youth often do not receive the support needed to manage their diabetes during or after school. Nurses (n = 110) from 3 states responded to a survey examining perceptions of barriers to and supports for diabetes management during school and after school…

Parents Support Implementation of HIV Testing and Counseling at School: Cross-Sectional Study with Parents of Adolescent Attending High School in Gauteng and North West Provinces, South Africa

PubMed Central

Mokgatle, Mathildah

2016-01-01

Background. A formative assessment of the implementation of HIV testing and counseling (HTC) at school showed high acceptability and willingness to test among learners. However, the success of the proposed HTC depends on the support and acceptability of key stakeholders, including the parents. The aim of the study was to assess the opinions and acceptability of the implementation of HTC at school among parents of adolescents in high school. Methods. This was a cross-sectional household survey conducted with parents of adolescents attending high schools in educational districts in North West and Gauteng provinces, South Africa. Results. A total of 804 parents participated, and 548 (68.3%) were biological mothers, 85 (10.6%) were fathers, and the remaining were other relatives including grandmothers. Almost all (n = 742, 92.9%) parents were in support of implementation and provision of HTC at school, 701 (87.7%) would allow their children to be tested at school, 365 (46%) felt that parental consent was not needed to test at school, and 39.4% preferred to receive the HIV test results with their children. Conclusion. Parents accept the roll-out of an HTC program at school and have a role to play in supporting children who test positive for HIV. PMID:27807481

Defining Belief in Self: Intelligent Young Men in an Urban High School.

ERIC Educational Resources Information Center

Hebert, Thomas P.

2000-01-01

A study of six talented males in an urban high school found they had a strong belief in self that was influenced by the following factors: relationships with supportive adults; involvement in extracurricular activities, sports, special programs, and summer school experiences; and family support. (Contains extensive references.) (Author/CR)

Dimensions of Principal Support Behaviors and Their Relationship to Organizational Citizenship Behaviors and Student Achievement in High Schools

ERIC Educational Resources Information Center

Tindle, Jennifer A.

2012-01-01

This research was designed with the primary purpose of identifying the dimensions of principal support perceived by public high school teachers in Virginia and identifying the relationship between principal support and organizational citizenship behaviors. In addition, this study also examined the relationship between principal support and student…

Proceedings from State and District Support to Low-Performing Schools. Selected Presentations from a Working Conference of the High Poverty Schools Initiative (Baltimore, Maryland, May 20-23, 2001).

ERIC Educational Resources Information Center

Council of Chief State School Officers, Washington, DC.

This paper presents proceedings from a 2001 working conference of the State and District Support to Low-Performing Schools initiative, which presented research-based strategies and exemplary practice to improve low-performing schools. The presentations focused on state and district systems of support to low-performing schools; use of data to…

Parents' views on sex education in schools: How much do Democrats and Republicans agree?

PubMed

Kantor, Leslie; Levitz, Nicole

2017-01-01

More than 93 percent of parents place high importance on sex education in both middle and high school. Sex education in middle and high school is widely supported by parents regardless of their political affiliation. Using data from a large diverse sample of 1,633 parents of children aged 9 to 21 years, we examined whether views on sex education differed by parents' political affiliation. More than 89 percent of parents that identified as Republicans or Democrats support including a wide range of topics in sex education including puberty, healthy relationships, abstinence, sexually transmitted diseases (STDs) and birth control in high school. In middle school, 78 percent or more of both parents that identified as Republicans and Democrats support the inclusion of those topics. Controlling for key demographic factors, parents that identified as Democrats are more likely than those that identified as Republicans to support the inclusion of the topics of healthy relationships, birth control, STDs, and sexual orientation in both middle and high school. However, a strong majority of Republican parents want all these topics included in sex education. Sex education which includes a broad set of topics represents an area of strong agreement between parents of both political parties.

Support for school-based sexuality education among South Carolina voters.

PubMed

Lindley, L L; Reininger, B M; Vincent, M L; Richter, D L; Saunders, R P; Shi, L

1998-05-01

A random-digit dialed telephone survey was conducted in a traditionally conservative southern state to determine the level of support for sexuality education in the public schools including support for specific sexuality education topics, the earliest grade level at which each topic should be taught, and the amount of instruction time required for sexuality education in the high schools. Survey data were obtained from 534 South Carolina registered voters in late January/early February 1997. Results demonstrated that most South Carolina registered voters: 1) supported sexuality education in the public schools; 2) supported instruction on a variety of sexuality education topics; 3) supported instruction at all grade levels, especially beginning in middle school; and 4) believed instruction time for sexuality education in the high schools should either remain the same or be increased. In addition, a significant increase in support for sexuality education occurred from the beginning of the survey to the end, suggesting that the instrument itself may have served as an educational tool for respondents. The characteristics of registered voters who supported sexuality education at the beginning of the survey and at the end were examined and compared. These results may assist in the development of educational and marketing strategies designed to build support for school-based sexuality education programs in South Carolina and elsewhere.

Friend affiliations and school adjustment among Mexican-American adolescents: the moderating role of peer and parent support.

PubMed

Espinoza, Guadalupe; Gillen-O'Neel, Cari; Gonzales, Nancy A; Fuligni, Andrew J

2014-12-01

Studies examining friendships among Mexican-American adolescents have largely focused on their potentially negative influence. The current study examined the extent to which deviant and achievement-oriented friend affiliations are associated with Mexican-American adolescents' school adjustment and also tested whether support from friends and parents moderates these associations. High school students (N = 412; 49 % male) completed questionnaires and daily diaries; primary caregivers also completed a questionnaire. Although results revealed few direct associations between friend affiliations and school adjustment, several moderations emerged. In general, the influence of friends' affiliation was strongest when support from friends was high and parental support was low. The findings suggest that only examining links between friend affiliations and school outcomes does not fully capture how friends promote or hinder school adjustment.

Friend Affiliations and School Adjustment Among Mexican-American Adolescents: The Moderating Role of Peer and Parent Support

PubMed Central

Gillen-O’Neel, Cari; Gonzales, Nancy A.; Fuligni, Andrew J.

2014-01-01

Studies examining friendships among Mexican-American adolescents have largely focused on their potentially negative influence. The current study examined the extent to which deviant and achievement-oriented friend affiliations are associated with Mexican-American adolescents’ school adjustment and also tested whether support from friends and parents moderates these associations. High school students (N = 412; 49 % male) completed questionnaires and daily diaries; primary caregivers also completed a questionnaire. Although results revealed few direct associations between friend affiliations and school adjustment, several moderations emerged. In general, the influence of friends’ affiliation was strongest when support from friends was high and parental support was low. The findings suggest that only examining links between friend affiliations and school outcomes does not fully capture how friends promote or hinder school adjustment. PMID:24096530

West Virginia Safe and Supportive (S3) Schools Project: Year 2 Implementation Evaluation Report

ERIC Educational Resources Information Center

Whisman, Andy

2013-01-01

The 4-year federal Safe and Supportive Schools (S3) program supports targeted interventions to improve and measure conditions for learning at the high school level. For 2011-2012 (Year 2), two evaluation questions were investigated: (EQ1) To what extent do participating schools implement the program with fidelity relative to the WV Model for…

The Impact of School-Wide Positive Behavior Support on Number of Office Discipline Referrals and the Financial Impact on the Allocation of Funds in Both High and Low Socioeconomic Status School Settings

ERIC Educational Resources Information Center

Kinsley, Sean Christopher

2013-01-01

The purpose of this study was to determine the effect of participation in School-Wide Positive Behavior Support on the number of office discipline referrals written and the financial impact it had on the allocation of funds in both high and low socioeconomic status schools in the selected school district. The top 10 percent of elementary schools…

High Technology School-to-Work Program at Argonne

ScienceCinema

None

2018-02-14

Argonne's High Technology School-to-Work Program for Chicago Public School Students. Supported by the Illinois Department of Commerce and Economic Opportunity, Chicago Public Schools, Argonne National Laboratory and the City of Chicago.

New Evidence: Data Documenting Parental Support for Earlier Sexuality Education

ERIC Educational Resources Information Center

Barr, Elissa M.; Moore, Michele J.; Johnson, Tammie; Forrest, Jamie; Jordan, Melissa

2014-01-01

Background: Numerous studies document support for sexuality education to be taught in high school, and often, in middle school. However, little research has been conducted addressing support for sexuality education in elementary schools. Methods: As part of the state Behavioral Risk Factor Surveillance System (BRFSS) Survey administration, the…

The Effects of Principal's Leadership Style on Support for Innovation: Evidence from Korean Vocational High School Change

ERIC Educational Resources Information Center

Park, Joo-Ho

2012-01-01

A climate of innovation and principal leadership in schools are regarded as significant factors in successfully implementing school change or innovation. Nevertheless, the relationship between the school climate supportive of innovation and the principal's leadership has rarely been addressed to determine whether schools successfully perform their…

Proposed Modification of a School-Wide Bully Prevention Program to Support All Children

ERIC Educational Resources Information Center

Ostrander, Jason; Melville, Alysse; Bryan, Janelle K.; Letendre, Joan

2018-01-01

Bullying prevention programs in the United States are being implemented in schools from kindergarten through high school to reduce rates of bullying behaviors. The bully prevention in positive behavior support (PBIS) model is an evidence-based, whole school intervention program. The PBIS model trains teachers, school staff, and administrators to…

Supporting Public High School Teachers in a Context of Multiple Mandates: A Social Justice Approach to Professional Learning Communities

ERIC Educational Resources Information Center

Harak, Philip J.

2012-01-01

Although public school teaching by its inherent nature presents numerous classroom challenges, the public high school teacher today is faced in addition with multiple external mandates from several outside stakeholders. Given the established track record of professional learning communities (PLCs) to provide teacher support and development, I…

Gender-Specific Models of Work-Bound Korean Adolescents' Social Supports and Career Adaptability on Subsequent Job Satisfaction

ERIC Educational Resources Information Center

Han, Hyojung; Rojewski, Jay W.

2015-01-01

A Korean national database, the High School Graduates Occupational Mobility Survey, was used to examine the influence of perceived social supports (family and school) and career adaptability on the subsequent job satisfaction of work-bound adolescents 4 months after their transition from high school to work. Structural equation modeling analysis…

Funding Early College High School: Hold Harmless or Shared Commitment

ERIC Educational Resources Information Center

Leonard, Jack

2013-01-01

Early college high schools are a promising but expensive pathway to college readiness. Most such schools are supported with state funds and/or grants. This descriptive case study presents an early college program, now in its fourth year in a traditional high school, in which the families, high school and local community college shared the entire…

Engaging Families to Support Students' Transition to High School: Evidence from the Field

ERIC Educational Resources Information Center

Mac Iver, Martha Abele; Epstein, Joyce L.; Sheldon, Steven B.; Fonseca, Ean

2015-01-01

This exploratory study addresses the challenge of declining family engagement at the critical transition to high school. We use data from a survey of schools to examine whether and how middle grades and high schools engage families when their students transition to high school. Findings indicate that there is a significant negative relationship…

Parental Support and High School Students' Motivation in Biology, Chemistry, and Physics: Understanding Differences among Latino and Caucasian Boys and Girls

ERIC Educational Resources Information Center

Simpkins, Sandra D.; Price, Chara D.; Garcia, Krystal

2015-01-01

Individuals are at an increased risk to drop out of the STEM pipeline if they are female or Latino, and during certain periods including high school. Families are a potential untapped resource of support for high school students. Based on the expectancy-value model, we examined if a variety of parental behaviors predicted students' ability…

Conducting Original Research at the High School Level--the Students' Perspective.

ERIC Educational Resources Information Center

Scott, Marcus; VanNoord, Greg

1996-01-01

High school students discuss the process of conducting original scientific research in a high school biology course, including developing an idea, obtaining financial support, collecting data, and presenting findings. (MKR)

Analysis of Cyberbullying Sensitivity Levels of High School Students and Their Perceived Social Support Levels

ERIC Educational Resources Information Center

Akturk, Ahmet Oguz

2015-01-01

Purpose: The purpose of this paper is to determine the cyberbullying sensitivity levels of high school students and their perceived social supports levels, and analyze the variables that predict cyberbullying sensitivity. In addition, whether cyberbullying sensitivity levels and social support levels differed according to gender was also…

The Relationship of High School Teachers' Job Satisfaction to Principal Support

ERIC Educational Resources Information Center

Bressler, Kathleen M.

2012-01-01

The purpose of this study was to examine the relationship between high school teacher job satisfaction, using an instrument that measures Herzberg's Two Factor Theory and principal support, using an adapted instrument from House's theory of administrative support. Data were collected by a team of researchers from 34 self-selected public Virginia…

Homophobic and Transphobic Bullying: Barriers and Supports to School Intervention

ERIC Educational Resources Information Center

O'Donoghue, Kate; Guerin, Suzanne

2017-01-01

This study explores the perceived barriers and supports identified by school staff in tackling homophobic and transphobic bullying, using Bronfenbrenner's ecological model as a framework. Semi-structured interviews were conducted with participants from five separate second-level/high schools (two designated disadvantaged schools, and three…

Inspiring science achievement: a mixed methods examination of the practices and characteristics of successful science programs in diverse high schools

NASA Astrophysics Data System (ADS)

Scogin, Stephen C.; Cavlazoglu, Baki; LeBlanc, Jennifer; Stuessy, Carol L.

2017-08-01

While the achievement gap in science exists in the US, research associated with our investigation reveals some high school science programs serving diverse student bodies are successfully closing the gap. Using a mixed methods approach, we identified and investigated ten high schools in a large Southwestern state that fit the definition of "highly successful, highly diverse". By conducting interviews with science liaisons associated with each school and reviewing the literature, we developed a rubric identifying specific characteristics associated with successful science programs. These characteristics and practices included setting high expectations for students, providing extensive teacher support for student learning, and utilizing student-centered pedagogy. We used the rubric to assess the successful high school science programs and compare them to other high school science programs in the state (i.e., less successful and less diverse high school science programs). Highly successful, highly diverse schools were very different in their approach to science education when compared to the other programs. The findings from this study will help schools with diverse students to strengthen hiring practices, enhance teacher support mechanisms, and develop student-focused strategies in the classroom that increase science achievement.

Every Student Succeeds Act Primer: High School Dropout Prevention and Reengagement of Out-of-School Youth

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2016

2016-01-01

The Every Student Succeeds Act (ESSA) of 2015 includes several provisions that support state and district efforts to prevent students from dropping out of high school and reengage out-of-school youth. Under ESSA, state plans must describe how the state will work with school districts to transition students from middle school to high school and…

School violence, social support and psychological health among Taiwanese junior high school students.

PubMed

Chen, Ji-Kang; Wei, Hsi-Sheng

2013-04-01

This paper examines how peer social support mediates the association between school victimization and student psychological health among junior-high students in an Asian context (Taiwan), and further examines how gender and ethnicity differ in the interrelationships of school violence, peer social support and psychological health. Data were obtained from a large-scale random sample of 1650 junior-high students (grades 7-9) in one diverse county of Taiwan. Students were given an anonymous structured questionnaire, including items regarding basic demographics and school social experiences. The results of structural equation modeling analysis provided a good fit for the sample as a whole. The final model accounted for 26% of the variance in student psychological health. Overall findings showed that student psychological health is not significantly directly associated with victimization by students and student maltreatment by teachers; however, student psychological health is indirectly associated with victimization by students, mediated through peer social support. Similar findings were found for both male and female and both Han Chinese and Indigenous students. The findings imply that peer social support plays an important mediating role between exposure to school violence and student psychological health. The findings provide empirical evidence and information to help school practitioners and policymakers justify developing or incorporating social support into prevention and intervention strategies. The findings suggest that interventions or policies promoting social support incorporated at a national level could be effective across genders and ethnicities in Taiwan. Copyright © 2013 Elsevier Ltd. All rights reserved.

Choice, Equity, and the Schools-within-Schools Reform

ERIC Educational Resources Information Center

Ready, Douglas D.; Lee, Valerie E.

2008-01-01

Background/Context: There is general agreement that most public high schools should be smaller than they are. Although the small-schools movement attracts considerable support, there is a general reluctance or inability to close large schools and to build many new small schools. A more cost-effective approach is to divide larger high schools into…

On the Front Lines of Schools: Perspectives of Teachers and Principals on the High School Dropout Problem

ERIC Educational Resources Information Center

Bridgeland, John M.; Dilulio, John J., Jr.; Balfanz, Robert

2009-01-01

Teachers and administrators in public high schools recognize there is a dropout problem, know they are confronted with daunting challenges in classrooms and in schools, and express strong support for reforms to address high dropout rates. Yet, less than one-third of teachers believe that schools should expect all students to meet high academic…

Patterns of School Change.

ERIC Educational Resources Information Center

Cohen, Marvin

An examination was done of school reform efforts supported by Bank Street College of Education's Center for Minority Achievement in two urban junior high schools in New York City. One school was a traditional junior high school with majority minority enrollment with most teachers using traditional techniques. The other school, the Media Arts…

The Power of the Site: Support for Professionalism in a School-College Collaborative Program

ERIC Educational Resources Information Center

Carter, Hazel M.

2011-01-01

This article demonstrates how a well-designed and collaboratively supported program engages school faculty in improving at-risk student retention and transition to college. Using the "power of the site" principle, the program designers envisioned a very different high school culture that focuses on a collaborative and supportive relationship…

Supporting Action Research in a Field-Based Professional Development School.

ERIC Educational Resources Information Center

Menchaca, Velma D.; Peterson, Cynthia L.; Nicholson, Sheila

A collaborative project between a Professional Development School (PDS) and a public school supported teachers' action research and initiated preservice teachers into action research. This paper describes one team's action research project in an inclusive high school classroom that shared the duties of teaching, assisting, modifying instruction,…

Supporting the Development of Science Communication Skills in STEM University Students: Understanding Their Learning Experiences as They Work in Middle and High School Classrooms

ERIC Educational Resources Information Center

Grant, Brooke L.; Liu, Xiufeng; Gardella, Joseph A.

2015-01-01

This paper examines the roles that 52 university Science, Technology, Engineering, and Mathematics (STEM) students play in an Interdisciplinary Science and Engineering Partnership that connects several middle schools, high schools, institutions of higher learning, businesses, and community institutions. It also examines the support these students…

Local Implementation Effectiveness of a Multi-Tier System of Support in Elementary School Settings

ERIC Educational Resources Information Center

Houlton, Terry P.

2017-01-01

Ensuring all students learn at high levels is demanding. Multi-tier systems of supports (MTSS) has shown promise as a way to promote high levels of learning for all students while catching students who are struggling to learn. However, implementing MTSS models in school districts and schools has seen its challenges. The context of an individual…

A Case Study of Minority and Low-SES Gifted Students' Perceptions of the Effects of a Gifted Resource Specialist

ERIC Educational Resources Information Center

Samples, Sherry L.

2010-01-01

This research explores the experiences of 9 minority and low socioeconomic status [low-SES] gifted high school graduates from a district which provided additional support beyond a counselor for its high school gifted students. The additional support was a Gifted Resource Specialist at each school; their interactions with the graduates from a…

The Role of Central Level Staff in Supporting High Quality Instruction

ERIC Educational Resources Information Center

Gamble, Matthew Tanner

2013-01-01

The central office manages and directs a school system. In the wake of district and school reforms, the impact of the central office on schools and quality instruction has not been fully dissected. This study explores the role of the central office in the support of high quality instruction. Further, it analyzes the perceptions of those central…

Education through Occupations in American High Schools. Volume I. Approaches to Integrating Academic and Vocational Education.

ERIC Educational Resources Information Center

Grubb, W. Norton, Ed.

This book contains the following papers examining approaches to integrating high school vocational and academic curricula in U.S. high schools to provide education through occupations: "Resolving the Paradox of the High School" (W. Norton Grubb); "'The Cunning Hand, the Cultured Mind': Sources of Support for Curriculum…

Parents' perceptions of the role of schools in tobacco use prevention and cessation for youth.

PubMed

Wyman, Jodi; Price, James H; Jordan, Timothy R; Dake, Joseph A; Telljohann, Susan K

2006-06-01

The purpose of this study was to examine Ohio parents' perceptions of the role of schools in smoking prevention, cessation, and anti-tobacco policy for their children. A 46-item questionnaire was based on the CDC Guidelines for School Health Programs to Prevent Tobacco Use and Addiction. Surveys (n = 800) were sent to a stratified random sample of parents of junior high and high school aged students and 57% responded. Parents were supportive of smoking prevention activities, but almost two-thirds believed their child's school should get parents' input. Furthermore, mothers/step-mothers were more likely than fathers/step-fathers to agree that the school had a role in smoking prevention activities. The majority of parents were also supportive of smoking cessation activities. However, only 8% of parent respondents supported schools providing nicotine gum or patches to students trying to quit smoking. Overall, the majority of parents were supportive of the seven recommendations developed by the CDC as guidelines for school health programs to prevent tobacco use and addiction. Schools have the opportunity to impact student smoking through prevention and cessation activities. Schools need to know that parents are supportive of these activities and want to be included in the process of implementing effective prevention or cessation programs.

Parents’ views on sex education in schools: How much do Democrats and Republicans agree?

PubMed Central

2017-01-01

More than 93 percent of parents place high importance on sex education in both middle and high school. Sex education in middle and high school is widely supported by parents regardless of their political affiliation. Using data from a large diverse sample of 1,633 parents of children aged 9 to 21 years, we examined whether views on sex education differed by parents’ political affiliation. More than 89 percent of parents that identified as Republicans or Democrats support including a wide range of topics in sex education including puberty, healthy relationships, abstinence, sexually transmitted diseases (STDs) and birth control in high school. In middle school, 78 percent or more of both parents that identified as Republicans and Democrats support the inclusion of those topics. Controlling for key demographic factors, parents that identified as Democrats are more likely than those that identified as Republicans to support the inclusion of the topics of healthy relationships, birth control, STDs, and sexual orientation in both middle and high school. However, a strong majority of Republican parents want all these topics included in sex education. Sex education which includes a broad set of topics represents an area of strong agreement between parents of both political parties. PMID:28672027

Developing the Capacity of Australian Secondary Schools to Cater for Students with High Support Needs in Mental Health and Wellbeing: An Effective School Case Management Resource

ERIC Educational Resources Information Center

De Jong, Terry; Griffiths, Coosje

2008-01-01

MindMatters Plus is a mental health promotion initiative in Australia which aims to improve the capacity of secondary schools to cater for students who have high support needs in the area of mental health. The development of effective school case management was one of the projects associated with this initiative. The aim of this project was to…

Relationship among Family Support, Love Attitude, and Well-Being of Junior High School Students

ERIC Educational Resources Information Center

Wu, Ho-tang; Chou, Mei-ju; Chen, Wei-hung; Tu, Chin-Tang

2016-01-01

This research aims to analyze the correlation between family support, love attitude, and well-being of junior high school students. After analyzing related literature, it is found that demographic variables like gender, grade, family structure, socioeconomic position have difference in perception of well-being. In addition, family support and love…

Prospective Mathematics Teachers' Ways of Guiding High School Students in GeoGebra-Supported Inquiry Tasks

ERIC Educational Resources Information Center

Hahkioniemi, Markus; Leppaaho, Henry

2012-01-01

In this paper, we study how prospective teachers guide students' reasoning in GeoGebra-supported inquiry tasks. Twenty prospective mathematics teachers wrote about how they would react as a teacher in hypothetical situations where high school students present their GeoGebra-supported solutions to the teacher. Before writing their reactions, the…

A Question of Effectiveness: Recruitment of Special Educators within High School Peer Support Groups

ERIC Educational Resources Information Center

Zascavage, Victoria; Winterman, Kathy; Armstrong, Philip; Schroeder-Steward, Jennifer

2008-01-01

The present study combines information about support groups for students with disabilities from 187 East Texas high schools with explanatory variables taken from data of the Texas Education Agency Academic Excellence Indicator System. This study is a tangential section of a larger study on the influence of peer support groups in East Texas…

Daily Autonomy Supporting or Thwarting and Students' Motivation and Engagement in the High School Science Classroom

ERIC Educational Resources Information Center

Patall, Erika A.; Steingut, Rebecca R.; Vasquez, Ariana C.; Trimble, Scott S.; Pituch, Keenan A.; Freeman, Jen L.

2018-01-01

This diary study provided the first classroom-based empirical test of the relations between student perceptions of high school science teachers' various autonomy supporting and thwarting practices and students' motivation and engagement on a daily basis over the course of an instructional unit. Perceived autonomy supporting practices were…

A Focus on Implementation of Positive Behavioral Interventions and Supports (PBIS) in High Schools: Associations with Bullying and Other Indicators of School Disorder

ERIC Educational Resources Information Center

Bradshaw, Catherine P.; Pas, Elise T.; Debnam, Katrina J.; Johnson, Sarah Lindstrom

2015-01-01

There is growing interest in the use of a multi-tiered system of supports framework to address issues related to school climate and bullying. Positive Behavioral Interventions and Supports (PBIS) is one such model that has received considerable attention; however, nearly all of the extant literature has focused on elementary and middle schools,…

School connectedness and high school graduation among maltreated youth.

PubMed

Lemkin, Allison; Kistin, Caroline J; Cabral, Howard J; Aschengrau, Ann; Bair-Merritt, Megan

2018-01-01

Maltreated youth have higher rates of school dropout than their non-maltreated peers. School connectedness is a modifiable predictor of school success. We hypothesized maltreated youth's school connectedness (supportive relationships with adults at school and participation in school clubs) would be positively associated with high school graduation. We included youth with at least one Child Protective Services (CPS) report by age twelve from Longitudinal Studies of Child Abuse and Neglect, a prospective cohort study. Participation in extracurricular activities and adult relationships reported at age 16, high school graduation/General Education Development (GED) status reported at age 18, and demographics were provided by youth and caregivers. Maltreatment data were coded from CPS records. The outcome was graduation/receipt of GED. Multivariable logistic regressions examined the association between school connectedness and graduation/receipt of GED, controlling for confounders. In our sample of 318 maltreated youth, 73.3% graduated. School club was the only activity with a statistically significant association with graduation in bivariate analysis. Having supportive relationships with an adult at school was not significantly associated with graduation, though only 10.7% of youth reported this relationship. Maltreated youth who participated in school clubs had 2.54 times the odds of graduating, adjusted for study site, gender, poverty status, caregiver high school graduation status, and age at first CPS report (95% CI: [1.02, 6.33]). Few maltreated youth reported relationships with adults at school, and additional efforts may be needed to support these vulnerable youth. School club participation may represent an opportunity to modify maltreated youth's risk for school dropout. Copyright © 2017 Elsevier Ltd. All rights reserved.

School-Related Variables in the Dimensions of Anger in High School Students in Turkey

ERIC Educational Resources Information Center

Siyez, Digdem M.

2018-01-01

The study aimed to examine the effects of perceived social support from teachers, expectation of academic achievement, school control, and gender on anger dimensions in high school students in Izmir, Turkey. In total, 446 high school students (234 girls, 212 boys) participated in the study. Pearson's correlation and multiple regression analyses…

Continuing Care in High Schools: A Descriptive Study of Recovery High School Programs

ERIC Educational Resources Information Center

Finch, Andrew J.; Moberg, D. Paul; Krupp, Amanda Lawton

2014-01-01

Data from 17 recovery high schools suggest programs are dynamic and vary in enrollment, fiscal stability, governance, staffing, and organizational structure. Schools struggle with enrollment, funding, lack of primary treatment accessibility, academic rigor, and institutional support. Still, for adolescents having received treatment for substance…

Eight Elements of High School Improvement: An Annotated Bibliography

ERIC Educational Resources Information Center

Jones, Wehmah

2009-01-01

This paper provides a table that contains a summary of resources available that support the National High School Center's "Eight Elements of High School Improvement: A Mapping Framework". This framework is based on eight common elements of systemic school reform and provides a structure for understanding, aligning, and prioritizing…

Measurement and structural relations of an authoritative school climate model: A multi-level latent variable investigation.

PubMed

Konold, Timothy R; Cornell, Dewey

2015-12-01

This study tested a conceptual model of school climate in which two key elements of an authoritative school, structure and support variables, are associated with student engagement in school and lower levels of peer aggression. Multilevel multivariate structural modeling was conducted in a statewide sample of 48,027 students in 323 public high schools who completed the Authoritative School Climate Survey. As hypothesized, two measures of structure (Disciplinary Structure and Academic Expectations) and two measures of support (Respect for Students and Willingness to Seek Help) were associated with higher student engagement (Affective Engagement and Cognitive Engagement) and lower peer aggression (Prevalence of Teasing and Bullying) on both student and school levels of analysis, controlling for the effects of school demographics (school size, percentage of minority students, and percentage of low income students). These results support the extension of authoritative school climate model to high school and guide further research on the conditions for a positive school climate. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Parents' Perceptions of Teacher Support at a Cyber Charter High School

ERIC Educational Resources Information Center

Borup, Jered; Stevens, Mark A.

2016-01-01

Despite high growth rates, cyber charter schools experience higher attrition rates than their brick-and-mortar counterparts. Students' reasons for failing an online course are complex and students may require a high level of teacher support to be successful online. Research examining effective teacher engagement has relied heavily on teacher…

Foundations: Supporting Your School's Dreams

ERIC Educational Resources Information Center

Payne, Diane

2006-01-01

Principals, teachers, students, and parents all have dreams for improving their schools, but often they do not have the funding to make their dreams come true. How can schools provide the additional financial support to make their dreams come true? Members of the Broughton High School community in Raleigh, North Carolina, found one answer: create…

California's Past Programs to Support School and District Improvement: A Synthesis of Evaluation Studies

ERIC Educational Resources Information Center

California Collaborative on District Reform, 2017

2017-01-01

This document synthesizes the findings from the evaluations of four statewide programs designed to provide support for underperforming schools and districts in California as part of the state accountability system: (1) Immediate Intervention/Underperforming Schools Program (II/USP); (2) High Priority Schools Grant (HPSG) Program; (3) School…

Measuring school climate in high schools: a focus on safety, engagement, and the environment.

PubMed

Bradshaw, Catherine P; Waasdorp, Tracy E; Debnam, Katrina J; Johnson, Sarah Lindstrom

2014-09-01

School climate has been linked to multiple student behavioral, academic, health, and social-emotional outcomes. The US Department of Education (USDOE) developed a 3-factor model of school climate comprised of safety, engagement, and environment. This article examines the factor structure and measurement invariance of the USDOE model. Drawing upon 2 consecutive waves of data from over 25,000 high school students (46% minority), a series of exploratory and confirmatory factor analyses examined the fit of the Maryland Safe and Supportive Schools Climate Survey with the USDOE model. The results indicated adequate model fit with the theorized 3-factor model of school climate, which included 13 subdomains: safety (perceived safety, bullying and aggression, and drug use); engagement (connection to teachers, student connectedness, academic engagement, school connectedness, equity, and parent engagement); environment (rules and consequences, physical comfort, and support, disorder). We also found consistent measurement invariance with regard to student sex, grade level, and ethnicity. School-level interclass correlation coefficients ranged from 0.04 to .10 for the scales. Findings supported the USDOE 3-factor model of school climate and suggest measurement invariance and high internal consistency of the 3 scales and 13 subdomains. These results suggest the 56-item measure may be a potentially efficient, yet comprehensive measure of school climate. © 2014, American School Health Association.

Recovery High Schools: Opportunities for Support and Personal Growth for Students in Recovery

ERIC Educational Resources Information Center

Finch, Andrew; Wegman, Holly

2012-01-01

The time right after treatment for substance abuse is a particularly vulnerable time for adolescents; a time made more difficult by the expectation that they will return to their high school. Traditional high schools are often a high-risk environment for students who are working on maintaining their sobriety. Recovery schools offer an alternative…

Early College High School Initiative. Evaluation Year End Report: 2003?2004

ERIC Educational Resources Information Center

Berger, Andrea R.; Cole, Susan; Melton, Janet; Safran, Stephanie; Vogel, Tyler; Walton, Laura; Adelman, Nancy; Hall, Catherine; Keating, Kaelie Knowles; Murray, Samantha; Nielsen, Natalie; Schaffner, Monika

2005-01-01

This is the first year-end report produced as part of the on-going evaluation of the Bill & Melinda Gates Foundation's Early College High School Initiative. The program provides funding and support for the establishment of Early College High Schools, which are organized to allow all enrolled students the opportunity to earn a high school diploma…

Lessons Learned: How Early College High Schools Offer a Pathway for High School Reform

ERIC Educational Resources Information Center

Kaniuka, Theodore Stefan; Vickers, Melinda

2010-01-01

In 2002, Early College High Schools Initiative became a reality across the United States for students and educators looking for ways to improve student graduation rates, college attendance, and overall student achievement. This mixed method case study found that (a) the early college high school environment supported the academic success of…

A Systemic Approach to Implementing Response to Intervention in Three Colorado High Schools

ERIC Educational Resources Information Center

Duffy, Helen; Scala, Jenny

2012-01-01

The National High School Center continues to receive inquiries about how to support high school implementation of response to intervention (RTI). Given the National High School Center's previous work on the topic, the authors wanted to better understand the conditions that contribute to or inhibit implementation of tiered frameworks in high…

ACS-Hach Programs: Supporting Excellence in High School Chemistry Teaching

NASA Astrophysics Data System (ADS)

Taylor, Terri

2009-05-01

In January 2009, the ACS received a gift of approximately $33 million from the Hach Scientific Foundation, the largest gift in the society's 133-year history. The foundation's programs will be continued by the ACS and will complement pre-existing ACS resources that support high school chemistry teaching. Three activities serve as the pillars of the ACS-Hach programs—the High School Chemistry Grant Program, the Second Career Teacher Scholarship Program, and the Land Grant University Scholars Program. Collectively, the ACS-Hach programs support high school chemistry teaching and learning by responding to the needs of both in-service and pre-service secondary teachers. The goals of each of the ACS-Hach programs align well with the ACS Mission—to advance the broader chemistry enterprise and its practitioners for the benefit of Earth and its people.

Public/Private Partnership Programs.

ERIC Educational Resources Information Center

District of Columbia Public Schools, Washington, DC.

This document presents the Public/Private Partnership Programs, a school-community project developed in 1981 by the District of Columbia public schools and the private sector community to provide career-focused high school programs. The project was designed to motivate and support young people to stay in school, graduate from high school, and…

Counselors' Role in a Changing, Diverse Society

ERIC Educational Resources Information Center

Merrill-Washington, Victoria

2007-01-01

School Counselors' roles have changed with the challenges of today's population. School counselors are support staff with high student-to-counselor ratios. Counselors are not only present in junior high and middle schools; they now service elementary schools. School counselors need to be aware of the demographics of the changing student…

Early College Expansion: Propelling Students to Postsecondary Success, at a School near You

ERIC Educational Resources Information Center

Webb, Michael

2014-01-01

Early college schools are succeeding at our nation's most daunting educational challenge--propelling students from underserved backgrounds to graduate high school and earn postsecondary degrees. These schools combine high school and college in rigorous, yet supportive environments that embrace acceleration over remediation. Their "college for…

Can Community and School-Based Supports Improve the Achievement of First-Generation Immigrant Children Attending High-Poverty Schools?

