Browsing by Subject "High school"
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Item A study of comorbidity in high school students: relationships of self-reported depressive symptoms, eating attitudes, body dissatisfaction, self esteem, and social support in adolescent males and females(Texas Tech University, 2005-08) Santos, Melissa; Richards, Steven; Hendrick, Susan S.; Borrego, Joaquin P.; Bleckley, M. KathrynDepression is one of the most common mental health disorders seen in adolescence. Low self-esteem, lack of social support and poor body image have been found to be risk factors for depression. However, these risk factors have not adequately explained why adolescent female rates of depressive episodes rise to almost twice that of males. One of many hypotheses proposed in the research is that the concurrent increase seen in eating disorders in adolescent females may be able to explain part of this precipitous rise in female cases of depression. This line of research proposes that a portion of the increase in adolescent depression in females can be explained, in part, by comorbid eating disorders symptomatology. The present study explored this hypothesis, along with related issues in comorbidity. This study had several aims. The primary focus of the study was to look at the comorbidity between disordered eating and depressive symptomatology in male and female high school students. A secondary aim of the study was to look at the relationship between disordered eating and depressive symptoms, along with several of their risk factors: low social support, low self-esteem and low body satisfaction. In particular, when the effects of these three risk factors are statistically controlled for, does disordered eating contribute above and beyond these risk factors to depressive symptoms? Finally, a modified version of the gender additive model was examined which hypothesized that a combination of disordered eating and body dissatisfaction variables combine to increase depressive symptoms in females. Two hundred and two high school students participated in this study. Results indicate that depression and eating disorders are two significant problems facing both male and female adolescents today. Forty percent of students met criteria for possible significant depressive symptomatology while 12% of students met criteria for possible significant disordered eating symptomatology. Comorbidity was seen in 12% of students who met criteria for significant depressive and disordered eating symptoms. The modified gender additive model was not supported in this study. Implications and limitations of this study and suggestions for future research are discussed.Item A study of comorbidity in high school students: Relationships of self-reported depressive symptoms, eating attitudes, body dissatisfaction, self esteem, and social support in adolescent males and females(2005-08) Santos, Melissa; Richards, Steven; Hendrick, Susan S.; Borrego, Joaquin P.; Bleckley, M. KathrynDepression is one of the most common mental health disorders seen in adolescence. Low self-esteem, lack of social support and poor body image have been found to be risk factors for depression. However, these risk factors have not adequately explained why adolescent female rates of depressive episodes rise to almost twice that of males. One of many hypotheses proposed in the research is that the concurrent increase seen in eating disorders in adolescent females may be able to explain part of this precipitous rise in female cases of depression. This line of research proposes that a portion of the increase in adolescent depression in females can be explained, in part, by comorbid eating disorders symptomatology. The present study explored this hypothesis, along with related issues in comorbidity. This study had several aims. The primary focus of the study was to look at the comorbidity between disordered eating and depressive symptomatology in male and female high school students. A secondary aim of the study was to look at the relationship between disordered eating and depressive symptoms, along with several of their risk factors: low social support, low self-esteem and low body satisfaction. In particular, when the effects of these three risk factors are statistically controlled for, does disordered eating contribute above and beyond these risk factors to depressive symptoms? Finally, a modified version of the gender additive model was examined which hypothesized that a combination of disordered eating and body dissatisfaction variables combine to increase depressive symptoms in females. Two hundred and two high school students participated in this study. Results indicate that depression and eating disorders are two significant problems facing both male and female adolescents today. Forty percent of students met criteria for possible significant depressive symptomatology while 12% of students met criteria for possible significant disordered eating symptomatology. Comorbidity was seen in 12% of students who met criteria for significant depressive and disordered eating symptoms. The modified gender additive model was not supported in this study. Implications and limitations of this study and suggestions for future research are discussed.Item Applied statistics in the classroom(2013-08) Rodriguez, Christopher Jessie; Allen, David T.The purpose of this report