Search

Across the world, numerous students are being bullied at school. Bullying is often caused by a power imbalance between students. Therefore, identifying potential sources of such a power imbalance can prevent school bullying from happening. Based on the labelling theory, we expect that grade retention can lead to such a power imbalance and, therefore, increase the likelihood of being bullied at school. Hence, this study examines the association between grade retention and self-reported victimisation. We also expect that retainees will be less likely to become a victim of school bullying in schools and countries with a high number of other retainees. If true, this would signal a moderating effect of both school- and country retention composition on the association between grade retention and victimisation. The contextualised impact of grade retention upon victimisation is assessed by cross-national multilevel analyses on PISA2018 data (25 countries; 8,039 schools; 159,412 students). Overall, our findings indicate that being retained in primary and/or secondary education is associated with higher levels of victimisation, while retainees suffer from more victimisation in countries with a low number of other retainees. In contrast to our expectations, however, we did not find such a moderation effect of school retention composition. [ABSTRACT FROM AUTHOR]

Black students' experiences in math and science courses in urban high schools were investigated. A critical race theoretical framing of qualitative data revealed teacher characteristics that encouraged and discouraged students. Teacher characteristics that encouraged students' interests included (1) shared racial/cultural background with students, (2) passion for students and subject matter, and (3) a caring and understanding approach to student engagement. Characteristics that discouraged student engagement included (1) lack of racial representation, (2) differential treatment of students based on race, (3) condescension and assumed incompetence, and (4) technology as a replacement for instruction. We offer recommendations to improve Black students' experience and increase interest in pursuing future STEM careers. [ABSTRACT FROM AUTHOR]

Electrochemistry education of future researchers and citizens is crucial if we are to decarbonise economies and reach targets for net zero. In this paper, we take an overview of electrochemistry within school education. We used curriculum documents obtained from national and state education department websites and from local teachers, examples of assessments and insights from the chemistry education literature to evaluate the extent of electrochemistry education around the world. We found that there is a great deal of electrochemistry included in the intended curriculum for high schools although there is variability depending on how early students are able to specialise in a smaller number of subjects. A range of contexts are used to illustrate the key ideas including galvanic and electrolytic cells, electrolysis and analysis. There is generally constructive alignment between assessment items and the intended curriculum although in some cases assessment was more simplistic than the intended curriculum would suggest. The effectiveness of the taught curriculum is undermined by low teacher confidence in teaching electrochemistry especially more advanced concepts. Additionally, there are a number of misconceptions generated when students learn electrochemistry with some of these potentially arising from published resources such as textbooks. [ABSTRACT FROM AUTHOR]

The post-pandemic adaptation demands technological innovations in sustainable learning to support mathematics curriculums. This research aims to develop the Web-based Window Shopping (WBWS) in high school mathematics curriculum with ADDIE procedure. The data were collected through interviews, questionnaires, and tests. The stages of research comprised analysis, design, development, implementation, and evaluation. The experts' validation test results showed that the aspects of materials and medium achieved an average score of 82,75%. Meanwhile, the trial test results showed that the developed WBWS is worth implementing, with the average percentage of effectiveness reaching 83,33%. The results suggest that the creation of WBWS as a web-based learning model for mathematics curriculum is not only feasible but also meets the educational needs of high school students. Teachers and students can use this web-based learning model as an alternative for implementing the independent curriculum on mathematics learning. [ABSTRACT FROM AUTHOR]

This article explores the pedagogical aspects of intercultural philosophy and identifies instructional strategies for Islamic school curricula in diaspora. It combines Western teaching methods peculiar to deliberative pedagogy with the Islamic notion of Tadabbur, Arabic for 'to deliberate' and 'carefully consider' the outcomes. It aims to provide insights into implementing intercultural philosophy as pedagogy and highlights examples of its application in Muslim educational contexts. How can intercultural philosophy be implemented in class, especially in the high school curriculum in diaspora? It emphasizes the potential benefits and compatibility of intercultural philosophy from a Muslim educational perspective. It offers practical insights and examples for educators who seek to integrate intercultural philosophy into their curricula. Bridging the gap between East and West provides a unique perspective on incorporating diverse philosophical traditions using the same teaching strategies. More specifically, this article introduces Tadabbur through instructional strategies such as Think–Pair–Share and the 5E instructional model, which use deliberative pedagogy. Intercultural philosophy, therefore, contributes to the cultural and religious diversification of curriculum theorizing and implementation. [ABSTRACT FROM AUTHOR]

