Sample records for comprehensive high school
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Reading skills of students with speech sound disorders at three stages of literacy development.
Skebo, Crysten M; Lewis, Barbara A; Freebairn, Lisa A; Tag, Jessica; Avrich Ciesla, Allison; Stein, Catherine M
2013-10-01
The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL). In a cross-sectional design, students ages 7;0 (years;months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills. For the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school. Although similar skills contribute to reading across the age span, the relative importance of these skills changes with children's literacy stages.
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Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development
Skebo, Crysten M.; Lewis, Barbara A.; Freebairn, Lisa A.; Tag, Jessica; Ciesla, Allison Avrich; Stein, Catherine M.
2015-01-01
Purpose The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL). Method In a cross-sectional design, students ages 7;0 (years; months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills. Results For the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school. Conclusion Although similar skills contribute to reading across the age span, the relative importance of these skills changes with children’s literacy stages. PMID:23833280
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ERIC Educational Resources Information Center
Loomis, Corey Campbell
2011-01-01
Comprehensive high schools have been unable to meet the needs of all students (Cotton, 2004). Students face challenges, and some have been labeled "at risk" for various reasons. These students constitute a unique group who often require more time, energy, and resources than large, comprehensive schools can offer. Consequently, they fall behind on…
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ERIC Educational Resources Information Center
Jordan, Will J.; McPartland, James M.; Legters, Nettie E.; Balfanz, Robert
2000-01-01
Discusses the need for comprehensive reforms in school organization, curriculum and instruction, and professional development to address the problems of large urban high schools. Describes the Talent Development High School with Career Academies model being developed to meet the needs of such schools. (SLD)
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Work on the Margins: The Experience of Vocational Teachers in Comprehensive Schools.
ERIC Educational Resources Information Center
Little, Judith Warren; Threatt, Susan M.
As experienced by vocational teachers in five California comprehensive high schools, the peripheral nature of vocational education results from two dimensions of school context. First, the purposes and priorities of these comprehensive high schools tend to be ordered in ways that concentrate symbolic acclaim and material resources on academic…
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ERIC Educational Resources Information Center
Reutebuch, Colleen K.; El Zein, Farah; Kyung Kim, Min; Weinberg, Aron N.; Vaughn, Sharon
2015-01-01
We adapted and piloted Collaborative Strategic Reading-High School, a reading comprehension intervention, with three high school students with autism spectrum disorder to investigate its effects on their reading comprehension. Using a nonconcurrent, multiple-baseline design, participants with autism spectrum disorder were paired with a…
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A Comparison of Occupational Programs in Comprehensive High Schools in the U.S.A., Japan and Taiwan.
ERIC Educational Resources Information Center
Lee, Lung-Sheng
American-style comprehensive high school (CHS) systems were started in Japan and Taiwan in 1994 and 1996, respectively. Most CHSs in Taiwan were transformed from senior vocational schools, whereas others were changed from senior high schools or newly founded. To assist these schools in successfully restructuring or designing new programs, a…
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ERIC Educational Resources Information Center
Copa, George H.; Pease, Virginia H.
A 2-year project to specify new designs for the comprehensive high school of the future identified the following important features: (1) a guaranteed set of learner outcomes closely linked to present and future life roles and responsibilities for all students; (2) learning applied to life situations, using authentic assessment; (3) multiple ways…
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ERIC Educational Resources Information Center
Pearce, Kathryn; And Others
The New Designs for the Comprehensive High School project should provide for an organization of the school that is aligned with learner outcomes and learning process. Components of the organization must be aligned among themselves. High school models for organizing learners that meet student needs for connectedness and improved interpersonal…
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ERIC Educational Resources Information Center
Blankenship, Shaketha
2013-01-01
Small learning communities, an initiative to transform large struggling comprehensive high schools into smaller autonomous schools, are being empirically examined in the field of education to assess if transformation is actually occurring as seen by positive outcomes, such as increased academic achievement. There is an absence of literature on…
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ERIC Educational Resources Information Center
Rossetti, Rosemarie
Two research reports provide results of two Ohio studies to investigate factors that influence a student not to enter a high school vocational curriculum. The studies focus on the Vanguard Joint Vocational School (JVS) and five feeder comprehensive high schools and the Lawrence County JVS and seven feeder comprehensive high schools. Both reports…
