Relevant bibliographies by topics / Small high schools

Contents

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

Academic literature on the topic 'Small high schools'

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

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Journal articles on the topic "Small high schools"

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Nehring, James, Jill H. Lohmeier, and Michaela Colombo. "Conversion of a Large, Urban High School to Small Schools." NASSP Bulletin 93, no. 1 (March 2009): 5–26. http://dx.doi.org/10.1177/0192636509336292.

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Haller, Emil J., David H. Monk, Alyce Spotted Bear, Julie Griffith, and Pamela Moss. "School Size and Program Comprehensiveness: Evidence From High School and Beyond." Educational Evaluation and Policy Analysis 12, no. 2 (June 1990): 109–20. http://dx.doi.org/10.3102/01623737012002109.

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The demand for school improvement has increased concern over the ability of small high schools to offer comprehensive programs and has raised anew the pressure for consolidation. However, although large schools clearly offer more courses than do small ones, it is less clear that they offer more comprehensive programs. In this study we use the High School and Beyond data to address three questions, (a) Are the math, science, and foreign language programs of large schools more comprehensive than those of small ones? (b) For any given school size, are these programs equally comprehensive? (c) Is there some point on the school size continuum beyond which comprehensiveness shows little change? We find that although large schools offer more comprehensive programs than do small ones, there is substantial variation in comprehensiveness among the three programs at any given school size, and there is no common point where the programs of smaller schools approximate the comprehensiveness of larger ones.
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Myatt, Larry. "Fulfilling the Promise of Small High Schools." Phi Delta Kappan 85, no. 10 (June 2004): 770–72. http://dx.doi.org/10.1177/003172170408501012.

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Ju, Jae Won. "Renewable Energy Promotion Policy for Elementary, Middle, and High Schools in Seoul." Applied Mechanics and Materials 672-674 (October 2014): 2178–82. http://dx.doi.org/10.4028/www.scientific.net/amm.672-674.2178.

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Sunlight generation in the schoolyard and geothermal generation are typical examples. However, from someday, sunlight generation is not doing its function enough. Many schools are trying to utilize renewable energy. But, in most of the cases, unlike preliminary plans, schools are not substantially utilizing renewable energy efficiently. In order to maximize the energy efficiency of school’s renewable energy, multiple renewable energy needs to be comprehensively combined and applied. The current method of solar energy is used in the rooftops of schools. Geothermal energy is installed using the large area of the schoolyard. Acupressure energy device using piezoelectric element is installed in the school gate, the 1st floor stairway, and the school building’s main entrance. Also, in the school’s streetlamps, noiseless, small wind energy generator is installed to generate wind energy. In conclusion, efficiently applying solar energy, geothermal energy, acupressure energy, wind energy will increase the school’s renewable energy effect.
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Dukes, Charles, and Pamela Lamar-Dukes. "Special Education: An Integral Part of Small Schools in High Schools." High School Journal 89, no. 3 (2006): 1–9. http://dx.doi.org/10.1353/hsj.2006.0002.

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Karanja, Lucy. "ESL Learning Experiences of Immigrant Students in High Schools in a Small City." TESL Canada Journal 24, no. 2 (June 20, 2007): 23. http://dx.doi.org/10.18806/tesl.v24i2.137.

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Immigrant students who attend high schools in small Canadian cities are likely to be few in each school. Consequently, they may receive limited English as a second language (ESL) services and support by school personnel. This study aimed to acquire a deeper understanding of the organization and provision of ESL services in high schools in a small city with few immigrant students. Results indicate that the limited ESL support and services available in these schools pose challenges to the educational success of these students; however, sufficient resources and support would enable meeting their educational needs better, even given their low numbers. Suggestions for improvements are provided.
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Kahne, Joseph E., Susan E. Sporte, Marisa de la Torre, and John Q. Easton. "Small High Schools on a Larger Scale: The Impact of School Conversions in Chicago." Educational Evaluation and Policy Analysis 30, no. 3 (September 2008): 281–315. http://dx.doi.org/10.3102/0162373708319184.