Introduction: Most households in low- and middle-income countries still cook using solid fuels in poorly ventilated dwellings. Indoor air pollution causes various health problems, like pneumonia, lung cancer, stillbirth, low birth weight, impaired cognitive development, and cataracts. Nevertheless, a few evidences are available in Africa, including Ethiopia. Therefore, this study aimed to assess the level of indoor air pollution prevention practices and associated factors among household mothers in Olenchiti town, Oromia, Ethiopia. Methods: A community-based cross-sectional study was conducted. Four hundred twenty mothers were randomly selected by systematic random sampling. Data was collected through an interview and observation checklist. The collected data entered into Epi-Info version 7.2.5 was cleaned, edited, and then exported to SPSS version 23 for analysis. Descriptive statistics were used to describe the findings. Binary logistic regression was computed to analyze the effect of each variable on the outcome variable. Model adequacy fitness was checked with the Hosmer-Lemeshow test. The multicollinearity of independent variables was checked with the variance inflation factor. Adjusted odds ratio with 95% confidence interval and P -value <0.05 was used as cutoff points to declare significance in the final model. Results: The overall good practices of mothers towards the prevention of indoor air pollution was 188 (45.0%). Mothers who had under-five children (AOR = 0.49, 95%CI (0.31–0.76), mothers in grade 9–12 (AOR = 0.51, 95%CI (0.28–0.92)) were significantly associated with indoor air pollution prevention practices. Conclusion: The overall good practices of mothers towards indoor air pollution were low compared to different findings. Under-five children and educational status were significantly associated with indoor air pollution prevention practices in the final model. Therefore, the high school curriculums should include indoor air pollution topics. [ABSTRACT FROM AUTHOR]

R is becoming the standard for teaching statistics due to its flexibility, and open-source nature, replacing software programs like Minitab and SPSS. The main driver for reform within Scottish statistical undergraduate programs is the creation of the Scottish Qualification Authority's Higher Applications of Mathematics course which has statistics as a core topic. The course saw R introduced into the Scottish high school curriculum for the first time from August 2021. This facilitates the need for R to be introduced into Higher Education courses at an earlier stage. In academic year 2021/22 we introduced RStudio into our first year introductory statistics class. This class is taken by students studying Mathematics, and those studying Biomedical Sciences. Both cohorts were surveyed in order to assess their anxiety and enjoyment of learning how to use R, with a goal of assessing any differences between the groups. We found that there was no association in software anxiety at the start of the class. However, as the class progressed the Mathematics students reported lower levels of anxiety compared to the Biomedical Sciences students. The Mathematics students seemed to enjoy the class more than the Biomedical Sciences students, thus, needing further investigation into enjoyment versus anxiety. [ABSTRACT FROM AUTHOR]

Culture of peace and education work together to shape individual with knowledge, attitudes and behaviors focused on harmony, tolerance, respect, inclusion, and peace. This paper presents a systematic review whose purpose was to identify the lines of study of the culture of peace in secondary education globally during the last decade (2012-2022). The study was based on the PRISMA methodology; 367 articles were collected from the databases of ERIC, Education Source, Academic Search Ultimate, Web of Science and Redalyc. Based on inclusion and exclusion criteria, 27 articles were analyzed. The results obtained reflect that most of the articles focus on the of the peace component in the school curriculum, although scientific production focused on identifying the effects of culture of peace programs was also identified. It is concluded, the study of this topic provides a deeper understanding of how education contributes to the development of citizens committed to peace. [ABSTRACT FROM AUTHOR]

The article emphasizes the ongoing importance of college education despite declining enrollment trends and shifts in job requirements, underscoring its role in fostering economic growth and civic engagement. It advocates for considering students' character in the college admission process, citing initiatives like NACAC's Character Focus Initiative (CFI) to address the challenge of assessing positive character traits, thus promoting a more equitable and inclusive admission system.

