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School Teachers’ Knowledge and Self-Efficacy for Performing Behaviors Recommended for Work with Diverse Students: Exploring Microaggressions, Cultural Humility, Perceived Racism, and Coping as Predictors of School ClimateLeeHim, Renée January 2021 (has links)
There is a need for professional development for teachers that equips them for working with diverse students and creating supportive school climates. This pilot study (N=55) with K-12 teachers sought to identify predictors of a high school climate rating. The teachers were 78.2% (N=43) female, 81.8% U.S. born (N=45), 45.5% White (N=25), 30.9% Black (N=17), 14.5% Latinx (N=8), and 7.3% Asian (N=3). The teachers had moderately high knowledge and closest to moderately high self-efficacy for performing key behaviors deemed essential for working effectively with diverse students. Teachers reported experiencing (pre-pandemic) a school climate closest to moderately supporting, engaging, valuing, fairly disciplining, affirming, reflecting empathy for, and serving as a safe space for students from varied cultural backgrounds. Findings showed that about half the teachers or more had any experience of microaggressions that seemed related to their personal demographics or appearance while in school settings—pre-pandemic. Further, about three-quarters of teachers or more had any experience of witnessing microaggressions happening to students in school settings, pre-pandemic.
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Investigating the prevalence of health risk behavior and the association with leisure boredom among high school students in Lagos, NigeriaOlatunji ,Deji Funmibi January 2019 (has links)
Magister Scientiae (Occupational Therapy) - MSc(OT) / Health risk behaviors are public health problems which are of concern in occupational therapy because they tend to be the causes of disability and death among adolescents and youths in the world. Identifying risk factors related to health risk behaviors is therefore an important part of health promotion. The main aim of this thesis was to investigate the prevalence of health risk behaviors and the association with leisure boredom among high school adolescents in Lagos State, Nigeria.
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How Do High School Students With Disabilities View Their Experiences in Physical Education?Tyndorf, Lauren January 2020 (has links)
The purpose of this study was to explore the perceptions of students with disabilities who were participating in an inclusive physical education setting. The information gained will add to the existing knowledge base regarding the placement of students with and without disabilities in a common setting. Given the importance of ensuring that the students with disabilities are able to truly participate in an inclusive setting, the study focused on obtaining and evaluating perceptions with respect to both the inclusive physical education setting and physical activity in general.
Participants were seven students with various disabilities from two high schools which utilize inclusive physical education programs. Gaining and understanding of the perceptions of those students required use of various methods, including observations, interviews and visual methodologies. Observations provided information as to the manner in which all students interacted in the classroom setting. Interviews elicited the thoughts of the students with disabilities regarding physical activity, their participation in such activities and their participation in the physical education classroom. Use of visual methods, including pictures and personal artifacts, elicited further thoughts by prompting memories and allowing for further expression of feelings.
Students exhibited positive attitudes on physical activity, recognizing the importance of such activity and sharing the belief that a person with a disability is able to participate in physical activities. While students had a positive perception of the inclusive physical education setting, they indicated activity modification would enhance their level of participation. The perceived modifications were predominantly focused on being able to choose an activity during class, one in which they felt they were more likely to succeed.
Findings suggest that consideration of students’ perceptions of physical activity, including the perceived impact of their disability must continue to be considered by educators in developing inclusive physical education programs. Such perceptions may impact the level of student participation in an activity and in the physical education class. This is critical for future practice in order to identify additional ways of ensuring that students with disabilities will continue to participate in physical activities, while accepting the limitations of a disability when necessary.
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Social, Psychological, Economic Factors, and the Migration Intentions of Senior High School Students in UtahNijim, Elias Toumeh 01 May 1977 (has links)
This study deals with a comparison between rural, urban, and metropolitan students as to their migration intentions and factors associated with their migration intentions. The study is based on the initial stage of a larger longitudinal panel study of 2,500 high school seniors in public high schools in the state of Utah in 1975. Survey research was the principal method of investigation. Stratified random sample was used for choosing the students and administered questionnaire was used to collect the information. Proportions and crosstabulations were the statistical techniques used in the analysis with chi square and gamma as the statistics for measuring differences and associations.