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This study examines 4 years of small school reform in Chicago, focusing on schools formed by converting large traditional high schools into small autonomous ones. Analyzing systemwide survey and outcome data, the authors assess the assumptions embedded in the reform’s theory of change. They find that these schools are characterized by more collegial and committed teacher contexts and more academically and personally supportive student contexts. There is some evidence of decreased dropout rates and increased graduation rates for the first cohort of students but not for the second cohort. The authors do not find stronger instruction, nor do they find student achievement has improved. They discuss implications for reformers and policy makers who are interested in small schools in particular and high school reform in general.
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ANCESS, JACQUELINE, and DAVID ALLEN. "Implementing Small Theme High Schools in New York City: Great Intentions and Great Tensions." Harvard Educational Review 76, no. 3 (September 1, 2006): 401–16. http://dx.doi.org/10.17763/haer.76.3.l023217qm45m35x6.

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In this article, Jacqueline Ancess and David Allen use New York City as a case study to examine the promises and the perils of the small high school reform movement that is sweeping the nation. They analyze the varying extent to which New York City's small high schools have implemented curricular themes in order to promote academic quality and equity. After identifying a wide range in the level of theme implementation in the city's small schools, Ancess and Allen suggest that small theme high schools have the potential to boost student engagement and achievement. However, the authors also express concern about the manner in which curricular themes may serve as socioeconomic, academic, or racial codes that threaten to merely repackage old patterns of school stratification and segregation.
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Wallach, Catherine A. "The Complexities of Operating Multiple Small Schools in a High School Conversion." Peabody Journal of Education 85, no. 3 (July 15, 2010): 264–75. http://dx.doi.org/10.1080/0161956x.2010.491429.

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Haller, Emil J. "High School Size and Student Indiscipline: Another Aspect of the School Consolidation Issue?" Educational Evaluation and Policy Analysis 14, no. 2 (June 1992): 145–56. http://dx.doi.org/10.3102/01623737014002145.

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School consolidation is again an issue in rural areas. Traditionally, such controversies have turned on criteria of equity and efficiency: Large schools are alleged to be more equitable and more efficient than small ones. However, the research on both criteria is exceedingly ambiguous; neither goal seems to be routinely served by making small rural schools larger. This article investigates another possible criterion for judging the desirability of creating larger schools, student indiscipline. Both theory and evidence suggest that large schools are more disorderly than small ones. Using data from a nationally representative sample of high schools, this study suggests that creating larger institutions will increase student misbehavior. However, the increase experienced by small rural high schools—those most at risk of consolidation—will border the trivial. Thus, indiscipline provides no less ambiguous a criterion for deciding consolidation issues than does equity or efficiency. Arguably, when “technical” criteria provide no clear guidelines for an important public policy decision, citizen preferences should be determinative.
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Dissertations / Theses on the topic "Small high schools"

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Thompson, Nathan. "A climate assessment of working environments at a small midwestern public high school." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009thompsonn.pdf.

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Stark, Glen H. "The consolidation of three small high schools into one medium-sized high school." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/38012.

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Dubkin-Lee, Shelley Irene. "Diffusion of innovation and the Oregon Small Schools Initiative /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1192188671&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 146-152). Also available for download via the World Wide Web; free to University of Oregon users.
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Boatright, Elizabeth E. "Constructing high quality professional learning opportunities for high school teachers in a transformation context /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7537.

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Owens, Carol L. "Small learning communities versus small schools: Describing the difference in the academic achievement of African American high school students." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2409.

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In 1999, the United States Department of Education began its Small Learning Community Program in an effort to support the breakup of large schools into smaller learning communities. In an effort to improve the academic success rate of students, President George W. Bush signed into law the No Child Left Behind Act of 2001 (NCLB). NCLB had as its purpose, the closing of the gap in academic achievement between White students and the historically underserved student groups of African American, Hispanic/Latino(a), and low-income. Recently, there has been a lot of interest in how small learning environments effect the academic achievement of historically underserved students. In addition, several school districts, e.g. Chicago Public Schools, New York City, and Sacramento City Unified School District, have reformed their schools into comprehensive high schools with Small Learning Communities (SLCs) and small schools. Determining which of these two small learning environments is most effective in improving academic achievement can then be used to inform education policy regarding school design. This study used quantitative methods to determine if there is a difference in the academic achievement of African American high school students attending large urban high schools with small learning communities and those attending small urban high schools with student populations under 500. Independent samples t -tests were performed to determine if there was a statistically significant difference in the English Language Arts and Algebra 1 California Standards Test scores between African American high school students attending SLCs and African American high school students attending small schools. Additionally the research focused on the difference in the graduation and dropout rates between the two small learning environments. In none of the four measures of academic achievement studied did African American students in the large high schools with small learning communities outperform students in small schools. Based on the findings of this research—lower dropout rates, higher CST scores, and higher graduation rates in the small schools, school districts might consider creating small schools rather than breaking up large schools into SLCs.
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Thornton, Kortney Michelle. "A Quantitative Study Comparing Traditional High Schools and High Schools Implementing Freshman Academies in the State of Tennessee." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1838.

