Relevant bibliographies by topics / High school classrooms

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'High school classrooms'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "High school classrooms"

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PESTELLO, FRANCES G. "Misbehavior in High School Classrooms." Youth & Society 20, no. 3 (March 1989): 290–306. http://dx.doi.org/10.1177/0044118x89020003004.

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Brown, Kristin M., Kenneth J. Diplock, and Shannon E. Majowicz. "The environment in which behaviours are learned: a pilot assessment of high school teaching kitchens as food safety learning environments in Ontario." Environmental Health Review 59, no. 3 (September 2016): 88–95. http://dx.doi.org/10.5864/d2016-018.

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Youth represent a unique audience for consumer food safety education and incorporating such education into existing curricula could facilitate delivery. However, successful delivery may depend, in part, on the facilities in which said training occurs. Since little is known about school teaching kitchen set-ups as related to food safety education, we conducted a pilot assessment of the physical learning environment of four Ontario high school teaching kitchen classrooms. We visited each classroom three times and assessed its characteristics using a modified version of the provincial food premises inspection report. Kitchen layout varied by school, and it was the built classroom characteristic with the greatest potential impact. Several characteristics unique to school teaching kitchens were noted, including whether the classroom teaching area and food preparation area were separated. Despite the variation between classrooms, all had physical characteristics sufficient to meet the minimum requirements for food service premises in Ontario. Nevertheless, this pilot assessment highlights nuanced factors unique to high school teaching kitchen classrooms that may impact the delivery of food safety education and the development of safe food handing behaviours. Findings can support conversations between public health, food safety authorities, and school stakeholders to enhance food safety learning environments in schools.
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Cacodcar, Jagadish A., Abhishek Bicholkar, Nikita Wagle, and Annet Oliveira. "Ocular morbidity and its relation to classroom lighting among middle-school students of government high schools in Goa." International Journal Of Community Medicine And Public Health 5, no. 1 (December 23, 2017): 161. http://dx.doi.org/10.18203/2394-6040.ijcmph20175775.

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Background: School children form an important target group for a Nation and any ocular morbidity in this age group has huge physical, psychological and socio-economical implications. Research studies have shown that illumination has a significant effect not only on scholastic performance of the students, but also on their physical and mental health. The current study was carried out to assess the prevalence of ocular morbidities among students of high schools of Sanquelim Taluka in Goa, and to assess possible association between ocular morbidity and level of classroom and blackboard illumination. Methods: Students of class 6, 7 and 8 of eight randomly selected schools were interviewed using a semi-structured questionnaire for personal details and visual symptoms. Visual acuity testing was done using Snellen’s chart. Classroom and blackboard illumination were assessed separately using standard calibrated digital Lux meter (LX-10101B). Results: Using Snellen’s chart, 83 (18%) of the study subjects were found to have visual morbidity. The measurement of illumination levels showed that out of the 24 classrooms and blackboards evaluated, 15 (62.5%) classrooms and 9 (37.5%) blackboards had inadequate illumination. Classroom illumination was found to have significant association (p=0.04) with visual morbidity. Conclusions: A significant number of classrooms (62.5%) and blackboards (37.5%) had below recommended illumination levels. Regular evaluation of infrastructure should be done to ensure adequate artificial illumination of the classrooms.
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Siebein, Gary W., Martin A. Gold, Glenn W. Siebein, and Michael G. Ermann. "Ten Ways to Provide a High-Quality Acoustical Environment in Schools." Language, Speech, and Hearing Services in Schools 31, no. 4 (October 2000): 376–84. http://dx.doi.org/10.1044/0161-1461.3104.376.