Though documented extensively using self-report measures—especially in post-secondary course contexts—the relations among students' interest, engagement, and academic achievement in high school science courses has been studied far less—especially when considering online versions of these courses. Self-reported interest collected at the beginning of the semester, process measures of emotional, behavioural, and cognitive engagement measured with textual analysis using the Linguistic Inquiry and Word Count (LIWC) measures of online discussion threads and time spent on the learning management system were collected throughout the semester, and final course grades were collected at the end of the semester. A sample of 622 high school students were recruited from five STEM courses to participate in this study. Results indicate that interest predicts behavioural engagement, behavioural and cognitive engagement predict final course grade, and interest predicts final course grade. Findings extend research by describing the role of engagement in online high school STEM courses. [ABSTRACT FROM AUTHOR]

Collaborative programming helps improve students' computational thinking and increases their confidence in solving programming problems. However, the effect of collaborative learning is not ideal because it is difficult for students to mobilize metacognition to regulate learning spontaneously. To guide students to effectively regulate the learning process when they collaborate to solve programming problems, this study develops a collaborative learning approach and a Collaborative programming System (MR‐CPS) based on metacognitive regulation to support students' collaborative programming learning. A quasi‐experimental study was conducted in a junior high school programming course in Taiwan to assess the effects on students. The impacts of MR‐CPS from both individual and collaborative perspectives were investigated. Students' learning achievement and computational thinking tendencies were examined from an individual perspective. From a collaborative perspective, group self‐efficacy and group metacognition were investigated. Participants were divided into MR‐CPS (n = 115) and No‐MR‐CPS (n = 107). The MR‐CPS group used the collaborative programming approach with metacognitive regulation mechanisms as the experimental group. In contrast, the No‐MR‐CPS group used the collaborative programming approach without metacognitive regulation mechanisms as the control group. The results show that the MR‐CPS group statistically significantly outperformed the No‐MR‐CPS group in learning achievements. It was also found that the MR‐CPS group had statistically significantly better computational thinking tendency, collective efficacy and metacognitive planning and evaluation skills than the No‐MR‐CPS group. This finding suggests that the MR‐CPS has the potential to improve students' learning achievements, computational thinking tendency, group metacognition and collective efficacy. The study results have implications for the design of collaborative programming systems consistent with metacognitive regulation. [ABSTRACT FROM AUTHOR]

We examined associations between hope as an internal asset that supports positive youth development, and growth trajectories of three critical consciousness components. Using five waves of data collected over the course of high school (N = 618), we modeled growth trajectories of awareness of inequity (critical reflection), a sense of agency about taking sociopolitical action (critical agency), and behaviors targeting systems of oppression (critical action). Hope was highest among those with high trajectories of critical agency and critical action. Clear associations with hope emerged at the last time point for critical reflection, suggesting that sustained growth in critical reflection is associated with hope. When supporting the critical consciousness development of youth of color, concurrent support for hope may be instrumental. [ABSTRACT FROM AUTHOR]

Amid the COVID-19 pandemic, an unprecedented number of higher education institutions adopted test-optional admissions policies. The proliferation of these policies and the criticism of standardized admissions tests as unreliable predictors of applicants' postsecondary educational promise have prompted the reimagining of evaluative methodologies in college admissions. However, few institutions have designed and implemented new measures of applicants' potential for success, rather opting to redistribute the weight given to other variables such as high school course grades and high school GPA. We use multiple regression to investigate the predictive validity of a measure of non-cognitive, motivational-developmental dimensions implemented as part of a test-optional admissions policy at a large urban research university in the United States. The measure, composed of four short-answer essay questions, was developed based on the social-cognitive motivational and developmental-constructivist perspectives. Our findings suggest that scores derived from the measure make a statistically significant but small contribution to the prediction of undergraduate GPA and 4-year bachelor's degree completion. We also find that the measure does not make a statistically significant nor practical contribution to the prediction of 5-year graduation. [ABSTRACT FROM AUTHOR]

