Hydrogeophysical Implication of Geoelectric Sounding at Igarra Comprehensive High School, Akoko Edo Local Government, Nigeria

Electrical resistivity method was used to carry out hydrogeophysical study in order to evaluate the groundwater potential of Igarra Comprehensive High School, Akoko Edo Local Government, Nigeria. The vertical electrical sounding technique (VES) was adopted for the resistivity method. A total of eighteen electrical soundings were conducted across the area using the Schlumberger electrode array with AB/2 varying from 1 to 65 m. After the data acquisition, interpretation was carried out qualitatively and quantitatively and the results were presented as sounding curves, tables, charts, maps and geoelectric sections. The generated geoelectric layers from the sounding curves revealed four geologic layers: the topsoil, the weathered layer, the partially weathered/fractured basement and the fresh basement with their resistivity values ranging from 129.1 to 956.4 -m, 6.8 to 1491.1 -m, 261.3 to 776.6 -m and 1515.6 to 2653.5 -m respectively. The overburden thickness in the study area varies from 5.5 to 23.5 m. The groundwater potential map enabled in the classification of the study area into: low, medium and high groundwater potential area. About 85% of the study area falls within the low groundwater potential rating while about 10% constitutes the medium groundwater potential rating and the remaining 5% constitutes high groundwater potential rating. Keywords: Groundwater, overburden, electrical resistivity, basement, geoelectric sounding.

Integracja wewnątrzprzedmiotowa w podstawie programowej… oraz podręcznikach do szkoły ponadpodstawowej

The core curriculum for the third stage of education includes a provision that the aim of general education in a comprehensive high school and technical secondary school is, among others, to integrate the subject knowledge from various disciplines. The article presents the results of the analysis of a selected textbook for the first grade of a secondary school implementing the core curriculum from 2018. The main research questions are: How do the authors of the textbook implement the need to integrate the language, literary and text-building education, which is included in the core curriculum for secondary schools? Do the suggested methods of integration include functional grammar? The author refers to the core curriculum, the findings of linguists – researchers of language education at school and the selected textbook. The conducted analysis is a case study.

Black Lives Matter: Examining an Urban High School STEAM Academy Supporting African American Students, Families, and Communities using a Healing-Centered Approach

In this study, we used an exploratory sequential mixed methods research design to examine how an urban high school STEAM (Science, Technology, Engineering, Arts, and Mathematics) themed academy—with a 98% African American/Black and 100% economically disadvantaged student population—provided wraparound services to demonstrate care for students, families, and the community. We also studied how their school efforts promoted student engagement. In Phase 1, we collected qualitative data to examine the wraparound supports and philosophies that the school stakeholders (N = 39) used to promote a sense of caring as well as community. In Phase 2, we analyzed quantitative survey data from the African American/Black academy students (N = 177) on their levels of engagement (behavioral, cognitive, and emotional) in the school and compared them to African American/Black students at a comprehensive high school (N = 179). Based on a combination of perspectives of school personnel, school stakeholders, and results from the high school survey of student engagement, we found that the wraparound services provided equitable supports for economically disadvantaged students, was instituted using a healing-centered mindset, and enabled the school personnel and stakeholders to adopt a no excuse disposition. Even further, we found that in comparison to students at the large comprehensive high school, the academy students had statistically and practically significantly higher scores on behavioral engagement (p < .001; d = .58), and statistically significantly higher scores on cognitive engagement (p < .01; d = .31). There was no statistically significant difference in emotional engagement (p = .98). Our findings highlight best practices for ensuring equity for African American/Black high schools in the wake of both the Black Lives Matter movement and the COVID-19 pandemic.

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

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.

A schoolwide investment in problem-based learning

A comprehensive high school in Bellevue, Wash., embraces problem-based learning as its strategy for improvement. Supported by a federal i3 grant, the school spent five years preparing for a widespread launch of PBL at the school. After several years of implementation, researchers learned that students perform the same or better on standardized measures when provided with sustained, rich PBL learning experiences. Those benefits were felt by all students, regardless of socioeconomic or linguistic status, or special learning needs.