is to give teachers of AP Statistics a way to enrich student learning with an engaging, rigorous and relevant project. The report details the reasons necessary for student-based learning, along with examples in which projects in classrooms were successful. The project is centered on categorical data analysis involving tests of proportions, chi-squared distributions and confidence intervals. There are supplemental worksheets provided with the intent of showing students the relevance and applications of what they are learning to actual studies. Finally, a rubric is provided for students to align and focus their projects as well as for teachers to assess student learning.Item The B.E.S.T. Connection Berryhill's Educational Stagecraft Training(2011-05) Berryhill, Tramaine Quinton; Jones, Omi Osun Joni L., 1955-; Cloyes, RustyIn this document I explore the history of African Americans backstage, detail the types of technical theatre training currently provided to young technicians and offer a program that targets African American high school students. The focus is on students who are already engaged and interested in the performing arts but may not have the resources or opportunity to explore design and technology. I spend time discussing models of mentoring, apprenticeship and coaching as examples of the types of training that my program will provide. This document concludes with the proposal of a program that will help educate young African Americans about careers in technical theatre and design. It is my desire to combine two ideas that have been with me my entire life, mentoring and performing arts education, into a program that helps to provide opportunity, ignite ambition, and guide students to success.Item Barriers to Higher Education for Rural High School Students: A Qualitative Study(2013-05) Taylor, Brandon; Jones, Stephanie J.; Logan, EthanRural high school students face many barriers when choosing to matriculate into higher education. With limited resources and support, rural students are less likely to enroll in college than their urban counterparts. This crisis is escalated when 90% of the fastest-growing high-wage jobs in the United States require not only a high school diploma, but demand higher education. The lack of college participation among rural high school students threatens to undermine an educated workforce and increased access to higher education for all populations. The purpose of this study was to provide secondary and postsecondary educational professionals a view of the needs of rural high school students through the lenses of high school counselors who provide vital college admissions guidance to these students, among their many other roles within high schools. Of specific interest was the identification of the barriers rural high school students face in matriculating into higher education, as well as current and missing support services that can assist rural high school students in pursuing postsecondary education. This qualitative collective case study analyzed the perceptions of three high school counselors who service rural high school students in the Texas High Plains region. A categorical aggregation analysis and open coding of the data collected in the study resulted in five emerging themes: 1) rural students’ lack of self-efficacy in their own academic abilities, 2) the intimidating costs of higher education, 3) a lack of parental/guardian support, 4) rural students’ motivations for matriculating to higher education, and 5) needed support services to address the barriers that rural students face when matriculating to higher education. The overall findings of the study indicated that rural high school students need additional support in addressing their perceived lack of self-efficacy when determining whether to pursue a college education or not after high school graduation. In addition, many rural students and their parents are uneducated in financing the cost of higher education, and prematurely dismiss the opportunity based upon perceived costs. Parental or guardian involvement in their student’s college decision making process is also a prescribed need for rural students to make higher education a possible reality.Item Design of an engineering experiment and data driven design in secondary education(2013-08) Fallin, Patrick Timothy; Allen, David T.Pre-tests and post tests were used to assess the effectiveness of an engineering high school unit on experimental design and data driven design. The engineering data acquisition unit examined in this report used project based learning to teach the design of an engineering experiment and data driven design as part of the engineering design process. The project consists of the design of a building that can safely withstand an earthquake. Students construct, test and collect data on baseline buildings, with and without load using a shaker table and data acquisition. Students' then design experiments to evaluate design modifications that will meet the customer's needs. Overall, although the number of participants was limited, the survey instruments indicated that understanding of experimental design improved among high school students participating in the unit. Based on this pilot implementation of survey instruments, some of the survey questions were clarified.Item Development of non-academic college-readiness skills: The roles