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Descriptors:
Educational Strategies; Foreign Countries; National Curriculum; High Schools; Geography Instruction; Geographic Information Systems; National Surveys; Interviews; Teacher Attitudes; Teaching Methods

Abstract:
Following the integration of GIS into the national curriculum standards of senior high school geography, Taiwan has systematically implemented GIS education for over a decade. However, the effectiveness of this implementation is currently unclear. Therefore, this study investigates the status of GIS education in Taiwanese senior high schools. A nationwide questionnaire survey and ten personal interviews were conducted between 2009 and 2010. The results indicate that approximately 99 percent of teachers are confident to teach about GIS. The current educational strategies of promoting GIS have proven effective and shall be continued and expanded. (Contains 6 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Statistical Analysis; Foreign Countries; Usability; Social Influences; Geographic Information Systems; Geography Instruction; Knowledge Level; Secondary School Teachers; Teacher Motivation; Questionnaires; Teacher Attitudes; Models; High Schools

Abstract:
This article explores the adoption of geographic information system (GIS) knowledge and skills through in-service training for high school geography teachers in Taiwan. Through statistical analysis of primary data collected from a census of Taiwan's high school geography teachers, it explores what motivates these teachers to undertake GIS training. The design of the questionnaire was largely inspired by the technology acceptance model (TAM) and the social influence model (SIM). The former model postulates the influence of perceived usefulness (PU) and perceived ease of use (PEOU) of GIS on teachers' actual adoption of the technology. The latter, in contrast, postulates that teachers' usage of GIS is affected by their peers and their schools. Statistical findings indicate that PU and school support are important factors influencing teachers' adoption of GIS in Taiwan. (Contains 8 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; African American History; United States History; Content Analysis; Conferences (Gatherings); Textbooks; High Schools; Disproportionate Representation; Heuristics; Visual Aids

Abstract:
This article addresses the dearth of African American women in high school U.S. history textbooks. The authors conducted a content analysis of the images in an African American history textbook and found that black women are underrepresented. Women are found in less than 15 percent of the images in the African American history text, while they make up nearly 30-50 percent of the images in two mainstream texts that the authors analyzed. The authors use Rachel Mattson's five heuristics to show how to incorporate images of black women in more meaningful ways in the curriculum: sourcing, inside-the-frame/outside-the-frame, intertextuality, framing historical questions, and using visual codes and conventions. (Contains 1 table and 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Activism; Ethnic Studies; Mexican Americans; Epistemology; Journalism; Hispanic American Literature; High Schools; Rhetoric; Student Participation; Student Role

Abstract:
This essay looks at Ethnic Studies activism in Arizona through a rhetorical lens in order to highlight epistemological aspects of activities such as a high school Chicano Literature class, Roberto "Dr. Cintli" Rodriguez's journalism, and student activism to defend the Mexican-American Studies Department. Taking rhetoric's premise that language is at the center of knowledge construction (epistemology), this essay turns to Chicano activism as a language that produces knowledge differently. The participation of students, particularly in the indigenous spiritual runs, is an important example of the traditionally central role of students to the field of Chicano Studies. Runs also work inwardly to strengthen participants and build group cohesion. These practices, like Chicano and Ethnic Studies in general, constitute a critical dialectical way of thinking, a disruptive opposition to traditional rationalities that tend to gloss over colonialist histories and justify status quo racial inequalities. Thinking about these activities rhetorically allows readers to understand how the participants communicate with a wider audience and how they generate knowledge uniquely around Chicano Studies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High Schools; Public Schools; Research Skills; Career Readiness; College Readiness; Technology Uses in Education; Portfolios (Background Materials); Electronic Publishing; Communities of Practice; Student Evaluation

Abstract:
An estimated 99% of the U.S. population understands that "teaching and learning 21st century skills are very important to the country's future economy", while 80% of those surveyed understand that "the things students need to learn in school today are different than they were 20 years ago". This study also showed that 88% of of the respondents understand that "21st century skills are important for schools to teach". Keeping these data in mind, one must not be surprised when employers see Oral Communication, Collaboration, Professional Work Ethic, Written Communications and Critical Thinking/Problem Solving as the most important skills for new hires in the coming years. In this article, the authors provide instruction and professional development as the Library Team at Skyline High School in Ann Arbor, Michigan. They provide examples of the types of technology skills that academic librarians might expect to see as students move from high school to a higher education setting. Academic librarians may find it useful to consider programs like this one while they develop and plan services that revolve around the use of technology. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Literacy; College Readiness; High School Students; Urban Schools; Partnerships in Education; Academic Libraries; Public Libraries; High Schools; School Libraries; College School Cooperation; Best Practices; Outreach Programs; Advanced Placement Programs; Program Implementation; Program Development

