English Independent Study--For High School

As the definition of ‘giftedness’ differs by country, policy set to support gifted education differs accordingly. The objective of this study is to investigate the outcomes of the IT Gifted Program offered by Yi Chuan Senior High School in Shanghai. The participants are 24 students who were or had been enrolled in this program. Data was collected through semi-structured interviews and documents related to the program. The IT Gifted Program is found to boost participants’ confidence in their abilities in the information technology field. Furthermore, most of the gifted students reported great learning improvements in all academic areas, showed increased confidence in general and were more engaged in both collaborative learning and independent study. Most importantly, positive outcomes in terms of successful admission to higher education institutions are evidenced.

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An independent study room at high school level

The Physics Teacher ◽

10.1119/1.2339392 ◽

1976 ◽

Vol 14 (5) ◽

pp. 302-303

Author(s):

Ronald Myers

Keyword(s):

High School ◽

Independent Study ◽

School Level ◽

High School Level

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Personality and Intellective Predictors and Academic Success in an Independent Study Science Course at the College Level

Psychological Reports ◽

10.2466/pr0.1970.26.2.493 ◽

1970 ◽

Vol 26 (2) ◽

pp. 493-494 ◽

Cited By ~ 1

Author(s):

Michael Szabo ◽

John F. Feldhusen

Keyword(s):

High School ◽

Academic Success ◽

Standardized Test ◽

Independent Study ◽

College Level ◽

Analysis Model ◽

Multiple Correlation ◽

Moderator Variable ◽

Sat Scores ◽

High School Grades

To determine if the addition of personality scores to a battery of intellective predictors of achievement would yield a significant increase in the multiple correlation a study was carried out in a structured independent study course at the college level. Standardized test scores (SAT and CEEB), high school grades, and personality scores from the Guilford-Zimmerman Temperament Survey were correlated with grades in the college course using a multiple regression analysis model. Predicted achievement based on SAT scores and high school graduation rank was used as a moderator variable to identify low, middle, and high predicted-achievement subgroups. The multiple correlation ( R) from the combined intellective and personality variables was significantly greater than the R from the intellective predictors alone for males, and middle and low predicted-achievement subgroups.

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Geophysics in the high school STEM setting

The Leading Edge ◽

10.1190/tle38110873.1 ◽

2019 ◽

Vol 38 (11) ◽

pp. 873-877

Author(s):

William Doenges ◽

Sydney Potts ◽

Christopher Rathman ◽

Cody Winters ◽

Warren Neff

Keyword(s):

High School ◽

Compressional Wave ◽

Independent Study ◽

Ocean Bottom ◽

Science Fair ◽

Converted Wave ◽

New Science ◽

School Year ◽

Seismic Acquisition ◽

Design For Science

In 2014, Bartlesville High School in Bartlesville, Oklahoma, USA, started an advanced math applications class as part of its new science, technology, engineering, and math (STEM) program. Selected exploration geophysics topics were incorporated as part of the class. Four of the class students in the 2017–2018 school year completed independent study of various topics in seismic acquisition design for science fair projects. The contents of this paper are the findings of those science fair projects. Contents include generating evenly distributed fold for compressional wave surveys (P-P), evenly distributed fold for converted-wave surveys (P-S), evenly distributed fold for ocean-bottom-cable/seismometer surveys (P-P), and offset/depth relations for validity of using the asymptotic approximation for converted-wave surveys (P-S).

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