of administrators, educators, and students(2013-05) Sadikova, Alime; Mendez-Morse, Sylvia; Valle, Fernando; Price, Margaret A.Students’ transition to college starts in high school and continues throughout their first year of college. College readiness is not only measured by high school grades and scores on standardized tests. Their college readiness also depends on their non-academic experiences, and this readiness should meet current college expectations and rigor. However, if high school administrators, counselors, and teachers fail to stay updated on frequently changing college culture, expectations, and requirements, high school students will not learn the non-academic skills that are equally crucial for academic college success. College administrators, advisors, and professors should also support college freshmen with helpful information about college life, encourage their immersion in that life, inform them about available resources, and, overall, help them become successful college graduates and adults. The purpose of this study is to identify the non-academic college readiness skills and knowledge that are essential for students to develop in high school so that they can apply to and succeed in a four-year college. The study will also investigate how educators, including secondary and postsecondary administrators, faculty, and staff, can help students develop these skills and knowledge. The qualitative methodology of this study uses a case study approach. The data will be collected through interviews, observations, and documents and records. The results will be interpreted in terms of Coleman’s social capital theory. Three high school students, a principal, a counselor, and a teacher, as well as three college students, a university program coordinator, an undergraduate advisor, and a professor, will be purposefully selected to participate in this study. The study intends to increase understanding of how high school seniors and college freshmen think about their college readiness: how they perceive and develop the non-academic skills that are crucial for college and how these skills affect their academic success. The study will also inform high school administrators, counselors, and teachers about what skills to develop in students while they are in high school so that they are better prepared socially and mentally for college. This study will also inform college administrators, undergraduate advisors, and professors who work with freshmen college students about how they can support freshmen to successfully transition into their new environment and become acclimated to college culture. Thus, this study intends to bring together the opinions, advice, and concerns of all the stakeholders in the college readiness process and suggest solutions regarding how to make that process successful for everyone.Item Does A deeper level of empathy help high school engineering students generate more innovative consumer products?(2011-08) Garcia, Bobby Jo; Seepersad, Carolyn C.; Allen, David T.Secondary level engineering education is a relatively new field of study. This report evaluates an activity in which high school students experience simulated disabilities as they interact with and redesign consumer products. These activities are also known as empathic experiences, in which the designer is challenged to place himself or herself in the position of a lead user who pushes a product to its extremes and experiences various customer needs sooner and more acutely than the typical user. The purpose of this study is to determine whether or not these types of empathic experiences help high school students develop more innovative product ideas in a concept generation activity. The results of this study are compared with similar studies that use college students for the subject pool. Differences between subject pools are examined to identify implications for secondary engineering education and assessment.Item Florence(2015-05) Kuntz, Caleb Brandon; Raval, P. J. (Paul James); Rifkin, Edwin; Spiro, EllenFlorence is an 8-minute narrative film about an adolescent girl with a spectrum of Asperger's Syndrome that is medically misdiagnosed and prescribed psychotropic medication. The following report gives and account of the conception, pre-production, production and post-production phases of the film's realization. The lessons learned through both successes and failures will be considered as well as the future life of the project.Item From class to club : an exploration of high school civic-minded student organizations from 1996-2011 in Corpus Christi, Texas(2012-05) Noyola, Sonia Adriana; Field, Sherry L.; Davis, O. L. (Ozro Luke), 1928-Our educational system has long claimed that preparing students to be active citizens is one of its main goals. With high-stakes testing pressures, schools with high minority enrollment have been found to cut back social studies programs and/or implement a drill and practice fragmented teaching style. (Center on Education Policy, 2007; McNeil and Valenzuela, 2000). This research project seeks to understand how civic engagement opportunities were provided for, the impact of these opportunities on students and community members in Corpus Christi, Texas, during the last 15 years, and the ways in which these opportunities may serve to maximize civic engagement for today’s Latino/a student. Using