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1
KURODA, Takaharu. "Technology Transfer to The Students of Elementary and Junior High Schools." International Conference on Business & Technology Transfer 2006.3 (2006): 66–69. http://dx.doi.org/10.1299/jsmeicbtt.2006.3.0_66.
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Sutton, April, Chandra Muller, and Amy G. Langenkamp. "High School Transfer Students and the Transition to College." Sociology of Education 86, no. 1 (July 20, 2012): 63–82. http://dx.doi.org/10.1177/0038040712452889.
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Radić-Bojanić, Biljana. "EFL vocabulary learning strategies among high school students." Nastava i vaspitanje 70, no. 1 (2021): 25–36. http://dx.doi.org/10.5937/nasvas2101025r.
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The paper examines how frequently high school students use EFL vocabulary learning strategies and whether contextual educational factors have any influence on strategy selection. The theoretical part discusses the importance of language learning strategies, which can facilitate the internalization, storage, retrieval, or use of the new language, factors that affect their usage and selection (e.g. nature of the task, students' motivation, foreign language proficiency, teacher's expectations, students' learning styles, students' gender), as well as the process of vocabulary acquisition. The empirical part presents the results of the analysis of a survey conducted among students from two high schools in Serbia, a vocational school and a grammar school. The aim of the research is to determine how frequently students use vocabulary learning strategies and if there are any statistically significant differences in strategy use between students from the two schools which are the consequence of different subjects and learning objectives. The results show that the majority of vocabulary learning strategies have medium use among high school students (seven out of nine memory strategies, seven out of nine cognitive strategies and two out of four compensatory strategies) and that there are certain inter-group differences (whereas students from the medical high school use memory strategies more frequently, students from the grammar school report higher use of cognitive and compensatory strategies). The results indicate that there are important cross-curricular links which point to the transfer of learning strategies from content subjects to English language classes.
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Ni, Yongmei. "The Sorting Effect of Charter Schools on Student Composition in Traditional Public Schools." Educational Policy 26, no. 2 (December 31, 2010): 215–42. http://dx.doi.org/10.1177/0895904810386598.
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This article investigates how Michigan’s charter school policy influences the composition of students by race and socioeconomic status in urban traditional public schools. Using 2 years of student-level data in Michigan’s urban elementary and middle schools, the dynamic student transfers between charter schools and TPSs are analyzed through a series of hierarchical generalized linear models. The two-way transfer analysis shows that the student sorting under the charter school program tends to intensify the isolation of disadvantaged students in less effective urban schools serving a high concentration of similarly disadvantaged students. The findings imply that a challenge for the state policy makers is to help disadvantaged students who are left behind in the most disadvantaged schools, without significantly reducing the benefits to students who take advantage of school choice.
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Szendrak, Erika, Paul E. Read, and Jon S. Miller. "Plant Biotechnology Workshop for High School Students." HortScience 33, no. 3 (June 1998): 504e—504. http://dx.doi.org/10.21273/hortsci.33.3.504e.
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Modern aspects of many subjects (e.g., computer science and some aspects of medical science) are now taught in many high schools, but the plant sciences are often given short shrift. A collaboration was therefore established with a high school biology program in which pilot workshops could be developed to enable advanced students to gain insights into modern plant science techniques. A successful example is the workshop on plant biotechnology presented in this report. This workshop is simple and flexible, taking into account that most high school biology laboratories and classrooms are not set up for sophisticated plant science/biotechnology projects. It is suitable for from 10 to 30 students, depending upon space and facilities available. Students work in pairs or trios, and learn simple disinfestation and transfer techniques for micropropagation and potential subsequent transformation treatments. Students gain insights into: sterile technique and hygiene; plant hormones and their physiological effects; plant cell, tissue and organ culture; the influence of environmental factors on response of cells and tissues cultured in vitro; and an understanding of the phenomenon of organogenesis and resulting plant growth and development. This workshop has been tested on several classes of students and following analysis, several refinements were included in subsequent iterations. Results of the students' experiments have been positive and instructive, with student learning outcomes above expectations. Further details of the workshop techniques and approach will be presented.
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Borck, C. Ray. "“College Material” Structural Care at a New York City Transfer School." Societies 8, no. 4 (November 9, 2018): 113. http://dx.doi.org/10.3390/soc8040113.
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Based on ethnographic research at Brooklyn Community High School (BCHS), a transfer high school in New York City I demonstrate that students narrate their educational histories in terms of their experience of care, or lack of care, from teachers. Contributing to research on student-teacher relationships, care, resilience and retention, I develop the concept structural care, arguing that teachers’ ability to demonstrate care for their students, and students’ ability to perceive that care, is enabled or constrained by larger, socio-structural forces such as the national educational policy landscape, widespread cultural beliefs about schools and students, and processes of racialization, criminalization, and marginalization.
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Yuan, Yuhang. "Influence of Native Language Transfer on Senior High School English Writing." Theory and Practice in Language Studies 11, no. 2 (February 1, 2021): 170. http://dx.doi.org/10.17507/tpls.1102.08.
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English writing is one of the important ways to show the comprehensive ability of second language. The native language transfer has long been concerned by language learners since it was proposed. This study adopts qualitative and quantitative research methods to explore the influence of mother tongue transfer on senior high school students' English writing and puts forward corresponding teaching strategies. Through the research, it can be found that native language transfer errors account for a large proportion of errors in English writing error types. In addition, native language transfer has a significant influence on students’ English writing level. It is helpful for students to improve their second language writing ability by adopting comprehensible input and other teaching methods related to mother tongue transfer.
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Welsh, Richard O., Matthew Duque, and Andrew McEachin. "School Choice, Student Mobility, and School Quality: Evidence from post-Katrina New Orleans." Education Finance and Policy 11, no. 2 (April 2016): 150–76. http://dx.doi.org/10.1162/edfp_a_00183.
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In recent decades, school choice policies predicated on student mobility have gained prominence as urban districts address chronically low-performing schools. However, scholars have highlighted equity concerns related to choice policies. The case of post-Hurricane Katrina New Orleans provides an opportunity to examine student mobility patterns in a choice-based district. This paper analyzes student mobility between and within the various sectors and school types using a multinomial framework. We find rates of student mobility in post-Katrina New Orleans to be similar to other traditional urban school districts. Overall, our results indicate that high-achieving students switch to high-quality schools whereas low-achieving students transfer to low-quality schools. It is clear some students are taking advantage of the ability to choose a high-quality educational option, although many students are still not. Policy implications, especially for education policy makers implementing or considering school choice policies, and areas for future research are discussed.
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Zhang, Youling, Yibing Sun, Zhenlai Han, and Shurong Sun. "High School Mathematics Learning Transfer and Academic Evaluation Based On Core Literacy." International Journal of Educational Studies 1, no. 2 (December 13, 2018): 22–25. http://dx.doi.org/10.53935/2641-533x.v1i2.18.
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"Core Literacy" and "Learning Transfer" are hot topics in the education field. Through the questionnaire analysis of the innovative class students and ordinary class students in Shandong Experimental Middle School. Through the high school mathematics transfer law application questionnaire, the relationship between the score and the migration ability is analyzed. Through the questionnaire of the core literacy of high school mathematics, the relationship between the score and the core literacy was analyzed. Learning transfer ability directly affects the formation of core literacy, so it is necessary to improve core literacy according to the theory of learning transfer.
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Yalçın, Onur, and Nuri Emrahoğlu. "Examining the high school students' transfer levels of modern physics topics to daily life." Pegem Eğitim ve Öğretim Dergisi 7, no. 1 (February 5, 2017): 115–58. http://dx.doi.org/10.14527/pegegog.2017.005.