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The purpose of this article is to describe the use of impulse response measures and observations in Florida classrooms. As a result of measures and observations in "healthy" and poor acoustical environments, 10 practical recommendations are proposed for improving the acoustical environment in schools. The primary research for these recommendations consisted of recording acoustical measurements of reverberation time and background noise, as well as newer acoustical measurements based on impulse response techniques, in 56 actual classrooms. Observations of classroom situations occurred in a subset of these schools. Computer and physical models of eight classrooms were constructed and tested with varying room finish materials and background noise levels to study the comeverberation bined effects of these architectural items on speech perception in the model rooms. The primary recommendations all relate to school design and planning. These include air-conditioning system selection and noise control techniques to minimize interference with listening, interior classroom acoustical design principles for maximizing speech perception, and the documentation of teaching methods and classroom arrangements that result in improving speech intelligibility and other factors affecting speech perception.
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Salazar, María del Carmen. "Pedagogical Stances of High School ESL Teachers:Huelgasin High School ESL Classrooms." Bilingual Research Journal 33, no. 1 (April 29, 2010): 111–24. http://dx.doi.org/10.1080/15235881003733415.

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Raja Mohd Yazit, Raja Nur Syaheeza, Eliana Mohd Husini, Mohd Khedzir Khamis, Megat Faridrullah Zolkefli, and Yakubu Aminu Dodo. "Illuminance Level Measurement at Lower Working Plane Height in Islamic Religious School." Asian Journal of University Education 16, no. 3 (October 20, 2020): 125. http://dx.doi.org/10.24191/ajue.v16i3.11076.

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Islamic religious school is an institution that integrates Quran hafazan (memorization) in the curriculum. Between 2011 to 2017, estimated that 900 new Islamic religious schools were established in Malaysia due to high demands. Designing a classroom layout that receives sufficient daylight is important because it influences the students’ task performance such as reading and writing. The standards recommend that any classrooms require an illuminance level between 300 lx to 500 lx when measured at working plane height between 800mm to 900mm, although the working plane height of rehal used for hafazan is between 250mm to 300mm. This study focused on the illuminance level measured at rehal working plane height for Arabic handwriting as a hafazan learning task in two selected standardised classrooms at Kolej Genius Insan. The students were required to rewrite the modified Balsam Alabdulkader-Leat (BAL) Arabic eye chart, where the students’ Arabic handwriting performance were evaluated based on their word per minute (wpm) scores. Both classrooms’ average illuminance level were 507 lx to 603 lx, which were too high based on standards and guidelines. The average Arabic handwriting scores for both classrooms were 9.4 and 12.6 wpm, which shows that the inefficient average illuminance level has caused the students’ performance to be very low. It can be concluded that the existing standardised classroom layout design was not suitable for hafazan learning tasks at rehal working plane height. Thus, the classroom layout design for Islamic religious schools needed further studies, which implicated the unsatisfied built environment of the classrooms and the school education for Islamic religious schools in Malaysia. Keywords: Arabic handwriting, Daylighting, Illuminance level, rehal, working plane
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Vargas Alfonso, David. "Evidence of Critical Thinking in High School Humanities Classrooms." GiST Education and Learning Research Journal, no. 11 (December 14, 2015): 26–44. http://dx.doi.org/10.26817/16925777.281.

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Critical thinking skills (CTS) are a group of higher order thinking abilities related with complex processes of learning like contextualization or problem solving. This exploratory research study identified whether critical thinking skills were present in high school humanities classrooms. The study was carried out in a private school in Bogotá, Colombia through qualitative methods and content analysis. The study sought to identify CTS in students’ actual learning processes. Data collection techniques included classroom observations, document analysis and focus groups to identify skills in teachers and eighth grade students from a humanities-focused high school curriculum. Results demonstrated the presence of argumentation in written and oral classroom material. Analysis was also evidenced through questioning, inferencing and other exercises. Motivation was also an observable element, reflected in explicit expressions and gestures, and in the use of extra material in the classes.
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Tobin, Kenneth, and James J. Gallagher. "What happens in high school science classrooms?" Journal of Curriculum Studies 19, no. 6 (November 1987): 549–60. http://dx.doi.org/10.1080/0022027870190606.