The visibility of female role models in science is vital for engaging and retaining women in scientific fields. In this study, we analyse four senior secondary science courses delivered across the states and territories in Australia: Biology, Chemistry, Environmental Science, and Physics. We compared male and female representation within the science courses by examining the mentions of male and female scientists along with the context of their inclusions in the syllabuses. We find a clear gender bias with only one unique mention of a female scientist. We also find a clear Eurocentric focus and narrow representation of scientists. This bias will contribute to the continuing low engagement of women in scientific fields. We outline possible solutions to address this issue, including the accreditation of scientific discoveries to include female scientists and explicit discussion of structural barriers preventing the participation and progression of women in science, technology, engineering, and mathematics (STEM). [ABSTRACT FROM AUTHOR]

There has been a move toward personalized learning and alternative types of authentic assessment in K-12 education. This shift has been partly driven by increases in the available technology that can support those types of changes. This qualitative study aimed at understanding the experience of learners in a first-year physics class working with an ePortfolio as the primary method of assessment for that class. This research took place in a school that fully implemented a 1:1 program and has been piloting personalized learning strategies for the past five years, and the use of ePortfolios in some physics classes was one of those initiatives. Data consisted of student written responses to reflective prompts in ePortfolios and individual semi-structured interviews of seventeen students. Results suggest that student experiences with ePortfolios include aspects of the development of academic self-efficacy and self-regulation along with a self-reported reduction in academic stress. [ABSTRACT FROM AUTHOR]

Student attendance is a predictive measure of success in brick-and-mortar schools with little research examining this relationship in online schools. This study explores students in online classrooms within online schools, to determine if the days a student was active on a course during the Covid-19 pandemic predicted success. A multilevel modeling found fixed effects for level-1 (days active, gender, ethnicity, free and reduced lunch), level-2 (class size, grade-level, and subject), and random slope for days active significant. School size did not improve the model. Student days active is a powerful predictor and offers insight into student success in online schools. [ABSTRACT FROM AUTHOR]

Why so few women graduate in Economics? We investigate the gender gap among Italian university graduates in Economics between 2010 and 2019. With women's probability of graduating in Economics being 27% lower than men's, the gap is larger than in Business and even STEM. The association between the gender gap and the mathematical content of high school curricula is especially strong in Economics. A triple difference analysis shows that a reform raising the mathematical content of traditionally low math curricula caused an increase in the gender gap, with women's probability of graduating in Economics decreasing by 12 percentage points. [ABSTRACT FROM AUTHOR]

BrainWaves is a Next Generation Science Standards-aligned neuroscience curriculum that allows high school students to develop and test original research questions related to how their brain helps them learn andform new memories. This article discusses the benefits and challenges associated with conducting authentic research in the high school biology classroom. This program was found to strengthen students' content knowledge and self-efficacy in research, particularly amongfemale and minority students who are often underrepresented in science, technology, engineering, and mathematics. Such positive student outcomes may be emulated in similarly designed curricula that prioritize student-centered anchoring phenomena and authentic research. [ABSTRACT FROM AUTHOR]

