scholarly journals Methods and Content of Courses in History in the High Schools of the United States: Part II. Methods and Materials Used in High-School History

1917 ◽  
Vol 25 (3) ◽  
pp. 187-195
Author(s):  
Hugo H. Gold
Keyword(s):  
United States ◽  
High School ◽  
High Schools ◽  
The United States ◽  
School History ◽  
Materials Used

scholarly journals Regional Requirements Influence Adoption of Exertional Heat Illness Preparedness Strategies in United States High Schools

Medicina ◽  
2020 ◽  
Vol 56 (10) ◽  
pp. 488 ◽  
Author(s):  
Samantha E. Scarneo-Miller ◽  
Benjamin Saltzman ◽  
William M. Adams ◽  
Douglas J. Casa
Keyword(s):  
United States ◽  
High School ◽  
High Schools ◽  
State Policy ◽  
Regional Differences ◽  
The United States ◽  
School Policy ◽  
Policy Adoption ◽  
Number Of Components ◽  
The Us

Background and objectives: Exertional heat stroke (EHS) continues to be a prevalent health issue affecting all athletes, including our pediatric populations. The purpose of this study was to evaluate the effect of a state policy requirement for EHS prevention and treatment on local high school policy adoption in the United States (US). Materials and Methods: Athletic trainers (ATs) from high schools across the US participated in an online survey (n = 365). This survey inquired about their compliance with nine components of an EHS policy which was then compared to their state requirements for the policies. Evaluation of the number of components adopted between states with a requirement versus states without a requirement was conducted with a Wilcoxon Sign Rank test. Finally, an ordinal logistic regression with proportional odds ratios (OR) with 95% confidence intervals (CI) were run to determine the effect of a state requirement and regional differences on the number of components adopted. Results: ATs working in states with a requirement reported adoption of more components in their heat modification policy compared to states that did not require schools to develop a heat modification policy (with requirement mean = 5.34 ± 3.68, median = 7.0; without requirement mean = 4.23 ± 3.59, median = 5.0; Z = −14.88, p < 0.001). ATs working in region 3 (e.g., hotter regions) reported adopting more components than those in region 1 (e.g., cooler regions) (OR = 2.25, 95% CI: 1.215–4.201, p = 0.010). Conclusions: Our results demonstrate a positive association between state policy requirements and subsequently increased local policy adoption for EHS policies. Additionally, the results demonstrate that regional differences exist, calling for the need for reducing disparities across the US. These findings may imply that policy adoption is a multifactorial process; furthermore, additional regional specific investigations must be conducted to determine the true determinants of high school policy adoption rates for EHS policies.

Connecting Research to Teaching: Block Scheduling and High School Mathematics Instruction

1996 ◽  
Vol 89 (9) ◽  
pp. 758-768
Author(s):  
Steven L. Kramer
Keyword(s):  
United States ◽  
High School ◽  
British Columbia ◽  
High Schools ◽  
Block Scheduling ◽  
Mathematics Instruction ◽  
The United States ◽  
School Mathematics ◽  
High School Mathematics ◽  
Block Schedules

Block scheduling is not a new phenomenon. It has been widely used in British Columbia, Ontario, and Alberta since the 1970s. In the United States, block schedules have become increasingly popular throughout the 1990s, and currently they are spreading to high schools in many regions.

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

2012 ◽  
Vol 114 (1) ◽  
pp. 1-34
Author(s):  
Dana L. Halabi ◽  
Mitra Saamira
Keyword(s):  
United States ◽  
High School ◽  
High Schools ◽  
Young People ◽  
Reduction Process ◽  
The United States ◽  
Comparative Case Study ◽  
Theory Approach ◽  
Rust Belt ◽  
Signaling Strategies

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

High School History of the United States, being the "History of the United States for Schools"

1901 ◽  
Vol 7 (1) ◽  
pp. 157
Author(s):  
J. A. Woodburn ◽  
Alexander Johnston ◽  
Winthrop More Daniels ◽  
William MacDonald
Keyword(s):  
United States ◽  
High School ◽  
The United States ◽  
School History ◽  
History Of

scholarly journals A Curriculum of Ideology: Use and Abuse of Modern History Education in Russia and the United States

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Tatyana Tsyrlina-Spady ◽  
Michael Lovorn
Keyword(s):  
United States ◽  
High School ◽  
Character Development ◽  
The United States ◽  
History Textbooks ◽  
School History ◽  
20Th Century History ◽  
Comparative Content ◽  
The Impact ◽  
History Classes

This paper examines the extents to which students in high school history classes in Russia and the United States are subjected to curricula, texts, images, and symbols that promote patriotic and nationalistic ideology. The authors performed a comparative content analysis of various commonly used Russian and American 20th century history textbooks. This analysis included an exploration of textual attention to ideological agendas, including the heroification of certain political and military figures, and led researchers to a series of implications regarding the impact of this manipulation of content on students’ general understandings of history, their country’s place in history, as well as an overall effect on their personality and character development. Most notably, analysis of recent textbooks in both countries revealed clear agendas intended to foster and promote national identity and patriotism.

scholarly journals Epidemiology of Rare Injuries and Conditions Among United States High School Athletes During the 2005–2006 and 2006–2007 School Years

