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1.
Over a decade of research has demonstrated the positive effects of extended school day programs on various elementary and middle school student outcomes, both in the short and long term. The efficacy of extended school day programs in promoting academic outcomes among high school students is less well understood. This study contributes to the existing literature by examining school attendance, credit attainment, and standardized reading and math scores in a group of students at risk of academic failure who participated in extended school day programming. The study compared their outcomes to those of a group of demographically similar students who did not participate in the program. The extended school day program is provided within a full-service Schools Uniting Neighborhoods (SUN) Community School (CS) in the Portland, Oregon metropolitan area. Results suggest an advantage for SUN students in terms of better school attendance and earning credits toward graduation, but not in terms of standardized test scores. Implications for future research and extended school day policy are discussed.  相似文献   

2.
This paper presents findings from a larger research project that provides insight into the attitudes of high-school students who were taught using different types of mathematics curricula when they were in middle school. A total of 44 12th-grade students from 10 high schools in the same urban school district were interviewed. Eighteen (41%) of them had been taught using a reform curriculum in middle school and 26 (59%) had been taught using a more traditional curriculum. Using Di Martino and Zan’s three-dimensional model for attitude, we found that the high-school seniors who had been taught using the reform curriculum in middle school harbored attitudes toward mathematics that differed significantly from the attitudes of those who had been taught using a traditional curriculum in middle school. Our analysis of the student interviews culled seven themes that provide fine-grained information about the students’ attitudes toward mathematics. Significantly greater percentages of reform students than traditional students had a relational Vision of mathematics as opposed to an instrumental Vision; however, there was no significant difference between the proportions of reform and traditional students who had a positive Emotional Disposition toward mathematics or a positive Perceived Competence in mathematics.  相似文献   

3.
The present study maps the attitudes towards students’ disruptive behaviour as part of the school discipline. Research studies on the subject usually examine the attitudes of one or two groups of relevant subjects, that is, teachers, parents or students. As teachers, students and parents do share a common milieu, the relationship of their attitudes towards student misbehaviour is important in the crystallisation of such discipline. The present study is innovative in that all three groups were examined simultaneously in one school. A standardised questionnaire was designed for all three groups which identified typical disruptive behaviour by adolescent students. The study was conducted in a centre for technological education in Central Israel which caters, especially, for low‐achieving students. Findings reveal large gaps among the three groups. While teachers seem to agree among themselves as to the severity of most of the disruptive behaviour problems at school, students and parents were found to disagree among themselves on the severity of most of the examined issues. Differences among the groups indicate a possible source for the emergence of student disruptive behaviour problems. Findings also suggest that there is a need for increased involvement of both parents and students in discipline‐related issues in the school.  相似文献   

4.
The purpose of the present study is to explore non-truanting youngsters’ perceptions of truants and truancy. In-depth qualitative interviews (N: 8) are used to explore inductively the perceptions of truancy among non-truanting pupils in secondary education in Flanders (the Dutch-speaking part of Belgium). We use survey analysis (N: 3314) to assess the prevalence of different attitudes towards truancy and their mutual relationships, the prevalence of truants at school, individual risk factors for truancy, and school context variables. The results reveal two attitudes toward truancy: (1) disapproval of truancy and (2) the appeal of truancy. Factors that increased disapproval of truancy included attachment to school, attachment to parents, belief in school rules and cultural capital. Finding truancy attractive was associated with a lack of attachment to school and the presence of truants in the peer group. In the conclusion we elaborate on the implications of our findings.  相似文献   

5.
Abstract

This study assessed the effects of a special feedback program in reducing absenteeism among adolescent junior high school students" Parents of students in the experimental group received followup calls in cases of student absences on a more immediate basis than parents of other absentees. These parents also received positive phone calls and letters when their children improved in attendance. Two comparison groups received no positive feedback, but one was involved in a special social skills training program. Both an analysis of covariance, using absences the prior year as the covariate, and chi square analyses indicated significant differences between the groups. Both the experimental group and social skills group showed significant improvement in relation to the no-treatment control group.  相似文献   

6.
The academic performance of minority high school students, particularly in urban inner-city settings, is of great interest to educators and individuals concerned with the academic development of these students. It is widely recognized that in order to positively influence academic achievement related factors such as learning and study behavior, motivation, attitudes, self-concept, and other pertinent psychosocial characteristics should also be targeted for positive change. The present study compared 20 sophomore students who participated in a special program and 128 of their nonprogram peers on achievement and related measures. The program at a target high school was structured to positively impact achievement, as well as related student behavior and attributes. Significant differences were found on achievement, attendance, learning and study behavior and skills, self-concept, and other pertinent psychosocial attributes.  相似文献   

