A Transition Model for Postsecondary-Bound Students with Learning Disabilities

Over the most recent two decades, federal policy has urged high schools to embed applied science, technology, engineering, and mathematics (STEM) courses into the curriculum to reinforce concepts learned in traditional math and science classes as well as to motivate students’ interests and long-term pursuits in STEM areas. While prior research has examined whether these courses link to STEM persistence for the general student population, no work has examined the role of these courses for students with learning disabilities (LDs). This is a critical lapse, as these courses have been supported as being one path by which STEM material can become more accessible for students with diverse learning needs. Hence, this descriptive study examines the landscape of applied STEM course taking for students with LDs. The findings suggest students with LDs are less likely to take applied STEM courses in high school compared to the general population. Additionally, while the general population does benefit from taking these courses, there is a unique association between applied STEM course taking and advanced math and science course taking or math achievement for students with LDs. Hence, there is no evidence that applied STEM course taking is related to any closure of the STEM achievement gap for students with LDs.

Race shapes many aspects of students’ high school experiences that are relevant to the college admissions process. We examine the racially-specific effects of high school course of study on college selectivity. Using NELS 1988–1994, we test how race and track interactively predict the prestige of the first post-secondary institution attended. We find support for a “redemptive equity model” of college prestige for Latinos, who attend more selective colleges than White students, net of background and academic variables. Asian American students also attend more selective institutions than White students. Results for African-American students are more complicated, in that the colleges they attend are not significantly different from those of Whites, on average. When we exclude students who attend historically Black colleges and universities, however, African-American students attend significantly more prestigious universities than Whites, net of other factors. We also find racially-specific effects of high school course of study, with Latinos, Asian Americans, and African-Americans appearing to benefit more from taking more rigorous academic courses than Whites.

The purpose of this study was to examine the mathematics ability and efficacy of Florida preservice agricultural education teachers. Results indicated that the preservice teachers were not proficient in solving agricultural mathematics problems. On the other hand, the preservice teachers were efficacious in personal teaching efficacy and personal mathematics efficacy, and moderately efficacious in their mathematics teaching efficacy. Additionally, the associations between mathematics ability and mathematics coursework suggest that preservice teachers that completed an advanced mathematics course in high school and/or college scored higher on the mathematics assessment than preservice teachers that completed a basic or intermediate mathematics course in high school and/or college. However, only a small percentage of the preservice teachers completed an advanced mathematics course in high school and/or college. Based on the data collected in this study, the teacher education program at the University of Florida may need to further evaluate its mathematics coursework requirements.

实践教学是以培养学生实践能力为目的，与理论教学相辅相成的一种教学模式。本文对实践教学的类型和特征分别展开了分析，其类型包括课堂实践教学、校园实践教学、校外实践教学，其特征包括：实践性、主体性、生活性、创新性、时效性。根据当前中学思想政治课实践教学的理论研究，论述了针对中学思想政治实践课实践教学现状，开展中学思想政治课实践教学研究的目的和意义。同时，对于中学思想政治课实践教学存在缺少理论指导、教育理念偏差、缺乏经验借鉴、实践教学的实施、组织困难等问题，提出解决这些问题的几点建议和对策：加强实践教学的理论研究；提高中学思想政治课实践教学的重视程度；借鉴国内外好的实践教学经验；完善中学实践教学的长效机制。 Practical teaching is a kind of teaching mode which is complementary to theoretical teaching aiming at cultivating students’ practical ability. In this paper, the types and characteristics of the practice teaching are analyzed; its types include classroom practice teaching, practice teaching in campus, and practice teaching in society. And its features include: Practicality, subjectivity, cha-racteristics of life, innovation, and timeliness. According to the theoretical research of the practical teaching of ideological and political courses in high school, this paper shows the present situation of practical teaching in high school and discusses the purpose and significance of the practice teaching of ideological and political courses in high school. At the same time, there are some problems about the practice teaching of ideological and political courses in middle school, such as lack of theoretical guidance, deviation of education idea, lack of experience reference, the difficulties of the practice teaching implementation and organization and so on. So some suggestions and countermeasures are given: To strengthen the theoretical study of teaching practice; to pay more attention to political lesson practice teaching in the high school; to draw lessons from domestic and international good practice teaching experience; to improve the long-term mechanism of the practice teaching in the high school.

