Project MUSE®: The High School Journal - Latest Articles
https://muse.jhu.edu/journal/78
Project MUSE®: Latest articles in The High School Journal.daily12026-05-11T00:00:00-05:00text/htmlen-USVol. 84, no. 3 (2001) through current issueLatest Articles: The High School JournalTWOProject MUSE®The High School Journal1534-51570018-1498Latest articles in The High School Journal. Feed provided by Project MUSE®Through COVID: The Lived Experiences of High School Students of Color Returning to In-Person Schooling
https://muse.jhu.edu/article/987574
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The COVID-19 pandemic disrupted education in an unprecedented manner (Reimers, 2022), and substantial research has documented the scope of its impact on education (e.g., Dorn et al., 2021; Jones et al., 2022; Krause et al., 2022; Kuhfeld et al., 2022; Osher et al., 2025). However, most studies have focused on the height of the pandemic, when schools were remote or hybrid. Comparatively few studies have documented the process of students returning to in- person schooling (one exception in the context of American K-12 education is Brockmeier et al., 2024). Considering the length and extent of the school interruption, the transition back to full-time, in-person schooling was not as simple as welcoming students back
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/78/image/coversmallThrough COVID: The Lived Experiences of High School Students of Color Returning to In-Person Schooling2026-04-08text/htmlen-USThrough COVID: The Lived Experiences of High School Students of Color Returning to In-Person Schooling2026-04-082026TWOProject MUSE®1676922026-05-11T00:00:00-05:002026-04-08Effects of Multilevel Coaching on Teachers’ Implementation of Opportunities to Respond and Active Student Responding in a High School Setting
https://muse.jhu.edu/article/987575
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With more than half of a million students failing to graduate each year (Mac Iver et al., 2019), addressing high school dropout rates continues to be a top priority for educators, policymakers, and communities. Research shows that adolescents who do not complete high school credentials are at an increased risk for experiencing a variety of adverse issues such as unemployment or underemployment, engaging in criminal activities, receiving public welfare, and experiencing mental health problems (Freeman & Simonsen, 2015; Jia et al. 2015), and these outcomes have a direct impact on individuals and potentially carry a major economic societal cost (Freeman & Simonsen, 2015).Reviews of dropout prevention literature have
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/78/image/coversmallEffects of Multilevel Coaching on Teachers’ Implementation of Opportunities to Respond and Active Student Responding in a High School Setting2026-04-08text/htmlen-USEffects of Multilevel Coaching on Teachers’ Implementation of Opportunities to Respond and Active Student Responding in a High School Setting2026-04-082026TWOProject MUSE®1718312026-05-11T00:00:00-05:002026-04-08Students’ Experiences with and Perceptions of Career Guidance in Dutch Secondary Education
https://muse.jhu.edu/article/987576
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This study focuses on the content of, and students’ perceptions of and experiences with career guidance in secondary education. Students in secondary education can select school subjects that fit their talents and interests, in preparation of their continuing education at the tertiary level. Students’ subject choices can be important for developing their talents and interests, and may either facilitate or constrain their tertiary education options. Subsequently, subject choices in secondary education may also have effects on society, for example, regarding shortage occupations in fields such as health care, technology and education (Dijks et al., 2023). For example, when few students opt for advanced courses in
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/78/image/coversmallStudents’ Experiences with and Perceptions of Career Guidance in Dutch Secondary Education2026-04-08text/htmlen-USStudents’ Experiences with and Perceptions of Career Guidance in Dutch Secondary Education2026-04-082026TWOProject MUSE®1136092026-05-11T00:00:00-05:002026-04-08Returning to the Mall: A 40 Year Retrospective
https://muse.jhu.edu/article/987577
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In 1985, Houghton Mifflin published The Shopping Mall High School, a 360 page interpretation of secondary education in the United States (Powell, Farrar, Cohen, 1985). This long book featured eleven public and four private schools (in five states) during the 1981–82 academic year. Thirteen research associates wrote 1,400 field notes on their interviews and observations of these schools, and 138 endnotes buttressed the 75 page “Origins” chapter. It was the most comprehensive assessment of the American high school published in years and not only was it comprehensive it was successful: the book sold 11,000 hardback copies in its first year in publication—a considerable number for an academic book full of endnotes—and
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/78/image/coversmallReturning to the Mall: A 40 Year Retrospective2026-04-08text/htmlen-USReturning to the Mall: A 40 Year Retrospective2026-04-082026TWOProject MUSE®351452026-05-11T00:00:00-05:002026-04-08