Thematische Bibliographien / High school students

Auswahl der wissenschaftlichen Literatur zum Thema „High school students“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 30. Juli 2024

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Zeitschriftenartikel zum Thema "High school students"

Turdimurodov, Dilmurod Yuldashevich. „Testing Volitional Qualities For Students Of High Schools Of Secondary School“. American Journal of Social Science and Education Innovations 03, Nr. 03 (31.03.2021): 405–13. http://dx.doi.org/10.37547/tajssei/volume03issue03-62.

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The article discusses the features of the manifestation of volitional qualities in high school students when performing tasks in the form of test exercises of a different nature. Based on the analysis of scientific and research work on the formation and development of volitional qualities, studies of the mid-education school, studies have been conducted by studies to identify the level of evidence in the performance of test exercises in the lessons of physical education. As test exercises, the researcher took and carried out: holding a dumbbell in front of him (for a while) with an outstretched arm (static mode of operation), work with a dumbbell for biceps with a strong arm for the number of times (dynamic mode of operation), breath holding test (for time). Tables of measurements of volitional component indices were compiled for students with different levels of motor activity (LMA) when performing tasks of a different nature. Indicators of the level of manifestation of volitional qualities of senior pupils in the experiment were assessed by the method of E.P. Shcherbakov.

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Han, Bunyamin. „In-class teacher-student communication according to high school students’ perceptions“. New Trends and Issues Proceedings on Humanities and Social Sciences 2, Nr. 1 (28.06.2017): 190–98. http://dx.doi.org/10.18844/prosoc.v2i11.1921.

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Ertan Kantos, Züleyha. „Metaphoric Perceptions of Anatolian High School and Vocational High School Students towards School“. Shanlax International Journal of Education 11, Nr. 4 (01.09.2023): 85–93. http://dx.doi.org/10.34293/education.v11i4.6640.

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This study aims to reveal the perceptions of Anatolian High School and Vocational High School students towards their schools using metaphors. For this purpose, the following questions were sought. What are the metaphoric perceptions of Anatolian High School and Vocational High School students towards their schools? How are metaphorical perceptions of Anatolian high school and Vocational High School students’ schools conceptualized? What are the likes and dislikes of Anatolian and Vocational High School students about their schools? In this research, maximum diversity sampling was employed to reflect the views of students from different sampling areas and purposeful sampling methods. The study group consisted of students from an Anatolian High School and a Vocational High School in Ankara in the 2016-2017 academic year. The research was conducted with a total of two hundred students, one hundred from each high school. It was found that the students in both groups perceived the school with supervision and rules.

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McCONNELL, ELIZABETH H. „High School Students“. Youth & Society 26, Nr. 2 (Dezember 1994): 256–76. http://dx.doi.org/10.1177/0044118x94026002006.

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Vine, Harold A., und Mark A. Faust. „High School Students“. English Journal 82, Nr. 4 (01.04.1993): 75–78. http://dx.doi.org/10.58680/ej19937866.

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A. Luévanos, Elisabeth, J. Anthony Luévanos und Jean Madsen. „Latinx High School Students' Perceptions About Their High School Experiences“. NASSP Bulletin 106, Nr. 3 (September 2022): 181–208. http://dx.doi.org/10.1177/01926365221123924.

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Does student voice matter? This study examined how Latinx students used their voice to share their experiences about how they were perceived and treated at their schools. Data collection included focus groups with Latinx students. Students’ responses indicated they did not feel safe nor did their school create a caring environment. Students’ also noted their concerns about not getting access to school counselors or post-secondary schooling. Findings indicated that listening to students is an important factor in keeping schools accountable for how they serve underrepresented students.

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OTSUI, Kanako. „School Adjustment of High School Students:“. Proceedings of the Annual Convention of the Japanese Psychological Association 74 (20.09.2010): 2PM101. http://dx.doi.org/10.4992/pacjpa.74.0_2pm101.