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This study was conducted to determine the 11th-grade high school students' transfer levels of the modern physics topics to daily life in the context of the physics course. The sample of the study figured in the form of the mixed method constituted 314 11th-grade students selected with the cluster sample method. The Modern Physics Success Test (MPST) and Modern Physics Transfer Test (MPTT) developed by the researchers were used in the study. The study process was conducted quantitatively and qualitatively. The correlation between the MPST and MPTT scores of the students was identified in the quantitative section while the students' transfer levels of the modern physics topics to daily life were determined in the qualitative section. As a result of the analyses of the study, a weak, positive and significant relationship was found between the MPST and MPTT scores. In addition, It was revealed that the students' transfer levels of the modern physics knowledge were zero transfer, deficient transfer, and complete transfer and it was identified that the level of complete transfer was considerably low. Regarding the transfer of the modern physics knowledge to daily life, the topics, which complete transfer levels were the highest, were found as "Photoelectric Incident" and "Black-Body Radiation", and the topics, which complete transfer levels were the lowest, were detected as "Matter Waves" and "Pauli Exclusion Principle". Furthermore, it was also identified that the students' transfer levels varied according to other modern physics topics.
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Xueping, Yang. "Analysis of Negative Transfer in Junior High Students’ English Writing Errors." International Journal for Innovation Education and Research 6, no. 7 (July 31, 2018): 80–88. http://dx.doi.org/10.31686/ijier.vol6.iss7.1104.
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It has become a very significant topic that how to help students overcome the Chinese negative transfer in English writing. This research attempts to investigate the main types of errors made by junior middle school students in their English writing, then to explore the causes of the identified errors, in order to avoid these types of errors. The research subjects are 107 students from two classes in grade eight of No.10 Middle School of Nanchong. Questionnaire and composition writing are used as instruments in this research. It hopes that, this paper can help teachers and students to overcome the influence of Chinese negative transfer, improve students’ English writing.
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Acharya, Kamal Prasad, Milan Acharya, Pitambar Acharya, and Kalpana Gywali. "Exploring Possibilities of Project Work to Transfer Pedagogy: Cases of Community High Schools in Nepal." Global Journal of Health Science 12, no. 10 (August 4, 2020): 60. http://dx.doi.org/10.5539/gjhs.v12n10p60.
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This paper discusses the possibilities of student-centered and project-based learning in science, health and population subjects of community high school students in Nepal. Besides, it deals with how high school students meaningfully engaged in participatory activities and consequently acknowledge the necessity for creative and active teaching learning activities. Despite various contextual realities and identities, the study explored few contextually appropriate project methods to transform teaching learning activities in science, health and population subjects in the community high schools. The qualitative method was applied in this research. Data/information was collected from classroom observation, in-depth interviews and informal conversations. The data from all the sources were analyzed by content-thematic and conversation analysis keeping in minds to explore the possibilities of project work of learning. The study found that students’ engagement in project activities as a part of study science, health and population subjects are positive and targeted towards learning competencies. Nevertheless, to apply this method, school head teachers, teachers and local authority related to education need to play vital roles for the effective implementation of project works in the community high schools in Nepal.
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Vujosevic, Nevena. "Transfer value of learning music on cognitive development of elementary school and high school students." Nastava i vaspitanje 65, no. 1 (2016): 109–24. http://dx.doi.org/10.5937/nasvas1601109v.
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Acai, Anita, and Genevieve Newton. "A Comparison of Factors Related to University Students’ Learning: College-Transfer and Direct-Entry from High School Students." Canadian Journal of Higher Education 45, no. 2 (August 31, 2015): 168–92. http://dx.doi.org/10.47678/cjhe.v45i2.184417.
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Articulation agreements between colleges and universities, whereby students with two-year college diplomas can receive advancement toward a four-year university degree, are provincially mandated in some Canadian provinces and highly encouraged in others. In this study, we compared learning in college-transfer and direct-entry from high school (DEHS) students at the University of Guelph–Humber in Ontario, using eight factors related to learning: age, gender, years of prior postsecondary experience, learning approach, academic performance, use of available learning resources, subjective course experience, and career goals. Our results show that while college-transfer students tend to be older than DEHS students, they do not significantly differ in either learning approach or academic performance. This is an important finding, suggesting that college-transfer programs are a viable option for non-traditional university students. We conclude that the academic success of college-transfer students is attainable with careful consideration of policies, such as admissions criteria, and the drafting of formal articulation agreements between institutions.
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Protik, Ali, Steven Glazerman, Julie Bruch, and Bing-ru Teh. "Staffing a Low-Performing School: Behavioral Responses to Selective Teacher Transfer Incentives." Education Finance and Policy 10, no. 4 (October 2015): 573–610. http://dx.doi.org/10.1162/edfp_a_00174.
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We examine behavioral responses to an incentive program that offers high-performing teachers in ten school districts across the country $20,000 to transfer into the district's hardest-to-staff schools. We discuss behavioral responses to the program on high-performing teachers’ willingness to transfer (supply) and the effect of the transfer offer on the internal dynamics of the receiving schools (demand). We found low take-up rates among the 1,514 high-performing teachers who were offered the incentive, with minimal sorting on observable characteristics. Within the new schools, transfer teachers were less likely than their counterparts in a randomized control group to require mentoring and more likely to provide mentoring themselves. No significant differences occurred in school climate, collegiality, or the way in which students were assigned to teachers, but evidence indicates that principals may have strategically assigned existing teachers to grades in both treatment and control schools in response to the quality of the incoming teachers.
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Langenkamp, Amy G. "Effects of Educational Transitions on Students' Academic Trajectory: A Life Course Perspective." Sociological Perspectives 54, no. 4 (December 2011): 497–520. http://dx.doi.org/10.1525/sop.2011.54.4.497.
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In our increasingly mobile society, transitions are often made in search of opportunity, yet to the detriment of social ties to others. This study draws upon a life course perspective, focusing specifically on the timing and context of transitions, to explore how educational transitions affect students' academic trajectory with national longitudinal data. Findings suggest that students who transition to high school alone are resilient when they are more popular or involved in extracurricular activities. For students who transfer during high school, higher achieving students have lower academic outcomes than classmates who stay with the collective, while low-achieving transfer students benefit academically by changing schools. Findings provide insight into ways that resilience can occur in the midst of life transitions, and for whom, which may help alleviate risk and prevent the accumulation of disadvantage.
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Jayaraman, J. D., and Saigeetha Jambunathan. "Financial literacy among high school students: Evidence from India." Citizenship, Social and Economics Education 17, no. 3 (October 31, 2018): 168–87. http://dx.doi.org/10.1177/2047173418809712.
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Financial literacy is an important but oft ignored skill that is vital for young people. This study measured financial literacy levels among high school students ( N = 608) in India and found low levels of performance on standard measures of financial literacy. The percentage correct score on the basic financial literacy questions was 45% and on the sophisticated financial literacy questions the score was 44%. Financial literacy levels in India were found to be lower than those in developed countries. Gender differences were found, with females outperforming males, contrary to findings in developed countries. Students who pursued the commerce/economics stream of education were found to have higher levels of financial literacy than students pursuing the science stream. Results showed that students, despite having high levels of numeracy, were unable to transfer that knowledge to do financial computations. Parental involvement was also found to have a significant influence on financial literacy. Interviews with students highlighted the fact that understanding of societal and macroeconomic impacts of financial literacy was low. These findings lend support for high school financial education which involves parents and stresses practical hands-on application, societal and macroeconomic impact, as a means of improving financial literacy.
