School Environment, Student Engagement and Educational Aspiration of High School Students

2021 ◽  
Author(s):  
Wai Wai Than ◽  
Wutt Hmone Kyaw
Keyword(s):  
High School ◽  
High School Students ◽  
Student Engagement ◽  
School Environment ◽  
Educational Aspiration ◽  
School Students

The High School Student Protagonism through a Research with the Projects Methodology

2021 ◽  
Vol 23 (8) ◽  
pp. 102-138
Author(s):  
Clarissa De Assis Olgin ◽  
Claudia Lisete Oliveira Groenwald ◽  
Carmen Teresa Kaiber
Keyword(s):  
High School ◽  
High School Students ◽  
Data Collection ◽  
School Environment ◽  
Mathematics Curriculum ◽  
Analysis Data ◽  
School Curriculum ◽  
Educational Process ◽  
School Design ◽  
School Students

Background: Developing autonomy, the ability to solve problem situations, make decisions and act for the benefit of your social environment are modern life skills and can be developed in the school environment, along with mathematical content, and can be viable through the methodology of project projects, using active methodologies and the resources of digital technologies. Objectives: Discuss the Mathematics Curriculum or the work projects as a pedagogical proposition based on the development of three projects with the thematic Cryptography, Music, and Project launching applicable to the High School. Design: Qualitative research that sought to investigate work with projects in High School was used. Setting and Participants: Experiments developed with two classes of high school students in the Rio Grande do Sul state. Data collection and analysis: Data collection took place during the development of the project stages through students' written records and questionnaires. Results: It is considered that the Work Projects developed constituted a possibility to modify the role of the student and the teacher, allowing students to become active, participative, and committed to the development of their knowledge. Conclusions: It is understood that students, their learning and development must be the focus of the educational process. Therefore, the school curriculum must enable students to assume the role and responsibility for their learning.

scholarly journals Students' Learning Experiences with the  Web 2.0 Tool MyPortfolio: a Case Study of One High School Classroom

2021 ◽  
Author(s):  
◽  
Rochelle Alison Duke
Keyword(s):  
High School ◽  
High School Students ◽  
School Environment ◽  
Approaches To Learning ◽  
Digital Environment ◽  
School Students ◽  
Study Approach ◽  
Similar Vein ◽  
The Way

<p>Portfolio learning has been utilised in education for many years and a natural development in today's digital environment has been the move from paper to electronic portfolios (e-portfolios). The development of e-portfolios in New Zealand has also been driven by two forces- the emerging view that e-portfolios can be an effective way to support constructivist approaches to learning and help develop students into 'lifelong learners' ; and the beliefs about today's digital environment and the way in which students should and do operate within this. In many ways, e-portfolio research is a relatively young field of study and much of the research that has been conducted has occurred in the tertiary environment and related to the perceptions of the instructor or technologist. In an attempt to add depth to current e-portfolio research, this study made use of a mixed-methods, descriptive case study approach in order to focus on the perceptions of a group of high school students and the way in which they experienced using the e-portfolio application MyPortfolio for the first time. Key findings of this study focus on the way in which students experienced using MyPortfolio and the fact that although it is often claimed that e-portfolio tools can be effective in helping developing reflective thinking in students, overall, the students in this study predominately saw MyPortfolio as a tool to organise and process knowledge rather than something that could help them to engage in 'deep learning'. The experiences and perceptions of the students in this study also challenged ideas about how much students want to use ICT within the school environment and this study suggests that increased use of ICT can lead to students missing the social interaction that usually occurs within the classroom. In a similar vein, the students in this study also challenged the idea of the 'digital native' and their experiences suggest that, as with any area of learning, students' skills with using ICT varied greatly. The way that the students in this study made use of MyPortfolio also demonstrates the fact that although e-portfolio tools such as MyPortfolio offer students the opportunity to engage in reflective learning, they do not necessarily undertake this naturally. Finally, the findings of this study highlight the role of the teacher in supporting effective use of ICT for learning.</p>

A Comparative Analysis of Student Engagement in Career Academies and a Comprehensive High School

