Browsing by Subject "High school students"

Now showing 1 - 6 of 6
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    Adolescent Dress, Part II: A Qualitative Study of Suburban High School Students
    (Pryczak Publishers, reprinted with permission from Adolescence 26(10):679-686. Libra Publishers, inc., 1994) Eicher, Joanne B.; Baizerman, Suzanne; Michelman, John
    Through observation and interviews of high school students, the role of dress in a non-psychiatric population was explored in order to provide data complimentary to the first phase of a larger research project. Adolescent dress was examined in relation to three dimensions of the self: the public, private and secret self. Due to the age of subjects and the length of contact with the interviewer, results provided most information about the public self, particularly descriptions of social types -- categories based on appearance and behavior. These types included a modal [sic], or "average," type and more extreme types appeared to offer valuable reference points for "average" adolescents in the development of their individual identities.
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    Factors influencing African American high school students in career decision self-efficacy and engineering related goal intentions.
    (2009-10) Austin, Chandra Yvette
    A current challenge in the United States is to increase African American pursuit of engineering careers. Minority students generally tend to be under-represented in such careers, as indicated by the National Academy of Engineering, in The Engineer of 2020-Visions of Engineering in the New Century. This study explores the career decision self-efficacy (Lent, Brown & Hackett, 1993) and Engineering related goal intentions of African American high school students. There are a variety of reasons explaining the lack of choice of engineering as a career, and these were investigated. This study assessed the effect of specific influences (ethnic identity, demographic factors, ability, school factors, Math/Science confidence, Math/Science self-efficacy, Math/Science interest, and family support) on career decision self-efficacy and engineering related goal-intentions. Data from a survey of 396 African American students' grades 9-12, low-middle income level, in a southeastern school were used in the study. Results show that career decision self-efficacy among students studied is influenced by: Math/science confidence, ethnic identity, family relations, school factors, and socioeconomic status. Factors influencing engineering related goal intentions were very similar but each variable did not contribute the same amount of variance. Results also show that gender was not significant in either dependent variable. Other implications and recommendations relating to the variables are presented.
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    Lessons for High School Students: 2008 Implementation and Evaluation Report
    (University of Minnesota Center for Transportation Studies, 2008-12) Glick, David A.
    The Intelligent Transportation Systems (ITS) Institute at the University of Minnesota is developing materials for high school students in an effort to increase their awareness of transportation-related issues and careers. Five lesson plans were developed in early July 2008 and piloted during three of the four weeks of Exploring Careers in Engineering & Physical Science (ECEPS), a summer camp experience for high school students that is a program of the Institute of Technology Center for Educational Programs (ITCEP) at the University of Minnesota. Lesson plans were continuously modified during the summer camps based on feedback from surveys that were administered to students. The modifications were needed to help improve the lesson plans for future high school classroom use. In addition, the lesson plans were piloted at Patrick Henry High School in Minneapolis, MN in October 2008. The lesson plans will be piloted at two additional high schools in the next several months; Anoka-Hennepin Secondary School in Anoka, MN and Maplewood High School in Maplewood, MN. The lesson plans were also presented at the Minnesota Science and Math Teachers Association in October 2008 to gain interest from teachers. Feedback from survey results and discussions with teachers, will allow for the implementation of new curriculum enhancements and designs for future transportation lessons.
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    Teaching Reading without “Teaching Reading”: Content-Area Reading Instruction in the Mainstream Classroom
    (2014) Olsen, Angela; Brice, Lynn
    Research has shown that the implementation of content-area reading strategies is beneficial for secondary students. The purpose of this study was to discover the perceptions and experiences of content-area teachers regarding reading comprehension strategies in mainstream classrooms to help struggling readers. Interviews were conducted with seven secondary teachers of social studies and science classes. The interviews were designed to discover what kind of training teachers have received for implementing reading comprehension strategies within their standard curriculum, what continuing support is available to them, and what specific strategies they are using. Findings in this study suggest that more reading training is becoming available, though many teachers remain unaware of how to appropriately utilize their school’s reading resources, and that teachers are using a small number of comprehension strategies.
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    Transgender and Gender Diverse Students Involved in Trading Sex: Data from the 2019 Minnesota Student Survey
    (2022-02) Rider, G. Nic; Filoteo, Montana; McMorris, Barbara; Johnston-Goodstar, Katie; Singerhouse, Emily; Brown, Camille; Martin, Lauren
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    Using Primary Documents to Foster Historical Thinking Skills in a Secondary English As a Foreign Language Classroom
    (2013) Anderson, Corinne; Han, Insoon; Johnson, Christopher W.
    In order to explore the benefits of primary sources in the classroom, this study evaluates lessons within a unit in which the primary method of content delivery is made through the use of primary source documents to English language learners. To better understand the use of primary sources in fostering historical thinking skills in high school students learning English as a Foreign Language, this case study assesses student research and performance using the model of the National History Day Project. This project provides a curriculum model centered on the use of primary sources to guide student research and understanding of a topic.