2008 ◽  
Vol 43 (6) ◽  
pp. 624-630 ◽  
Author(s):  
Elizabeth A. Huffman ◽  
Ellen E. Yard ◽  
Sarah K. Fields ◽  
Christy L. Collins ◽  
R. Dawn Comstock
Keyword(s):  
United States ◽  
High School ◽  
High Schools ◽  
Preventive Measures ◽  
The United States ◽  
Return To Play ◽  
High School Athletes ◽  
Injury Rates ◽  
Nationally Representative ◽  
Cervical Injuries

Abstract Context: Although more than 7 million athletes participate in high school sports in the United States, to date no nationally representative studies of rare injuries and conditions (RICs) exist. Rare injuries and conditions include eye injuries, dental injuries, neck and cervical injuries, and dehydration and heat illnesses. Objective: To describe the epidemiology of RICs sustained by high school athletes during the 2005–2006 and 2006–2007 school years. Design: Prospective cohort study. Setting: A nationally representative sample of 100 US high schools using an injury surveillance system, High School Reporting Information Online. Patients or Other Participants: Athletes participating in football, boys' soccer, girls' soccer, volleyball, boys' basketball, girls' basketball, wrestling, baseball, or softball at one of the 100 participating high schools. Main Outcome Measure(s): We reviewed all RICs to calculate injury rates and to identify potential risk factors and preventive measures. Results: A total of 321 RICs were sustained during 3 550 141 athlete-exposures (AEs), for an injury rate of 9.04 RICs per 100 000 AEs. This represents an estimated 84 223 RICs sustained nationally. The RICs accounted for 3.5% of all high school athletes' injuries. The most common diagnoses were neck and cervical injuries (62.0%, n  =  199) and dehydration and heat illnesses (18.7%, n  =  60). Football had the highest RIC rate per 100 000 AEs (21.2), followed by wrestling (15.2) and baseball (7.60). The RICs occurred at a higher rate in boys (12.4) than in girls (2.51) (rate ratio  =  4.93; 95% confidence interval  =  3.39, 7.18). The majority of RICs (67.3%, n  =  216) permitted athletes to return to play within 1 week of diagnosis. Conclusions: The RIC injury rates varied by sport and sex and represented almost 100 000 potentially preventable injuries to high school athletes. Because of the potentially serious consequences, future researchers must develop and implement more effective preventive measures to aid certified athletic trainers in decreasing the RIC incidence among high school athletes.

Connecting Research to Teaching: In Their Own Words: Good Mathematics Teachers in the Era of NCLB

2009 ◽  
Vol 102 (6) ◽  
pp. 468-473
Author(s):  
Ellen S. Hoffman ◽  
Joanne Caniglia
Keyword(s):  
United States ◽  
High School ◽  
High Schools ◽  
Mathematics Teachers ◽  
The United States ◽  
Award Winning

In her award-winning book The Good High School: Portraits of Character and Culture (1983), Sara Lawrence-Lightfoot chronicles the life and complexities of six high schools across the United States. Through these narratives she tells stories designed to move and persuade. “I believed I could capture the attention of my listeners by conveying what was good about those schools,” she relates. “If we could hear the story better, we'd be in better shape” (cited in de Cuevas 1996).

High School Mathematics Teachers in the United States

1931 ◽  
Vol 24 (7) ◽  
pp. 409-413
Author(s):  
Earl W. Anderson ◽  
R. H. Eliassen
Keyword(s):  
United States ◽  
High School ◽  
High Schools ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
The United States ◽  
School Mathematics ◽  
High School Mathematics ◽  
Specific Subject ◽  
Teaching Of Mathematics

Prospective Teachers and their advisers are often searching for information regarding the extent to which a specific subject is taught in high schools, the degree to which it is combined with other subjects, and what those other subjects are. It was the purpose or this study to bring together such reported findings relative to the teaching of mathematics.

High School Inspection by the University of Wisconsin, 1877–1931

2010 ◽  
Vol 50 (3) ◽  
pp. 263-297 ◽  
Author(s):  
Robert J. Gough
Keyword(s):  
United States ◽  
High School ◽  
High Schools ◽  
The United States ◽  
School Curriculum ◽  
Central Component ◽  
State University ◽  
High School Curriculum ◽  
University Of Wisconsin ◽  
The University

During the decades around the beginning of the twentieth century, public universities in the United States commonly employed a “certificate system” to establish eligibility for undergraduate admittance. “Certification” meant that between 1877 and 1931 representatives of the University of Wisconsin inspected high schools and had face-to-face interaction with pupils, teachers, and administrators. If they found a school's facilities, curriculum, and teaching to be satisfactory, graduates—with the endorsement of their principal—could enter the University as freshmen without further examination. This process of certification by inspection was part of a broader dialogue between Wisconsin high schools and the state university. The principal inspector during the 1920s, Thomas Lloyd-Jones, brought together strands of both administrative and pedagogical Progressivism, while insisting on the importance of academic subjects in the high school curriculum. By encouraging closer articulation between secondary schools and colleges, it was a central component of what educational historian Mark VanOverbeke has described as a more “stratified and standardized educational system” that developed in the United States between 1870 and 1910.

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