Recently, through the support from the Obama administration, the traditional STEM curricula (science, technology, engineering, and mathematics) in high schools are being updated with integrated, applied STEM courses (e.g., technology and engineering) in order to enhance the “real world” applicability of scientific fields and ultimately to strengthen the link between what students learn in high school and college major choice. Using longitudinal survey and transcript data, this study examines whether taking these applied STEM courses in high school can predict higher odds of declaring a STEM major in college. The findings reveal that taking applied STEM courses in high school is associated with a higher probability of declaring a STEM college major for four-year students. Moreover, applied STEM course-taking is highly predictive of declaring an applied STEM major. Implications are discussed.

The number of undergraduates entering computer science has declined in recent years. This is paralleled by a drop in the number of high school students taking the CS AP exam and the number of high schools offering computer science courses. The declines come at a time when career opportunities in CS continue to grow and computer science graduates are seen as crucial in building a globally competitive workforce for the 21st century. Efforts aimed at reversing the declining interest in computer science include curriculum revisions at the undergraduate level at many institutions, a re-design of computer science AP courses [1], and the inclusion of computational thinking into disciplines outside computer science [3].This panel discusses four projects of computer science researchers collaborating with high school teachers on integrating computing and computational thinking into their courses. The majority of the high school teachers involved is teaching science and math courses. They are teaching a diverse group of talented and college-bound students. The goal of all projects is to integrate computing into disciplines represented in the high school curriculum and to raise the awareness of computer science as an exciting and intellectually rewarding field.This panel will outline recent and on-going activities and interaction with high school teachers. Each panelist will describe how he/she got involved and the nature of the interaction. The panelists will talk about their individual projects, outline their visions for future interactions, and how their effort can be replicated by others. The session will briefly describe NSF's RET program which provided teacher support for three of the four projects. The session will then be opened for discussion; the audience will be encouraged to ask questions and contribute additional ideas for the inclusion of computational thinking in high school courses.

Previous articleNext article No AccessEducational WritingsConversation as a Pattern for Oral Communication Speech: A High School Course. Lew Sarett , William Trufant Foster , James H. McBurney Theodore L. HarrisTheodore L. Harris Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 52, Number 1Jan., 1944 Article DOIhttps://doi.org/10.1086/441000 Views: 2Total views on this site Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). PDF download Crossref reports no articles citing this article.

The report of the National Committee on Mathematical Requirements' raises a number of interesting questions in view of the particular characteristics of pupils of the seventh, eighth, and ninth grades. The success of the rapidly spreading junior high school depends upon the development of courses and methods which conform with the demands of early adolescence and which provide the type of work best adapted to the needs and abilities of a special type of pupils who because of their maturity are above the elementary types of instruction but are not yet ready for high-school work. For this reason the characteristics of this period of childlife and the aims and purposes of instruction require careful study. To one who has made such a study the special needs become readily apparent. The formulation of a new course of study to meet these needs after they have been recognized is in many respects a much easier administrative problem than any problem of curriculum construction now confronting the school. Especially is it easier than the problem of reconstructing the courses of the senior high school where progress is retarded because of the powerful influence of tradition. It is not even necessary to think of the junior high school as a new and separate institution. The cost of new buildings and equipment may be prohibitive in many localities and may make a separate institution impossible. What is really needed is a reorganization of the subject-matter of the three grades following the sixth, the construction of additional material, and the elimination of that which should either be dropped or post-

Young adults’ financial literacy levels are on a steady decline. In response, more schools in the United States are beginning to incorporate financial education into their curriculums. This study aimed to answer the question, “To what extent do grade levels and the requirement of an economics course in high school impact the financial literacy levels of students in the United States?” This paper augmented previous research by examining the relationships between subjective and objective financial literacy levels based on various educational parameters. Analyzing these variables may provide more effective approaches to impact young adults' future financial behaviors through education. A review of literature on these topics suggest mixed results as to whether financial education improved students’ financial behaviors. However, findings within this study indicate that high school students of upper level grades displayed a stronger positive correlation between their objective and subjective financial literacy levels compared to students of lower level grades. Furthermore, research showed that improving the quality and availability of financial education curricula such as economic courses may help increase students’ knowledge on financial topics.