7.
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8.
ABSTRACT

This study employs multi-level linear statistical modelling to examine the power of school-level and individual-level factors to predict individual differences in scores recorded on the Francis Scale of Attitude toward Christianity by 6,036 students (who self-identified as either Christian or no religion) in year-seven, year-eight, year-nine, year-ten, and year-eleven classes within 10 Christian ethos secondary schools. The data demonstrate the complex relationships between school admission policies, parental church attendance (PCA), and the students’ age and sex. Overall PCA emerges as a decisive factor in promoting a positive attitude toward Christianity among students. Christian ethos schools may wish to give greater attention to the importance of parental religiosity in maintaining the Christian ethos of these schools.  相似文献   

9.
This study employed a quasi-experimental design to examine the effects of a school-based youth participatory action research program on the education outcomes of participating high school students. The program was a year-long elective course in six high schools in the same California district whose student population is predominantly low-income youth of color. A propensity score matching approach compared the reading achievement, attendance rates, and discipline referral rates of 153 students who participated in the program to nonparticipating peers with similar demographics and baseline scores on the outcomes. Results showed that the program significantly improved students’ attendance rates with less compelling evidence for its effect on reading achievement. These findings suggest that youth participatory action research may be an effective pedagogical practice for high school students, particularly low-income students of color.  相似文献   

10.
Current policy efforts that seek to improve learning in science, technology, engineering, and mathematics (STEM) emphasize the importance of helping all students acquire concepts and tools from computer science that help them analyze and develop solutions to everyday problems. These goals have been generally described in the literature under the term computational thinking. In this article, we report on the design, implementation, and outcomes of an after-school program on computational thinking. The program was founded through a partnership between university faculty, undergraduates, teachers, and students. Specifically, we examine how equitable pedagogical practices can be applied in the design of computing programs and the ways in which participation in such programs influence middle school students' learning of computer science concepts, computational practices, and attitudes toward computing. Participants included 52 middle school students who voluntarily attended the 9-week after-school program, as well as four undergraduates and one teacher who designed and implemented the program. Data were collected from after-school program observations, undergraduate reflections, computer science content assessments, programming products, and attitude surveys. The results indicate that the program positively influenced student learning of computer science concepts and attitudes toward computing. Findings have implications for the design of effective learning experiences that broaden participation in computing. (Keywords: computational thinking, programming, middle school, mixed methods)  相似文献   

11.
In this study 1,453 Chinese high school and college students’ attitudes toward seeking professional psychological help and factors contributing to attitude differences were examined. Results revealed that Chinese students possessed generally positive attitudes and their attitudes were significantly associated with gender, prior counseling contact and prior knowledge about counseling and psychology. Previous help-seeking behavior for a major problem was predictive of respondent attitudes. Students with a broad range of help-seeking preferences had more positive attitudes than students with a narrower range. Students who sought help from parents or teachers perceived counseling more positively than students not seeking such help; this result was more significant for high school students. College students’ attitudes differed more in the area of whether or not to seek help. In addition, family structure was related to two dimensions of attitudes toward help seeking—interpersonal openness and stigma tolerance, but not to attitudes toward seeking psychological help.  相似文献   

12.
The impact of two science enrichment programs on the science attitudes of 330 gifted high school students was evaluated using a multimethod, multiperspective approach that provided a more comprehensive evaluation of program impact on science attitudes than did previous assessments of science programs. Although pre–post comparisons did not indicate positive impact on science attitudes, other measures provided strong evidence of program effectiveness. Program benefits were greater among girls, those who had more supportive families and teachers, and those who entered the programs with greater general confidence in their abilities. Implications for science enrichment programs and their evaluation are discussed. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1065–1088, 2001  相似文献   

13.
Abstract

This study assessed the effects of attending an after-school program (ASP) on a range of outcomes for middle school youths. The program operated for 9 hr per week for 30 weeks and included attendance monitoring and reinforcement, academic assistance, a prevention curriculum, and recreational programming. Participants were 447 students randomly assigned either to the ASP or to after-school activities as usual. Program attendance was sporadic. Although treatment students experienced increased exposure to ASPs relative to controls, nearly all youth in both groups reported participating in some organized activity during the after-school hours, and the number of different activities in which youths reported being involved did not differ across groups. Participation in the treatment reduced time spent with friends with no adults present during the after-school hours. No differences between treatment and control youths were found on measures of conduct problems, academic performance, school attendance, or any of the intermediate behaviors and attitudes targeted. The study replicates findings from the national evaluation of the 21st Century Community Learning Centers Program for middle school students using a more rigorous research design.  相似文献   

14.
Abstract

This study compared the attitudes of high school juniors toward three types of institutions: 4-year colleges, 2-year colleges, and the “ideal college.” Students rated each institution on forty attitude dimensions. Attitudes toward 4-year colleges were more favorable than attitudes toward 2-year colleges on twenty-seven of the forty dimensions; fifteen of these differences were statistically significant. In contrast, 2-year colleges received more favorable ratings on twelve dimensions, with only five of the differences being significant. The correlation between ratings of the 4-year college and the ideal college was + .601, which was significantly higher than the correlation of + .437 between ratings of the 2-year college and the ideal college. When student attitudes were factor analyzed, three dimensions were identified: Social Activities, Supportive Interpersonal Environment, and Intellectual Climate. The data indicate that high school students have more favorable attitudes toward 4-year than 2-year colleges, and that they do not share the perceptions of community college proponents concerning certain advantages of attendance at 2-year colleges. These findings may have implications for college attendance plans made by students, and for their performance in college.  相似文献   