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The purpose of this study was to compare 9th grade student achievement in Tennessee schools the year before and after the schools implemented a freshman academy, as well as compare such schools with traditional Tennessee high schools. The factors in this study that impact student achievement and serve as the dependent variables were attendance rates, number of credits earned, and suspensions for 9th graders. Data were obtained by various software programs used by the schools to enter, maintain, and retrieve student data. 2 x 2 ANOVAs were conducted to determine if there were differences in the mean attendance rates and mean number of credits earned among 9th graders based on the type of institution, the academic years prior to and following the implementation of the freshman academy approach, and the 2-way interaction between the type of institution and the academic year. Crosstabulated tables and chi-square tests were used to determine if there was a relationship between suspensions prior to the academic year the Freshman Academy was implemented and the academic year following its implementation. The 2 x 2 ANOVAs conducted using Freshman Academy A and Traditional High School C indicated there was a significant difference in mean attendance rates and mean number of credits earned. Mean attendance rates and mean number of credits earned were higher at Freshman Academy A once the academy approach was implemented. The 2 x 2 ANOVAs conducted using Freshman Academy B and Traditional High School D indicated there was no significant difference in mean attendance rates and mean number of credits earned once the academy approach was implemented. Two-by-two crosstabulated tables and chi-square tests were used to determine if there was a relationship between suspensions at the Freshman Academy high schools (A & B) for years prior to and following implementation of the academy approach. The analysis of the data indicated there was a significant difference in the number of students suspended following the implementation of the academy approach at Freshman Academy A but not at Freshman Academy B.
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Bobby, Kim Renee. "Small school conversion and African-American student academic identity and aspiration /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7822.

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Wintin, David Arnold. "An interpretive study of building principals exploring the conversion of large, comprehensive high schools to small schools." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3325833.

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Thesis (Ed.D.)--Indiana University, Dept. of Educational Leadership & Policy Studies, 2008.
Title from PDF t.p. (viewed on May 12, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2980. Adviser: Leonard Burrello.
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Caver, Tamea R. "Evaluating School Size: An Analysis of the Parent Perspective of a Small Versus a Large High School." Cleveland State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=csu1302663158.

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Simpson, Kathy Tiller. "Effects on academic achievement of small learning communities by student ability level, race, and gender : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2006. http://proquest.umi.com/pqdweb?index=93&did=1296090801&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1256240759&clientId=28564.

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Books on the topic "Small high schools"

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1929-, Smith Gerald R., ed. High schools as communities: The small school reconsidered. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1987.

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Kleinfeld, Judith. Alaska's small rural high schools: Are they working? Anchorage, Alaska: Institute of Social and Economic Research, 1985.

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Kleinfeld, Judith. Alaska's small rural high schools: Are they working? Anchorage: University of Alaska, Anchorage, Institute of Social and Economic Research, 1985.

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Strasheim, Lorraine A. Proficiency-oriented foreign language in the small high school. [Charleston, W. Va.] (P.O. Box. 1348, Charleston 25325): Clearinghouse on Rural Education and Small Schools, 1989.

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Strasheim, Lorraine A. Proficiency-oriented foreign language in the small high school. [Charleston, W. Va.] (P.O. Box. 1348, Charleston 25325): Clearinghouse on Rural Education and Small Schools, 1989.

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Strasheim, Lorraine A. Proficiency-oriented foreign language in the small high school. [Charleston, W. Va.] (P.O. Box. 1348, Charleston 25325): Clearinghouse on Rural Education and Small Schools, 1989.

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Strasheim, Lorraine A. Proficiency-oriented foreign language in the small high school. [Charleston, W. Va.] (P.O. Box. 1348, Charleston 25325): Clearinghouse on Rural Education and Small Schools, 1989.

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Lisette, López M., and Simon Katherine G. 1962-, eds. Choosing small: The essential guide to successful high school conversion. San Francisco: Jossey-Bass, 2006.

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Small victories: The real world of a teacher, her students, and their high school. New York: Harper & Row, 1990.

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Wichterle, Ort Suzanne, ed. Coaching whole school change: Lessons in practice from a small high school. New York: Teachers College Press, 2008.

