Relevant bibliographies by topics / Watson High School

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Academic literature on the topic 'Watson High School'

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

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Journal articles on the topic "Watson High School"

1

Febrilia, Baiq Rika Ayu, and Ita Chairun Nissa. "EXPLORING STUDENT MATHEMATICAL ENGAGEMENT USING ADAPTED WATSON’ ANALYTICAL TOOL." Jurnal Cakrawala Pendidikan 38, no. 1 (February 27, 2019): 188–202. http://dx.doi.org/10.21831/cp.v38i1.21478.

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This research was conducted with the aim of describing the engagement of junior high school students in the mathematics learning process measured using an adapted Watson analytical tool. This research is a qualitative study that analyzes video transcripts of a junior high school teacher in West Nusa Tenggara, East Indonesia who are carrying out mathematical teaching on probability. In this study, the teacher carried out mathematics teaching designed by researchers using the ELPSA (Experience, Language, Pictorial, Symbolic, and Application) framework. The learning process was recorded through a video and then transcribed so that it is easily analyzed. The results showed that the dimensions of student mathematical engagement that emerged during the mathematics learning process were dominated by activities comparing/classifying and justifying/reasoning. These results also have a positive impact that by using the adapted of Watson analytical tool to analyze the learning process of mathematics can help teachers to gain deeper insight into students' mathematical engagement. This technique can be used as a reference by the teacher to further analyze so that better teaching actions can be planned.
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Aiyub, D. Suryadi, S. Fatimah, and Kusnandi. "Investigation of Watson-Glaser critical thinking skills of junior high school students in solving mathematical problems." Journal of Physics: Conference Series 1806, no. 1 (March 1, 2021): 012090. http://dx.doi.org/10.1088/1742-6596/1806/1/012090.

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3

Jin, Ting-Fang K. "An Analysis of Reading Miscues in Three Genres of English Texts for Junior High School Students." Studies in English Language Teaching 7, no. 3 (August 8, 2019): p308. http://dx.doi.org/10.22158/selt.v7n3p308.

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The purpose of the present research is to compare and analyze eighth graders’ English reading performance in the three different genres, including the Comparison/Contrast, the Process, and the Cause/Effect by reading miscue analysis. After the individual interview, the participants read the three different texts, and then retell the three texts. At last, through the reading miscue inventory (Goodman, Watson, & Burke, 1987), the participants’ English oral reading miscues and retelling in these three different genres are analyzed and compared.According to the repeated measure ANOVA, there are two significant differences in the reading miscues in these three genres for the participants, including the meaning construction and the grammatical relationship of reading miscues. In terms of the retelling scores in these three different genres, there are also significant differences among these three different genres. On the other hand, according to the descriptive statistics, the participants get the best performance in the Cause/Effect, but they get the lowest retelling scores in the Comparison/Contrast.
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Minan, Muhammad, Sulistyo Saputro*, Sentot Budi, and Suranto Suranto. "Student’s Critical Thinking Skills Through Discovery Learning Model Using E-Learning on Environmental Change Subject Matter." European Journal of Educational Research 10, no. 3 (July 15, 2021): 1123–35. http://dx.doi.org/10.12973/eu-jer.10.3.1123.

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<p style="text-align:justify">This study aimed to analyze the critical thinking skills of students in learning of environmental change material using e-learning madrasah. This study used explanatory sequential design by mixed-methods experiment. The data were collected by interviewing, observing, and essay testing that have indicators modified from critical thinking skills by Watson-Glaser, Facione, and Ennis. There were 67 participants in this study as 7th grade student at a junior high school in Sleman district. Quantitative data analyzed by determining average score and standard deviations and, qualitative data analyzed from interviews and observation. Quantitative analysis showed that there were 3 levels of student’s critical thinking skills which were 14 students (20.90%) in the high category, 38 students (56.72%) in the middle category, and 15 students (22.38%) in the low category. Qualitative analysis indicated learning model made students to learn actively, independently, and enthusiastically looking for several sources. This study provided information about student critical thinking skills in junior high school, especially in the environmental change matter which are still low. Thus, the alternative learning strategies to improve students critical thinking skills are very needed. Besides, information on the application of the discovery learning model with e-learning Islamic school was obtained in the COVID-19 pandemic.</p>
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5

Yates, Patrick. "HGSA DNA Day Essay Contest Winner 60 Years On: Still Coding for Cutting-Edge Science." Twin Research and Human Genetics 16, no. 4 (July 22, 2013): 914–15. http://dx.doi.org/10.1017/thg.2013.45.

