scholarly journals Longitudinal impact of two universal preventive interventions in first grade on educational outcomes in high school.

2009 ◽  
Vol 101 (4) ◽  
pp. 926-937 ◽  
Author(s):  
Catherine P. Bradshaw ◽  
Jessika H. Zmuda ◽  
Sheppard G. Kellam ◽  
Nicholas S. Ialongo
Keyword(s):  
High School ◽  
Educational Outcomes ◽  
First Grade ◽  
Longitudinal Impact ◽  
Preventive Interventions

Students' Speaking Anxiety in EFL Classroom

2019 ◽  
Vol 2 (4) ◽  
pp. 581
Author(s):  
Asysyfa Asysyfa ◽  
Ayu Maulidia Handyani ◽  
Siska Rizkiani
Keyword(s):  
High School ◽  
Foreign Language ◽  
First Grade ◽  
Vocational High School ◽  
Speaking Anxiety ◽  
Causal Factors ◽  
Left Behind ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Research Questions

This study investigated the students’ speaking anxiety in the first grade of vocational high school. It emphasized on the level, the causal factors and the strategy to reduce the anxiety. It applied descriptive qualitative to answer the research questions. The data were obtained through questionnaire and interview. The Foreign Language Classroom Anxiety Scale (FLCAS) questionnaires and interview were administered to 30 students. It was revealed that [a1] the factors that make students feel anxious in speaking in English were lack of preparation, afraid of left behind in understanding the material or what the teacher talks about, afraid of making mistakes, afraid of being laughed by his/her friends, unconfident to spell, pronounce and select the words in English. It was also found that there were eight students in level Relaxed, twelve students in level Mildly Anxious, and ten students in level Anxious. Last, the strategies that students should do to reduce their anxiety are do more preparation before speaking, try to be more confident in saying English words, and pronunciation practice. Keywords:   Speaking, Speaking anxiety, EFL Classroom. [a1]It was revealed that

Explaining the Variability in School Nurse Workload and Educational Outcomes

2021 ◽  
pp. 019394592110179
Author(s):  
Claire McKinley Yoder ◽  
Mary Ann Cantrell ◽  
Janice L. Hinkle
Keyword(s):  
High School ◽  
Educational Outcomes ◽  
Structural Equation ◽  
Secondary Analysis ◽  
School Nurse ◽  
Equation Model ◽  
Individual Student ◽  
Student Records ◽  
9Th Grade ◽  
Nurse Workload

This secondary analysis examined the variability in the effects of school nurse workload on individual student outcomes of 9th grade attendance, being on track to graduate, and high school graduation. A principal axis factor analysis of the variables underlying school nurse workload and a structural equation model of the latent construct school nurse workload in 5th grade and the three outcome variables was tested using data from student records ( N = 3,782). Two factors explained 82% of the variability in school nurse workload: acuity and volume factor and social determinants of health factor. The model had acceptable fit indices and school nurse workload explained between 35% and 52% of the variability in the outcomes with a moderate effect size (.6–.72). Creating school nurse workload assignments that maximize student educational outcomes may improve graduation from high school, which in turn increases the resources available for lifelong health.

scholarly journals Rural Aboriginal high school students' views of their future tertiary education

2020 ◽  
pp. 1-11
Author(s):  
Jessica Howard ◽  
Jacob Jeffery ◽  
Lucie Walters ◽  
Elsa Barton
Keyword(s):  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Educational Outcomes ◽  
Educational Aspirations ◽  
Tertiary Education ◽  
Structured Interviews ◽  
School Students ◽  
Aboriginal Australians ◽  
Relationship Networks

Abstract In the context of a stark discrepancy in the educational outcomes of Aboriginal Australians compared to non-Aboriginal Australians, this article aims to contribute the voices of rural Aboriginal high school students to the discourse. This article utilises an appreciative enquiry approach to analyse the opinions and aspirations of 12 Aboriginal high school students in a South Australian regional centre. Drawing on student perspectives from semi-structured interviews, this article contributes to and contextualises the growing body of literature regarding educational aspirations. It demonstrates how rurality influences a complex system of intrinsic attributes, relationship networks and contextual factors. It offers an important counterpoint to discourses surrounding academic disadvantage and highlights the lived experience of rural Aboriginal Australians.