oral histories and archival data as a means to uncover the history of civic-minded organizations in Corpus Christi, Texas, on high school youth and their community, this research project will investigate the founding of the organizations, the people involved in them, and the impact of these organizations as it is perceived by alumni and those with direct experience of the organizations. While a study of this type may not be highly generalizable, it will provide new insights into promising civic education and engagement for previously marginalized groups of students. The findings of this research should add to the educational and social science literature by providing a nuanced understanding of how civic engagement opportunities may be tailored to fit into the learning environment of the high school civics classroom and beyond.Item From the mind to the hand : a beginners guide to milling(2013-08) Crocker, Paul Michael; Deshpande, Ashish D.; Marshall, JillThe purpose of this document is to provide a starting point to engage high school students in a program utilizing CNC milling technology along with CAD/CAM innovations. The beginners’ user manual gives students foundational knowledge in using for Autodesk Inventor, sprutCAM software, and operation of a Tormach PCNC 1100 mill. These tools were chosen since they are available to the author’s school district. Supporting information is given to support the claim of its importance in the classroom for high schoolers.Item Functional modeling through energy flow diagrams for novice engineering design students(2015-12) Sathyaseelan, Sadhan; Crawford, Richard H.; Borrego, MauraFunctional Modeling through Energy Flow Diagrams for Novice Engineering Design Students By Sadhan Sathyaseelan, MSE The University of Texas at Austin, 2015 SUPERVISOR: Richard Crawford The UTeachEngineering program from The University of Texas at Austin is currently developing a high school engineering curriculum that emphasizes design, project-based learning, and development of engineering habits of mind. One module in the curriculum uses reverse engineering of an electromechanical device to teach functional modeling, among other design methods and techniques. Experienced engineers think in terms of the functions – what a product or system must do – before they determine what it will be in its physical form. This is an abstract way of thinking that is commonly taught to engineering undergraduate students, but can be difficult for high school students to grasp. To assist novice engineers (both high school students and undergraduates), a new approach has been developed and evaluated. The Energy Flow Diagram (EFD) focuses on modeling and documenting the energy flow and transformations in the product or system. Energy conversions are prevalent in most products that are feasible for high school students to reverse engineer, and we hypothesize that the results of energy conversions are evident in the behavior of these products. In this paper, we describe the EFD and the materials developed to support its teaching. The EFD method was piloted with an assortment of students from different majors and year of study in the undergraduate level. A pre/post-test was conducted to evaluate any increase in functional thinking among novice design engineers. It was found that the tool was much simpler to understand and implement, and also provided some insights for product redesign opportunities that are similar to the current method of teaching functional modeling.Item High school English learners and college-going : three stories of success(2011-05) Moon, Daniel Louis; Callahan, Rebecca M.; Sardegna, Veronica G.Recent research suggests that the college-going trajectories of English language learners (ELLs) may be improved by focusing on their academic abilities rather than their English limitations; that ELLs are capable of high-track, college preparatory coursework. Most research draws on feedback or observations of current high school students. This qualitative study uses semi-structured interviews to elicit retrospective perspectives of three Latina college students placed in English as a second language (ESL) during high school. These three former ELLs were able to navigate from ESL courses to higher-track, advanced placement (AP) courses, which prepared them for college. Results suggest that relatively short times spent in ESL may positively influence ELLs’ access to college preparatory coursework and integration with native English speaking (NES) peers who possess college-going social capital. Results also suggest that ELLs’ perceptions of teachers’ high expectations and college-going assistance may provide important social capital facilitating ELLs’ access to higher-tracks and college.Item How academic deans support data-driven decision making in high schools: a case study to examine perceptions from district leaders, principals, academic deans, and teachers(2015-12) Goodwin, Wendy Renee; Olivárez, Rubén; Sharpe, Edwin; Pazey, Barbara; Villalpando, Suzanne M; Peters, RobertThere continues to be a growing body of literature regarding data-driven decision making practices in elementary and middle schools; however, there is limited literature regarding the practices in the high school environment, especially as they are juxtaposed against the role of the academic dean. The purpose of this study was to