Objectives/Research Question: This study aims to explore who transfers between 2-year colleges (lateral transfer students) and how these students fare in terms of degree attainment. More specifically, this research explores two research questions: (1) What are the predictors of lateral transfer? (2) Is lateral transfer associated with degree attainment outcomes, time to earn a degree, or cumulative loan debt by the sixth year? Methods: Using the Beginning Postsecondary Students 12:17 data, I compared lateral transfer students to students who never transferred (non-transfer students) to identify the predictors of lateral transfer and examine degree attainment outcomes. I used multinominal logit, logistic regressions, and inverse-probability-weighted regression adjustment matching models. Results: Lateral transfer students were more likely to be female and take college courses in high school than non-transfer students. Six years later, lateral transfer students were more likely to earn all types of college credentials, except for an associate degree, complete a degree more quickly, and still attend college if they had not yet earned a credential than non-transfer students. However, lateral transfer students took out a greater amount of federal loans than non-transfer students. Conclusions: Given the positive degree attainment outcomes, policymakers, and practitioners should reconsider the role of lateral transfer in the college completion agenda and pay more attention to why students make lateral transfers and the nature of their college pathways. This study suggests that lateral transfer has great potential to improve persistence and graduation for students who start their education at a community college. [ABSTRACT FROM AUTHOR]

Education is a powerful medium to bring about reform among the youth masses of India. Quality education is an important goal in sustainable development, but the scope of quality education has been exclusive to sexual education, especially in India. Given the current situation of sexual violence and misconduct in India, it is evident that there is a dire need for Sex Education for the masses. The present research is a survey study in which a sample of 234 Indian college students between the age ranges of 18-23 years was chosen. The sample was collected using a convenient sampling method via Google Forms. In this study, the authors measured the sexual and reproductive health knowledge of university students and found a serious lack of awareness regarding sexual and reproductive health practices. For instance, on average 14% of participants did not know any contraceptive methods for women or men. A whopping 82% of participants have never had a sexual examination while being sexually active. Several other instances were seen in the survey results, and hence the authors introduced a foundation course on sexual education that can be recommended to the education authorities. This course will be a compulsory paper for all freshers in their first semester of undergraduate studies and possibly extend the proposed model to the high school curriculum. The authors have introduced modules on sexual orientation, reproductive health, physical awareness, sexual violence and consent, sexual health and masturbation, cultural norms about sex, and more. This paper will have high applicability because, if the course is adapted to the educational system, there is a chance that this course can make the youth aware of several sexual problems, leading to safer sex, a reduction in sexually transmitted infections (STIs), a reduction in sexual violence cases, and fewer teen pregnancies. “In future research”, the authors can also address the menstrual hygiene problems faced by young girls in large parts of the country. [ABSTRACT FROM AUTHOR]

The article discusses the standard course for learning recurrent sequences in the primary, secondary and high-school mathematics. We propose an extension of the curricula with adding recurrent linear homogeneous sequences in the upper high school course. Additionally, we present related problems in computer science and information technology in order to construct interdisciplinary links, aimed at demonstrating the applied side of recurrent sequences as well as motivating the more gifted students for the learning of some specific computer science basics. [ABSTRACT FROM AUTHOR]

The crisis of Muslim religious discourse: The necessary shift from Plato to Kant: by Lahouari Addi, translated from the French by Bonnie Einsiedel, London & New York, Routledge, 2022, 222 pp., £120/$160 (hardcover), ISBN: 978-1-032-12964-8 For instance, Hasan Hanafi, who chaired Cairo University's philosophy department for many years and offered an Islamic interpretation of Hegel, did not qualify for Addi because he was just turning religion into ideology, not internalising Islam. In this sequel to his 2017 I Radical Arab Nationalism and Political Islam i ,[1] Lahouari Addi fulfils his promise to explain why a shift from Plato to Kant is necessary for a full reformation of Islam.[2] It may seem a stretch to associate medieval Islam with Plato and a fully reformed Islam with Immanuel Kant, but the exercise can be intellectually invigorating.[3] Professor Addi has written a brilliant history of ideas with philosophic depth like Hegel's I History of Philosophy, i which he quotes (148-150). [Extracted from the article]

