This case study explored the ways that aspects of a high school blended learning program (pseudonym: BL High) encourage or discourage personalization. For K-12 learners a major concern exists in the increasingly rigid dominion of the programmatic over the personal, which leaves many students disengaged and disconnected. Having expanded the ways in which students can interact with curriculum and teachers, 21st-century technology introduces new conditions that may, or may not, encourage personalization instead of standardized, efficiency-based policies and practices.In response to digital technology’s possible impact on education, this study documents student and teacher experiences as evidence of the ways in which personalization is encouraged or discouraged. Personalization was approached generally as a matter of context and power, such that factors shaping the learning process could be altered and that each learner could make decisions about those factors. Through the participation of nine students and three teachers, data were collected in interviews, photographs, and program and course documents. Findings showed that personalization at BL High was a complex matter that occurred through a collection of factors and a series of decisions. That collection of factors allowed students to engage in learning in and out of school while also supporting connections to school peers and teachers. The collection of factors was labeled the PATH model of personalization and was conjunctively defined as the overlap of program, agency, time, and help. Overarching findings were threefold: (a) the learning process at school involved far less flexibility in content and assignments than anticipated, (b) that limited flexibility coincided with student learning and agency that extended to personal passions beyond the school program, and (c) flexible timing existed as a double-edged sword, providing students with the opportunity to structure their use of time and pursue passions of their choosing but also leaving them at risk of time management challenges and stalled academic progress. Implications are discussed for researchers, teachers and school leaders, and the field of gifted education.

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.

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.

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.

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.

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.

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) .

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.

No description available.

No description available.