Current Issue
Summer 2008
VOLUME 36 # 3
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ABSTRACTS
FIVE PERSPECTIVES
FOR TEACHING THE HOLOCAUST
AUTHOR
DAVID H. LINDQUIST is Assistant Professor in the School of Education,
Indiana University Purdue University Fort Wayne, Fort Wayne, IN. He is
Museum Teacher Fellow and Regional Museum Educator United States
Holocaust Memorial Museum, Washington, DC.
ABSTRACT
Studying the Holocaust provides an opportunity to explore a fascinating
historical topic whose impact on the contemporary world cannot be overstated.
As such, the topic is now an accepted part of the American
secondary school curriculum. For such curricula to be of maximum
benefit to students, clearly defined perspectives that direct the students’
study must be central to the development of Holocaust units. This article
discusses five such perspectives, thus providing teachers with focal points
they can address in planning and implementing effective, meaningful
Holocaust curricula.
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HIGH SCHOOL STUDENTS' PERCEPTIONS
OF NARRATIVE EVALUATIONS
AS SUMMATIVE ASSESSMENT
AUTHOR
SYLVIA S. BAGLEY is a Professor at Mount Saint Mary's College in Santa
Monica, CA.
ABSTRACT
This study focuses on data collected at "Progressive Secondary School" in
Southern California, a high school which uses narrative evaluations and
other forms of alternative summative assessment on a school wide basis.
Through a survey and personal interviews, students were asked to
describe what they liked most and least about the use of narrative
evaluations, and to discuss whether they thought receiving narrative
evaluations was more or less stressful than receiving letter grades. Student
responses revealed that most find narrative evaluations to be more
stressful than letter grades, but ultimately more useful in terms of the
amount of personalized detail supplied. A smaller sample of interviews
with teachers indicated that while writing evaluations is time-consuming,
it allows the opportunity to provide highly personalized feedback to
students. Implications for the broader use of narrative evaluations in
secondary schools are also discussed.
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MIDDLE SCHOOL FOCUS
EXAMINING THE INTERPLAY
BETWEEN MIDDLE SCHOOL STUDENTS
ACHIEVEMENT GOALS AND SELF-EFFICACY
IN A TECHNOLOGY-ENHANCED
LEARNING ENVIRONMENT
AUTHORS
PEGGY (PEI-HSUAN) HSIEH teaches in the Department of Counseling and
Educational Psychology at The University of Texas at San Antonio, TX.
YOONJUNG CHO is a Postdoctoral Research Associate at Washington State
University, Seattle, WA.
MIN LIU and DIANE L. SCHALLERT are Professors at the University of Texas
at Austin TX.
ABSTRACT
Researchers have suggested that self-efficacy and goal orientation are
context specific variables. However, few researchers have addressed these
variables in technology-enhanced learning environments. This study examined
changes in 549 middle school students' goal orientation, self-efficacy,
and science knowledge after engaging in science learning in a technology rich
environment. Also explored was how these motivational constructs
interact to predict science achievement. Findings indicated that students'
performance and self-efficacy increased significantly while the performance-
approach and performance-avoidance goals significantly decreased.
Findings also indicated that performance-avoidance goals moderated the
relation between self-efficacy and science achievement, indicating that
self-efficacy has positive influences
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CHARTER SCHOOLS AND INNOVATION:
THE HIGH TECH HIGH MODEL
AUTHOR
RICHARD NEUMANN is professor in the Division of Education at San Diego
State, University, Imperial Valley in Calexico, CA.
ABSTRACT
This article examines the High Tech High charter school, the ideas and
practices that influenced its development, and the school's impact on San
Diego Unified School District, which authorized the charter. The
Discussion analyzes the school's program using frameworks of social
bonding theory and progressive educational theory and practice. Since
the program is a reflection of John Dewey-inspired progressive education,
it is not an entirely novel model of innovation. The school, however, differs
decidedly from conventional public high schools. High Tech High's
success in producing high levels of student achievement and enrollment of
graduates in higher education is attributed to progressive educational
methods and certain structures and processes of organization and operation
that strengthen students' bonds with the school.
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THE EFFECTS OF PHYSICAL EDUCATION
REQUIREMENTS ON PHYSICAL ACTIVITY OF
YOUNG ADULTS
AUTHOR
DERRICK MEARS is Assistant Professor of Teacher Education in the
Department of Physical Education, Health, and Recreation at Western
Washington University, Bellingham, WA.
ABSTRACT
The purpose of this study was to determine if requiring multiple credits of
high school physical education for graduation has an impact on
promoting physical activity in young adults. Participants in this study
(N=361) were surveyed concerning their high school physical education
experiences and current performance of physical activity. Results indicated
that graduates of states with greater credit requirements reported significantly
higher levels of cardio respiratory endurance activity, indicating that
mandating multiple credits may have a positive impact on increasing physical
activity levels of young adults.
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EDUCATIONAL LEADERSHIP:
ARE WE BUSY YET?
AUTHOR
TIMOTHY GILSON is Assistant Professor of Educational Leadership at the
University of Northern Iowa in Cedar Falls, IA.
ABSTRACT
External stakeholders and public constituents often have predetermined
notions of what administrators do. This quantitative study was designed to
help provide concrete evidence of how their time is actually spent. This
researcher-developed survey was electronically sent to 332 secondary
school principals in the state of Iowa. Although some principals were
unable to submit a response due to their summer career transitions or
vacation, this study proceeded with a 44% response rate.
Findings from demographic data suggest an aging population of white
administrators, mainly serving in small schools of less than 400 students
with a somewhat high percentage of socio-economically deprived
students. The survey findings provide strong indicators that secondary
principals spend far too much time in day to day functions that are not
directly related to student achievement. They also suggest, however, that
these principals still strongly believe that the time they spend in improving
teaching and learning at their schools is productive and worthwhile. The
specific findings about how principals spent their time provided the
impetus for further investigation.
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