High School Journal

The High School Journal
Volume 87, Number 2, December 2003-January 2004
Special Issue
Guest Editor: John F. Dye


    Dye, John F.
  • From Values Based on Simplicity and Standardization Toward the Realities Found In Complexity and Contingency: A Particular View for High School During the 21st Century
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    Subject Headings:
    • Education, Secondary -- United States.
    • Educational change -- United States.
    • Education, Secondary -- Social aspects -- United States.
    Hurley, J. Casey.
    Proffit, Alvin C.
    Vihnanek, Elizabeth M.
    Moller, Gayle.
  • Exposing the Reality Gap: Public Expectations and Boston Public
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    Subject Headings:
    • Boston Public (Television program)
    • High schools -- Social aspects -- United States.
    • Education in popular culture -- United States.
      Although criticized by many, the Boston Public (BP) television show raises important issues about the realities of high school life. At a time when educational policy makers see a need to improve student test scores, this show suggests that other issues are more important in the lives of modern high school students, teachers, and administrators. BP does a service to all who care about the education of our youth by exposing this reality gap - the gap between focusing on accountability for student test scores when those who inhabit today's high schools are increasingly embroiled in youth issues that have been ignored by families and communities. The authors discuss how three of the show's themes coincide with the realities of modern high school life: (1) a power shift has occurred in high schools, (2) today's youth share different sexual norms from those of a generation ago, and (3) modern youth alienation is intensified by modern society. The significance of these realities are contrasted with the current emphasis on improving student test scores.
    Disla, LeAnne Campbell.
  • As Strong as the Weakest Link: Urban High School Dropout
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    Subject Headings:
    • High school dropouts -- United States.
    • Education, Secondary -- Social aspects -- United States.
    McMillian, M. Monique.
  • Is No Child Left Behind 'Wise Schooling' for African American Male Students?
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    Subject Headings:
    • African American teenage boys -- Education (Secondary)
    • Educational equalization -- United States.
    • United States. No Child Left Behind Act of 2001.
      To improve achievement among African American students, education professions must pay special attention to African American male achievement and reframe the academic achievement gap as a treatment gap. Engagement studies suggest that African American students, and African American boys in particular, are susceptible to academic disengagement. Specifically, research (Steele and Aronson 1995; Osborne 1995) suggests that education professionals' "stereotypes about ability" are partly responsible for the disengagement and lagging achievement of African American male students. This author recommends that education professionals use 'wise schooling' to minimize the effects of these stereotypes on achievement.
    Jo, Ji-Yeon O.
  • Educating "Good" Citizens: Imagining Citizens of the New Millennium
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    Subject Headings:
    • Asian Americans -- Education (Secondary)
    • Americanization.
    • Discrimination in education -- United states.
      In this paper, the author argues that current notions of citizenship do not fully reflect the reality of increasing transnational migration and diversity within the United States. Under the rhetoric of national unity and security, transnational migrants are often treated as foreigners, outsiders, or even in some cases positioned on the opposite side of "good" and "desirable" citizens of the U.S. society. Due to governmental and civic attempts to build a unified national identity, transnational migrant students' issues of belonging have become ever more problematic. The author suggests the necessity of reexamining current notions of citizenship to reflect the diversity of transnational migrants in the United States and their social, economical, and cultural contexts of identity formation. The importance of discussing the notions of citizenship in relation to identity politics and its implications for and applications to education of transnational adolescent immigrants are discussed.
    Blasik, Katherine.
    Williams, Richard G.
    Johnson, Jeanette.
    Boegli, D. Robert.
  • The Marriage of Rigorous Academics and Technical Instruction with State-of-the-Art Technology: A Success Story of the William T. McFatter Technical High School
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    Subject Headings:
    • William T. McFatter Technical High School (Broward County, Fla.)
    • Education, Secondary -- Florida.
    • Educational change -- Florida.
      The search for high school reform leads to William T. McFatter Technical High School in Broward County Public Schools, Florida. The purpose of this article is to highlight key information about the school and to demonstrate the success of its rigorous academic and technical instruction with state-of-the-art technology. By sharing this information, districts across the nation can replicate a program that ensures high school completion while readying students for college education, postsecondary technical study and mid- and high-level employment.
    Schramm-Pate, Susan L.
    Lussier, Richard.
  • Teaching Students How to Think Critically: The Confederate Flag Controversy in the High School Social Studies Classroom
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    Subject Headings:
    • Civics -- Study and teaching (Secondary) -- South Carolina.
    • Critical pedagogy.
      The racially tinged Confederate flag debate in South Carolina is viewed as a signifier of more popular struggles over the representation of "southern heritage" and under girds the social studies unit described in this paper. The unit was designed to teach the curriculum from a popular cultural, issues-oriented perspective using critical pedagogical techniques. Using the Confederate battle flag as an organizing theme, the unit's substantive components include critical and reflective exercises such as journaling, debating, writing essays, researching, and role-playing. Both traditional assessment strategies as well as alternative assessment strategies (e.g., portfolio development, free-writes, and performances) were used to determine students' learning and interests. The unit was taught in a conservative, rural, working-class, majority White, upstate South Carolina school setting. This approach enabled the students within the blue-collar population to think critically and reflectively about their own positions, privileges, attitudes, beliefs, and "heritages," as well as see that democracy in action is painful at times, messy, and even embarrassing, but necessary if society is to reach inclusive compromises.

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