PubMed

Dearing, Eric; Walsh, Mary E; Sibley, Erin; Lee-St John, Terry; Foley, Claire; Raczek, Anastacia E

2016-05-01

Using a quasi-experimental design, the effects of a student support intervention were estimated for the math and reading achievement of first-generation immigrant children (n = 667, M = 11.05 years of age) attending high-poverty, urban elementary schools. The intervention was designed to help schools identify developmental strengths and barriers to learning and, in turn, connect children to community and school supports aligned with their strengths and needs. By exploiting within-school changes in the implementation of the intervention, the present study revealed statistically and practically significant treatment effects indicating improvements in math and reading achievement at the end of elementary school. In addition, the intervention appears to considerably narrow achievement gaps between English language learners and immigrant children proficient in English. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

High School Teachers Use of Writing to Support Students' Learning: A National Survey

ERIC Educational Resources Information Center

Gillespie, Amy; Graham, Steve; Kiuhara, Sharlene; Hebert, Michael

2014-01-01

A random sample of language arts, social studies, science, and math high school teachers from across the United States were surveyed about their use of writing to support student learning. Four out of every five teachers reported they used writing to support student learning, applying on average 24 different writing activities across the school…

Intertextuality and Multimodal Meanings in High School Physics: Written and Spoken Language in Computer-Supported Collaborative Student Discourse

ERIC Educational Resources Information Center

Tang, Kok-Sing; Tan, Seng-Chee

2017-01-01

The study in this article examines and illustrates the intertextual meanings made by a group of high school science students as they embarked on a knowledge building discourse to solve a physics problem. This study is situated in a computer-supported collaborative learning (CSCL) environment designed to support student learning through a science…

Teacher Victimization in Authoritative School Environments.

PubMed

Kapa, Ryan R; Luke, Jeremy; Moulthrop, Dorothy; Gimbert, Belinda

2018-04-01

Victimization in schools is not limited to students. Teachers increasingly face threats and attacks from their students. An authoritative school environment, characterized by high structure and support, has been associated with lower rates of victimization. The purpose of this study was to explore the relationship between authoritative school environments and teacher victimization rates. Researchers examined public school teacher responses (N = 37,497) from the Schools and Staffing Survey regarding rules and issues facing the school community. Descriptive statistics were gathered, and a hierarchical regression technique was employed to assess the impact of a structured, supportive school environment on teacher victimization. Results indicate an authoritative school environment helped reduce rates of teacher victimization. White, female teachers are among the teachers most likely to experience violence from students. Enforcing school rules, by both teachers and administrators, is the most effective way to diminish episodes of teacher victimization. P-12 school personnel should emphasize the importance of enforcing school rules and reducing negative issues, such as student truancy and apathy within each school. As high levels of structure and support reduce instances of violence, these findings have important implications for school environments and teacher health. © 2018, American School Health Association.

[Effects of social support on the adjustment to extracurricular sports activities among junior high school students].

PubMed

Koshi, Ryoko; Sekizawa, Keiko

2009-10-01

This study examined the hypothesis that when students received and/or provided either support for skill improvement or support for interpersonal relations, their overall adjustment level in extracurricular activities would be higher than for students who received and/or provided neither support. Data were analyzed from 475 junior high school students (female 175, male 300) who were taking extracurricular sports activities, out of 743 research participants. The results were as follows. Students who received support mainly for skill improvement showed a statistically equivalent adjustment level as students who received support mainly for interpersonal relations. Students who received either support showed higher adjustment levels than students who received neither. Additionally, providing support showed the same results. The exchange of different types of social support showed equivalent effects on the adjustment level as the exchange of the same type of social support. These results suggest that even though the types of social support are different for skill improvement or interpersonal relations, the exchange of support positively contributes to junior high school students' adjustment level in extracurricular activities.

Measuring the Impact of High School Counselors on College Enrollment. Research Brief

ERIC Educational Resources Information Center

Hurwitz, Michael; Howell, Jessica

2013-01-01

This brief examines high school counselor staffing counts relative to four-year college enrollment rates. Recent evidence from a national survey of counselors provides support for claims by counselors and school administrators that current counselor staffing levels are suboptimal. An additional high school counselor is predicted to induce a 10…

Building a New High School and Forging a New Community.

ERIC Educational Resources Information Center

Krajewski, Robert

1988-01-01

Two aging structures were replaced by Central High School in an Indiana steel town. Planning, board and administrator support, and community involvement eased negative attitudes toward the high school closures and resulted in a $36 million school that has unified the city and will serve it for over 50 years. (MLF)

An Analysis of the Relationship between Implementation of School-Wide Positive Behavior Interventions and Supports and High School Dropout Rates

ERIC Educational Resources Information Center

Freeman, Jennifer; Simonsen, Brandi; McCoach, D. Betsy; Sugai, George; Lombardi, Allison; Horner, Rob

2015-01-01

The purpose of this study was to explore the direct and indirect effects of SWPBIS on high school dropout rates. We used structural equation modeling methods to analyze the web of relationships among important high school level outcomes and SWPBIS in a large sample of high schools from 37 states. Results suggest that SWPBIS has statistically…

Longitudinal Study of Students Entering High School in 1979: The Relationship between First Term Performance and School Completion.

ERIC Educational Resources Information Center

Troob, Charles

A longitudinal analysis of students who entered New York City high schools in 1979 supports the perception that most future dropouts can be identified at the beginning of their high school careers. This study examined the records of more than a quarter of the 1979 entering class at New York City high schools. Analyses were performed on attendance,…

Can social support protect bullied adolescents from adverse outcomes? A prospective study on the effects of bullying on the educational achievement and mental health of adolescents at secondary schools in East London

PubMed Central

Rothon, Catherine; Head, Jenny; Klineberg, Emily; Stansfeld, Stephen

2011-01-01

This paper investigates the extent to which social support can have a buffering effect against the potentially adverse consequences of bullying on school achievement and mental health. It uses a representative multiethnic sample of adolescents attending East London secondary schools in three boroughs. Bullied adolescents were less likely to achieve the appropriate academic achievement benchmark for their age group and bullied boys (but not girls) were more likely to exhibit depressive symptoms compared to those not bullied. High levels of social support from family were important in promoting good mental health. There was evidence that high levels of support from friends and moderate (but not high) family support was able to protect bullied adolescents from poor academic achievement. Support from friends and family was not sufficient to protect adolescents against mental health difficulties that they might face as a result of being bullied. More active intervention from schools is recommended. PMID:20637501

Silent Partners: Uncovering Middle School and High School Students' Perceptions of Their Roles in Two School-University Partnerships

ERIC Educational Resources Information Center

Kruse, Nathan B.

2012-01-01

The purpose of this study was to explore middle school and high school band students' perceptions of two ongoing school-university partnerships. Interviews and focus group interviews were conducted with school students to capture their unique perspectives and to support the tenets of formative and action research designs. Findings indicated that…

The Long-Term Impact of Systematic Student Support in Elementary School: Reducing High School Dropout

ERIC Educational Resources Information Center

Walsh, Mary E.; Lee-St. John, Terrence J.; Raczek, Anastasia; Foley, Claire

2015-01-01

Out-of-school factors can significantly impact students' readiness to learn and thrive in school. Preventing dropout is a challenge because students fail to complete high school for a myriad of reasons that involve factors inside and outside of schools. This article describes City Connects, an intervention implemented in schools in Massachusetts,…

Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools.

PubMed

Flannery, K B; Fenning, P; Kato, M McGrath; McIntosh, K

2014-06-01

High school is an important time in the educational career of students. It is also a time when adolescents face many behavioral, academic, and social-emotional challenges. Current statistics about the behavioral, academic, and social-emotional challenges faced by adolescents, and the impact on society through incarceration and dropout, have prompted high schools to direct their attention toward keeping students engaged and reducing high-risk behavioral challenges. The purpose of the study was to examine the effects of School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) on the levels of individual student problem behaviors during a 3-year effectiveness trial without random assignment to condition. Participants were 36,653 students in 12 high schools. Eight schools implemented SW-PBIS, and four schools served as comparison schools. Results of a multilevel latent growth model showed statistically significant decreases in student office discipline referrals in SW-PBIS schools, with increases in comparison schools, when controlling for enrollment and percent of students receiving free or reduced price meals. In addition, as fidelity of implementation increased, office discipline referrals significantly decreased. Results are discussed in terms of effectiveness of a SW-PBIS approach in high schools and considerations to enhance fidelity of implementation. PsycINFO Database Record (c) 2014 APA, all rights reserved.

The Company in the Classroom: Principals' Perceptions on How Business Partners May Support the Role of High School Education

ERIC Educational Resources Information Center

Kaufman, Kristina

2015-01-01

This study aims to give voice to public high school principals in Illinois as to their perceived views on the purpose of high school education and their perceptions of partnerships with businesses. Data from 105 distinct public high schools from 50 Illinois counties were analyzed. Findings reveal that principals view the purpose of high school…

School Climate, Teacher-Child Closeness, and Low-Income Children’s Academic Skills in Kindergarten

PubMed Central

Lowenstein, Amy E.; Friedman-Krauss, Allison H.; Raver, C. Cybele; Jones, Stephanie M.; Pess, Rachel A.

2015-01-01

In this study we used data on a sample of children in the Chicago Public Schools in areas of concentrated poverty-related disadvantage to examine associations between school climate and low-income children’s language/literacy and math skills during the transition to kindergarten. We also explored whether teacher-child closeness moderated these associations. Multilevel modeling analyses conducted using a sample of 242 children nested in 102 elementary schools revealed that low adult support in the school was significantly associated with children’s poorer language/literacy and math skills in kindergarten. Teacher-child closeness predicted children’s higher language/literacy and math scores and moderated the association between low adult support and children’s academic skills. Among children who were high on closeness with their teacher, those in schools with high levels of adult support showed stronger language/literacy and math skills. There were no significant associations between adult support and the academic skills of children with medium or low levels of teacher-child closeness. Results shed light on the importance of adult support at both school and classroom levels in promoting low-income children’s academic skills during the transition to kindergarten. PMID:26925186

Trust Formation When Youth and Adults Partner to Lead School Reform: A Case Study of Supportive Structures and Challenges

ERIC Educational Resources Information Center

Biddle, Catharine

2017-01-01

Schools that build and support high levels of trust between stakeholder groups have been shown to support greater collaboration amongst those groups, including parents, teachers, administrators, and students (Tschannen-Moran, 2001). When stakeholders in schools feel the sense of psychological safety that accompanies trust, they are more willing or…

State-Level High School Improvement Systems Checklist

ERIC Educational Resources Information Center

National High School Center, 2007

2007-01-01

This checklist is designed to help states at various stages develop their system of support to reach struggling high schools. The checklist can be used to assess where your state is in terms of the elements of using existing support and guidance mechanisms, and reconfiguring and/or creating new structures to leverage system change for high school…

The Relationships between Negative Life Events, Perceived Support in the School Environment and Depressive Symptoms among Norwegian Senior High School Students: A Prospective Study

ERIC Educational Resources Information Center

Murberg, Terje A.; Bru, Edvin

2009-01-01

The present study prospectively explored the main and interactive effect of negative life events and social support from teachers and classroom peers on depressive symptoms in a sample of 198 (111 females, 87 males) students in a Norwegian senior high school. In the longitudinal multivariate analyses, self-reported depressive symptom levels at…

The Relationship Between Concussion Knowledge and the High School Athlete's Intention to Report Traumatic Brain Injury Symptoms.

PubMed

Taylor, Mary Ellen; Sanner, Jennifer E

2017-02-01

Sports-related concussion or traumatic brain injury (TBI) is a frequent occurrence among high school athletes. Long-term and short-term effects of TBI on the athlete's developing brain can be minimized if the athlete reports and is effectively treated for TBI symptoms. Knowledge of concussion symptoms and a school culture of support are critical in order to promote the student's intention to report TBI symptoms. The purpose of this systematic review is to examine the relationship between the high school athlete's concussion knowledge and an intention to report TBI symptoms. One hundred eleven articles were retrieved and four articles met established criteria and were included in this systematic review. A link appears to exist between high school athlete concussion knowledge and an intention to report TBI symptoms. School nurses can provide a supportive environment and concussion knowledge to the high school athlete in order to ultimately facilitate TBI symptom reporting.

An Analysis of the Supports and Constraints for Scientific Discussion in High School Project-Based Science

ERIC Educational Resources Information Center

Alozie, Nonye M.; Moje, Elizabeth Birr; Krajcik, Joseph S.

2010-01-01

One goal of project-based science is to promote the development of scientific discourse communities in classrooms. Holding rich high school scientific discussions is challenging, especially when the demands of content and norms of high school science pose challenges to their enactment. There is little research on how high school teachers enact…

[Relationships between mental health and psychosocial factors with single-child high school students in an urban city of Korea].

PubMed

Lee, Young-Sun; Kim, Kwang-Hwan; Cho, Young-Chae

2006-09-01

This study was performed to determine the mental health of high school students, and specifically that of children with no siblings in urban areas, and we aimed at revealing the various potential influences of different psycho-social factors. The participants were, 514 high school students who were the 1st- to 3rd-graders in Daejon City; they were, given self-administered questionnaires that required no signature during the period of March through June 2005. The analyzed items included the general character of the subjects, the symptoms of stress and depression for mental health, self-esteem as a psychological component, anxiety, dependent behavioral traits and, social support of family members and friends. The study results suggested that the group of urban high school children with no siblings had a higher tendency for stress and depression than did the urban high school children with siblings. The mental health and psychosocial factors were found to be influenced by friends, a sense of satisfaction at school and home life, and emotional support as well. In conclusion, emotional support by the family members can improve mental health by reducing anxiety, stress and depression.

How to Go Green: Creating a Conservation Culture in a Public High School through Education, Modeling, and Communication

ERIC Educational Resources Information Center

Schelly, Chelsea; Cross, Jennifer E.; Franzen, William; Hall, Pete; Reeve, Stu

2012-01-01

This case study examines how energy conservation efforts in one public high school contributed to both sustainability education and the adoption of sustainable behavior within educational and organizational practice. Individual role models, school facilities, school governance and school culture together support both conservation and environmental…

Sustaining Turnaround at the School and District Levels: The High Reliability Schools Project at Sandfields Secondary School

ERIC Educational Resources Information Center

Schaffer, Eugene; Reynolds, David; Stringfield, Sam

2012-01-01

Beginning from 1 high-poverty, historically low-achieving secondary school's successful turnaround work, this article provides data relative to a successful school turnaround, the importance of external and system-level supports, and the importance of building for sustainable institutionalization of improvements. The evidence suggests the…

Cross-Cultural Adjustment of Chinese Students in Japan: School Adjustment and Educational Support

ERIC Educational Resources Information Center

Li, Yuan Xiang; Sano, Hideki; Ahn, Ruth

2013-01-01

This study investigates Chinese immigrant students' cross-cultural and school adjustment issues in Japanese schools. Using a quantitative method, a survey which collected students' demographic information, cross-cultural adjustment, and school adjustment questions was administered to 143 Chinese junior high and high school students in Tokyo and…

Private Schools. Heaven Sent.

ERIC Educational Resources Information Center

Gehring, John

2000-01-01

Describes the creation of a state-of-the-art, high-tech Catholic school with support from a wealthy Baptist businessman. Because of the large amount of money donated, the school was designed to have everything, rather than just being utilitarian, as are most underfunded Catholic schools. The school has a high non-Catholic population and has high…

Revisiting High School Conversions: What is Sustained After the Funding Goes?

ERIC Educational Resources Information Center

Wallach, Catherine A.

2009-01-01

School reformers hope that converting comprehensive high schools into collections of small schools will produce results similar to those realized in freestanding small schools. This comparative case study revisits two "conversions" as they complete the grant funding that supported the reform, in order to explore the extent to which…

A Comparison of General and Special Education High School Students in Transition: The Impact of Social Support on Student Outcomes

ERIC Educational Resources Information Center

Jensen, Mira A.

2011-01-01

This dissertation study examined the differences between students in general education and in special education in their perceptions of the types of support they need from different sources during the transitions at the beginning and end of high school. Specifically, this study examined the role of social support in students' behavioral and…

High School Counselors' Support and Latina/o Students' Career Development

ERIC Educational Resources Information Center

Vela, Javier Cavazos; Flamez, Brandé; Clark, Ashley

2015-01-01

The current study examined the impact of high school counselors' support of Latina/o students' career development outcomes. We used a quantitative, predictive design to explore Latina/o students' vocational self-efficacy and outcome expectations. Perceptions of investment, accessibility, positive regard, appraisal, and expectations from school…

Interdistrict Magnet High School Students' Perceived Social Support: An Exploratory Investigation

ERIC Educational Resources Information Center

LaRocco, Diana J.; Fitzgerald, Jessica

2010-01-01

Magnet high school attendance seems to lead to improved academic performance (Cobb, Bifulco, & Bell, 2009; U.S. Department of Education, 2008; Yu & Taylor, 1997). Likewise, perceived social support has been linked with positive outcomes for adolescents, including improved academic performance (Rosenfeld, Richman, & Bowen, 2000; Demaray & Malecki,…

ESEA Title I Program Evaluation [Phoenix Union High School System, Arizona].

ERIC Educational Resources Information Center

Estes, Gary D.; And Others

In accordance with the intent of compensatory educational programs supported by Elementary Secondary Education Act Title I funds, the Phoenix Union High School System has implemented supplementary programs during the 1974-75 school year at four of the District's 11 high schools: Carl Hayden, North, Phoenix Union, and South Mountain, and at the…

Early College High Schools: A Proposed Solution to Secondary Transition Services

ERIC Educational Resources Information Center

Bridges, Jeanne M.; Maxwell, Gerri M.

2015-01-01

This qualitative case study examines the challenges facing rural secondary schools in transitioning youth from high school to post-secondary education and careers, and whether the interventions, strategies and support built into the Early College High School could offer a solution to this long-standing challenge to better meet the needs of special…

Helping Teen Mothers Succeed

ERIC Educational Resources Information Center

SmithBattle, Lee

2006-01-01

Because the success of teen mothers is enhanced by completing high school, school districts should give high priority to supporting teen mothers to remain in school and to graduate. This article reviews the literature on the educational attainment of these students, their school aspirations, and the policies affecting their education. Although…

School/University Partnerships: An Agenda That Works.

ERIC Educational Resources Information Center

Florez, Viola E.

2002-01-01

Examines the importance of high quality teachers for urban schools, discussing best practices for high quality school- university partnerships and describing the University of New Mexico and Albuquerque Public Schools Partnership programs, which support collaboration as a strong component of university-level teacher preparation and provide teacher…

Can the school context moderate the protective effect of parental support on adolescents' alcohol trajectories in urban Chicago?

PubMed

Andrade, Fernando H

2013-12-01

Research explaining school effects on alcohol use is scare. This study examined the interactive effect between family support and school characteristics (size, poverty, and sector) on adolescents' alcohol use trajectories in Chicago. Longitudinal and multilevel data were from the Project of Human Development in Chicago Neighborhoods and the Common Core of Data (National Center for Educational Statistics). The sample consisted of 2205 adolescents in 558 schools. A three-level hierarchical linear model was used to estimate multilevel growth curve models and school effects on alcohol trajectories. In addition to the strong relationship between parental support and alcohol trajectories; the results also found school effects on the average baseline of alcohol use and the rates of change across time. Interestingly, high levels of parental support were more effective in preventing alcohol use in public schools, while adolescents attending private schools with low levels of parental support were more likely to consume alcohol. Similarly, students attending public schools with higher rates of poverty who enjoy higher levels of parental support were less likely to consume alcohol compared to students with lower parental support attending lower rates of schools poverty. Key findings highlight the importance of the interaction between parental support and school characteristics meaning that protective factors provided by parents could be reinforced or diminished by the school context. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Can the school context moderate the protective effect of parental support on adolescents alcohol trajectories in urban Chicago?

PubMed Central

Andrade, Fernando H.

2013-01-01

Background Research explaining school effects on alcohol use is scare. This study examined the interactive effect between family support and school characteristics (size, poverty, and sector) on adolescents alcohol use trajectories in Chicago. Methods Longitudinal and multilevel data were from the Project of Human Development in Chicago Neighborhoods and the Common Core of Data (National Center for Educational Statistics). The sample consisted of 2205 adolescents in 558 schools. A three-level hierarchical linear model was used to estimate multilevel growth curve models and school effects on alcohol trajectories. Results In addition to the strong relationship between parental support and alcohol trajectories; the results also found school effects on the average baseline of alcohol use and the rates of change across time. Interestingly, high levels of parental support were more effective in preventing alcohol use in public schools, while adolescents attending private schools with low levels of parental support were more likely to consume alcohol. Similarly, students attending public schools with higher rates of poverty who enjoy higher levels of parental support were less likely to consume alcohol compared to students with lower parental support attending lower rates of schools poverty. Conclusion Key findings highlight the importance of the interaction between parental support and school characteristics meaning that protective factors provided by parents could be reinforced or diminished by the school context. PMID:23891034

Training the Next Generation of School Psychologists to Deliver Evidence Based Mental Health Practices: Current Challenges and Future Directions

ERIC Educational Resources Information Center

Shernoff, Elisa S.; Bearman, Sarah Kate; Kratochwill, Thomas R.

2017-01-01

School psychologists are uniquely positioned to support the delivery of evidence-based mental health practices (EBMHPs) to address the overwhelming mental health needs of children and youth. Graduate training programs can promote EBMHPs in schools by ensuring school psychologists enter the workplace prepared to deliver and support high-quality,…

Two Years of Case Management: Final Findings from the Communities in Schools Random Assignment Evaluation

ERIC Educational Resources Information Center

Parise, Leigh M.; Corrin, William; Granito, Kelly; Haider, Zeest; Somers, Marie-Andrée; Cerna, Oscar

2017-01-01

While high school graduation rates are on the rise nationwide, too many students still never reach that milestone, with 7,000 on average dropping out every day. Recognizing that many students need additional support to succeed in school, Communities In Schools (CIS) works to provide and connect students with integrated support services to keep…

Positive Behavior Support in Secondary Schools: A Practical Guide. Practical Intervention in the Schools Series

ERIC Educational Resources Information Center

Young, Ellie L.; Caldarella, Paul; Richardson, Michael J.; Young, K. Richard

2011-01-01

This much-needed guide shows how to implement positive behavior support (PBS) strategies in secondary settings, using a three-tiered approach. The authors adapt the core ideas of PBS to the developmental context of adolescence and the organizational structures of middle schools and junior and senior high schools. With an emphasis on data-based…

Understanding Support from School Counselors as Predictors of Mexican American Adolescents' College-Going Beliefs

ERIC Educational Resources Information Center

Vela, Javier Cavazos; Flamez, Brande; Sparrow, Gregory Scott; Lerma, Eunice

2016-01-01

The impact of high school counselors' support on Mexican American adolescents' college-going beliefs was examined. We used a quantitative, predictive design to explore predictors of Mexican American adolescents' college-going beliefs. Perceptions of accessibility and expectations from school counselors positively impacted college-going beliefs…

School Counselors' Education and Training, Competency, and Supportive Behaviors Concerning Gay, Lesbian, and Bisexual Students

ERIC Educational Resources Information Center

Hall, William J.; McDougald, Amanda M.; Kresica, Aimee M.

2014-01-01

This study examined high school counselors' education and training, counseling competency, and supportive behavior regarding gay, lesbian, and bisexual students. Sexual minority students often face a range of school and mental health problems. Results show that participants' counseling competency skills, knowledge, and attitudes predict…

Preparing for School Crises: Administrator Perceptions on Supports for Teachers

ERIC Educational Resources Information Center

Brophy, Chelsey M.; Maras, Melissa A.; Wang, Ze

2015-01-01

Traumatic events and crises involving schools and children often become high-profile occurrences; however, little attention is given to teachers and how they cope with crisis. The purpose of this study was to investigate administrators' perceptions of including additional support for teachers in school crisis policies. Specifically, the study…

The role of parents in public views of strategies to address childhood obesity in the United States.

PubMed

Wolfson, Julia A; Gollust, Sarah E; Niederdeppe, Jeff; Barry, Colleen L

2015-03-01

POLICY POINTS: The American public--both men and women and those with and without children in the household--holds parents highly responsible and largely to blame for childhood obesity. High attributions of responsibility to parents for reducing childhood obesity did not universally undermine support for broader policy action. School-based obesity prevention policies were strongly supported, even among those viewing parents as mostly to blame for childhood obesity. Americans who viewed sectors outside the family (such as the food and beverage industry, schools, and the government) as helping address childhood obesity were more willing to support a wider range of population-based obesity prevention policies. The public's views of parents' behaviors and choices--and the attitudes held by parents themselves--are likely to influence the success of efforts to reverse obesity rates. We analyzed data from 2 US national public opinion surveys fielded in 2011 and 2012 to examine attributions of blame and responsibility to parents for obesity, both among the general public and parents themselves, and we also explored the relationship between views of parents and support for obesity prevention policies. We found that attribution of blame and responsibility to parents was consistently high, regardless of parental status or gender. Support for policies to curb childhood obesity also did not differ notably by parental status or gender. Multivariable analyses revealed consistent patterns in the association between public attitudes toward parents' responsibility and support for policies to curb childhood obesity. High parental responsibility was linked to higher support for school-targeted policies but generally was not associated with policies outside the school setting. Attribution of greater responsibility to entities external to children and their parents (schools, the food and beverage industry, and the government) was associated with greater support for both school-targeted and population-based obesity prevention policies. Our findings suggest that the high attribution of responsibility to parents for reducing childhood obesity does not universally undermine support for broader policy action. But appealing to parents to rally support for preventing obesity in the same way as for other parent-initiated social movements (eg, drunk driving) may be challenging outside the school setting. © 2015 Milbank Memorial Fund.

The Role of Parents in Public Views of Strategies to Address Childhood Obesity in the United States

PubMed Central

WOLFSON, JULIA A; GOLLUST, SARAH E; NIEDERDEPPE, JEFF; BARRY, COLLEEN L

2015-01-01

Policy Points The American public—both men and women and those with and without children in the household—holds parents highly responsible and largely to blame for childhood obesity. High attributions of responsibility to parents for reducing childhood obesity did not universally undermine support for broader policy action. School-based obesity prevention policies were strongly supported, even among those viewing parents as mostly to blame for childhood obesity. Americans who viewed sectors outside the family (such as the food and beverage industry, schools, and the government) as helping address childhood obesity were more willing to support a wider range of population-based obesity prevention policies. Context The public's views of parents’ behaviors and choices—and the attitudes held by parents themselves—are likely to influence the success of efforts to reverse obesity rates. Methods We analyzed data from 2 US national public opinion surveys fielded in 2011 and 2012 to examine attributions of blame and responsibility to parents for obesity, both among the general public and parents themselves, and we also explored the relationship between views of parents and support for obesity prevention policies. Findings We found that attribution of blame and responsibility to parents was consistently high, regardless of parental status or gender. Support for policies to curb childhood obesity also did not differ notably by parental status or gender. Multivariable analyses revealed consistent patterns in the association between public attitudes toward parents’ responsibility and support for policies to curb childhood obesity. High parental responsibility was linked to higher support for school-targeted policies but generally was not associated with policies outside the school setting. Attribution of greater responsibility to entities external to children and their parents (schools, the food and beverage industry, and the government) was associated with greater support for both school-targeted and population-based obesity prevention policies. Conclusions Our findings suggest that the high attribution of responsibility to parents for reducing childhood obesity does not universally undermine support for broader policy action. But appealing to parents to rally support for preventing obesity in the same way as for other parent-initiated social movements (eg, drunk driving) may be challenging outside the school setting. PMID:25752351

Alcohol and Other Drug Use in Middle School: The Interplay of Gender, Peer Victimization, and Supportive Social Relationships

PubMed Central

Wormington, Stephanie V.; Anderson, Kristen G.; Tomlinson, Kristin L.; Brown, Sandra A.

2015-01-01

The current study examined the impact of supportive social relationships (i.e., teacher support, adult support, school relatedness) and peer victimization on middle school students’ substance use. Over 3,000 middle school students reported on alcohol, cigarette, and marijuana use, supportive social relationships, and instances in which they were the victim of aggressive behavior. Mixed-effects logit regression analyses revealed complementary patterns of results across types of substances. Students who perceived high levels of social support were less likely to report alcohol and drug use initiation, particularly at low levels of peer victimization. Gender moderated the negative effect of peer victimization, with highly victimized boys most likely to report alcohol, cigarette, and marijuana use. Results indicated a complex interplay of social influences and moderating variables in predicting early onset alcohol and other drug use, one that researchers should consider when studying adolescents’ decisions to use alcohol and other drugs. PMID:26294803

Authoritative School Discipline: High School Practices Associated with Lower Bullying and Victimization

ERIC Educational Resources Information Center

Gregory, Anne; Cornell, Dewey; Fan, Xitao; Sheras, Peter; Shih, Tse-Hua; Huang, Francis

2010-01-01

In this study we examined authoritative discipline theory, which posits that 2 complementary aspects of school climate--structure and support--are important for adolescents' safety in school. Using a statewide sample of over 7,300 ninth-grade students and 2,900 teachers randomly selected from 290 high schools, we showed, using hierarchical linear…

Supporting Successful Transitions to High School. Research Brief. Spring 2008

ERIC Educational Resources Information Center

Horwitz, Amanda; Snipes, Jason

2008-01-01

The transition between middle and high school is a defining moment for students on whether they drop out of school or progress to graduation. A majority of the students who eventually fail to graduate fall through the cracks during this transition period. This research brief gives several recommendations on how schools and school districts can…

Does Racial Isolation in School Lead to Long-Term Disadvantages? Labor Market Consequences of High School Racial Composition.

PubMed

Gamoran, Adam; Barfels, Sarah; Collares, Ana Cristina

2016-01-01

School racial composition has modest effects on test score gaps, but evidence of a longer-term impact is scarce. Perpetuation theory suggests that blacks who attend schools with higher proportions of white classmates may have better job outcomes. Multilevel analyses of two national longitudinal surveys reveal no effects of high school racial composition on occupational status, employment, or annual earnings for blacks or whites. For other minority groups, attending schools with more whites impedes occupational advancement. For all groups, however, school racial composition predicts workplace racial composition: Whites who attend high schools with higher proportions of white students have higher proportions of white coworkers, while nonwhites who attend schools with higher proportions of whites have fewer same-race coworkers. The findings are modest in size but robust to alternative specifications, and sensitivity analyses support a causal interpretation for same-race coworkers. These results support perpetuation theory for workplace composition but not for stratification outcomes.

The impact of bullying and sexual harassment on middle and high school girls.

PubMed

Gruber, James E; Fineran, Susan

2007-06-01

The impact of bullying and sexual harassment on six health outcomes among middle school girls were compared to these outcomes among high school girls. High school girls experienced more bullying and sexual harassment and poorer health outcomes than their middle school counterparts, but the impact of these experiences was less among high school students. Differences in outcomes may be the result of better support systems and coping mechanisms among high school girls and/or challenging developmental changes during middle school. Sexual orientation, race, and disability had some notable relationships to bullying and sexual harassment experiences as well as health outcomes.

Teachers' challenges, strategies, and support needs in schools affected by community violence: a qualitative study.

PubMed

Maring, Elisabeth F; Koblinsky, Sally A

2013-06-01

Exposure to community violence compromises teacher effectiveness, student learning, and socioemotional well-being. This study examined the challenges, strategies, and support needs of teachers in urban schools affected by high levels of community violence. Twenty teachers from 3 urban middle schools with predominantly low-income African American students completed open-ended interviews. Selected schools were in geographic areas with high violent crime levels. Consistent with an ecological risk and resilience framework, findings revealed that teachers experienced challenges and adopted coping strategies at the individual, family, school, and community levels. Teachers employed a number of strategies associated with resilience, such as prayer and seeking support from family and colleagues, but also engaged in some avoidant strategies, such as emotional withdrawal and avoiding difficult students. Findings suggest interventions to improve school safety and reduce the negative impact of violence-related stressors. Teacher training in behavior management, effective school leadership, improved school security, peer mediation, expanded mental health services, and parent involvement may promote resilience among both teachers and their students. © 2013, American School Health Association.

School Disciplinary Style and Adolescent Health.

PubMed

Lau, Claudia; Wong, Mitchell; Dudovitz, Rebecca

2018-02-01

Parenting style is strongly associated with adolescent health. However, little is known about how school disciplinary style relates to health. We categorized adolescents' perceptions of their schools as authoritative, authoritarian, permissive, or neglectful, and test whether perceived school disciplinary style is associated with health. We analyze data from the RISE Up study (Reducing Health Inequities Through Social and Educational Change Follow-up), comprised of baseline (eighth grade) and 2-year follow-up surveys (10th grade) from 1,159 low-income minority adolescents in Los Angeles attending 157 schools. At 10th grade, students' ratings of school support and structure were used to categorize perceived school disciplinary style as authoritative (highest tertile for support and structure), authoritarian (low support, high structure), permissive (high support, low structure), neglectful (low on both dimensions), and average (middle tertile on either dimension). Mixed effects logistic regressions controlling for sociodemographic factors, parenting style, grades, and baseline health tested whether school disciplinary style was associated with substance use, violence, bullying, and depression symptoms. Risky behaviors varied by school disciplinary style. After adjusting for covariates, compared with an average school disciplinary style, a neglectful school was associated with higher odds of substance use (adjusted odds ratio [AOR] 2.3, p < .001) and bullying (AOR 1.5, p = .02), a permissive school was associated with higher odds of depression symptoms (AOR 2.1, p = .04), and an authoritative school was associated with lower odds of substance use (AOR .6, p = .049), violence (AOR .6, p = .03), and bullying (AOR .5, p = .001). Structured and supportive school environments may impact the health of vulnerable adolescents. Copyright © 2017 The Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Men as Allies: The Efficacy of a High School Rape Prevention Intervention

ERIC Educational Resources Information Center

Hillenbrand-Gunn, Theresa L.; Heppner, Mary J.; Mauch, Pamela A.; Park, Hyun-joo

2010-01-01

This study investigated the effects of a Men as Allies--based intervention on high school students' rape-supportive attitudes and behaviors. As hypothesized at posttest, the male and female experimental groups demonstrated a significant decrease in rape-supportive attitudes, which was maintained at follow-up. Male participants viewed peers'…

Implementing Schoolwide Positive Behavior Support in High School Settings: Analysis of Eight High Schools

ERIC Educational Resources Information Center

Flannery, K. Brigid; Frank, Jennifer L.; Kato, Mimi McGrath; Doren, Bonnie; Fenning, Pamela

2013-01-01

Schoolwide positive behavior support (SWPBS) is a systems-level intervention designed to prevent the occurrence of problem behavior and increase social competence. A growing body of research documents that SWPBS reduces problem behavior and improves academics (e.g., McIntosh, Chard, Boland, & Horner, 2006), yet documentation of the feasibility…

78 FR 78358 - Agency Information Collection Activities; Submission to OMB for Review and Approval; Public...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-26

... with a seamless network of supportive services to help them complete high school or postsecondary... education (IHE); (2) Support pregnant and parenting teens at high schools and community service centers; (3) Improve services for pregnant women who are victims of domestic violence, sexual violence, sexual assault...