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N.Subramanian, N. Subramanian, und Dr A. Veliappan Dr.A.Veliappan. „Influence of Location and Type of School on School Environment of High School Students“. International Journal of Scientific Research 2, Nr. 12 (01.06.2012): 136–38. http://dx.doi.org/10.15373/22778179/dec2013/45.

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Karshiyev, Abror Amrullayevich. „The Structure Of Information Competence Of High School Students“. American Journal of Social Science and Education Innovations 02, Nr. 11 (23.11.2020): 98–106. http://dx.doi.org/10.37547/tajssei/volume02issue11-17.

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The article is devoted to determining the structure of information competence of high school students. The development and application of modern information and communication technologies in all spheres of science, technology, education and industry at the present stage of integration development has influenced changes in the education system. The process of informatization of education is largely determined by the level of competence of students in the field of information and communication technologies. In this regard, teaching students who are able to use their knowledge in production with the use of new information technologies is a top priority for secondary schools. Comparing different approaches to this phenomenon, the authors try to find common elements in different classifications in order to propose a structure of information competence of high school students.

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Fallis, R. Kirk, und Susan Opotow. „Are Students Failing School or Are Schools Failing Students? Class Cutting in High School“. Journal of Social Issues 59, Nr. 1 (31.01.2003): 103–19. http://dx.doi.org/10.1111/1540-4560.00007.

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Dissertationen zum Thema "High school students"

Guzel, Okan. „High School Students“. Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608863/index.pdf.

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The purposes of this study were to explore students&rsquo
perceptions of the extent to which constructivist approaches are present in chemistry classes at high school level in Turkey, to assess students&rsquo
perceptions of their chemistry teachers&rsquo
communication behaviours in their classroom learning environments and to investigate the learning strategies of students in chemistry classes considering school type, gender, and grade level differences. In this study, the Constructivist Learning Environment Questionnaire (CLES), the Teacher Communication Behaviour v Questionnaire (TCBQ) and the Motivated Strategies for Learning Questionnaire (MSLQ) were used as measuring instruments. In addition, the questionnaires included some questions for demographic characteristics of participants. The study was conducted in conveniently selected two schools (private and public) in Ankara with a total of 994 ninth and tenth grade students in the second term of 2006-2007 semesters. Data obtained from the administration of measuring instruments by using the analysis of multivariate analysis of variance (MANOVA) The results of the study indicated that school type, gender and grade level of the students had significant effect on perception of classroom learning environment, teacher&rsquo
communication behaviour and perceived use of learning strategies. For instance, students in private schools perceived their classroom-learning environment more constructivist than student in public school. In addition girls rated that, their learning environment and teachers&rsquo
communication behaviours more favourably than did boys. The study also showed that students use rehearsal-learning strategy mostly in their chemistry classrooms.

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Sanner, Beth. „Perceptions of violence among high school students /“. View online, 2006. http://repository.eiu.edu/theses/docs/32211131326312.pdf.

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McQuillan, Paul, und res cand@acu edu au. „The limit experience of senior high school students: A study across four catholic high schools“. Australian Catholic University. Shool of Theology, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp9.25072005.