These are days of change in educational affairs. Greek has almost disappeared from the curricula of school and college. It has entirely disappeared from the individual schedules of all save a mere handful of our students. The contest for the survival of Latin is being hard fought and some of its champions prophesy early failure. Very few men’s colleges in New England any longer demand for admission to the Arts course the traditional four years of Latin. The Bachelor of Science course without any Latin at all has become the common thing. We in the far east will hardly be allowed by ourselves to decide the question of the survival of Latin; the great state universities of the middle west promise to play the chief part in the solution of such educational problems, and we probably shall feel obliged to accept their verdicts. Verily “the old order changeth, yielding place to new.” Is one to see all the old-fashioned subjects drop out in their turn, and will mathematics soon depart forever from the student’s schedule? It requires no excess of confidence to answer no to this question. One notices that the onslaught of the progressives with their weapons of introductory social science, introductory general science, practical arts, community civics, typewriting, forging, and domestic science is aimed at the foreign languages, particularly Latin, and not at mathematics. A careful examination of several of those new curricula which promise to make the high school course really useful, and at the same time easy and delightful to the pupil, shows that they retain in every instance as required subjects for all students algebra and geometry. Naturally these two branches of mathematics cannot be expected to add to the ease or largely to the delight of the average boy or girl’s high school course; they are distasteful to many an earnest but non-mathematical student; they have no charm of educational novelty; yet there they stand as subjects required of all secondary school boys and girls, and why? Because they are known to be in many small ways useful subjects and in a large way necessary subjects. As to the future, one may feel sure that mathematics, which began with the first ordering of things, will not pass out from its place in our educational life until such time as order in the universe shall have given way to chaos. For mathematics, as Professor Story says, occupies a peculiar position with respect to both the arts and the sciences. It is, par excellence, an art, inasmuch as its chief function is to solve problems—not textbook examples which are merely exercises in the application of methods—but all those problems in human experience for whose correct solution sufficient data are at hand. When any line of investigation, to whatever subject it may refer, has been carried so far as to permit the application of exact reasoning, mathematics assumes control. It determines whether the results presented are consistent and whether the conclusions are valid, and it is mathematics that provides the means for applying these conclusions to the prediction of phenomena not yet observed. No science and no branch of technology is exact unless it rests on a mathematical foundation. The secrets of the future can be foretold for any science only in so far as that science is obedient to the laws of mathematics. Astronomy long ago had accumulated enough data of observation to allow its case to be submitted to the mathematician and accordingly astronomy began long ago to be an exact science. It was the mathematicians, Adams and Leverrier, who told the astronomers that their data called for another planet, and indicated to them the direction in which the astronomer should point his telescope to find it. After astronomy, next came physics, and then applied mechanics, in both of which a sound mathematical foundation has long been in building. Other sciences are in the inductive stage, still collecting material to be put in order by the mathematician as soon as the material is sufficient for the purpose. The calculus is already being applied to some of the problems of economics. The chemist employs mathematical formulas daily. The geologist, the physiologist, and the psychologist all use mathematical tools. And mathematics must continue to be used for such tasks until all science shall have become perfect and shall have passed away forever. Mathematics, then, is one of those few themes which, in Kipling’s phrase,

The latest idea to hit the secondary social studies curriculum is something known as World Cultures. Pennsylvania, in fact, has made the course mandatory. Unfortunately, although the title exists, the definition of content seems to be in a state of flux. Whether it replaces, absorbs, or supplements the old World History is not clear. The aim for the course usually indicates that this is some kind of study of all cultures in the name of a vague something called intercultural or international understandings. One fact intrudes-it is only a one semester requirement. It seems, then, that we must make an agonizing reappraisal of content or lay ourselves open to further criticism from those who contend that we teach little content or deep understanding in high school courses. We need a method of organization which will focus upon all the world and yet will limit the scope to manageable proportions. The precedents for high school courses in World History and in World Cultures and their college counterpart, the Civilization courses, were established early in this century by James Harvey Robinson and H. G. Wells and their followers. Several factors caused the emergence of this New History. Darwin's theory indicated that, biologically, man could adjust to his environment. Social Darwinism contended that society could be improved in a similar manner. The rise of anthropology caused the concept of culture to receive emphasis. Culture was defined as everything man thinks, does, says, or has. Because this definition was so broad, a study of all men, regardless of their time or place, became logical. Psychology and sociology seemed to provide further aid towards ultimate perfection. World War I proved a great shock to those who thought and wrote about international affairs. Until then scientific advances seemed to be