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Oljira, Lemessa; Berhane, Yemane; Worku, Alemayehu
2013-03-20
In Ethiopia, more adolescents are in school today than ever before; however, there are no studies that have assessed their comprehensive knowledge of HIV/AIDS. Thus, this study tried to assess the level of this knowledge and the factors associated with it among in-school adolescents in eastern Ethiopia. A cross-sectional school-based study was conducted using a facilitator-guided self-administered questionnaire. The respondents were students attending regular school in 14 high schools located in 14 different districts in eastern Ethiopia. The proportion of in-school adolescents with comprehensive HIV/AIDS knowledge was computed and compared by sex. The factors that were associated with the comprehensive HIV/AIDS knowledge were assessed using bivariate and multivariable logistic regression. Only about one in four, 677 (24.5%), in-school adolescents have comprehensive HIV/AIDS knowledge. The knowledge was better among in-school adolescents from families with a relatively middle or high wealth index (adjusted OR [95% CI]=1.39 [1.03-1.87] and 1.75 [1.24-2.48], respectively), who got HIV/AIDS information mainly from friends or mass media (adjusted OR [95% CI]=1.63 [1.17-2.27] and 1.55 [1.14-2.11], respectively) and who received education on HIV/AIDS and sexual matters at school (adjusted OR [95% CI]=1.59 [1.22-2.08]). The females were less likely to have comprehensive HIV/AIDS knowledge compared to males (adjusted OR and [95% CI]=0.60 [0.49-0.75]). In general, only about a quarter of in-school adolescents had comprehensive HIV/AIDS knowledge. Although the female adolescents are highly vulnerable to HIV infection and its effects, they were by far less likely to have comprehensive HIV/AIDS knowledge. HIV/AIDS information, education and communication activities need to be intensified in high schools.
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Rojas, Rosalba; Castro, Filipa de; Villalobos, Aremis; Allen-Leigh, Betania; Romero, Martin; Braverman-Bronstein, Ariela; Uribe, Patricia
2017-01-01
To analyze coverage of comprehensive sex education (CSE) in high schools in Mexico and describe whether it is comprehensive, homogeneous and has continuity based on student reports of exposure to topics in three dimensions: reproductive and sexual health, self-efficacy and rights and relations. Within a probabilistic, cross-sectional survey with stratified, cluster sampling, a nationally representative sample of 3 824 adolescents attending 45 public and private high-schools in urban and rural areas completed questionnaires on CSE. The proportion of adolescents reporting having received sex education from school personnel varies depending on topics and grade level. Topics most frequently covered are those related to sexual and reproductive health while rights and relations are least frequently dealt with. Most sex education topics are covered during junior high school and much less frequently in elementary or high school. CSE needs to be comprehensive and homogenous in terms of content, ensure inclusion of priority topics, meet national and international recommendations, ensure continuity and adapt contents to student age through all education levels.
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ERIC Educational Resources Information Center
Callison, Matthew
2017-01-01
A critical step in addressing a call for schools to use curricula such as problem-based learning (PBL) is developing an understanding of how school leaders can support its implementation. The purpose of this study was to examine ways school leaders at a comprehensive, public high school provided supports to teachers as they implemented this…
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The Effects of Career Magnet Schools. IEE Brief Number 22.
ERIC Educational Resources Information Center
Crain, Robert L.; Allen, Anna; Little, Judith Warren; Sullivan, Debora; Thaler, Robert; Quigley, Denise; Zellman, Gail
A research study compared graduates of career magnet programs to graduates of comprehensive high schools in a large metropolitan area. The career magnet programs studied are located either within regular comprehensive high schools or combined with other magnet programs to fill an entire building. Research was conducted through school records of…
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Effects of Comprehensive, Multiple High-Risk Behaviors Prevention Program on High School Students
ERIC Educational Resources Information Center
Collier, Crystal
2013-01-01
The purpose of this mixed methods study was to examine the effect of a multiple high-risk behaviors prevention program applied comprehensively throughout an entire school-system involving universal, selective, and indicated levels of students at a local private high school during a 4-year period. The prevention program was created based upon the…
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ERIC Educational Resources Information Center
Jou, Min; Hung, Chen-Kang; Lai, Shih-Hung
2014-01-01
Universities in Taiwan can be divided into two major categories of comprehensive universities and technological universities. Students studying engineering majors in comprehensive universities are often recruited from academic high schools while those in technological universities tend to be recruited from vocational high schools. The purpose of…
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On the Viability of the Comprehensive High School: A Reply to Professor Wraga.