Efficacy of Peer Support Interventions in General Education Classrooms for High School Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Carter, Erik W.; Gustafson, Jenny R.; Sreckovic, Melissa A.; Dykstra Steinbrenner, Jessica R.; Pierce, Nigel P.; Bord, Aimee; Stabel, Aaron; Rogers, Sally; Czerw, Alicia; Mullins, Teagan

2017-01-01

Even with inclusive general education classrooms, high school students with autism spectrum disorder (ASD) often have few social interactions with classmates. Peer support arrangements hold promise for increasing peer interactions and shared learning within general education classrooms. However, previous evaluations of this intervention have…

Choosing a STEM Path: "Course-Sequencing in High School and Postsecondary Outcomes"

ERIC Educational Resources Information Center

Lee, Jonghwan; Judy, Justina

2011-01-01

The College Ambition Program (CAP) model was developed to support high schools in preparing their students to enter STEM fields. CAP includes four programmatic components: mentoring, course counseling and advising, college-related activities and workshops, and teacher professional development and instructional support. This study is part of a…

Supporting K-12 Online Learners: Developing a Mentorship Program

ERIC Educational Resources Information Center

Edwards, Clea

2017-01-01

Online education is unique in part for the relatively high degrees of autonomy afforded learners. Self-direction and self-regulation, along with support, are essential for students to succeed. The site of this action research project was a new, small online public charter school for middle and high school students, Foothills Academy Connected…

Institutional Factors for Supporting Electronic Learning Communities

ERIC Educational Resources Information Center

Linton, Jayme N.

2017-01-01

This study was designed to explore how the electronic learning community (eLC) process at an established state virtual high school (SVHS) supported new and veteran online high school teachers through the communities of practice (CoP) framework. Specifically, this study focused on the institutionally-driven nature of the eLC process, using Wenger's…

Experiences, Perceived Challenges, and Support Systems of Early College High School Students

ERIC Educational Resources Information Center

Sáenz, Karen P.; Combs, Julie P.

2015-01-01

In this qualitative study, the prior experiences, perceived challenges, and support systems of 17 Grade 12 Hispanic students at an early college high school were explored using the framework of social capital theory. Utilizing Moustakas's phenomenological design, data were collected using focus group and individuals interviews. Several themes…

Linked Learning as a High School Transformation Strategy: Organizational Structures and Leadership Behaviors That Support Lasting Change

ERIC Educational Resources Information Center

Weiss, Elizabeth Rocio

2016-01-01

Linked Learning is an approach that has proven effective in transforming the learning experiences for high school students. An instrumental case study was conducted in a large urban district in Southern California where district and school leaders implemented Linked Learning as a systemic high school reform initiative. Analysis of the data…

Evaluation of Academic Policy Formulation and Implementation Transmountain Early College High School, El Paso, Texas

ERIC Educational Resources Information Center

Heidemann, Virginia Margaret

2010-01-01

Transmountain Early College High School (TMECHS) opened in August 2008, created by a partnership between the El Paso Community College (EPCC) and the El Paso Independent School District (EPISD), and supported in its conceptualization, start-up, and first few years operation by grant funding and guidance from the Texas High School Project (THSP)…

A Quantitative Research Investigation into High School Design and Art Education in a Local High School in Texas

ERIC Educational Resources Information Center

Lin, Yi-Hsien

2013-01-01

This study was designed to explore the differences between high school teachers with art and science backgrounds in terms of curriculum and student performance in art and design education, federal educational policy, and financial support. The study took place in a local independent school district in Texarkana, Texas. The independent school…

Shifting Spaces and Emerging Voices: Participation, Support, and Conflict in One School Administrative Team

ERIC Educational Resources Information Center

Austin, Manila S.; Harkins, Debra A.

2008-01-01

Research Findings: Collaborative work and supportive relationships are highly valued by teachers and school administrators. Collaboration, however, necessitates constructive conflict resolution (P. M. Senge, 1990); yet conflict is often experienced as interpersonally threatening and undermining supportive working conditions. This contradiction is…

47 CFR 54.702 - Administrator's functions and responsibilities.

Code of Federal Regulations, 2010 CFR

2010-10-01

... schools and libraries support mechanism, the rural health care support mechanism, the high cost support...) The Administrator may not make policy, interpret unclear provisions of the statute or rules, or..., on which applications for services will be posted on behalf of schools, libraries and rural health...

Can social support protect bullied adolescents from adverse outcomes? A prospective study on the effects of bullying on the educational achievement and mental health of adolescents at secondary schools in East London.

PubMed

Rothon, Catherine; Head, Jenny; Klineberg, Emily; Stansfeld, Stephen

2011-06-01

This paper investigates the extent to which social support can have a buffering effect against the potentially adverse consequences of bullying on school achievement and mental health. It uses a representative multiethnic sample of adolescents attending East London secondary schools in three boroughs. Bullied adolescents were less likely to achieve the appropriate academic achievement benchmark for their age group and bullied boys (but not girls) were more likely to exhibit depressive symptoms compared to those not bullied. High levels of social support from family were important in promoting good mental health. There was evidence that high levels of support from friends and moderate (but not high) family support was able to protect bullied adolescents from poor academic achievement. Support from friends and family was not sufficient to protect adolescents against mental health difficulties that they might face as a result of being bullied. More active intervention from schools is recommended. Copyright © 2010 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Changes to the school food and physical activity environment after guideline implementation in British Columbia, Canada.

PubMed

Watts, Allison W; Mâsse, Louise C; Naylor, Patti-Jean

2014-04-14

High rates of childhood obesity have generated interest among policy makers to improve the school food environment and increase students' levels of physical activity. The purpose of this study was to examine school-level changes associated with implementation of the Food and Beverage Sales in Schools (FBSS) and Daily Physical Activity (DPA) guidelines in British Columbia, Canada. Elementary and middle/high school principals completed a survey on the school food and physical activity environment in 2007-08 (N=513) and 2011-12 (N=490). Hierarchical mixed effects regression was used to examine changes in: 1) availability of food and beverages; 2) minutes per day of Physical Education (PE); 3) delivery method of PE; and 4) school community support. Models controlled for school enrollment and community type, education and income. After policy implementation was expected, more elementary schools provided access to fruits and vegetables and less to 100% fruit juice. Fewer middle/high schools provided access to sugar-sweetened beverages, French fries, baked goods, salty snacks and chocolate/candy. Schools were more likely to meet 150 min/week of PE for grade 6 students, and offer more minutes of PE per week for grade 8 and 10 students including changes to PE delivery method. School community support for nutrition and physical activity policies increased over time. Positive changes to the school food environment occurred after schools were expected to implement the FBSS and DPA guidelines. Reported changes to the school environment are encouraging and provide support for guidelines and policies that focus on increasing healthy eating and physical activity in schools.

Associations of Outside- and Within-School Adult Support on Suicidality: Moderating Effects of Sexual Orientation

PubMed Central

Coulter, Robert W.S.; Schneider, Shari Kessel; Beadnell, Blair; O’Donnell, Lydia

2016-01-01

This study examined sexual-orientation differences in reports of outside- and within-school adult support, and whether sexual orientation moderates the associations between adult support and suicidality (i.e., thoughts, plans, and attempts). At 26 high schools across MetroWest Boston, 22,834 students completed surveys assessing: sexual orientation (heterosexual, gay/lesbian, bisexual, or questioning); presence of outside- and within-school adult support; and past-year suicidality. Multivariable regression analyses with General Estimating Equations (adjusting for gender, grade, and race/ethnicity) examined sexual-orientation subgroup differences in adult support, and how sexual orientation and adult support were associated with suicidality. Interaction terms tested whether relationships between adult support and suicidality were moderated by sexual orientation. Gay/lesbian, bisexual, and questioning youth were each less likely than heterosexuals to report having outside-school adult support (risk ratios range: 0.85–0.89). Each group also had greater odds than heterosexuals for suicidal thoughts (odds ratios [ORs] range: 1.86–5.33), plans (ORs range: 2.15–5.22), and attempts (ORs range: 1.98–7.90). Averaged across sexual-orientation subgroups, outside-school support was more protective against suicidality (ORs range: 0.34–0.35) than within-school support (ORs range: 0.78–0.82). However, sexual orientation moderated the protective effects of outside-school adult support, with support being less protective for bisexual and questioning youth than for heterosexuals. Adult support, and particularly outside-school adult support, is associated with lower suicidality. However, fewer gay/lesbian, bisexual, and questioning youth can rely on outside-school support and, even if present, it may be less protective against suicidality. Interventions are needed to help adults support gay/lesbian, bisexual, and questioning youth and reduce suicidality disparities. PMID:27598866

Relations between harsh discipline from teachers, perceived teacher support, and bullying victimization among high school students.

PubMed

Banzon-Librojo, Lorelie Ann; Garabiles, Melissa R; Alampay, Liane Peña

2017-06-01

This study examined how the experience of harsh discipline from teachers is related to students' experience of bullying victimization in a Philippine high school. Respondents were 401 first- to fourth-year high school students of an urban public school in the Philippines. Using structural equation modeling, a hypothesized model with direct associations between harsh discipline and bullying victimization, and an indirect path via students' perception of teacher support, was tested. The data adequately fit the model and showed that experiences of harsh teacher discipline predicted higher bullying victimization and students' negative perception of teacher support. There were no significant indirect effects. The findings suggest that school discipline strategies may have repercussions on students' behaviors and relationships, highlighting the teacher's role in modeling and setting norms for acceptable behaviors. Future studies can examine further how teachers' harsh or positive discipline behaviors relate to bullying. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Supporting Early Adolescent Learning and Social Strengths: Promoting Productive Contexts for Students At-Risk for EBD during the Transition to Middle School

ERIC Educational Resources Information Center

Farmer, Thomas W.; Hamm, Jill V.; Petrin, Robert A.; Robertson, Dylan; Murray, Robert A.; Meece, Judith L.; Brooks, Debbie Sprott

2010-01-01

This study involved a pilot examination of the impact of the Supporting Early Adolescent Learning and Social Strengths (SEALS) model on the 6th grade academic and social context following the transition to middle school. Two middle schools from a high poverty Appalachian school district were randomly assigned to the intervention and control…

Picture This: Seeing Diverse Youths' Ideas about Schools' Purposes, Supports, and Impediments--Students from the "Through Eyes" Project

ERIC Educational Resources Information Center

Zenkov, Kristien; Harmon, Jim; van Lier, Piet

2008-01-01

The high school dropout crisis in diverse urban communities in the United States is evidence of an endemic disengagement from formal education. The project on which this essay reports utilized visual sociology methods to explore city students' perceptions of schools' purposes, as well as the supports for and impediments to their school success.…

Relationship between Leadership Styles of High School Teachers, Principals, and Assistant Principals and Their Attitudes toward School Wide Positive Behavior and Support Implementation

ERIC Educational Resources Information Center

Lampton-Holmes, Geneva Cosweler

2014-01-01

The purpose of this study was to determine if seventh through twelfth grade educators' attitudes towards School-Wide Positive Behavior Support (SWPBS) are affected based on their gender, years of experience, school discipline policy, leadership style, and knowledge of SWPBS. Through an online survey, an analysis of the leadership style and…

Food use in middle and high school fundraising: does policy support healthful practice? Results from a survey of Minnesota school principals.

PubMed

Kubik, Martha Y; Lytle, Leslie A; Farbakhsh, Kian; Moe, Stacey; Samuelson, Anne

2009-07-01

This descriptive, cross-sectional study aimed to examine classroom, school-wide, and club/sports teams fundraising policies and practices of middle and high schools; concordance between policy and practice; and associations between healthful policy/practice scores and selected school characteristics. In 2006, principals/designees of middle (n=45) and high (n=71) schools in the St Paul/Minneapolis, MN, metropolitan area completed a self-administered mailed survey. Schools were attended by a convenience sample of students (n=349) participating in a longitudinal measurement study of children and their environments to assess obesity-related factors. Descriptive statistics, chi(2) tests, and multivariate linear regression were used to examine variables and associations of interest. Across schools, 50% had policies addressing the nutrient quality of food and drink items used in fundraising or disallowed food use for fundraising. About one third used chocolate, candy, and high-fat baked goods for classroom and school-wide fundraising; 60% sold these items for club/sports teams fundraising. More middle than high schools reported healthful fundraising policies or practices, as well as greater concordance between policies and practices. For all fundraising activities, high schools had significantly lower healthful policy/practice scores than middle schools (P<0.01). For school-wide fundraising, scores were significantly lower for public than private schools (P=0.02). Policies to regulate food used for fundraising were common and most supported healthful practice, particularly in middle schools. However, use of foods high in fat and added sugars remains a prevalent fundraising practice, especially in high schools and for club/sports teams, and requires additional attention.

Spotting and supporting eating disorders in school: recommendations from school staff.

PubMed

Knightsmith, P; Treasure, J; Schmidt, U

2013-12-01

Eating disorders have a high rate of onset in school-aged children. School staff are in an excellent position to spot the early warning signs and offer support during recovery. This article explores the findings from focus groups conducted with 63 members of staff from 29 UK schools with the aims of (i) understanding whether they are in a good position to support students with eating disorders and (ii) to generate recommendations regarding school staff's training needs for spotting and supporting eating disorders. Participants took part in semi-structured focus groups. These were transcribed and analysed using content analysis principles. Five key themes emerged: (i) many staff do not have a basic understanding of eating disorders, (ii) eating disorders are taboo in the staffroom, (iii) staff do not feel comfortable talking to students about eating disorders, (iv) support is needed to ensure the teacher-parent relationship is a positive one and (v) school staff would welcome practical ideas for how they can best support students during the recovery period. The findings show that school staff currently feel ill-equipped to support students with eating disorders and endorse a need for focused training for school staff to better enable them to support students with eating disorders.

Political violence exposure, adolescent school violence, and drug use: The mediating role of school support and posttraumatic stress.

PubMed

Fang, Lin; Schiff, Miriam; Benbenishty, Rami

2016-01-01

Adolescents may engage in risk behaviors to cope with the negative psychological impacts resulting from exposure to political violence. Guided by the Deterioration Deterrence Model and General Strain Theory, the present study assessed the mediating role of school support and posttraumatic stress (PTS) on two adolescent risk behaviors (i.e., school violence and drug use) among Arab and Jewish Israeli adolescents. We analyzed data from a nationally representative survey that consisted of 4,733 Israeli high school students (54.5% females; 63.2% Jewish) following the Second Lebanon War. Structural equation modeling using weighted data bootstrapped with 2,000 iterations evaluated the mediated effects of school support and PTS. The results showed that both school support and PTS mediated the pathways from political violence exposure to school violence and drug use. However, although school support and PTS fully mediated the relationship between political violence exposure and these risk behaviors for Jewish students, school support and PTS only partially mediated the relationships for Arab students. While school support can help decrease the detrimental effect of exposure to terrorism and war, Israeli adolescents exposed to more political violence may perceive receiving less school support than those experiencing less exposure. Findings of this study provide evidence for the theorized mediated pathways between political violence exposure and adolescent risk behaviors by PTS and school support. The study serves as a basis for future research that can unpack the relationship between exposure to political violence and adolescent risk-taking behaviors. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Familism and Latino adolescent depressive symptoms: The role of maternal warmth and support and school support.

PubMed

Cupito, Alexandra M; Stein, Gabriela L; Gonzalez, Laura M; Supple, Andrew J

2016-10-01

This study examined the relationship between familism and depressive symptoms across relational contexts in adolescence, and whether maternal warmth and support, and school support moderated the relationship between familism and depressive symptoms. A total of 180 Latino adolescents (53% female) in 7th through 10th grades (average age = 14 years) participated in this cross-sectional study. The adolescents lived in an emerging Latino community in a rural area in the U.S. South. Most of the adolescents were Mexican-origin (78%) and born in the United States (60%), while the vast majority of their parents were foreign born (95%). Overall, familism was associated with fewer adolescent depressive symptoms. School support moderated the relationship between familism and adolescent depressive symptoms such that familism's protective effect was only evident when adolescents reported low levels of school support. In the context of average to high school support, adolescents reported low depressive symptoms regardless of familism. However, maternal warmth and support failed to moderate the relationship. Familism may be most protective for adolescents not feeling supported at school, suggesting that these values may offset the risk of a risky school environment. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

DCPS Effective Schools Framework

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2009

2009-01-01

DCPS is committed to providing "all" students with the caliber of education they deserve. The goal of the DCPS Effective Schools Framework is to ensure that every child, in every classroom, has access to a high-quality and engaging standards-based instructional program, and that all school supports are aligned to support teaching and learning. The…

Music Teachers' Attitudes toward Transgender Students and Supportive School Practices

ERIC Educational Resources Information Center

Silveira, Jason M.; Goff, Sarah C.

2016-01-01

The purpose of this study was to measure music teachers' attitudes toward transgender individuals and toward school practices that support transgender students. Participants (N = 612) included men and women who teach a variety of music subjects in elementary, middle, and high schools, in urban, suburban, and rural areas. An online questionnaire…

Teachers' Challenges, Strategies, and Support Needs in Schools Affected by Community Violence: A Qualitative Study

ERIC Educational Resources Information Center

Maring, Elisabeth F.; Koblinsky, Sally A.

2013-01-01

Background: Exposure to community violence compromises teacher effectiveness, student learning, and socioemotional well-being. This study examined the challenges, strategies, and support needs of teachers in urban schools affected by high levels of community violence. Methods: Twenty teachers from 3 urban middle schools with predominantly…

Technology in Support of Argument Construction in School Science

ERIC Educational Resources Information Center

Evagorou, Maria; Avraamidou, Lucy

2008-01-01

In this theoretical article the authors discuss the role of technology tools in supporting students' argument construction within the context of middle and high school science. In the first part of the article they focus on the theoretical underpinnings for studying argumentation in school science and report on the difficulties associated with…

The Impact of School Social Support and Bullying Victimization on Psychological Distress among California Adolescents.

PubMed

Zhang, Xiaoyan; Ra, Chaelin Karen; Zhang, Donglan; Zhang, Yunting; MacLeod, Kara E

2016-01-01

National reports showed that over 20% of high school students were victims of bullying, which could potentially lead to psychological problems. School social support may be protective against mental distress linked with victimization. This study examined the main and moderating effects of social support from adults in schools on non-specific serious psychological distress (SPD) related to victimization among California adolescents. Utilizing the 2011-2012 California Health Interview Survey (CHIS), we analyzed a representative sample of 2,799 adolescents aged 12-17 years old. Logistic regression analyses were conducted modeling the odds of SPD in relation to school social support and victimization. Adolescents who were victimized were twice as likely to have SPD compared to non-victims. Higher level of social support from adults in schools was protective against SPD, but did not buffer the effect of bullying exposure. Findings from the present study suggested that adult support from schools can help with students' psychological problems but does not appear to prevent the psychological consequences of victimization. Additional intervention is needed, above and beyond social support, to prevent victimization and its psychological consequences.

"High Schools That Work" and College Preparedness: Measuring the Model's Impact on Mathematics and Science Pipeline Progression

ERIC Educational Resources Information Center

Miller, Luke C.; Mittleman, Joel

2012-01-01

The "High Schools That Work" school improvement initiative is the nation's largest comprehensive school reform model with over a thousand schools adopting its framework. The initiative's premise is that all students can meet the demands of a college preparatory curriculum if provided the right supports. Analyzing over a decade of data on student…

Coming out in High School: How One Gay-Straight Alliance Supports Students

ERIC Educational Resources Information Center

Rizga, Kristina

2017-01-01

In this article the author describes how Pablo, a senior at Mission High School (San Francisco, California), performs in the schools' annual Gay-Straight Alliance (GSA) drag show. The drag show is a homegrown expression created by students of the school, featuring student- and teacher-choreographed dances, student and teacher "coming…

Seward Park High School. Project Superemos, 1981-1982. O.E.E. Evaluation Report.

ERIC Educational Resources Information Center

Torres, Judith A.; And Others

Project Superemos, conducted at Seward Park High School in New York City, was implemented in order to supplement the school's instructional services in English as a Second Language, native language arts, and bilingual instruction. The project provided supportive services necessary for mainstreaming into the regular school curriculum approximately…

School Board-Superintendent Relations in Support of High Student Achievement. The Informed Educator Series.

ERIC Educational Resources Information Center

Porch, Stephanie; Protheroe, Nancy

The context of school district governance is changing and becoming more complex. The individual roles of school board members and superintendents, and the relationship between school board members and superintendents are becoming increasingly important in light of the recent mandates for high student achievement. This brief looks at issues…

78 FR 39067 - National School Lunch Program and School Breakfast Program: Nutrition Standards for All Foods...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-28

... the exception of naturally occurring trace amounts. Allowable beverages for high school students are... more than 12 ounces. Also allowed in high schools are calorie-free, flavored and/or carbonated water... supports the availability of more nutritious products and is consistent with the IOM recommendation and the...

Advisors' Perceptions of a Rural High School Student Advisory Program

ERIC Educational Resources Information Center

Welsh, Jody Lynn

2012-01-01

The problem addressed in this study was the transition from middle school to high school, a source of difficulty for many students. Student advisory programs have been implemented in many secondary schools as one solution to this problem. While research supports the use of advisory programs, little research exists regarding the effectiveness of…

Comal County, Texas: Preparing for Life after High School

ERIC Educational Resources Information Center

Walter, Frank

2018-01-01

Comal County, Texas, may be rural but its students face many of the same challenges as students in urban districts. Communities In Schools of South Central Texas works with the local school district to identify student needs and provide critical supports to help young people prepare for life after high school.

Adolescents in transition: school and family characteristics in the development of violent behaviors entering high school.

PubMed

Frey, Ariel; Ruchkin, Vladislav; Martin, Andrés; Schwab-Stone, Mary

2009-03-01

Adolescents are vulnerable to becoming involved in problematic behaviors, disengaging academically, and dropping out of school. This study was designed to evaluate the protective role of self-perceived school attachment and family involvement on the development of these negative behaviors during adolescence. The Social and Health Assessment (SAHA) survey was conducted among 652 predominantly minority, inner-city adolescents during their transition from middle to high school in order to examine school attachment, perceived teacher support, parental control, and exposure to community violence as predictors of engagement in violent activities, development of aggressive beliefs, perception of school climate, and academic motivation one year later. Family and school factors appeared to be differentially associated with the negative outcomes. School attachment was associated with lower levels of violent delinquency and aggressive beliefs, as well as with academic motivation. Perceived teacher support was associated with positive perceptions of school climate and with academic motivation. Parental control was associated with lower levels of violent activity and with higher levels of academic motivation. Violence exposure was related to violent delinquency and negative perception of school climate. School attachment, teacher support, parental control, and violence exposure must all be incorporated into school reform efforts intended to break the inner city cycle of violence.

Supporting Positive Behaviour in Alberta Schools: An Intensive Individualized Approach

ERIC Educational Resources Information Center

Souveny, Dwaine

2008-01-01

Drawing on current research and best practices, this third part of the three-part resource, "Supporting Positive Behaviour in Alberta Schools," provides information and strategies for providing intensive, individualized support and instruction for the small percentage of students requiring a high degree of intervention. This system of…

Vocabulary Development at Home: A Multimedia Elaborated Picture Supporting Parent-Toddler Interaction

ERIC Educational Resources Information Center

Gremmen, M. C.; Molenaar, I.; Teepe, R. C.

2016-01-01

Some children enter elementary school with large vocabulary delays, which negatively influence their later school performance. A rich home language environment can support vocabulary development through frequent high-quality parent-toddler interaction. Elaborated picture home activities can support this rich home language environment. This study…

Who Helps Public Schools? Public Education Support Organizations in 2010

ERIC Educational Resources Information Center

de Leon, Erwin; Roeger, Katie L.; De Vita, Carol J.; Boris, Elizabeth T.

2010-01-01

There are more than 19,000 nonprofit organizations devoted to supporting public education in the United States. These organizations include booster clubs, parent-teacher groups, public education funds, scholarship funds, high school alumni associations, and others. This report assesses the current status of education support organizations;…

Is there a role for a primary health nurse in a learning support team in a disadvantaged high school? Evaluation of a pilot study.

PubMed

Dennis, Sarah; Noon, Ted; Liaw, Siaw Teng

2016-02-01

Disadvantaged children experience more health problems and have poorer educational outcomes compared with students from advantaged backgrounds. This paper presents the quantitative and qualitative findings from a pilot study to determine the impact of the Healthy Learner model, where an experienced primary care nurse was embedded in a learning support team in a disadvantaged high school. Students entering high school with National Assessment Program, Literacy and Numeracy (NAPLAN) scores in the lowest quartile for the school were assessed by the nurse and identified health issues addressed. Thirty-nine students were assessed in 2012-13 and there were up to seven health problems identified per student, ranging from serious neglect to problems such as uncorrected vision or hearing. Many of these problems were having an impact on the student and their ability to engage in learning. Families struggled to navigate the health system, they had difficulty explaining the student's problems to health professionals and costs were a barrier. Adding a nurse to the learning support team in this disadvantaged high school was feasible and identified considerable unmet health needs that affect a student's ability to learn. The families needed extensive support to access any subsequent health care they required.

Final Report of the Impacts of the National Math + Science Initiative's (NMSI's) College Readiness Program on High School Students' Outcomes

ERIC Educational Resources Information Center

Sherman, Dan; Li, Yibing; Darwin, Marlene; Taylor, Suzanne; Song, Mengli

2017-01-01

The National Math + Science Initiative's (NMSI's) College Readiness Program (CRP) is an established program whose goal is to promote science, technology, engineering, and mathematics education in high schools to improve students' readiness for college. It provides teacher, student, and school supports to promote high school students' success in…

EOD, Up!: How Explosive Ordnance Disposal Forces Can Best Support Special Operations Forces

DTIC Science & Technology

2006-06-01

Columbine High School shooting in 1999, Deputy Inspector Joe Dempsey...Porter, Jim. “Bomb Squad Integration.” Email to author, 11 September 2005. 107 Rosegrant, Susan. “The Shootings at Columbine High School ... Columbine High School : Responding to a New Kind of Terrorism, Sequel,” Kennedy School of Government Case Program, C16-01-1612.1, (President and Fellows

Is there an emotional cost of completing high school? Ecological factors and psychological distress among LGBT homeless youth.

PubMed

Bidell, Markus P

2014-01-01

This study explored the nexus of home and school climate on the psychological distress of lesbian, gay, bisexual, and transgender (LGBT) homeless youth, as well as their experiences during high school. Of the LGBT homeless youth (N = 89) surveyed, 39.3% reported not completing high school. Most participants did not seek support from school staff nor did they report attending a school with a Gay-Straight Alliance. Significantly higher levels of psychological distress were found among high school graduates and those reporting LGBT harassment at home; however, harassment experienced at school was not statistically related to psychological distress. Findings are discussed.

High-School Students' Reasoning while Constructing Plant Growth Models in a Computer-Supported Educational Environment. Research Report

ERIC Educational Resources Information Center

Ergazaki, Marida; Komis, Vassilis; Zogza, Vassiliki

2005-01-01

This paper highlights specific aspects of high-school students' reasoning while coping with a modeling task of plant growth in a computer-supported educational environment. It is particularly concerned with the modeling levels ('macro-phenomenological' and 'micro-conceptual' level) activated by peers while exploring plant growth and with their…

High School Teachers with Significant Teaching Experience Support the Effectiveness of Direct Instructional Strategies

ERIC Educational Resources Information Center

Nikolaros, John

2014-01-01

This research study was conducted to examine the effectiveness of direct instructional strategies regarding the achievement of students with ED. High school teachers with significant years of teaching experience in an urban setting support the effectiveness of direct instructional strategies. Teachers with 11-20 and 21-30 years of teaching…

Examining the Influence of Technology and Project-Supported Thinking Journey on Achievement

ERIC Educational Resources Information Center

Baran, Medine; Maskan, Abdulkadir

2013-01-01

The purpose of this study was to investigate the influence of the technology and project-supported Thinking Journey on 11th grade high school students' achievements in the subject of electricity units. The participants were 68 high school 11th grade students from two different science classes. Control and experimental groups were selected at…

Support for Civil Liberties Among a Cohort of High School Graduates and College Students

ERIC Educational Resources Information Center

Montero, Darrel

1975-01-01

This study examines one facet of political attitudes, support for those civil liberties guaranteed in the Bill of Rights, employing an index of libertarian attitudes, administered by mail questionnaire to an entire high school senior class four years after graduation. Findings are discussed in reference to the role of higher education in…

Supporting the STEM Pipeline: Linking Applied STEM Course-Taking in High School to Declaring a STEM Major in College

ERIC Educational Resources Information Center

Gottfried, Michael A.; Bozick, Robert

2016-01-01

Recently, through the support from the Obama administration, the traditional STEM curricula (science, technology, engineering, and mathematics) in high schools are being updated with integrated, applied STEM courses (e.g., technology and engineering) in order to enhance the "real world" applicability of scientific fields and ultimately…

Iterative Design toward Equity: Youth Repertoires of Practice in a High School Maker Space

ERIC Educational Resources Information Center

Martin, Lee; Dixon, Colin; Betser, Sagit

2018-01-01

Despite their potential, maker activities do not always support equitable engagement. The authors report on a design research study where they worked to support equitable engagement of youth repertoires of practice in a high school makerspace. Their orientation toward equity is grounded in the construct of repertoires of practice, and they focus…

Association between Schoolwide Positive Behavioural Interventions and Supports and Academic Achievement: A 9-Year Evaluation

ERIC Educational Resources Information Center

Madigan, Kathleen; Cross, Richard W.; Smolkowski, Keith; Strycker, Lisa A.

2016-01-01

This study evaluated the long-term impact of schoolwide positive behavioural interventions and supports (PBIS) on student academic achievement. In this quasi-experimental study, academic achievement data were collected over 9 years. The 21 elementary, middle, and high schools that achieved moderate to high fidelity to the Save & Civil Schools'…

The Effects of Behavior-Based Support Services on Social Communication among High School Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Yu, Jennifer W.; Wei, Xin; Wagner, Mary

2014-01-01

This study used propensity score techniques on data from the National Longitudinal Transition Study-2 to assess the causal relationship between speech and behavior-based support services and rates of social communication among high school students with Autism Spectrum Disorder (ASD). Findings indicate that receptive language problems were…

A Study to Determine the Effects of a Comprehensive and Experiential System of Vocational Guidance and Career Development on Junior High School Pupils. Final Report.

ERIC Educational Resources Information Center

Ehresman, Norman D.; Vincent, Roger D.

Comprehensive work experience and vocational guidance activities were established at the middle school level and their effects on career maturity and attitudes toward school of ninth graders were tested. The project was conducted at the Bowling Green Junior High School (Kentucky) during the academic school year of 1975-76. (The school supports a…

A Questionnaire Survey of the Type of Support Required by Yogo Teachers to Effectively Manage Students Suspected of Having an Eating Disorder.

PubMed

Seike, Kaoru; Hanazawa, Hisashi; Ohtani, Toshiyuki; Takamiya, Shizuo; Sakuta, Ryoichi; Nakazato, Michiko

2016-01-01

Many studies have focused on the decreasing age of onset of eating disorders (EDs). Because school-age children with EDs are likely to suffer worse physical effects than adults, early detection and appropriate support are important. The cooperation of Yogo teachers is essential in helping these students to find appropriate care. To assist Yogo teachers, it is helpful to clarify the encounter rates (the proportion of Yogo teachers who have encountered ED students) and kinds of requested support (which Yogo teachers felt necessary to support ED students). There are no studies that have surveyed the prevalence rates of ED children by ED type as defined by the Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5), nor were we able to find any quantitative study surveying the kinds of support Yogo teachers feel helpful to support ED students. A questionnaire survey was administered to 655 Yogo teachers working at elementary/junior high/senior high/special needs schools in Chiba Prefecture. The questionnaire asked if the respondents had encountered students with each of the ED types described in DSM-5 (anorexia nervosa (AN), bulimia nervosa (BN), binge eating disorder (BED), avoidant/restrictive food intake disorder (ARFID), and other types of EDs (Others)), and the kinds of support they felt necessary to support these students. The encounter rates and the kinds of requested were obtained and compared, taking their confidence intervals into consideration. The encounter rates for AN, BN, BED, ARFID, and Others were 48.4, 14.0, 8.4, 10.7, and 4.6 %, respectively. When classified by school type, AN, BN, BED, and ARFID had their highest encounter rates in senior high schools. Special needs schools had the highest rate for Others. The support most required for all ED types was "a list of medical/consultation institutions." Our results have clarified how to support Yogo teachers in the early detection and support of ED students. We found that the encounter rate of AN was the highest, and that it is effective to offer "a list of medical/consultation institutions" to junior and senior high schools where the encounter rates for AN are high.

Motivating Adolescents: High School Teachers' Perceptions and Classroom Practices

ERIC Educational Resources Information Center

Hardre, Patricia L.; Sullivan, David W.

2009-01-01

This study investigated high school teachers' perceptions of the motivational needs of their students and the strategies they used to address those needs. Participants were 96 teachers in 15 high schools in a Southwestern state in the USA. Data were collected via paper-based questionnaires addressing teachers' perceptions of: supportive classroom…

Teacher Support, Instructional Practices, Student Motivation, and Mathematics Achievement in High School

ERIC Educational Resources Information Center

Yu, Rongrong; Singh, Kusum

2018-01-01

The authors examined the relationships among teacher classroom practices, student motivation, and mathematics achievement in high school. The data for this study was drawn from the base-year data of High School Longitudinal Study of 2009. Structural equation modeling method was used to estimate the relationships among variables. The results…

An Analysis of Oppositional Culture Theory Applied to One Suburban Midwestern High School

ERIC Educational Resources Information Center

Blackard, Tricia; Puchner, Laurel; Reeves, Alison

2014-01-01

This study explored whether and to what extent Ogbu and Fordham's Oppositional Culture Theory applied to African American high school students at one Midwestern suburban high school. Based on multiple interviews with six African American students, the study found support for some aspects of the theory but not for others.

