scholarly journals A case study of implementing response to intervention in high school

2019 ◽  
Author(s):  
◽  
Andrew Dennis McCarthy
Keyword(s):  
High School ◽  
Response To Intervention ◽  
Secondary Schools ◽  
School Setting ◽  
Essential Elements ◽  
Academic Program ◽  
Screening Process ◽  
Barriers To Implementation ◽  
Student Intervention

Many secondary schools pride themselves on having a rigorous academic program for all students. These same schools are excited to share how their students have become more socially responsible after graduation. In fact, many schools provide both ideologies in their mission statements and plaster it throughout their buildings, websites, publications, and letterhead. But what secondary schools should be asking and answering is: how do their teams respond when students do not master the material? Schools that successfully provide student intervention and support student mastery at every level of content attainment should celebrate and promote this product of student growth. Studies, mostly in elementary schools, highlight that well-implemented response to intervention, or RTI, processes include the following: formation of intervention teams, development of a universal screening process, continual monitoring of students for progress, and use of evidence-based interventions. Previous studies on RTI in secondary school settings have shown some success with reading and math interventions, but various barriers to implementation also existed and were minimally discussed. Seeking to add to the growing body of RTI literature in a high school setting, this qualitative case study explored to what degree the essential elements of response to intervention, or RTI, were implemented in Aspen Time, one high school's uniquely designed, daily, 30-minute, student intervention period. Data collection included document review, focus groups, interviews and observations of Aspen Time. Analyses found four barriers to implementation (scheduling/structure, curriculum issues, fidelity, and staff capacity/professional development) and offered recommendations for high schools on RTI implementation.

Urban Education Esports for Equity and Access

2021 ◽  
pp. 30-48
Author(s):  
Alexander K. Gibson
Keyword(s):  
High School ◽  
Urban Education ◽  
Video Games ◽  
Extracurricular Activities ◽  
Real World ◽  
School Setting ◽  
Student Interactions ◽  
Equity And Access ◽  
High School Setting

This chapter dives into the real-world experiences that one educator experienced in his 14-year career teaching and mentoring students. The chapter explores using video games to connect and educate students as well as the use of varsity esports programs to drive student interactions during extracurricular activities. Through the chapter, the author will progress from the start of his career to finding new affiliations to help build a successful esports program within a high school setting. The anecdotal experiences will serve as a case study to help other educators find resources and develop a pathway to create esports opportunities in their own schools.

Phonological Awareness and Letter Knowledge in Qurʾanic Reading: A-ba-ha-ta Method as a Case Study

2020 ◽  
Vol 18 (1) ◽  
pp. 1-28
Author(s):  
Zulkifli Mohd Yusoff ◽  
Raja Jamilah Raja Yusof ◽  
Muhammad Lukman Ibrahim
Keyword(s):  
Phonological Awareness ◽  
School Setting ◽  
Essential Elements ◽  
Fast Method ◽  
Letter Knowledge ◽  
Home Setting

Abstract Phonological awareness and letter knowledge are essential elements needed for a person to be able to read and this includes the reading of the Quran. This study examined and explored the role of phonological awareness and letter knowledge, via A-ba-ha-ta method for teaching to read and write the Qurʾan. A-ba-ha-ta is a fast method to teach reading the Quran that uses a compilation of books structured aiming to instil the Quranic reading knowledge in 30 hours. Six students from different backgrounds took part in this case study. Their reading achievements were investigated based on the teaching for 30 hours within the duration of three weeks, three months and 1 year. The findings show that the students performed best when A-ba-ha-ta method was taught within the period of 3 months in an informal home setting. This is followed by the students taught within 1 year in a school setting and lastly the ones taught within three weeks in an informal school setting. Based on the findings, students who were taught with the A-ba-ha-ta method for three months’ period performed better in the assessment compared to those taught within three weeks and 1 year. Additionally, students who were taught within 1 year performed better in the assessment compared to those within three weeks.

An Enquiry into the use of Technology and Student Voice in Citizenship Education in the K-12 Classroom

2013 ◽  
pp. 228-249
Author(s):  
Venus Olla
Keyword(s):  
High School ◽  
Student Learning ◽  
Student Voice ◽  
Citizenship Education ◽  
School Setting ◽  
Learning Experiences ◽  
Use Of Technology ◽  
K 12 ◽  
High School Setting

This chapter describes a case study conducted in a high school setting. A students as researchers’ approach is used to explore the use of technology in the citizenship education classroom. The case study demonstrates how starting student learning from the perspectives of the multicultural backgrounds of the students and using technology can greatly enhance the learning experiences of the students within the citizenship education classroom.

