Author: Antonio Avalos
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Census data and research studies have shown that the Hispanic population in the United States and in the state of Texas is the subpopulation whose workforce is the least educated, has the highest high school dropout rates, has the highest number of individuals and households living in poverty, and is projected to be the largest subpopulation (in the U.S. and TX) by 2050 (Finn & Sousa, 2014; Kelly, 2005; Murdock, 2014; National Center for Education Statistics, 2012b; National Center for Education Statistics, 2014; Noguera, 2008). By closing the achievement gap between White and Hispanic high school students and improving the high school graduation rate of the Hispanic population, Hispanics will be placed in a position of acquiring better employment, improving their income, and possibly moving out of poverty status. The purpose of this qualitative research study was to analyze data from Hispanic students about their perceptions of classroom instructional strategies and factors outside of the classroom that enabled or prevented them from being successful in each of their core subject courses (chemistry, geometry, English II, world history) during their sophomore year in a Texas urban high school. Two focus groups were formed: one group which proved to be successful in their chemistry course and a second group of students who failed the course. The data gathered were analyzed using first and second cycle qualitative coding methods and organized on tables to determine the frequency in which specific instructional strategies were mentioned and identified as being an effective or ineffective strategy in learning for each of the two focus groups. Data concerning any perceived outside factors affecting the participants’ success in the core subject courses were also gathered, analyzed, and organized on tables. The data gathered from each focus group were then compared to each other in order to determine similarities and differences in the frequency of effective and ineffective teaching strategies mentioned. Data concerning possible outside factors that influenced passing or failing the core subjects were also identified and compared, in order to ascertain potential trends within each focus group and between the two focus groups. The data obtained from this study support research stressing the importance of the availability of professional development for teachers in order to improve instructional techniques and manage classroom behavior. The results further revealed concerns about student preference for direct instruction which limits student exposure to instructional strategies that would ultimately develop the 21st century skills needed to compete in today’s job market. This further emphasizes the need for campus leaders to develop, monitor, and support teachers in an effort to successfully implement best instructional strategies in all classes. The study does not support the need for teachers to incorporate information related to the history and culture of Hispanic students into classroom lessons in order for them to better relate to the material being taught and improve their performance in their courses; the findings support a need for teachers and campus leaders to become knowledgeable of Hispanic cultures in order to provide Hispanic students with the motivation, academic guidance, and emotional support needed to ensure their academic success. Finally, analyses of data within and between both focus groups revealed that the instructional strategies used by the teachers in the four core subjects neither helped nor hindered student performance in any of the four core subjects.
Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School
Author: Antonio Avalos
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Census data and research studies have shown that the Hispanic population in the United States and in the state of Texas is the subpopulation whose workforce is the least educated, has the highest high school dropout rates, has the highest number of individuals and households living in poverty, and is projected to be the largest subpopulation (in the U.S. and TX) by 2050 (Finn & Sousa, 2014; Kelly, 2005; Murdock, 2014; National Center for Education Statistics, 2012b; National Center for Education Statistics, 2014; Noguera, 2008). By closing the achievement gap between White and Hispanic high school students and improving the high school graduation rate of the Hispanic population, Hispanics will be placed in a position of acquiring better employment, improving their income, and possibly moving out of poverty status. The purpose of this qualitative research study was to analyze data from Hispanic students about their perceptions of classroom instructional strategies and factors outside of the classroom that enabled or prevented them from being successful in each of their core subject courses (chemistry, geometry, English II, world history) during their sophomore year in a Texas urban high school. Two focus groups were formed: one group which proved to be successful in their chemistry course and a second group of students who failed the course. The data gathered were analyzed using first and second cycle qualitative coding methods and organized on tables to determine the frequency in which specific instructional strategies were mentioned and identified as being an effective or ineffective strategy in learning for each of the two focus groups. Data concerning any perceived outside factors affecting the participants’ success in the core subject courses were also gathered, analyzed, and organized on tables. The data gathered from each focus group were then compared to each other in order to determine similarities and differences in the frequency of effective and ineffective teaching strategies mentioned. Data concerning possible outside factors that influenced passing or failing the core subjects were also identified and compared, in order to ascertain potential trends within each focus group and between the two focus groups. The data obtained from this study support research stressing the importance of the availability of professional development for teachers in order to improve instructional techniques and manage classroom behavior. The results further revealed concerns about student preference for direct instruction which limits student exposure to instructional strategies that would ultimately develop the 21st century skills needed to compete in today’s job market. This further emphasizes the need for campus leaders to develop, monitor, and support teachers in an effort to successfully implement best instructional strategies in all classes. The study does not support the need for teachers to incorporate information related to the history and culture of Hispanic students into classroom lessons in order for them to better relate to the material being taught and improve their performance in their courses; the findings support a need for teachers and campus leaders to become knowledgeable of Hispanic cultures in order to provide Hispanic students with the motivation, academic guidance, and emotional support needed to ensure their academic success. Finally, analyses of data within and between both focus groups revealed that the instructional strategies used by the teachers in the four core subjects neither helped nor hindered student performance in any of the four core subjects.
