scholarly journals The Impact of a Pharmacist-Conducted Interactive Anti-Smoking Education Program on the Attitudes and Knowledge of High School Students

2013 ◽  
Vol 04 (07) ◽  
pp. 423-429
Author(s):  
Man-Tzu Marcie Wu ◽  
Wan-Chen Shen ◽  
Juei-Chia Chang ◽  
Yi-Chun Chiang ◽  
Hsiang-Mei Chen ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Education Program ◽  
School Students ◽  
Attitudes And Knowledge ◽  
The Impact

Promoting Organ Donation among High School Students: An Educational Intervention

2001 ◽  
Vol 11 (3) ◽  
pp. 201-207 ◽  
Author(s):  
Puree Anantachoti ◽  
Cynthia R. Gross ◽  
Susan Gunderson
Keyword(s):  
High School ◽  
High School Students ◽  
Organ Donation ◽  
Education Program ◽  
School Students ◽  
Strong Positive Relationship ◽  
Knowledge And Attitude ◽  
The Impact ◽  
Program Knowledge

Objective— To evaluate the impact of a high school education program to promote organ donation awareness. The primary outcomes were intention to discuss organ donation with family or friends and actual discussion behavior. Design— Longitudinal, observational study. Methods— 665 high school students filled out evaluations at the beginning and at the end of a 1-hour education program. One month later, the students were asked to report whether they had discussed donation. Results— After the program, knowledge and attitude scores and the proportion of students who intended to discuss donation increased ( P < .05). At 1-month follow-up, 48% of students reported actual discussion. Intention has a strong, positive relationship with discussion behavior (odds ratio, 8.27; 95% CI, 3.18–21.51). Ethnicity, sex, and attitude of the students were also predictors of donation discussion behavior. Conclusions— This program appears to be effective in prompting discussion of organ donation among high school students.

Experiential Education and Self-Authorship: An Examination of Students Enrolled in Immersion High Schools

2020 ◽  
pp. 105382592098078
Author(s):  
Meagan Ricks ◽  
Lisa Meerts-Brandsma ◽  
Jim Sibthorp
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Education ◽  
Education Program ◽  
Belief System ◽  
Learning Context ◽  
Structured Interviews ◽  
School Students ◽  
Developmental Experiences ◽  
Self Authorship

Background: Research shows that people benefit from having an internally defined belief system and identity to guide their decision-making rather than depending exclusively on external authorities to make choices. Less is known about what types of developmental experiences facilitate progression toward self-authorship, which is a way of being where a person depends on their internally defined beliefs to make decisions and direct their future. Purpose: This study examined an experiential education setting and the influence the setting had on high school students’ progression toward self-authorship. Methodology/Approach: We used Pizzolato’s open-ended Experience Survey and semi-structured interviews to examine aspects of self-authorship in high school students attending a semester-long experiential education program. Findings/Conclusions: We found students returning from their semester-long program focused on decisions that had a greater impact on their personally defined, long-term identity rather than immediate decisions. In addition, students showed growth in the three domains of self-authorship—epistemological, interpersonal, and intrapersonal. The results could be attributed to the pedagogical approach of the experiential education program. Implications: Educators who seek to provide experiences that support self-authorship could implement developmentally effective practices situated in an experiential learning context.

A Career Education Program for Gifted High School Students

2001 ◽  
Vol 10 (2) ◽  
pp. 6-10 ◽  
Author(s):  
Graham Boyd ◽  
Brian Hemmings ◽  
Eddie Braggett
Keyword(s):  
High School ◽  
High School Students ◽  
Education Program ◽  
Best Practice ◽  
Career Education ◽  
Formative Evaluation ◽  
Learning Opportunities ◽  
School Students ◽  
Community Learning ◽  
South Wales

This article reports the development of a career education program for gifted high school students in a New South Wales selective, coeducational high school. The program replaced a previous approach that was demand-responsive, generic in approach, and not aligned with student needs. A needs analysis of the school and a formative evaluation were undertaken to ensure successful redevelopment of the program. These evaluations resulted in the following changes to the school's program: earlier and more flexible career awareness opportunities; increased scope for clarification of values; inclusion of psychological, psychocreative, and social elements; integration of career education and student welfare; lifelong learning emphases; aspiration enhancement for particular students; strategy employment for females; and an expansion in community learning opportunities. A program influenced by these elements was then highlighted as a best-practice exemplar.

Tunisian High School Students and Digital Media Literacy: A Quantitative Study

2021 ◽  
pp. 002205742110259
Author(s):  
Tarak Dridi
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Media ◽  
Secondary Students ◽  
Media Literacy ◽  
Quantitative Study ◽  
School Students ◽  
Information And Communication ◽  
Digital Media Literacy ◽  
The Impact

Digital media literacy has become an intrinsic component in shaping high school students’ knowledge acquisition and critical thoughts. Over the last two decades, internet and computers have been the implemented tools to reach such goals and promote the students’ learning. This article looks for the impact of Information and Communication Technology (ICT) on Tunisian secondary school students by detecting their technical skills as well as their critical understanding. This quantitative study relies on a self-reporting approach and targets 150 Tunisian secondary students. It proves the necessary consideration of technological and social variables in helping sort out major digital handicaps related to secondary students and displays the interconnectedness between the different dimensions of digital media literacy. It also displays that Tunisian high school students cannot be referred to as digital-media literate people. The study contributes to the field of digital media literacy as it offers a solid empirical background to build on and indicates the necessity of integrating digital media literacy into the school-based initiatives.

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