Search results for: High schools
Page 2/5 45 items
An Online High School “Shepherding” Program: Teacher Roles and Experiences Mentoring Online Students
This case study analyzed a “shepherding program” at Mountain Heights Academy, a fully online high school. The authors found that the shepherding program enabled fully online teachers to provide their students with many of the services typical of on-site facilitators. The roles of the shepherding program included building caring relationships, facilitating content interaction, and providing students with the communication links they needed to be successful. In addition, the shepherding program increased teachers’ job satisfaction, responsibility, motivation, and mental peace.
Updated: Jul. 20, 2014
This work aims to present an alternative vision of teaching, one that the authors call “Teacher as Civic Agent.” This term marks an important theoretical shift from viewing quality teaching and learning as that which prepares students to succeed economically to that which prepares students to become self-actualized and critically empowered civic agents. The authors explore the “Teacher as Civic Agent” through the analysis of the Council of Youth Research. The study seeks to provide a new rationale for democratic teacher education and a revitalization of the civic purposes of schooling. The authors argue for new paradigm of teacher education in which teachers engage with local communities, become producers of knowledge, and work collectively in solidarity with their students to create social change.
Updated: Mar. 03, 2014
This article describes the students’ experiences and the author's practice around one major course assignment, The Neighborhood Alphabet Book, developed to effectively demonstrate course objectives. This project began as a way for me to create opportunities for teachers to learn from experience-based lessons as the author continued to investigate the potential of photography for education.
Updated: Oct. 28, 2013
Stepping Out of the Academic Brew: Using Critical Research to Break Down Hierarchies of Knowledge Production
This paper explores how critical theory and critical research can be used to critique hierarchies of knowledge in academia and society. The article explores this relationship in order to create new opportunities for learning and researching dialogically, a process that the author calls, ‘stepping out of the academic brew’. The paper offers a framework for how critical researchers might begin flattening hierarchical knowledge structures in education, in themselves, and in life.
Updated: Oct. 21, 2013
The Common Core State Standards’ Quantitative Text Complexity Trajectory: Figuring Out How Much Complexity Is Enough
The Common Core State Standards (CCSS) set a controversial aspirational, quantitative trajectory for text complexity exposure for readers throughout the grades, aiming for all high school graduates to be able to independently read complex college and workplace texts. The authors extend and elaborate the CCSS presentation and discussion, proposing that decisions about shifting quantitative text complexity levels in schools requires more than implementation of a single, static standard. This article proposes a rigorous two-part analytical strategy for decision making surrounding the quantitative trajectory standard.
Updated: Sep. 16, 2013
Students’ Interest in Social Studies and Negotiation Self-Efficacy: A Meta-Analysis of the GlobalEd Project
This meta-analysis study summarizes the effects of the GlobalEd Project on middle and high school students’ interest in social studies and negotiation self-efficacy. Meta-analytic evidence supports statistically significant increases in students’ interest in social studies for both middle and high school students and negotiation self-efficacy for high school students only as a result of participating in GlobalEd. Results demonstrated different effects of the intervention on middle and high school students, indicating greater increases for high school students.
Updated: Jul. 23, 2013
The authors draw illustrative findings from a study of high school English teachers during the implementation of an ubiquitous mobile learning innovation. The authors use multiple profiles generated from the Concerns-Based Adoption Model to exemplify how they identified and supported teachers’ diminishing and increasing operational and pedagogical issues through an iterative co-generated action-planning programme.
Updated: Jun. 25, 2013
The Role of Single-Sex Education in the Academic Engagement of College-Bound Women: A Multilevel Analysis
This study compares levels of self-reported academic engagement between female graduates of single-sex and coeducational private high schools using nationwide data on these students at the point of college entry. This study demonstrates that school gender remains a significant predictor of self-reported academic engagement when controlling for other school characteristics. The results reveal that women attending all-girls high schools report higher levels of academic engagement across numerous fronts: studying individually or in groups, interacting with teachers, tutoring other students, and getting involved in student organizations.
Updated: Mar. 06, 2013
Race, Poverty and SAT Scores: Modeling the Influences of Family Income on Black and White High School Students’ SAT Performance
This research examine the association of family income with SAT performance. Results suggest the effects of family income on SAT scores are substantial, non-linear, and nearly twice as large for Black students.
Updated: Feb. 26, 2013
Reflection through Discomfort: What Resistance Reveals When Communication Technologies Mediate Authentic Writing Mentorships
This article examines the role that discomfort and resistance played in the experiences of participants by using online communication technologies to facilitate mentor relationships with high school students in writing. The authors argue that the Online Writing Partnership provided the future English teachers in this particular case an opportunity to feel uncomfortable with their approach to student writing during a period when they were not responsible for it and in contexts that were supportive of approaching writing as a process.
Updated: Nov. 27, 2012