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Book chapters on the topic "Small high schools"

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González, Rene Antrop, and Anthony De Jesús. "Breathing Life into Small School Reform: Advocating for Critical Care in Small Schools of Color." In The Death of the Comprehensive High School?, 73–92. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230608788_5.

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Copland, Michael A., Mary Beth Lambert, Cathy Wallach, and Brinton S. Ramsey. "On Personalizing Learning and Reculturing Teaching in Large High School Conversions to Small Schools." In Second International Handbook of Educational Change, 669–91. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-2660-6_38.

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Zuo, Mingzhang, Wenqian Wang, and Yang Yang. "Promoting High-Quality Teachers Resource Sharing and Rural Small Schools Development in the Support of Informational Technology." In Blended Learning: Educational Innovation for Personalized Learning, 251–64. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21562-0_21.

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Graziani, Filippo, Giuseppina Pulcrano, Maria Libera Battagliere, Fabrizio Piergentili, Fabio Santoni, and Gabriele Mascetti. "Design of a Small Educational Satellite for the Italian High School Students: The EduSAT Project." In Small Satellite Missions for Earth Observation, 247–55. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03501-2_23.

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Machado, Cristian Rivera, and Hiroshan Hettiarachchi. "Composting as a Municipal Solid Waste Management Strategy: Lessons Learned from Cajicá, Colombia." In Organic Waste Composting through Nexus Thinking, 17–38. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36283-6_2.

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AbstractMunicipal solid waste (MSW) generated in developing countries usually contains a high percentage of organic material. When not properly managed, organic waste is known for creating many environmental issues. Greenhouse gas (GHG) emissions, soil and water contamination, and air pollution are a few examples. On the other hand, proper and sustainable management of organic waste can not only bring economic gains but also reduce the waste volume that is sent for final disposal. Composting is one such recovery method, in which the end product – compost – eventually helps the agricultural industry, and other sectors, making the process an excellent example of nexus thinking in integrated management of environmental resources. The aim of this chapter is to discuss how Cajicá, a small city in Colombia, approached this issue in a methodical way to eventually became one of the leading organic waste composting examples in the whole world, as recognised by the United Nations Environment Programme in 2017. Cajicá launched a source separation and composting initiative called Green Containers Program (GCP) in 2008, based on a successful pilot project conducted in 2005. The organic waste separated at source collected from households, commercial entities, schools, and universities are brought to a privately operated composting plant chosen by the city to produce compost. The compost plant sells compost to the agricultural sector. The participants in the GCP could also receive a bag of compost every 2 months as a token of appreciation. The Cajicá case presents us with many lessons of good practice, not only in the sustainable management of waste but also in stakeholder engagement. It specifically shows how stakeholders should be brought together for long-lasting collaboration and the benefits to society. Finding the correct business model for the project, efforts made in educating the future generation, and technology adaptation to local conditions are also seen as positive experiences that others can learn from in the case of Cajicá’s GCP. Some of the concerns and potential threats observed include the high dependency GCP has on two institutions: the programme financially depends completely on the municipality, and the composting operation depends completely on one private facility. GCP will benefit from having contingency plans to reduce the risk of having these high dependencies.
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Huber, Günter L., and Anne A. Huber. "Structuring Group Interaction to Promote Thinking and Learning During Small Group Learning in High School Settings." In The Teacher’s Role in Implementing Cooperative Learning in the Classroom, 110–31. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-70892-8_6.

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Orgill, MaryKay, and Patricia M. Friedrichsen. "Teaching High School Chemistry as a University Science Educator: One Small Investment with a Significant Return." In ASTE Series in Science Education, 197–212. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6763-8_14.

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Victorov, Alexander. "Project and Quality Management Training within the Framework of the Program “Support of Small Businesses and New Economic Structures in Science and Scientific Services for High School”." In Management Training in High-Tech and R&D, 159–63. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-015-8810-2_21.

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McLaren, Duncan, Quentin Mackie, and Daryl Fedje. "Experimental Re-creation of the Depositional Context in Which Late Pleistocene Tracks Were Found on the Pacific Coast of Canada." In Reading Prehistoric Human Tracks, 91–100. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-60406-6_5.