In 2013, the state of Texas passed House Bill 5 (HB 5) which established high school course pathways tailored to student interests by labor market area via the Foundation High School Program (FHSP). The pathway options for students include STEM, Arts and Humanities, Business and Industry, Public Service, and Multidisciplinary. While the intent of the new requirements was to improve college and career readiness, the personalization of learning paths tailored to student interests poses the possibility of also increasing engagement resulting in improved attendance. This study uses statewide longitudinal data as well as data from a small, urban Texas school district to examine student attendance pre and post the FHSP. Findings show that regardless of whether a student is in the top 99% of attenders or the bottom 10%, once they start on the STEM endorsement pathway, they experience higher levels of attendance than those in other pathways. Analyses from the Texas school district suggest that positive attendance was driven via STEM-CTE courses, which had the lowest attendance rates prior to the FHSP to the highest attendance rates following the FHSP. Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

This paper reviews and summarizes the background, characteristics and main revised contents of each edition of Inorganic Chemistry co-edited by three universities including Jilin University. It is proposed that contents of textbooks must be closely linked with the requirements of the syllabus and be well connected with chemistry courses in senior high school, and must be in line with the knowledge level of freshmen and maintain the usability of the textbooks for both students and tutors. It also provides the perspective for revision of inorganic chemistry in the future, in hopes to provide some references for the construction of inorganic chemistry textbooks in colleges and universities in the era of "Internet +". [ABSTRACT FROM AUTHOR]

Effective mentoring is essential for promoting student success in the science, technology, engineering, and mathematics (STEM) fields. Engaging students in mentored learning communities and encouraging them to participate in research can promote retention in STEM. This is especially true for students from backgrounds that are underrepresented in these fields, including students from educationally- or socioeconomically-disadvantaged backgrounds. Purpose: This manuscript is a scholarly perspective on the crucially important topic of mentoring in STEM and the STEM-intensive health professions (STEMþ). Our purpose is to share our understanding of this subject as a means to mitigate the persistent underrepresentation in these fields and to offer our recommendations. Materials & methods: This manuscript draws on the literature and our experiences to develop recommendations for improving outcomes for diverse populations of undergraduate students who are pursuing majors in the STEM fields and aspire to careers in the biomedical sciences and/or STEM-intensive health professions. Results: Undergraduate learning communities and mentored research activities promote continued engagement in STEM and also provide a competitive foundation for careers in these fields. Conclusions: (1) Mentoring must be brought to scale through clearly articulated institutional and disciplinary prioritization of learning communities, with attendant assessment to monitor the impact of creating an environment that supports diverse students from underrepresented backgrounds. (2) Individual faculty members and principal investigators affiliated with academic institutions and stand-alone research facilities can enhance their mentoring role by welcoming underrepresented undergraduates into their laboratories. (3) Faculty members, administrators, and staff members must commit themselves to the success of each student who enrolls in a STEMþprogram, rather than accepting high rates of failure as inevitable. (4) Increased interactions between first-year students and faculty members through experiences in mentored learning communities that promote authentic engagement and discovery are key to promoting the retention of diverse populations of students who are underrepresented in the STEMþfields. (5) Learning communities can amplify the impact of an individual mentor. (6) Barriers to student success, such as weak preparation from high school courses, must be proactively and effectively addressed. [ABSTRACT FROM AUTHOR]

The aim of this study is to measure the attitude of the students studying in the mathematics department about the derivative subject in the analysis courses taught in the department, with the decision tree optimization algorithm. In the study, a derivative attitude scale with a 5-point Likert scale developed by Kara (2014) and optimized by Atasoy and Kara (2021) was used. This scale was applied to 194 students studying in the mathematics department and it was examined whether there was a difference in the opinions of the students who attended or did not attend the reinforcement courses at the high school level. Considering the number of questions that students answered correctly in the OSYM mathematics test, it was seen that they viewed the derivatives in the university analysis course positively. [ABSTRACT FROM AUTHOR]