Abstract:
This article describes a nearly decade-long partnership between three institutions representing school, public, and academic settings in Westchester County, New York. The program, designed to improve the academic performance of local high school students, is unique due to the extensive contact students have with academic librarians during the school year, including two day-long orientations and individual consultation sessions. Using experiences as partners in this collaborative effort, interviews with six teachers and librarians, and the existing literature, this article identifies best practices and key factors for academic libraries that are considering or currently providing instructional and outreach activities to high schools. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Industry; Instructional Innovation; Technology Education; Standards; Vignettes; Problem Solving; High Schools; High School Students; Secondary School Teachers

Abstract:
Innovation is central to modern industry. It can and should be taught in schools. Not only does providing students a background in innovation benefit them later in life and industry, but it also promotes and further develops their critical thinking and collaboration skills. Despite the need for innovation, many have struggled with how to teach it. Typically, this is a result of thinking about innovation too linearly. In innovation, there typically is no single right answer, and there isn't a defined path leading towards a perfect solution. Rather, innovation is a nonlinear development of ideas where the ingredients of finding, shaping, playing, refining, and sharing are used interchangeably to develop innovative products, systems, or services. This article provides a brief fictional vignette, drawn from the authors' experiences teaching innovation to students, of specific methods a teacher could use to incorporate innovation into his or her classroom. (Contains 1 table, 3 images and 1 graphic.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High School Students; Transfer Students; High Schools; School Schedules; Context Effect; College Attendance; Developmental Continuity; Education Work Relationship

Abstract:
The timing of a high school transfer may shape students' transitions to college through its (mis)alignment with the structure of the school year. A transfer that occurs during the summer interrupts the four-year high school career, whereas a transfer that occurs midyear disrupts both the four-year high school career and the structure of the school year. Using the Education Longitudinal Study of 2002 (ELS), the investigators find that the penalty suffered after the transfer depends on the degree to which students' high school pathways synchronize with the curricular and extracurricular structure of the school year. Midyear transfer students appear to suffer the greatest postsecondary matriculation penalty. Students who transfer midyear are less likely to attend a four-year college compared with nontransfer and summer transfer students, whereas summer transfer students are less likely to attend a highly selective four-year college compared with their nontransfer counterparts. Curricular and extracurricular disruptions that transfer students experience after their school move explain some, but not all, of the negative associations observed between transferring and the transition to college. Directions for future research and the theoretical and policy implications of the results are discussed. (Contains 3 tables and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High Schools; Public Schools; School Districts; Urban Education; At Risk Students; Screening Tests; Grade 9; Intervention; Time Management; Credits; Computation; Probability; Dropout Research; Identification; Prediction; Middle School Students; High School Students

Abstract:
This article describes the development of early warning indicators for high school and beyond in the Milwaukee Public Schools (MPS) by the Value-Added Research Center (VARC) at the University of Wisconsin-Madison, working in conjunction with staff from the Division of Research and Evaluation at MPS. Our work in MPS builds on prior early warning work by using both preexisting and new district data sets to build predictive models for identifying students at elevated risk of an entire series of adverse outcomes in high school and beyond, beginning with grade 9 retention and continuing into postsecondary education. This early warning work in MPS makes at least 2 significant contributions to the existing base of research: (a) broadening the set of outcomes that early warning work can predict; and (b) investigating new ways of conveying early warning information to practitioners, such as probability estimates for each outcome and the "total quality credits" (TQC) measure. (Contains 4 tables, 6 figures, and 5 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Change; Urban Areas; Low Achievement; Grade 9; At Risk Students; Educational Improvement; Student Needs; Identification; Intervention; High Schools; Program Effectiveness; Educational Indicators; Dropout Prevention; Graduation Rate; Student Characteristics; Gender Differences; Racial Differences; Student Mobility; Reading Achievement; Mathematics Achievement; Age Differences; Socioeconomic Status; Grade Point Average

Abstract:
Chicago has been in the forefront of the country in its use of 9th-grade indicators of dropout. Catalyzed by the development of the freshman on-track indicator and research around it, Chicago school administrators, central office personnel, and external partners have developed a number of mechanisms using 9th-grade indicators to stimulate school improvement. This article describes 3 ways in which early warning indicators are useful for improving student achievement: (a) focusing conversations and efforts on actionable problems; (b) identifying students for intervention; and (c) using indicator patterns to address low performance in a strategic way. Examples from high schools in Chicago suggest that knowledge of the on-track indicator and its use in district accountability were not enough to change practice. However, the availability of data tools that make it easy to act on information about on-track rates have changed the ways in which teachers and school staff interact with each other, students, and parents regarding improving student performance. The strategies they have developed with the data tools have provided a systematic focus to their efforts, which appears to be paying off in substantially improved ninth-grade achievement. (Contains 1 table, 4 figures, and 11 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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