Staying on track: behavioral engagement of at-risk and non-at-risk students in post-secondary vocational education

Behavioral disengagement from school is a proximal predictor of dropout. Therefore, the enhancement of behavioral engagement is a useful point of entry for dropout prevention. In this study, we examine the behavioral engagement of at-risk and non-at-risk students in Dutch senior vocational education (SVE), a sector confronted with high dropout rates. Using multilevel regression analyses, we assess the role of students’ background characteristics and perceived fit with the school environment in their behavioral engagement. Findings indicate that students in highly urbanized areas are significantly less engaged in school. The perceived proportion of autonomous work is most prominently correlated to students’ behavioral engagement. Whereas in general SVE students are more engaged if their program requires little autonomous work from students, engineering students appear to favor autonomous work forms.     

The Views of Youth on Their Educational Rights: A Case Study of Secondary Students from two Northern Ontario High Schools

A case study is reported involving 32 applied and academic program student volunteers aged 15–18 years from two high schools located in Northern Ontario, Canada. Students were interviewed regarding a number of educational policy and school climate issues. The study examines perceptions of rights as an aspect of the school learning environment. The need for greater school community and additional supports for struggling students was voiced by students across both program groups. Students strongly endorsed either a meritocratic or an equalitarian perspective on rights issues with both philosophies represented to some extent in both program groups. Surprisingly, students across both program groups expressed little interest in their education rights or their legal rights generally. The importance of fostering school community and student interest in rights issues is discussed. Also considered is the role of the social science researcher in providing youth a forum for the discussion of social policy issues.     

A longitudinal study of the educational and career trajectories of female participants of an urban informal science education program

The purpose of this longitudinal case study is to describe the educational trajectories of a sample of 152 young women from urban, low‐income, single‐parent families who participated in the Women in Natural Sciences (WINS) program during high school. Utilizing data drawn from program records, surveys, and interviews, this study also attempts to determine how the program affected the participants' educational and career choices to provide insight into the role informal science education programs play in increasing the participation of women and minorities in science, math, engineering, and technology (SMET)‐related fields. Findings revealed 109 participants (93.16%) enrolled in a college program following high school completion. Careers in medical or health‐related fields followed by careers in SMET emerged as the highest ranking career paths with 24 students (23.76%) and 21 students (20.79%), respectively, employed in or pursuing careers in these areas. The majority of participants perceived having staff to talk to, the job skills learned, and having the museum as a safe place to go as having influenced their educational and career decisions. These findings reflect the need for continued support of informal science education programs for urban girls and at‐risk youth. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 835–860, 2004     

Girls Helping Girls: Assessing the Influence of College Student Mentors in an Afterschool Engineering Program

Current data suggest fewer females than males continue to be interested in engineering and that this gender gap is first evidenced during middle school years. One might expect that female engineering role models would encourage adolescent girls to pursue future careers in engineering and thereby increase the girls’ interests in and attitudes towards science and mathematics. This study sought to correlate middle school girls’ overall confidence in science and mathematics with a year-long, afterschool mentoring program led by female engineering students from a local university. The results demonstrated that there was a significant correlation between the quality of the mentoring relationship and the girls’ confidence in mathematics. The relationship between female role models and young girls’ attitudes toward science and mathematics is discussed.     

Learning What It Takes to Teach Science: High School Students as Science Teachers for Middle School Students

This study examines the influence of St. John's University Summer Science Experience and Teacher Mentoring Program on African American and Hispanic high school students' interest in science and science teaching as career goals. In the first phase of the program, high school students from six school districts in Suffolk County, Long Island (a suburb of metropolitan New York City) engaged in investigative science experiences that emphasized environmental science, chemistry, and technology and learned about effective science pedagogy. The second phase of the program functioned as a teaching practicum for the high school students, where they planned for instruction and taught middle school students investigations similar to those that they had engaged in during the summer program. Various surveys were developed to assess high school students' attitudes about science and science teaching, knowledge of effective teaching approaches, knowledge of ways to motivate younger students, and the overall impact of the program on the high students' interest in science and/or science teaching as career goals. Program evaluations reveal that over 75% of the students expressed an interest in considering science or science teaching as career possibilities. Implications for minority teacher recruitment are discussed.     