The Influence of Peer Victimization on Educational Outcomes for LGBTQ and Non-LGBTQ High School Students

2014 ◽  
Vol 11 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Steven R. Aragon ◽  
V. Paul Poteat ◽  
Dorothy L. Espelage ◽  
Brian W. Koenig
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Victimization ◽  
Educational Outcomes ◽  
School Students

Living class in a ‘meritocratic’ Australia: The burdens of class and choice on young people’s end-of-school transitions

2017 ◽  
Vol 54 (3) ◽  
pp. 396-411 ◽  
Author(s):  
Felix Donovan
Keyword(s):  
High School ◽  
Decision Making ◽  
High School Students ◽  
Young People ◽  
Educational Outcomes ◽  
Mixed Methods Research ◽  
School Transitions ◽  
School Students ◽  
Australian Education

In the Australian education system, there are substantial class inequalities in educational outcomes and transitions. These inequalities persist despite increased choice and individual opportunity for young people. This article explores high school students’ experiences of class in a social context they largely believe to be a meritocracy. Specifically, it asks: how does class shape young people’s thinking and decision-making about their post-school futures? I use Bourdieu’s ‘habitus’ as a frame to understand the role of class in young people’s lives, stressing its generative and heterogeneous aspects. Drawing on qualitative-led mixed methods research, this article argues that young people have internalised the ‘doxa’ of meritocracy, agency and ambition, conceiving of themselves as individual agents in this context. However, risk and security, opportunities and constraints, are not distributed equally in a class-stratified society. Young people from working-class backgrounds more commonly imagine insecure, uncertain futures.

scholarly journals Development of an online learning environment for geography and geology using Minecraft

2019 ◽  
Vol 1 ◽  
pp. 1-1
Author(s):  
Junko Iwahashi ◽  
Yoshiharu Nishioka ◽  
Daisaku Kawabata ◽  
Akinobu Ando ◽  
Hiroshi Une
Keyword(s):  
High School ◽  
Virtual Worlds ◽  
Junior High School ◽  
Virtual World ◽  
Junior High ◽  
Computer Game ◽  
First Grade ◽  
Real Field ◽  
Modern World ◽  
Understanding Of Science

<p><strong>Abstract.</strong> The purpose of this research is to give children a geographical viewpoint, and to encourage an interest in, and awareness of, landforms and geology. We created a system based on an exploration type computer game and verified the educational effects. Moreover, we aim to reach not only the virtual aspect but we also have a goal of creating interest in the actual field. As a secondary effect, by using a computer game that attracts children’s interest, we aim to make the experience of solving issues subjective and active even if the player is a passive child, a child with little inquiry, or a child who is not adept at self-assertion. With this new approach, we also hope to interact with young generations who usually do not interact with researchers.</p><p>Many thematic maps of geography and geology are already published on the Web. They are popular among those who need to collect and view the information for some reason or with those who are interested in observing topographic maps and are interested in geology. However, in particular, the approach to children who do not have such motivation needs one more step: a mechanism to induce an inquiring mind, and a mechanism that leads to finding the information and having interest in the real field.</p><p>The platform of this research is Minecraft Education Edition (Mojang/Microsoft). Minecraft is very popular game software which has exceeded one hundred million users worldwide in recent years, and in Japan there are many elementary and junior high school student enthusiasts of Minecraft. In the game a user explores a virtual world made of cubic blocks. The blocks imitate vegetation, rock formations, and other items, and can create various puzzles. In recent years, the release of the Education Edition assumes use in classrooms.</p><p>In this research, we have constructed a virtual world tailored to a specific junior high school which teaches science classes to first grade students. First, we re-created the actual school buildings and also included the underground geologic strata based on data from boring. In addition, we created a mechanism to expand children’s imagination and knowledge about past environments which can be understood from the geological strata. We also provided checkpoints and gave challenges regarding knowledge about the formation of the land. Together with this modern world, we created ancient virtual worlds so users may understand the geological history around the school’s location.</p><p>Through the experience of this research, we were able to confirm the mechanisms for promoting motivation in children and aiding their understanding of science. It can be applied to systems other than Minecraft, and it can contribute to educational support in a wide variety of fields.</p>

scholarly journals Group Investigation (GI) on Students Descriptive Writing

2020 ◽  
Vol 2 (2) ◽  
pp. 103
Author(s):  
Nurfatihah Pohma ◽  
Suhaila Waeji
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
First Grade ◽  
T Test ◽  
Investigation Method ◽  
Equal Variance ◽  
Post Test ◽  
Descriptive Writing ◽  
Method Group

The objective of this study was to investigate whether Group Investigation increased first-grade students’ descriptive writing at Raman Siriwit Junior High School, Thailand. This study is quantitative were pre-test and post-test used to collect the data. The writers applied a t-test to analyze the data. Based on the Equal variance column, in obtained t-count scores is 11.808 by computing table scores n1 + n1-2 = 23 + 23 - 2 = 44, then obtained t-table score is 2.05 and significant score is 0.000. Because the score of t-count is 11.808> t-table 2.05 and the significant score is 0.000 <α = 0.05, so that H0 is rejected and Ha is accepted. This means that the pretest writing score compared to the posttest writing score is different. This means that there are significant differences in writing pretest scores with posttest scores after the Group Investigation method. Group Investigation increased first-grade students’ descriptive writing at Raman Siriwit Junior High School, Thailand.

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