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Census data and research studies have shown that the Hispanic population in the United States and in the state of Texas is the subpopulation whose workforce is the least educated, has the highest high school dropout rates, has the highest number of individuals and households living in poverty, and is projected to be the largest subpopulation (in the U.S. and TX) by 2050 (Finn & Sousa, 2014; Kelly, 2005; Murdock, 2014; National Center for Education Statistics, 2012b; National Center for Education Statistics, 2014; Noguera, 2008). By closing the achievement gap between White and Hispanic high school students and improving the high school graduation rate of the Hispanic population, Hispanics will be placed in a position of acquiring better employment, improving their income, and possibly moving out of poverty status. The purpose of this qualitative research study was to analyze data from Hispanic students about their perceptions of classroom instructional strategies and factors outside of the classroom that enabled or prevented them from being successful in each of their core subject courses (chemistry, geometry, English II, world history) during their sophomore year in a Texas urban high school. Two focus groups were formed: one group which proved to be successful in their chemistry course and a second group of students who failed the course. The data gathered were analyzed using first and second cycle qualitative coding methods and organized on tables to determine the frequency in which specific instructional strategies were mentioned and identified as being an effective or ineffective strategy in learning for each of the two focus groups. Data concerning any perceived outside factors affecting the participants’ success in the core subject courses were also gathered, analyzed, and organized on tables. The data gathered from each focus group were then compared to each other in order to determine similarities and differences in the frequency of effective and ineffective teaching strategies mentioned. Data concerning possible outside factors that influenced passing or failing the core subjects were also identified and compared, in order to ascertain potential trends within each focus group and between the two focus groups. The data obtained from this study support research stressing the importance of the availability of professional development for teachers in order to improve instructional techniques and manage classroom behavior. The results further revealed concerns about student preference for direct instruction which limits student exposure to instructional strategies that would ultimately develop the 21st century skills needed to compete in today’s job market. This further emphasizes the need for campus leaders to develop, monitor, and support teachers in an effort to successfully implement best instructional strategies in all classes. The study does not support the need for teachers to incorporate information related to the history and culture of Hispanic students into classroom lessons in order for them to better relate to the material being taught and improve their performance in their courses; the findings support a need for teachers and campus leaders to become knowledgeable of Hispanic cultures in order to provide Hispanic students with the motivation, academic guidance, and emotional support needed to ensure their academic success. Finally, analyses of data within and between both focus groups revealed that the instructional strategies used by the teachers in the four core subjects neither helped nor hindered student performance in any of the four core subjects.