As to plans, career preference, migration intentions, and the factors associated with migration intentions, it was observed that there are more differences than similarities between the rural, urban, and metropolitan students. With respect to plans after graduation, it was found that the majority of the students intended to go to college. The majority of the students also indicated that professional work is
their long-run career preference . Metropolitan students chose college and professional careers slightly more than rural and urban students. With respect t o migration intentions after graduation, a larger proportion of rural respondents intend to migrate followed by urban and then metropolitan. Intrastate migration intentions are the pattern of the rural respondents, while interstate are the pattern for the metropolitan students. For those who intend to migrate within state, intrametropolitan counties are the pattern for the metropolitan respondents, while inter-counties are the pattern f or the rural and urban students. With respect to long-run migration intentions, it was observed that students' choice of residence after graduation may not be the same as that place where they intend t o live most of the remainder of their lives.
Several factors were hypothesized to be associated with students' migration intentions. Some of these factors were found to have higher degrees of associations with students' migration intentions than others. Also, the degree and direction of association for most of the factors were observed to vary with respect to the students' area of residence. This indicates that most of these factors are conditionally associated with the students' migration intentions. In other words, the place of residence-- rural, urban, metropolitan--seems to play a major part in influencing the degree , significance, and direction of association between these factors and students' migration intentions.
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Students in alternative public high schools: educational histories prior to alternative school entryMoilanen, Carolyn 01 January 1986 (has links)
The study was designed to describe an urban district's alternative high school population in terms of a conceptual framework drawn from three bodies of literature: dropout studies, supplementary/compensatory education, and alternative schools studies. Educational histories prior to alternative school entry were traced through district records and documents for 757 students and a focused interview was conducted with 81 students in order to obtain their perceptions of both regular and alternative educational experiences during their school careers. A qualitative data analysis was conducted to determine the study population fit with traditional descriptors for high-risk, to examine district responses in terms of educational program experiences in both regular and alternative schools, and to obtain insights into possible relationships between the two. Overall, the sample population most clearly matched traditional personal/social descriptors for potential dropout/high-risk in terms of sex representation, between-district mobility, and because they had experienced some period of dropout. Nearly half the sample had been suspended at least once during district enrollment. There was less fit in terms of grade-level representation, minority enrollment and school achievement. Larger numbers of eleventh and twelfth graders were enrolled than the literature would suggest. Minority students, traditionally over-represented among dropouts, are under-represented in the sample programs. As a group, the population is achieving in terms of basic skills competencies tests, but over half the sample has a history of participation in supplementary/compensatory and/or other alternative programs early in their careers. Students described teachers as the most critical component of their educational experience. While an instructional "helping" relationship and its consistent contribution to student success was often noted, a more personalized teacher-student relationship was mentioned even more frequently. Students identified early in their careers for supplementary/compensatory programs reported an affective as well as achievement-oriented dimension in those experiences, and described themselves as learners dependent upon the kind and level of individualized help and attention received in those settings and in the alternative setting as well.
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The prevalence of body dysmorphic symptoms among an ethnically diverse sample of high school studentsMayville, Stephen B. 01 January 1998 (has links)
Although a prevalence estimate of body dysmorphic disorder has been conducted with a college population, no research concerning the scope or dimensionality of the disorder had been conducted with an ethnically diverse sample of high school students. Consequently, the goals of this study were.to: (a) create a diagnostic questionnaire for body dysmorphic disorder that is both reliable and valid, and (b) utilize the questionnaire to assess the prevalence of body dysmorphic disorder and body image dissatisfaction in groups of Caucasian, African American, Asian, and Hispanic high school students. Differences in scores between ethnic groups indicated that African Americans hold an overall body image that is more positive that any other ethnic group. In addition, females demonstrated significantly higher scores than males on the Body Image Rating Scale (females were less satisfied with their physical appearance) .
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The effect of mobility on the scholastic achievement of students at Sacramento Senior High SchoolCatterall, James Percy 01 January 1954 (has links)
The hypothesis being tested in this study is that students who move from place to place and attend a variety of schools exhibit a level of school achievement below that attained by students from a more stable population. The particular area of investigation was the relationship between the physical mobility of children on the move to industrial areas, and their school achievement as measured by their scholastic grades.
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Ego development in high school dropouts who have returned to schoolWhalen, Thomas January 1990 (has links)
No description available.
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Ninth-grade high school students' coping and adaptation : a counselling perspective on responses to stresses of everyday livingSchamborzki, Ingeburg Ursula. January 1987 (has links)
No description available.
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Fostering Resilience In High School Students Through Social-Emotional LearningGriffo, Morgan 10 August 2022 (has links)
No description available.
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