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Sasson, Irit, and Yehudit Judy Dori. "A three-attribute transfer skills framework – part II: applying and assessing the model in science education." Chemistry Education Research and Practice 16, no. 1 (2015): 154–67. http://dx.doi.org/10.1039/c4rp00120f.
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In an era in which information is rapidly growing and changing, it is very important to teach with the goal of students' engagement in life-long learning in mind. This can partially be achieved by developing transferable thinking skills. In our previous paper – Part I, we conducted a review of the transfer literature and suggested a three-attribute transfer skills framework presented graphically as a cube. The goals of this paper – Part II are (a) to investigate the application of the three-attribute transfer skills framework by conducting two studies; and (b) to demonstrate the value of the framework as a tool for design of assignments and assessment of students' transfer skills. In this paper, we have applied the three-attribute transfer skills framework to design assignments and to assess middle and high school students. In order to achieve the first goal we conducted two studies: (1) investigating high school chemistry students in a computerized laboratory setting, and (2) exploring middle school students who were exposed to a science enrichment program. Study 1 took a case-based chemistry approach and included assessment of high school honor chemistry students' transfer skills. In Study 2, we evaluated the transfer skills of ninth grade students who had participated in a science enrichment academic program with emphasis on physics and we compared boys to girls. Findings of Study 1 indicated an increase in students' far transfer skill as expressed by the progress students made in transferring knowledge from chemistry to other science domains and by using more chemistry understanding levels in their responses. In Study 2, we found that the near transfer skill of middle school boys was significantly higher than the same skill among girls who participated in the same enrichment program. Both parts, the review and the three-attribute transfer skills framework (previous paper – Part I) and the research (this paper – Part II), contribute to narrowing the gap between the theory of transfer, empirical research, and the practice of transfer in science classrooms.
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Fauzan, Umar, Sapna Farah Aulya, and Widya Noviana Noor. "Writing Error Analysis in Exposition Text of the EFL Junior High School Students." Indonesian Journal of EFL and Linguistics 5, no. 2 (December 4, 2020): 517. http://dx.doi.org/10.21462/ijefl.v5i2.330.
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The objective of this research was to understand the writing error of eleventh-grade students of SMA Negeri 4 Samarinda. The descriptive qualitative method was used to examine the written exposition text made by 15 students. The data was collected from the participants’ writing on exposition text and analyzed based on the errors’ categorization. The result showed that there are 16 categories of errors found in the data. They were punctuation, missing word, capitalization, subject-verb agreement, pronoun agreement, spelling, singular or plural, unnecessary word, wrong word form, wrong word, wrong order, fragment, preposition, conjunction, article, and need-further support error. The error factors were intralingua transfer, interlingua transfer, and students’ lack of knowledge about writing.
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Nur Baiti, Rizka Rahma, Soedjarwo Soedjarwo, and Endang Purbaningrum. "Management of Student with Special Needs in Inclusive Schools (Case Study in the State Junior High School 30 Surabaya and Alam Insan Mulia Junior High School Surabaya)." International Journal for Educational and Vocational Studies 3, no. 1 (March 30, 2021): 57. http://dx.doi.org/10.29103/ijevs.v3i1.3388.
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This study was conducted to determine the management of students with special needs in schools at State Junior High School 30 Surabaya and Alam Insan Mulia Junior High School Surabaya by paying attention to student management which includes: (a) student planning, (b) student coaching , (c) student evaluation and (d) student mutation. Based on the problems or case studies that occur, at State Junior High School 30 Surabaya and Alam Insan Mulia Junior High School Surabaya, the management of students with special needs has many problems such as a lack of cooperation between educators and inadequate management processes for students with special needs. The method used is qualitative research, with a type of case study because it aims to obtain in-depth data and information so that the aim is to determine the implementation of management for students with special needs. The subjects of this study were the principal, deputy principal of student affairs, school teachers, coordinator of inclusion, teachers and homeroom teachers as well as most students with special needs from each school. Data collection techniques using observation, interviews, and documentation. The data analysis technique used in this study was an interactive analysis model consisting of three components, namely data condensation, data triangulation, data presentation and conclusion drawing.The results of research obtained at State Junior High School 30 Surabaya and Alam Insan Mulia Junior High School Surabaya show that the management of students carried out is mostly in accordance with the indicators in this study. The planning, coaching, evaluation and transfer processes are carried out in accordance with the procedures, vision and mission of the school and regulations of the education office. The inhibiting factors found were the lack of communication and cooperation between teachers, student coordinators with special needs and parents. This research is expected to be useful for researchers studying the field of inclusion and student management.
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Manik, Ni Putu Ines Marylena Candra, and Ni Komang Arie Suwastini. "Analyzing Grammatical Error in Students' Recount Text Writing in Junior High School." Humanis 24, no. 3 (August 28, 2020): 238. http://dx.doi.org/10.24843/jh.2020.v24.i03.p02.
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Having good grammar is one of important components in the mastery of writing skills. However, grammatical errors still become an important problem in writing, especially for EFL students. Therefore, this study aimed to find out the major types of grammatical errors; and to know the major source of grammatical errors in students’ recount text writing. This study was designed as a descriptive qualitative study. Recount texts written by the eighth-grade students of SMP Pelangi Dharma Nusantara in academic year 2019/2020 were used as the research subjects of this study. The data were identified and analyzed using theory of error proposed by Dulay et al. (1982) about surface strategy taxonomy and theory of source of grammatical error proposed by Brown (2007)). The findings showed that the major type of grammatical errors was omission, with the total of 171 errors or 37. 33% of the total errors. Meanwhile, the major source of grammatical errors was intralingual transfer which the total result was 248 or 43.43% error. Thus, it can be concluded that the most frequent grammatical errors that happened among the subject was error of omission, while the most common source of errors was intralingual transfer.
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Ye, Zhenyan. "Chinese to English Lexical Transfer Errors in the Writing of Rural Senior High School Students." Theory and Practice in Language Studies 9, no. 6 (June 1, 2019): 645. http://dx.doi.org/10.17507/tpls.0906.06.
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The influence of first language (L1) has been widely recognized as a crucial factor in Second Language Acquisition (SLA). Language transfer is a typical phenomenon originating from this impact of L1. Many studies have tried to explore the influence of learners’ L1 on their SLA. This paper reports a study conducted at a rural senior high school in eastern China. Based on the lexical transfer taxonomy proposed by Dodigovic et al (2015), this research attempted to at first identify examples of lexical transfer from Chinese to English caused by (1) Chinese polysemes, (2) Chinese collocations, and (3) multiword units (MWUs) yielded from learners writing. Subsequently, the patterns of and underlying reasons for lexical transfer were traced. 115 pieces of students writing were examined for error collection, and some typical examples from which were further analyzed to show how negative lexical transfer occurs. The results suggest that a great proportion of errors were caused by Chinese polysemes. The significant difference between the lexical specificity of Chinese and English as well as the word-for-word semantic equivalent assumption of L2 learners were found to be important reasons for negative lexical transfer. Pedagogical implications such adopting a wider range of semantization strategies and preventing learners from taking word-for-word relation between L1 and L2 for granted were drawn from the discussion.
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Q. Quimson, Jerrie-Marie. "STEM Students' Engagement in Horizontal Transfer from Calculus to Physics and their Difficulties." International Journal on Research in STEM Education 3, no. 1 (May 29, 2021): 36–46. http://dx.doi.org/10.31098/ijrse.v3i1.503.