identify the functions of an academic dean and how the role supports data-driven decision making and changes in instructional practices. The study followed a qualitative methodology approach, a case study design and was guided by an interpretivist paradigm; it took place at a public high school in central Texas. Participants consisted of a district leader, principal, assistant principals, the academic dean, department chairs, and teachers whose perceptions and understandings were gathered individually or through focus group interviews. This study addressed the following research questions: (1) What is the role of the academic dean with data analysis activities? (2) How does role of the academic dean support principals in using data to make effective instructional decisions? (3) How does the role of the academic dean support teachers in using data to change instructional practices? Based on the three research questions and cross-analysis of participant responses five significant findings emerged. These five significant findings included: (1) Types of data analysis activities; (2) Provide a data culture and climate; (3) Challenges encountered by the academic dean with data analysis activities; (4) Promote a climate of trust through cognitive coaching; (5) Support instructional capacity through clinical coaching. There were also two subcategories that emerged not commonly shared: (1) Challenges of understanding the role of the academic dean and (2) Data expertise.Item Making alternative sport/PA programs work : understanding the essential elements vital to successful and sustainable after-school sport/PA programs(2014-12) Burden, Theadore France; Dixon, Marlene A., 1970-The purpose of this study is to examine the components that are essential to successful and sustainable after-school sport and physical activity programs. The study examines not only what components must be present, but what barriers as well must be overcome to ensure implementation, success, and sustainability. While some programs have been successful in attracting and providing alternative programs for those that do not currently participate in interscholastic sport, the elements that make such programs successful and sustainable have yet to be thoroughly identified in the field. This study will examine best practices of existing successful programs, in order to make recommendations for expanding these programs to other schools. This study employed a qualitative descriptive design aimed at garnering an in-depth understanding of the experiences and perceptions of participants and program administrators in public schools who currently offer such programs. The study utilized questionnaires, interviews (individual and group), and observations to examine the best practices toward implementing attractive and sustainable after-school physical activity programs. The study included a comprehensive description of the programs, participants, and procedures of seven (7) separate Texas high school after-school programs. The programs fall into three (3) distinctive program designs. In addition, the essential components that make these programs successful and sustainable were reviewed. These five components were Supportive Administrators and Decision Makers Quality Facilitators, Inclusive and Enjoyable Opportunities, Practical and Flexible Logistics, and Parental and Community Involvement. Each of these elements is discussed in-depth in relation to motivational and adolescent development theories. This study demonstrates the viability of promoting and implementing theoretically sound programs that address appropriate developmental capabilities and student motivations. Through focus on local interests, inclusive programs, engaged facilitators, community involvement, and creative facility usage, a broad range of public schools could embrace the value and benefit of physical activity and sport programs for academic enhancement and positive youth development.Item Near Peer Advising: A Case Study of the Perceptions of Advisers' Preparedness(2013-04-11) Martinez, Roger RodriguezThis case study examines the National College Advising Corps advisers? perceptions of their preparedness to assist and encourage underrepresented and low-income students to matriculate to a postsecondary education. The methods utilized in this study were qualitative in nature. Four semistructured questions were asked of the 10 participants who were members of the National College Advising Corps (NCAC). Purposive sampling was utilized based on gender, ethnicity, and first-generation status and was reflective of the NCAC chapter?s demographics. The interviews were transcribed with codes and themes assigned to the participants? responses. Peer debriefing was utilized in validating the participants? responses, which provided insight on what preparation was effective and insight on ways to improve the preparation of advisers. The participants were actively involved in coaching and mentoring students. They spent the majority of their time assisting students in the functional tasks of completing admissions, financial aid, and scholarships applications. The preparation that they received prior to assisting students in their respective high schools was sufficient for the participants to accomplish their assigned duties. Learning while performing the functions of the adviser position was critical