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Hernan, Colleen J., Julie Q. Morrison, Tai A. Collins, and Stephen D. Kroeger. "Decreasing Inappropriate Mobile Device Use in Middle and High School Classrooms." Intervention in School and Clinic 54, no. 1 (April 18, 2018): 47–51. http://dx.doi.org/10.1177/1053451218762498.

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Although mobile phones and tablets can be effective tools for searching and retrieving information efficiently, accessing interactive learning platforms, and capturing audio/video, the inappropriate use of mobile devices can create distractions in the classroom that are detrimental to learning. This column presents a classroom management strategy for reducing the inappropriate use of mobile devices and increasing academic engagement in middle and high school classrooms, including students with emotional and behavioral disorders.
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Munawaroh, Ai Siti, and Christina Christina. "A Field Measurement of Noise Comfort Classroom in Xaverius Pringsewu Senior High School." MARKA (Media Arsitektur dan Kota) : Jurnal Ilmiah Penelitian 5, no. 1 (August 26, 2021): 27–38. http://dx.doi.org/10.33510/marka.2021.5.1.27-38.

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A school is a place where all learning activities are carried out by students. In learning activities in the classroom, it must meet a good standard of comfort, especially the noise factor. Classroom noise can be caused by external and internal factors. The audial comfort level for classrooms is standard 55 Dba. The purpose of this study was to determine and analyze the comfort level of noise in the classroom at Xaverius Pringsewu High School. The research methods were field measurement using sound level meter. In addition survey was conducted on building users with questionnaire to know about perception of audio comfort.The classrooms studied have a classroom design where the wall vents of the two classes have different heights. With a different ventilation design, it will certainly affect the noise conditions in the classroom. The study resulted that classroom RK 1 was noisier than the classroom RK 2 due to the different class design where the classroom RK 1 had wide ventilation on the wall, while the classroom RK 2 had a closed room with vents on the door and window.
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Dissertations / Theses on the topic "High school classrooms"

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Melrose, Bradford Alan Patrick. "Rule Establishment in Two High School Classrooms." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/306147.

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This study explored how rule systems evolved in two high school social studies classes. To accomplish this, detailed descriptions and analysis of the practices and processes by which teachers established and maintained rules were conducted in two classrooms over a nine-week observational timeline. In addition, the teachers were interviewed at the beginning, middle, and end of the observation period to gain insight into how they thought about their classes and reacted to the daily experiences they were having in these settings. Findings indicated that the teachers utilized the same enactment practices to uphold their management and rule systems, however, each operationalized these practices in dissimilar ways. This was largely due to the fact that the teachers' goal structures and beliefs about the function of management and classroom rules affected their implementation practices. Both set similar goals for managing the classroom and fostering self-discipline and student responsibility, yet each experienced problems attempting to balance student affordances for responsibility with teacher surveillance and interventions. One system thrived on explicitness and enforcement, while the other was dedicated to helping students develop autonomous morality. In reaction, both teachers had mixed feelings and/or satisfaction regarding the outcomes. This contrast was especially useful in demonstrating the inherent tensions in classroom systems that attempt to orchestrate students' personal responsibility. Such systems depend upon general norms and/or rules to guide student behavior. When students do not accept these norms, a teacher is constrained from imposing explicit rules and consequences because such practices take responsibility away from students and thus undermine the very system the teacher is attempting to implement. Overall, further research on this inherent tension is needed to better understand how teachers can orchestrate student responsibility in schools and classrooms.
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Eaton, Lucille E. "Constructing rainbow classrooms non-heterosexual students journey toward safer schools /." Connect to this title online, 2005. http://www.lib.ncsu.edu/theses/available/etd-03302005-004209/.

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Oak, Hyeon. "Exploring EFL reading instruction in high school classrooms in Korea." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525322.

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Kikuchi, Keita. "LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/157753.