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Majority of science students are facing different problems in applying their calculus knowledge to physics courses. Researchers started to develop an integrated approach to address this problem however, many schools are still teaching calculus and physics as two separate subjects. Moreover, there has been no significant research on senior high school students' transfer of learning and difficulties in calculus-based physics subjects. It is crucial because this is when the students first experience applying calculus in a physics context. Hence, the study investigated the engagement of senior high school STEM students to horizontal transfer from Basic Calculus to General Physics subjects and the difficulties they experience in solving calculus-based-physics problems. A correlational study research design was employed to explore the relationship between the students’ physics and calculus performance using a physics worksheet. Both qualitative and quantitative methods were also employed to determine the difficulties of the students in calculus-based-physics problems. The Pearson correlation revealed that there is a significant positive correlation between the students’ physics and calculus performance. Although this could not serve as strong evidence of transfer, this strong correlation implies that senior high school STEM students were able to construct the similarities between the calculus-based physics problems and their calculus schema. As revealed in the questionnaire and the students’ responses in the worksheet and interview, students have difficulty in solving calculus-based physics problems in terms of identifying the variable that needs to be integrated, setting-up the limits of integration, evaluating the limits of integral, and identifying the appropriate rules of integration and applying it in solving the physics problem. These difficulties are rooted in the fact that students have little experience applying calculus in word problems, especially in the physics context.
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Guo, Jingyi. "Study of Influence of Negative Transfer of L1 Thinking on Second Language Acquisition." Learning & Education 9, no. 2 (November 10, 2020): 37. http://dx.doi.org/10.18282/l-e.v9i2.1393.
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Language transfer is always the hot topic in the history of Linguistic researches. The influence of L1 thinking absolutely exists in the process of second language acquisition and varies with second language learners’ personal language acquisition ability. According to Piaget, junior high school students are in the transitional stage from the Concrete Operation to the Formal Operation, and some of them may belong to the later. Also, the learning years in junior high school is the initial time to study English grammar and write compositions, so this research takes junior high school students of Grade-one as research participant, and mainly focuses on the errors occur in their English compositions. Through the analysis of the reason why they made such errors, the author aims at revealing the influence of L1 thinking on Chinese students’ second language acquisition, also, the author intends to help educators to have clearer thoughts when sorting out educational plans and strategies, and enable both teachers and students to realize the importance of cultivating students’ second language thinking in junior high school.
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Dolenc, Nathan R., Claire Mitchell, and Robert H. Tai. "Evidence of Self-Directed Learning on a High School Robotics Team." Journal of Youth Development 9, no. 4 (December 1, 2014): 77–88. http://dx.doi.org/10.5195/jyd.2014.41.
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Self-directed learning is described as an individual taking the initiative to engage in a learning experience while assuming responsibility to follow through to its conclusion. Robotics competitions are examples of informal environments that can facilitate self-directed learning. This study examined how mentor involvement, student behavior, and physical workspace contributed to self-directed learning on one robotics competition team. How did mentors transfer responsibility to students? How did students respond to managing a team? Are the physical attributes of a workspace important? The mentor, student, and workplace factors captured in the research showed mentors wanting students to do the work, students assuming leadership roles, and the limited workspace having a positive effect on student productivity.
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Xiashi, Guo, and Yuewu Lin. "Impact of Language Ego, the Native Language Effect on Oral English Learning of High School Students." International Journal of English and Cultural Studies 3, no. 1 (May 6, 2020): 33. http://dx.doi.org/10.11114/ijecs.v3i1.4841.
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Language transfer, especially the native language effect on the process of second language acquisition, has always been a hot issue of various linguists. Language transfer is inevitable in the process of second language acquisition, which can be divided into positive transfer and negative transfer. The positive transfer will promote the foreign language learning while negative transfer of mother tongue will hinder the second language learning. In English learning, compared with reading and writing, oral English learning is more important and more complex. Chinese high school students are often disturbed by negative effect of their mother tongue in oral English communication. In China, experts and scholars have done a lot of researches on the negative native language effect in English learning, but most of the researches focus on writing and translation skills, while few of them emphasize on listening and speaking skills.At present, English teaching is undergoing a profound reform, and English teachers and learners are paying an increasing number of attention to the study of spoken English. In order to fill the gap and correctly understand the influences of oral English acquisition of high school students, through the analysis of the principle of native language effect, this paper finds that the vocabulary, grammar, pronunciation and pragmatics of mother tongue all have negative transfer to foreign language learning. What’s more, language ego, as an important part of affective principles, has a profound impact on the process of oral English learning. There is a strong and negative correlation between language ego and oral English learning to some extent. The less students´language ego is, the more oral English output students will produce.
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Charity Neejide Onyishi et al.,, Charity Neejide Onyishi et al ,. "Factors Influencing Stem Career Interests in High School Students with Disabilities." International Journal of Mechanical and Production Engineering Research and Development 11, no. 4 (2021): 1–14. http://dx.doi.org/10.24247/ijmperdaug20211.
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Mahbubah, Khoiro, and Neni Hermita. "IMPLEMENTATION OF CRITICAL THINKING TEST BY TWO-TIER TEST FORMAT ON HEAT TRANSFER." Science Education and Application Journal 1, no. 1 (April 9, 2019): 34. http://dx.doi.org/10.30736/seaj.v1i1.95.
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Critical thinking skills is one of 21st century skill. This requires students to solve the problems they face. Therefore, it need a test instrument that can assess students' critical thinking skills. This study aims to develop instrument test of critical thinking skills of high school students by two tiers test format related to temperature and heat concept. The research method used was the ADDIE development model (Analyze, Design, Development, Implementation and Evaluation) conducted by 11th grade high school students who have studied temperature and heat concept. The number of respondents of research as many as 30 students in 11 grade senior high school in Bandung. Data collection using the Halpern framework critical thinking skill instrument test adapted by Tiruneh by two tiers test format. The results obtained that the test instrument of critical thinking skills related to temperature and heat concept by two tier test format can assess students' critical thinking skills. Thus, the development of critical thinking skill test by two tier test format has the potential to be one of the test instrument for assessing and trained students' thinking skill.
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Hilliard, Ann, and Barbara Talbert Jackson. "Current Trends In Educational Leadership For Student Success Plus Facilities Planning And Designing." Contemporary Issues in Education Research (CIER) 4, no. 1 (January 7, 2011): 1. http://dx.doi.org/10.19030/cier.v4i1.976.
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Many school leaders today are experiencing many challenges to ensure that their schools are successful. Since the passage of No Child Left Behind Act, school leaders have been faced with making sure that all students, regardless of language and/or background, are successful on the state assessment test. If students do not make AYP Annual Yearly Progress based on set standards, the school leader is viewed as not being effective. The school leader/administrator is at the front-line for their school’s progress on a daily basis and just to name a few items, school safety, appropriate curriculum and accommodations for students, high quality instruction service to all students and utilizing technology to enhance instruction and management tasks (Lashway, 2003). This research paper will discuss aspects and trends in leadership in the following areas: leadership standards, leadership development, shared leadership, support for school leadership, change in mission, facility planning and designing, classroom configuration, use of school time, early programs, special programs, school transfer, use of technology and virtual schools.
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Kortering, Larry J., and Jose Blackorby. "High School Dropout and Students Identified with Behavioral Disorders." Behavioral Disorders 18, no. 1 (November 1992): 24–32. http://dx.doi.org/10.1177/019874299201800106.
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This study examined the extent and nature of the high school dropout problem among a sample of students with behavioral disorders It was found that the study sample had a much higher proportion of students who had been dropped out of school than those who had been graduated. The respective subsets of students who had dropped out of school and those who had graduated were compared across measures of demographic characteristics, referral information, and school history. Those who had dropped out of school were found to have experienced significantly more changes in educational service placements, school transfers, and previous releases than had their peers who had graduated. However, both subsets were found to be similar across indices of demographic and referral information. Implications for research and practice are also noted.