Make Something Happen
Author: National Commission on Secondary Schooling for Hispanics
Publisher:
ISBN:
Category : Education, Urban
Languages : en
Pages : 64
Book Description
Publisher:
ISBN:
Category : Education, Urban
Languages : en
Pages : 64
Book Description
Resources in Education
Ecological Factors Affecting Hispanic Urban Middle School and High School Adolescents' College and Career Aspirations
Author: Judy Ann Hostrup
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
This mixed methods study investigates how ecological factors influence the decisions urban Hispanic middle school and high school adolescents make concerning their college and career aspirations. I examine the academic aspirations, career aspirations, the influence of peers, teachers, and parents of seventh-, eighth-, ninth-, and tenth-grade urban Hispanic adolescents, and gender roles in college and career aspirations through the lens of Bronfenbrenner's ecological subsystems theory. Participants took the Student Career Assessment (SCA) survey consisting of Likert-type multiple choice questions and open-ended questions to assess their college and career aspirations. Quantitatively analyzed data examined the extent urban Hispanic middle school and high school adolescents were influenced by items on scales of encouragement, literacy, and education and whether there were differences by gender and grade level. Student responses as to why they chose a specific career were analyzed qualitatively. Combined results for urban Hispanic middle school and high school adolescents show a) both genders are interested in finishing high school and going to college, b) Hispanic females are encouraged more than males to pursue their college and career aspirations, c) more females than males know their career aspiration, but the majority of students do not know how to prepare for their chosen career, e) females have more confidence in their literacy skills than males. The more confidence Hispanic high school students have in their literacy skills, the more likely they are to graduate from high school. Implications for future research should involve conducting studies in the areas of college and career aspirations of urban Hispanic adolescents using random sampling. More gender studies involving the college and career aspirations of urban Hispanic adolescents would significantly add to the current body of knowledge.
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
This mixed methods study investigates how ecological factors influence the decisions urban Hispanic middle school and high school adolescents make concerning their college and career aspirations. I examine the academic aspirations, career aspirations, the influence of peers, teachers, and parents of seventh-, eighth-, ninth-, and tenth-grade urban Hispanic adolescents, and gender roles in college and career aspirations through the lens of Bronfenbrenner's ecological subsystems theory. Participants took the Student Career Assessment (SCA) survey consisting of Likert-type multiple choice questions and open-ended questions to assess their college and career aspirations. Quantitatively analyzed data examined the extent urban Hispanic middle school and high school adolescents were influenced by items on scales of encouragement, literacy, and education and whether there were differences by gender and grade level. Student responses as to why they chose a specific career were analyzed qualitatively. Combined results for urban Hispanic middle school and high school adolescents show a) both genders are interested in finishing high school and going to college, b) Hispanic females are encouraged more than males to pursue their college and career aspirations, c) more females than males know their career aspiration, but the majority of students do not know how to prepare for their chosen career, e) females have more confidence in their literacy skills than males. The more confidence Hispanic high school students have in their literacy skills, the more likely they are to graduate from high school. Implications for future research should involve conducting studies in the areas of college and career aspirations of urban Hispanic adolescents using random sampling. More gender studies involving the college and career aspirations of urban Hispanic adolescents would significantly add to the current body of knowledge.
Research in Education
Students at Risk of School Failure
Author: José Jesús Gázquez
Publisher: Frontiers Media SA
ISBN: 2889455912
Category :
Languages : en
Pages : 594
Book Description
The main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables. In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates.
Publisher: Frontiers Media SA
ISBN: 2889455912
Category :
Languages : en
Pages : 594
Book Description
The main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables. In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates.
Dissertation Abstracts International
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 586
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 586
Book Description
From Rage to Hope
Author: Crystal Kuykendall
Publisher: Solution Tree Press
ISBN: 1934009938
Category : Education
Languages : en
Pages : 305
Book Description
Get an authentic view of academic underachievement, apathy, and rage among America’s Black and Hispanic youth. Through a deeper understanding of the cultural backgrounds of these students, you’ll learn powerful strategies to deal with discipline problems, as well as strategies for keeping parents involved. Become an empowered Merchant of Hope armed with positive strategies for reaching these students.
Publisher: Solution Tree Press
ISBN: 1934009938
Category : Education
Languages : en
Pages : 305
Book Description
Get an authentic view of academic underachievement, apathy, and rage among America’s Black and Hispanic youth. Through a deeper understanding of the cultural backgrounds of these students, you’ll learn powerful strategies to deal with discipline problems, as well as strategies for keeping parents involved. Become an empowered Merchant of Hope armed with positive strategies for reaching these students.
American Doctoral Dissertations
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 816
Book Description
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 816
Book Description
Growing Away from the Barrio
Author: Paula A. Cordeiro
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 276
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 276
Book Description