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The purpose of the research reported in this thesis is to investigate the occurrence and recognition of limit experience among some Catholic High School students in their final year at selected secondary colleges in Brisbane. Limit experience was defined as an experience that reveals a reality of life beyond the self, beyond the here and now. It may be recognition of our own fragility and vulnerability as much as a joyous awareness of a reality beyond our normal encounter with life. The research work of the Alistair Hardy Research Centre and of Hay (1987) in particular has centred on the question, asked in various ways: Have you ever been aware of, or influenced by, a presence or power, whether you call it God or not, which is different from your everyday life? The survey instrument for this research was designed to divorce questions on such experiences from the direct reference to the term religious, although individuals might indeed interpret them as religious. To approach the issue, an extensive open-ended survey was administered to senior high school students. It was designed first to determine the extent of recognition of such experiences among the students and second to examine whether factors such as home background, regular religious practice, type of school, subject choice or co-curricula activities may make a difference in enhancing the awareness of such experience. This research has also been designed to enable comparison with similar studies. Major research in Australia by Flynn (1975, 1985, 1993) highlighted the factors above as influencing student achievement. Flynn also made connections to religious practice and attitudes to church but not to religious experience as such. Robinson and Jackson (1987) had undertaken extensive research on religious experience in Great Britain that also has important parallels to this research. Some of the techniques of both studies and in some cases actual questions have formed part of this research instrument. This research has gone further than both studies by incorporating the Hay (1987) categorisation of types of religious experience to form the basis for direct questions on student experience. The data gathering, treatment and analysis focused on four catholic secondary schools in the Brisbane Archdiocese. While the research focus was by definition limited, and while the results have of necessity to be treated with some caution before wider generalisation, the outcomes of the research do illuminate some of the important issues identified in the literature. The results of the survey showed that over 90% of the respondents could affirm some association with a limit experience along the lines of the Hay (1987) framework. With significant strengthening of criteria to allow for meaningful statistical analysis, this reduced to 76% of respondents. Results for this smaller group were shown to be essentially independent of home background, type of school attended, co-curricula programs and level of religious practice. With the significant exception of religious education, their recognition of limit experience was also independent of subject choice. This last is in contrast to the earlier work of Robinson and Jackson (1987). Exploratory analyses of the data enabled comparisons to be made with a suggested framework for spiritual sensitivity and the context of relational consciousness, both of which were first proposed by Hay and Nye (1998). This suggests some possible directions for further research into adolescent spirituality. The exploratory analyses also highlight some of the conflict between the reality of these experiences for students and their experience of dissonance with institutional religion.

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Dunnavant, Heather Elise. „High School Graduation Coaches| Supporting At-Risk High School Students“. Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720302.

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This study investigated the effectiveness of a new dropout prevention program, Project WALK, which was launched at a low-income high school in Missouri during the 2012-2013 school year. After examining alarming dropout statistics, Washington High School chose 40 students to participate in a new program, Project WALK, which was designed to use graduation coaches to improve at-risk students' performance. The program's six graduation coaches formed relationships with at-risk students, monitored student progress, and consistently communicated with parents, teachers, and school administrators about the at-risk students. The researcher, an administrator at the school, gathered quantitative data to measure the effects of the intervention and qualitative data to measure the perceptions of the students who participated. The quantitative data collected for this study enabled the researcher to assess whether the graduation coach had an effect on each student's attendance, discipline, and number of credits earned during the time of the intervention compared to other years the student was in high school. The researcher considered secondary data in order to compare students' performances before and after the intervention and thus to test for a correlation between a student's being paired with a graduation coach and student outcomes such as attendance, discipline, and number of credits earned.

In addition to quantitative methods, the use of qualitative methods enabled the researcher to describe and analyze student perceptions of their experiences. Little is known about the perceived experiences of individual students who are considered to be at risk of dropping out of high school. Because qualitative data on this subject have been lacking, the qualitative component of the present study could lend greater insight into the effectiveness of interventions in students' lives. This study looked at 30 males, 10 females, 20 general education students, and 20 special education students. The results of this study indicated that the graduation coaches were beneficial in preventing dropouts, which suggests that the strategy of using graduation coaches is a promising one for serving at-risk students. These findings inform the work of educational specialists, practitioners, and school systems personnel who design interventions to help reduce the dropout rates in schools.

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Bryant, Michael Hugh. „A comparative analysis of factors contributing to the biblical worldview among High School students in the American Association of Christian Schools of Georgia, North Carolina, and South Carolina“. Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Mert, Ozge. „High School Students&#039“. Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605275/index.pdf.