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Kristiyanto, Bambang Noor Achsan. "Developing learning practice model for tourism vocational high school students." Journal of Vocational Education Studies 1, no. 2 (November 1, 2018): 45. http://dx.doi.org/10.12928/joves.v1i2.701.
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This study has been done to get a purpose in finding the integrated teaching practice in the hotel accommodation and the traveling tourism program in the vocational high school. The teaching practice developed includes: (1) communication through telephone; (2) the hotel industry and tourism; (3) reservation and transfer (check-in/out); (4) processing room reservations and travel tickets; (5) processing the transactions and financial statements; and (6) perform clerical and administrative office procedures. This study uses research and development, the stages of research and data collection were conducted at SMK Negeri 4 and SMK Negeri 6 Yogyakara. The development of stage was tried out in Edotel Kenai Yogyakarta. The research and development of integrated model of practicing learning in the skills competency of the hotel accommodation and the traveling tourism program in vocational tourism school produce graduates who are competent in their field and are able to be a highly skilled workforce, independent and ready to use. The students are able to demonstrate the quality and performance in terms of personal attitude: (1) think logically, fast and precise in determining any motion and actions to be undertaken; (2) behave wisely by not leaving ethics and manners at every decision taken; (3) act to determine the steps to be done that can be accounted for. The result of this research to find out the integrated learning practice process proved to be very suitable and effective in improving students' competence in obtaining buzzing standard work practices in the world of business and industry. The applying this model is expected tourism vocational graduates can fill the share of employment in the industrial world and fill labor needs in the community.
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Kurland, D. Midian, Roy D. Pea, Catherine Clement, and Ronald Mawby. "A Study of the Development of Programming Ability and Thinking Skills in High School Students." Journal of Educational Computing Research 2, no. 4 (November 1986): 429–58. http://dx.doi.org/10.2190/bkml-b1qv-kdn4-8ulh.
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This article reports on a year-long study of high school students learning computer programming. The study examined three issues: 1) what is the impact of programming on particular mathematical and reasoning abilities?; 2) what cognitive skills or abilities best predict programming ability?; and 3) what do students actually understand about programming after two years of high school study? The results showed that even after two years of study, many students had only a rudimentary understanding of programming. Consequently, it was not surprising to also find that programming experience (as opposed to expertise) does not appear to transfer to other domains which share analogous formal properties. The article concludes that we need to more closely study the pedagogy of programming and how expertise can be better attained before we prematurely go looking for significant and wide reaching transfer effects from programming.
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Ibáñez García, Alba, Teresa Gallego Álvarez, Mª Dolores García Román, Verónica M. Guillén Martín, Diego Tomé Merchán, and Serafina Castro Zamudio. "University Mentoring Programmes for Gifted High School Students: Satisfaction of Workshops." Sustainability 12, no. 13 (June 30, 2020): 5282. http://dx.doi.org/10.3390/su12135282.
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This paper analyses the degree of participant (mentees, mentors, and technical-research team) satisfaction with two university mentoring programmes for pre-university students with high intellectual capacities in Spain. Three versions of a Likert-type scale questionnaire were applied (mentees, mentors, and technical-research team), resulting in a total sample of 43 questionnaires from mentors, 314 from mentees, and 43 from the technical-research team in 43 workshops offered by the GuíaMe-AC-UMA Programme; and 27 questionnaires from mentors, 203 from mentees, and 27 from the technical-research team in the 27 workshops offered by the Amentúrate Programme. The results indicate a high level of satisfaction with the development of the workshops offered by both programmes, on the part of all participants. No significant differences were found in terms of thematic area or gender, although there were differences in age. The participation of the three agents involved in this training offer was very successful, and our results supported the findings of previous investigations. More work is required on the transfer and maintenance of the impact that this type of programme can have on young pre-university students with high abilities.
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Popov, Lev Vladimirovich, and Nikolay Khristovich Rozov. "Pedagogic education of post-graduate students - core system function of high schools." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2010): 3–9. http://dx.doi.org/10.51314/2073-2635-2010-3-3-9.
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Necessity of pedagogic formation of post-graduate students is proved. It is assured, that the modern qualified high school teacher ought to master contemplated pedagogic methods and technological toolkit for a knowledge transfer and organization of educational process. It is offered a pragmatically focused sequence of training and preparation of post-graduate students for teaching function.
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Milcheva, Hristina, Pavlina Teneva, Katya Mollova, and Albena Andonova. "TRANSFER OF COMPETENCES (FROM THEORY TO PRACTICE) FOR HEALTH PROFESSIONALISTS." Knowledge International Journal 28, no. 2 (December 10, 2018): 663–69. http://dx.doi.org/10.35120/kij2802663m.
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Achieving the desired high quality of student education is a major goal and task of the higher medical schools. Training is a very factual process involving not only learning and material facilities, but also teaching staff and motivated students. The main objective in the preparation of healthcare students is the quality practical training that modern higher education has to provide. No less important is the student's opinion on the methods and tools used in their training. For this reason, the younger generation sets its requirements in its formation as a medical specialist. The modern lecturer must skillfully pass on knowledge so that a transfer of competences from theory to practice can be successfully accomplished. The purpose: Establish the students' opinion on the quality of the learning process, allowing an effective transfer of competences from theory to practice. Materials and Methods: The analyzes in this report are from an anonymous questionnaire conducted among 145 students from the Thracian University from the professional field "Health Care" - first, second and third courses specialty "Rehabilitator therapist", "Medical Laboratory assistant", "Geriatric Care" and " Nursing "during the summer semester of the school year 2017/18. MSExcel and StatGrafics were used to process the data. Results and Discussion: To achieve effective training, it is imperative for lectures to maintain a high level of competence and constantly get acquainted with developments in medical science. Students highly appreciate as the most important qualities of the teacher's ability to maintain the interest of students "; "Attitude towards students" and its "competence". A significant percentage of those surveyed believe that the theory, in theory, finds real application in practice. A significant percentage of those surveyed believe that the theory, to practice, finds real application in practice. The transfer of knowledge from theory to practice is a two-way information process between lecturers and students of scientific knowledge and practical skills. Finally, we can point out that the transfer of competence from theory to practice is a process influenced by a number of factors such as: the professional competencies of the academic lecturer and the clinical tutor; better collaboration between the higher medical school and the clinical base; organization of training. Maintaining the interest of the students in acquiring the medical profession is an important prerequisite for their subsequent successful realization.
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Sari, D. K., S. Supahar, and U. Ralmugiz. "The Influence of Android-Based Isomorphic Physics (Forfis) Application on Analogical Transfer and Self-Diagnosis Skill of Students at SMA Negeri 3 Kupang." Jurnal Pendidikan IPA Indonesia 7, no. 2 (July 16, 2018): 154–61. http://dx.doi.org/10.15294/jpii.v7i2.14268.
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This research intended to understand the effect of Isomorphic Physics (FORFIS) application to the analogical transfer and self-diagnosis skill of high school students. The use of Android applications in physics learning has given a considerable influence in improving the various abilities of learners. However, no one has measured the influence of the Android application on the analogical transfer and self-diagnosis skill of students, especially in physics subject. This research type was experimental research of pre-test post-test control group design. The subjects involved in this research were 1 physics teacher and 87 students of SMA Negeri 3 Kupang; 28 students in the experimental class I (G1), 35 students in the experimental class II (G2), and 24 students in the experimental class III (G3). The data obtained were analyzed using the ANOVA Mixed Design method in combination with General Linear Model. The results of the analysis show that the FORFIS application could improve 0.912 or 91.2% of the students’ analogical transfer and self-diagnosis skill. Therefore, the FORFIS application employed in physics learning had a great influence on the improvement of analogical transfer and self-diagnosis skill of high school students.
