Are there differences in divergent thinking and personality traits between students who attend art‐based high schools and non‐art‐based high schools? The main goal of this exploratory study was to ...focus on this question and to explore the factors that might differentiate a sample of art and non‐art high school students. We addressed these questions by exploring a convenience sample (N = 167) of students from art schools (N = 79) and students from non‐art high schools (N = 88). We used three divergent‐thinking measures (i.e., Sketches Test, Brick Uses Test, and Consequences Test) and the five‐factor personality inventory (NEO‐FFI) to explore potential differences. The results showed that the type of school was positively associated with fluency, flexibly, and originality and negatively with openness. We also explored differences using discriminant analysis. It was found that students who attended art high schools have a lower level of originality and a high level of flexibility and openness compared to students attending regular high schools. Our findings may indicate that these factors can help to understand the differences between art and non‐art high school students.
Este texto presenta los resultados de una investigación de tipo cuantitativo que utiliza la estadística descriptiva para identificar las perspectivas de un grupo de estudiantes de educación media de ...Bogotá (n=764), en torno a quiénes son, según su opinión, los personajes históricos más importantes de la historia nacional. A través de la construcción de un índice de relevancia histórica sustentado en la frecuencia de evocación y la relevancia asignada a cada personaje, se identificaron una serie de principios de identidad histórica en los que confluyen permanencias de figuras ejemplares/tradicionales asociadas a la narrativa oficial y emergencias de nuevos referentes que representan fuerzas de resistencia y de negación de ideas y prácticas sociales hegemónicas. Los resultados evidencian que el aprendizaje histórico no solo depende de los procesos formales de escolarización, sino que, además, se estructura a partir de diferentes dimensiones que forman y son expresión de la cultura histórica.
Four topics were investigated in this longitudinal person-centered study: (a) profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, (b) the ...stability of and changes to the profiles of motivational beliefs from Grade 7 to 12, (c) the relation of changes to student-perceived classroom characteristics, and (d) the extent to which profile membership in early adolescence predicted mathematics achievement and career plans in late adolescence and the choice of math-related college majors and occupations in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Transitions Study. We focused on students who participated in the following 4 waves of data collection (N = 867): at the beginning of Grade 7 (Wave 3), at the end of Grade 7, in Grade 10 (Wave 5), and in Grade 12 (Wave 6). Four profiles that were stable across Grades 7 to 12 were identified using Latent Profile Analysis. Student-reported fairness and friendliness and competition in class predicted changes in profile membership. Profile membership in Grade 7 predicted math-related career plans in Grade 12. Profile membership in Grade 12 predicted the choice of math-related college major after finishing school and of math-related occupations in adulthood.
Educational Impact and Implications Statement
Findings of this longitudinal study with 867 students followed from the beginning of Grade 7 to adulthood showed 4 stable motivational subtypes: students with (a) high, (b) medium, (c) low motivational beliefs, and (d) students with moderate math self-concept and importance value, but low interest in math. Negative motivational changes in early adolescence were buffered if students perceived their teachers as friendly and fair. The motivational subtypes predicted the choice of math-related college majors and occupations in adulthood. By identifying different motivational subtypes among adolescents, findings emphasize that classrooms are characterized by high motivational heterogeneity of students that needs to be addressed in instructional settings. If these findings can be replicated in other studies, teachers should consider implementing personalized tasks that match in the motivational orientation of individual students.
Both sides now Wells, Amy Stuart; u.a
2009, 20081221, 2009-01-20
eBook, Book
This is the untold story of a generation that experienced one of the most extraordinary chapters in our nation's history-school desegregation. Many have attempted to define desegregation, which ...peaked in the late 1970s, as either a success or a failure; surprisingly few have examined the experiences of the students who lived though it. Featuring the voices of blacks, whites, and Latinos who graduated in 1980 from racially diverse schools,Both Sides Nowoffers a powerful firsthand account of how desegregation affected students-during high school and later in life. Their stories, set in a rich social and historical context, underscore the manifold benefits of school desegregation while providing an essential perspective on the current backlash against it.