2019 ◽  
Vol 44 (2) ◽  
pp. 144-176 ◽  
Author(s):  
Edward Fletcher ◽  
Tony Xing Tan ◽  
Victor M. Hernandez-Gantes
Keyword(s):  
High School ◽  
High School Students ◽  
Student Engagement ◽  
Comprehensive School ◽  
Emotional Engagement ◽  
Career Academies ◽  
Comprehensive High School ◽  
Career Academy ◽  
School Students ◽  
Diverse Backgrounds

The purpose of this study was to compare the student engagement of career academy students to those at a traditional comprehensive high school. We operationalized student engagement using a multi-dimensional construct comprised of behavioral, cognitive, and emotional measures. Based on data from 669 career academy students and 614 comprehensive school students, we found that academy students had significantly higher levels of cognitive and emotional engagement than those at comprehensive schools. However, we found no statistically significant differences in the levels of behavioral engagement of academy students compared to comprehensive school students. Based on our findings, participation in the academy model has the potential to increase high school students' levels of cognitive and emotional engagement, particularly those from underrepresented and ethnically and racially diverse backgrounds.

scholarly journals Indoor Air Pollution (Carbon Dioxide and Total Volatile Organic Compound) and Pulmonary Disorders in Junior High School Students in Depok, West Java

2019 ◽  
Vol 11 (12) ◽  
pp. 45
Author(s):  
Bambang Wispriyono ◽  
Elia Yulaeva ◽  
Budi Hartono ◽  
Satria Pratama
Keyword(s):  
High School ◽  
High School Students ◽  
Indoor Air ◽  
Junior High School ◽  
School Environment ◽  
Indoor Air Pollution ◽  
Junior High ◽  
Co2 Concentration ◽  
School Students ◽  
Pulmonary Disorder

Good indoor air quality in the school environment is crucial for health and productivity of the students. Indoor air pollution needs to be taken into consideration, given that one can spend 90% of their time indoor. CO2 and Total VOC is an indoor pollutant that causes pulmonary disorder. This research is to investigate the relationship between exposure of CO2, concentration, total VOC and pulmonary disorder in Junior High School students. This research used cross-sectional design conducted on March - May 2018. The samples were 139 students taken by using simple random sampling. CO2 value was measured by Q-trak, Total VOC was measured by ppbRAE and the lung function value was spirometry. Indoor CO2 concentration in Junior High School of&nbsp; Depok is 478.70 ppm, the average total concentration VOC is 6.4 x 10-3 ppm, % KVP = 72.66, % VEP1 = 74.52 and % VEP1/KVP = 93.97 in average, and the proportion of students with pulmonary disorder is 3.6%. There is no relationship found between exposure of indoor CO2 concentration and total VOC with lung disorder VEP1/KVP (CO2, p = 1.000 and total VOC p = 0.374) since the number of students with lung disorder is low in number while CO2 concentration and the total VOC level is below the listed threshold. This study found no evidence that exposure was related to pulmonary disorder. A healthy and clean living behavior in school environment needs to be improved and further research on other indoor air pollutant parameters and respiratory disorders or degenerative disease should be conducted with different methods.

scholarly journals A Learner based Perspective on STEM Learning in AP Courses

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Albert Bao
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
School Environment ◽  
Stem Learning ◽  
Stem Fields ◽  
School Students ◽  
Chemistry Students ◽  
Effective Learning ◽  
Value Learning

STEM fields are at the core of 21st Century Innovation. However only a small number of American students pursue STEM disciplines as their future careers. In high school, AP STEM courses provide unique opportunities to improve students’ awareness, interests, and access to STEM learning in the school environment. A positive experience in these AP courses can be a catalyst to shaping a student’s career interests and preferences towards STEM fields. However, these courses are also the most challenging among all high school curricula, and the situation is even more complicated by the shortage of teachers skilled in STEM subjects. It is then important to help students develop effective learning strategies for these courses. Through surveying high school students who have studied AP STEM courses, this study has found that students highly value learning physics with a concept-based approach, chemistry and calculus with a procedure-based strategy, and biology with a mix between memorization and concept. Additionally, students prepared best with a mix between concept-based activities, such as labs, and procedure-based activities, such as practice problems, in both physics and chemistry. Students who took biology found memorization-based preparations to be the most useful, and calculus was prepared best with procedure.

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