Using Teacher Praise With Middle and High School Students

2020 ◽  
Vol 29 (2) ◽  
pp. 108-115
Author(s):  
Todd Haydon ◽  
Shobana Musti-Rao ◽  
Alana Kennedy ◽  
Meredith Murphy ◽  
William Hunter ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
School Setting ◽  
Research Literature ◽  
School Students ◽  
Teacher Praise ◽  
Elementary School Age ◽  
Implementation Guidelines

Teacher praise is an evidence-based strategy shown to increase appropriate prosocial behavior and decrease disruptive behavior, particularly with elementary school age students. In this article, we provide direction and recommendations for using positive feedback with middle and high school students. A review of the research literature, guidelines for implementation, and online resources are presented, along with a case study example designed to apply the implementation guidelines in a secondary school setting.

scholarly journals Character Education Values That Work in Islamic Senior High School Setting

Al-Ulum ◽  
2015 ◽  
Vol 15 (2) ◽  
pp. 319
Author(s):  
Muhammad Yaumi ◽  
Rustam Husain
Keyword(s):  
High School ◽  
Character Education ◽  
Social Care ◽  
Lesson Plan ◽  
School Setting ◽  
Case Study Research ◽  
Senior High School ◽  
Classroom Setting ◽  
High School Setting

The purpose of study is to discover the character education values that are integrated in lesson plan, implemented in the classroom setting, and classroom academic rules. This is a case study research that focused on describing the integration of character education program in the Model Islamic senior high school of Makassar, Indonesia. Fifty lesson plans were collected, twenty six informants were observed, and five informants were interviewed to have data on character education values that work. The data were analyzed using qualitative approach; data reduction, data display, conclusion, and verification. The result showed that (1) there are eighteen character education values written in the lesson plan; religious, honest, tolerant, discipline, hard working, creative, independent, democratic, curiosity, the spirit of nationalism, love to motherland, appreciation of achievement, friendly, peaceful, love to read, environmental and social care, responsibility, (2) the values that work in the classroom are religious, trustworthy, respectfulness, diligent, fair, care, integrity, responsible, honest, love to motherland, courage, and (3) the values that work in the academic rules are disciplines, care, tolerant, friendly, responsible.

An Enquiry into the use of Technology and Student Voice in Citizenship Education in the K-12 Classroom

2013 ◽  
pp. 892-913
Author(s):  
Venus Olla
Keyword(s):  
High School ◽  
Student Learning ◽  
Student Voice ◽  
Citizenship Education ◽  
School Setting ◽  
Learning Experiences ◽  
Use Of Technology ◽  
K 12 ◽  
High School Setting

This chapter describes a case study conducted in a high school setting. A students as researchers’ approach is used to explore the use of technology in the citizenship education classroom. The case study demonstrates how starting student learning from the perspectives of the multicultural backgrounds of the students and using technology can greatly enhance the learning experiences of the students within the citizenship education classroom.

scholarly journals Literature Instructions in Secondary Schools: A Case Study

2019 ◽  
Vol 8 (5C) ◽  
pp. 1226-1229
Keyword(s):  
High School ◽  
Active Learning ◽  
Secondary Schools ◽  
Language Learning ◽  
Qualitative Case Study ◽  
English Teachers ◽  
Ministry Of Education

Literature component has been made clear by the Ministry of Education (2012) in Malaysia Education Blueprint 2013-2025 to promote active learning and enhance learning. However, some studies show that learners might not be interested in literature lessons in schools for many different reasons. Their reactions and responses during the literature lessons show their lack of interest. This research was undertaken to investigate learners’ reactions during literature lessons. This qualitative case study was carried out on two mixed ability classes, consisting of 53 high school learners from two schools in Johor Bahru district and four English teachers. Lessons were observed and videotaped, and the participant-teachers were interviewed and audiotaped to seek responses on their learners’ reactions and responses during lessons. This research provides new insights on how learners perceive literature lessons in schools which promotes language learning.

Observation and analysis of three gifted underachievers in an underserved, urban high school setting

2016 ◽  
Vol 33 (1) ◽  
pp. 62-75 ◽  
Author(s):  
Derek Cavilla
Keyword(s):  
High School ◽  
Economic Status ◽  
School Setting ◽  
Gifted Students ◽  
Urban High School ◽  
Student Culture ◽  
Actual Performance ◽  
High School Setting ◽  
Gifted Underachievers

Underachievement among gifted students is a paradox that frustrates educators because of the significant disparity between students’ potential and their performance. Complicating the issue is the highly individualized nature of the underperformance, which must take into consideration factors of student culture, socio-economic status, motivation, and the environment. Once these factors are considered, both the intellectual and affective needs of the gifted underachiever must be examined and supported in order to try and bridge the gap between known ability and actual performance. This case study examines the factors behind three gifted underachievers in an urban, high school setting. Through interviews and observation, the researcher sheds light on the potential influences of each individual’s level of underachievement and shares insight into how it was addressed in the classroom through the lenses of motivation, culture and context, and the environment. While the approaches and outcomes for each student are different, one theme emerged: students were more effective at instituting change in their lives once they had fully accepted and embraced that they were both gifted and underachieving.

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