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CITE/Language Arts
Ed.D.
The primary purpose of this study is to investigate external and internal factors that act as learning demotivators that can discourage students from learning in Japanese high school English classrooms. More than 1,200 students responded to two questionnaires designed to measure five external demotivators, Teachers, Characteristics of Classes, Experiences of Failure, Class Environment, Class Materials, and one internal demotivator, Learners‘ Lack of Interest. Using the Rasch rating scale model and confirmatory factor analysis, the questionnaire results were analyzed to test the inter-relationships among the six hypothesized demotivators. Qualitative data were also obtained from an open-ended questionnaire asking the participants what demotivated them from learning. Two models, a six-factor and a four-factor demotivation model, were tested. As the four-factor model displayed slightly better fit than the six-factor model, it was selected as the final model. In this model, the first-order latent variable that best explained Demotivation was Experiences of Difficulty (b = .74), which was followed by Class Environment (b = .72), and Loss of Interest (b = .71). In contrast to the findings of previous studies, teachers‘ direct behaviors (b = .51) were the least influential of all the demotivators studied. In a follow up study, relationships between the teacher ratings of students‘ motivation, the students‘ perception of their current motivational level and their motivation in high school were investigated. Although it was anticipated that students‘ self-reported motivational states and teacher ratings of students‘ motivation would have a reasonably strong relationship, a series of regression analyses indicated that the teacher rating of students‘ motivation was not significantly related to either motivational level. While students might appear to be motivated in the classroom from the teachers‘ point of view, the students might feel otherwise. The first important finding concerned the two hypothesized demotivation models that were tested using confirmatory factor analysis. In the final four-factor model, the first-order latent variable that best explained Demotivation was Experiences of Difficulty followed by Loss of Interest, and Class Environment. In contrast to the findings of previous studies, teachers‘ direct behaviors were the least influential of all the demotivators studied. The results revealed that Japanese high school English learners can become demotivated due to difficult experiences they encounter or loss of interest in studying in the classroom. While influences from teacher behaviors can also cause demotivation, it appears that the approach or materials that focus on difficult reading passages and/or vocabulary cause the strongest sense of demotivation. The second important findings concerned group differences. The high and low motivation groups and the male and female groups differed in their perceptions of Class Environment. However, no statistically significant differences were found among the first- and second-year groups, and the students attending academic and non-academic schools. The third finding was from the follow-up study. It was found that the teacher rating of students‘ motivation is not related to the students‘ perception of their current motivational level and their motivation in high school time. While students might appear to be motivated in the classroom from the teachers‘ point of view, the students‘ perception of their current motivational level and their motivation in high school can differ greatly. Overall, the results revealed that Japanese high school English learners can become demotivated due to the difficulties they experience in the English language classroom, or a loss of interest in classroom study. While influences from teacher behaviors can also cause demotivation, this study shows that an approach or materials that focus on difficult reading passages and/or vocabulary cause the strongest sense of demotivation.
Temple University--Theses
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Nielsen, Sara E. "Examining Relationships Among Students' Beliefs, Chemistry Performance, and the Classroom Environment in High School Chemistry Classrooms." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1469550358.

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Wong, Wai-lap. "Student and teacher perceptions of actual and preferred learning environments in Hong Kong chemistry classrooms." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963572.

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Richards, Perry Gloria D. "Student Perceptions of Engagement in Schools: A Deweyan Analysis of Authenticity in High School Classrooms." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/eps_diss/69.

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ABSTRACT STUDENT PERCEPTIONS OF ENGAGEMENT IN SCHOOLS: A DEWEYAN ANALYSIS OF AUTHENTICITY IN HIGH SCHOOL CLASSROOMS by Gloria D. Richards Perry This qualitative study of the nature of engagement in schools explored how students viewed the work assigned to them by their teachers. Using normative and theoretical frameworks, research was conducted to determine whether students found work to be authentic and engaging in the manner that Dewey proposes school work should be. Phenomenological interviews were used with individual participants as well as in a focus group session. Interviews and further questioning probed for information in order to gain a greater understanding of engagement from the student perspective. Furthermore, these methods afforded depth and richness that could further saturate the data. The research questions were: What do students identify as important factors that influence the degree to which they can be engaged in their learning experiences? As described by students, do the values, norms, and requirements that constitute school mirror similar elements of a student’s life outside of school? The analysis of participant responses supported the notion that these learners want their learning experiences to be personal, relevant, meaningful, and active. If they felt they were not getting these experiences, they shut down and/or turned the teacher off in their own head. These particular participants reported numerous examples of data that supported their need to be heard as students in the learning environment. They know what they want as learners and expect their teachers to provide the learning experiences they desire for their improvement. Participants in this study of engagement placed a high degree of emphasis on authentic learning. The data supported the notion that these participants want to have fun as they are learning but of far more importance, the data have shown they want their learning to be meaningful beyond the classroom setting.
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Coble, Jennifer Rogers Dwight L. "Curricular constraints, high stakes testing and the reality of reform in high school science classrooms." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,129.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.
Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.
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Young, Pamela. "Adult high school learners' experiences with literacy education in institutional upgrading classrooms." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40146.pdf.

