The biodesign studio: Constructions and reflections of high school youth on making with living media

Practitioners and evaluators face several constraints in conducting rigorous evaluations to determine program effect. Researchers have offered the retrospective pretest/posttest design as a remedy to curb response-shift bias and better estimate program effects. This article presents an example of how After School Matters (ASM) tested the use of retrospective pretest/posttest design for evaluating out-of-school time (OST) programs for high school youth participants. Differences between traditional pretest and retrospective pretest scores were statistically significant, but effect sizes were negligible, indicating that both pretests yielded similar results. Interviews with youth led to 3 key findings that have implications for ASM using retrospective pretests with youth: response-shift bias was more prominent in youth interviews than in quantitative findings, youth recommended reordering the questions so that the retrospective pretest appears first to increase comprehension, and acquiescence bias emerged in the interviews. This study demonstrates that the retrospective pretest/posttest design can be an alternative to the traditional pretest/posttest design for OST at ASM. These findings are important for ASM and other youth-serving organizations, which often have limited capacity to survey youth multiple times within 1 program session.

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Toward a Ripple Effect: Psychologists Collaborate in Social Justice Education at a High School

Journal for Social Action in Counseling & Psychology ◽

10.33043/jsacp.9.2.112-131 ◽

2017 ◽

Vol 9 (2) ◽

pp. 112-131 ◽

Cited By ~ 1

Author(s):

Grace S. Kim ◽

Vali D. Kahn ◽

John Tawa ◽

Karen L. Suyemoto

Keyword(s):

High School ◽

Social Justice ◽

High School Students ◽

High School Teachers ◽

Social Justice Education ◽

Group Processes ◽

Ripple Effect ◽

School Students ◽

Social Inequities ◽

School Youth

Social justice education aims to develop critical thinking about social inequities and social responsibility to increase civic engagement in high school youth. While high schools increasingly recognize the importance of social justice education, teachers are often initially under-prepared to teach this material, particularly about managing challenging emotions, and working with a group- processes as students work with social justice content and process. Psychologists are often asked to be diversity consultants or instructors, creating opportunities to contribute to social justice education. Drawing from implementation science, this paper describes a model of collaboration between university-based psychologists and high-school educators in providing a social justice course to high school students. Our education model enabled a multi-layered collaborative network that maximized the contributions of collaborators (i.e., Students, High School Teachers, Consultants, and Mentor) and enabled sustainability within the high school.

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The Religious Condition of Poland’s High School Youth in the Years 1988-2017

Paedagogia Christiana ◽

10.12775/pch.2019.041 ◽

2020 ◽

Vol 44 (2) ◽

pp. 47

Author(s):

Janusz Mariański

Keyword(s):

High School ◽

School Youth

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Wartość „dojrzała miłość” w systemie wartości młodzieży

Seminare Poszukiwania naukowe ◽

10.21852/sem.2021.1.08 ◽

2021 ◽

Vol 2021(42) (1) ◽

pp. 107-122

Author(s):

Mariola Wojciechowska ◽

◽

Dariusz Adamczyk ◽

Keyword(s):

High School ◽

Central Position ◽

Ethical Dimension ◽

Terminal Values ◽

Instrumental Values ◽

School Youth

As regards the axiological hierarchy, the love-as-a-gift is particularly important in interperso- nal relations. It means the value of a person-as-a-gift to another person. The complete experience of love between a man and a woman demands its ethical dimension. Its natural fulfilment is marriage as self-giving. Studies conducted among high school youth with the use of Milton Rokeach's RVS Scale, confirm that the value of mature love in the group of terminal values, and the value of loving in the group of instrumental values are highly cherished. The leading (central) position of the analysed values indicates their impact upon young people's behaviour.

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