Browsing by Subject "High school students"

Now showing 1 - 12 of 12

Binational cooperation for high school ELL immigrant students : the LUCHA program at UT Austin
(2009-12) Gutiérrez-González, Beatriz Irene; Valenzuela, Angela
This dissertation is a qualitative case study of a program where binational program established by the University of Texas to lower the Hispanic high school dropout rate in the United States. The Language Learners at the University of Texas at Austin Center for Hispanic Achievement (LUCHA) program is the focus of this dissertation. The LUCHA program serves immigrant Hispanic students who account for 34% of the 45% Hispanic dropout rate reported by NCES. The theoretical framework employed included the theories of cultural and social capital and the theory of caring to answer the following questions: 1) What challenges had to be met in order to initiate and develop the LUCHA program, a binational education program to combat the high dropout rate among Latino immigrants?, and 2) What can be learned from the implementation and practice of the LUCHA program in school districts with almost identical, homogenous population, and different levels of success with the program. Data was collected in Mexico and the United States and included participants involved in the program at different levels ranging form political involvement in Mexico to immigrant students in South Texas Valley school districts where the program started operations in 2006. The researcher was a participant in this study. The innovative ideas developed and instituted to reduce the Hispanic dropout rate included equipping schools with essential/core and English as a Second Language courses produced in Mexico, validating prior high school credits students had from Mexico through a transcript analysis service, obtaining Mexican transcripts for immigrant students who could not deliver them to schools, and diagnostic tests produced in Mexico for immigrant students with interrupted schooling. These services and their delivery were modified and adapted to meet the changing needs and graduation requirements of students and the educational bureaucracy in the U.S. This study brings to light the skills sets, assumptions, and characteristics of people needed to create binational agreements of cooperation. This research suggests that the perception of caring (Noddings, 1984) of educational agents in schools and school districts influences the level of success of the program in schools with almost identical populations.
Co-learning, co-creating : a case study on collaborative art in a high school classroom
(2017-12-07) Exner, Maggie Marion; Bain, Christina; Bolin, Paul E
The purpose of this study was to investigate the benefits and challenges of collaborative art-making in one high school art class from the teacher’s and students’ perspectives. This case study examined one collaborative art project in a Painting II class that took place at a high school in the Austin, Texas area. This study focused on teacher and students’ perceptions of collaborative art-making based on their experiences facilitating or participating in the collaborative art project. The participants for this study were one art teacher and 18 high school students enrolled in the Painting II class. Data collected for this study included four 80-minute observations of the class, student response surveys, and teacher and student interviews. Four of the 18 students and the teacher were interviewed in the fall of 2016 in order to shed light on their perceptions of what they found beneficial and challenging about the collaborative art project. The findings of this study indicate that the art teacher and the majority of the students had positive experiences with the collaborative art project. Eight themes emerged as benefits of collaborative art-making and seven emerged as challenges. The outcomes further suggest that collaborative art projects can help build 21st century learning skills that inevitably benefit high school students preparing for college and future careers.
The educational values of the National Youth Administration work-program in Texas
(1942) Hendrix, Samuel David; Umstattd, James Greenleaf, 1896-1988
Examining the relationships between metacognition, self-regulation and critical thinking in online Socratic seminars for high school social studies students
(2009-12) Lee, Shih-ting; Liu, Min, Ed. D.
This study examined the relationships between metacognition, self-regulation and students' critical thinking skills and disposition in online Socratic Seminars for ninth grade World Geography and Culture students. Participants of this study came from six intact pre-AP (Pre-Advanced Placement) classes in a public high school in south central Texas in the United States. They were randomly assigned to two groups: a three class treatment group and a three class comparison group. Students in both groups received training on critical thinking skills, Internet security, "netiquette" and the technological tools involved in the online Socratic Seminars. The experimental group performed two metacognitive tasks. They assigned critical thinking tags in the discussion forum and wrote two structured reflection journals after they finished each of the two Socratic Seminar discussions, while the comparison group performed neither of the two metacognitive tasks. Both quantitative and qualitative data were collected for the data analysis. A multivariate analysis of covariance (MANCOVA) showed statistically significant effects of the two metacognitive tasks on students' self-regulation, but not on their critical thinking skills and disposition. The structure equation modeling analysis showed that self-regulation had significant relationships with students' critical thinking disposition, but not with students' critical thinking skills for both the experimental and the comparison groups. The structural equation modeling analysis also revealed an insignificant moderating effect of performing the two metacognitive tasks on the relationship between self-regulation and students' critical thinking. Qualitative data analysis triangulated results from the quantitative analyses.