Building Social Support for Adolescents with Suicidal Ideation: Implications for School Guidance and Counselling

ERIC Educational Resources Information Center

Sun, Rachel C. F.; Hui, Eadaoin K. P.

2007-01-01

This study involved interviews with 13 adolescents with high levels of suicidal ideation. It aimed to understand how these adolescents perceived their family, school and peer relationships, and how they perceived these systems as their support. Comparison between adolescents with severe and mild suicidal ideation showed that the family, school and…

Environmental Assessment and FONSI for the Bison School District Heating Plant Project (Institutional Conservation Program [ICP]).

ERIC Educational Resources Information Center

Department of Energy, Washington, DC.

This paper examines the environmental impacts of replacing the Bison, South Dakota School District's elementary and high school heating system consisting of oil-fired boilers, and supporting electrical components with a new coal-fired boiler and supporting control system piping. Various alternative systems are also examined, including purchasing a…

High School Drop Out Factors and Effects: An Analysis of a Small School in Rural Illinois.

ERIC Educational Resources Information Center

Jancek, Richard L.

All dropouts from Hiawatha High School (Kirkland, Illinois) in the last 3 years were surveyed to determine why they dropped out and what the school could do to deter students from dropping out. Nationally, dropping out is related to poverty, lack of parental support, drug abuse, learning disabilities, and a history of poor school performance.…

Changes to the school food and physical activity environment after guideline implementation in British Columbia, Canada

PubMed Central

2014-01-01

Background High rates of childhood obesity have generated interest among policy makers to improve the school food environment and increase students’ levels of physical activity. The purpose of this study was to examine school-level changes associated with implementation of the Food and Beverage Sales in Schools (FBSS) and Daily Physical Activity (DPA) guidelines in British Columbia, Canada. Methods Elementary and middle/high school principals completed a survey on the school food and physical activity environment in 2007–08 (N = 513) and 2011–12 (N = 490). Hierarchical mixed effects regression was used to examine changes in: 1) availability of food and beverages; 2) minutes per day of Physical Education (PE); 3) delivery method of PE; and 4) school community support. Models controlled for school enrollment and community type, education and income. Results After policy implementation was expected, more elementary schools provided access to fruits and vegetables and less to 100% fruit juice. Fewer middle/high schools provided access to sugar-sweetened beverages, French fries, baked goods, salty snacks and chocolate/candy. Schools were more likely to meet 150 min/week of PE for grade 6 students, and offer more minutes of PE per week for grade 8 and 10 students including changes to PE delivery method. School community support for nutrition and physical activity policies increased over time. Conclusion Positive changes to the school food environment occurred after schools were expected to implement the FBSS and DPA guidelines. Reported changes to the school environment are encouraging and provide support for guidelines and policies that focus on increasing healthy eating and physical activity in schools. PMID:24731514

Ready or not? School preparedness for California's new personal beliefs exemption law.

PubMed

Wheeler, Marissa; Buttenheim, Alison M

2014-05-07

This paper describes elementary school officials' awareness of and preparedness for the implementation of California's new exemption law that went into effect on January 1, 2014. The new law prescribes stricter requirements for claiming a personal beliefs exemption from mandated school-entry immunizations. We used cross-sectional data collected from a stratified random sample of 315 schools with low, middle, and high rates of personal beliefs exemptions. We described schools' awareness and specific knowledge of the new legislation and tested for differences across school types. We additionally tested for associations between outcome variables and school and respondent characteristics using ordered logit and negative binomial regression. Finally, we described schools' plans and needs for implementing the new legislation. Elementary school staff reported an overall low level of awareness and knowledge about the new legislation and could identify few of its features. We observed, however, that across the exemption-level strata, respondents from high-PBE schools reported significantly higher awareness, knowledge and feature identification compared to respondents from low-PBE schools. Multivariate analyses revealed only one significant association with awareness, knowledge and identification: respondent role. Support staff roles were associated with lower odds of having high self-rated awareness or knowledge compared to health workers, as well as with a reduced log count of features identified. Though most school officials were able to identify a communication plan, schools were still in need of resources and support for successful implementation, in particular, the need for information on the new law. Schools need additional information and support from state and local agencies in order to successfully implement and enforce California's new school immunization law. In particular, our results suggest the need to ensure information on the new law reaches all levels of school staff. Copyright © 2014 Elsevier Ltd. All rights reserved.

The Atlanta Urban Debate League: Exploring the Making of a Critical Literacy Space

ERIC Educational Resources Information Center

Cridland-Hughes, Susan

2016-01-01

The Atlanta Urban Debate League was established in 1985 as an after school program focused on providing debate outreach to high school students in the Atlanta public schools. Still in operation today, volunteers work with current students in public middle and high schools in Atlanta, supporting students as they practice reading, writing, speaking…

Building a Grad Nation. Executive Brief: Overview of 2012-13 High School Graduation Rates

ERIC Educational Resources Information Center

Civic Enterprises, 2015

2015-01-01

Over the past dozen years, schools, districts, and states have begun to focus increased attention on boosting high school graduation rates. During this period, the nation has seen more evidence-based educational reforms in low-performing schools, more support for struggling students, and better data and stronger accountability to chart progress…

A Quantitative Study of Michigan High School Students' Perception of Parents' Role in Their Academic Success

ERIC Educational Resources Information Center

Williams, Veryl

2013-01-01

The purpose of this study was to examine the relationships between parental involvement in academic success as determined by grade point average and Michigan high school students' perception of parent involvement with school, participation in homework, recognition of academic success, knowledge of school policies, and support of participation in…

TAP High School Symposium: Lessons Learned from Principals and Teachers

ERIC Educational Resources Information Center

Barnett, Joshua H.

2014-01-01

Since the 1999-2000 school year, TAP: The System for Teacher and Student Advancement (TAP) has been implemented in hundreds of schools across the nation and demonstrated an ability to raise student achievement, improve the quality of instruction and increase the ability of high-need schools to recruit, retain and support effective teachers. The…

To What Extent Are the Grade Configurations of Middle/High Schools and High Schools Related to Student Engagement?

ERIC Educational Resources Information Center

Bannister, Robert M.

2017-01-01

Some believe sixth through twelfth grade configured schools offer programs and incentives that aid the success of students. The assumption is that these schools provide inherent motivation supportive relationships, and forward thinking about education and its implications on life (Gootman, 2007; Hall, 2008). This study examined the relationship…

Giving Students Extra Support to Meet Standards in Challenging Academic and Career Courses.

ERIC Educational Resources Information Center

Southern Regional Education Board (SREB), 2010

2010-01-01

Successful schools at all levels provide extra-help strategies to assist students in meeting high standards in both academic and career/technical courses. Some schools design a flexible schedule and offer virtual learning opportunities to enable at-risk students to complete high school. Middle grades schools can provide an accelerated curriculum…

A Brief Intervention to Increase the Use of Precorrection and Praise by Elementary School Teachers

ERIC Educational Resources Information Center

Bindreiff, Dustin F.

2017-01-01

There is an evidence base supporting the use of positive behavior supports in schools; however effectively and efficiently transferring these interventions into classroom settings remains a challenge. Precorrection is a highly-regarded behavior support strategy that relies on antecedent prompting to reduce problem behavior and teach socially…

Effectiveness of the use of question-driven levels of inquiry based instruction (QD-LOIBI) assisted visual multimedia supported teaching material on enhancing scientific explanation ability senior high school students

NASA Astrophysics Data System (ADS)

Suhandi, A.; Muslim; Samsudin, A.; Hermita, N.; Supriyatman

2018-05-01

In this study, the effectiveness of the use of Question-Driven Levels of Inquiry Based Instruction (QD-LOIBI) assisted visual multimedia supported teaching materials on enhancing senior high school students scientific explanation ability has been studied. QD-LOIBI was designed by following five-levels of inquiry proposed by Wenning. Visual multimedia used in teaching materials included image (photo), virtual simulation and video phenomena. QD-LOIBI assisted teaching materials supported by visual multimedia were tried out on senior high school students at one high school in one district in West Java. A quasi-experiment method with design one experiment group (n = 31) and one control group (n = 32) were used. Experimental group were given QD-LOIBI assisted teaching material supported by visual multimedia, whereas the control group were given QD-LOIBI assisted teaching materials not supported visual multimedia. Data on the ability of scientific explanation in both groups were collected by scientific explanation ability test in essay form concerning kinetic gas theory concept. The results showed that the number of students in the experimental class that has increased the category and quality of scientific explanation is greater than in the control class. These results indicate that the use of multimedia supported instructional materials developed for implementation of QD-LOIBI can improve students’ ability to provide explanations supported by scientific evidence gained from practicum activities and applicable concepts, laws, principles or theories.

Partnerships that Build Understanding

ERIC Educational Resources Information Center

Frasier, James R.

2007-01-01

The involvement of high school students with disabilities in after-school and cocurricular activities declined nationwide between 2001 and 2006 (Institute of Education Sciences, n.d.). The Partners Club at East Anchorage High School in Alaska, however, is an example of how such activities can support relationships between nondisabled students and…

Model Policies in Support of High Performance School Buildings for All Children

ERIC Educational Resources Information Center

21st Century School Fund, 2006

2006-01-01

Model Policies in Support of High Performance School Buildings for All Children is to begin to create a coherent and comprehensive set of state policies that will provide the governmental infrastructure for effective and creative practice in facility management. There are examples of good policy in many states, but no state has a coherent set of…

Quality of Educational Support for Children with Autism Spectrum Disorder in Bosnia and Herzegovina--Perception of Parents and Professionals

ERIC Educational Resources Information Center

Mujkanovic, Elvira; Mujkanovic, Edin; Pasalic, Arnela; Biscevic, Inga; Memisevic, Haris

2017-01-01

Children with autism spectrum disorder (ASD) attend regular education schools and special education schools in Bosnia and Herzegovina. Regardless of the setting, it is important to provide early, high quality, programs to children with ASD. High quality educational support must encompass evidence-based programs for these children. The goal of the…

Supporting High School Teachers' College and Career Readiness Efforts: Bridging California's Vision with Local Implementation Needs. Policy Brief

ERIC Educational Resources Information Center

Lewis, Jodi; Nodine, Thad; Venezia, Andrea

2016-01-01

This brief shares the perspectives and concerns of high school teachers in two districts regarding implementing the Common Core State Standards, specifically as the Common Core pertains to preparing more students for college and well-paying careers. The brief also makes state policy recommendations for ways to support teachers in their efforts to…

A Peer-Led High School Transition Program Increases Graduation Rates among Latino Males

ERIC Educational Resources Information Center

Johnson, Valerie L.; Simon, Patricia; Mun, Eun-Young

2014-01-01

The authors investigated the impact of a manualized high school transition program, the Peer Group Connection (PGC) program, on the graduation rate at a low-income, Mid-Atlantic high school. The program utilized 12th-grade student peer leaders to create a supportive environment for incoming ninth-grade students. Results of a randomized control…

Separation: High School to College.

ERIC Educational Resources Information Center

Brody, Michael; And Others

The transition from high school senior to college freshman reflects the emergence of the adolescent into the young adult and can result in separation anxiety for parent and senior. In order to support the parents and seniors, a seminar on the topic of separation was given to parents and seniors by a child psychiatrist and two high school college…

Seward Park High School. Washington Irving High School. Chinese Bilingual Education Program, 1981-1982. O.E.E. Evaluation Report.

ERIC Educational Resources Information Center

Torres, Judith A.; And Others

The Chinese Bilingual Education Program operates at Seward Park and Washington Irving high schools in New York City. The program offers instructional and supportive services to native Chinese speakers of limited English proficiency. This report describes the program's history, philosophy, organization and staffing, funding, and goals and…

Preparing High School Students for College-Level Writing: Using ePortfolio to Support a Successful Transition

ERIC Educational Resources Information Center

Acker, Stephen; Halasek, Kay

2008-01-01

Seniors submitted and revised essays within ePortfolios for evaluation by high school faculty and university first-year writing instructors. The project also examined differences between high school and college teachers' responses and effects on students' assumptions about the writing expected and valued in college. Results suggest techniques…

Bilingual Specialized Programs in New York City High Schools, 1988-89. OREA Evaluation Section Report.

ERIC Educational Resources Information Center

Berney, Tomi D.; Stern, Lucia

The Bilingual Specialized Programs in New York City High Schools project was supported by tax-levy, Pupils with Compensatory Educational Needs, and state Categorical Aid to Bilingual Education funds. The program functioned in 15 high schools in Manhattan, Brooklyn, and Queens. The program's aim was to provide students of limited English…

Impacts of Professional Development on High School Mathematics Teachers as They Implement Common Core State Standards

ERIC Educational Resources Information Center

Saucedo, Ana A.

2017-01-01

The purpose of this qualitative study was to understand the perceptions of high school mathematics teachers regarding the support provided through professional development (PD) as they engage in the implementation of the Common Core State Standards (CCSS). By means of a qualitative instrumental case study, eight high school mathematics teachers…

Engaging Students in the Research Process: Comparing Approaches Used with Diverse Learners in Two Urban High School Classrooms

ERIC Educational Resources Information Center

Lawrence, Salika A.; Jefferson, Tiffany; Osborn, Nancy

2017-01-01

This paper describes instructional choices used by two high school teachers to engage students in the research process. Working with diverse learners in large urban high schools, the teachers used different approaches to support students' through the research process. The teachers' intentional teaching helped to engage students through structured…

Post Traumatic Stress Disorder/PTSD in adolescent victims of sexual abuse: resilience and social support as protection factors

PubMed Central

Hébert, Martine; Lavoie, Francine; Blais, Martin

2015-01-01

The present analysis explored the contribution of personal (resilience), familial (maternal and paternal support, sibling support) and extra-familial (peer support, other adult) to the prediction of clinical levels of PTSD symptoms in teenagers reporting sexual abuse while controlling for abuse-related variables (type of abuse, severity, and multiple abuse). In a representative sample of high schools students in the province of Quebec, a total of 15.2% of high school girls and 4.4% of high school boys reported a history of child sexual abuse. Sexually abused girls (27.8%) were more likely than boys (14.9%) to obtain scores reaching clinical levels of PTSD symptoms. A logistic hierarchical regression revealed that over and above the characteristics of the sexual abuse experienced, resilience, maternal as well as peer support contributed to the prediction of symptoms of PTSD reaching the clinical threshold. Avenues for intervention practices and prevention among adolescent victims of sexual assault are discussed. PMID:24714884

School health guidelines to promote healthy eating and physical activity.

PubMed

2011-09-16

During the last 3 decades, the prevalence of obesity has tripled among persons aged 6--19 years. Multiple chronic disease risk factors, such as high blood pressure, high cholesterol levels, and high blood glucose levels are related to obesity. Schools have a responsibility to help prevent obesity and promote physical activity and healthy eating through policies, practices, and supportive environments. This report describes school health guidelines for promoting healthy eating and physical activity, including coordination of school policies and practices; supportive environments; school nutrition services; physical education and physical activity programs; health education; health, mental health, and social services; family and community involvement; school employee wellness; and professional development for school staff members. These guidelines, developed in collaboration with specialists from universities and from national, federal, state, local, and voluntary agencies and organizations, are based on an in-depth review of research, theory, and best practices in healthy eating and physical activity promotion in school health, public health, and education. Because every guideline might not be appropriate or feasible for every school to implement, individual schools should determine which guidelines have the highest priority based on the needs of the school and available resources.

School climate and bullying victimization: a latent class growth model analysis.

PubMed

Gage, Nicholas A; Prykanowski, Debra A; Larson, Alvin

2014-09-01

Researchers investigating school-level approaches for bullying prevention are beginning to discuss and target school climate as a construct that (a) may predict prevalence and (b) be an avenue for school-wide intervention efforts (i.e., increasing positive school climate). Although promising, research has not fully examined and established the social-ecological link between school climate factors and bullying/peer aggression. To address this gap, we examined the association between school climate factors and bullying victimization for 4,742 students in Grades 3-12 across 3 school years in a large, very diverse urban school district using latent class growth modeling. Across 3 different models (elementary, secondary, and transition to middle school), a 3-class model was identified, which included students at high-risk for bullying victimization. Results indicated that, for all students, respect for diversity and student differences (e.g., racial diversity) predicted within-class decreases in reports of bullying. High-risk elementary students reported that adult support in school was a significant predictor of within-class reduction of bullying, and high-risk secondary students report peer support as a significant predictor of within-class reduction of bullying. PsycINFO Database Record (c) 2014 APA, all rights reserved.

School Libraries and Student Learning: A Guide for School Leaders

ERIC Educational Resources Information Center

Morris, Rebecca J.

2015-01-01

Innovative, well-designed school library programs can be critical resources for helping students meet high standards of college and career readiness. In "School Libraries and Student Learning", Rebecca J. Morris shows how school leaders can make the most of their school libraries to support ambitious student learning. She offers…

The Impact of School Social Support and Bullying Victimization on Psychological Distress among California Adolescents

PubMed Central

Zhang, Xiaoyan; Ra, Chaelin Karen; Zhang, Donglan; Zhang, Yunting; MacLeod, Kara E.

2016-01-01

Background and Purpose National reports showed that over 20% of high school students were victims of bullying, which could potentially lead to psychological problems. School social support may be protective against mental distress linked with victimization. This study examined the main and moderating effects of social support from adults in schools on non-specific serious psychological distress (SPD) related to victimization among California adolescents. Methods Utilizing the 2011–2012 California Health Interview Survey (CHIS), we analyzed a representative sample of 2,799 adolescents aged 12–17 years old. Logistic regression analyses were conducted modeling the odds of SPD in relation to school social support and victimization. Results Adolescents who were victimized were twice as likely to have SPD compared to non-victims. Higher level of social support from adults in schools was protective against SPD, but did not buffer the effect of bullying exposure. Discussion Findings from the present study suggested that adult support from schools can help with students’ psychological problems but does not appear to prevent the psychological consequences of victimization. Additional intervention is needed, above and beyond social support, to prevent victimization and its psychological consequences. PMID:27708555

Preventing School Bullying: Should Schools Prioritize an Authoritative School Discipline Approach over Security Measures?

ERIC Educational Resources Information Center

Gerlinger, Julie; Wo, James C.

2016-01-01

A common response to school violence features the use of security measures to deter serious and violent incidents. However, a second approach, based on school climate theory, suggests that schools exhibiting authoritative school discipline (i.e., high structure and support) might more effectively reduce school disorder. We tested these approaches…

StormReady in a Box: Enhancing NOAA's Presence in Schools

NASA Astrophysics Data System (ADS)

Grondin, N. S.; Franks, C.

2015-12-01

The National Weather Service StormReady Supporter program exists to give schools, companies, TV stations, and other facilities the opportunity to earn recognition for their weather preparedness and awareness. Requirements to earn StormReady Supporter status include having a facility warning point, use of NOAA Weather Radios, and weather hazard Emergency Operation Plans. Despite the increasing importance of weather preparedness in schools, only 1.2% of Minnesota schools are deemed StormReady by the National Weather Service. It was determined that the major impedance for schools becoming StormReady Supporters is the lack of time for administrators to engage in anything "extra" beyond their listed duties. As part of a 2015 Hollings Scholar project, the StormReady in a Box concept was developed to remedy this, by empowering teachers and students to take charge and complete the StormReady Supporter application for their school. StormReady in a Box is a project developed for Junior High School students to learn about weather preparedness and to help their school acquire StormReady status. The project was designed to be relevant to the Minnesota State Education Standards in Science, be simple for teachers to do with their students, and most importantly, to be enjoyable for Junior High School age students to do. The project was also designed to enhance critical thinking skills and logical reasoning abilities, as they relate to the StormReady Supporter application. This presentation will present the overall rationale for the undertaking of this project, the creation of, and the logical next steps for the StormReady in a Box project.

Professional Learning Community Process in the United States: Conceptualization of the Process and District Support for Schools

ERIC Educational Resources Information Center

Olivier, Dianne F.; Huffman, Jane B.

2016-01-01

As the Professional Learning Community (PLC) process becomes embedded within schools, the level of district support has a direct impact on whether schools have the ability to re-culture and sustain highly effective collaborative practices. The purpose of this article is to share a professional learning community conceptual framework from the US,…

Promising Outcomes in Teen Mothers Enrolled in a School-Based Parent Support Program and Child Care Center

ERIC Educational Resources Information Center

Sadler, Lois S.; Swartz, Martha K.; Ryan-Krause, Patricia; Seitz, Victoria; Meadows-Oliver, Mikki; Grey, Margaret; Clemmens, Donna A.

2007-01-01

Background: This study described a cohort of teen mothers and their children attending an urban high school with a parent support program and school-based child care center. Specific aims of the study were to describe maternal characteristics and outcomes, and child developmental and health outcomes. Methods: A volunteer sample of 65 adolescent…

The Ecological and Developmental Role of Recovery High Schools

ERIC Educational Resources Information Center

Finch, Andrew J.; Frieden, Gina

2014-01-01

Recovery high schools are secondary schools designed specifically for students recovering from substance use or co-occurring disorders. Studies have affirmed the chronic nature of substance use disorders and the developmental value of social supports for adolescents. As part of understanding human growth and development, training programs for…

Johnson O'Malley Program Evaluation. 1984-85.

ERIC Educational Resources Information Center

Zastrow, Leona; Johns, Jennifer S.

The Johnson O'Malley (JOM) Program for 1984-1985 in the Albuquerque (New Mexico) Public Schools provided the 1,622 eligible JOM students and their parents with the opportunity to receive supplemental counseling, support services, and information through newsletters. Six high schools and two junior high schools with sizable eligible JOM student…

Maintaining High Challenge and High Support for Diverse Learners

ERIC Educational Resources Information Center

Athanases, Steven

2012-01-01

As teachers, schools and school leaders work to better prepare California's culturally and linguistically diverse students, methods for doing so vary widely. One approach prioritizes safe spaces, welcoming environments, well-structured routines--school and classroom culture features essential for students' well-being. A second key priority, often…

Service-Learning Mentoring for High School Transition and Student Leadership

ERIC Educational Resources Information Center

Sims, Cynthia

2010-01-01

In Illinois school districts, a service-learning mentoring program is being used to increase student retention and achievement by providing student-led social support for high school freshmen, as well as opportunities for student development, civic engagement and academic success. The National Dropout Prevention center/Network (NDPC/N) recommends…

Black Studies in Independent Schools.

ERIC Educational Resources Information Center

Zitin, S. L.; And Others

This packet, prepared to give support and guidance to independent schools striving to develop courses and design curricula in Afro-American studies, presents sampling course descriptions from seven selected schools on black studies intended for junior high and senior high students and offers two statements on black literature. The booklet is…

Lessons from the Lone Star State: Designing a Sustainable Financial Model to Expand Early College High School in Texas

ERIC Educational Resources Information Center

Goldberger, Susan; Santos, Janet

2009-01-01

Texas is a national leader in creating early college high schools, an innovative small school model that blends secondary and postsecondary education with intensive supports to increase college readiness and success for underachieving students. The state has 29 early college schools, with more opening in the 2008-2009 academic year, thanks largely…

From Middle School to College: Developing Aspirations, Promoting Engagement, and Indirect Pathways from Parenting to Post High School Enrollment

ERIC Educational Resources Information Center

Hill, Nancy E.; Wang, Ming-Te

2015-01-01

Based on a longitudinal sample of 1,452 African American and European American adolescents and their parents, parenting practices (i.e., monitoring, warmth, and autonomy support) at 7th grade had significant indirect effects on college enrollment 3 years post high school, through their effects on aspirations, school engagement, and grade point…

Hold the Phone! High School Students' Perceptions of Mobile Phone Integration in the Classroom

ERIC Educational Resources Information Center

Thomas, Kevin; Muñoz, Marco A.

2016-01-01

This study examined the survey responses of 628 high school students in a large urban school district to determine their perceptions of mobile phone use in the classroom. Findings indicated that the majority of students (90.7%) were using a variety of mobile phone features for school-related work. Student support for instructional uses of phones,…

Classroom Climate and Students' Goal Structures in High-School Biology Classrooms in Kenya

ERIC Educational Resources Information Center

Mucherah, Winnie

2008-01-01

This study examined classroom climate and student goal structures in high-school biology classrooms in Kenya. Participants included 891 students and their teachers in Grades 10 and 11 from two same-sex boarding schools--one for boys and the other for girls. School differences were found on all classroom climate aspects except teacher support and…

Analysing the physics learning environment of visually impaired students in high schools

NASA Astrophysics Data System (ADS)

Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry

2017-07-01

Although visually impaired students attend regular high school, their enrolment in advanced science classes is dramatically low. In our research we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. For visually impaired students to grasp physics concepts, time and additional materials to support the learning process are key. Time for teachers to develop teaching methods for such students is scarce. Suggestions for changes to the learning environment and of materials used are given.

Providing instrumental social support is more beneficial to reduce mortality risk among the elderly with low educational level in Taiwan: a 12-year follow-up national longitudinal study.

PubMed

Liao, C C; Yeh, C J; Lee, S H; Liao, W C; Liao, M Y; Lee, M C

2015-04-01

To evaluate whether the effects of providing or receiving social support are more beneficial to reduce mortality risk among the elderly with different educational levels. In this long-term prospective cohort study, data were retrieved from the Taiwan Longitudinal Study on Aging. This study was initiated from 1996 until 2007. The complete data from 1492 males and 1177 females aged ≥67 years were retrieved. Participants received financial, instrumental, and emotional support, and they actively provided instrumental and emotional support to others and involved in social engagement. Education attainment was divided into two levels: high and low. The low education level included illiterate and elementary school. The high education level included junior high school to senior high school and above college. Cox regression analysis was used to examine the association between providing or receiving social support on mortality with different educational levels. The average age of the participants in 1996 was 73.0 (IQR=8.0) years, and the median survival following years (1996-2007) of participants was 10.3 (IQR=6.7) years. Most participants were low educational level including illiterate (39.3%) and elementary school (41.2%). Participants with high educational level tend to be younger and more male significantly. On the contrary, participants with low educational level tend to have significant more poor income, more depression, more cognition impairment, more with IADL and ADL disability than high educational level. Most participants received instrumental support from others (95.5%) and also provided emotional support to others (97.7%). Providing instrumental support can reduce 17% of mortality risk among the elderly with a low level of education after adjusting several covariates [Hazard ratio (HR) = 0.83; 95% confidence interval (CI) = 0.70-0.99; p = 0.036]. Providing instrumental social support to others confer benefits to the giver and prolong life expectancy among the elderly with low educational levels.

Educational Followership on Twitter and Teacher Ratings on the Teacher Evaluation and Support System for One Urban Texas School District

ERIC Educational Resources Information Center

Terry, Shannon Dae

2017-01-01

The purpose of this quantitative study was to test the theory of connectivism (Downes, 2012) by comparing Twitter educational followership and no Twitter educational followership in terms of the Texas Teacher Evaluation and Support System (T-TESS) rating scores for elementary, junior high, and high school teachers in a large urban public-school…

Who's There to Help? Assessment of Social Supports Received by Homeless and Unaccompanied Youth in High School

ERIC Educational Resources Information Center

Brase, Monica Kay

2011-01-01

The purpose of this qualitative study was to examine how urban, young adults assessed received social supports (Vaux, 1988) during homelessness in high school. According to the National Alliance to End Homelessness (2007), approximately 1 to 1.5 million youth under the age of 18 in America experience at least one incident of homelessness each…

Getting In: Increasing Access to College via Mentoring. Findings from 10 Years of a High School Mentoring Program

ERIC Educational Resources Information Center

Tierney, William G.; Garcia, Lisa D.

2014-01-01

Many high school students are eligible for college but they do not go, or they attend a less demanding postsecondary institution. Their problems are twofold--either (1) they lack the counseling and support structures necessary to apply to college, or (2) they lack the counseling and support structures that enable them to apply to the kind of…

Postsecondary Support for Competency-Based High School Transcripts: Lessons from the Competency-Based Transcripts Postsecondary Convening (Washington, DC, May 29-30, 2014)

ERIC Educational Resources Information Center

Achieve, Inc., 2015

2015-01-01

In December 2013, while attending Achieve's Annual State Leadership Team Meeting in Alexandria, VA, leaders from Connecticut, Maine, New Hampshire, Rhode Island, and Vermont issued a call to action to create a national movement for postsecondary leaders to signal their support for proficiency-based and competency-based high school diplomas and…

High School Internships: Utilizing a Community Cultural Wealth Framework to Support Career Preparation and College-Going among Low-Income Students of Color

ERIC Educational Resources Information Center

Murillo, Marco A.; Quartz, Karen Hunter; Del Razo, Jaime

2017-01-01

This article investigates the experience of 229 low-income students of color who participated in an innovative high school internship program between 2011 and 2015. Using mixed methods (interviews, observations, and survey), the authors aim to understand the types of knowledge, information, and supports these students develop and expand in…

School Wellness Programs: Magnitude and Distribution in New York City Public Schools.

PubMed

Stiefel, Leanna; Elbel, Brian; Pflugh Prescott, Melissa; Aneja, Siddhartha; Schwartz, Amy E

2017-01-01

Public schools provide students with opportunities to participate in many discretionary, unmandated wellness programs. Little is known about the number of these programs, their distribution across schools, and the kinds of students served. We provide evidence on these questions for New York City (NYC) public schools. Data on wellness programs were collected from program websites, NYC's Office of School Food and Wellness, and direct contact with program sponsors for 2013. Programs were grouped into categories, nutrition, fitness, and comprehensive, and were combined with data on school characteristics available from NYC's Department of Education. Numbers of programs and provision of programs were analyzed for relationships with demographic and school structural characteristics, using descriptive statistics and multiple regression. Discretionary wellness programs are numerous, at 18 programs. Little evidence supports inequity according to student race/ethnicity, income, or nativity, but high schools, new schools, co-located schools, small schools, and schools with larger proportions of inexperienced teachers are less likely to provide wellness programs. Opportunities exist to further the reach of wellness programs in public schools by modifying them for high school adoption and building capacity in schools less likely to have the administrative support to house them. © 2016, American School Health Association.

The Impact of the Differentiated Curriculum on African American Women High School Students: The Case in St. Louis.

ERIC Educational Resources Information Center

Graves, Karen L.

1995-01-01

Examines patterns of course selection among African American female students in St. Louis public high schools from 1914 to 1930, the period of transition to a differentiated high school curriculum. Finds that the differentiated curriculum resulted in gender segregation across courses of study and supported the racial division of labor within the…

Theodore Roosevelt High School. Project SUCCESS: Striving Upward through College and Career Education. O.E.E. Evaluation Report, 1981-1982.

ERIC Educational Resources Information Center

Gomez, David; And Others

In 1981-82, Project SUCCESS (Striving Upward through College and Career Education for Spanish Speakers), at Theodore Roosevelt High School in New York City, provided instructional and support services for 300 Spanish speaking students of limited English proficiency. The program consisted of: (1) a high school equivalency preparation component,…

Considerations and Recommendations for Implementing a Dual-Enrollment Program: Bridging the Gap between High School and College Level Science

ERIC Educational Resources Information Center

Lukes, Laura A.

2014-01-01

Dual-enrollment (DE) science courses offer a way to strengthen the science, technology, engineering, and mathematics pipeline between high school and college. These courses offer high school students the opportunity to experience college science in a more supported environment, allowing them to adjust to the different academic and social demands…

The Utilization of High School Students as Volunteers in Special Education. Student Manual. Project Support.

ERIC Educational Resources Information Center

Cuyahoga Special Education Service Center, Maple Heights, OH.

This booklet is intended for Ohio high school volunteers who assist in special education programs and who are members of high school chapters of the Council for Exceptional Children (CEC). The first section considers the decision to become a volunteer and includes two surveys concerning attitudes toward persons with disabilities and attitudes and…

Perceived Benefits and Barriers to the Use of High-Speed Broadband in Ireland's Second-Level Schools

ERIC Educational Resources Information Center

Coyne, Bryan; Devitt, Niamh; Lyons, Seán; McCoy, Selina

2015-01-01

As part of Ireland's National Digital Strategy, high-speed broadband is being rolled out to all second-level schools to support greater use of information and communication technology (ICT) in education. This programme signals a move from slow and unreliable broadband connections for many schools to a guaranteed high-speed connection with…

Strong Agents and Weak Systems: University Support for School Level Improvement

ERIC Educational Resources Information Center

Nehring, James H.; O'Brien, Ellen J.

2012-01-01

This study examined individual and school level factors that advance and suppress the traits of high performing schools. Based on action plans and reflective journals of 28 school level practitioners in 14 schools across 10 school districts, researchers tracked the progress of each practitioner from participation in a university-based school…

School Wellness Programs: Magnitude and Distribution in New York City Public Schools

PubMed Central

Stiefel, Leanna; Elbel, Brian; Prescott, Melissa Pflugh; Aneja, Siddhartha; Schwartz, Amy Ellen

2016-01-01

BACKGROUND Public schools provide students with opportunities to participate in many discretionary, unmandated wellness programs. Little is known about the number of these programs, their distribution across schools, and the kinds of students served. We provide evidence on these questions for New York City (NYC) public schools. METHODS Data on wellness programs were collected from program websites, NYC’s Office of School Food and Wellness, and direct contact with program sponsors for 2013. Programs were grouped into categories, nutrition, fitness, and comprehensive, and were combined with data on school characteristics available from NYC’s Department of Education. Numbers of programs and provision of programs were analyzed for relationships with demographic and school structural characteristics, using descriptive statistics and multiple regression. RESULTS Discretionary wellness programs are numerous, at 18 programs. Little evidence supports inequity according to student race/ethnicity, income, or nativity, but high schools, new schools, co-located schools, small schools, and schools with larger proportions of inexperienced teachers are less likely to provide wellness programs. CONCLUSIONS Opportunities exist to further the reach of wellness programs in public schools by modifying them for high school adoption and building capacity in schools less likely to have the administrative support to house them. PMID:27917485

EPAS: A System that Works

ERIC Educational Resources Information Center

ACT, Inc., 2006

2006-01-01

ACT's Educational Planning and Assessment System (EPAS[R]) is designed to guide and support schools, districts, and states in their efforts to improve students' readiness for life after high school. EPAS provides a longitudinal approach to educational and career planning, assessment, instructional support, and evaluation. EPAS components are…

The Role of Gender, Race/Ethnicity, and Disability Status on the Relationship between Student Perceptions of School and Family Support and Self-Determination

ERIC Educational Resources Information Center

Cavendish, Wendy

2017-01-01

The role of gender, race/ethnicity, and disability category in the relationship between student perceptions of family support of personal growth and school facilitation of student involvement and the development of self-determination was examined in a sample of 190 diverse high school students with disabilities. Results indicated that both school…

The Work of High School Counselors' Leadership for Social Justice: An Analytic Autoethnography

ERIC Educational Resources Information Center

Griffin, Ramona H.