Sex differences in the acceptability and short-term outcomes of a web-based personalized feedback alcohol intervention for high school seniors

Despite the escalation of alcohol use through high school, the majority of research on school-based alcohol interventions has been conducted with junior high students or first and second-year high school students. Preliminary research indicates a brief, web-based personalized feedback intervention developed for college students (eCHECKUP TO GO) may be a promising program for high school seniors. Although these studies demonstrate positive intervention effects, there is some evidence for greater program efficacy for females in this age group. The current study investigates sex differences in program acceptability of the eCHECKUP TO GO and its relationship to short-term alcohol outcomes among high school seniors (N = 135). Overall, the majority of students reported they found the program to be acceptable (i.e., user-friendly and useful). However, contrary to our hypothesis, results indicated that male students reported significantly higher perceptions of program acceptability than females. Although we did not find sex differences in alcohol outcomes, program user-friendliness was related to reductions in alcohol use for males. The results of this study add to the literature supporting the eCHECKUP TO GO for high school seniors and highlight the importance of program user-friendliness for males. Implications for implementing the program as a school-based intervention are discussed.     

How Resource Inequalities Among High Schools Reproduce Class Advantages in College Destinations

Previous studies argued that high school resources play a modest role in students?? postsecondary destinations, but they ignored schools?? programmatic resources, which provide opportunities for marks of distinction, such as Advanced Placement courses, and they focused on older cohorts of high school students who entered colleges before competition over admission to selective colleges intensified in the 1980s. Analyses of data on a cohort of students who entered college in the mid-2000s suggest that programmatic and non-programmatic resources found in high schools influence postsecondary destinations and mediates the effect of family socioeconomic status on choices among 4-year colleges.     

Students Designing Video Games about Immunology: Insights for Science Learning

Exposing American K–12 students to science, technology, engineering, and math (STEM) content is a national initiative. Game Design Through Mentoring and Collaboration targets students from underserved communities and uses their interest in video games as a way to introduce science, technology, engineering, and math topics. This article describes a Game Design Through Mentoring and Collaboration summer program for 16 high school students and 3 college student mentors who collaborated with a science subject matter expert. After four weeks, most students produced 2-D video games with themes based on immunology concepts from the educational science game Immune Attack. Findings from three groups that finished their games and one group with an uncompleted game are explored.     

Science,Technology, Engineering and Math Readiness: Ethno-linguistic and gender differences in high-school course selection patterns

The study examines science-related course choices of high-school students in the culturally diverse schools of the province of British Columbia, Canada. The analysis employs K-12 provincial data and includes over 44,000 students born in 1990 who graduated from high school by 2009. The research sample reflects the presence of about 27% of students for whom English is not a first language. We construct an empirical model that examines ethno-linguistic and gender differences in Grade 12 course choices while accounting for personal and situational differences among students. The study employs a course selection typology that emphasizes readiness for science, technology, engineering and math fields of study. Findings indicate that math- and science-related course selection patterns are strongly associated with ethnicity, qualified not only by gender and prior math and science achievement but also by the individual's grade level at entry to the system and enrollment in English as a Second Language program. Students who are more likely to engage in math and science courses belong to Asian ethno-linguistic groups and entered the provincial school system during the senior high-school years. We suggest that ethnic diversity and broader academic exposure may play a crucial role in changing the gender composition of science classrooms, university fields of study and science-related occupations.     

The Different Learning Outcomes of High School and College Students on a 3D-Printing STEAM Engineering Design Curriculum

To enable high school students, especially those interested in art and design-related careers, to improve their ability to integrate knowledge of science, technology, engineering, and mathematics (STEM) in their creative design practices and to be familiar with auto manufacturing, the development of a bridging curriculum, known as STEAM (science, technology, engineering, arts, and mathematics) using digital tools such as 3D printers, has been increasingly recognized as emergent and vital. As a bridging curriculum, it is essential to examine the curriculum with respect to high school and college students to highlight the differences in their knowledge and skills for improving curriculum development. Hence, we conducted a teaching experiment using a CO₂-car engineering design curriculum in this study to analyze the learning outcomes of four groups of students (three 3D-printing groups: 108 high school students, 12 design college students, and 12 engineering college students; one handmade group: 36 high school students) to assess their competencies. The results of the present study highlight significant differences in creativity, forecast accuracy, race outcomes, and learning outcomes. Suggestions based on the results were generated to improve the curriculum. The findings in this study serve as a reference for the future design, development, and implementation of STEAM curricula.     