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MESSAGE FROM THE EDUCATION COMMITTEEIn 2013, the Education Committee of the Human Genetics Society of Australasia (HGSA) established the DNA Day Essay Contest in Australia and New Zealand. The contest was first established by the American Society of Human Genetics in 2005 and the HGSA DNA Day Essay Contest is adapted from this contest via a collaborative partnership. The aim of the contest is to engage high school students with important concepts in genetics through literature research and reflection. As 2013 marks the 60th anniversary of the discovery of the double helix of DNA by James Watson and Francis Crick and the 10th anniversary of the first sequencing of the human genome, the essay topic was to choose either of these breakthroughs and explain its broader impact on biotechnology, human health and disease, or our understanding of basic genetics, such as genetic variation or gene expression. The contest attracted 87 entrants in 2013, with the winning essay authored by Patrick Yates, a Year 12 student from Melbourne High School. Further details about the contest including the names and schools of the other finalists can be found at http://www.hgsa-essay.net.au/. The Education Committee would like to thank all the 2013 applicants and encourage students to enter in 2014.Joanne M. Lind, BSc, PhDChair, HGSA Education Committee
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Ilnytskyi, Mykola. "If really “without school and inheritors”?" Слово і Час, no. 6 (November 26, 2020): 47–56. http://dx.doi.org/10.33608/0236-1477.2020.06.47-56.

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The paper analyzes the return of Bohdan Ihor Antonych’s name to the literature after several decades of suppression and prohibition by the Soviet totalitarian regime. The author also focuses on the interpretation of the poet’s work in Ukrainian and foreign literary studies. The researcher points out the following historical and cultural factors: partial liberalization of the communist regime in the Soviet Union; high appreciation of Antonych’s work by leading poets and literary critics in Ukraine and the Ukrainian diaspora; translations of works into foreign languages, in particular, Slavic ones; the influence of the poet’s work on the generations of the 1960s—1980s. Special attention is paid to the cooperation of American scholars and translators Watson Kirkconnell and Constantine H. Andrysyshen in translating the Ukrainian poet’s texts into English. The researcher traces the changes in views on Antonych’s poetry: the claims that he was a talented poet who did not have time to fully realize his talent due to his early death were eventually substituted by recognition of his poetry’s kinship with the works of Western European modernist poets such as R. M. Rilke, T. S. Eliot, F. G. Lorca, Cz. Miłosz. The paper also highlights the discussion on the stylistic dominant of Antonych’s poetry and focuses on the elements of different literary movements, namely futurism, imagism, and surrealism. It is emphasized that the poet was not only interested in the issues of style but also shaped the different styles of the time with his special features. He characterized impressionism as the relation of color to light, pointed out the idea of movement in futurism, focused on the geometric outlines of real objects in cubism, appreciated pure harmony of geometric patterns in suprematism. Moreover, Antonych’s poetry was related to creating myths, based on the tradition of the national folklore worldview.
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Treasure, Darren C., Jeffrey Monson, and Curt L. Lox. "Relationship between Self-Efficacy, Wrestling Performance, and Affect Prior to Competition." Sport Psychologist 10, no. 1 (March 1996): 73–83. http://dx.doi.org/10.1123/tsp.10.1.73.

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This study examined the relationship between self-efficacy, wrestling performance, and affect prior to competition. 15 minutes prior to competition, 70 male high school wrestlers (M = 16.03 years) completed a self-efficacy assessment, the Positive and Negative Affect Schedule (Watson, Clark, & Tellegen, 1988), and the Cognitive and Somatic Anxiety Inventory-2 (Martens, Burton, Vealey, Bump, & Smith, 1990). Self-efficacy was found to be significantly associated with positive and negative affect and cognitive and somatic anxiety. Consistent with social cognitive theory, self-efficacy was a stronger predictor of performance when the measure was process oriented rather than win-loss. The findings suggest that confusion and equivocality in the literature could be removed if researchers assessed self-efficacy in a microanalytical fashion. Future research investigating the affective antecedents of performance should go beyond merely assessing negative states and recognize the potential role positive affect may play in sport behavior.
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Kazarinova, E. Yu, and A. B. Kholmogorova. "Preferred Internet Content and Social Anxiety as Drivers of Internet Addiction in Teens and Students." Psychological-Educational Studies 13, no. 2 (2021): 123–39. http://dx.doi.org/10.17759/psyedu.2021130208.