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The purpose of the study was to investigate the high school students'
beliefs about mathematics and the teaching of mathematics. The study was conducted in Ankara with 425 tenth-grade students enrolled to general, Anatolian, foreign language and vocational high schools. Two measuring instruments were utilized: 1.Beliefs about Mathematics Scale (BaMS)
2.Beliefs about the Teaching of Mathematics Scale (BTMS). The validity and reliability of these scales were tested. The design of the present research is a casual-comparative study. The hypotheses of the present study were tested by using multivariate analysis of variance at the significance level 0.05. The results of the study indicated that:1. There are statistically significant differences among the mean scores of students enrolled to different kinds of high schools with respect to beliefs about mathematics and beliefs about the teaching of mathematics
2. There are statistically significant mean differences among students who have different mathematics achievement levels in terms of beliefs about mathematics and beliefs about the teaching of mathematics
3. There are statistically significant mean differences among students who are in different branches in terms of beliefs about mathematics and beliefs about the teaching of mathematics
4.There is no statistically significant mean difference between the male and female students on beliefs about mathematics. On the other hand, there is statistically significant mean difference between the male and female students on beliefs about the teaching of mathematics in the favor of female students.

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Bracy, Nicole L. „Learning locked down evaluating the treatment of students' rights in high security school /“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 272 p, 2009. http://proquest.umi.com/pqdweb?did=1818417591&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Young, Robert D. „Exploring the ethical mindset of students“. Theological Research Exchange Network (TREN), access this title online, 2006. http://dx.doi.org/10.2986/tren.088-0146.

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Musser, Kimberly. „Comparison of healthy lifestyle habits in high school students“. Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007musserk.pdf.

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Boettcher, Jean M. „The nutrition and health habits of Mosinee High School students“. Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998boettcherj.pdf.

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Bücher zum Thema "High school students"

Farrell, Juliana. High School. New York: HarperCollins, 2009.

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Dobree-Carey, P. J. From High School to Uni. 3. Aufl. United Kingdom: FeedARead.com, 2022.

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Zulkarnain, Alex Leo. High School Girls. [Phila. PA]: the author, 2004.

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Light, Audrey. High school employment. [Washington, D.C.?]: U.S. Dept. of Labor, Bureau of Labor Statistics, 1995.

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Light, Audrey. High school employment. [Washington, D.C.?]: U.S. Dept. of Labor, Bureau of Labor Statistics, 1995.

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Audrey, Light. High school employment. [Washington, D.C.?]: U.S. Dept. of Labor, Bureau of Labor Statistics, 1995.

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ERIC Clearinghouse on Elementary and Early Childhood Education., Hrsg. Helping middle school students make the transition into high school. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 1999.

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Woyiwada, Allison. Sunnyside Junior High: A musical for junior high school students. Studio City, CA: Players Press, 1991.

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Levin, Shirley. Summer on campus: College experiences for high school students. 2. Aufl. New York: College Entrance Examination Board, 1995.

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Bartelme, Melanie Zanoza. High school musical. Lincolnwood, Ill: Publications International, 2008.

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Buchteile zum Thema "High school students"

Murray, W. Bosseau, und Arthur J. L. Schneider. „Teaching High School Students“. In Simulators in Anesthesiology Education, 9–14. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4899-0109-5_2.

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Johnson, Joseph F., Cynthia L. Uline und Stanley J. Munro. „O'Farrell Charter High School“. In When Black Students Excel, 63–83. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003277910-5.

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Johnson, Joseph F., Cynthia L. Uline und Stanley J. Munro. „Maplewood Richmond Heights High School“. In When Black Students Excel, 25–42. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003277910-3.

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Flennaugh, Terry K. „Black Male High School Students“. In Advancing Black Male Student Success From Preschool Through Ph.D., 61–75. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442905-4.

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Beck, Catherine, und Heidi Pace. „Preparing for Life after High School“. In Leading Learning for ELL Students, 93–112. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315466019-6.