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Roy, Suparna S. "The complex classrooms of three award-winning Ontario high school physics teachers." Thesis, Kingston, Ont. : [s.n.], 2007. http://hdl.handle.net/1974/453.

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Books on the topic "High school classrooms"

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Redman, George. Teaching in today's classrooms. Upper Saddle River, N.J: Merrill, 1999.

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George, Redman. Teaching in today's classrooms. Upper Saddle River, N.J: Merrill, 1999.

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Differentiated assessment for middle and high school classrooms. Larchmont, NY: Eye On Education, 2008.

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Stone, Randi. More best practices for high school classrooms: What award-winning secondary teachers do. Thousand Oaks, Calif: Corwin, 2010.

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Best practices for high school classrooms: What award-winning secondary teachers do. Thousand Oaks, Calif: Corwin Press, 2002.

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The essentials of teaching in secondary classrooms: A basic guide for new teachers. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2005.

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MORE best practices for high school classrooms: What award-winning secondary teachers do. Thousand Oaks, Calif: Corwin Press, 2010.

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Daisy, Martin, and Monte-Sano Chauncey, eds. Reading like a historian: Teaching literacy in middle and high school history classrooms. New York: Teachers College, Columbia University, 2011.

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Henke, Robin R. What happens in classrooms?: Instructional practices in elementary and secondary schools, 1994-95. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.

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Theorising teaching in secondary classrooms: Understanding our practice from a sociocultural perspective. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Book chapters on the topic "High school classrooms"

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Dalton, Sara, and Stephen Hegedus. "Learning and Participation in High School Classrooms." In The SimCalc Vision and Contributions, 145–66. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-5696-0_9.

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Andrà, Chiara, Domenico Brunetto, and Igor’ Kontorovich. "Designing Mathematics Hybrid Classrooms in High School." In Teaching and Learning Mathematics Online, 43–60. First edition. | Boca Raton : C&H/CRC Press, 2020.: Chapman and Hall/CRC, 2020. http://dx.doi.org/10.1201/9781351245586-4.

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Andrà, Chiara, Domenico Brunetto, and Igor’ Kontorovich. "Designing Mathematics Hybrid Classrooms in High School." In Teaching and Learning Mathematics Online, 61–72. First edition. | Boca Raton : C&H/CRC Press, 2020.: Chapman and Hall/CRC, 2020. http://dx.doi.org/10.1201/9781351245586-5.

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Jiang, Zhonghong. "Dynamic Geometry Technology in High School Classrooms." In Communications in Computer and Information Science, 537–44. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22603-8_47.

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Weinberg, Andrea, and Leonard Albright. "Integrating biology and mathematics in high school classrooms." In DIMACS Series in Discrete Mathematics and Theoretical Computer Science, 229–45. Providence, Rhode Island: American Mathematical Society, 2011. http://dx.doi.org/10.1090/dimacs/076/16.

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Skerrett, Allison, and Amber Warrington. "Language Arts Instruction in Middle and High School Classrooms." In Handbook of Research on Teaching the English Language Arts, 410–35. Fourth edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315650555-17.