15.
A survey of 172 undergraduates, carried out during the fall 2002 and spring 2003 semesters at a large research university in the Midwestern United States, found, as expected, a statistically significant positive relationship (r = 0.174, p < 0.05) between the importance students attributed to attendance and the rates at which they subsequently attended class. Data are analysed by students’ gender and levels in school; and attendance rates of students who did not complete the optional survey question on attitudes are compared with attendance rates of students who answered the question. Although attitudes are but one of many complex factors that influence behaviours, university instructors can (and should) nurture and encourage positive attitudes towards the importance of class attendance as a means for minimizing the detrimental effects of student absences.  相似文献   

16.
In order to change the attitude of early adolescent female and male students toward scientists and women in science, students in the middle school/junior high grades were exposed over a two months' period to women science career role models as part of their science instruction. This treatment positively affected the students' attitude toward scientists and toward women in science. It is suggested that teachers of science in the middle school/junior high should periodically bring community resource people who use science in their careers to the classroom to act as role models and that women should be included among this group so that the attitudes of both male and female students toward scientists and women in science might be improved.  相似文献   

17.
The present study was designed to investigate the effect age has on children's attitudes toward personalaging and if anxiety over aging was a contributing factor in the development of these attitudes. A total of 206 students (108 males and 98 females), ranging in age from 9-17 participated in this study.The participants were drawn from a religious education program for public school students and a parochial elementary school in a central Massachusetts town. The participants showed little real concern over the prospect of aging. Some differences were seen on the four subsets of the scale used. The participant's age was the most salient predictor in the assessment of attitudes toward personal aging. A close relationship with a grandparent contributed to positive attitudes and lessened fear of older adults.  相似文献   

18.
This study investigated the effects of personalized instruction on the achievement and attitudes of Taiwanese students on two-step mathematics word problems. A total of 136 fourth-graders in a Taiwanese public school participated in the study. Subjects initially completed a Student Survey on which they chose their favorite foods, sports, stores, classmates, and other selections. The most popular items were then used to create personalized math word problems for the pretest, personalized instructional program, and posttest. Subjects were blocked by ability based on their pretest scores and were randomly assigned within ability levels to either a personalized or nonpersonalized version of the print-based instructional program. After finishing the program, subjects completed a student attitude survey and the posttest. A repeated-measures univariate analysis of variance revealed that subjects in the personalized treatment made significantly greater pretest-to-posttest gains than those in the nonpersonalized treatment. Subjects also performed significantly better on the personalized pretest and posttest problems than on the nonpersonalized problems. Personalized subjects and higher-ability students both had significantly more positive attitudes toward the instructional program than did their nonpersonalized and lower-ability counterparts. This research was conducted while he was a doctoral student at Arizona State University.  相似文献   

19.
Negative peer attitudes are generally recognised as being a major barrier to full social inclusion at school for children and youth with disabilities. The present study examined the attitudes of 1,872 grade nine high school students in Ontario, Canada toward their peers with disabilities. A bioecological perspective and a structural equation modeling approach were adopted to investigate how various aspects of school culture and student interpersonal factors influenced attitudes. The majority of students (61%) held attitudes toward peers with disabilities that ranged from slightly above neutral to very positive. However, a substantial number (21%) held slightly below neutral to very negative attitudes. Positive student relationships at the school level and a school goal task structure that promoted learning and understanding for all students, rather than social comparison and competition among students, were two aspects of school culture that had both direct associations with positive attitudes and indirect associations through student interpersonal factors. Teacher and student relationships at the school level was an aspect of school culture that had an indirect association with positive attitudes via interpersonal support from teachers. Results support the development of ecologically based programs aimed at promoting aspects of school culture that contribute to positive attitudes of students toward their peers with disabilities.  相似文献   

20.
Private tutoring (PT) is a widespread educational phenomenon that blurs the conceptual boundaries of public and private education and can affect the formal school system and teachers’ work. This study examined whether participation in PT and the estimation of private tutors’ contributions are related to pupils’ attitudes towards teachers’ effectiveness. Based on a questionnaire administered to all pupils (n = 855) from Grades 7 to 10 from one secondary school located in an affluent area at the centre of Israel (respondence rate, 83.2%), it was found that overall, there were few differences in students’ attitudes between participants in PT compared to those who did not participate in PT. However, among those who participate in PT, their attitudes towards school teachers are related to the distinction between the academic and social-affective contribution of private tutors. When PT is related to academic spheres, it enhances positive attitudes towards school teachers and when PT is related to socio-affective aspects, it increases criticism. The findings highlight the complex interactions of PT with mainstream education and emphasise the challenges school teachers face in view of the trend for more personalised learning approaches.  相似文献   

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