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Faerm, Steven. „Students' Transition from High School to Design School“. In Introduction to Design Education, 140–51. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003049166-15.

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Weyandt, Lisa L., und George J. DuPaul. „ADHD in Adolescents (Middle and High School)“. In College Students with ADHD, 11–24. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5345-1_2.

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Sysło, Maciej M., und Anna Beata Kwiatkowska. „Informatics for All High School Students“. In Informatics in Schools. Sustainable Informatics Education for Pupils of all Ages, 43–56. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36617-8_4.

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Davis, Marcia H., Crystal L. Spring und Robert W. Balfanz. „Engaging High School Students in Learning“. In Handbook of Research on Student Engagement, 563–86. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07853-8_27.

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Kettler, Todd, und Jeb S. Puryear. „Research Experiences for High School Students“. In Modern Curriculum for Gifted and Advanced Academic Students, 189–203. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236696-12.

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Konferenzberichte zum Thema "High school students"

Suryani, Y. E., N. H. P. S. Putro, H. Retnawati und Zh Khamit. „Cognitive Abilities of Senior High School Students“. In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2023. http://dx.doi.org/10.31643/2023.08.

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The Scholastic Assessment Test is a test used to measure cognitive abilities. The Scholastic Assessment Test predicts prospective students who are able to complete their studies in college well and on time. This study aims to (1) describe the cognitive abilities of high school students through the scores of the Scholastic Assessment Test on Computer-Based Written Examination in 2021; (2) find out the subtest that has the most influence on the Scholastic Assessment Test score. This study uses secondary data, namely the mean score of the SMA/MA Scholastic Assessment Test in the province of Yogyakarta Special Area which is included in the Top 1000 results of the 2021 Computer-Based Written Examination. In the Province of Yogyakarta Special Area, there are 83 schools that fall into the Top 1000 category with details: 28 Senior High Schools in Yogya City, 23 schools in Sleman Regency, 18 schools in Bantul Regency, 7 schools in Gunung Kidul Regency, and 7 schools in Kulon Progo Regency. The data analysis methods used in this study were descriptive statistics and multiple regression analysis. The results of data analysis show that the highest average of students’ cognitive ability in the low group is reading comprehension and writing ability, in the medium group the highest average is reasoning ability, and in the high group, the highest average is quantitative ability. Based on the results of the regression analysis, it can be seen that the reasoning ability subtest has the greatest contribution to the Scholastic Assessment Test scores of high school students in the Special Area of Yogyakarta.

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Renocha, Putri D., Diana Rochintaniawati und Ari Widodo. „Junior High School Students' Reasoning“. In International Conference on Mathematics and Science Education. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icmsed-16.2017.26.

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Benotti, Luciana, María Cecilia Martínez und Fernando Schapachnik. „Engaging high school students using chatbots“. In the 2014 conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2591708.2591728.

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Finkel, David, Chet Hooker, Scott Salvidio, Mark Sullivan und Christopher Thomas. „Teaching C++ to high school students“. In the twenty-fifth SIGCSE symposium. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/191029.191151.

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Kalymbetova, Elmira, Aktolkyn Kulsariyeva und Aliya Massalimova. „Communicative competence of high school students“. In icCSBs January 2015 The Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-crcs, 2015. http://dx.doi.org/10.15405/epsbs.2015.01.22.

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Wiguna, Indra, Adang Suherman, Amung Ma’mun, Tite Juliantine, Lutfi Nur, Oom Omin und Adi Maulana. „Vocational High School Students’ Social Skills“. In 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200214.106.

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Kelly, Brian, und Yasmine El-Glaly. „Introducing Accessibility to High School Students“. In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3432466.

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Malčík, Martin, Miroslava Miklošíková und Jiri Pospisilik. „DIGITAL COMPETENCES OF HIGH SCHOOL STUDENTS“. In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0746.