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Davis, Joy Lawson. "Talking About Race in Middle and High School Classrooms." In Teaching Gifted Children, 459–61. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238638-94.

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Lee, Ming-Kuo, Marllin Simon, Kevin Fielman, Luke Marzen, Yu Lin, Roger Birkhead, Cathy Miller, et al. "Bringing Global Climate Change Education to Alabama High-School Classrooms." In Handbook of Climate Change Mitigation, 1983–2028. New York, NY: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-7991-9_52.

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Malkevitch, Joseph. "Distance and trees in high school biology and mathematics classrooms." In DIMACS Series in Discrete Mathematics and Theoretical Computer Science, 169–82. Providence, Rhode Island: American Mathematical Society, 2011. http://dx.doi.org/10.1090/dimacs/076/12.

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Bloome, David, George Newell, Alan Hirvela, Tzu-Jung Lin, John Brady, Seung Yon Ha, Subeom Kwak, et al. "Toward a Model of Dialogic Literary Argumentation." In Dialogic Literary Argumentation in High School Language Arts Classrooms, 30–62. New York : Routledge, 2019. | Series: Routledge research in literacy education: Routledge, 2019. http://dx.doi.org/10.4324/9780429424687-2.

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Conference papers on the topic "High school classrooms"

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Lehman, L., Lech Mankiewicz, W. Sliwa, and Grzegorz Wrochna. "Bringing modern astronomy into high-school classrooms." In SPIE Proceedings, edited by Ryszard S. Romaniuk. SPIE, 2004. http://dx.doi.org/10.1117/12.568918.

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Kafai, Yasmin, Orkan Telhan, Karen Hogan, Debora Lui, Emma Anderson, Justice T. Walker, and Sheri Hanna. "Growing Designs with biomakerlab in High School Classrooms." In IDC '17: Interaction Design and Children. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3078072.3084316.

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Rosales, Vanessa Aybar, Claudia Queiruga, Claudia Banchoff Tzancoff, Isabel Miyuki Kimura, and Matias Brown Bartneche. "Programming competitions in high school classrooms: RITA en RED." In 2017 XLIII Latin American Computer Conference (CLEI). IEEE, 2017. http://dx.doi.org/10.1109/clei.2017.8226399.

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Fields, Deborah A., Yasmin B. Kafai, Tomoko Nakajima, and Joanna Goode. "Teaching Practices for Making E-Textiles in High School Computing Classrooms." In FabLearn '17: Conference on Creativity and Fabrication in Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3141798.3141804.

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Chin, Jessica, Ibrahim Zeid, Claire Duggan, and Sagar Kamarthi. "Bridging High School STEM Abstract Concepts and Application: Teachers’ Implementation." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70563.

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Many educational models are derived from a specific pedagogical stance ultimately manifesting into teacher personal pedagogy based on previous knowledge and inherent instinct. Past educational models like T4E emphasize core concepts such as structure of content for the learner, effective and engaging communication, and promotion and encouragement of hands-on learning. However, many of the educational models fall short of showing teachers how to implement new methods in their classrooms, and in providing them with the needed tools. The CAPSULE professional development was created and designed to fill this gap. Further, CAPSULE is designed to address the existing national problem of lack of interest in STEM subjects with high school students. Nevertheless, the problem is not with students but in the delivery method of STEM education. There is a disconnect between abstract STEM concepts and real-world application, therefore a loss of interest by students. Engineering-based learning (EBL) is a new approach that was designed to mitigate this problem by using existing and established tools and apply them to the high school classroom. EBL utilizes the engineering-design process (EDP), computer-aided design (CAD), and the capstone experience to relate theoretical STEM concepts to real-world applications. By leveraging these tools, we have created a unique methodology to take a recognized university capstone course model and modify it for high school STEM courses. The purpose of this study is to contribute to our understanding of how high school students learn and absorb basic STEM principles. Our goal is to disseminate engineering-based learning through our teacher professional development workshop. This paper presents the CAPSULE model and teacher feedback. It also presents sample implementation plans of teachers in their classroom as well as their student feedback.
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Smith, Brian K., and Brian J. Reiser. "What should a wildebeest say? Interactive nature films for high school classrooms." In the fifth ACM international conference. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/266180.266365.

