scholarly journals The Lost-Boys Phenomenon: Case Studies of San Diego High School Males

2010 ◽  
Author(s):  
◽  
Richard Stakelum
2018 ◽  
Vol 120 (1) ◽  
pp. 1-60
Author(s):  
Juliet Michelsen Wahleithner

Background Numerous reports have highlighted problems with writing instruction in American schools, yet few examine the interplay of teachers’ preparation to teach writing, the instructional policies they must navigate, and the writing development of the students in their classrooms. Purpose This study examines high school English teachers’ instruction of writing while taking into account their preparation for teaching writing—both preservice and inservice, the instructional policies in place, and the learners in their classrooms. Setting Data used come from public high school English teachers teaching in Northern California. These data were collected in 2011–2012, when teachers were sill complying with the mandates of the No Child Left Behind legislation. Research Design I use year-long qualitative case studies of five high school English teachers to highlight various ways teachers used their knowledge of writing instruction to negotiate the pressures of accountability policies and their students’ needs as writers to teach writing. Data collected include beginning- and end-of-year interviews with each teacher, four sets of 1- to 2-day observations of each teacher's instruction of writing, and instructional documents related to each teacher's writing instruction. These data were analyzed using the constant comparative method to look for themes within the data collected from each teacher and then make comparisons across teachers. Findings from the case studies are supported by findings from a survey of 171 high school teachers who taught a representative sample of California high school students at 21 schools in 20 districts. The survey included 41 multiple-choice items that asked about teachers’ instructional practices and their perceptions of high-stakes accountability pressures and their students as writers. Survey data were analyzed quantitatively using descriptive statistics and principal components analysis. Findings Findings illustrate that significant differences existed in how the five teachers approached their writing instruction. These differences were due to both the teachers’ varied preparations to teach writing and the contextual factors in place where each taught. Those teachers with more developed knowledge of writing instruction were better able to navigate the policies in place at their sites and more equipped to plan appropriate instruction to develop their students as writers. Recommendations Findings indicate teachers would be better served by opportunities to develop their knowledge of writing instruction both prior to and once they begin their teaching careers. Additionally, the findings add to an existing body of research that demonstrates the limiting effect high-stakes assessments can have on teachers’ instruction of writing.


Author(s):  
Kristy Cooper Stein ◽  
Taeyeon Kim

This chapter presents possibilities and challenges of teacher collaborative inquiry from the perspective of democratic leadership. Under the pressure of complexity in today's education, building democratic communities is an important strategy for helping leaders and teachers solve problems and create change. Given this, teacher collaborative inquiry can be a useful intervention for democratic school improvement. By examining this premise theoretically with the concept of Woods' (2005) democratic leadership, the authors explore possibilities for how teacher collaborative inquiry could foster democracy. To link the theories to reality, the authors present two case studies of teacher collaborative inquiry groups in one high school, which reveal challenges that school leaders will need to consider when enacting inquiry for democratic purposes. The chapter closes with practical recommendations for diverse leaders seeking guidance for creating democracy in the pursuit of organizational change.


2019 ◽  
Vol 23 (3) ◽  
pp. 500-518
Author(s):  
Erin Smolak ◽  
Stephanie de Anda ◽  
Bianka Enriquez ◽  
Diane Poulin-Dubois ◽  
Margaret Friend

AbstractAlthough there is a body of work investigating code-switching (alternation between two languages in production) in the preschool period, it largely relies on case studies or very small samples. The current work seeks to extend extant research by exploring the development of code-switching longitudinally from 31 to 39 months of age in two distinct groups of bilingual children: Spanish–English children in San Diego and French–English children in Montréal. In two studies, consistent with previous research, children code-switched more often between than within utterances and code-switched more content than function words. Additionally, children code-switched more from Spanish or French to English than the reverse. Importantly, the factors driving the rate of code-switching differed across samples such that exposure was the most important predictor of code-switching in Spanish–English children whereas proficiency was the more important predictor in French–English children.


2017 ◽  
Vol 17 (4) ◽  
pp. 163-163
Author(s):  
Doug Risner

2016 ◽  
Vol 5 (1) ◽  
pp. 75-80 ◽  
Author(s):  
Maureen M. Smith

As women age, society assigns stereotypes that suggest that older women are no longer capable of being competent athletes. In considering the experiences of older women in sport from a sociological perspective, this article provides a short summary of works examining older women in masters sport settings, as well as three brief case studies of older women engaged in sport and movement. As American women age, more of them will have experienced organized high school sport (after the passage of Title IX), suggesting that the experiences of older women in sport will take on new dimensions and meanings worthy of exploration.


1993 ◽  
Vol 9 (2) ◽  
pp. 85-92 ◽  
Author(s):  
Kyung-Won Jeon

Good mental health is a prerequisite for self actualization; that is one can develop gifts and talents only if one is psychologically well-adjusted. Mental health refers to good social and emotional adjustment and positive self-concept. Research is minimal in the area of personality and self-concept for the Korean scientifically gifted high school students and the relationship between gender and self-concept of the gifted youngsters was found somewhat controversial in the literature. Therefore, the purpose of this investigation was to examine the personality of Korean scientifically gifted high school males (SGM) and females (SGF) and to compare the self-concept of these two groups of youngsters. In this study, Mental health was measured by the Korean adapted MMPI, self-concept instrument, intelligence test, and standardized achievement test were administered to 68 10th through 12 grade scientifically gifted high school students of superior intelligence who have high IQ scores of 145. Scientifically gifted males (SGM) and females (SGF) are more similar than different on mental health profiles, and those differences that exist generally are consistent with sex stereotypes in Korean culture. The results on MMPI scores showed both SGM and SGF were relatively free of maladjustment. There was only one sex difference for the sub scale of self-criticism out of 10 measures of self-concept SGM have a higher score on self-criticism sub scale than SGF (t = 1.99, p < 0.05). Two significant correlations between self-concept and intelligence referred to the positive relationship of a total score of intelligence with Personal self (r = 0.3097*) and Family self (r = 0.2847*). There were no significant correlations between self-concept and achievement. Implications are suggested for school programmings designed to facilitate the good personality and positive self-concept of SGM and SGF differently).


2013 ◽  
Vol 2013 ◽  
pp. 1-5
Author(s):  
G. Consiglieri ◽  
L. Leon-Chi ◽  
R. S. Newfield

Objective. Assess the adherence to the Physical Education (PE) requirements per California Education Code in San Diego area schools.Methods. Surveys were administered anonymously to children and adolescents capable of physical activity, visiting a specialty clinic at Rady Children's Hospital San Diego. The main questions asked were their gender, grade, PE classes per week, and time spent doing PE.Results. 324 surveys were filled, with 36 charter-school students not having to abide by state code excluded. We report on 288 students (59% females), mostly Hispanic (43%) or Caucasian (34%). In grades 1–6, 66.7% reported under the 200 min per 10 school days required by the PE code. Only 20.7% had daily PE. Average PE days/week was 2.6. In grades 7–12, 42.2% had reported under the 400 min per 10 school days required. Daily PE was noted in 47.8%. Average PE days/week was 3.4. Almost 17% had no PE, more so in the final two grades of high school (45.7%).Conclusions. There is low adherence to the California Physical Education mandate in the San Diego area, contributing to poor fitness and obesity. Lack of adequate PE is most evident in grades 1–6 and grades 11-12. Better resources, awareness, and enforcement are crucial.


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