2009-01-01

With the American School Counselor Association's (ASCA) adoption of the National Model, school counselors are called to align their work with educational reform initiatives and provide leadership in public schools (Dollarhide, 2003). School counseling literature supporting leadership for social justice is frequently reiterated (Hatch & Bowers,…

High School Administrators? Perceptions of Their Technology Leadership Preparedness

ERIC Educational Resources Information Center

Beytekin, Osman Ferda

2014-01-01

The interaction between schools and technology forges the school leaders to transform their practices to support 21st century paradigm skills. Schools have the complicated mission of incorporating technologies to enhance effective management practices in their schools. A project known as FATIH was launched to enhance the opportunities and to…

Voices from the Field: How School Boards Can Support Districtwide School Improvement Efforts. Newsletter

ERIC Educational Resources Information Center

Center for Comprehensive School Reform and Improvement, 2009

2009-01-01

Leadership is crucial for effective, lasting school improvement. Although research has established that strong, competent principals are vital for high-performing schools (Hallinger, 2003; Leithwood, 1994), attention is turning increasingly to the importance of effective district leadership, including school boards and their contributions to…

Teacher Collaboration in Urban Secondary Schools. ERIC/CUE Digest, Number 93.

ERIC Educational Resources Information Center

Inger, Morton

In most schools, especially urban high schools, teachers are colleagues in name only. Some schools, however, do foster substantial collegial relationships among teachers; and when schools are organized to support such teacher collaboration, the benefits are substantial. To make teacher collaboration possible and effective, two fundamental…

Authoritative School Climate, Aggression toward Teachers, and Teacher Distress in Middle School

ERIC Educational Resources Information Center

Berg, Juliette K.; Cornell, Dewey

2016-01-01

Aggression toward teachers is linked to burnout and disengagement from teaching, but a positive school climate may reduce aggression and associated teacher distress. Using authoritative school climate theory, the study examined whether schools with high disciplinary structure and student support were associated with less aggression and less…

Home-School Relationships: A School Management Perspective

ERIC Educational Resources Information Center

Stringer, Patricia; Hourani, Rida Blaik

2013-01-01

Abu Dhabi, United Arab Emirates (UAE) is in the process of initiating major education reform designed to improve schools. Parental involvement in support of student learning ranks high on the reform agenda. This study explores managerial aspects of implementing home-school relationships in seven primary Public Private Partnership (PPP) schools in…

Perspectives on English Education in the Japanese Public School System: The Views of Foreign Assistant Language Teachers (ALTs)

ERIC Educational Resources Information Center

Amaki, Yuki

2008-01-01

Public school students in Japan must take English as a required subject for three years in junior high school and for three more years in senior high school. In spite of the amount of classroom time invested, and in spite of the available learning support services, the foreign Assistant Language Teacher (ALT) system included, the English…

Helping Students Make the Transition into High School: The Effect of Ninth Grade Academies on Students' Academic and Behavioral Outcomes

ERIC Educational Resources Information Center

Somers, Marie-Andrée; Garcia, Ivonne

2016-01-01

Ninth Grade Academies (NGAs)--also called Freshman Academies--have attracted national attention as a particularly intensive and promising approach for supporting a successful transition for high school freshmen. An NGA is a self-contained learning community for ninth-graders that operates as a school within a school. NGAs have four core structural…

High-Achieving Schools Put Equity Front and Center

ERIC Educational Resources Information Center

Gleason, Sonia Caus; Gerzon, Nancy

2014-01-01

How does professional learning look and feel in high-poverty schools where every student makes at least one year's worth of progress every year? How do schools and leaders put all the varied components of professional learning together so that they support all students learning every day? What professional learning grounds and sustains educators…

Empowering Leaders & Learners

ERIC Educational Resources Information Center

Umphrey, Jan

2013-01-01

Trevor Greene, the 2013 MetLife/NASSP National High School Principal of the Year, empowers staff members and students to be the best teachers and learners they can be and provides the community resources to support them. In this article, Greene, principal of Toppenish High School in Washington, shares his biggest motivator as a school leader and…

Lesbian, Gay, Bisexual and Transgender Students: Perceived Social Support in the High School Environment

ERIC Educational Resources Information Center

Munoz-Plaza, Corrine; Quinn, Sandra Crouse; Rounds, Kathleen A.

2002-01-01

Lesbian, gay, bisexual and transgender youth (LGBT) continue to face extreme discrimination within the school environment. Existing literature suggests that LGBT youth are at high risk for a number of health problems, including suicide ideation and attempts, harassment, substance abuse, homelessness, and declining school performance. This…

Comprehensive School Reform with a Focus on Literacy

ERIC Educational Resources Information Center

Zyburt, Gina M.

2010-01-01

Within the past years of Comprehensive School Reform (CSR), educators have begun to be innovative and employ strategies to support teaching and learning by incorporating high standards and inspiring high performance. Unfortunately, student achievement is not increasing and the achievement gap is continuing to widen. The next step for schools is to…

Supporting LGBTQ Students in High School for the College Transition: The Role of School Counselors

ERIC Educational Resources Information Center

Jackson, Ken

2017-01-01

This phenomenological study sought to understand how lesbian, gay, bisexual, transgender, and queer (LGBTQ) college students described their high school experiences and their later transitions to college. The study data revealed five findings: (a) enduring unsupportive/hostile educational environments, (b) experiencing a lack of family and social…

Supporting and Preparing Future First-Generation College Students in the High School Environment: Implications for School Counselors

ERIC Educational Resources Information Center

Bryant, Jill K.; Nicolas, Joanna

2011-01-01

This study surveyed college freshmen from two different institutions in order to examine differences between First-Generation College Students and Continuing-Generation College Students. Differences between groups emerged for high school academic preparation, college exploration behaviors, college application behaviors, and college decision-making…

Student Attendance: Research and Strategies. Research Brief

ERIC Educational Resources Information Center

Johnston, Howard

2005-01-01

What are the characteristics of successful student attendance programs for the high school? It is commonly believed and well supported by research that students who attend school regularly are more successful than those who do not. The challenge for high schools is to design and implement attendance policies and programs that monitor, encourage,…

Successful Attendance Policies and Programs. Research Brief

ERIC Educational Resources Information Center

Education Partnerships, Inc., 2012

2012-01-01

What steps can be taken to assure that High School students have the best attendance possible? It is commonly believed and well supported by research that students who attend school regularly are more successful than those who do not. The challenge for high schools is to design and implement attendance policies and programs that monitor,…

College Information, Support, and Opportunities for All?

ERIC Educational Resources Information Center

Martinez, Melissa A.

2014-01-01

In this case, 10 Latina/o high school seniors and one high school counselor share their perspectives on how college information and opportunities are distributed in their school. In doing so, it becomes evident that efforts are not systematic or equitable. As a result, dilemmas arise when some students are denied the opportunity to attend a…

Efficacy and Social Validity of Peer Network Interventions for High School Students with Severe Disabilities

ERIC Educational Resources Information Center

Asmus, Jennifer M.; Carter, Erik W.; Moss, Colleen K.; Biggs, Elizabeth E.; Bolt, Daniel M.; Born, Tiffany L.; Bottema-Beutel, Kristen; Brock, Matthew E.; Cattey, Gillian N.; Cooney, Molly; Fesperman, Ethan S.; Hochman, Julia M.; Huber, Heartley B.; Lequia, Jenna L.; Lyons, Gregory L.; Vincent, Lori B.; Weir, Katie

2017-01-01

This randomized controlled trial examined the efficacy of peer network interventions to improve the social connections of 47 high school students with severe disabilities. School staff invited, trained, and supported 192 peers without disabilities to participate in individualized social groups that met throughout one semester. Compared to…

Why Are Schools Always Begging for Money?

ERIC Educational Resources Information Center

Everhart, Robert B.

2006-01-01

The increased high expectations for student performance has led to greater pressures on school resources. While most families support the idea of quality schools for all students, adequate funding has not matched these high expectations. The vast majority of families are increasingly unable to vote in those additional resources due to a radical…

Classroom Learning Environment Differences between Resilient, Average, and Nonresilient Middle School Students in Reading

ERIC Educational Resources Information Center

Padrón, Yolanda N.; Waxman, Hersh C.; Lee, Yuan-Hsuan

2014-01-01

The lack of achievement of students from high-risk and high-poverty environments necessitates changes in today's middle school environments to create a caring, supportive environment where all middle school students can succeed. This study investigated the classroom learning environments of resilient, average, and nonresilient minority students in…

A Bullying Intervention System: Reducing Risk and Creating Support for Aggressive Students

ERIC Educational Resources Information Center

Allen, Kathleen P.

2010-01-01

Involvement in bullying is a contributor to student failure. The author describes a bullying intervention system that has been developed and implemented in a high school that aimed to interrupt bullying, conflict, and aggression before it escalates. A high school tried to reduce student involvement with the school's disciplinary system and…

Legal Issues and Small High Schools: Strategies to Support Innovation in Washington State

ERIC Educational Resources Information Center

Warner-King, Kelly; Price, Mitch

2004-01-01

In 2003, education program officials at the Bill & Melinda Gates Foundation asked attorneys at the University of Washington's Center on Reinventing Public Education to explore legal issues affecting the establishment and operation of small high schools in Washington State. Although this guide will be of interest to small school advocates…

Growing into Equity: Professional Learning and Personalization in High-Achieving Schools

ERIC Educational Resources Information Center

Gleason, Sonia Caus; Gerzon, Nancy

2013-01-01

What makes a Title I school high-achieving, and what can we all learn from that experience? Professional learning and leadership that supports personalized instruction makes the difference, as captured in the ground-breaking research of authors Sonia Caus Gleason and Nancy Gerzon. This illuminating book shows how four outstanding schools are…

75 FR 8724 - Agency Forms Undergoing Paperwork Reduction Act Review

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-25

... complete the Completion Survey. Therefore, over three years we will recruit 1800 students (300 per year... Dating Violence among At-Risk Middle and High School Students--New--National Center for Injury Prevention... middle and high school students supported by ERSG, compared to at-risk students in control schools who do...

Reaching for Rigor: Identifying Practices of Effective High Schools. Research Report

ERIC Educational Resources Information Center

Cannata, Marisa; Haynes, Katherine Taylor; Smith, Thomas M.

2013-01-01

What distinguishes high schools that "beat the odds" for students from traditionally lower-performing groups from schools that struggle to improve the achievement and graduation rates of these student populations? What types of programs, practices, and processes support better than expected outcomes for students at risk of failure? How…

An Educational Community to Promote High School Students' Retention and Academic Success

ERIC Educational Resources Information Center

Dubé, France; Bélanger, Jean; Fontan, Jean-Marc; Beaulieu, Geneviève; Lévesque, Mathieu

2014-01-01

The purpose of this research was to mobilize the educational community of a disadvantaged Montreal high school so as to implement practices more adapted to its environmental reality by developing an approach to support the building of collaborative bridges connecting school, family, and community. During the discussion, the perceptions of high…

School-performance indicators and subjective health complaints: are there gender differences?

PubMed

Brolin Låftman, Sara; Modin, Bitte

2012-05-01

Although boys and girls are generally located in the same physical school environment, it may be experienced differently by, and have varying implications for, boys and girls. Girls like school more and achieve higher school marks, but they also perceive more school-related pressure. Based on a total sample of 8456 ninth grade pupils in Stockholm in 2004, this study uses multilevel linear regression to analyse differences between boys and girls with regard to a number of school-performance indicators (demands, motivation, teacher support and school marks) and their association with subjective health complaints. Results showed that girls perceive more demands, show greater academic motivation, perform better in school and report more emotional support from teachers than boys. In contrast, instrumental and appraisal support from teachers are more commonly reported by boys. Associations between school-performance indicators and subjective health complaints were slightly stronger for girls than for boys. Contextual variation in health complaints, especially between classes, was found only for girls. High achievement motivation and emotional teacher support in the school class was associated with better pupil health, suggesting that a positive climate in terms of motivation and support favours class health as a whole. © 2011 The Authors. Sociology of Health & Illness © 2011 Foundation for the Sociology of Health & Illness/Blackwell Publishing Ltd.

Examining the role of implementation quality in school-based prevention using the PATHS curriculum. Promoting Alternative THinking Skills Curriculum.

PubMed

Kam, Chi-Ming; Greenberg, Mark T; Walls, Carla T

2003-03-01

In order for empirically validated school-based prevention programs to "go to scale," it is important to understand the processes underlying program dissemination. Data collected in effectiveness trials, especially those measuring the quality of program implementation and administrative support, are valuable in explicating important factors influencing implementation. This study describes findings regarding quality of implementation in a recent effectiveness trial conducted in a high-risk, American urban community. This delinquency prevention trial is a locally owned intervention, which used the Promoting Alternative THinking Skills Curriculum as its major program component. The intervention involved 350 first graders in 6 inner-city public schools. Three schools implemented the intervention and the other 3 were comparison schools from the same school district. Although intervention effects were not found for all the intervention schools, the intervention was effective in improving children's emotional competence and reducing their aggression in schools which effectively supported the intervention. This study, utilizing data from the 3 intervention schools (13 classrooms and 164 students), suggested that 2 factors contributed to the success of the intervention: (a) adequate support from school principals and (b) high degree of classroom implementation by teachers. These findings are discussed in light of the theory-driven models in program evaluation that emphasized the importance of the multiple factors influencing the implementation of school-based interventions.

Authoritative school climate, number of parents at home, and academic achievement.

PubMed

Huang, Francis L; Eklund, Katie; Cornell, Dewey G

2017-12-01

School climate is widely recognized as an important factor in promoting student academic achievement. The current study investigated the hypothesis that a demanding and supportive school climate, based on authoritative school climate theory, would serve as a protective factor for students living with 1 or no parents at home. Using a statewide sample of 56,508 middle school students from 415 public schools in 1 state, results indicated that student perceptions of disciplinary structure, academic demandingness, and student support all had positive associations with student self-reported grade point average (GPA). In addition, findings showed that academic expectations and student support were more highly associated with GPA for students not living with any parent. Implications for policy and practice are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Link between Perceived Maternal and Paternal Autonomy Support and Adolescent Well-Being across Three Major Educational Transitions

ERIC Educational Resources Information Center

Duineveld, Jasper J.; Parker, Philip D.; Ryan, Richard M.; Ciarrochi, Joseph; Salmela-Aro, Katariina

2017-01-01

To what extent does maternal and paternal autonomy support enhance well-being across the major transitions of high school? We tested the degree to which perceived autonomy supportive parenting facilitated positive changes in self-esteem and life satisfaction and buffered against negative changes in depressive symptoms and school related burnout in…

Adapting the Facilitating Conditions Questionnaire (FCQ) for Bilingual Filipino Adolescents: Validating English and Filipino Versions.

PubMed

Ganotice, Fraide A; Bernardo, Allan B I; King, Ronnel B

2013-06-01

This study examined the applicability of the English and Filipino versions of the Facilitating Conditions Questionnaire (FCQ) among Filipino high school students. The FCQ measures the external forces in students' social environments that can influence their motivation for school. It is composed of 11 factors: university intention, school valuing, parent support, teacher support, peer help, leave school, pride from others, negative parent influence, affect to school, negative peer influence, and positive peer influence. It was translated into conversational Filipino. Seven hundred sixty-five high school students answered one of the two language versions. Both within-network and between-network approaches to construct validation were used. Confirmatory factor analyses (CFA) of the two versions showed good fit. Results of the multigroup CFA indicated that there was invariance in terms of factor loadings for the two versions. Results of the between-network test also showed that the factors in the FCQ correlated systematically with theoretically relevant constructs. Taken together, this study supports the applicability of the FCQ for use with Filipino bilingual adolescents.

A Case Example of the Implementation of Schoolwide Positive Behavior Support in a High School Setting Using Change Point Test Analysis

ERIC Educational Resources Information Center

Bohanon, Hank; Fenning, Pamela; Hicks, Kira; Weber, Stacey; Thier, Kimberly; Aikins, Brigit; Morrissey, Kelly; Briggs, Alissa; Bartucci, Gina; McArdle, Lauren; Hoeper, Lisa; Irvin, Larry

2012-01-01

The purpose of this case study was to expand the literature base regarding the application of high school schoolwide positive behavior support in an urban setting for practitioners and policymakers to address behavior issues. In addition, the study describes the use of the Change Point Test as a method for analyzing time series data that are…

Creating a Culture for High-Performing Schools: A Comprehensive Approach to School Reform and Dropout Prevention

ERIC Educational Resources Information Center

Bulach, Cletus R.; Lunenburg, Fred C.; Potter, Les

2008-01-01

A high performing school is described as one where student achievement is high and student and teacher absenteeism is low. Student behavior is such that teachers seldom have to control them or tell them what to do. This results in greater time on task, higher teacher morale, low teacher absenteeism, and improved parental support. One other…

Creating a Culture for High-Performing Schools: A Comprehensive Approach to School Reform and Dropout Prevention. Second Edition

ERIC Educational Resources Information Center

Bulach, Cletus R.; Lunenberg, Fred C.; Potter, Les

2011-01-01

A high-performing school is described as one where student achievement is high and student and teacher absenteeism is low. Student behavior is such that teachers seldom have to control them or tell them what to do. This results in greater time on task, higher teacher morale, low teacher absenteeism, and improved parental support. One other…

Self-Help Barrio High Schools: The Story of 250,000 Students Learning Their Education and Preparing Themselves for Life.

ERIC Educational Resources Information Center

Orata, Pedro T.

An innovative approach toward providing an opportunity for high school education in the Philippines that could also serve as a model in the developing countries is described in this volume. In small rural areas of the Philippines where education at the high school level had been unobtainable for most, communities established, supported, and…

Enhancing Students' Transitions to College and Careers: A Case Study of Distributed Leadership Practice in Supporting a High School Career Academy Model

ERIC Educational Resources Information Center

Malin, Joel R.; Hackmann, Donald G.

2017-01-01

Creating effective pathways for students to transition from high school to college or career is immensely important and, although challenging, some have developed promising approaches. This case study examined how formal and informal leaders in an urban high school and district collaborated to implement a college and career academy model,…

Basis for Design Development. Facilities Programming for a New Senior High School in the City of Green Bay.

ERIC Educational Resources Information Center

Bloomfield, Byron C.; Wakefield, Howard E.

The mobilization of support data and documentation sufficient to give appropriate physical expression to the required functions of the new senior high school, in Green Bay, Wisconsin, is the objective of this report. The consultants have proceeded in two steps--(1) to identify the functions to be performed in the new high school by analyzing…

Promoting an equitable and supportive school climate in high schools: the role of school organizational health and staff burnout.

PubMed

Bottiani, Jessika H; Bradshaw, Catherine P; Mendelson, Tamar

2014-12-01

In response to persistent racial disparities in academic and behavioral outcomes between Black and White students, equitable school climate has drawn attention as a potential target for school reform. This study examined differences in Black and White students' experiences of school climate and explored whether indicators of school organizational health and staff burnout moderated differences in students' school experiences by race. Utilizing hierarchical linear modeling with a sample of 18,397 Black students (n=6228) and White students (n=12,169) and 2391 school staff in 53 schools, we found a consistent pattern of racial inequalities, such that Black students reported less positive experiences than White students across three indicators of school climate (caring γ=-0.08, p<.001; equity γ=-0.05, p=.007; and engagement γ=-0.05, p<.001). In addition, we found significant, positive associations between aggregated staff-report of school organizational health and student-reported school climate (e.g., staff affiliation and student-perceived equity, γ=0.07, p<.001). Surprisingly, a number of school organizational health indicators were more strongly associated with positive perceptions of school climate among White students than Black students, translating into greater racial disparities in perceived school climate at schools with greater organizational health (e.g., supportive leadership by race on student-perceived engagement, γ=-0.03, p=.042). We also found negative associations between staff-reported burnout and students' experience of equity, such that the racial gap was smaller in schools with high ratings of burnout (γ=0.04, p=.002). These findings have implications for educators and education researchers interested in promoting school social contexts that equitably support student engagement and success. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Increasing Social Support for Breakfast: Project BreakFAST

PubMed Central

Mumm, Julie; Hearst, Mary O.; Shanafelt, Amy; Wang, Qi; Leduc, Robert; Nanney, Marilyn S.

2018-01-01

High school students in the United States are known to be frequent skippers of breakfast. Social support is one key element needed to encourage adolescents to consume school breakfast. This article presents an analysis of the influence of a school policy and environment change intervention on the social support of adolescents to eat breakfast. Method The intervention included school policy changes in 16 schools randomized to intervention and delayed-intervention conditions, in order to allow quick and easy access to breakfast as well as to allow breakfast consumption in classrooms and hallways; a School Breakfast Program marketing campaign to address normative and attitudinal beliefs; and increasing social support and role modeling to encourage breakfast eating. The participants in the study completed an online survey at baseline and again postintervention. Results The final analysis included only students who completed the relevant survey (n = 904) items on both the baseline and follow-up surveys. The students in the intervention group showed a higher level of social support post intervention than the control group with a significant adjusted p of .02. Most of the overall social support change was explained by a change in the “other kids at my school” and “other school staff” categories. Conclusions The BreakFAST study shows the benefits of school staff and kids other than friends supporting a behavior change to include breakfast consumption in adolescents. PMID:28580864

The Impact of the Reading Apprenticeship Improving Secondary Education (RAISE) Project on Academic Literacy in High School: A Report of a Randomized Experiment in Pennsylvania and California Schools. Research Report

ERIC Educational Resources Information Center

Fancsali, Cheri; Abe, Yasuyo; Pyatigorsky, Mikhail; Ortiz, Lorena; Chan, Vincent; Saltares, Eliana; Toby, Megan; Schellinger, Adam; Jaciw, Andrew

2015-01-01

The Reading Apprenticeship instructional framework was developed by WestEd's Strategic Literacy Initiative (SLI) two decades ago to help teachers provide the literacy support students need to be successful readers in the content areas. It has since reached over 100,000 teachers in schools across the country, at the middle school, high school, and…

Bringing Technology into High School Physics Classrooms

NASA Astrophysics Data System (ADS)

Zettili, Nouredine

2005-04-01

In an effort to help high school physics teachers bring technology into their classrooms, we at JSU have been offering professional development to secondary education teachers. This effort is part of Project IMPACTSEED (IMproving Physics And Chemistry Teaching in SEcondary Education), a No-Child Left Behind (NCLB) grant funded by the Alabama Commission on Higher Education, serving high school physics teachers in Northeast Alabama. This project is motivated by a major pressing local need: A large number of high school physics teachers teach out of field. To achieve IMPACTSEED's goals, we have forged a functional collaboration with school districts from about ten counties. This collaboration is aimed at achieving a double aim: (a) to make physics and chemistry understandable and fun to learn within a hands-on, inquiry-based setting; (b) to overcome the fear- factor for physics and chemistry among students. Through a two-week long summer institute, a series of weekend technology workshops, and onsite support, we have been providing year-round support to the physics/chemistry teachers in this area. This outreach initiative has helped provide our students with a physics/chemistry education that enjoys a great deal of continuity and consistency from high school to college.

Beyond the Indicators: An Integrated School-Level Approach to Dropout Prevention

ERIC Educational Resources Information Center

Mac Iver, Martha Abele; Mac Iver, Douglas J.

2009-01-01

Despite decades of school improvement initiatives, many young people still do not cross the finish line of secondary education with the credential that signifies success--a high school diploma. Thousands of young people give up on school and on themselves, or schools give up on them. Without effective support from schools, communities, and…

Supporting Young People at School with High Mental Health Needs

ERIC Educational Resources Information Center

Rickwood, Debra

2005-01-01

For young people still at school, the school setting is vital to their mental health and wellbeing. Not only does the school environment have a direct and indirect impact on mental health, it provides an opportunistic setting in which to identify and respond to emerging mental health problems. To do this effectively, schools and school staff must…

Single-Sex Classes in a Coeducational High School Highlighting Parents' Perspectives

NASA Astrophysics Data System (ADS)

Leder, Gilah C.; Forgasz, Helen J.

1997-11-01

A program of single-sex mathematics classes at one coeducational high school was evaluated in 1993 and again three years later in 1996. On both occasions, data were gathered from students, teachers and parents. While also drawing on findings from students and teachers, the focus of this article is on parents' perceptions. In both years more parents supported the program than were opposed to. it. However, support appeared to have waned over the three-year period. The influence of factors both inside and outside the classroom and the school which may partially help to account for the findings are discussed.

"Much More than a Basic Education": Supporting Self-Determination and Cultural Integrity in a Non-Traditional School for Indigenous Girls

ERIC Educational Resources Information Center

Keddie, Amanda

2011-01-01

This paper presents data from an interview-based case study of a secondary school located in a suburban area of Queensland (Australia). The school is a non-traditional education site designed to support disadvantaged girls, many of whom are Indigenous, and is highly regarded for its holistic approach to gender and cultural inclusion and equity.…

Perceptions of Student Misconduct, Perceived Respect for Teachers, and Support for Corporal Punishment among School Teachers in South Korea: An Exploratory Case Study

ERIC Educational Resources Information Center

Brown, Ben

2009-01-01

This article provides an analysis of survey data on perceptions of student misconduct, perceived respect for teachers, and support for corporal punishment among school teachers in South Korea. The data were gathered from a survey of 110 middle and high school teachers in Gyeonggi Province, South Korea. Descriptive, chi square, logistic regression,…

Approaches of Bill & Melinda Gates Foundation-Funded Intermediary Organizations to Structuring and Supporting Small High Schools in New York City

ERIC Educational Resources Information Center

Foley, Eileen

2010-01-01

In 2003, a few years after the Bill & Melinda Gates Foundation began implementing its small schools reform agenda, the Chancellor of the New York City Department of Education (DOE) announced a plan to replace large failing high schools in New York City with 200 small schools. In short order, the foundation and the Chancellor became partners…

Approaches of Bill & Melinda Gates Foundation-Funded Intermediary Organizations to Structuring and Supporting Small High Schools in New York City. Executive Summary

ERIC Educational Resources Information Center

Foley, Eileen

2010-01-01

In 2003, a few years after the Bill & Melinda Gates Foundation began implementing its small schools reform agenda, the Chancellor of the New York City Department of Education (DOE) announced a plan to replace large failing high schools in New York City with 200 small schools. In short order, the foundation and the Chancellor became partners with…

Institutionalization of Caring in an Era of Accountability: Creating a Supportive Environment for At-Risk Students' Retention in High School and Access to College

ERIC Educational Resources Information Center

Carter, Hazel M.

2012-01-01

Student performance and achievement are often seen as the only indicators of school success. This emphasis on accountability and achievement exacerbates the dropout crisis in public high schools as increasing numbers of students fail to graduate on time, many of whom eventually leave school without a diploma. This article demonstrates how a…

High School Students' Experiences of Bullying and Victimization and the Association with School Health Center Use

ERIC Educational Resources Information Center

Lewis, Catherine; Deardorff, Julianna; Lahiff, Maureen; Soleimanpour, Samira; Sakashita, Kimi; Brindis, Claire D.

2015-01-01

Background: Bullying and victimization are ongoing concerns in schools. School health centers (SHCs) are well situated to support affected students because they provide crisis intervention, mental health care, and broader interventions to improve school climate. This study examined the association between urban adolescents' experiences of…

Social Network Implications of Normative School Transitions in Non-Urban School Districts

ERIC Educational Resources Information Center

Temkin, Deborah A.; Gest, Scott D.; Osgood, D. Wayne; Feinberg, Mark; Moody, James

2018-01-01

This article expands research on normative school transitions (NSTs) from elementary to middle school or middle to high school by examining the extent to which they disrupt structures of friendship networks. Social network analysis is used to quantify aspects of connectedness likely relevant to student experiences of social support. Data were…

Community Schools: An Evidence-Based Strategy for Equitable School Improvement

ERIC Educational Resources Information Center

Oakes, Jeannie; Maier, Anna; Daniel, Julia

2017-01-01

This brief examines the research on community schools, with two primary emphases. First, it explores whether the 2015 federal Every Student Succeeds Act (ESSA) opens the possibility of investing in well-designed community schools to meet the educational needs of low-achieving students in high-poverty schools. And second, it provides support to…

The Pennsylvania Positive Behavior Support Network: Describing Our Scale-Up

ERIC Educational Resources Information Center

Runge, Timothy J.; Longwill, Douglas A.; Staszkiewicz, Mark J.; Palmiero, James; Lawson, Tina M.

2016-01-01

Pennsylvania began scaling up high-fidelity implementation of SchoolWide Positive Behavioral Interventions and Supports (SWPBIS) in 2006-2007 due to converging regulatory, legal, ethical, and practical influences. The Pennsylvania Community of Practice on School-Based Behavioral Health adopted Algozzine et al.'s (2010) blueprint to describe and…

Transfer Student Induction Model: Providing a Path to Connection

ERIC Educational Resources Information Center

Hubbuch, Chris; Stucker, Keelie

2015-01-01

Schools implementing positive behavioral interventions and supports work to establish and maintain fidelity of school-wide systems and practices. Depending on the mobility rate of the student population, initial efforts may not be enough to adequately support and personalize the induction experience for highly mobile students. This monograph will…

Meeting the Needs of Struggling Adolescent Readers

ERIC Educational Resources Information Center

Stover, Katie; O'Rear, Allison; Morris, Carolyn

2015-01-01

Research suggests that additional reading instruction is necessary to support struggling adolescent readers. In addition to time allocated for reading and access to appropriately leveled texts, many students need teacher support in learning and implementing a range of reading strategies. As a high school English teacher and a middle school Social…

Authoritative school climate, aggression toward teachers, and teacher distress in middle school.

PubMed

Berg, Juliette K; Cornell, Dewey

2016-03-01

Aggression toward teachers is linked to burnout and disengagement from teaching, but a positive school climate may reduce aggression and associated teacher distress. Using authoritative school climate theory, the study examined whether schools with high disciplinary structure and student support were associated with less aggression and less distress. The sample of 9,134 teachers in 389 middle schools came from the Virginia Secondary School Climate Survey, a statewide survey administered to all public schools with 7th and 8th grade enrollment. The majority of teachers (75%) were female. More than half (53%) reported that they had more than 10 years of teaching experience; 23% reported 6 to 10 years; 24% reported 1 to 5 years. Students reported on the degree to which their schools were structured and supportive. Teachers reported on their experiences of aggression by students, their level of distress, and their feelings of safety. Staff-related infractions computed from Department of Education records were also used. Multilevel modeling revealed that teachers in authoritative schools experienced less aggression and felt safer and less distressed. Lower aggression by students mediated the association between more authoritative schools and lower distress such that more structured and supportive schools had greater teacher safety and, in turn, less distress. The findings support the idea that more structured and supportive schools relate to greater safety for teachers and, in turn, less distress. Research limitations and implications for practice are discussed. (c) 2016 APA, all rights reserved).

Initial evaluation of a student-run fruit and vegetable business in urban high schools.

PubMed

Sikic, Nicholas I; Erbstein, Nancy; Welch, Kearnan; Grundberg, Ethan; Miller, Elizabeth

2012-11-01

This study examined the acceptability and feasibility of Fresh Producers, a student-run fruit and vegetable distribution program at three urban high schools located in low-income neighborhoods, and its potential impact on the nutrition and professional development of participating students. Thirteen focus groups conducted with 72 students explored the program's impact on their dietary habits and professional skill development, and discussed program challenges. Responses were coded for common themes by multiple investigators. Participants reported increased fruit and vegetable consumption, and improved interpersonal, team-building, and organizational skills. Challenges included integration into the school schedule and environment and limited faculty support for business activities. This program is acceptable and feasible for secondary school students in a variety of school settings. Students reported positive changes in professional skills and nutrition. Training and support for students and faculty, including strategies to improve program integration into the school context, could increase participation.

Achieving Excellence at Scale: State Support for High-Performing Charter School Expansion. Issue Brief

ERIC Educational Resources Information Center

Bloomberg, Laura; Nathan, Joe; Berman, Ilene

2009-01-01

In communities nationwide, public charter schools are meeting the growing demand for high-quality education opportunities. This is especially true in communities with underperforming public district schools that are not meeting the academic needs of students, including poor and minority students. Forty states and the District of Columbia have laws…

No Child Left Behind and High School Astronomy

ERIC Educational Resources Information Center

Krumenaker, Larry

2009-01-01

Astronomy was a required subject in the first American secondary level schools, the academies of the 18th century. When these were supplanted a century later by public high schools, astronomy still was often required, subsumed into courses of Natural Philosophy. Reasons given at that time to support astronomy as a part of general education include…

Putting Physics First: Three Case Studies of High School Science Department and Course Sequence Reorganization

ERIC Educational Resources Information Center

Larkin, Douglas B.

2016-01-01

This article examines the process of shifting to a "Physics First" sequence in science course offerings in three school districts in the United States. This curricular sequence reverses the more common U.S. high school sequence of biology/chemistry/physics, and has gained substantial support in the physics education community over the…

Your Voice Counts: Listening to the Voice of High School Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Saggers, Beth; Hwang, Yoon-Suk; Mercer, K. Louise

2011-01-01

Supporting students with autism spectrum disorders (ASDs) in inclusive settings presents both opportunities and significant challenges to school communities. This study, which explored the lived experience of nine students with ASD in an inclusive high school in Australia, is based on the belief that by listening to the voices of students, school…

Fostering Safe and Inclusive Spaces for LGBTQ Students: Phenomenographic Exploration of High School Administrators' Perceptions about GSAs

ERIC Educational Resources Information Center

Steck, Andy K.; Perry, David R.