Facilitating school connection : the roles of relationship development and extracurricular activity participation
(2010-08) Roberts, Lisa Garety; Emmer, Edmund T.; Keith, Timothy Z.; Loukas, Alexandra; Sander, Janay; Stark, Kevin
Numerous researchers have examined school and student variables that can prevent school failure, dropping out, and the development of delinquent behaviors. Such research suggests that students who establish a strong connection to school early in their academic career have higher academic achievement, better attendance, and more school participation (J. D. Finn, 1989, 1993; Finn & Rock, 1997; Sirin & Rogers-Sirin, 2005). However, there is little research that evaluates mechanisms that could be used to intervene when older students are on course for failure or delinquency. The current study, therefore, attempts to expand on the understanding of precipitating factors for school connection by investigating a possible link between school connection, extracurricular activity participation (EAP), and the relationships with teachers, parents, and peers promoted through activity participation. Latent variable structural equation modeling was used to investigate whether relationships with teachers, parents, and peers mediate the effects of EAP on school connection across time. Data from the base year (8th grade), first follow-up (10th grade), and second follow-up (12th grade) waves of the National Educational Longitudinal Study: 1988-2000 (NELS:88) were used. Three latent variable panel models were created and analyzed; one each for Relationships with Teachers, Relationships with Parents, and Relationships with Peers as the mediating variables. Results supported previous literature in that models reflecting a reciprocal relationship between EAP and school connection were found to have the best fit. Additionally, latent variable structural equation models were constructed to simultaneously compare the influence of EAP on the three types of relationships (i.e., with teachers, parents, and peers) and their subsequent influence on school connection. Finally, a latent variable structural equation model was constructed to explore possible differences in the type of activity in which a student participates on their relationships with others and school connection.
High school students' knowledge of traumatic brain injury and implications for brain injury awareness education
(2007-05) Day, Emily Catherine, 1983-; Harris, Joyce L.
The purpose of the present study was to determine what high school students know about traumatic brain injury and to make programmatic recommendations based on the findings. A traumatic brain injury knowledge survey was administered to 336 high school students within a single public school district and was used to determine what and how much students know about traumatic brain injury and if there were any group differences in amount of knowledge. Results of the survey indicated that overall student knowledge was inadequate and that group differences in amount of knowledge do exist. As such, programmatic recommendations were made to supplement TBI education and awareness in the schools.
Hope and the post-racial : high school students of color and the Obama American era
(2015-05) Smith, William Louis; Brown, Anthony L. (Associate professor); Salinas, Cynthia; De Lissovoy, Noah; Epstein, Terrie; Urrieta, Jr., Luis
Drawing on critical race theory, racial formation theory and the extant literature on the so-called post-racial turn in American life, this research explored the broad question of how young people of color make sense of issues of race and equity in the era of the first Black president. Using a case study design, as well as elements of visual research methods and narrative inquiry, I examined how a group of high school students of color at a predominantly White high school have learned about race and Obama, considering both formal school curricula and out-of school sources. I also sought to understand what significance the students placed on president Obama’s election, including their views on racial progress in the U.S. and their beliefs in the plausibility of a post-racial American era. Through the collection and analysis of interview, classroom observation, and artifact data, my findings suggest that schools can be unfriendly spaces for learning about these topics, but students pick up rich, though scattered, information through out-of-school sources such as family, community, and media. Additionally, students exhibited contradictory beliefs about race in America, with experiences of racial marginalization at school juxtaposed with measured optimism about racial progress in the U.S. Students also expressed personal inspiration in having a Black president and a willingness to hold multiple, competing narratives about race, Barack Obama, and their own lived experiences. These findings suggest a need for history and social studies teachers to provide formal curricular spaces for open discussion about race and President Obama to allow students to discuss and extend their multiple Obama narratives. Researchers must also consider the hybridized racial stories of both students of color and of the 44th president.
The meaning of mocking : stylizations of Asians and preps at a U.S. high school
(2007-05) Chun, Elaine Wonhee, 1973-; Walters, Keith, 1952-; Zhang, Qing, doctor of linguistics
The role of early college high school in P-16 success: a case study of students’ perceptions of Mission Early College High School effectiveness
(2009-08) Valdez, Melinda Martin; Bumphus, Walter G.; Sharpe, Edwin Reese
The short existence of Early College High Schools has not allowed for considerable research to assess their operational effectiveness. Furthermore, the effectiveness perceptions and reactions of students enrolled at these schools have not been given ample opportunity to be studied – an integral component of any school’s operation. The purpose of the study is to focus on one specific ECHS while in its third year of existence to assess its operational effectiveness from the perspective of its students. The research methodology which was selected as appropriate for the study involves the use of qualitative research coupled with the case study method. In order to assess for reliable observations, currently enrolled students were interviewed to gain knowledge of their perception of the operational effectiveness at their early college high school. Additional qualitative data was utilized with an inductive analytic approach to provide for a detailed view of the school. Data was segmented into relevant parts to help identify emergent themes. The following themes emerged from the findings: attainable success; student roles and responsibilities; personalization; support to achieve higher-level work; highly qualified teachers; and engaging parents and community. The findings suggest that student perceptions reflect an effective school environment that enables them to meet the expectations of high school graduation and completion of up to two years of college credit. Moreover, the supplemental data collected provided evidence of effective school administration and instructional practices that foster the support and engagement of students to meet their needs as early college high school students. An objective study of an early college high school may assist its administrators to ascertain whether they are meeting the needs of their students. Future research concerning this topic may be able to utilize the results and conclusions of this study to further enrich the knowledge of effective early college high schools.