ERIC Educational Resources Information Center
Raywid, Mary Anne
1999-01-01
Despite Professor Wraga's positive claims (in this same "Educational Administration Quarterly" issue), there is a substantial record of failure associated with the comprehensive high school--a stratifying institution that broadens the gap between the fortunate and disadvantaged. Urban high schools have low standards and are resistant to…
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Hoffman, Pamela K.; Davey, Cynthia S.; Larson, Nicole; Grannon, Katherine Y.; Hanson, Carlie; Nanney, Marilyn S.
2016-01-01
Weight-related outcomes were examined among high school students in Minnesota public school districts according to the quality of district wellness policies. Wellness policy strength and comprehensiveness were scored using the Wellness School Assessment Tool (WellSAT) for 325 Minnesota public school districts in 2013. The associations between WellSAT scores and district-level means of high school student responses to a statewide survey of health behaviors were examined in this ecologic study. WellSAT Total Strength and Total Comprehensiveness scores were positively associated with both student mean Body Mass Index (BMI) percentile (Strength: P = 0.018, Comprehensiveness: P = 0.031) and mean percent overweight or obese (Strength: P = 0.008, Comprehensiveness: P = 0.026), but only in districts with >50% of students eligible for Free or Reduced-Price Lunches (FRPLs), or ‘high FRPL districts’. WellSAT Physical Education and Physical Activity subscale scores were also positively associated with the mean days per week students engaged in physical activity for ≥ 60 min in high FRPL districts (Strength: P = 0.008, Comprehensiveness: P = 0.003) and in low FRPL districts (<35% eligible) for Strength score: (P = 0.027). In medium FRPL districts (35–50% eligible), Nutrition Education and Wellness Promotion Strength and Comprehensiveness subscale scores were positively associated with, respectively, daily servings of vegetables (P = 0.037) and fruit (P = 0.027); and WellSAT Total scores were positively associated with daily vegetable servings (Strength: P = 0.037, Comprehensiveness: P = 0.012). Administrators of economically disadvantaged school districts with a higher percentage of overweight students may be recognizing the need for stronger wellness policies and the specific importance of implementing policies pertaining to physical activity as a means to improve student health. PMID:26850060
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ERIC Educational Resources Information Center
Ehresman, Norman D.; Vincent, Roger D.
Comprehensive work experience and vocational guidance activities were established at the middle school level and their effects on career maturity and attitudes toward school of ninth graders were tested. The project was conducted at the Bowling Green Junior High School (Kentucky) during the academic school year of 1975-76. (The school supports a…
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Spectrum of Physics Comprehension
ERIC Educational Resources Information Center
Blasiak, W.; Godlewska, M.; Rosiek, R.; Wcislo, D.
2012-01-01
The paper presents the results of research on the relationship between self-assessed comprehension of physics lectures and final grades of junior high school students (aged 13-15), high school students (aged 16-18) and physics students at the Pedagogical University of Cracow, Poland (aged 21). Students' declared level of comprehension was measured…
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ERIC Educational Resources Information Center
Burns, Matthew K.; Hodgson, Jennifer; Parker, David C.; Fremont, Kathryn
2011-01-01
Reading instruction for middle- and high-school students is focused on vocabulary and comprehension, yet research suggests that comprehension skills among these students are alarmingly low. Small-group reading interventions are becoming more prevalent in schools, but there are few studies regarding small-group reading comprehension interventions.…
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The Impact of Effective Scheduling on the Climate and Culture in a Large Comprehensive High School
ERIC Educational Resources Information Center
Hayes, Matthew
2013-01-01
Scheduling in any school or organization plays a vital role in the effectiveness that stakeholders' needs are met. The administration at a large comprehensive high school in the Charlotte Mecklenburg School District realized that in order for their school to meet the changing needs of its student body, it had to build a culture and climate that…
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Gender Equity in Vocational Programs of the Comprehensive High Schools: A Status Report, 1988-1989.
ERIC Educational Resources Information Center
Brett, Leslie J.; And Others
This report describes the status of gender and race/ethnicity enrollments in vocational programs in Connecticut's comprehensive high schools. Data are based on a sample of nine representative schools in urban, rural, and suburban communities. Enrollment data for the 1988-89 school year are from the State Department of Education and represent eight…
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ERIC Educational Resources Information Center
Bell, Christopher C., Jr.