2016-01-01

The U.S. secondary school environment often is hostile and exclusionary toward LGBTQ students. Queer theoretical perspectives have served as the conceptual foundation for a phenomenographic study exploring seven high school administrators' perceptions of their experiences with Gay-Straight Alliances. The study results support prior research that…

Rochester Castle MMORPG: Instructional Gaming and Collaborative Learning at a Western Australian School

ERIC Educational Resources Information Center

Lee, Mark J. W.; Eustace, Ken; Fellows, Geoff; Bytheway, Allan; Irving, Leah

2005-01-01

This paper reports on the first stage of a project to develop and test the use of massively multiplayer online role playing games (MMORPGs) for promoting computer supported collaborative learning through instructional gaming in the high school classroom. Teachers and students of English and Science at Swan View Senior High School, Western…

An Examination of Transformational Leadership Practices by Public School Principals in Monmouth County, New Jersey

ERIC Educational Resources Information Center

Aldarelli, Edward

2017-01-01

The demands of high-stakes testing, tenure reform, and teacher accountability have dominated the landscape of education for almost two decades. The expectations placed on public schools require leadership that supports and motivates teachers to perform at extremely high levels. Public schools therefore must fill their institutions with principals…

Educating Amid Uncertainty: The Organizational Supports Teachers Need to Serve Students in High-Poverty, Urban Schools

ERIC Educational Resources Information Center

Kraft, Matthew A.; Papay, John P.; Johnson, Susan Moore; Charner-Laird, Megin; Ng, Monica; Reinhorn, Stefanie

2015-01-01

Purpose: We examine how uncertainty, both about students and the context in which they are taught, remains a persistent condition of teachers' work in high-poverty, urban schools. We describe six schools' organizational responses to these uncertainties, analyze how these responses reflect open- versus closed-system approaches, and examine how this…

A Case Study of the Efficacy of Middle College on Educational Advancement

ERIC Educational Resources Information Center

Wilson, Piper

2015-01-01

The purpose of the study was to examine the role of a middle college as a viable educational alternative to the traditional school environment and as one that supported student transition from high school into post-secondary education. Middle college is a unique transitional program in which students can participate in high school and college…

Leadership Practices of a Principal in a High School with a High Teacher Retention Rate

ERIC Educational Resources Information Center

Branch, Ronald A., II

2013-01-01

As political and societal expectations for our nation's public school system continue to increase, leaders of local school systems are ever mindful of the demands for continual improvement. The cornerstone for this improvement is the classroom teacher. Research has supported the idea that teacher experience is influential in the effectiveness of…

Investigation of High School Students' Resiliency Perception in Terms of Some Variables

ERIC Educational Resources Information Center

Arastaman, Gokhan; Balci, Ali

2013-01-01

The purpose of this study is to examine the resilience of high school students in Turkey, and to determine the relationships between the student resiliency and some protective factors such as school climate, teacher attitudes and behaviors, family and peer support according to the student opinions. By using 509 students randomly selected from 24…

INNOVATIONS FOR INSTRUCTIONAL IMPROVEMENT.

ERIC Educational Resources Information Center

CUSHMAN, M.L.; STURGES, A.W.

THE CATSKILL AREA PROJECT IN SMALL SCHOOL DESIGN, THE ROCKY MOUNTAIN AREA PROJECT FOR SMALL HIGH SCHOOLS, THE WESTERN STATES SMALL SCHOOLS PROJECT, AND THE TEXAS SMALL SCHOOLS PROJECT ARE DESCRIBED AND COMPARED. FINANCIAL SUPPORT COMPARISONS ARE MADE. METHODS OF IMPROVING INSTRUCTION ARE DIVIDED INTO TEACHER-CENTERED AND ADMINISTRATOR-CENTERED…

Depressive Symptoms, Social Support and Violence Exposure Among Urban Youth: A Longitudinal Study of Resilience

PubMed Central

Eisman, Andria B.; Stoddard, Sarah A.; Heinze, Justin; Caldwell, Cleopatra H.; Zimmerman, Marc A.

2015-01-01

Depression is a serious mental health concern among adolescents. Violence exposure is a potent risk factor for depression. Social support may help reduce depression risk, even when adolescents are exposed to violence. Using a compensatory model of resilience, we investigate the influence of violence exposure and social support on depression over time in a sample of urban youth during the high school years (N=824, 52% female, mean age year 1 = 14.9). We used growth curve modeling to examine depressive symptoms across adolescence and its association with violence exposure and social support, accounting for important sociodemographic characteristics (sex, socioeconomic status and race/ethnicity). Depressive symptoms on average increase from year one to two of high school and then are stable or decline from years two to four. Violence observation and conflict in the family were each associated with increased depressive symptoms during the high school years. Mother support was associated with decreased depressive symptoms over time. Our results support a compensatory model of resilience. Promoting positive parent-child communication among urban youth living in disadvantaged contexts may help reduce the probability that exposure to violence will result in depressive symptoms. PMID:26147772

A case study of school support and the psychological, emotional and behavioural consequences of HIV and AIDS on adolescents.

PubMed

Asikhia, Olubusayo Aduke; Mohangi, Kesh

2015-01-01

Various studies have reported a huge increase in the numbers of orphaned adolescents in Sub-Saharan Africa and its effects on their psychological, emotional and behavioural development. Yet, their needs are seldom recognised or adequately addressed in policy and programmes.This article uses a qualitative study to report the experiences of 11 orphaned adolescents (5 boys and 6 girls aged between 15 and 18 years) affected by HIV and AIDS in a secondary school (in Atteridgeville, Pretoria, South Africa) and the school support provided by them. The primary data-generation strategies were informal interviews and the Beck Youth Inventories-II (BYI-II) (adopted to measure the participants' level of emotional, behavioural and psychological problems). All interview transcriptions with the participants were thematically analysed. BYI-II data were subjected to T scores (in percentages) to know the participant's psychological, behavioural and emotional problems in order to compare it with their perceptions on the degree of support provided by the school. Result shows that participants have a high prevalence of psychological, behavioural and emotional problems and that the school support provided to them (teachers' support, the general school environment and the degree of discrimination, labelling and bullying that exists in the school) was not sufficient. The participants, however, reported a high level of support from the principal. In conclusion, we have suggested the urgent need for teachers to acquire and possess basic knowledge and skills in caring and paying attention to learners affected by HIV and AIDS and for government agencies and NGOs working with HIV-and AIDS-affected children, to focus on proposals that address the psychological, behavioural and emotional problems in such affected adolescents.

What is the status of food literacy in Australian high schools? Perceptions of home economics teachers.

PubMed

Ronto, Rimante; Ball, Lauren; Pendergast, Donna; Harris, Neil

2017-01-01

The high school setting has been identified as an ideal setting to teach adolescents about healthy dietary behaviours. This study explored home economics teachers' (HETs) views on the role of high schools in enhancing adolescents' food literacy and promoting healthy dietary behaviours. Semi-structured interviews with 22 HETs were conducted. The interview questions focused on the perceived strengths/opportunities and the limitations/barriers in enhancing adolescents' food literacy and healthy dietary behaviours in Australian high schools. Thematic data analysis was used to identify five key themes from the interview transcripts: (1) the standing of food-related life skills; (2) food literacy in the Australian school curriculum; (3) emphasis on resources; (4) learning through school canteens; and (5) building a school to home and community nexus. Overall, HETs reported that home economics was regarded by parents and other school staff to be less important than Maths or English for adolescents to learn in Australian high schools. Some teachers indicated that their schools offered one year compulsory teaching of food related studies which is typically delivered in the leaning areas of Technologies or Health and Physical Education (HPE). However, HETs stated that the time was insufficient to develop sustainable food-related life skills and introduce broader concepts of food literacy such as environmental sustainability. The lack of financial resources and non-supportive school food environments, including school canteens, were reportedly major factors that prevented food literacy education and healthy dietary behaviours of adolescents. Increasing the status of food literacy education in schools would support adolescents to develop food-related life skills and mobilise them as agents of dietary behaviour change in the home setting. Copyright © 2016 Elsevier Ltd. All rights reserved.

Evaluation of the Centers for Disease Control and Prevention's Concussion Initiative for High School Coaches: "Heads up: Concussion in High School Sports"

ERIC Educational Resources Information Center

Sarmiento, Kelly; Mitchko, Jane; Klein, Cynthia; Wong, Sharon

2010-01-01

Background: To reduce the number of sports-related concussions, the Centers for Disease Control and Prevention (CDC), with the support of partners and experts in the field, has developed a tool kit for high school coaches with practical, easy-to-use concussion-related information. This study explores the success of the tool kit in changing…

A Pricing Strategy To Promote Sales of Lower Fat Foods in High School Cafeterias: Acceptability and Sensitivity Analysis.

ERIC Educational Resources Information Center

Hannan, Peter; French, Simone A.; Story, Mary; Fulkerson, Jayne A.

2002-01-01

Examined the purchase patterns of seven targeted foods under conditions in which prices of three high-fat foods were raised and prices of four low-fat foods were lowered in a high school cafeteria over 1 school year. Data collected on food sales and revenues supported the feasibility of a pricing strategy that offered low-fat foods at lower prices…

Campaign Seeks Buy-In for High School Reforms: "Stand Up" Aims to Rouse Public Support

ERIC Educational Resources Information Center

Robelen, Erik W.

2006-01-01

Kicked off the week of April 10, 2006 with a big plug on "The Oprah Winfrey Show," a new campaign spearheaded by the Bill & Melinda Gates Foundation is aiming to drum up public action to address what its organizers see as a crisis in America's public high schools. The Stand Up campaign comes as high schools have emerged as a focus of public-policy…

Modeling Student Choice of STEM Fields of Study: Testing a Conceptual Framework of Motivation, High School Learning, and Postsecondary Context of Support. WISCAPE Working Paper

ERIC Educational Resources Information Center

Wang, Xueli

2012-01-01

This study draws upon social cognitive career theory and higher education literature to propose and test a conceptual framework for understanding the selection of postsecondary STEM fields of study by recent high school graduates who attend four-year institutions. Results suggest that high school math achievement, exposure to math and science…

Leaving the Parental Nest: Adjustment Problems, Attachment Representations, and Social Support during the Transition from High School to Military Service

ERIC Educational Resources Information Center

Scharf, Miri; Mayseless, Ofra; Kivenson-Baron, Inbal

2011-01-01

Adjustment to the transition from high school to military service in Israel was examined in a longitudinal study with a sample of 120 late-adolescent girls. During their senior year in high school (Time 1) the young women were administered the Adult Attachment Interview. Their coping and adjustment to the new environment were assessed (at two…

Work environment stressors, social support, anxiety, and depression among secondary school teachers.

PubMed

Mahan, Pamela L; Mahan, Michael P; Park, Na-Jin; Shelton, Christie; Brown, Kathleen C; Weaver, Michael T

2010-05-01

Work environment stress, a salient health and safety issue for secondary school teachers, school administrators, parents, and students, was examined in 168 teachers from two urban and five suburban high schools. The purpose of this study was to examine relationships between ongoing and episodic stressors and anxiety and depression, as well as the extent to which anxiety and depression may be predicted by stressors and coworker and supervisor support. The Ongoing Stressor Scale (OSS) and the Episodic Stressor Scale (ESS), the Coworker and Supervisor Contents of Communication Scales (COCS), the State Anxiety inventory (S-Anxiety), and the Center for Epidemiological Studies Depression Scale (CES-D) were used to measure the variables. Ongoing and episodic stressors were significantly and positively associated with anxiety and depression. Ongoing stressors and coworker support were significant in explaining anxiety and depression among secondary school teachers. Coworker support had an inverse relationship to anxiety and depression.

Education and related support from medical specialists for Japanese patients with major skeletal dysplasias.

PubMed

Haga, Nobuhiko; Kosaki, Keisuke; Takikawa, Kazuharu; Tanaka, Hiroshi; Okada, Keita; Nakahara, Yasuo; Ogata, Naoshi

2013-10-01

Skeletal dysplasias manifest various clinical symptoms. Age at onset, severity, and progression of symptoms differ even among individuals with the same diagnosis. Though necessary support in education is presumed to differ among patients with different disorders, few articles report on education in patients with skeletal dysplasias. To clarify what types of schools children with major skeletal dysplasias attend, what kind of support they needed at schools, and how the advice on such support was conveyed from medical specialists to schools. Questionnaire study on patients with achondroplasia or hypochondroplasia (A/HCH), and osteogenesis imperfecta (OI). In A/HCH childhood locomotion ability was high and most patients had received general education, irrespective of their generation. Children with OI showed a lower level of locomotion ability; only about half of them had received general education. In selecting schools, the patients received advice from pediatricians, physiatrists, and orthopedic surgeons. The degree of necessity and content of support at the schools differed between A/HCH and OI. Remodeling of the lavatory, washbasin, and chair and support during swimming lessons were common in A/HCH patients. Support in school for OI patients was more frequent and included propelling wheelchairs, assisting in the use of the bathroom, and remodeling the lavatory. Most children were restricted from participating in physical education classes. Locomotion ability and the necessary support at school differed between A/HCH and OI. Support and advice from medical specialists who recognize disability of patients with skeletal dysplasias may improve patients' participation and education in schools. Copyright © 2013 Elsevier Inc. All rights reserved.

Socioeconomic disparities in elementary school practices and children's physical activity during school.

PubMed

Carlson, Jordan A; Mignano, Alexandra M; Norman, Gregory J; McKenzie, Thomas L; Kerr, Jacqueline; Arredondo, Elva M; Madanat, Hala; Cain, Kelli L; Elder, John P; Saelens, Brian E; Sallis, James F

2014-01-01

To examine school socioeconomic status (SES) in relation to school physical activity-related practices and children's physical activity. A cross-sectional design was used for this study. The study was set in 97 elementary schools (63% response rate) in two U.S. regions. Of the children taking part in this study, 172 were aged 10.2 (standard deviation (SD) = 1.5) years; 51.7% were girls, and 69.2% were White non-Hispanic. School physical education (PE) teachers or principals responded to 15 yes/no questions on school physical activity-supportive practices. School SES (low, moderate, high) was derived from the percent of students eligible for free and reduced-price lunch. Children's moderate to vigorous physical activity (MVPA) during school was measured with accelerometers. School level analyses involved linear and logistic regression; children's MVPA analyses used mixed effects regression. Low-SES schools were less likely to have a PE teacher and had fewer physical activity-supportive PE practices than did high-SES schools (p < .05). Practices related to active travel to school were more favorable at low-SES schools (p < .05). Children attending high-SES schools had 4.4 minutes per day more of MVPA during school than did those at low-SES schools, but this finding was not statistically significant (p = .124). These findings suggest that more low- and moderate-SES elementary schools need PE teachers in order to reduce disparities in school physical activity opportunities and that PE time needs to be supplemented by classroom teachers or other staff to meet guidelines.

Factors Affecting the Retention of First-career and Second-career Science Teachers in Urban High Schools

NASA Astrophysics Data System (ADS)

Rak, Rosemary C.

The turnover of high school science teachers is an especially troubling problem in urban schools with economically disadvantaged students. Because high teacher turnover rates impede effective instruction, the persistence of teacher attrition is a serious concern. Using an online survey and interviews in a sequential mixed-methods approach, this study investigates the perceptions of high school science teachers regarding factors that contribute to their employment decisions. The study also compares first-career and second-career science teachers' perceptions of retention and attrition factors and identifies conditions that urban school leaders can establish to support the retention of their science teachers. A purposeful sample of 138 science teachers from urban area New England public high schools with 50% or more Free and Reduced Price Lunch-eligible students participated in the survey. Twelve survey respondents were subsequently interviewed. In accord with extant research, this study's results suggest that school leadership is essential to fostering teacher retention. The findings also reveal the importance of autonomy, professional community, and adequate resources to support science instruction. Although mentoring and induction programs receive low importance ratings in this study, career-changers view these programs as more important to their retention than do first-career science teachers. Second-career interviewees, in particular, voice the importance of being treated as professionals by school leaders. Future research may examine the characteristics of mentoring and induction programs that make them most responsive to the needs of first-career and second-career science teachers. Future studies may also investigate the aspects of school leadership and professional autonomy that are most effective in promoting science teacher retention. Keywords: career-changers; school leaders; science teachers; second-career teachers; teacher retention; teacher turnover; urban high school

Impact of Teacher Supports and Workplace Settings on Retaining Teachers in New Jersey Schools

ERIC Educational Resources Information Center

Cheasty, Michelle E.

2011-01-01

Teacher turnover in New Jersey public schools continues to grow every year. As a result, schools and school districts are continuously seeking ways to ensure that every position available is staffed with highly qualified teachers. In addition, schools seek to provide familiarity and stability to those involved with the schools. In an effort to…

Assisting School Management Teams to Construct Their School Improvement Plans: An Action Learning Approach

ERIC Educational Resources Information Center

Van Der Voort, Geoffrey; Wood, Lesley

2014-01-01

This article reports on a first cycle of a larger action research study conducted to determine how Circuit Teams could support School Management Teams of underperforming high schools towards whole-school development. Although it is a mandated requirement by the Department of Education, none of the four schools involved in the study had developed a…

High School Journalism Research: Community College Program Implications.

ERIC Educational Resources Information Center

Dvorak, Jack

1987-01-01

Reviews findings from a Journalism Education Association study comparing the American College Testing (ACT) Program standardized scores, writing samples, and Language Arts Survey responses of students who were involved in high school journalism programs with students who were not. Urges community college journalism educators to support high school…

Effective Principal Behaviors.

ERIC Educational Resources Information Center

Research for Better Schools, Inc., Philadelphia, PA.

This paper summarizes research findings related to the performance behaviors of effective school principals. It identifies eight characteristics of effective schools: (1) schoolwide measurement and recognition of academic success; (2) high emphasis on curriculum articulation; (3) support for instructional tasks; (4) high expectations and clear…

[Prevalence of and factors related to depression in high school students].

PubMed

Eskin, Mehmet; Ertekin, Kamil; Harlak, Hacer; Dereboy, Ciğdem

2008-01-01

The study aimed at investigating the prevalence of and factors related to depression in high school students. A total of 805 (n = 367 girls; n = 438 boys) first year students from three high schools in the city of Aydin filled in a self-report questionnaire that contained questions about socio-demographics, academic achievement and religious belief. It included also a depression rating scale, social support scale, problem solving inventory and an assertiveness scale. T-tests, chi-square tests, Pearson moment products correlation coefficients, and logistic regression analysis were used to analyze the data. 141 students (17.5%) scored on and above the cut-off point on the Children Depression Inventory (CDI). In the first regression analyses low self-esteem, low grade point average (GPA) and low perceived social support from friends in boys, and low self-esteem, low paternal educational level and low social support from friends were the predictors of girls' depression. When self-esteem scores were excluded, low GPA, low perceived social support from friends and family, and inefficient problem solving skills were predictors of depression in boys; low perceived social support from friends and family, low paternal educational level, and inefficient problem solving skills were the independent predictors of depression in girls. Depression is prevalent in high school students. Low self-esteem, low perceived social support from peers and family, and inefficient problem solving skills appears to be risk factors for adolescent depression. Low GPA for boys and low paternal education for girls were gender specific risk factors. Psychosocial interventions geared for increasing self-esteem, social support and problem solving skills may be effective in the prevention and treatment of adolescent depression.

Resource Provisions of a High School Library Collection

ERIC Educational Resources Information Center

Collins, Karla B.; Doll, Carol A.

2012-01-01

The mission of the school library "is to ensure students and staff are effective users of ideas and information" (AASL 2009, 8). The school library collection should, therefore, support instruction throughout the school. However, teachers do not always understand the potential value of the resources available. This research explored…

The North Carolina School of Science and Mathematics.

ERIC Educational Resources Information Center

Eilber, Charles R.

1987-01-01

The North Carolina School of Science and Mathematics was established in 1980 as a resident public high school for juniors and seniors demonstrating ability and interest in science and mathematics. Outlines the admission policy, instructional program, supportive services, and the school's commitment to public service. This was the first publicly…

Using Research to Inform the Practice of Teachers, Schools, and School Reform Organizations

ERIC Educational Resources Information Center

Ancess, Jacqueline; Barnett, Elisabeth; Allen, David

2007-01-01

The authors describe how a university research center partners with intermediary organizations and high schools to use research methods to support particular goals. These researcher-practitioner partnerships establish goals, articulate effective strategies, and co-construct new approaches to address the challenges of school reform. The article…

It Takes a Team: A Profile of Support Staff in American Education

ERIC Educational Resources Information Center

American Federation of Teachers, 2002

2002-01-01

While teachers and school administrators play a highly visible role in education, other school team members work behind the scenes: food service workers, school nurses, school security, custodians, maintenance workers, classroom instructional assistants, bus drivers, secretaries and office employees. In the American Federation of Teachers (AFT),…

Reconceptualize Schools with a Micro-Society.

ERIC Educational Resources Information Center

Altman-Winfrey, Fran

1985-01-01

Describes the support given by a Miami (Florida) area chamber of commerce to a group of junior high school students starting a school-based junior chamber of commerce. Visits by chamber members to the school and by students to chamber meetings and local businesses were part of the program. (PGD)

School Desegregation, Academic Attainment, and Earnings.

ERIC Educational Resources Information Center

Rivkin, Steven G.

2000-01-01

High School and Beyond longitudinal survey data were used to investigate the impact of school racial composition and quality on achievement, educational attainment, and earnings for blacks. Results support the idea that school quality improvement is likely to be much more effective than desegregation as a means of improving academic and labor…

School Counselors' Roles in RAMP and PBIS: A Phenomenological Investigation (Part Two)

ERIC Educational Resources Information Center

Goodman-Scott, Emily; Grothaus, Tim

2018-01-01

Researchers conducted a qualitative, phenomenological investigation of the lived experiences of a sample of 10 school counselors in current or recent RAMP (Recognized ASCA [American School Counselor Association] Model Program) schools that also implemented positive behavioral interventions and supports (PBIS) with high fidelity. Researchers found…

High school dropouts: interactions between social context, self-perceptions, school engagement, and student dropout.

PubMed

Fall, Anna-Mária; Roberts, Greg

2012-08-01

Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002-2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students' self-perceptions (perception of control and identification with school), which in turn predict students' academic and behavioral engagement, and academic achievement. Further, students' academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. Published by Elsevier Ltd.

High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout☆

PubMed Central

Fall, Anna-Mária; Roberts, Greg

2012-01-01

Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students’ engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002–2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students’ self-perceptions (perception of control and identification with school), which in turn predict students’ academic and behavioral engagement, and academic achievement. Further, students’ academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. PMID:22153483

The interactive impacts of high school gay-straight alliances (GSAs) on college student attitudes toward LGBT individuals: an investigation of high school characteristics.

PubMed

Worthen, Meredith G F

2014-01-01

Although gay-straight alliances (GSAs) are becoming more popular in high schools across the U.S., empirical studies investigating GSAs and their impact are sparse. Utilizing a sample of college students drawn from a large Southern university (N = 805; 78% White; 61% female; average age 22), the current study investigates the ways that the presence of high school GSAs affect college student attitudes toward LGBT individuals and how these relationships may vary by high school GSA location (South vs. non-South), town type (rural/small town, suburban, large city), and high school student population size. Overall, results from the current study show that the presence of a GSA in high school is a robust positive predictor of supportive attitudes toward LGBT individuals, even when considering many control variables. Such results suggest that the presence of GSAs in high schools may have significant positive and potentially long-lasting effects on college students' attitudes toward LGBT individuals.

Can Scores on an Interim High School Reading Assessment Accurately Predict Low Performance on College Readiness Exams? REL 2016-124

ERIC Educational Resources Information Center

Koon, Sharon; Petscher, Yaacov

2016-01-01

During the 2013/14 school year two Florida school districts sought to develop an early warning system to identify students at risk of low performance on college readiness measures in grade 11 or 12 (such as the SAT or ACT) in order to support them with remedial coursework prior to high school graduation. The study presented in this report provides…

Transitions from high school to college.

PubMed

Venezia, Andrea; Jaeger, Laura

2013-01-01

The vast majority of high school students aspire to some kind of postsecondary education, yet far too many of them enter college without the basic content knowledge, skills, or habits of mind they need to succeed. Andrea Venezia and Laura Jaeger look at the state of college readiness among high school students, the effectiveness of programs in place to help them transition to college, and efforts to improve those transitions. Students are unprepared for postsecondary coursework for many reasons, the authors write, including differences between what high schools teach and what colleges expect, as well as large disparities between the instruction offered by high schools with high concentrations of students in poverty and that offered by high schools with more advantaged students. The authors also note the importance of noncurricular variables, such as peer influences, parental expectations, and conditions that encourage academic study. Interventions to improve college readiness offer a variety of services, from academic preparation and information about college and financial aid, to psychosocial and behavioral supports, to the development of habits of mind including organizational skills, anticipation, persistence, and resiliency. The authors also discuss more systemic programs, such as Middle College High Schools, and review efforts to allow high school students to take college classes (known as dual enrollment). Evaluations of the effectiveness of these efforts are limited, but the authors report that studies of precollege support programs generally show small impacts, while the more systemic programs show mixed results. Dual-enrollment programs show promise, but the evaluation designs may overstate the results. The Common Core State Standards, a voluntary set of goals and expectations in English and math adopted by most states, offer the potential to improve college and career readiness, the authors write. But that potential will be realized, they add, only if the standards are supplemented with the necessary professional development to enable educators to help all students meet academic college readiness standards, a focus on developing strong noncognitive knowledge and skills for all students, and the information and supports to help students prepare and select the most appropriate postsecondary institution.

Prevalence and social-environmental correlates of sports team participation among alternative high school students.

PubMed

Johnson, Karen E; Kubik, Martha Y; McMorris, Barbara J

2011-07-01

Alternative high school (AHS) students have low levels of physical activity (PA) and high rates of overweight/obesity. Sports team participation, a specific form of PA, is associated with increased PA and decreased overweight/obesity in general adolescent populations. However, little is known about the prevalence and correlates of sports team participation among AHS students. In 2006, students (n = 145; mean age = 17 years; 52% male; 61% minorities; 64% low-income) attending 6 AHS in Minneapolis/St. Paul completed self-administered surveys. Mixed model logistic regression was used to examine cross-sectional associations between sports team participation and school staff support for PA, friend support for PA, and perceived barriers to PA. Among students, 40% participated on ≥ 1 sports teams. Odds of participating on a sports team were positively associated with support for PA from school staff (OR = 1.12, P = .014) and friends (OR = 1.15, P = .005), but inversely associated with perceived barriers to PA (OR = 0.95, P = .014). Results suggest that efforts to increase sports team participation among AHS students should target social-environmental factors. Further study is warranted.

Community Violence, School-Related Protective Factors, and Psychosocial Outcomes in Urban Youth

ERIC Educational Resources Information Center

Ludwig, Kristy A.; Warren, Jared S.

2009-01-01

This study examined the relationship of two putative school-based protective factors--student identification with school and perceived teacher support--to psychosocial outcomes in a sample of urban youth exposed to community violence. Participants were 175 high school students ages 14-19 in grades 9-12 from a large urban school district. Results…

Self-efficacy moderates the relation between declines in physical activity and perceived social support in high school girls.

PubMed

Dishman, Rod K; Saunders, Ruth P; Motl, Robert W; Dowda, Marsha; Pate, Russell R

2009-05-01

To test whether self-efficacy for overcoming barriers to physical activity has direct, indirect (i.e., mediated), or moderating relations with naturally occurring change in perceived social support and declines in physical activity during high school. Latent growth modeling was used with measures completed in the 8th, 9th, and 12th grades by a cohort of 195 Black and White girls. Self-efficacy was stable and moderated the relation between changes in physical activity and perceived social support. Girls who maintained a perception of strong social support had less of a decline in physical activity if they also had high self-efficacy. However, girls having high self-efficacy had a greater decline in physical activity if they perceived declines in social support. Randomized controlled trials of physical activity interventions based on social cognitive theory should consider that the influence of girls' perceptions of social support on their physical activity may differ according to their efficacy beliefs about barriers to physical activity.

School connectedness and suicidal thoughts and behaviors: A systematic meta-analysis

PubMed Central

Marraccini, Marisa E.; Brier, Zoe M.F.

2017-01-01

Among the protective factors associated with reduced risk for suicide, scientific inquiries into school connectedness are especially important considering that schools are ideally situated to provide interventions reaching the vast majority of youth. Although there is a wealth of research that supports the association between school connectedness and reduced self-report of adolescents having a suicidal thought or making a suicide attempt, inconsistencies in the way studies have measured and operationalized school connectedness limit synthesis across findings. This meta-analytic study investigates the literature exploring associations between school connectedness and suicidal thoughts and behaviors across general and sub-populations (high risk and sexual minority youth) using a random effects model. Eligible studies examined a measure of school connectedness explicitly referred to as “school connectedness” or “connections at school” in relation to suicidal ideation or suicide attempts among youth enrolled in school (grades 6–12). Multiple meta-regression analyses were conducted to explore the influence of school connectedness measurement variation, as well as participant characteristics. Results, including 16 samples, support that higher school connectedness is associated with reduced reports of suicidal thoughts and behaviors across general (OR = 0.536), high-risk (OR = 0.603), and sexual minority (OR = 0.608) adolescents. Findings are consistent when analyzed separately for suicidal ideation (OR = 0.529) and suicide attempts (OR = 0.589) and remain stable when accounting for measurement variability. Although limited by its cross-sectional nature, findings support recent calls to increase school connectedness and proffer important implications for screening and intervention efforts conducted in schools. PMID:28080099

Guidelines for preparing high school psychology teachers: course-based and standards-based approaches.

PubMed

2013-01-01

Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These guidelines, aligned to the standards presented in the preceding report, describe models for the preparation of preservice psychology teachers. The two reports together demonstrate the rigor and competency that should be expected in psychology instruction at the high school level.

National standards for high school psychology curricula.

PubMed

2013-01-01

The National Standards for High School Psychology Curricula attempts to represent current knowledge in the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, one that can introduce students to scientific ideas and engage students in the learning process. However, it is difficult for even the best of teachers to present all of psychology in a single course for students who begin with virtually no formal knowledge of psychology. The standards presented here constitute the first of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These standards provide curricular benchmarks for student learning in the high school course.

Stepping Stones to Research: Providing Pipelines from Middle School through PhD

NASA Astrophysics Data System (ADS)

Noel-Storr, Jacob; Baum, S. A.; RIT Insight Lab SSR Team; Carlson CenterImaging Science Faculty, Chester F.

2014-01-01

We present a decade's worth of strategies designed to promote and provide "Stepping Stones to Research" to provide a realistic pipeline of educational opportunities, with multiple gateways and exit points, for students moving towards STEM careers along the "STEM pipeline". We also illustrate how the Stepping Stones are designed to incidentally co-inside with related external opportunities through which we can also guide and support our mentees on their paths. We present programs such as middle school family science programs, high school research opportunities, high school internships, undergraduate research pathways, research experiences for undergraduates, and other opportunities. We will highlight the presentations being made at this very meeting -- from the first presentation of a high school student, to a dissertation presentation of a PhD graduate -- that have benefited from this stepping stone principle. We also reflect on the essential nature of building a "researcher-trust", even as a young student, of advocates and mentors who can support the continuation of a scientific career.

The Behavioral Intentions of Hong Kong Primary Teachers in Adopting Educational Technology

ERIC Educational Resources Information Center

Wong, Gary K. W.

2016-01-01

The use of educational technology by Hong Kong primary school teachers has been realized by the government's long-term support to the technology infrastructure, professional training, technical support, and development of teaching resources in local primary schools. However, the high adoption rate may not reflect the willingness of teachers to…

Teacher Support and Engagement in Math and Science: Evidence from the High School Longitudinal Study

ERIC Educational Resources Information Center

Kelly, Sean; Zhang, Yuan

2016-01-01

Supportive teacher-student relationships are associated with increased levels of engagement and higher levels of achievement. Yet, studies also show that higher achieving students typically receive the most encouragement. Moreover, many studies of teacher-student relationships pertain to elementary and middle school students; by the time students…

The Influence of Loneliness and Interpersonal Relations on Latina/o Middle School Students' Wellbeing

ERIC Educational Resources Information Center

Heredia, Dagoberto, Jr.; Sanchéz Gonzalez, Mayra L.; Rosner, Christine M.; He, Xiao; Castillo, Linda G.; Ojeda, Lizette

2017-01-01

This study examined associations of loneliness and relationships (e.g., teacher/student relationships, peer support, and family support) with wellbeing among Latina/o middle school students. A hierarchical regression analysis demonstrated that age and loneliness predicted wellbeing; older students and students with high levels of loneliness…

Predictors of Global Self-Worth and Academic Performance among Regular Education, Learning Disabled, and Continuation High School Students.

ERIC Educational Resources Information Center

Wiest, Dudley J.; Wong, Eugene H.; Kreil, Dennis A.

1998-01-01

The ability of measures of perceived competence, control, and autonomy support to predict self-worth and academic performance was studied across groups of high school students. Stepwise regression analyses indicate these variables in model predict self-worth and grade point average. In addition, levels of school status and depression predict…

Applying Funds of Knowledge Theory in a New Zealand High School: New Directions for Pedagogical Practice

ERIC Educational Resources Information Center

Hogg, Linda

2016-01-01

In New Zealand teacher practice is expected to be inclusive and supportive of all learners (Ministry of Education, 2007). However, diverse evidence highlights inequitable school experiences for Maori and Pasifika students. This study explored the application of funds of knowledge (FoK) theory within a New Zealand high school, with a focus on…

Effects of School-Wide Positive Behavioral Interventions and Supports and Fidelity of Implementation on Problem Behavior in High Schools

ERIC Educational Resources Information Center

Flannery, K. B.; Fenning, P.; Kato, M. McGrath; McIntosh, K.

2014-01-01

High school is an important time in the educational career of students. It is also a time when adolescents face many behavioral, academic, and social-emotional challenges. Current statistics about the behavioral, academic, and social-emotional challenges faced by adolescents, and the impact on society through incarceration and dropout, have…

George W. Wingate High School Bilingual Program ESEA Title VII Final Evaluation Report, 1979-1980.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.

This is an evaluation report of the fifth year of a bilingual career education program, funded under Title VII and carried out at George W. Wingate High School, Brooklyn, New York. The program was designed to offer bilingual instruction and supportive services to the school's Haitian population, with the aim of preparing these students to…

High School Culture and (Mis)Perceptions of Support: A Case Study of Success and Failure for Interdisciplinary Team Teaching.

ERIC Educational Resources Information Center

Frana, Bruce S.

This study examined three teams of teachers at three high schools (in a relatively large midwestern school district) as they designed and implemented a teaming project for interdisciplinary teaching entitled the Partners Program. The study focused on two findings related to the demise of this innovation: misconceptions by participating teachers…

The Bilingual Program in Auxiliary Services for High Schools, 1981-1982. O.E.E. Evaluation Report.

ERIC Educational Resources Information Center

Mirabito, Mary; Frischholz, Edward J.

In 1981-82, the bilingual program of New York City's Auxilliary Services for High Schools served 1335 out-of-school youth (mostly between the ages of 16-22) from Spanish, Chinese, Greek, Italian, and Haitian backgrounds. The program provided educational and support services to a variety of students including actual or potential dropouts, older…

There Is No "I" in Co-Teacher: Team-Building Professional Development to Support High School Co-Teachers

ERIC Educational Resources Information Center

Goodhue, Denise S.

2016-01-01

In an effort to meet the needs of special education students in inclusion classrooms co-teaching is typically utilized as a service delivery model. Research has identified a number of benefits to co-teaching however, a number of obstacles have been found to inhibit its effective implementation in secondary schools. High school special education…

¡Apóyenos! Latina/o Student Recommendations for High School Supports

ERIC Educational Resources Information Center

McWhirter, Ellen Hawley; Luginbuhl, Paula J.; Brown, Kimbree

2014-01-01

We examined 401 Latina/o high school students' postsecondary plans and their responses to an open-ended question about how their schools should better help Latina/o students to achieve their plans. The majority of students planned to enroll in postsecondary education or training. Boys and those responding in Spanish were more likely not to plan to…

Comparison of College/Career Readiness Outcomes between the Advancement via Individual Determination (AVID) Program and the Traditional High School Academic Program

ERIC Educational Resources Information Center

Day, Sandra K.