Since the entrance of the graduates of technical high schools to engineering programs is hindered, in application, the graduates of general or science high schools only are accepted to engineering education. For these students, four years are not sufficient to teach the basic and the related application courses of the profession. Looking at the existing curriculum of mechanical engineering, it can be seen that in the 1st Year, the physics and chemistry courses repeat the content of the ones given in high school education. The current approach considers the students as they come to university with inadequate and incomplete knowledge and therefore not ready to follow the engineering science courses. This approach underestimates and denies the high school education contrary to the main objective of its curriculum. The main objective of high schools (secondary schools) is expressed in the Laws and Regulations with such a statement: “General high schools do not prepare students for a specific profession but rather for higher education”. Today, the existing curriculum of Mechanical Engineering is to be renewed by some new science and application courses to satisfy the demands of labor market. However, the total course credit limit prevents such a renewal. In the face of this dilemma, the answer to this question becomes important: Should the university really repeat high school physics and chemistry? In science high schools and in science branch of general high schools the science and mathematics courses have the major importance. The students are well educated on physics, chemistry, biology and mathematics. They are provided with the necessary science and mathematics background that is required in engineering education. Although only the well-educated graduates of science and general high schools are admitted to engineering programs and the students are already ready to follow the engineering science courses thanks to their high school background, unfortunately in some universities (in Turkey in all) science courses part of engineering curricula is filled by physics and chemistry courses with the same content of the ones taught in high school.

Report of a promising classroom-tested alternative in high school geometry.

Interest in the unique needs of adolescents with learning disabilities began in the mid to late seventies as professionals realized that, although some manifestations of learning disabilities could be lessened through remedial and compensatory strategies, learning disabilities could not be “cured.” Only recently have parents and professionals acknowledged the need to prepare young persons with learning disabilities to make the successful transition from high school to postsecondary training and/or employment. Our ultimate goal for individuals with learning disabilities following high school is 100 percent integration in employment settings, nonbaccalaureate programs, or baccalaureate programs. However, only approximately 60 percent of students with learning disabilities graduate from high school, with about half of this number earning a high school diploma (as opposed to successfully meeting Individualized Education Program objectives, but failing to meet graduation requirements). Results of the National Transition Study (Wagner, 1989) which followed approximately 8,000 youths ages 13 to 23 with handicaps, indicated only 16 percent of students with learning disabilities entered postsecondary training programs, with 1.6 percent enrolled in four-year colleges and universities, 4.9 percent in two-year colleges, and 1.1 percent in vocational schools.

Background Previous studies have explored the relationship between career and technical education (CTE) on numerous secondary and college outcomes. However, a key oversight in the literature is the examination of the CTE coursetaking pipeline as it makes a direct connection between high school and college. Research Questions We asked the following research questions to address the gap in CTE literature around secondary to postsecondary pipelines: (1) Does taking CTE courses in high school predict taking CTE courses in college? (2) Does this relationship differ between students who attend 2- and 4-year colleges? (3) Does the relationship differ by different areas of CTE? Research Design To respond to these questions, we used the Education Longitudinal Study of 2002 (ELS:2002), a nationally representative dataset. We employed basic logistic regression, school fixed effects, and instrumental variable estimations to reduce biases in our estimations in the relationship between high school and college CTE coursetaking. Results We found that CTE coursetaking in high school linked to overall CTE coursetaking across all years of college. When examining 2- and 4-year college coursetaking independently, only the relationship between high school and 4-year college CTE coursetaking was significant. We also found that there existed differential linking based on type of institution in which the courses were completed and area of CTE—specifically, applied STEM, business, trade and industry, and health. Conclusions A first implication from these findings is that CTE in high school, which is itself funded through the current iteration of the Perkins legislation, appears to be having a noticeable link to CTE participation in college. From the second research question, there could very well be a strong connection between high school CTE and 2-year enrollment that is not reflected in first year CTE coursetaking at the 2-year level. Finally, the implications from the third research question speak to the need to focus on CTE as a group of individual categories as opposed to a single overarching group.