Effectiveness of a school-based peer-led education program on high school students’ health behavior in a boarding school in Bali, Indonesia

2020 ◽  
Vol 30 ◽  
pp. 90-95
Author(s):  
Made Rini Damayanti ◽  
Putu Gede Sudira ◽  
Ni Luh Putu Nopriani
Keyword(s):  
High School ◽  
High School Students ◽  
Health Behavior ◽  
Education Program ◽  
Boarding School ◽  
School Students ◽  
School Based

An evaluation of a school-based AIDS/HIV education program for high school students

1991 ◽  
Vol 12 (2) ◽  
pp. 168
Author(s):  
Carolyn Seymore ◽  
Robart H. DuRant ◽  
Cheryl Newman ◽  
Gregory L. Gaillard
Keyword(s):  
High School ◽  
High School Students ◽  
Education Program ◽  
Hiv Education ◽  
School Students ◽  
School Based

Experiential Education and Self-Authorship: An Examination of Students Enrolled in Immersion High Schools

2020 ◽  
pp. 105382592098078
Author(s):  
Meagan Ricks ◽  
Lisa Meerts-Brandsma ◽  
Jim Sibthorp
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Education ◽  
Education Program ◽  
Belief System ◽  
Learning Context ◽  
Structured Interviews ◽  
School Students ◽  
Developmental Experiences ◽  
Self Authorship

Background: Research shows that people benefit from having an internally defined belief system and identity to guide their decision-making rather than depending exclusively on external authorities to make choices. Less is known about what types of developmental experiences facilitate progression toward self-authorship, which is a way of being where a person depends on their internally defined beliefs to make decisions and direct their future. Purpose: This study examined an experiential education setting and the influence the setting had on high school students’ progression toward self-authorship. Methodology/Approach: We used Pizzolato’s open-ended Experience Survey and semi-structured interviews to examine aspects of self-authorship in high school students attending a semester-long experiential education program. Findings/Conclusions: We found students returning from their semester-long program focused on decisions that had a greater impact on their personally defined, long-term identity rather than immediate decisions. In addition, students showed growth in the three domains of self-authorship—epistemological, interpersonal, and intrapersonal. The results could be attributed to the pedagogical approach of the experiential education program. Implications: Educators who seek to provide experiences that support self-authorship could implement developmentally effective practices situated in an experiential learning context.

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