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AbstractTo better understand the depositional context of Late Pleistocene human tracks found at archaeology site EjTa-4 on Calvert Island, on the Pacific Coast of Canada, we present here the results of an experiment designed to recreate the conditions by which these tracks were formed, preserved and then revealed through excavation. Based on radiocarbon ages on small twigs and the analysis of sediments and microfossils, the interpretation of the site formation processes relate that the tracks were impressed into a clayey soil substrate just above the high tide line between 13,317 and 12,633 calBP. The features were subsequently encapsulated by black sand, which washed over the tracks from the nearby intertidal zone during a storm event. To test this interpretation, we enlisted the aid of high school student volunteers to recreate the conditions by which the tracks were formed. A clayey substrate was prepared in a laboratory setting at the University of Victoria and a few plant macrofossils were placed on top it. This was followed by having the students create tracks in the clay, which were then covered with a layer of sand. Upon excavation of these experimental tracks, we found that they had a very similar character to those found in the field, including the pressing of macrofossils into the clay by the weight of the track maker. These results support the interpretation and chronological assessment of the depositional events that occurred during late Pleistocene times at archaeology site EjTa-4.
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"Small Learning Communities Meet School-To-Work: Whole School Restructuring for Urban Comprehensive High Schools." In Schooling Students Placed at Risk, 331–60. Routledge, 2013. http://dx.doi.org/10.4324/9781410605597-23.

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Conference papers on the topic "Small high schools"

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Courtright, Alec, Annette Hollingshead, Katherine Dooley, and L. DeWayne Cecil. "Using Balloon Launches as a Precursor to Small Satellite High School Education." In 2017 Academic High Altitude Conference. Iowa State University Digital Press, 2017. http://dx.doi.org/10.31274/ahac.3457.

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Santoro, Alberto. "High energy physics - The large and the small." In THE SIXTH INTERNATIONAL SCHOOL ON FIELD THEORY AND GRAVITATION-2012. AIP, 2012. http://dx.doi.org/10.1063/1.4756975.

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Alamri, Said, Turki Alamri, Saud Almutairi, Muhammad K. Akbar, Fatemeh Hadi, and Matthew J. Traum. "Evaluating Forced Versus Natural Convection for Solar Concentrating Hybrid Photovoltaic-Thermoelectric Power Systems Made From Small Up-Cycled Satellite Dishes." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-70839.

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Design processes and analytical modeling are presented showing creation of a low-cost concentrating photovoltaic-thermoelectric (PV/TE) hybrid power system for research and laboratory teaching built using a small upcycled satellite dish. Today, concentrated solar hybrid PV/TE systems are drawing significant research attention and funding investment. However, the literature lacks examples of how this cutting-edge energy technology can be made accessible at low cost for STEAEM education at universities, vocational institutions, and high schools. By applying Energy Engineering Laboratory Module (EELM™) design principles and pedagogy, a process is presented to make this technology easily accessible at low cost. The concentrating solar hybrid PV/TE system presented here is divided into four subsystems: 1) a concentrator, 2) a PV/TE generator, 3) data acquisition, and 4) a cooling system. The key engineering decisions governing the design for each sub-system are described. In addition, a thermodynamic analysis is presented to predict the on-sun steady-state temperature profile of the PV/TE generator at the focus of the concentrator and to determine how much electrical power it will produce. The concentrator used is a salvaged miniature satellite dish, which is coated with mirrored tape to reflect sunlight upon a focal point. Scavenged at no cost, the satellite dish is a sectioned paraboloid of rotation offset from the vertex and the axis of symmetry. However, which paraboloid section the dish represents is unknown. A technique is presented to find the focal point and to use this information to correctly position a shadow-casting gnomon to ensure proper on-sun alignment. A method to experimentally confirm the focal location and size the PV is also provided. A key research question for solar concentrating hybrid PV/TE power systems at this size scale is whether it is better to actively cool the TE cold side via forced convection or simply allow cooling via natural convection. The thermodynamic heat balance analysis presented to address this question finds that while forced convection does better cool the PV module, increasing its efficiency and power output, the parasitic energy expenditure of the cooling fan far exceeds the additional power produced. It is therefore more beneficial to rely on natural convection on the TE cold side to maximize power production of the overall PV/TE module. Two experimental apparatuses were built consisting of a PV module backed by TE generators and instrumented with thermocouples to determine the internal temperature gradient while multi-meters read steady-state PV and TE power output. A halogen lamp placed at various distances from this array approximates concentrated sunlight, which is measured via pyranometer. These experiments validate conclusions drawn from the theoretical model.
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McLerran, Larry. "Three lectures on the physics of small x and high gluon density." In The eighth mexican school on particles and fields. AIP, 1999. http://dx.doi.org/10.1063/1.1301382.