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Lam, T. „Mentoring high school students: Lessons learned“. In 2013 3rd IEEE Integrated STEM Education Conference (ISEC). IEEE, 2013. http://dx.doi.org/10.1109/isecon.2013.6525217.

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Dey, Ratan, Yuan Ding und Keith W. Ross. „Profiling high-school students with facebook“. In IMC'13: Internet Measurement Conference. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2504730.2504733.

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Berichte der Organisationen zum Thema "High school students"

Shattuck, Paul T., Jessica E. Rast, Anne M. Roux, Kristy A. Anderson, Teal Benevides, Tamara Garfield, Elizabeth McGhee Hassrick und Alice Kuo. High School Students on The Autism Spectrum. A.J. Drexel Autism Institute, März 2019. http://dx.doi.org/10.17918/nairhighschool2019.

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Characteristics of teens on the autism spectrum have been changing over the past decade, driving the need for updated statistics to provide a current picture of the population. This report presents updated statistics on indicators of demographics, disability, education, and health. For many of the indicators, we highlight the experiences of low income and minority youth, examining differences in functioning, health, and experiences by household income and race/ethnicity.

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Cristia, Julian P., Paulo Bastos, Kim Beomsoo und Ofer Malamud. Good schools or good students?: evidence on school effects from universal random assignment of students to high schools. Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004380.

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How much do schools differ in their effectiveness? Recent studies that seek to answer this question account for student sorting using random assignment generated by central allocation mechanisms or oversubscribed schools. However, the resulting estimates, while causal, may also reflect peer effects due to differences in peer quality of non-randomized students. We exploit universal random assignment of students to high schools in certain areas of South Korea to provide estimates of school effects that may better reflect the effects of school practices. We find significant effects of schools on scores in high-stakes college entrance exams: a 1 standard deviation increase in school quality leads to 0.06-0.08 standard deviations higher average academic achievement in Korean and English languages. Analogous estimates from areas of South Korea that do not use random assignment, and therefore include the effects of student sorting and peer effects, are substantially higher.

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Kent, Deborah. Advanced decorative ceramics techniques for high school students. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.3064.

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Beck-Winchatz, Bernhard. Summer Ballooning Workshop for High School Teachers and Students. Ames (Iowa): Iowa State University. Library. Digital Press, Januar 2012. http://dx.doi.org/10.31274/ahac.8319.

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Pasero, Spencer. QuarkNet Center Summer Internship for High School Students – FY2019. Office of Scientific and Technical Information (OSTI), Mai 2023. http://dx.doi.org/10.2172/1974796.

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Pasero, Spencer. QuarkNet Center Summer Internship for High School Students – FY2022. Office of Scientific and Technical Information (OSTI), Mai 2023. http://dx.doi.org/10.2172/1974798.

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Moilanen, Carolyn. Students in alternative public high schools: educational histories prior to alternative school entry. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.484.

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Elías, Julio, Lucas Ronconi und Víctor Elías. Discrimination and Social Networks: Popularity among High School Students in Argentina. Inter-American Development Bank, August 2007. http://dx.doi.org/10.18235/0011263.

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The objective of this paper is to better understand peer popularity during adolescence and detect discrimination. The paper subsequently explores how student's characteristics affect their popularity. It is found that physically attractive students and with high academic performance are highly ranked by their peers, but the former effect is only significant in mixed schools, suggesting that is primarily driven by mating. Other traits, such as skin color, nationality and parental socioeconomic background do not affect peer popularity, although ethnic origin and parental education are statistically significant in some specifications. The findings are informative about discrimination in the school system. In particular, it appears that the unequal treatment based on race, wealth and nationality found in other social environments in Argentina is not observed among adolescents attending school.

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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck und Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, August 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.

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Dull, R. W., und H. R. Kerchner. A teacher`s guide to superconductivity for high school students. Office of Scientific and Technical Information (OSTI), September 1994. http://dx.doi.org/10.2172/10196269.

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