because the initial preparation could not cover all situations that the participants could encounter. Preparation for tasks outside the functional area was noted as being deficient at varying degrees. Once advisers started working in their assigned schools, they generally had issues with managing their time in light of the numerous tasks to be completed each day, asking other school staff members for assistance in preparing students for college, ensuring that they maintained a balance between work life and personal life, and navigating the relationships between the advisor and school staff. Knowing how to handle these issues was classified into the theme of professional development and was critical to the advisers? success. Having the right balance of functional preparation versus professional preparation can improve the participants? success in assisting and encouraging underrepresented and low-income students to matriculate to a postsecondary education.Item Purposes, content, and management of the high school newspaper in Texas(Texas Tech University, 1935-08) Pickett, FlorenceNot availableItem Reverse Engineering for freshman through seniors(2015-05) Clark, Cheryl Beth; Seepersad, Carolyn C.; Petrosino, AnthonyReverse Engineering is the process of discovering the workings of a device or system through analysis. It is a high interest activity for high school engineering classes. In general, high school students have not had much experience taking devices apart and determining how they work, but they are often very interested when given the opportunity. Also, the device chosen can be a culminating activity from which to teach physics and engineering principles such as electricity, motors, gears, cams, etc. In addition, Reverse Engineering activities can incorporate elements of engineering design such as Black Box Modeling, Affinity Analysis, and many more. This report looks at the progression of high school Reverse Engineering activities from freshman to senior courses, including device choice, pre-teaching, documentation, and associated design activities. The goal is to start at the freshman level and gradually build the skills needed to complete the Generator Flashlight Reverse Engineering Project in the Engineer Your World curriculum.Item The role of high school librarians as sexual health information providers : perceptions from two social systems(2011-08) Richey, Jennifer Elaine Moore; Immroth, Barbara Froling; Lukenbill, William B.; Harmon, Glynn; Zhang, Yan; Dodd, BarbaraEducating adolescents about sexual health in schools has been a controversial issue for the past 40-plus years. Multiple studies conducted by academic scholars, government agencies, and private organizations have concluded that adolescents receiving sexual education in schools typically make healthier decisions than adolescents not receiving a formal sexual health education, and adolescents participating in comprehensive programs make healthier choices than adolescents participating in abstinence programs. Texas school districts are not required to teach sexual education, but if they choose to do so, adolescents receive abstinence education. Texas adolescents also consistently report making more unhealthy sexual decisions than adolescents in other states. According to the social constructivist epistemology, learning occurs through social interactions with people, symbols, and tools. Interactions with various people, institutions, and information formats construct adolescents’ knowledge about sexual health. High school librarians who teach information literacy skills, who provide sexual health information resources in their collections, and who promote intellectual freedom improve adolescents’ knowledge about sexual health. The more informed adolescents are, the more likely they are to practice healthier sexual behaviors. Myriad factors encourage and discourage high school librarians from playing the role of sexual health information provider. This study explores the role high school librarians play as sexual health information providers within the framework of Role Theory. According to Role Theory, individuals exhibit predictable behaviors within a specific context based on socially constructed expectations. Multiple factors, both internal and external, may inhibit individuals from playing roles. District level library coordinators and high school principals share their perspectives about high school librarians playing this role and the factors influencing librarians’ willingness to do so. Data was collected through three rounds using the Delphi technique. Library coordinators and principals disagree about the role librarians play. Together participants identified fifteen motivators and five barriers to information provision.Item The sexual climate of secondary schools : adolescents' attitudes towards victims of harassment and abuse(2011-12) Boldt, Leanne Oteka; Sherry, Alissa René; Wood, TeriThis paper is a report on the condition of rape myth acceptance and rape supportive attitudes among adolescent boys and girls. Students in secondary schools are at high risk for becoming victims of not only sexual violence, but also of secondary victimization at the reaction of peers and professionals. The paper discusses common risk factors for rape myth acceptance, along with suggestions for counselors practicing in a secondary school setting.