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Mauer, Georg F. "Mobile Robot Design in an Introductory Engineering Course." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42270.

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The course ‘Introduction to Engineering Design’ is aimed at freshmen students entering Mechanical and Aerospace engineering. The course was restructured from its previous 3-credit lecture format to a 2 credit lecture coupled with a new 1 credit design laboratory. The laboratory project aims at giving the students experience in professional design, engineering practice, and teamwork. While the lecture presents an overview of the engineering profession and its practices, small student teams conduct a structured hands-on design project in the lab. The team assignment is the design, programming, and testing of autonomous mobile ‘Sumo’ robots. Each team develops and builds an autonomous robot, which will compete against the other teams’ robots at the end of the semester. Students find the robot project highly motivating and spend voluntarily several afternoons weekly working in the lab. Student enrollment has increased more than five-fold since course inception six years ago. The course is also being taught regularly to seniors at local high schools through distance education, further broadening the pool of future engineering students. The paper describes the lab course structure, organization, and student learning outcomes.
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Dabu, Razvan. "High power, high contrast hybrid femtosecond laser systems." In EXOTIC NUCLEI AND NUCLEAR/PARTICLE ASTROPHYSICS (VI). PHYSICS WITH SMALL ACCELERATORS: Proceedings of Carpathian Summer School of Physics 2016 (CSSP16). Author(s), 2017. http://dx.doi.org/10.1063/1.4984871.

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Lin, Chin-Sung, Zhigang Zhu, and Tony Ro. "Dynamic project-based STEM curriculum model for a small humanities high school." In 2016 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2016. http://dx.doi.org/10.1109/isecon.2016.7457545.

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A. Buzzetto-Hollywood, Nicole, Austin J. Hill, and Troy Banks. "Early Findings of a Study Exploring the Social Media, Political and Cultural Awareness, and Civic Activism of Gen Z Students in the Mid-Atlantic United States [Abstract]." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4762.

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Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.
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Olacel, A., F. Belloni, C. Borcea, M. Boromiza, Ph Dessagne, G. Henning, M. Kerveno, et al. "High precision neutron inelastic cross section measurements." In EXOTIC NUCLEI AND NUCLEAR/PARTICLE ASTROPHYSICS (VI). PHYSICS WITH SMALL ACCELERATORS: Proceedings of Carpathian Summer School of Physics 2016 (CSSP16). Author(s), 2017. http://dx.doi.org/10.1063/1.4984880.

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Li, Bao-An. "Origins and impacts of high-density symmetry energy." In EXOTIC NUCLEI AND NUCLEAR/PARTICLE ASTROPHYSICS (VI). PHYSICS WITH SMALL ACCELERATORS: Proceedings of Carpathian Summer School of Physics 2016 (CSSP16). Author(s), 2017. http://dx.doi.org/10.1063/1.4984856.

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Reports on the topic "Small high schools"

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Abdulkadiroğlu, Atila, Weiwei Hu, and Parag Pathak. Small High Schools and Student Achievement: Lottery-Based Evidence from New York City. Cambridge, MA: National Bureau of Economic Research, October 2013. http://dx.doi.org/10.3386/w19576.

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Barrow, Lisa, Amy Claessens, and Diane Whitmore Schanzenbach. The Impact of Chicago's Small High School Initiative. Cambridge, MA: National Bureau of Economic Research, March 2013. http://dx.doi.org/10.3386/w18889.

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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Keefer, Philip, and Benjamin Roseth. Grand Corruption in the Contracting Out of Public Services: Lessons from a Pilot Study in Colombia. Inter-American Development Bank, June 2021. http://dx.doi.org/10.18235/0003335.

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Do targeted transparency interventions reduce corrupt behavior when corrupt actors are few and politically influential; their behavior imposes small costs on numerous individuals; and corrupt behavior is difficult to observe? Results from a study of informal audits and text messages to parents, meant to curb corruption in the School Meals Program of Colombia, suggests that they can. Theory is pessimistic that transparency interventions can change the behavior of actors who exert significant influence over supervisory authorities. Moreover, inherent methodological obstacles impede the identification of treatment effects. Results substantiate the presence of these obstacles, especially considerable spillovers from treated to control groups. Despite spillovers, we find that parental and operator behavior are significantly different between treatment and control groups. Additional evidence explains why operator behavior changed: out of concern that systematic evidence of corrupt behavior would trigger enforcement actions by high-level enforcement agencies outside of the political jurisdictions where they are most influential.
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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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