Self-determination in context : an examination of factors that influence school performance among African American males in high school
(2008-05) Davis, Leroy, 1968-; Yates, James R.
The purpose of this study was to examine self-determination and achievement motivation as predictors of successful school performance for high school African American males enrolled in an urban Texas school district. The students (N = 108) were placed into two distinct groups: higher-performing and lower-performing African American males based upon the following: (a) Numerical average in core classes taken, (b) performance on the Texas state achievement test, (c) placement in academic classes and programs, and (d) attendance and discipline records. This study employed both qualitative and quantitative methodologies in which African American males responded to The Needs Satisfaction Scale (Ilardi, Leone, Kasser, & Ryan, 1993; Deci & Ryan, 2000; Gagne, 2003) and The Student Opinion Survey/Education Survey (Murdock, 1993). Tests of multivariate analysis of variance (MANOVA) were used in this study to measure the mean differences between the two groups in terms of self-determination (autonomy, relatedness, and competence); and achievement motivation (personal motivation, parent encouragement, teacher support, and peer support). The study found statistically significant differences in levels of self-determination and achievement motivation between the two groups. The qualitative segment was used to explore factors that lead to successful school performance for the African American males included in this study. Four themes emerged: (a) parental encouragement and expectations, (b) involvement in extracurricular activities, (c) personal motivation to achieve, and (d) relationships with significant adults. Recommendations are made to replicate this study in school with larger African American student enrollment and in schools with high achievement and high economic levels. Also, the study may be replicated with other ethnic groups who historically have experienced poor school performance.
Three essays on educational success
(2008-08) Raynor, Katie Lynn; Slesnick, Daniel T.; Hamermesh, Daniel S.
The unifying theme of this dissertation is the empirical analysis of the determinants of educational success. The first essay asks whether high school time use affects the probability that a high school graduate attends college. These effects may be due to acceptance decisions by colleges or because different time uses actually change the amount of educational attainment an individual desires. Three types of high school time use are considered: doing homework outside school, participating in extracurricular activities, and working for pay. The data used for this essay, as well as for the other two essays, are from the National Education Longitudinal Survey of 1988 (NELS:88). Instrumental variables analysis suggests that the time spent on homework outside school may be the most important type of time use, and it may have a very large positive effect on four-year college attendance. The second essay identifies how high school time use affects college GPA for individuals attending their first year at four-year colleges, using the same three types of high school time use as in the previous essay. College time use is imputed using the American Time Use Survey (ATUS) since this information is not available in the NELS:88. The results indicate that high school time use is important in determining GPA during the first year of college, where part of this effect is due to the fact that spending more time on homework during high school increases an individual’s ability level, which later increases college GPA. The purpose of the third essay is to analyze whether living at home with one’s parents will affect a college student’s gradepoint average. For students from higher income families, college GPA’s will be significantly higher if they live away from home. However, living at home during college does not negatively affect GPA for those from lower income families.
Understanding gender differences in achievement on the Social Studies Texas Assessment of Knowledge Skills : an interactive qualitative study
(2007-08) Ungurait, Michelle D.; Estes, Nolan; Northcutt, Norvell
The Texas Education Agency’s Social Studies Texas Assessment of Knowledge and Skills results show an achievement gap between males and females for every criteria on every test given since 2003. The most dramatic achievement difference is in the area of “traditional” U.S. History. The Texas results mimic a gender gap reported by College Board Texas AP U.S. history exams and the 2006 National Assessment of Education Programs United States assessment for 8th and 12th graders. Literature and education research outline a contentious background the current social studies and history education programs a, a history of social studies assessment programs, and different theoretical frameworks regarding male and female learning. A Transformative Sequential Mixed Method/Model Design was used for this study. Social Studies TAKS quantitative data collected by the Texas Education Agency formed the basis for an Interactive Qualitative Analysis (IQA) study. The Researcher gathered data from a statewide sampling of social studies supervisors, administrators, teachers and Austin Independent School District social studies students. Findings show perspectives regarding the social studies are different and crucial to effective instruction. Both female and male student focus groups believe the teacher to be in complete control of student learning whereas social studies supervisors, administrators, and teachers find the teacher to be a recipient of the pressures from the statewide assessment, accountability, external influences. Female students are shaped by the influences of their outside life and find the entire subject matter covered by the social studies irrelevant. Male students are more personally involved in the history and social studies subject matter finding it important and interesting.