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Hups, Kent Michael. "USING AUGMENTED REALITY IN HIGH SCHOOL CLASSROOMS TO COMPREHEND SURFACE GEOLOGICAL MAP FEATURES." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-299920.

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Lugini, Luca, Christopher Olshefski, Ravneet Singh, Diane Litman, and Amanda Godley. "Discussion Tracker: Supporting Teacher Learning about Students’ Collaborative Argumentation in High School Classrooms." In Proceedings of the 28th International Conference on Computational Linguistics: System Demonstrations. Stroudsburg, PA, USA: International Committee on Computational Linguistics (ICCL), 2020. http://dx.doi.org/10.18653/v1/2020.coling-demos.10.

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Lugini, Luca, Christopher Olshefski, Ravneet Singh, Diane Litman, and Amanda Godley. "Discussion Tracker: Supporting Teacher Learning about Students’ Collaborative Argumentation in High School Classrooms." In Proceedings of the 28th International Conference on Computational Linguistics: System Demonstrations. Stroudsburg, PA, USA: International Committee on Computational Linguistics (ICCL), 2020. http://dx.doi.org/10.18653/v1/2020.coling-demos.10.

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Brough, Justin, Mary Baker, and Dominick Casadonte. "Work in progress — Classroom and distance components of a GK12 program placing graduate students in high school classrooms." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142945.

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Reports on the topic "High school classrooms"

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Busso, Matías, and Verónica Frisancho. Good Peers Have Asymmetric Gendered Effects on Female Educational Outcomes: Experimental Evidence from Mexico. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003247.

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This study examines the gendered effects of early and sustained exposure to high-performing peers on female educational trajectories. Exploiting random allocation to classrooms within middle schools, we measure the effect of male and female high performers on girls' high school placement outcomes. We disentangle two channels through which peers of either sex can play a role: academic performance and school preferences. We also focus on the effects of peers along the distribution of baseline academic performance. Exposure to good peers of either sex reduces the degree to which high-achieving girls seek placement in more-selective schools. High-achieving boys have particularly strong, negative effects on high-performing girls' admission scores and preferences for more-selective schools. By contrast, high-achieving girls improve low-performing girls' placement outcomes, but exclusively through a positive effect on exam scores.
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Frasco, Francesca, and Aleida Perez. Hypothesis-Based Structural Biology in the High School Classroom. Office of Scientific and Technical Information (OSTI), October 2018. http://dx.doi.org/10.2172/1477950.

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Rylander, Jeffrey W. Muon Mean Lifetime Measurement in a High School Classroom. Office of Scientific and Technical Information (OSTI), June 1996. http://dx.doi.org/10.2172/1364363.

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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Stevenson, Betsey. Beyond the Classroom: Using Title IX to Measure the Return to High School Sports. Cambridge, MA: National Bureau of Economic Research, February 2010. http://dx.doi.org/10.3386/w15728.

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Berlinski, Samuel, Matías Busso, Taryn Dinkelman, and Claudia Martínez A. Reducing Parent-School Information Gaps and Improving Education Outcomes: Evidence from High-Frequency Text Messages. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003257.

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We conducted an experiment in low-income schools in Chile to test the effects and behavioral changes triggered by a program that sends attendance, grade, and classroom behavior information to parents via weekly and monthly text messages. Our 18-month intervention raised average math GPA by 0.09 of a standard deviation and increased the share of students satisfying attendance requirements for grade promotion by 4.5 percentage points. Treatment effects were larger for students at higher risk of later grade retention and dropout. Leveraging existing school inputs for a light-touch, cost-effective, and scalable information intervention can improve education outcomes in lower-income settings.
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Casey, Cheryl. Computer-Based Instruction as a Form of Differentiated Instruction in a Traditional, Teacher-led, Low-Income, High School Biology Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6321.

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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