2012-01-01

This study compared selected college/career readiness outcomes for students attending an urban high school who voluntarily participated in an academic support program, Advancement Via Individual Determination (AVID), to demographically similar/same school peers who completed the traditional academic program (TAP) of study. Grade point average,…

Academic Instruction at a Distance: An Examination of Holistic Teacher Perceptions in a Virtual High School

ERIC Educational Resources Information Center

Flores, Serena; Walters, Nicole McZeal; Kiekel, Jean

2018-01-01

The purpose of this qualitative study was to examine holistic perceptions of teachers in a virtual high school who deliver secondary instruction using an online format. The demand for equitable learning spaces to support both teachers and students have led to the increased demand of virtual schools. The questionnaire administered to eight online…

Middle Start Schools Striving for Excellence: Steadily Improving High-Poverty Schools in the Mid South Delta

ERIC Educational Resources Information Center

Rose, Lea Williams

2006-01-01

As part of a national Middle Start initiative led by the Academy for Educational Development (AED), Mid South Middle Start is committed to working with high-poverty schools in the Mid South Delta region to build their capacity to foster students' academic excellence, support the development of young adolescents, and achieve social equity in…

Instructional Partnerships to Extend Learning in Urban High Schools: Lessons from New York City and Boston

ERIC Educational Resources Information Center

Foley, Eileen M.; Allender, Sara; Cooc, North; Edwards, Sara; Riley, Derek R.; Reisner, Elizabeth R.

2009-01-01

Late in 2007 New Visions for Public Schools, a New York City reform organization, received a grant from the C.S. Mott Foundation to organize select high schools and community partners into delivery systems that could improve student achievement. New Visions asked Policy Studies Associates, Inc. to provide research support for this effort in the…

Systems Thinking Tools for Improving Evidence-Based Practice: A Cross-Case Analysis of Two High School Leadership Teams

ERIC Educational Resources Information Center

Kensler, Lisa A. W.; Reames, Ellen; Murray, John; Patrick, Lynne

2012-01-01

Teachers and administrators have access to large volumes of data but research suggests that they lack the skills to use data effectively for continuous school improvement. This study involved a cross-case analysis of two high school leadership teams' early stages of evidence-based practice development; differing forms of external support were…

Classifying At-Risk High School Youth: The Influence of Exposure to Community Violence and Protective Factors on Academic and Health Outcomes

ERIC Educational Resources Information Center

Solberg, V. Scott H.; Carlstom, Aaron H.; Howard, Kimberly A. S.; Jones, Janice E.

2007-01-01

Using cluster analysis, 789 predominately Latino and African American high school youth were classified into varying academic at-risk profiles using self-reported levels of academic confidence, motivation to attend school, perceived family support, connections with teachers and peers, and exposure to violence. Six clusters emerged, 5 of which were…

Interventions to Support System-level Implementation of Health Promoting Schools: A Scoping Review

PubMed Central

McIsaac, Jessie-Lee D.; Hernandez, Kimberley J.; Kirk, Sara F.L.; Curran, Janet A.

2016-01-01

Health promoting schools (HPS) is recognized globally as a multifaceted approach that can support health behaviours. There is increasing clarity around factors that influence HPS at a school level but limited synthesized knowledge on the broader system-level elements that may impact local implementation barriers and support uptake of a HPS approach. This study comprised a scoping review to identify, summarise and disseminate the range of research to support the uptake of a HPS approach across school systems. Two reviewers screened and extracted data according to inclusion/exclusion criteria. Relevant studies were identified using a multi-phased approach including searching electronic bibliographic databases of peer reviewed literature, hand-searching reference lists and article recommendations from experts. In total, 41 articles met the inclusion criteria for the review, representing studies across nine international school systems. Overall, studies described policies that provided high-level direction and resources within school jurisdictions to support implementation of a HPS approach. Various multifaceted organizational and professional interventions were identified, including strategies to enable and restructure school environments through education, training, modelling and incentives. A systematic realist review of the literature may be warranted to identify the types of intervention that work best for whom, in what circumstance to create healthier schools and students. PMID:26861376

The impact of motivation and teachers' autonomy support on children's executive functions.

PubMed

Sosic-Vasic, Zrinka; Keis, Oliver; Lau, Maren; Spitzer, Manfred; Streb, Judith

2015-01-01

The present study investigates the interplay of executive functions, motivation, and teacher's autonomy support in school context. In a cross-sectional study design 208 students from different school types completed a standardized motivation questionnaire and processed two executive function tasks. All teachers who teach these students were asked about their autonomy supporting behavior by a standardized test. Multilevel analyses assessed the effects of the student's motivation and their teachers' autonomy support on student's executive functions. Our results show considerable relationships between these variables: high executive function capacities came along with teacher's autonomy support and student's intrinsic motivation styles, whereas low executive function capacities were related to external regulation styles. The results indicate the importance of autonomy support in school instruction and disclose the need to popularize the self-regulation approach.

A Quaterback Club for the High School Fine Arts Department

ERIC Educational Resources Information Center

Tindel, Robert James

1977-01-01

Examines the creation of a high school fine arts club to provide financial support for the music, art and theatre arts departments and to help enhance cooperation among these departments while providing broader cultural experiences for the club members. (MH)

Religiousness as a Predictor of Alcohol Use in High School Students.

ERIC Educational Resources Information Center

Park, Hae-Seong; Bauer, Scott; Oescher, Jeffrey

2001-01-01

Examines the relationship between religiousness and alcohol use of adolescents based on a sample of high school seniors. Results provide support for examining religiousness variables as predictors of alcohol use patterns of adolescents. (Contains 16 references and 4 tables.) (GCP)

A Peer-Led High School Transition Program Increases Graduation Rates Among Latino Males.

PubMed

Johnson, Valerie L; Simon, Patricia; Mun, Eun-Young

2014-01-01

The present study investigated the impact of a manualized high school transition program, the Peer Group Connection (PGC) program, on the graduation rate at a low-income, Mid-Atlantic high school. The program utilized twelfth grade student peer leaders to create a supportive environment for incoming ninth grade students. Results of a randomized control trial demonstrated that male students who participated in the program during ninth grade were significantly more likely to graduate from high school within four years than male students in the control group (81% versus 63%). Findings suggest that peers can be effective in delivering a school-based, social emotional learning intervention and that it is possible to intervene in the ninth grade to influence the probability of high school graduation.

A Peer-Led High School Transition Program Increases Graduation Rates Among Latino Males

PubMed Central

Johnson, Valerie L.; Simon, Patricia; Mun, Eun-Young

2013-01-01

The present study investigated the impact of a manualized high school transition program, the Peer Group Connection (PGC) program, on the graduation rate at a low-income, Mid-Atlantic high school. The program utilized twelfth grade student peer leaders to create a supportive environment for incoming ninth grade students. Results of a randomized control trial demonstrated that male students who participated in the program during ninth grade were significantly more likely to graduate from high school within four years than male students in the control group (81% versus 63%). Findings suggest that peers can be effective in delivering a school-based, social emotional learning intervention and that it is possible to intervene in the ninth grade to influence the probability of high school graduation. PMID:24748686

How Students Can Be Supported to Apply Geoscientific Knowledge Learned in the Classroom to Phenomena in the Field: An Example from High School Students in Norway

ERIC Educational Resources Information Center

Remmen, Kari Beate; Frøyland, Merethe

2013-01-01

Our study explores how students apply geoscientific knowledge learned in the classroom to phenomena in a field setting. This was investigated by collecting video data from an ordinary high school context in Norway involving one teacher and a class of 17 high school students. We analyzed how the students learned rock identification and relative…

Building Teacher Capacity to Support English Language Learners in Schools Receiving School Improvement Grants. NCEE Evaluation Brief. NCEE 2015-4004

ERIC Educational Resources Information Center

Boyle, Andrea; Golden, Laura; Le Floch, Kerstin Carlson; O'Day, Jennifer; Harris, Barbara; Wissel, Sarah

2014-01-01

The Study of School Turnaround examines the improvement process in a purposive sample of 35 case study schools receiving federal funds through the School Improvement Grants (SIG) program over a three-year period (2010-11 to 2012-13 school years). This brief focuses on 11 of these SIG schools with high proportions of English Language Learner (ELL)…

Physician support of HPV vaccination school-entry requirements.

PubMed

Califano, Sophia; Calo, William A; Weinberger, Morris; Gilkey, Melissa B; Brewer, Noel T

2016-06-02

School-entry requirements in the US have led to high coverage for several vaccines, but few states and jurisdictions have adopted these policies for human papillomavirus (HPV) vaccination. Because physicians play a key role in advocating for vaccination policies, we assessed physician support of requiring HPV vaccine for school entry and correlates of this support. Participants were a national sample of 775 physicians who provide primary care, including vaccines, to adolescents. Physicians completed an online survey in 2014 that assessed their support for school-entry requirements for HPV vaccination of 11 and 12 y olds. We used multivariable logistic regression to assess correlates of support for these requirements. The majority of physicians (74%) supported some form of school-entry requirements, with or without opt-out provisions. When opt-out provisions were not specified, 47% agreed that laws requiring HPV vaccination for school attendance were a "good idea." Physicians more often agreed with requirements, without opt-out provisions, if they: had more years in practice (OR=1.49; 95% CI: 1.09-2.04), gave higher quality HPV vaccine recommendations (OR=2.06; 95% CI: 1.45-2.93), believed that having requirements for Tdap, but not HPV, vaccination undermined its importance (OR=3.33; 95% CI: 2.26-4.9), and believed HPV vaccination was as or more important than other adolescent vaccinations (OR=2.30; 95% CI: 1.65-3.18). In conclusion, we found that many physicians supported school-entry requirements for HPV vaccination. More research is needed to investigate the extent to which opt-out provisions might weaken or strengthen physician support of HPV vaccination school-entry requirements.

P.L. 89-313 Supplementary Services for Previously Non-Public-School Institutionalized Students, 1982-1983. O.E.E. Evaluation Report.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.

The Supplementary Services for Previously Non-Public-School Institutionalized Students in New York City was designed to assist students who were formerly educated at state-operated or state-supported schools to adapt to public school education. The 1982-83 program served 1054 students in 367 sites, which included community schools, high schools, a…

Finding Funding: A Guide to Federal Sources for Out-of-School TIme and Community School Initiatives. Revised and Updated.

ERIC Educational Resources Information Center

Padgette, Heather Clapp

Noting the growing nation-wide demand for affordable, high-quality, out-of-school time and community school programs, this guide is intended to assist program developers, policy makers, and community leaders identify federal funding sources to support out-of-school time or broader-based community school services. The guide provides an overview of…

Improving low-performing high schools: searching for evidence of promise.

PubMed

Fleischman, Steve; Heppen, Jessica

2009-01-01

Noting that many of the nation's high schools are beset with major problems, such as low student reading and math achievement, high dropout rates, and an inadequate supply of effective teachers, Steve Fleischman and Jessica Heppen survey a range of strategies that educators have used to improve low-performing high schools. The authors begin by showing how the standards-based school reform movement, together with the No Child Left Behind Act requirement that underperforming schools adopt reforms supported by scientifically based research, spurred policy makers, educators, and researchers to create and implement a variety of approaches to attain improvement. Fleischman and Heppen then review a number of widely adopted reform models that aim to change "business as usual" in low-performing high schools. The models include comprehensive school reform programs, dual enrollment and early college high schools, smaller learning communities, specialty (for example, career) academies, charter high schools, and education management organizations. In practice, say the authors, many of these improvement efforts overlap, defying neat distinctions. Often, reforms are combined to reinforce one another. The authors explain the theories that drive the reforms, review evidence of their reforms' effectiveness to date, and suggest what it will take to make them work well. Although the reforms are promising, the authors say, few as yet have solid evidence of systematic or sustained success. In concluding, Fleischman and Heppen emphasize that the reasons for a high school's poor performance are so complex that no one reform model or approach, no matter how powerful, can turn around low-performing schools. They also stress the need for educators to implement each reform program with fidelity to its requirements and to support it for the time required for success. Looking to the future, the authors suggest steps that decision makers, researchers, and sponsors of research can take to promote evidence-based progress in education.

Understanding decisions Latino students make regarding persistence in the science and math pipeline

NASA Astrophysics Data System (ADS)

Munro, Janet Lynn

This qualitative study focused on the knowledge and perceptions of Latino high school students, as well those of their parents and school personnel, at a southwestern, suburban high school regarding persistence in the math/science pipeline. In the context of the unique school and community setting these students experience, the decision-making process was examined with particular focus on characterizing the relationships that influence the process. While the theoretical framework that informs this study was that of social capital, its primary purpose was to inform the school's processes and policy in support of increased Latino participation in the math and science pipeline. Since course selection may be the most powerful factor affecting school achievement and college-preparedness, and since course selection is influenced by school policy, school personnel, students, parents, and teachers alike, it is important to understand the beliefs and perceptions that characterize the relationships among them. The qualitative research design involved a phenomenological study of nine Latino students, their parents, their teachers and counselors, and certain support personnel from the high school. The school's and community's environment in support of academic intensity served as context for the portrait that developed. Given rapidly changing demographics that bring more and more Latino students to suburban high schools, the persistent achievement gap experienced by Latino students, and the growing dependence of the world economy on a citizenry versed in the math- and science-related fields, a deeper understanding of the decision-making processes Latino 12 students experience can inform school policy as educators struggle to influence those decisions. This study revealed a striking lack of knowledge concerning the college-entrance ramifications of continued course work in math and science beyond that required for graduation, relationships among peers, parents, and school personnel that were markedly lacking in influence over the decision a student makes to continue, or not, course work beyond that required for graduation, and a general dismissal of the value of math- and science-related careers. Also lacking was any evidence of social capital within parental networks that reflected intergenerational closure.

An examination of the relationship among Iiraqi high school students' science achievement and perceptions of the value of education, parent support, and peer support in the United States

NASA Astrophysics Data System (ADS)

Al-Mandwee, Samir F.

The objective of this dissertation was to quantitatively study Iraqi students (N=90) who arrived in the U.S.A. in the last 20 years. A non-experimental, descriptive research design was used for this study, which took place in one of three high schools in a large Midwestern suburban school district, during the 2013--2014 academic year. Three factors, including the students' perception of the value of education, the parental support, and the peer support, were examined using the Facilitating Conditions Questionnaire. The three subscales were part of a larger self-administered questionnaire used by McInerney (1997). In addition to the FCQ survey, a student demographic questionnaire was also used in the survey. Quantitative data from the FCQ survey reported that the students' perception of the value of education and their perception of peer support had a significant relationship with science academic achievement, which was measured for two semesters. Moreover, their peer support was the only predictor for science achievement.

Gifted High-School Students' Perspectives on the Development of Perfectionism

ERIC Educational Resources Information Center

Speirs Neumeister, Kristie L.; Williams, Kristen Kay; Cross, Tracy L.

2009-01-01

Through the use of in-depth interviews, this study investigated how gifted high-school students scoring high on at least one measure of perfectionism (self-oriented, socially prescribed, or other-oriented) perceived their perfectionism as developing. Findings suggested support for three family history models outlined by Flett, Hewitt, Oliver, and…

Research-Based Lessons That Support Student Independent Reading in Social Studies

ERIC Educational Resources Information Center

Swanson, Elizabeth; Reed, Deborah; Vaughn, Sharon

2016-01-01

High school social studies teachers face unique challenges in helping their students learn independently from text in their discipline. In this article, a set of research-based practices that couple independent student reading with high-quality instruction proven to improve content learning for high school nonnative English speakers is provided.…

Empowered or Beleaguered? Principals' Accountability under New York City's Diverse Provider Regime

ERIC Educational Resources Information Center

Shipps, Dorothy

2012-01-01

By 2008, New York City's school governing regime contained two market-creation policies. Each reshaped principal incentives. One closed large high schools, replacing them with four-to-eight small schools. Another replaced uniform district-provided services with eleven School Support Organizations (SSOs). Both aimed to empower principals with new…

Conceptualizing Routines of Practice That Support Algebraic Reasoning in Elementary Schools: A Constructivist Grounded Theory

ERIC Educational Resources Information Center

Store, Jessie Chitsanzo

2012-01-01

There is ample literature documenting that, for many decades, high school students view algebra as difficult and do not demonstrate understanding of algebraic concepts. Algebraic reasoning in elementary school aims at meaningfully introducing algebra to elementary school students in preparation for higher-level mathematics. While there is research…

Small-School Reform through the Lens of Complexity Theory: It's "Good to Think with"

ERIC Educational Resources Information Center

McQuillan, Patrick J.

2008-01-01

Background/Context: In light of the consistent underperformance of the comprehensive high school, districts across the country, mostly urban, have begun creating small schools, believing that they may offer a more personalized, supportive, and demanding learning environment. To explore this assumption, this article examines small-school reform…

City Schools: How Districts and Communities Can Create Smart Education Systems

ERIC Educational Resources Information Center

Rothman, Robert, Ed.

2007-01-01

In "City Schools," Robert Rothman and his colleagues at the Annenberg Institute for School Reform at Brown University put forward a vision of "smart education systems" that link a highly functioning and effective school district with a comprehensive and accessible web of supports for children, youth, and families. One-third of…

Using Shared Leadership to Achieve School Improvement Goals: A Qualitative Study of One High School's Journey

ERIC Educational Resources Information Center

Putman, Leigh Ann

2012-01-01

This qualitative phenomenological study examined the impact of shared leadership committees on school improvement efforts. The research identified which leadership factors lead to successful shared leadership committees and which supports and structures were needed for the committees to be meaningful in regards to school improvement. Certified…

Oyster School Stands the Test of Time.

ERIC Educational Resources Information Center

Fern, Veronica

1995-01-01

Describes Oyster Elementary School's award-winning two-way bilingual (Spanish-English) program. The school's success has been maintained by strong parent and community support, high academic standards, and ongoing professional development efforts. However, cultural, generational, and socioeconomic differences among staff, students, and parents…

ResourceCheck: Assess Your District's Resource Use

ERIC Educational Resources Information Center

Education Resource Strategies, 2013

2013-01-01

For over a decade, Education Resource Strategies, Inc. (ERS) has helped leaders of urban school districts strategically reallocate their resources to improve student performance. This work identifies seven Core Transformational Strategies that support high-performing schools; in high-functioning districts, resources (people, time, and money) are…

Strategic Planning for School Success.

ERIC Educational Resources Information Center

Herman, Jerry J.

1993-01-01

Strategic planners concerned with such matters as high-achieving students, high-performing teachers, broad-based community support, and a two-way involvement with the community must analyze the strengths, weaknesses, opportunities, and threats existing in the school's internal and external environment. A sample SWOT analysis is included. (MLH)

No Safety Net Required

ERIC Educational Resources Information Center

Benigni, Mark D.; Moylan, Maureen

2009-01-01

This article discusses the Berlin (Connecticut) High School's NET (Non-Traditional Educational Training) program. NET is a self-contained program that is composed of three components: academics, social and emotional support, and vocational training. Rather than treat students alike, the NET program tailors their high school experience to meet…

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence.

PubMed

Ruzek, Erik A; Hafen, Christopher A; Allen, Joseph P; Gregory, Anne; Mikami, Amori Yee; Pianta, Robert C

2016-04-01

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11-17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools.

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence

PubMed Central

Ruzek, Erik A.; Hafen, Christopher A.; Allen, Joseph P.; Gregory, Anne; Mikami, Amori Yee; Pianta, Robert C.

2017-01-01

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11–17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools. PMID:28190936

One School's Approach to Integration: Developing a Community Philosophy and Utilising an "In House" Educational Psychologist.

ERIC Educational Resources Information Center

Spalding, Bob; Florek, Anton

1988-01-01

The article describes a program at Connahs Quay High School in Wales (United Kingdom) which integrates 18 moderately disabled students and about 100 mildly disabled students into the regular school program. The support system includes a special needs coordinator, liaison with primary schools, and an active role by the school psychologist. (DB)

Socioeconomic Disparities in Elementary School Practices and Children’s Physical Activity During School

PubMed Central

Carlson, Jordan A.; Mignano, Alexandra M.; Norman, Gregory J.; McKenzie, Thomas L.; Kerr, Jacqueline; Arredondo, Elva M.; Madanat, Hala; Cain, Kelli L.; Elder, John P.; Saelens, Brian E.; Sallis, James F.

2014-01-01

Purpose To examine school socioeconomic status (SES) in relation to school physical activity-related practices and children’s physical activity. Design A cross-sectional design was used for this study. Setting The study was set in 97 elementary schools (63% response rate) in two U.S. regions. Subjects Of the children taking part in this study, 172 were aged 10.2 (standard deviation (SD) = 1.5) years; 51.7% were girls, and 69.2% were White non-Hispanic. Measures School physical education (PE) teachers or principals responded to 15 yes/no questions on school physical activity-supportive practices. School SES (low, moderate, high) was derived from the percent of students eligible for free and reduced-price lunch. Children’s moderate to vigorous physical activity (MVPA) during school was measured with accelerometers. Analysis School level analyses involved linear and logistic regression; children’s MVPA analyses used mixed effects regression. Results Low-SES schools were less likely to have a PE teacher and had fewer physical activity-supportive PE practices than did high-SES schools (p < .05). Practices related to active travel to school were more favorable at low-SES schools (p < .05). Children attending high-SES schools had 4.4 minutes per day more of MVPA during school than did those at low-SES schools, but this finding was not statistically significant (p = .124). Conclusion These findings suggest that more low- and moderate-SES elementary schools need PE teachers in order to reduce disparities in school physical activity opportunities and that PE time needs to be supplemented by classroom teachers or other staff to meet guidelines. PMID:24380465

High School Teachers’ Openness to Adopting New Practices: The Role of Personal Resources and Organizational Climate

PubMed Central

Pas, Elise T.; Loh, Deanna; Debnam, Katrina J.; Bradshaw, Catherine P.

2016-01-01

Although evidence-based practices for students’ social, emotional, and behavioral health are readily available, their adoption and quality implementation in schools are of increasing concern. Teachers are vital to implementation; yet, there is limited research on teachers’ openness to adopting new practices, which may be essential to successful program adoption and implementation. The current study explored how perceptions of principal support, teacher affiliation, teacher efficacy, and burnout relate to teachers’ openness to new practices. Data came from 2,133 teachers across 51 high schools. Structural equation modeling assessed how organizational climate (i.e., principal support and teacher affiliation) related to teachers’ openness directly and indirectly via teacher resources (i.e., efficacy and burnout). Teachers with more favorable perceptions of both principal support and teacher affiliation reported greater efficacy, and, in turn, more openness; however, burnout was not significantly associated with openness. Post hoc analyses indicated that among teachers with high levels of burnout, only principal support related to greater efficacy, and in turn, higher openness. Implications for promoting teachers’ openness to new program adoption are discussed. PMID:28533823

High School Teachers' Openness to Adopting New Practices: The Role of Personal Resources and Organizational Climate.

PubMed

Johnson, Stacy R; Pas, Elise T; Loh, Deanna; Debnam, Katrina J; Bradshaw, Catherine P

2017-03-01

Although evidence-based practices for students' social, emotional, and behavioral health are readily available, their adoption and quality implementation in schools are of increasing concern. Teachers are vital to implementation; yet, there is limited research on teachers' openness to adopting new practices, which may be essential to successful program adoption and implementation. The current study explored how perceptions of principal support, teacher affiliation, teacher efficacy, and burnout relate to teachers' openness to new practices. Data came from 2,133 teachers across 51 high schools. Structural equation modeling assessed how organizational climate (i.e., principal support and teacher affiliation) related to teachers' openness directly and indirectly via teacher resources (i.e., efficacy and burnout). Teachers with more favorable perceptions of both principal support and teacher affiliation reported greater efficacy, and, in turn, more openness; however, burnout was not significantly associated with openness. Post hoc analyses indicated that among teachers with high levels of burnout, only principal support related to greater efficacy, and in turn, higher openness. Implications for promoting teachers' openness to new program adoption are discussed.

WHO European Childhood Obesity Surveillance Initiative: School Nutrition Environment and Body Mass Index in Primary Schools

PubMed Central

Wijnhoven, Trudy M.A.; van Raaij, Joop M.A.; Sjöberg, Agneta; Eldin, Nazih; Yngve, Agneta; Kunešová, Marie; Starc, Gregor; Rito, Ana I.; Duleva, Vesselka; Hassapidou, Maria; Martos, Éva; Pudule, Iveta; Petrauskiene, Ausra; Farrugia Sant’Angelo, Victoria; Hovengen, Ragnhild; Breda, João

2014-01-01

Background: Schools are important settings for the promotion of a healthy diet and sufficient physical activity and thus overweight prevention. Objective: To assess differences in school nutrition environment and body mass index (BMI) in primary schools between and within 12 European countries. Methods: Data from the World Health Organization (WHO) European Childhood Obesity Surveillance Initiative (COSI) were used (1831 and 2045 schools in 2007/2008 and 2009/2010, respectively). School personnel provided information on 18 school environmental characteristics on nutrition and physical activity. A school nutrition environment score was calculated using five nutrition-related characteristics whereby higher scores correspond to higher support for a healthy school nutrition environment. Trained field workers measured children’s weight and height; BMI-for-age (BMI/A) Z-scores were computed using the 2007 WHO growth reference and, for each school, the mean of the children’s BMI/A Z-scores was calculated. Results: Large between-country differences were found in the availability of food items on the premises (e.g., fresh fruit could be obtained in 12%−95% of schools) and school nutrition environment scores (range: 0.30−0.93). Low-score countries (Bulgaria, Czech Republic, Greece, Hungary, Latvia and Lithuania) graded less than three characteristics as supportive. High-score (≥0.70) countries were Ireland, Malta, Norway, Portugal, Slovenia and Sweden. The combined absence of cold drinks containing sugar, sweet snacks and salted snacks were more observed in high-score countries than in low-score countries. Largest within-country school nutrition environment scores were found in Bulgaria, Czech Republic, Greece, Hungary, Latvia and Lithuania. All country-level BMI/A Z-scores were positive (range: 0.20−1.02), indicating higher BMI values than the 2007 WHO growth reference. With the exception of Norway and Sweden, a country-specific association between the school nutrition environment score and the school BMI/A Z-score was not observed. Conclusions: Some European countries have implemented more school policies that are supportive to a healthy nutrition environment than others. However, most countries with low school nutrition environment scores also host schools with supportive school environment policies, suggesting that a uniform school policy to tackle the “unhealthy” school nutrition environment has not been implemented at the same level throughout a country and may underline the need for harmonized school policies. PMID:25361044

WHO European Childhood Obesity Surveillance Initiative: School nutrition environment and body mass index in primary schools.

PubMed

Wijnhoven, Trudy M A; van Raaij, Joop M A; Sjöberg, Agneta; Eldin, Nazih; Yngve, Agneta; Kunešová, Marie; Starc, Gregor; Rito, Ana I; Duleva, Vesselka; Hassapidou, Maria; Martos, Eva; Pudule, Iveta; Petrauskiene, Ausra; Sant'Angelo, Victoria Farrugia; Hovengen, Ragnhild; Breda, João

2014-10-30

Schools are important settings for the promotion of a healthy diet and sufficient physical activity and thus overweight prevention. To assess differences in school nutrition environment and body mass index (BMI) in primary schools between and within 12 European countries. Data from the World Health Organization (WHO) European Childhood Obesity Surveillance Initiative (COSI) were used (1831 and 2045 schools in 2007/2008 and 2009/2010, respectively). School personnel provided information on 18 school environmental characteristics on nutrition and physical activity. A school nutrition environment score was calculated using five nutrition-related characteristics whereby higher scores correspond to higher support for a healthy school nutrition environment. Trained field workers measured children's weight and height; BMI-for-age (BMI/A) Z-scores were computed using the 2007 WHO growth reference and, for each school, the mean of the children's BMI/A Z-scores was calculated. Large between-country differences were found in the availability of food items on the premises (e.g., fresh fruit could be obtained in 12%-95% of schools) and school nutrition environment scores (range: 0.30-0.93). Low-score countries (Bulgaria, Czech Republic, Greece, Hungary, Latvia and Lithuania) graded less than three characteristics as supportive. High-score (≥0.70) countries were Ireland, Malta, Norway, Portugal, Slovenia and Sweden. The combined absence of cold drinks containing sugar, sweet snacks and salted snacks were more observed in high-score countries than in low-score countries. Largest within-country school nutrition environment scores were found in Bulgaria, Czech Republic, Greece, Hungary, Latvia and Lithuania. All country-level BMI/A Z-scores were positive (range: 0.20-1.02), indicating higher BMI values than the 2007 WHO growth reference. With the exception of Norway and Sweden, a country-specific association between the school nutrition environment score and the school BMI/A Z-score was not observed. Some European countries have implemented more school policies that are supportive to a healthy nutrition environment than others. However, most countries with low school nutrition environment scores also host schools with supportive school environment policies, suggesting that a uniform school policy to tackle the "unhealthy" school nutrition environment has not been implemented at the same level throughout a country and may underline the need for harmonized school policies.

Supporting the Academic Excellence, Engagement, and College Readiness of High School ESOL Students through ESOL Student Service Learning Clubs

ERIC Educational Resources Information Center

Maina, Nyambura Susan; McGaughey, Trisha; Wade, Julie

2013-01-01

The purpose of this study was to examine the impact of the English for Speakers of Other Languages (ESOL) Student Service Learning (SSL) Club on academic and non-academic outcomes for students receiving ESOL services during 2012-2013 in six high schools in Montgomery County (Maryland) Public Schools (MCPS). The ESOL SSL Club convenes regularly…

Building a Successful Postsecondary Preparatory Program at a Back on Track School. A Jobs for the Future Case Study

ERIC Educational Resources Information Center

Seidel, Sam

2013-01-01

North Queens Community High School serves approximately 200 students, 16-20 years old, as they strive to reach their personal and academic goals. All students at North Queens have previously been enrolled in high school elsewhere and are over-age and undercredited. Small class sizes, student-centered support, and an accelerated credit acquisition…

Testing a Model of Environmental Risk and Protective Factors to Predict Middle and High School Students' Academic Success

ERIC Educational Resources Information Center

Peters, S. Colby; Woolley, Michael E.

2015-01-01

Data from the School Success Profile generated by 19,228 middle and high school students were organized into three broad categories of risk and protective factors--control, support, and challenge--to examine the relative and combined power of aggregate scale scores in each category so as to predict academic success. It was hypothesized that higher…

The Three-Block Model of Universal Design for Learning Implementation in a High School

ERIC Educational Resources Information Center

Katz, Jennifer; Sugden, Ron

2013-01-01

The role of the school leader (principal) in supporting educational reform is explored through a case study of one high school implementing the Three Block Model of UDL (Katz, 2012a) in an effort to meet the needs of a diverse student population. This case study is a part of a much larger study exploring outcomes for students and teachers of…

We the People...The Citizen and the Constitution: Knowledge of and Support for Democratic Institutions and Processes by Participating Students. National Finals, 2000.

ERIC Educational Resources Information Center

Soule, Suzanne

The "We the People...The Citizen and the Constitution" program is an instructional program on the history and principles of U.S. constitutional democracy for elementary, middle school, and high school students. At the high school level, classes may choose to enter a formal competition, advancing from congressional district and state…

Assessing school disaster preparedness by applying a comprehensive school safety framework: A case of elementary schools in Banda Aceh City

NASA Astrophysics Data System (ADS)

Sakurai, A.; Bisri, M. B. F.; Oda, T.; Oktari, R. S.; Murayama, Y.

2017-02-01

The study assessed the depth of school disaster safety at public elementary schools in Banda Aceh City, Indonesia in terms of comprehensive school safety, especially school location, disaster management and disaster education. The findings indicate that 56% of public elementary schools in Banda Aceh City are exposed to high tsunami risk, and most externally driven school disaster preparedness activities were not continued by the schools due to lack of ownership and funding. To realize comprehensive school safety, disaster preparedness programs should neither be brought in by external donors, nor be in a patchwork. Rather, it should be conducted jointly and sustainably by the local school and the community and supported by multi-sectoral support in the city. Comprehensive school safety of public elementary schools in Banda Aceh City could be realized by reviewing, updating and localizing school disaster preparedness programs by all the education partners in the city with strong political will and commitment.

Adolescents' Perceptions of the Economy: Its Association with Academic Engagement and the Role of School-Based and Parental Relationships.

PubMed

Hill, Nancy E; Liang, Belle; Bravo, Diamond Y; Price, Maggi; Polk, Whitney; Perella, John; Savitz-Romer, Mandy

2018-05-01

In the context of widespread media coverage of economic problems, un- and under-employment, and overwhelming student loan debt, youth are making sense of the prospects of getting a job and value of education. Further, they are assessing the implications of the job market in curtailing or enhancing their future success. School-based and familial relationships may support students in making sense of the job market. The current study focuses on how youth view the economy, its association with academic engagement, and how parental and school-based relationships shape views of the job market and their impact on academic engagement. With an ethnically diverse sample of high school students (N = 624; 54% female), perceptions of the job market were tested as mediators and moderators of the relations between school-based relationships and parenting on academic engagement. Using structural equation modeling, job market pessimism mediated the relation between school-based relationships and engagement. School-based relationships and parenting practices moderated the relation between job market pessimism and academic engagement. At high levels of parental and school support, interpreted as increased centrality and salience of academic success, there was a stronger negative association between job market pessimism and academic engagement. This set of findings indicates that high school students are thinking about the job market in ways that impact their engagement in school. These findings extend theories that have focused on the job market and the likelihood of dropping out of school or enrolling in post-secondary education. These findings are significant because just staying in school is not enough to succeed. With increased emphasis on college and career readiness, students are required to be more planful and purposeful during high school in order to succeed in the job market.

High school health-education teachers' perceptions and practices related to teaching HIV prevention.

PubMed

Herr, Scott W; Telljohann, Susan K; Price, James H; Dake, Joseph A; Stone, Gregory E

2012-11-01

HIV/AIDS is one of the leading causes of illness and death in the United States with individuals between the ages of 13 and 19 years being especially vulnerable for infection. The purpose of this study was to examine the attitudes, perceptions, and instructional practices of high school health teachers toward teaching HIV prevention. A total of 800 surveys were sent to a national random sample of high school health teachers and 50% responded. There was almost complete agreement (99%) among respondents that HIV prevention instruction is needed. The factors that emerged as significantly influencing the attitudes and perceptions of high school health teachers about teaching HIV prevention were related to teacher preparation, training, and years of experience teaching health education. A state mandate requiring HIV prevention instruction was significantly associated with higher teacher efficacy expectations and more perceived benefits, but did not have a significant influence in relation to practices in the classroom. Characteristics of high school health teachers that were significantly related to attitudes, perceptions, and instructional practices included the instructor's age, sex, and race/ethnicity. High school health teachers who reported the least experience teaching health education had the least supportive attitudes, perceived the most barriers, and had the lowest efficacy and outcome expectations related to teaching about HIV prevention. Whereas these findings support the importance of teacher preparation and training, they also suggest that more recent college graduates may not be fully prepared to provide effective instruction in HIV prevention. © 2012, American School Health Association.