At a time when “Friday night lights" shone only on white high school football games, African American teams across Texas burned up the gridiron on Wednesday and Thursday nights. The segregated high ...schools in the Prairie View Interscholastic League (the African American counterpart of the University Interscholastic League, which excluded black schools from membership until 1967) created an exciting brand of football that produced hundreds of outstanding players, many of whom became college All-Americans, All-Pros, and Pro Football Hall of Famers, including NFL greats such as “Mean" Joe Green (Temple Dunbar), Otis Taylor (Houston Worthing), Dick “Night Train" Lane (Austin Anderson), Ken Houston (Lufkin Dunbar), and Bubba Smith (Beaumont Charlton-Pollard). Thursday Night Lights tells the inspiring, largely unknown story of African American high school football in Texas. Drawing on interviews, newspaper stories, and memorabilia, Michael Hurd introduces the players, coaches, schools, and towns where African Americans built powerhouse football programs under the PVIL leadership. He covers fifty years (1920–1970) of high school football history, including championship seasons and legendary rivalries such as the annual Turkey Day Classic game between Houston schools Jack Yates and Phillis Wheatley, which drew standing-room-only crowds of up to 40,000, making it the largest prep sports event in postwar America. In telling this story, Hurd explains why the PVIL was necessary, traces its development, and shows how football offered a potent source of pride and ambition in the black community, helping black kids succeed both athletically and educationally in a racist society.
Cyberbullying has become a common occurrence among adolescents worldwide; however, it has yet to receive adequate scholarly attention in China, especially in the mainland. The present study ...investigated the epidemiological characteristics and risk factors of cyberbullying, utilizing a sample of 1,438 high school students from central China. Findings revealed that cyberbullying among high school students in the heartland of central China is relatively common with 34.84% (N = 501) of participants reported having bullied someone and 56.88% (N = 818) reported having been bullied by online. Significant gender differences were found, suggesting that boys are more likely to be involved in cyberbullying both as perpetrators and victims. Students with lower academic achievement were more likely to be perpetrators online than were students with better academic achievement. Students who spend more time on online, have access to the internet in their bedrooms, have themselves experienced traditional bullying as victims, and are frequently involved in instant-messaging and other forms of online entertainment are more likely to experience cyberbullying. Increased parent and teacher supervision reduced students’ involvement in cyberbullying. Implications for intervention are explored.
In January 2002, for the first time, the Olympic Torch Relay
visited Alaska on its way to the Winter Games. When the relay
runner and accompanying camera cars passed Juneau-Douglas High
School, ...senior Joseph Frederick and several friends unfurled a
fourteen-foot banner reading "BONG HiTS 4 JESUS."
An in-depth look at student rights within a public high school,
this book chronicles the events that followed: Frederick's
suspension, the subsequent suit against the school district, and,
ultimately, the escalation of a local conflict into a federal case.
Brought to life through interviews with the principal figures in
the case, Bong Hits 4 Jesus is a gripping tale of the
boundaries of free speech in an American high school.
Aim/Purpose.
The problem statement in the proposed study focuses on that, despite the growing recognition that teenagers need to undergo security awareness training, little is known about the impacts ...security training experts believe implementing a mandatory gamified security awareness training curriculum in public middle schools will have on the long-term security behavior of students in Texas.
Background.
This study was guided by the research question: What are the impacts security training experts believe implementing a mandatory gamified security aware-ness training curriculum in public middle schools will have on the long-term security behaviors of students in Texas? The study gathers opinions from experts on the impacts of security awareness training on students.
Methodology.
Our research used semi-structured interviews with twelve experts chosen through the use of purposive sampling. The population for the study consisted of experts in the fields of security awareness training for and teaching middle school-aged children. Candidates were recruited through the Cyber-Texas Foundation and snowball sampling techniques.
Contribution.
The research contributed to the body of knowledge by using interviews to explore the impacts of security awareness training on middle school students based on the opinions and views of the teachers and instructors who work with middle school students.
Findings.
The findings of this study demonstrate that middle school is an ideal time to provide cybersecurity training and will impact student behaviors by making them more conscious of cyber threats and preparing them to be more tech-savvy professionals. The research also showed that well-designed cybersecurity games with real-world application combined with traditional teaching techniques can help students develop positive habits. The research also suggests that teachers possess the skills to teach cybersecurity classes and the classes can be integrated into the current school day without the need for any significant changes to existing daily schedules.