I use rich administrative and survey data to analyse the determinants of the gender gap in STEM graduation rates among Italian college graduates. Results from both Gelbach and Oaxaca decompositions show that half of the gender gap in STEM graduation is attributed to the gender difference in maths and science content of the respective high school curricula. This finding indicates that in Italy the gender gap in STEM graduation has its roots in a gendered choice originating many years before and that effective interventions aimed at increasing girls' interests in science and technology should be implemented at an early stage. [ABSTRACT FROM AUTHOR]

Blood Sugar Balance (BSB) is an accessible web-based game, created as an extension of our federally funded type 2 diabetes curriculum for high school biology classrooms. Modeling of complex systems and diseases, like metabolism and type 2 diabetes (T2D), is especially difficult and deeply impactful when executed in an engaging way. Blood Sugar Balance integrates environmental factors, biological factors, and personal choices to model glucose metabolism and understand the impact and risk factors for type 2 diabetes. Players earn points during gameplay by ensuring their game character maintains healthy blood glucose levels throughout the play period by regulating them. Players must make choices about food, exercise, and the release of hormones from the pancreas to manage blood glucose levels. Game settings can model the stages of type 2 diabetes as well as environmental factors that limit access to food, exercise, and health care options. Gameplay is fast and engaging, allowing exploration of factors that impact the final score. For example, how might accessibility to insulin impact the final score while playing at the type 2 diabetes setting? Here we describe the development of Blood Sugar Balance and the integration of data analysis into the accompanying NGSS-aligned lesson plan. [ABSTRACT FROM AUTHOR]

Objective: In 2009, the Kentucky General Assembly found unacceptable and costly the ongoing high numbers of high school students requiring remediation once they enter higher education. The state passed legislation to better align secondary and college education, establishing a diagnostic cycle that would become its Targeted Interventions (TI) program. Using 11 years of panel data, this study tracked college progression of seven cohorts of students in order to estimate the impacts of this program. Method: Using student-level administrative data from the state of Kentucky that tracks students from high school through college, a difference-in-regression-discontinuity design was used to compare how students just below college readiness benchmarks fared relative to those just above once TI was implemented. Results: The TI program significantly increased the likelihood that students took at least 15 credits during their first term, a key predictive measure for college completion. However, these early effects did not translate into detectable impacts on the likelihood of earning enough credits to graduate from college or likelihood of transfers from a 2-year to a 4-year college. One possible explanation for this pattern is that TI appears to have crowded out other core courses in high school, especially in math, without increasing total instructional time. Findings suggest that the standards used by high schools to judge student progress toward college readiness may be consistent with the skills needed to place out of developmental courses, but not sufficient to better prepare students for college-level instruction. Contributions: To our knowledge, this is the first study to explore how TI shapes longer term college outcomes. The transition curriculum, while helping students avoid the need for college developmental courses, did not help a measurable share of students develop necessary skills to progress through college relative to what they would have otherwise taken. A possible explanation for these findings is that high school-to-college transition interventions that do not increase total instruction time do not sufficiently move the needle on the college preparedness among high school graduates. For states concerned with the number of students entering college deemed not college ready, it appears that high school-to-college transition interventions that supplant instead of supplement regular high school curriculum have a limited scope for impact on long-run college success. [ABSTRACT FROM AUTHOR]

The article presents opportunities and challenges connected with teaching the mother tongue in contemporary secondary schools in Poland. The subject of reflection is the concept of language teaching included in the newest core curriculum for high schools, technical schools, and vocational schools as well as its implementation in the series of coursebooks (7 volumes) published by the Operon Publishing House in 2019–2022. Both the school content and the detailed realization in coursebooks as well as additional materials reflect the tendencies in contemporary didactics. The adopted solutions functionalizing the language knowledge and shaping the students’ language skills were analyzed. There have been pointed out difficulties that the authors of coursebooks and Polish teachers encounter while not being able to identify the detailed school content in the core curriculum. The suggested conclusions are to complete the content described in the core curriculum by giving more details about set readings. That way, students would be informed about issues in the areas of language teaching in accordance with the current language scientific knowledge. [ABSTRACT FROM AUTHOR]