Development and Implementation of Korean Story Reading Units based on Backward Design in the Basic Curriculum for High School

2021 ◽  
Vol 37 (4) ◽  
pp. 97-124
Author(s):  
Young Ok Lee ◽  
Sukjeong Rhie
Keyword(s):  
High School ◽  
Story Reading ◽  
Backward Design

scholarly journals Development of an Innovative Food Literacy Curriculum Focused on Agriculture, Nutrition, and Cooking for High School-Aged Adolescents (P16-061-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Lyndsey Ruiz ◽  
Lauren Howe ◽  
Dain Holland ◽  
Kelley Brian ◽  
Rachel Scherr
Keyword(s):  
High School ◽  
Food Systems ◽  
Formal Education ◽  
Cognitive Theory ◽  
Food Resource ◽  
After School ◽  
Theoretical Frameworks ◽  
Food Literacy ◽  
Backward Design ◽  
Technology Innovations

Abstract Objectives To use theoretical frameworks and a systematic process to develop a curriculum aimed at improving food literacy in high school-aged adolescents. Methods Social Cognitive Theory (SCT) and constructivism were selected as guiding theoretical frameworks. Three overarching topics were identified as essential to advancing food literacy: agriculture, nutrition, and cooking. One nutrition researcher, one agriculture/food systems researcher, and one professional chef collaborated as topic experts. Thirteen undergraduate interns majoring in related subjects were recruited to draft lessons. The development team met weekly over 9 months. The first meeting consisted of introducing interns to food literacy, adolescent development, and curriculum development processes. Utilizing backward design, the team began by identifying lesson objectives relevant to high school-aged adolescents for each topic. Next the team determined acceptable evidence of learning for each objective using authentic assessment. Finally, interns created an activity for each objective and assessment pairing. The pedagogical approach for the activities was guided inquiry following the 5-step experiential cycle. Once lessons were drafted, weekly meetings were used for internally pilot-testing lessons and group discussions. Results Utilizing SCT, constructivism, and backward design resulted in the development of Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition. Teens CAN features twelve inquiry-based and experiential modules with the overarching topics of agriculture, nutrition, and cooking. The modules feature concept-based experiential and application activities. Agriculture concepts include technology innovations, agroecology, and the food environment. Nutrition concepts cover general nutrition, nutrients of concern for adolescents, and recommendations. Cooking concepts feature food safety, food resource management, and cooking techniques. Conclusions Teens CAN fills a need for comprehensive food literacy curricula for high school-aged adolescents. After formal testing, the curriculum can be implemented in various learning environments, such as informally in after-school programs or integrated into formal education. Funding Sources UC ANR and USDA NIFA.

Cosmetology treatments on human hair: An SEM study

1996 ◽  
Vol 54 ◽  
pp. 940-941
Author(s):  
D.F. Bowling
Keyword(s):  
High School ◽  
High Resolution ◽  
Human Hair ◽  
Optical Microscope ◽  
Convincing Evidence ◽  
Brightness Contrast ◽  
Sem Study

High school cosmetology students study the methods and effects of various human hair treatments, including permanents, straightening, conditioning, coloring and cutting. Although they are provided with textbook examples of overtreatment and numerous hair disorders and diseases, a view of an individual hair at the high resolution offered by an SEM provides convincing evidence of the hair‘s altered structure. Magnifications up to 2000X provide dramatic differences in perspective. A good quality classroom optical microscope can be very informative at lower resolutions.Students in a cosmetology class are initially split into two groups. One group is taught basic controls on the SEM (focus, magnification, brightness, contrast, specimen X, Y, and Z axis movements). A healthy, untreated piece of hair is initially examined on the SEM The second group cements a piece of their own hair on a stub. The samples are dryed quickly using heat or vacuum while the groups trade places and activities.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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