Recommendations for Practitioners.
A well-design gamification-based curriculum implemented in Texas Middle Schools, combined with traditional teaching techniques and repeated over an extended time period, will impact students’ behaviors by making them more able to recognize and respond to cyber risks and will transform them into more secure and tech-savvy members of society.
Recommendations for Researchers.
The research shows middle school instructors and technology experts believe the implementation of a security awareness training program in middle schools is both possible and practical, while also beneficial to the students. The recommendation is to encourage researchers to explore ways to build curricula and games capable of appealing to students and implementing the instruction into school programs.
Impact on Society.
Demonstrating that training provided in middle school will make lasting impacts and improvements to student behaviors benefits children and their families in the short-term and workplaces in the long-term. The development of a more security-conscious workforce can reduce the significant number of data breaches and cyber attacks resulting from the poor security habits of companies’ users.
Future Research.
Future research that will add significant value to the body of knowledge includes testing the effectiveness of habit-shaping games to determine whether existing long-term games maintain student interest. Qualitative studies could interview parents of teenagers using habit-shaping games to determine the effectiveness of the applications. Another qualitative study could interview teachers to determine how teachers’ ages affect their comfort level teaching technology classes. Both studies could provide valuable insights into how to implement security awareness training in schools.
PURPOSE: Social participation is an essential area of occupation related to health and wellbeing. However, individuals with Autism Spectrum Disorders (ASD) have difficulties initiating social ...interaction, which challenges their social participation. Adolescent students with ASD in inclusive education face extreme social challenges as the complexity of social demands increases. To better understand their social challenges, this study aimed to explore the features of missed social initiation (initiations receiving no response) in adolescent students with ASD and typical development (TD) in a naturalistic inclusive setting. The research questions were: (1) what are the features of missed social initiations of students with ASD, in terms of their recipients, purposes, and types? (2) How are missed rates of different social initiations of students with ASD compared with TD? DESIGN: This mixed method descriptive study investigates missed social initiations in teenage students with ASD and TD. We observed student interactions in an after-school STEM learning club in an urban public middle school. All students in the club were invited and consented to participate. Participants were 11 students (six with ASD and five with TD) either in the sixth or seventh grade. Students with ASD were verbally fluent and with cognitive abilities at or above average. METHOD: We video-recorded 15 club sessions (45 mins for each) and extracted video clips of free activities for analysis by excluding teacher instruction sections. Based on the selected videos and verbatim transcriptions of students' conversations, we observed social initiations made by all participants. Each social initiation of the participants was coded by their purpose (social or functional), type (seeking, sharing, attending, offering, and joking), and the recipient (ASD, TD or more than one recipient), and whether the initiation yielded the recipient's response (responded or missed). Chi-square tests were conducted to examine whether the ratio of responded and missed initiations of different purposes, types and recipients were similar between students with ASD and TD. RESULTS: During the observation, 28% of social initiations made by students with ASD were missed by peers. Most of the missed initiations were made toward more than one peer (54%), followed by toward a peer with ASD (24%) and TD (19%). Initiations based on social purposes were more frequently not responded (36%) than those with functional purposes (21%). Among different types of initiations, sharing was most frequently not responded (41%), followed by sharing (21%), offering (20%), attending (18%), and joking (17%). Compared with TD students, students with ASD showed an unexpected lower rate of missed initiation (28% in ASD vs. 39% in TD, p=0.02). Interestingly, initiations by TD students were more frequently missed by students with ASD than those by students with ASD (24% in ASD vs. 49% in TD, p<0.001), which may imply a more successful interaction within students with ASD than across groups. Missed rates of each type of social initiation in students with ASD were similar to students with TD. CONCLUSION: This study examined unsuccessful social initiation among students with ASD and TD. Missed social initiations in students with ASD were mostly not toward a specific peer and with a social purpose and a nature of sharing personal thoughts and opinions. The result suggests that students with ASD may have difficulties directing their desire of socialization to interactions between dyads. The higher rate of missed initiation in TD students toward students with ASD implies a gap between neurotypical and neurodivergent socializations. Future research and intervention to facilitate mutual understanding across the two groups are needed.
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