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Bradley, Jennifer Campbell, Tammy Kohlleppel, Tina M. Waliczek, and Jayne M. Zajicek. "Factors Affecting Recruitment of Horticulture Students at Major Universities." HortTechnology 10, no. 3 (January 2000): 631–36. http://dx.doi.org/10.21273/horttech.10.3.631.
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Researchers at the University of Florida and Texas A&M University developed a survey to gain insight into demographic and educational influences on undergraduate students who major in horticulture. Five universities participated in the study of undergraduate horticulture programs. These included the University of Florida, Texas A&M University, Oklahoma State University, University of Tennessee, and Kansas State University. About 600 surveys were sent to schools during the 1997 fall semester. The questionnaires were completed by horticulture majors and nonmajors taking classes in horticulture departments. The survey consisted of two main sections. The first section, which was completed by all students, explored student demographic information, high school history, university history, and horticulture background. Only horticulture majors completed the second section, which examined factors influencing choice of horticulture as a major. Statistically significant differences were found between horticulture majors and nonmajors when comparing the two groups on the variables of transfer status, gardening experiences, and the importance of gardening. There was a significantly higher percentage of transfer students among horticulture majors. The decision to major in horticulture occurred somewhat early in academic programs, with the largest representations in high school or early in college. Overall, majors had more gardening experience than nonmajors and considered the hobby of gardening as a strong influence in choosing their major. This information should be considered in recruitment efforts since students reported that this interest fostered in them a desire to pursue horticulture as a major. School garden programs at the primary level and horticulture classes at the high school level could possibly influence more students to choose horticulture as a major at the college level. Currently, trends in recruiting efforts in academic programs at the university level are intense and competitive, as students are given more and more career option information. Consequently, data from this study may be useful for horticulture departments developing targeted recruiting programs.
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Pugh, Kevin J., Kristin L. K. Koskey, and Lisa Linnenbrink-Garcia. "High school biology students’ transfer of the concept of natural selection: a mixed-methods approach." Journal of Biological Education 48, no. 1 (May 29, 2013): 23–33. http://dx.doi.org/10.1080/00219266.2013.801873.
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Eigbiremolen, Godstime Osekhebhen. "Estimating Private School Premium for Primary School Children in Ethiopia: Evidence from Individual-level Panel Data." Progress in Development Studies 20, no. 1 (December 17, 2019): 26–44. http://dx.doi.org/10.1177/1464993419889708.
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This article presents the first value-added model of private school effect in Ethiopia, using the unique Young Lives longitudinal data. I found a substantial and statistically significant private school premium (about 0.5 standard deviation) in Maths, but not in Peabody Picture Vocabulary Test (PPVT). Private school premium works for both low and high ability children. The results are robust to sorting on unobserved ability, grouping on lag structures and transfer between private and public schools. Combined with available contextual data, empirical evidence suggests that the effectiveness of private primary schools may be due to more learning time and teacher’s attention enjoyed by students. I also attempted to contribute methodologically to the literature by directly testing the structural assumption underpinning value-added models.
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Tenridinanti, Tamara Becce, Indawan Syahri, Maribel Casinto Abalos, and Rini Susanti. "Indonesian Culture Influence Towards English Directive Acts Used by Senior High School Students." IJEE (Indonesian Journal of English Education) 1, no. 1 (June 29, 2021): 156–71. http://dx.doi.org/10.15408/ijee.v1i1.20127.
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ABSTRACTIn uttering the English language, especially English directive acts, Indonesian people do not deliver it directly, but they convey it long-winded. It is influenced by the Indonesian culture that tends to convolute in explaining something which is different from the English-speaking culture that speaks straight to the point. The objectives of the study were to identify the common types of directive illocutionary acts and to describe how the Indonesian culture is represented in English illocutionary acts made by the students of SMA Negeri 10 Palembang. The method of the study was descriptive-qualitative. The data was collected from twenty-six participants of SMA Negeri 10 Palembang through the role-play technique. Results of this study showed eight common types of English directive acts: commanding, requesting, suggesting, forbidding, questioning, permitting, encouraging, and wishing. Besides, the resemblance between the Indonesian culture and illocutionary acts has an interconnection shown in culture transfer. In this this study in particular, questioning was the most dominant directive act, and this is because Indonesian people tend to ask first before uttering straight to the point and suggesting was the second most dominant whereas requesting was the least dominant. ABSTRAKDalam pengucapan bahasa Inggris khususnya bahasa Inggris directive act, orang Indonesia tidak menyampaikannya secara langsung, tetapi menyampaikannya dengan bertele-tele. Hal tersebut dipengaruhi oleh budaya Indonesia yang berbelit-belit dalam menjelaskan sesuatu yang berbeda dengan budaya Inggris yang berbicara langsung ke intinya. Tujuan penelitian ini adalah untuk mengidentifikasi jenis-jenis ilokusi direktif yang umum dan mendeskripsikan bagaimana kemiripan budaya Indonesia dalam ilokusi bahasa Inggris yang dibuat oleh siswa SMA Negeri 10 Palembang. Metode penelitian adalah deskriptif kualitatif. Pengumpulan data dilakukan pada dua puluh enam peserta SMA Negeri 10 Palembang melalui peragaan role play. Studi ini menunjukkan delapan jenis tindakan direktif bahasa Inggris yang umum seperti memerintah, meminta, menyarankan, melarang, mempertanyakan, mengizinkan, mendorong, dan berharap. Selain itu, kemiripan budaya Indonesia dengan ilokusi memiliki keterkaitan yang terlihat dalam transfer budaya. Dari penelitian ini, bertanya sangat dominan karena masyarakat Indonesia cenderung bertanya terlebih dahulu sebelum berbicara langsung ke pokok permasalahan. Dominasi kedua menunjukkan, dan yang terakhir meminta.
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Ratnaningsih, Sita, and Azizah Azizah. "Error Analysis in the Descriptive Text Writing of Vocational High School Students." Dinamika Ilmu 19, no. 1 (June 15, 2019): 175–86. http://dx.doi.org/10.21093/di.v19i1.1364.
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English is one of the subjects that has been studied at the elementary to secondary level for many years in Indonesia. One area that must be studied is technical writing skills in English. In the technical writing process in English, there are still many mistakes made by students in Indonesia. So it is very necessary to recognize some common mistakes made by students, to help them improve their teaching and learning strategies in English and improve their learning outcomes. Therefore, this study aims to investigate errors in English technical writing of students at secondary vocational level and the factors that cause these errors. This study focused on errors made by the eleventh grade students of State 10 Vocational High School Jakarta, in their written descriptive text. A total of 30 students were the subjects of this study and they were asked to write descriptive texts. Data is analyzed based on Procedure Analysis This descriptive qualitative study explains and investigates student errors in writing the technique and the causative factors. Research shows that the typical mistakes students make in their writing: the highest place is capitalization with 60 errors (14.67%) and the lowest place is sentence 3 error (0.73%). According to a typical error, the author found the source of the error. The highest place is transfer between languages with 172 errors (42.05%) and the lowest place is a communication strategy with 49 errors (11.98%).
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Guin, Kacey. "Chronic Teacher Turnover in Urban Elementary Schools." education policy analysis archives 12 (August 16, 2004): 42. http://dx.doi.org/10.14507/epaa.v12n42.2004.