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The article presents the results of studying the connection between Internet addiction and social anxiety and the preferred types of Internet content among adolescents and young people studying in schools and universities. The sample consisted of 72 high school students of a secondary comprehensive school in Moscow aged 15 to 17 years (M=16), including 36 boys and 36 girls, as well as 72 junior students of Moscow universities aged 18 to 20 years old (M=19), of which 36 were boys and 36 were girls. The methodological complex included an Internet Addiction Test (K. Young), the original author's questionnaire of preferred Internet content, Social Avoidance and Distress Scale (SADS, Watson, Friend, 1969), Brief Fear of Negative Evaluation Scale (BFNE, Leary, 1983). It was revealed that the indicators of Internet addiction at the tendency level are higher in adolescents compared to students. Of the three components of social anxiety (social avoidance, social distress and fear of negative social assessment), only the indicator of fear of negative social assessment has a significant positive effect on the growth of indicators of Internet addiction in the combined group of respondents. The preference for content related to communication and self-presentation also has a significant impact on the growth of Internet addiction rates. Being overly concerned with other people's evaluations, seeking their approval, and focusing on self-presentation and social media communication all contribute to Internet addiction (increased time spent on the Internet, loss of control over it, as well as cognitive preoccupation with what is happening on the Internet).
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González-Gálvez, Noelia, Raquel Vaquero-Cristóbal, Abraham López-Vivancos, Mario Albaladejo-Saura, and Pablo Jorge Marcos-Pardo. "Back Pain Related with Age, Anthropometric Variables, Sagittal Spinal Curvatures, Hamstring Extensibility, Physical Activity and Health Related Quality of Life in Male and Female High School Students." International Journal of Environmental Research and Public Health 17, no. 19 (October 6, 2020): 7293. http://dx.doi.org/10.3390/ijerph17197293.

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Spinal pain (SP) is widely extended among adolescents. The origin of SP can be multifactorial; thus, the present study aimed to estimate the prevalence and risk of SP in high school students and to determine the differences in sagittal spinal curvatures and pelvic tilt, hamstring extensibility, age, anthropometric variables and healthy lifestyle habits dependent on SP between sexes. Two hundred seventy-three teenagers took part in this cross-sectional study. Age, sagittal spinal curvatures, hamstring extensibility, physical activity, sedentary lifestyle, anthropometric variables and health related quality of life (HRQL) were recorded. SP was reported by 16.12% of adolescents. Differences were observed in the HRQL according to SP (p < 0.05). Participants without SP were less sedentary (22.12%) and younger (13.10 years old) than participants with SP (40.91% and 13.66, respectively) (p < 0.05). A logistic regression model showed that both variables were significantly collinear (VIF = 1.01; Durbin-Watson = 2.10). Subjects with low back pain (LBP) had a higher weight, body max index, and hip girth than subjects without pain (p < 0.05). A misalignment in the lumbar spine was associated with LBP for males (Cramer’s V = 0.204, p = 0.022). In conclusion, adolescents with SP were older and had a lower HRQL in all dimensions. SP could be predicted according to age and sedentary habits.
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Lee, Jackie. "Attitudes towards disputable usages among Australian teachers and students." Australian Review of Applied Linguistics 25, no. 1 (January 1, 2002): 109–29. http://dx.doi.org/10.1075/aral.25.1.06lee.

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Abstract Some previous studies (eg Watson, 1978; Collins, 1979) have found that while Australian teachers are sensitive to traditional prescriptions such as the use of whom rather than who in object function, and between you and me rather than between you and I, Australian students accept language variation more readily. This paper aims to examine whether Australian teachers nowadays still display more conservative attitudes towards disputable usages than their students. Data were collected via several elicitation tests. In the first survey, 34 Australian English teachers and 54 Australian high school students were invited to participate in a judgement test. In the second survey, 73 Australian teachers and 207 Australian students were presented with a slot-filling test and a proofreading test. The findings showed considerable differences between teachers and students towards disputable usages. Australian teachers had a higher tendency to reject and replace items such as different than, these sort and dangling participles. This suggests that tolerance diminishes with involvement in teaching.
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Dissertations / Theses on the topic "Watson High School"

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Ure, Heather. "The Effect of the Engineering Design Process on the Critical Thinking Skills of High School Students." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3089.

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The purpose of the research reported here was to determine the impact learning the engineering design process (EDP) would have on the critical thinking skills of high school physics students. An EDP unit was conducted with 5 classes of high school physics students in grades 10-12 over 1 month. The EDP unit's curriculum allowed for the gradual release of responsibility as students became more familiar with the EDP and more consistent in using it. The six steps used in this EDP unit were Ask, Imagine, Plan, Create, Test, and Improve. The Watson-Glaser Critical Thinking Appraisal was given as a pre- and post-test to measure the growth in critical thinking skills. By measured standards, qualitative analysis and observation, students showed an increase in critical thinking skills and in confidence to use them.
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Books on the topic "Watson High School"

1

Mary Jane: A novel. New York: Marvel Entertainment Group, Inc., 2003.

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O'Brien, Judith. Mary Jane: A novel. New York, NY: Marvel Entertainment Group, 2004.

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Takeshi, Miyazawa, and Marvel Comics Group, eds. Mary Jane. New York: Marvel Comics, 2005.

