, 1993).
On the other hand, though, and more importantly for the purposes of this analysis, some studies have shown that those students who completed a high school economics class still developed a more keen awareness of the conditions that contributed to economic outcomes and what role they may play in later life. According to Lopus and Maxwell (1994), "Students who took high school economics, irrespective of the curriculum, did not outperform students without high school economics on a pretest or a post test of college-level economics.... Although students who take high school economics may not have increased knowledge of college-level economic principles, they may have an increased awareness of current events, consumer issues or economic history. As well, the high school economics class may address the needs of the non-college bound student" (emphasis added) (p. 62). Clearly, then, while the jury may still be out on how high school economics is best taught, there are some definite academic and personal benefits to be gained through its study. Nevertheless, because resources are by definition scarce, it is important for educators and policymakers alike to recognize which approaches to the delivery of economics instruction at the high school level work - and more importantly why they work.
Conclusion
The research showed that while some authorities maintain that high school students in the United States require more practical economic information that will enable them to become informed consumers and investors, still others argue that the traditional model of teaching economics in high school places too much emphasis on capitalism and on the American economy, in spite of increasing evidence that globalization and the associated problems will become increasingly important issues in the future (Zevin, 2000). The research also showed that today, the majority of opponents to the traditional approach to teaching economics in American high school would tend to agree that the standard approach manages to avoid teaching any controversial issues, whether practical or theoretical, and does not provide most students with the insight into current economic debates about policies...
In this case the educational institutions will need to provide access to student records to evaluate how well students performed when they attended test preparation vs. when they did not attend test preparation classes. Much as the researcher proposes, Henze & Lucas (1993) predict it is possible to "shape" classroom instruction and test preparation courses to promote greater success and mastery of language among high school students (p. 54). The
Sometimes the line was rather vague and athletes endorsed violence as a legitimate response." (Miracle, 92) Sports promote violence because physically harming opponents is a natural part of the game, and just increasing the amount of harm enough to disable them is always a seductive option to losing. This promotion of violence would not be true if students would just play for fun -- no one would remain friends with
The Importance of Digital Technology Fitting into High School Art Education Classroom in a Latino Culture Bibliographic Annotation Fuller, B., Lizárraga, J. R., & Gray, J. H. (2015). Digital media and Latino families: New channels for learning, parenting, and local organizing. New York, NY: Joan Ganz Cooney Center at Sesame Workshop. Digital knowledge is an essential tool for strengthening expertise in a community. Children are now more than before exposed to a wider
SAT/ACT/GRE Testing Scholastic Aptitude Test (SAT) is standardized exams completed by many high school students before heading to college. Therefore, it contains a suite of tools designed to assess a student's academic readiness for college. Through the students SAT scores, some colleges determine the students they wish to admit and those they will not. Some colleges use SAT "cutoff score" in setting their benchmark for admission or in determining course placement.
(1996). In this study, weight, height, and dietary patterns were obtained from 540 adolescent girls aged 12 to 18 years. These researchers used the body mass index of the National Health and Nutrition Examination Survey (NHANESI) as their reference for adolescence (Madani et al., 1996). The respective prevalence rates among this sample was found to be 14.7% underweight (85th percentiles). Based on these findings, Madani and his associates posited
This polarization of different groups is likely to carry over into the classroom: socio-economic disadvantages often translate into economic disadvantages. If one population is more represented in higher-level classes this can foster prejudice. High-performing minority students may feel uncomfortable if they make up an even slimmer majority in their honors and AP classes. The segregation in the business indicates how on an adult level there is even more community division. Students
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