Cultivating constructivist science internships for high school students through a community of practice with cogenerative dialogues

Working with scientists has been suggested as an effective way for high-school students to learn authentic science. However, little research has involved students’ perceptions of science learning environments in a university internship. This study drew on the theoretical framework of community of practice with cogenerative dialogues to design an internship program that aims to build a constructivist internship for students. Students who learned science in the internship program developed stronger constructivist learning perceptions than those who learned science in school. Specifically, students perceived that they had more opportunities to think independently of the instructors and other students. Three effective principles for program design are: (a) high school students conduct open-inquiry projects with the support of scientists; (b) high school students and scientists conduct cogenerative dialogues regularly to address issues and share experiences; and (c) high school students present their project proposals and scientific findings at open house events. Implications of the results are discussed.     

Urban High School Students’ IT/STEM Learning: Findings from a Collaborative Inquiry- and Design-Based Afterschool Program

This exploratory study examines the impact of a collaborative inquiry- and design-based afterschool program on urban high school students’ IT/STEM learning—using information technology (IT) within the context of science, technology, engineering, and mathematics (STEM). The study used a mixed methods design, involving 77 participants within two cohort groups, each participating in an eighteen-month intervention period. Data were collected from the pre- and post-surveys, analysis of the participants’ IT/STEM projects, external evaluation reports, and follow-up interviews. Findings indicate that the program had a significant impact on students’ technology and IT/STEM skills, frequency of technology use, and understanding of IT use in STEM-oriented fields. Some degree of impact on attitude changes toward IT/STEM and career aspirations in these fields was also in evidence. The study demonstrates that IT/STEM experiences supported through technology-enhanced, inquiry- and design-based collaborative learning strategies have significant impact on urban high school students’ IT/STEM learning. Effect of afterschool programs on attitude changes and IT/STEM-related career aspirations of urban high school students are recommended areas of further investigation.     

High school student perceptions and satisfaction with group advisory

One program suggested for personalizing a school's educational program is small group advisory. High school student perceptions of their year-long group advisory program were collected, and high and low student satisfaction groups compared. Satisfied students were more often female, rated their advisory groups as more cohesive, and viewed their teacher advisor as more caring, less directive, and permitting greater student verbal freedom. Also, satisfied students rated their advisory meetings as less often marked by student disruptiveness, more engaging, and less superficial. Notably, student satisfaction was not found to be related to a student's socioeconomic background, performance, or school adjustment, suggesting that group advisory could offer a unique contribution to school life. However, drawing together all student perceptions, reactions to the advisory program were mixed, since students were doubtful about its possible benefits, modestly satisfied, and divided in their desire to continue in the program. The eventual decision to abandon the advisory program at this school is placed within the context of school reform and school change.     

The Critical Educators of Color Pipeline: Leveraging Youth Research to Nurture Future Critical Educators of Color

This research study explores a teacher pipeline program intent on developing critical educators among minoritized high school students aspiring to become teachers. Critical educators typically employ critical perspectives, foreground the notion of cariño, and possess agentive qualities to create transformative learning experiences for students of color, especially in under-resourced communities. This teacher pipeline program leverages youth participatory action research (YPAR) as a pedagogy for minoritized high school students to engage in original research studying critical educators in their schools. Findings illustrate that through YPAR, young people surface key perspectives aligned with those of critical educators: the role of institutionalized racism in exacerbating the opportunity gap and the centrality of building relationships in classrooms. In the discussion, the author elaborates on how YPAR advances the pedagogy in teacher pipeline programs, promotes critical perspectives amongst secondary students, and positions these emergent teachers to envision critical educators as making a substantive difference in the lives of marginalized students. The author concludes with implications for educational leaders in P-20 settings to consider in the promotion of a critical educators of color pipeline.

     

UCS-PROMOVE: The engineer of the future

The Universidade de Caxias do Sul (UCS) elaborated the cooperative project called ‘The engineer of the future’, with the objective of promoting science and engineering among high school teachers and students. This project aims to improve the quality of the teaching and to increase the interest of students in technological areas, leading to a future career in engineering. The activities of this project were planned to give meaning and foundation to the teaching–learning process of science and for the application of theory in the solution of real problems, while articulating scientific, economic, environmental, social and political aspects and also to reinforce the important role of engineering in society. Amongst the activities to be offered to high school teachers and students are a specialisation course for teachers based upon new educational methodologies, workshops in different areas of science and technology, a programme entitled ‘Encouraging girls in technology, science and engineering’, science fairs and visits to the industries of the region. Activities with the engineering instructors of UCS are also being developed in order to help them to incorporate in their classes more effective pedagogical strategies for educating the engineer-to-be.     