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This study examines the characteristics of elementary schools that experience chronic teacher turnover and the impacts of turnover on a school’s working climate and ability to effectively function. Based on evidence from staff climate surveys and case studies, it is clear that high turnover schools face significant organizational challenges. Schools with high teacher turnover rates have difficulty planning and implementing a coherent curriculum and sustaining positive working relationships among teachers. The reality of these organizational challenges is particularly alarming, given that high turnover schools are more likely to serve low-income and minority students. The negative relationship between teacher turnover and school functioning, and the fact that turbulent schools are disproportionately likely to serve lowincome and minority students have important implications for both district and school-level policies. Specifically: Teacher turnover rates are one indicator of school health, which school districts should consider when focusing on school improvements. Districts need to begin by developing the means to identify individual schools that experience high levels of teacher turnover. Current district policies in implementing professional development for teachers in low-performing schools are inefficient when teachers do not remain in the schools in which they are trained. In order for low-performing schools to improve, districts need to consider providing incentive programs so that high quality teachers apply for, and remain in, these schools. Future research is needed to address the causal link between turnover, organizational functioning and student outcomes. Additionally, there is a need for research examining district policies that may facilitate teacher turnover within a district, including how districts place and transfer teachers, as well as how teachers’ salaries are budgeted.
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Liu, Sylvia, Mantak Yuen, and Nirmala Rao. "A play-based programme (Pillars of Society) to foster social skills of high-ability and average ability Primary-one students in Hong Kong." Gifted Education International 33, no. 3 (April 30, 2015): 210–31. http://dx.doi.org/10.1177/0261429415581221.
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This paper describes a social skills programme implemented to enhance the social competence of Primary-one students in order to ensure a smooth adjustment after transition from kindergarten to a formal school learning environment. The participants were 122 students (64 boys and 58 girls; mean age 6.17 years, SD = 0.29 years) newly enrolled in a Hong Kong primary school. The intervention involved 60 minutes of contact per week for 8 weeks, and focused on playing interactive group games led by trained parent volunteers. Raven’s (1980) Standard Progressive Matrices were used to identify high-ability and average-ability students. In order to assess the programme’s impact on social competence, parents and teachers completed the Early School Behavior Rating Scale. Results indicated that students in the programme made significantly greater progress than a comparison group of Primary-one students who did not go through the intervention. High-ability students showed significant improvements in social competence, sustained over time in both home and school settings. Students of average ability exhibited positive improvements in social competence in school, but this did not always transfer to home. Boys improved their social competence and narrowed the gender difference with girls. Implications for school intervention are discussed.
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Suwastini, N. K. A., and W. G. S. Yukti. "ERRORS ANALYSIS IN SHORT BIOGRAPHY TEXT WRITTEN BY THE 11th GRADE STUDENTS OF A VOCATIONAL HIGH SCHOOL IN SINGARAJA." International Journal of Language and Literature 1, no. 1 (February 28, 2017): 1. http://dx.doi.org/10.23887/ijll.v1i1.9612.
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This study was a descriptive qualitative study aimed at analysing types of error and sources of error in the short biography text writings in English language teaching (ELT) context. The subject of this study was 11th Grade of Accounting Department Students of a Vocational High School in Singaraja in the academic year 2015/2016. The instruments in the study were researcher, tabulation table, and interview guide. The textual analysis design was used in this study to gather the data. The students’ errors were analysed according to surface strategy taxonomy by Dulay et al. (1982). This study revealed that misformation was the most frequent errors occurred in the students’ writings, followed by omission, addition, and misordering. Furthermore, the sources of error were identified according to four sources of error by Brown (2007). This study found that interlingual transfer was the main sources of students’ errors, followed by context of learning, interlingual transfer, and communication strategy. Related to these findings, the present study suggested that teachers pay more serious attention to students’ errors by comparing the students’ first language system and the target language system in order to avoid errors.
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Bundy, Jennifer, and Cori Siberski. "70 Identifying factors that play a significant role in the animal science transfer student experience." Journal of Animal Science 98, Supplement_3 (November 2, 2020): 146. http://dx.doi.org/10.1093/jas/skaa054.256.
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Abstract Transfer students make up 16.5% of the undergraduate population in the Animal Science (ANS) major, and transfer enrollment is on the rise. Transfers often face challenges that are different from their direct-from-high-school peers. The objective of this study was to determine the factors that affected the transfer transition from a previous institution to the ANS department. Based on focus group (n=6) feedback, a survey instrument was developed and piloted. Using pilot data, a factor analysis was performed and the instrument was tested for reliability. Once validated, the instrument was used to collect data from first semester ANS transfer students (n=47). No incentives were offered, and participation was voluntary. Between-factor Pearson correlations were estimated, and responses to scale questions were tallied. Significant negative correlations were observed between social integration and risk of attrition (r=-0.53, p< 0.01), and between social integration and academic struggle (r=-0.48, p< 0.01). Social integration was positively correlated with overall satisfaction within the ANS department (r=0.638, p< 0.01). Students who felt socially integrated were more confident academically, more comfortable at ISU, and were less likely to leave. Students had a positive view of the ANS department if they were involved in clubs and student organizations (r=0.42, p< 0.05). Transfers who were satisfied with instructor interactions tended to be more content with the overall transfer process (r=0.44, p< 0.01). Approximately 72% of respondents felt that paying for school created a lot stress in their life, but 52% felt satisfied with the financial assistance they received. Only half of the respondents reported that the pre-registration orientation helped prepare them for transfer to ISU, but 95.9% of ANS transfers reported that they understood the requirements for graduation. These data will inform policy and procedures related to transfer student onboarding and the promotion of social interactions with peers.
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Cwikla, Julie, Scott Milroy, David Reider, and Tara Skelton. "Pioneering Mars." American Biology Teacher 76, no. 5 (May 1, 2014): 300–305. http://dx.doi.org/10.1525/abt.2014.76.5.2.
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Pioneering Mars: Turning the Red Planet Green with the Earth’s Smallest Settlers (http://pioneeringmars.org) provides a partnership model for STEM (science, technology, engineering, and mathematics) learning that brings university scientists together with high school students to investigate whether cyanobacteria from Antarctica could survive on Mars. Funded by NASA, and aligned with the Next Generation Science Standards, this work engages high school students in every aspect of the scientific method, culminating with students designing and implementing experiments in a university lab – experiments that will be replicated on board the International Space Station. Beyond the potential scientific breakthroughs it may produce, Pioneering Mars provides a STEM education model for project-based learning using university and school partnerships. Our team consists of a university marine science professor, a STEM education researcher, four high school science teachers, and 85 high-achieving students. The model can easily transfer to leaders and learners across the United States who will be able to replicate and extend this effort in their own educational settings.
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Ni, Yongmei, and David Arsen. "School Choice Participation Rates: Which Districts are Pressured?" education policy analysis archives 19 (October 20, 2011): 29. http://dx.doi.org/10.14507/epaa.v19n29.2011.
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School choice policies are intended to provide students in poorly performing schools the option of transferring to a better school. The associated loss of funding to new competitors is expected, in turn, to benefit students who remain in their assigned schools by spurring improved performance among the educators in them. The prospects for such systemic improvement are greatest if in fact student transfers and the market signals they provide are determined by school effectiveness rather than the social and racial characteristics of a district’s students. To test this proposition, we employ a series of fixed effects regressions to analyze the relative influence of school effectiveness versus student demographic composition on participation rates in Michigan’s charter school and inter-district choice policies. Our results indicate that school effectiveness has no systematic influence on participation rates for either choice policy, while the loss of students to choice options increases significantly in districts serving high concentrations of low-income students. Therefore, Michigan’s school choice policies create financial pressures not on schools that are performing most poorly but rather on those that face the most difficult educational challenges.