Putting It All Together: Guiding Principles for Quality After-School Programs Serving Preteens

ERIC Educational Resources Information Center

Metz, Rachel A.; Goldsmith, Julie; Arbreton, Amy J. A.

2008-01-01

Successfully navigating early adolescence depends, in large part, on the availability of safe and engaging activities and supportive relationships with adults, yet many preteens have limited access to positive supports and opportunities such as high-quality after-school programs that could put them on a path to success. Funders, policymakers and…

iTeachSTEM: Technological Edgework in High School Teachers' iPad Adoption

ERIC Educational Resources Information Center

Hughes, Joan E.; Ko, Yujung; Boklage, Audrey

2017-01-01

Few studies of iPad-supported teaching have been set in secondary school STEM contexts, and there is limited examination of teacher practice. This study examined how STEM teachers' pedagogical practices took shape when participating in a secondary-level innovation to use iPads to support critical thinking, collaboration, creativity, and…

Creating a Culture of High Expectations, Student Motivation and Instructional Support in Schools and Classrooms.

ERIC Educational Resources Information Center

Southern Regional Education Board (SREB), 2012

2012-01-01

Schoolwide support for higher achievement is essential. Students need a nurturing environment where they feel secure about learning, where the goal is success for every student and where students are confident they will receive mentoring and encouragement to prepare for their futures. Many schools are reinventing themselves to motivate students to…

Examining the Impact of Acculturation and Perceived Social Support on Mathematics Achievement among Latino/a High School Students

ERIC Educational Resources Information Center

Neseth, Hans; Savage, Todd A.; Navarro, Rachel

2009-01-01

The current migration of Latino/as into the United States has many schools struggling to meet the unique academic needs of this particular group of students. Previous research suggests level of acculturation and perceived social support impact mathematics achievement amongst Latino/a students. The current study employed hierarchical and…

Workplaces that Support High-Performing Teaching and Learning: Insights from Generation Y Teachers

ERIC Educational Resources Information Center

Coggshall, Jane G.; Behrstock-Sherratt, Ellen; Drill, Karen

2011-01-01

Generation Y public school teachers--those born between 1977 and 1995-- who have been serving students for nearly a decade now, represent an increasingly large proportion of the teaching workforce, and, with concerted support, promise to help bring needed transformation to schools that too often remain stuck in an earlier age. Members of this…

The Urban Teaching Cohort: Pre-Service Training to Support Mental Health in Urban Schools

ERIC Educational Resources Information Center

Schwartz, Tammy; Dinnen, Hannah; Smith-Millman, Marissa K.; Dixon, Maressa; Flaspohler, Paul D.

2017-01-01

Supporting students' mental health needs is critical in high-poverty urban school districts where many students are at risk for mental health problems. Although teacher-student relationships are at the core of student mental health promotion in the classroom, many teacher preparation programmes do not adequately prepare pre-service teachers…

The Influence of Authoritative Parenting during Adolescence on Depressive Symptoms in Young Adulthood: Examining the Mediating Roles of Self-Development and Peer Support

ERIC Educational Resources Information Center

Liem, Joan H.; Cavell, Emily Cohen; Lustig, Kara

2010-01-01

A diverse sample of 1,143 high school seniors and 182 students who were part of the same cohort but who left high school without graduating were interviewed during late adolescence (Time 1 [T1]) as well as 2 (Time 2 [T2]) and 4 years later (Time 3 [T3]). Perceived self-development, peer support, and prior levels of depressive symptoms (T2) were…

Majoring in High School

ERIC Educational Resources Information Center

Cavellier, Matt

2017-01-01

For decades now, Shattuck-St. Mary's School (Minnesota) has worked tirelessly to support students as they pursue their passions. In particular, the Centers of Excellence--nine programs in which students can dive deeply into areas of personal interest--allow students to fulfill the traditionally rigorous preparatory school curriculum while…

The Case for an Arts-Based Curriculum

ERIC Educational Resources Information Center

Stuht, Amy Colcord; Gates, Janie Yuguchi

2007-01-01

Continuation schools were developed to enable students to continue earning a high school diploma while they worked, often full time, to support themselves and their families. Traditionally, continuation schools were home to poor teachers, narrowed curriculum and an unwelcoming culture. Intuitively, students attending today's continuation schools…

Effective Schools. What Makes a Public School Work Well?

ERIC Educational Resources Information Center

Our Children, 1998

1998-01-01

Most effective schools share a number of key characteristics, including clear-cut goals and objectives, adequate funding and financial management, quality academic programs, valid assessment programs, parent and family involvement, teacher and staff development, high expectations for students, community involvement, comprehensive support services,…

Sport Involvement and Educational Outcomes of High School Students: A Longitudinal Study

ERIC Educational Resources Information Center

Hwang, Seunghyun; Feltz, Deborah L.; Kietzmann, Laura A.; Diemer, Matthew A.

2016-01-01

This study examined the relations among sport involvement and social and personal influences on high school students' educational expectations and attainment, using National Education Longitudinal Survey-88. Athletic engagement, educational expectations of significant others, peer support for academics, parental involvement in academics, and…

"Personal Growth: A Continuation High School Drug Defense."

ERIC Educational Resources Information Center

Preshaw, Gene; Steele, Larry

Two drug intervention courses were developed for students at risk, entitled "Personal Growth" and "Advanced Personal Growth." These courses were implemented by continuation high school staffs to raise self-esteem. Both courses emphasize building positive relationships and support systems, sharing feelings, and trusting. These are skills students…

Supporting Representational Competence in High School Biology with Computer-Based Biomolecular Visualizations

ERIC Educational Resources Information Center

Wilder, Anna; Brinkerhoff, Jonathan

2007-01-01

This study assessed the effectiveness of computer-based biomolecular visualization activities on the development of high school biology students' representational competence as a means of understanding and visualizing protein structure/function relationships. Also assessed were students' attitudes toward these activities. Sixty-nine students…

School-wide implementation of the elements of effective classroom instruction: Lessons from a high-performing, high-poverty urban school

NASA Astrophysics Data System (ADS)

Dyson, Hilarie

2008-10-01

The purpose of the study was to identify structures and systems implemented in a high-performing high-poverty urban school to promote high academic achievement among students of color. The researcher used a sociocultural theoretical framework to examine the influence of culture on the structures and systems that increased performance by African American and Hispanic students. Four research questions guided the study: (1) What are the trends and patterns of student performance among students of color? (2) What are the organizational structures and systems that are perceived to contribute to high student performance in high-poverty urban schools with high concentrations of students of color? (3) How are the organizational structures and systems implemented to support school-wide effective classroom instruction that promotes student learning? (4) How is the construct of race reflected in the school's structures and systems? Qualitative data were collected through interviews, observations, and artifact collection. A single case study method was employed and collected data were triangulated to capture and explore the rich details of the study. The study focused on a high-performing high-poverty urban elementary school located in southern California. The school population consisted of 99% students of color and 93% were economically disadvantaged. The school was selected for making significant and consistent growth in Academic Performance Index and Adequate Yearly Progress over a 3-year period. The school-wide structures and systems studied were (a) leadership, (b) school climate and culture, (c) standards-based instruction, (d) data-driven decision making, and (e) professional development. Four common themes emerged from the findings: (a) instructional leadership that focused on teaching and learning; (b) high expectations for all students; (c) school-wide focus on student achievement using standards, data, and culturally responsive teaching; and (d) positive relationships and interactions among students, teachers, parents, and community. Suggestion for future research include a deep examination of how and why culturally relevant pedagogy supports students of color, research on leadership and its impact on creating a positive school climate and culture to produce high student achievement by students of color, and the impact of early education programs on student achievement among poor students and students of color.

The impact of motivation and teachers’ autonomy support on children’s executive functions

PubMed Central

Sosic-Vasic, Zrinka; Keis, Oliver; Lau, Maren; Spitzer, Manfred; Streb, Judith

2015-01-01

The present study investigates the interplay of executive functions, motivation, and teacher’s autonomy support in school context. In a cross-sectional study design 208 students from different school types completed a standardized motivation questionnaire and processed two executive function tasks. All teachers who teach these students were asked about their autonomy supporting behavior by a standardized test. Multilevel analyses assessed the effects of the student’s motivation and their teachers’ autonomy support on student’s executive functions. Our results show considerable relationships between these variables: high executive function capacities came along with teacher’s autonomy support and student’s intrinsic motivation styles, whereas low executive function capacities were related to external regulation styles. The results indicate the importance of autonomy support in school instruction and disclose the need to popularize the self-regulation approach. PMID:25762958

Condom availability in the schools: lessons from the courtroom.

PubMed

Mahler, K

1996-01-01

The Massachusetts Supreme Judicial Court unanimously supported the condom availability program of the Falmouth School District. The program allows students in grades 7-12 full access to condoms without prior parental consent. Before the junior high students can receive counseling, however, they must first undergo counseling. Like the high school students (who have access to counseling, but do not require it before receiving condoms), junior high school students also have access to informational pamphlets. The court rejected the parents' claims that the program infringed on their rights as parents since students are free to decline to participate in the program and the parents are free to tell their children not to participate. In January 1996, the US Supreme Court refused to review this case and provided no comment or recorded dissent. On the other hand, in 1993, the New York appellate court, in a 3-2 decision, found that the condom availability program of New York City public schools coerced parents to surrender their rights to raise their children without undue interference from the state. When New York City later offered parents an opt-out, fewer than 1% of parents of high school students selected it. A clear history of legal precedent supports a minor's right to consent to the receipt of medical services related to sexuality and reproductive health. There is currently a challenge to the condom availability program in the Philadelphia public schools, which offers an opt-out provision for parents who do not want their children to participate in the program. The challenge revolves around the supposition that parental consent is needed for some medical services, in this case provision of condoms. What makes this case unique is that parents who support the condom program are parties in the lawsuit. The unpredictability of school districts and local governing bodies do not guarantee the success of implementing comprehensive school-based AIDS education programs. Some parents and conservative groups will continue to fight condom availability programs.

47 CFR 54.702 - Administrator's functions and responsibilities.

Code of Federal Regulations, 2011 CFR

2011-10-01

... schools and libraries support mechanism, the rural health care support mechanism, the high cost support..., rural health care providers, low-income consumers, interstate access universal service support.... 54.702 Section 54.702 Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) COMMON CARRIER...

Opportunity in Hard Times: Building Out-of-School Time Learning Systems that Last. Report on The Wallace Foundation Conference on Out-of-School Time Learning Washington, D.C.--February 2-4, 2009

ERIC Educational Resources Information Center

Mendels, Pamela

2009-01-01

A number of U.S. cities, including five supported by Wallace, have been building new systems of high-quality out-of-school time programming citywide. But what should supporters do to ensure that these young systems endure, during the immediate economic crisis and for the long term? This report on a recent Wallace-sponsored conference that gathered…

Twenty-first century learning in schools: A case study of New Technology High School in Napa, California.

PubMed

Pearlman, Bob

2006-01-01

The most pertinent question concerning teaching and learning in the twenty-first century is not what knowledge and skills students need--that laundry list was identified over a decade ago--but rather how to foster twenty-first century learning. What curricula, experiences, assessments, environments, and technology best support twenty-first century learning? New Technology High School (NTHS) in Napa, California, is one example of a successful twenty-first century school. In this chapter, the author describes the components of this exemplary high school, illustrating an environment that will cultivate twenty-first century student learning. New Technology High School began by defining eight learning outcomes, aligned with the standards of the Partnership for 21st Century Skills; to graduate, students demonstrate mastery of these outcomes through an online portfolio. To help students achieve the outcomes, NTHS employs project- and problem-based learning. Whereas in traditional classrooms students work alone on short-term assignments that do not lend themselves to deep understanding, the project-based learning approach has students working in teams on long-term, in-depth, rigorous projects. Students' work is supported by the school's workplace-like environment and effectiv use of technology. Meaningful assessment is essential to project-based learning; students receive continuous feedback, helping them become self-directed learners. In fact, NTHS uses outcome-based grading through which students constantly know how they are performing on the twenty-first century outcomes. Research has shown that NTHS graduates are better prepared for postsecondary education, careers, and citizenship than their peers from other schools. To facilitate twenty-first century learning, all schools need to rethink their approach to teaching and learning. New Technology High School is one way to do so.

College-Going Capital: Understanding the Impact of College Readiness Policies on Schools and Students

ERIC Educational Resources Information Center

Leibrandt, Sarah Ohle

2016-01-01

This dissertation investigates how low-resource high schools support (or not) high achieving, low-income students depending on how they enact college readiness agendas. My study was motivated by the lack of empirical research in two areas--how college readiness policies are being actualized for high achieving, low-income students and how these…

School performance of childhood cancer survivors in Korea: a multi-institutional study on behalf of the Korean Society of Pediatric Hematology and Oncology.

PubMed

Park, Meerim; Park, Hyeon Jin; Lee, Jae Min; Ju, Hee Young; Park, Byung Kiu; Yu, Eun-Seung; Yang, Hyung-Kook; Kim, Ji Yoon; Park, Sang Kyu; Lee, Young Ho; Shim, Ye Jee; Kim, Heung Sik; Lee, Jun Ah; Lim, Yeon-Jung; Cheuh, Hee Won; Park, Ji Kyoung; Lee, Mee Jeong; Kim, Soon Ki; Choi, Hyoung Soo; Hah, Jeong Ok; Park, Kyung Duk; Kang, Hyoung Jin; Shin, Hee Young

2018-06-21

To investigate school performance of childhood cancer survivors focusing on the child's functioning, including peer relationships, school attendance, and academic achievement METHODS: We studied 241 children from 15 institutions in Korea between 2015 and 2016. The self-reported paper-and-pencil questionnaires were used. Approximately 22% of the survivors suffered from lack of friends. Bullying was reported by 30% of survivors. Survivors who returned to primary school reported a higher incidence of bullying compared to survivors who returned to middle or high school (P=0.03). The percentage of children who missed classes more than 4 days in a month was higher in survivors with brain tumors than those with other tumors (P=0.04). Approximately 41% of children reported learning difficulty. After returning to school, 53% of the patients reported that they had lower overall mark averages than they had before. Patients who returned to high school showed the highest rate of repeating a grade and the lowest rate of achieving high academic marks. The school marks in the Korean (P=0.03), English (P=0.04), and physical education (P=0.04) were worse for the children with brain tumors than for the children with other tumors. We found that 20-25% of survivors experienced peer-related difficulties upon returning to school. Patients who return to school, especially high school, should be provided more educational support to overcome low academic achievement. Particular concern is needed to the patients with brain tumors, who are at risk for significant academic and social difficulties and therefore may require more intensive support in school. This article is protected by copyright. All rights reserved.

Physician support of HPV vaccination school-entry requirements

PubMed Central

Califano, Sophia; Calo, William A.; Weinberger, Morris; Gilkey, Melissa B.; Brewer, Noel T.

2016-01-01

ABSTRACT School-entry requirements in the US have led to high coverage for several vaccines, but few states and jurisdictions have adopted these policies for human papillomavirus (HPV) vaccination. Because physicians play a key role in advocating for vaccination policies, we assessed physician support of requiring HPV vaccine for school entry and correlates of this support. Participants were a national sample of 775 physicians who provide primary care, including vaccines, to adolescents. Physicians completed an online survey in 2014 that assessed their support for school-entry requirements for HPV vaccination of 11 and 12 y olds. We used multivariable logistic regression to assess correlates of support for these requirements. The majority of physicians (74%) supported some form of school-entry requirements, with or without opt-out provisions. When opt-out provisions were not specified, 47% agreed that laws requiring HPV vaccination for school attendance were a “good idea.” Physicians more often agreed with requirements, without opt-out provisions, if they: had more years in practice (OR=1.49; 95% CI: 1.09-2.04), gave higher quality HPV vaccine recommendations (OR=2.06; 95% CI: 1.45-2.93), believed that having requirements for Tdap, but not HPV, vaccination undermined its importance (OR=3.33; 95% CI: 2.26-4.9), and believed HPV vaccination was as or more important than other adolescent vaccinations (OR=2.30; 95% CI: 1.65-3.18). In conclusion, we found that many physicians supported school-entry requirements for HPV vaccination. More research is needed to investigate the extent to which opt-out provisions might weaken or strengthen physician support of HPV vaccination school-entry requirements. PMID:26900726

Do High Schools Implementing SWPBIS Have Lower Rates of Illegal Drug and Alcohol Use?

ERIC Educational Resources Information Center

Bastable, Eoin; Kittelman, Angus; McIntosh, Kent; Hoselton, Rob

2015-01-01

School-wide positive behavioral interventions and supports (SWPBIS) is a systems-level framework for improving social and academic outcomes for students in schools through the use of integrated evidence-based practices. Although the effects of SWPBIS are well-documented in elementary schools, there is increasing interest in implementing SWPBIS in…

The Relationship between Principal Beliefs about Effective Leadership Practices and the Enactment of Those Beliefs Related to Literacy Instruction

ERIC Educational Resources Information Center

Harrison, Sonya Elaine Somerville

2012-01-01

This exploratory study was prompted by mandated curricular change within the School District of Philadelphia (SDP) Empowerment Schools. Empowerment Schools are schools that receive highly targeted instructional and non-instructional resources to improve student learning. Supports and services are concentrated in four areas: instruction, student…

Innovation in Data-Driven Decision Making within SWPBIS Systems: Welcome to the Gallery Walk

ERIC Educational Resources Information Center

Kennedy, Michael J.; Mimmack, Jody; Flannery, K. Brigid

2012-01-01

Schools implementing school-wide positive behavioral interventions and supports (SWPBIS) at the high school level face the same challenges as elementary and middle schools, but also encounter an additional set of barriers all their own. To name but a few, these barriers include the need to focus on dropout prevention, postsecondary outcomes,…

School Recognition: Principals, Do You Know Who You Are?

ERIC Educational Resources Information Center

Schoer, Lisa Unger

2014-01-01

For high school and middle school principals, the ability to create and maintain positive recognition and identity both personally and for the school is crucial for support from all stakeholders. Finding proactive ways to do this is not much different than the way a large corporation develops a campaign for a major product. Nine principles for…

Mapping a Teacher Boycott in Seattle

ERIC Educational Resources Information Center

Zeichner, Noah

2013-01-01

The author, a teacher in the Seattle public schools, tells the story of a movement begun by teachers at Garfield High School who in January 2013 voted unanimously to refuse to administer the Measures of Academic Progress (MAP) test. The MAP boycott spread to seven more Seattle schools, and teachers at 10 more schools signed statements of support.…

What School Leaders Need to Know about English Learners

ERIC Educational Resources Information Center

Dormer, Jan Edwards

2016-01-01

School leaders have the unique opportunity and responsibility to play a crucial role in creating a culture of high expectations and an environment of support so that ELLs can succeed and continue to enrich the fabric of our country. "What School Leaders Need to Know About English Learners" offers school leaders the foundation, the ideas,…

Teacher Expectations of Students' Classroom Behavior: Do Expectations Vary as a Function of School Risk?

ERIC Educational Resources Information Center

Lane, Kathleen Lynne; Pierson, Melinda R.; Stang, Kristin K.; Carter, Erik W.

2010-01-01

Understanding the social behaviors teachers believe is critical for school success and can contribute to the development of effective behavioral supports and assist teachers in better preparing students for successful school transitions across the K-12 grade span. We explored 1303 elementary, middle, and high school teachers' expectations of…

Urban School Formation: Identity Work and Constructing an Origin Story

ERIC Educational Resources Information Center

Silver, Lauren J.

2015-01-01

In this article, I analyze the formation of Shearwater High School in St. Louis, Missouri and I explore the identity work involved in building the school. Diverging from standardization trends in urban education, the school came to fruition through a creative process, which was in-flux and supported by diverse communities in St. Louis. This…

Boys II Men: A Culturally-Responsive School Counseling Group for Urban High School Boys of Color

ERIC Educational Resources Information Center

Pérez-Gualdrón, Leyla; Yeh, Christine; Russell, LyRyan

2016-01-01

Using a participatory and collaborative approach, we developed, implemented, and evaluated a culturally responsive school counseling group, "Boys II Men," for 11 low-income diverse male students of color at an urban public school. The content of the group focused on five areas: social connections and support, exploring gender roles,…

Characteristics of Facilitative Learning Environments for Students at Risk.

ERIC Educational Resources Information Center

Conant, Larry

Because at-risk students may feel alienated from school, educational reforms may be useful that make school a more supportive place. While many students identified as "at-risk" may drop out of high school, many others could be better described as "pushouts." These students may desire to stay in school and graduate, but feel pressure to leave.…

Guitars, Keyboards, Strobes, and Motors--From Vibrational Motion to Active Research

ERIC Educational Resources Information Center

Tagg, Randall; Carlson, John; Asadi-Zeydabadi, Masoud; Busley, Brad; Law-Balding, Katie; Juengel, Mattea

2013-01-01

Physics First is offered to ninth graders at high schools in Aurora, CO. A unique new asset of this school system is an embedded research lab called the "Innovation Hyperlab." The goal of the lab is to connect secondary school teaching to ongoing university scientific research, supporting the school district's aim to create opportunities to…

The Provision of a Health Promoting Environment for HIV/AIDS Education: The Case of Namibian Senior Secondary Schools

ERIC Educational Resources Information Center

Campbell, Bob; Lubben, Fred

2003-01-01

HIV/AIDS programmes in schools ultimately intend to decrease high risk sexual behaviour. One factor facilitating this outcome is a strong health promoting environment in the school. This paper reports a study surveying the health promoting environments supporting HIV/AIDS education in Namibian senior secondary schools. It develops a…

The Effects of an after School Program on At-Risk Tenth Grade Students' Achievement in English/Language Arts and Mathematics

ERIC Educational Resources Information Center

Ryal, Robyn R.

2016-01-01

The purpose of this quantitative comparative descriptive study was to analyze the effect of an after school program on high school at-risk students' English/language arts and mathematics achievement on state standardized tests. This investigation examined the effects of out-of-school time support, specifically a nationwide after school program,…

The Interplay between Adolescent Needs and Secondary School Structures: Fostering Developmentally Responsive Middle and High School Environments across the Transition

ERIC Educational Resources Information Center

Ellerbrock, Cheryl R.; Kiefer, Sarah M.

2013-01-01

Understanding the developmental responsiveness of secondary school environments may be an important factor in supporting students as they make the transition from one school to the next. Students' needs may or may not be met depending on the nature of the fit between their basic and developmental needs and secondary school structures at the middle…

There's a New Alphabet in Town: ESSA and Its Implications for Students, Schools, and School Nurses.

PubMed

Blackborow, Mary; Clark, Elizabeth; Combe, Laurie; Morgitan, Judith; Tupe, Anna

2018-03-01

The 2015 passage of the Every Student Succeeds Act (ESSA) provides state education agencies with more local control over educational planning, requires development of state accountability plans, and provides opportunities for advocacy surrounding school nursing-sensitive indicators of student success. Federal Title I, II, and IV funds are available for state and local education agency utilization in meeting educational needs of impoverished students and for development of high-quality instructional and support personnel. As Specialized Instructional Support Personnel, school nurses can utilize ESSA Title funding to positively impact chronic absenteeism, school climate, and school nurse staffing. ESSA can be a resource for funding school health services and professional education. This article will assist school nurses in better understanding ESSA and how funding is allocated to states and local education agencies.

From middle school to college: developing aspirations, promoting engagement, and indirect pathways from parenting to post high school enrollment.

PubMed

Hill, Nancy E; Wang, Ming-Te

2015-02-01

Based on a longitudinal sample of 1,452 African American and European American adolescents and their parents, parenting practices (i.e., monitoring, warmth, and autonomy support) at 7th grade had significant indirect effects on college enrollment 3 years post high school, through their effects on aspirations, school engagement, and grade point average (GPA). All 3 parenting practices were related to aspirations and behavioral engagement at 8th grade, with 2 of the 3 parenting practices related to the emotional (monitoring and warmth) and cognitive (autonomy support and warmth) engagement. The reciprocal relations between aspirations and engagement/GPA were significant, although the effects from 8th aspirations to 11th engagement were stronger than the reverse path. Ethnic differences were found only for parenting practices: monitoring had stronger associations with GPA and behavioral engagement for African Americans, whereas autonomy support had stronger associations with GPA for European Americans. For African American parents, a delicate balance is needed to capture the benefits of higher levels of monitoring for promoting GPA and behavioral engagement and the benefits of autonomy support for developing aspirations and cognitive engagement. Parental warmth was equally beneficial for supporting aspirations, engagement, and achievement across ethnicity. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Phun Physics 4 Phemales: Physics Camp for High School Girls

NASA Astrophysics Data System (ADS)

Kwon, Chuhee; Gu, Jiyeong; Henriquez, Laura

2014-03-01

The department of Physics and Astronomy with the department of Science Education at California State University, Long Beach hosted summer program of ``Phun Physics 4 Phemales (PP4P)'' during summer 2012 and summer 2013 with the support from APS public outreach program. PP4P summer camp was hosted along with a two-week summer science camp, Young Scientists Camp, which has been institutionalized for the last 14 years since 1999. More than 2,500 3rd -8th grade students and 250 teachers have participated in the program. PP4P program provided the tools and support that female high school students need to pursue careers in physics and/or science, technology, engineering and math (STEM) field. This girls-only camp created connections among the girls and built confidence. In addition PP4P program introduced students to key principles in physics by a hands-on lab environment and demonstrated the real-world social impact of physics. In summer 2012, high school girls worked on physics experimental project on electronics and in summer 2013 they worked on the mechanics. I would share our experience in this program and the impact on the female high school students. This work was supported by 2012 Public Outreach and Informing the Public Grants from American Physical Society.

An Internship Model for Culturally Relevant Success for Native American High School Students

NASA Astrophysics Data System (ADS)

Nall, J.; Graham, E. M.

2004-12-01

Culturally relevant educational practices can be challenging to implement in the workplace. In an effort to support equity in access to undergraduate internship opportunities for Native American students, NASA Jet Propulsion Laboratory's (JPL) Education Office, Minority Education Initiatives offers a unique approach to supporting students from Native American reservation high schools in Washington State to participate in eight-week technical (Science, Technology, Engineering and Mathematics related) summer internships. This talk will address the Alliance for Learning and Vision for Americans (ALVA) program's twelve years of success based on four programmatic principals, annual review and the critical support of scientists and engineers.

Principal-Counselor Collaboration and School Climate

ERIC Educational Resources Information Center

Rock, Wendy D.; Remley, Theodore P.; Range, Lillian M.

2017-01-01

Examining whether principal-counselor collaboration and school climate were related, researchers sent 4,193 surveys to high school counselors in the United States and received 419 responses. As principal-counselor collaboration increased, there were increases in counselors viewing the principal as supportive, the teachers as regarding one another…

POLICIES AND GUIDELINES FOR THE TRAINING OF DENTAL AUXILIARIES.

ERIC Educational Resources Information Center

American Dental Association, Chicago, IL. Council on Dental Education.

ALTHOUGH THE DENTAL PROFESSION NOW SEEKS SUPPORT FOR AUXILIARY TRAINING PROGRAMS FROM EDUCATIONAL INSTITUTES OTHER THAN DENTAL SCHOOLS, IT IS CONCERNED THAT TRAINING IN NONDENTAL SCHOOL SETTINGS SUCH AS JUNIOR COLLEGES, TECHNICAL INSTITUTES, UNIVERSITY EXTENSION PROGRAMS, AND POST-HIGH SCHOOL VOCATIONAL PROGRAMS PREVENTS TRAINEE EXPOSURE TO…

Teacher Victimization in Authoritative School Environments

ERIC Educational Resources Information Center

Kapa, Ryan R.; Luke, Jeremy; Moulthrop, Dorothy; Gimbert, Belinda

2018-01-01

Background: Victimization in schools is not limited to students. Teachers increasingly face threats and attacks from their students. An authoritative school environment, characterized by high structure and support, has been associated with lower rates of victimization. The purpose of this study was to explore the relationship between authoritative…

Educational Resilience in African American Adolescents

ERIC Educational Resources Information Center

Cunningham, Michael; Swanson, Dena Phillips

2010-01-01

The purpose of this article was to examine factors within the school context that facilitates educational resilience among African American high school students. The authors expected academic self-esteem to be positively associated with future expectations (academic and general). They expected perceptions of school-based social support to have…

Parents' Executive Functioning and Involvement in Their Child's Education: An Integrated Literature Review.

PubMed

Wilson, Damali M; Gross, Deborah

2018-04-01

Parents' involvement in their children's education is integral to academic success. Several education-based organizations have identified recommendations for how parents can best support their children's learning. However, executive functioning (EF), a high-ordered cognitive skill set, contributes to the extent to which parents can follow through with these recommendations. This integrative review of the literature describes how executive function can affect parents' ability to facilitate and actively participate in their child's education and provides strategies for all school staff to strengthen parent-school partnerships when parents have limitations in EF. EF skills are fluid and influenced by several factors, including parental age, sleep, stress, and mood/affect. Despite possible limitations in parental EF, there are strategies school personnel can employ to strengthen partnership with parents to support their children's academic success. As reforms in education call for increased customization and collaboration with families, parental EF is an important consideration for school personnel. Awareness and understanding of how parents' EF affects children's learning will help schools better support parents in supporting their children's academic success. © 2018 The Authors. Journal of School Health published by Wiley Periodicals, Inc. on behalf of American School Health Association.

Evaluation of the Teacher-Student Relationship Inventory in American High School Students

ERIC Educational Resources Information Center

Suldo, Shannon M.; McMahan, Melanie M.; Chappel, Ashley M.; Bateman, Lisa P.

2014-01-01

This study provided an independent examination of the Teacher Student Relationship Inventory (TSRI), a teacher report measure developed in Singapore. A total of 500 American high school students were rated by 84 teachers. Exploratory factor analysis supported the existence of three factors representing instrumental help, satisfaction, and…

On the Usefulness of Merton's Anomie Theory: Academic Failure and Deviance Among High School Students.

ERIC Educational Resources Information Center

Figueira-McDonough, Josefina

1983-01-01

Data on tenth graders indicated that delinquency increased as grades decreased, supporting the hypothesis that failing students are under high strain. Rejection of school educational goals reinforced the inverse association between grades and delinquency. Extent of delinquency among students considered rebellious, ritualist, retreatist, or…

Reframing the First Day of School

ERIC Educational Resources Information Center

Shore, Rebecca A.

2009-01-01

Within America's school systems, sometime between kindergarten and secondary education, a wide variation appears among the achievement levels of different children. The learning gap between high-achieving high schoolers and dropouts is certainly no secret to educators. Huge sums of federal funds and foundation support have been injected into K-12…

Junior and Senior High School English Department Evaluation Guidelines.

ERIC Educational Resources Information Center

California Association of Teachers of English, Redlands.

These guidelines have been designed to support and upgrade English as a field of study and to suggest certain standards, approaches, and materials that will strengthen junior and senior high school English departments. The guidelines deal with several areas that have relevance for English instruction: philosophy; curriculum and instruction…

Factors Related to Competency Test Performance for High School Learning Disabled Students.

ERIC Educational Resources Information Center

Hall, Julia; And Others

1985-01-01

This study explored some factors associated with learning disabled high school students who passed the North Carolina Minimum Competency Test on the second administration. Factors examined include reading score on the first competency test, intelligence quotient, locus of control, mother's education, teacher support, student/teacher ratio, and…

Supporting and Thwarting Autonomy in the High School Science Classroom

ERIC Educational Resources Information Center

Patall, Erika A.; Vasquez, Ariana C.; Steingut, Rebecca R.; Trimble, Scott S.; Pituch, Keenan A.

2017-01-01

This investigation examined relations between adolescent students' daily and cumulative perceptions of teachers' practice and their experience of autonomy. Two-hundred and eighteen high school science students in 43 classes participated in a 6-week diary study. Multilevel modeling results suggested that perceptions of 8 out of 9 practices…

How Selected High School Newspapers Covered the Persian Gulf War.

ERIC Educational Resources Information Center

Peterson, Jane W.; Maronn, Michelle

1995-01-01

Discusses the many ways in which high school newspapers covered the Persian Gulf War, ranging from a serious analysis to satire in the form of a Cliff Notes summary. Compares two editorials from "The Little Hawk" (Iowa City, Iowa), one supporting the war and the other against. (PA)

78 FR 58538 - Agency Information Collection Activities; Proposed Collection; Public Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-24

... to help them complete high school or postsecondary degrees and gain access to health care, child care...) Support pregnant and parenting teens at high schools and community service centers; (3) Improve services for pregnant women who are victims of domestic violence, sexual violence, sexual assault, and stalking...

Planning Lessons for Students with Significant Disabilities in High School English Classes

ERIC Educational Resources Information Center

Apitz, Megan; Ruppar, Andrea; Roessler, Karli; Pickett, Kelly J.

2017-01-01

Students with significant disabilities have intellectual disability and require individualized modifications, adaptations, and supports to access grade-level content (National Center on Educational Outcomes, 2013). This group of students presents a unique challenge for literacy instruction, particularly at the high school level. Teachers must…

Relations Between Personality and Smoking Behavior in Preadult Subjects

ERIC Educational Resources Information Center

Smith, Gene M.

1969-01-01

Study of 562 high school and junior high school students yielded that smokers were lower on measures of "Agreeableness and "Strength of Character, and were higher on measures of "Extraversion than nonsmokers. Supports use of findings in developing antismoking educational campaigns aimed at preadults. Reprints available from author, Department…

Gay-Straight Alliances in High Schools: Social Predictors of Early Adoption

ERIC Educational Resources Information Center

Fetner, Tina; Kush, Kristin

2008-01-01

This article examines the patterns of emergence of gay-straight alliances (GSAs) in public high schools in the United States. These extracurricular student groups offer safe spaces, social support, and opportunities for activism to lesbian, gay, bisexual, transgender, queer, and straight students. Combining data on various characteristics of…

The High School Writing Center: Establishing and Maintaining One.

ERIC Educational Resources Information Center

Farrell, Pamela B., Ed.

Focusing on high school writing centers, this collection of essays discusses a variety of issues associated with the writing center, including the process of securing the principal's support, setting goals, working out physical arrangements, training tutors and professional staff, fostering student participation, and record keeping. Essays and…