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Defining Student Success
The key to success, our culture tells us, is a combination of talent and hard work. Why then, do high schools that supposedly subscribe to this view send students to college at such dramatically different rates? Why do students from one school succeed while students from another struggle? To the usual answer-an imbalance in resources-this book adds a far more subtle and complicated explanation.Defining Student Successshows how different schools foster dissimilar and sometimes conflicting ideas about what it takes to succeed-ideas that do more to preserve the status quo than to promote upward mobility.Lisa Nunn's study of three public high schools reveals how students' beliefs about their own success are shaped by their particular school environment and reinforced by curriculum and teaching practices. While American culture broadly defines success as a product of hard work or talent (at school, intelligence is the talent that matters most), Nunn shows that each school refines and adapts this American cultural wisdom in its own distinct way-reflecting the sensibilities and concerns of the people who inhabit each school. While one school fosters the belief that effort is all it takes to succeed, another fosters the belief that hard work will only get you so far because you have to be smart enough to master course concepts. Ultimately, Nunn argues that these school-level adaptations of cultural ideas about success become invisible advantages and disadvantages for students' college-going futures. Some schools' definitions of success match seamlessly with elite college admissions' definition of the ideal college applicant, while others more closely align with the expectations of middle or low-tier institutions of higher education.With its insights into the transmission of ideas of success from society to school to student, this provocative work should prompt a reevaluation of the culture of secondary education. Only with a thorough understanding of this process will we ever find more consistent means of inculcating success, by any measure.
eBook
School academic climate and oral health
Preventing tooth loss depends on oral health maintenance behaviors. This study hypothesized that adolescents with educational aspirations have greater motivation to invest in the future, including maintenance of oral health status. To analyze the association between a school academic climate of educational aspirations and tooth loss (first permanent molars) among adolescents. A cross-sectional study was designed to include 2,500 adolescents (aged 14-19 years) enrolled in public high schools of Olinda located in Northeast Brazil. Multilevel Poisson regression random intercept models were conducted with tooth loss (first permanent molars) as the outcome. The primary cohort of interest was school academic climate, as measured by the proportion of students taking the national high school exams. Tooth loss of the first permanent molars (assessed by clinical exam) was more prevalent in adolescents from more disadvantaged backgrounds (receiving family allowance, low maternal education). However, after controlling for a wide range of individual characteristics, adolescents enrolled in schools with lower academic climate had a higher prevalence of tooth loss (PR 1.42, 95%CI: 1.09,1.85). The school academic climate is associated with tooth loss, suggesting that educational aspirations are linked to adolescent oral health maintenance behaviors.
Journal Article
School academic climate and oral health (tooth loss) in adolescents
Preventing tooth loss depends on oral health maintenance behaviors. This study hypothesized that adolescents with educational aspirations have greater motivation to invest in the future, including maintenance of oral health status.
To analyze the association between a school academic climate of educational aspirations and tooth loss (first permanent molars) among adolescents.
A cross-sectional study was designed to include 2,500 adolescents (aged 14-19 years) enrolled in public high schools of Olinda located in Northeast Brazil. Multilevel Poisson regression random intercept models were conducted with tooth loss (first permanent molars) as the outcome. The primary cohort of interest was school academic climate, as measured by the proportion of students taking the national high school exams.
Tooth loss of the first permanent molars (assessed by clinical exam) was more prevalent in adolescents from more disadvantaged backgrounds (receiving family allowance, low maternal education). However, after controlling for a wide range of individual characteristics, adolescents enrolled in schools with lower academic climate had a higher prevalence of tooth loss (PR 1.42, 95%CI: 1.09,1.85).
The school academic climate is associated with tooth loss, suggesting that educational aspirations are linked to adolescent oral health maintenance behaviors.
Journal Article
Fitting In, Standing Out
In American high schools, teenagers must navigate complex youth cultures that often prize being 'real' while punishing difference. Adults may view such social turbulence as a timeless, ultimately harmless rite of passage, but changes in American society are intensifying this rite and allowing its effects to cascade into adulthood. Integrating national statistics with interviews and observations from a single school, this book explores this phenomenon. It makes the case that recent macro-level trends, such as economic restructuring and technological change, mean that the social dynamics of high school can disrupt educational trajectories after high school; it looks at teenagers who do not fit in socially at school - including many who are obese or gay - to illustrate this phenomenon; and it crafts recommendations for parents, teachers and policy-makers about how to protect teenagers in trouble. The result is a story of adolescence that hits home with anyone who remembers high school.
eBook
Stand for Courage
Bullying and peer victimization are increasingly recognized as a detriment to the well-being of students. While the past two decades have seen the development of several effective approaches to prevention at the elementary and middle school levels, very little research has documented effective strategies for students in high schools. The current study evaluated a simple, student-led intervention called Stand for Courage (SfC), conducted across six high schools in the Mountain West, to determine the relationship between the implementation of SfC and the reduction of self-reported victimization and perpetration. Results of the one year study indicated that following intervention, students in SfC schools were 51.9% less likely to report victimization and 53.8% less likely to report perpetration compared to students in control schools. Additional chi-square analyses also determined that victimization and perpetration differed significantly between treatment groups by location, victim response, and peer response. Implementation fidelity of intervention components remained high across the study, and both adults and students within the study reported the intervention was both effective, efficient, and worth their time and effort. While limitations exist, the results of this study provide powerful evidence for the effectiveness of simple, student led prevention strategies in high schools.
Journal Article
From “Robot” to “Rejuvenating Warrior”: An EFL Learner’s Conceptual Metaphors During School Transition
Drawing on conceptual metaphor theory, I investigated the school transition experience of an English as a foreign language (EFL) learner. In this narrative case study, the participant’s emotion labor was followed throughout his first semester at a high school in Turkey. Exploring narrative journals, conceptual metaphors, and interviews, I examined his dynamic emotional states. The findings revealed that school transition may entail inhibiting emotion labor for high school freshman EFL learners. Moreover, it was also shown that these emotions may force adolescent learners to reconceptualize foreign language learning with a negative perspective and develop surviving learner’s strategies that may support them in terms of getting satisfactory grades in a summative assessment culture but may jeopardize language learning in the long run.
Journal Article
Exposure Assessment Survey in Schools: Pilot Project in Osijek, Croatia
Children's health is affected by the quality of indoor and outdoor environments. In order to prevent environmentally mediated diseases among children, the Member States of the World Health Organization (WHO) European Region adopted the Parma Declaration on Environment and Health in 2010, which includes commitments to provide children with access to safe water and sanitation, improve indoor air quality in children's facilities, and make schools tobacco- and smoke-free places. To measure progress towards these goals, WHO facilitated the development of a survey toolkit for national surveys. In preparation for a national school survey in Croatia, this toolkit was pilot tested in two high schools in the city of Osijek, Croatia, in spring 2012. The main problems detected in the survey were: 1) high prevalence of smoking, with 34% of pupils smoking inside or outside school during school hours; 2) poor ventilation, with pupils spending over 30% of their school time in classrooms with carbon dioxide concentrations exceeding 1,000 ppm; and 3) the presence of dampness in school premises. Sanitation facilities were generally satisfactory. Concentrations of formaldehyde, nitrogen dioxide, and benzene in classrooms were generally low. Smoking, poor ventilation, and dampness were the environmental risk factors identified in this survey in the two schools.
Journal Article