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McKeever, Sean. Mary Jane. New York: Marvel Age, 2004.

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Mayhew, Mike, and Judith O'Brien. Marvel: Mary Jane: Inspired by the Best-Selling Ultimate Spider-Man Graphic Novels. Marvel Comics, 2003.

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McKeever, Sean, and Takeshi Miyazawa. Spider-Man: Mary Jane, Vol. 2 - Homecoming. Marvel Comics, 2005.

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McKeever, Sean, and Takeshi Miyazawa. Spider-Man: Mary Jane, Vol. 1 - Circle of Friends. Marvel Comics, 2004.

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(Illustrator), Takeshi Miyazawa, ed. Mary Jane. Spotlight Publications, 2006.

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Book chapters on the topic "Watson High School"

1

Buss, Sarah. "Transcript of an Interview with Gary Watson." In Oxford Studies in Agency and Responsibility Volume 5, 240–58. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198830238.003.0012.

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This is a transcript of an interview with Gary Watson conducted by Sarah Buss on November 3, 2016. It commences with some autobiographical context: Watson became interested in philosophy after high school upon meeting a philosophy major at an artist’s colony. The study of political philosophy drew him into considering freedom and responsibility, and autonomy. The case of Harris is covered as an investigation of normative competency. Problems with the notion of weak will and self-control are discussed. Asked for any important changes in his thinking, Watson responds that he conflated issues of autonomy and of responsibility; this bears also on responsibility in a weak-willed agent. Finally, Watson asserts that freedom is not just about responsibility; it’s also about having a capacity to direct your life in a certain way. He hopes to investigate this further.
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Kumi-Yeboah, Alex, and Patriann Smith. "Trends of Blended Learning in K-12 Schools." In Practical Applications and Experiences in K-20 Blended Learning Environments, 1–17. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4912-5.ch001.

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Blended learning is a well-known and successful instructional model used in higher education and K-12 schools (International Association for K-12 Online Learning, 2012; Watson, 2012). It is estimated that about 37 percent of school districts in the United States had students enrolled in technology-supported distance education courses during the 2004/2005 school year (Zandberg & Lewis, 2008). An increased student population, coupled with the need to reduce educational costs, has led to a high demand for virtual instruction (Watson, 2010). One strongly supported method is blended learning (Watson, 2010). Blended learning is a hybrid of traditional face-to-face and online learning in which instruction occurs through both classroom and online formats, with the online component being a natural extension of traditional classroom learning (Colis & Moonen, 2001). As such, the process may involve a combination of instructional technology formats (e.g., videotape, CD-ROM, Web-based training, film) and face-to-face instructor-led instruction (Driscoll, 2002). Despite its hybrid nature and the potential it holds for transforming classroom instruction, to date, little research exists that examines trends in blended learning and the challenges and possibilities of utilizing this method of instructional delivery at the K-12 level. Further, even less is known about best practices in K-12 blended learning and instruction (Ferdig, et al., 2009). Given these considerations, in this chapter, the authors first explore trends in blended learning in K-12 schools. Subsequently, they examine the benefits and challenges of K-12 blended learning. In the final phases of the chapter, the authors highlight possible solutions to the challenges, discuss recommendation, and identify directions for future research.
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Kumi-Yeboah, Alex, and Patriann Smith. "Trends of Blended Learning in K-12 Schools." In Online Course Management, 43–61. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch004.

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Blended learning is a well-known and successful instructional model used in higher education and K-12 schools (International Association for K-12 Online Learning, 2012; Watson, 2012). It is estimated that about 37 percent of school districts in the United States had students enrolled in technology-supported distance education courses during the 2004/2005 school year (Zandberg & Lewis, 2008). An increased student population, coupled with the need to reduce educational costs, has led to a high demand for virtual instruction (Watson, 2010). Blended learning is a hybrid of traditional face-to-face and online learning in which instruction occurs through both classroom and online formats, with the online component being a natural extension of traditional classroom learning (Colis & Moonen, 2001). As such, the process may involve a combination of instructional technology formats (e.g., videotape, CD-ROM, Web-based training, film) and face-to-face instructor-led instruction (Driscoll, 2002). Despite its hybrid nature and the potential it holds for transforming classroom instruction, to date, little research exists that examines trends in blended learning and the challenges and possibilities of utilizing this method of instructional delivery at the K-12 level. Further, even less is known about best practices in K-12 blended learning and instruction (Ferdig et al., 2009). Given these considerations, in this chapter, the authors first explore trends in blended learning in K-12 schools. Subsequently, they examine the benefits and challenges of K-12 blended learning. In the final phases of the chapter, the authors highlight possible solutions to the challenges, discuss recommendation, and identify directions for future research.
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