Browsing by Subject "High schools"

Now showing 1 - 3 of 3
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    Coaching High School Athletics: A Descriptive Case Study
    (2009) Michalicek, Kevin Paul; Riordan, Kim; Damme, Susan
    The coach of an athletic team plays an integral role in the lives of the student athletes with whom he or she is involved, not only as the leader of the team, but also in the development of the athletes as they progress from adolescence to adulthood. This dual role can lead to some very positive benefits for the coach and the athlete. However, there can be some very negative aspects of coaching when dealing with teenagers, parents and fans. In this descriptive case study, I personally interviewed several coaches from a Midwestern high school about their experiences as a coach, both the joys and the pains. The responses give clear insight into the world of the high school coach.
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    Components of an Effective Online Pre-Course Orientation for Supplemental Online Students
    (2011) McClure, Jo; Hyman, Randy
    This research study explores which components of a student pre-course orientation contributed most to the student’s successful completion of their online course, specifically focusing on high school supplemental online programs. An online survey was conducted of a sample group of students taking one or more online supplemental courses through the INFINITY Online program. Students were asked to rank the variables in terms of effectiveness to their overall success. Survey results indicated that the components offered in the online program’s pre-course orientation are effective in preparing supplemental students for success as they begin their online course experience. Specific components such as expectations and traits of successful online students, communication, progress and program guidelines, and targeted dynamic learning activities were reported as most helpful unit overall.
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    From Mainstream to East African Charter: East African Muslim Students’ Experiences in U.S. Schools
    (2008-07) Basford, Letitia Elizabeth
    It is in schools where immigrant and refugee youth most directly encounter the dominant and competing cultures of their new society. As youth interface with these cultures, schools become central places for youth to explore the meaning of their own identity and who they are in relation to others. In this study, I explore how East African Muslim immigrant youth experience and become shaped by the environments of U.S. mainstream schools as compared to a charter high school designed by an East African community and intended specifically for East African students. Describing their former experiences in mainstream schools through a lens that is altered by their current experiences attending the charter school, these youth present a failing relationship between mainstream schools and East African Muslim immigrant students. Students report feeling invisible and unwelcome in mainstream schools, experiencing academic discrimination, religious and cultural hostility, and racism. As a response to these difficult experiences and in an effort to maintain their religious and cultural identity, immigrant communities have begun to create specialized schools, like the culturally specific charter school central to this study, which better accommodate their culture, religion, language, and history. At the East African charter school, youth reported no longer feeling marginalized. The once-overwhelming process of trying to “fit in” and “belong” with either dominant society or their home community was ameliorated. Youth became empowered to resist, contest, and/or embrace the dominant and competing cultures of their host society. While not all participants experienced the same degree of academic success or complete satisfaction with the learning milieu of the charter school, ultimately the school environment promoted a positive learning environment where students’ academic and social identities were positively affected. For some participants, the school experience also appeared to repair previously damaged student identities—damage that occurred from prior mainstream school experiences. Results from this study highlight how East African Muslim immigrant youth are affected by academic, racial, cultural and religious discrimination in schools and reveal how differing school contexts serve to affect the overall school experience and identity construction of these youth. Implications are discussed for how schools can decrease the barriers these students face in schools and demonstrate inclusive and necessary ways to accommodate and respect the academic, racial, cultural and religious identity of East African Muslim immigrant youth.