High School Students’ Learning and Perceptions of Phylogenetics of Flowering Plants

Basic phylogenetics and associated “tree thinking” are often minimized or excluded in formal school curricula. Informal settings provide an opportunity to extend the K–12 school curriculum, introducing learners to new ideas, piquing interest in science, and fostering scientific literacy. Similarly, university researchers participating in science, technology, engineering, and mathematics (STEM) outreach activities increase awareness of college and career options and highlight interdisciplinary fields of science research and augment the science curriculum. To aid in this effort, we designed a 6-h module in which students utilized 12 flowering plant species to generate morphological and molecular phylogenies using biological techniques and bioinformatics tools. The phylogenetics module was implemented with 83 high school students during a weeklong university STEM immersion program and aimed to increase student understanding of phylogenetics and coevolution of plants and pollinators. Student response reflected positive engagement and learning gains as evidenced through content assessments, program evaluation surveys, and program artifacts. We present the results of the first year of implementation and discuss modifications for future use in our immersion programs as well as in multiple course settings at the high school and undergraduate levels.

Just as beginning students in geography need to be taught how to read maps, so beginning students in biology should be taught how to read trees and to understand what trees communicate. O’Hara (1997 , p. 327)

     

The impact of a college counseling program on economically disadvantaged gifted students and their subsequent college adjustment

The impact of a college and career counseling program on economically disadvantaged gifted students and their subsequent college adjustment was assessed. Fifty‐five students from public high schools in a major urban school district in the midwest were compared to a group of economically advantaged students who participated in a special summer program for high school students at a private midwestern university. Results indicate that both before and after the program, the groups were similar with respect to the basis for their college choices, motivation to attend college, and career readiness. The economically disadvantaged students changed their plans to finance college as a result of the program and expected college to be significantly more lonely. A three‐year follow‐up revealed that economically disadvantaged gifted students were more likely to enroll at in‐state colleges, to experience college as significantly more boring, dull, and snobbish, and to have more difficulty adjusting socially and forming attachments to their universities.     

The Barnstable High School P.M. Program: One Approach to the Education of High-Risk High School Students

The P.M. Program, located at Barnstable High School (BHS) in Hyannis, Massachusetts, is an alternative high school program for students from 16 to 22 years old who, for a variety of personal, social, economic, and academic reasons, have not been successful in a traditional high school setting. Without compromising rigorous academic or behavioral standards, the program offers students a chance to attain a high school diploma rather than a General Equivalency Diploma (GED) through a variety of nontraditional means. Following a regular school calendar, the program holds classes from 3 to 9 p.m. Monday through Thursday in the BHS. By meeting in the afternoon and evening, the students in the program are able to use all the facilities of the high school, including the library, computer laboratories, science laboratories, and home economics kitchen, at a time when these facilities are idle. On Fridays classes meet from 8:30 a.m. to noon in a local church building because there is no classroom space available in the high school during day school hours. The switch to morning hours on Fridays allows us to meet Massachusetts time and learning requirements without holding classes on Friday nights, a time when few students would attend.     

致力于基础教育均衡——美国"成功之路"计划探析

成功之路计划于2005年初推出,作为一项长期的初中和高中协助项目,它试图在学生的学校经历与成年后的职业意愿之间建立连结。作为学校内部的一个指导计划,这一项目通过制定6年连贯的课程以及利用各种教学策略来激发学生的学习动力,帮助学生通过教育获得劳动技能并通过职业生涯与教育规划来提高贫困学校学生进入大学和获得理想职业的机会。     

The Challenge of Improving Urban High School Graduation Outcomes: Findings from a Randomized Study of Dropout Prevention Efforts

This 5-year longitudinal randomized study focused on the effects of a dropout prevention program implemented at two urban high schools. The program incorporated the characteristics of personalization found in previous research to have some positive effects, and typical of the type of programs implemented in many high schools nationwide. The primary program component was the provision of a facilitator for about 60 program students at each school to encourage students regarding attendance, their academic coursework, and personal issues. In particular, the study examined whether at-risk students randomly assigned to the program had better outcomes (particularly attendance, on-time promotion in grade, and high school completion) than those at the same high schools that were assigned to the control group. The article explores reasons for the nonsignificant effects of this program, emphasizing the need for earlier intervention prior to the ninth grade year among at-risk urban students.