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Stephens, Julie Elaine. "Elementary, Middle, and High School Students Vary in Frequency and Purpose When Using Online Digital References." Evidence Based Library and Information Practice 1, no. 4 (December 11, 2006): 67. http://dx.doi.org/10.18438/b80w2g.
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A review of:
Silverstein, Joanne. “Just Curious: Children’s Use of Digital Reference for Unimposed Queries and Its Importance in Informal Education.” Library Trends 54.2 (Fall 2005): 228-44.
Objective – To determine 1) how and with what frequency children use digital references to answer their own unimposed questions; 2) whether digital reference services support their self-initiated learning; 3) whether digital reference services support the transfer of student motivation and curiosity from the formal to the informal; and 4) what instructional and software designers should consider in creating tools that support learning.
Design – Inductive analysis.
Setting – Virtual Reference Desk’s (VRD) Learning Center (http://vrd.askvrd.org/) and the National Science Foundation’s (NSF) digital reference service (http://www.esteme.org) during Excellence in Science, Technology, Engineering, and Mathematics Education Week (ESTEME), April 11-16, 2005.
Subjects – Elementary (K-5), middle (6-8), and high school (9-12) students from the general public. One hundred fourteen questions were analyzed, however there is no indication of the number of different students who submitted the questions.
Methods – This study was conducted using a pool of 600 questions from students, teachers, parents, and the general public that were submitted to two digital reference services intended for students. Three hundred experts in the fields of Math and Science volunteered to answer the submitted questions during Excellence in Science, Technology, Engineering, and Mathematics Education Week. Because the digital services employed a pull-down menu to describe the user as a student, teacher, parent, etc., the questions could be narrowed to those submitted by students. The questions were also narrowed to those marked as “just curious” from a question purpose menu that contained categories including “written report,” “science fair project,” and “just curious.” A total of 114 unique questions from elementary, middle, and high school students were analyzed to determine the study objectives. The 114 questions were loaded into a qualitative software application (HyperResearch) for inductive analysis. Questions from students were coded as elementary, middle, or high school and only those questions derived from students’ self-initiated interests were analyzed.
Main results – Analysis revealed that elementary students submitted a large portion of the questions. Middle school students asked the most questions, of which some questions were compound (more than one question in a given query). Older students submitted the least amount of questions. an unanticipated finding was that students’ grade levels correlated to the foci of their queries, which regarded “My Life,” “My Stuff,” “Other People,” “The World,” “The Universe,” or “Abstract Thought.” High school students were interested in the narrowest foci pertaining to their immediate circumstance rather than the larger topics of other people, the world, and the universe. The majority of middle school students were interested in abstract concepts, and 45% of elementary school students’ queries were about how the world works. Although this study was not longitudinal, results suggest that student curiosity may shift over time. Results also indicated that younger children demonstrated interests outside the classroom that were related to formal learning previously introduced within the classroom. This carry over of interest declined in upper grades. Queries that were unimposed but related to an academic subject such as science or social studies were most evident in questions submitted by elementary students, while questions dealing more with career planning, health, death, and anxiety were most frequently addressed by middle school students. The findings also indicated that the use of digital reference services is at its highest in elementary school, peaks in middle school, and falls drastically in high school.
Conclusion – 1) How and with what frequency do children use digital reference services to answer their own unimposed questions? The results of this study revealed a trend on the frequency and purpose of use of digital references when seeking answers to self-initiated questions. Elementary students tend to use the digital reference services more often and for answers to questions that may be related to classroom curriculum. Middle school students utilize digital references to look for information pertaining to careers, health and welfare, death and anxiety. High school students submitted questions pertaining to their immediate circumstances (“My Life and My World”) rather than focusing on others. 2) Do digital reference services support self-initiated learning? Of the original 2,258 questions submitted, 13% were considered “informal.” These findings indicate that digital reference services support self-initiated learning. 3) Could digital reference services support the transfer of student motivation and curiosity from formal to informal education and learning? The frequency of questions from elementary students that were coded as “Curriculum Related Interest” leads one to conclude that digital reference services can indeed support the transfer of student interest from formal to informal education. 4) What should instructional and software designers consider when creating tools that support the notion of transformed education and learning? Although it is impossible to actually know the nature of the difficulties experienced by users, duplicate questions from the same user were received by the reference services, which suggests that the user may be experiencing difficulty with the software or that the software may actually be malfunctioning during usage. Compound questions were also frequently submitted. Software designers should take note of these findings to design services that are age-appropriate, especially regarding the type of questions each age group tends to ask, and that support the needs of elementary, middle, and high school students. Software designers should perhaps even consult with students who use these services during the design process.
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Maliszewski Lukszo, Casey, and Shannon Hayes. "Facilitating Transfer Student Success: Exploring Sources of Transfer Student Capital." Community College Review 48, no. 1 (September 16, 2019): 31–54. http://dx.doi.org/10.1177/0091552119876017.
Full textAbstract:
Objective: This study seeks to expand understanding of transfer student capital (TSC), including sources of TSC and how TSC is used by community college transfer students to navigate transfer to a public, 4-year institution. Method: Using the TSC framework, a descriptive case study design was employed. Data sources include 17 transfer student interviews, eight observations of pre-transfer meetings between students and advisors, and a review of documents. Data were analyzed inductively and deductively using a pattern matching coding technique. Results: Family and peers appear to be the most common way that students gain TSC to navigate the transfer process. High schools also provide critical transfer information to students. Transfer advisors and faculty either at community colleges or 4-year colleges sometimes provide important transfer information but serve in a critical role of building students’ self-efficacy for transfer rather than merely passing along transfer information. Contributions: This study indicates that high schools, family members, and peers are influential sources of TSC, in addition to previously well-understood sources, such as community college faculty and transfer advisors. This study introduces a new term, self-efficacy for transfer, and offers an expanded TSC conceptual model.
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Anjur, Sowmya S. "Student-centered physiology in high schools." Advances in Physiology Education 35, no. 2 (June 2011): 161–67. http://dx.doi.org/10.1152/advan.00076.2010.
Full textAbstract:
Student test score percentages in the Physiology and Disease (PAD) course at the Illinois Mathematics and Science Academy, a high school for students of the state of Illinois gifted in math and science, were studied over a period of 5 yr. Inquiry-based laboratory experiences in the course were slowly converted during this time from partly student centered and mostly teacher led to completely student centered beginning in fall 2008. Quarterly analysis of the effect of increased inquiry upon average weekly report submissions of 400 students over 4 yr showed a significant improvement in submission ( P < 0.0002) between quarters 1 and 2 and also improvement from year to year between the academic years of 2006/2007 and 2009/2010 ( P < 0.0001). A comparison of student test score percentages from 346 students in 4 major tests showed a significant increase ( P = 0.0125) beginning in the academic year of 2008/2009, when the conversion of all laboratories in the course from partly student centered to completely student centered was concluded compared with scores over the 2 yr from 2006/2007 up to this point. There was also a significant difference ( P < 00001) in test score percentages between the individual tests themselves over the 4 yr studied. Taking the study a step further, the 35 students registered in the two PAD classes offered in the fall 2010 semester were divided in each of their classes into student-centered and teacher-centered groups, with the former designing all their experiments and the latter following instructions from the teacher. Student score percentages on specific test questions from the four major tests that focused on transfer of student understanding were compared between these two groups. There was a significant improvement ( P = 0.012) when students designed their own laboratories (student-centered group) compared with doing what the teacher asked (teacher-centered group). There was also a significant difference between these student score percentages among the individual tests ( P < 0.0001). These data suggest that an increase in student-centered experiments may lead to a corresponding increase in test performance on questions involving student transfer.