This report uses motivation theory, social and cognitive development theory, and a construct, Definition of Reality (DOR), to explain why the black students of the District of Columbia Public Schools (DCPS) do less well on the Comprehensive Tests of Basic Skills as they progress from elementary school into high school. The report is divided into 8…
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ERIC Educational Resources Information Center
Knuth, Randy; Sutton, Paul S.; Levias, Sheldon; Kuo, Annie Camey; Callison, Matthew
2016-01-01
The purpose of this study is to describe and examine the structures and policies a public, comprehensive high school put in place to implement problem-based learning (PBL) across content areas. Starting in 2010, the school implemented PBL in the hopes of increasing students' career and college readiness skills. The research took place at a…
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Attitude towards Continuous and Comprehensive Evaluation of High School Students
ERIC Educational Resources Information Center
Cyril, A. Vences; Jeyasekaran, D.
2016-01-01
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation introduced by CBSE in all CBSE affiliated schools across the country to evaluate both scholastic and non-scholastic aspects of students' growth and development. Continuous and comprehensive evaluation is to evaluate every aspect of the child during their…
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ERIC Educational Resources Information Center
Franklin, Barry M., Ed.; McCulloch, Gary, Ed.
2012-01-01
This groundbreaking volume considers the ultimate fate of the comprehensive high school as individuals enter the twenty-first century. Contributors consider whether the question of the high school's seeming demise is exaggerated and why it is experiencing the many problems that it does. Essays focus on the United States, the United Kingdom,…
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The Effect of Strategy Instruction on the Reading Comprehension of High School Students with ADHD
ERIC Educational Resources Information Center
Johnson, Joseph W.
2011-01-01
The purpose of this study was to determine the effect of strategy instruction on the reading comprehension of high school students with ADHD. The research design was a multiple baseline across participants design with multiple probes during baseline (Kazdin, 1982). The participants were three female high school students with ADHD who were also…
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NASA Astrophysics Data System (ADS)
Williams, Theresa
In order to achieve academic success, students must be able to comprehend written material in content-area textbooks. However, a large number of high school students struggle to comprehend science content. Research findings have demonstrated that students make measurable gains in comprehending content-area textbooks when provided quality reading comprehension instruction. The purpose of this study was to gain an understanding of how high school science teachers perceived their responsibility to provide content-related comprehension instruction and 10 high school science teachers were interviewed for this study. Data analysis consisted of open, axial, and selective coding. The findings revealed that 8 out of the 10 participants believed that it is their responsibility to provide reading comprehension. However, the findings also revealed that the participants provided varying levels of reading comprehension instruction as an integral part of their science instruction. The potential for positive social change could be achieved by teachers and administrators. Teachers may use the findings to reflect upon their own personal feelings and beliefs about providing explicit reading comprehension. In addition to teachers' commitment to reading comprehension instruction, administrators could deliberate about professional development opportunities that might improve necessary skills, eventually leading to better comprehension skills for students and success in their education.
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ERIC Educational Resources Information Center
Frankel, Edward
This report is a follow-up study of the students who participated in a high school grade reorganization plan in the city of New York as a step toward establishment of a four-year comprehensive high school. The evaluation attempts assessment of any long-range effects of this program on disadvantaged high school students in four representative high…
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Learning Technology: Enhancing Learning in New Designs for the Comprehensive High School.
ERIC Educational Resources Information Center
Damyanovich, Mike; And Others
Technology, directed to each of the parts that collectively give shape and direction to the school, should provide the critical mass necessary to realize the specifications for the New Designs for the Comprehensive High School project. Learners should have access to personal productivity tools that increase effectiveness and efficiency in the…
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Comprehensive School Reform with a Focus on Literacy
ERIC Educational Resources Information Center
Zyburt, Gina M.
2010-01-01
Within the past years of Comprehensive School Reform (CSR), educators have begun to be innovative and employ strategies to support teaching and learning by incorporating high standards and inspiring high performance. Unfortunately, student achievement is not increasing and the achievement gap is continuing to widen. The next step for schools is to…
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ERIC Educational Resources Information Center
Castellano, Marisa; Stringfield, Samuel; Stone, James R., III
The impact of career and technical education (CTE) reforms and comprehensive school reforms in high schools on education outcomes for at-risk youth was examined in a review of research on current reforms. The review identified a series of individual, family and home, school, and community factors that can place students at risk of failing to…
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ERIC Educational Resources Information Center
Hinrichs, Amy F.
2013-01-01
Low reading levels and lack of comprehension are current problems in high school classrooms confirmed by low standardized test scores and employer feedback as comprehension problems move into the workplace with students who do not have the necessary reading skills on the job. Midwestern high school science club students served as participants in…
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Hoffman, Pamela K; Davey, Cynthia S; Larson, Nicole; Grannon, Katherine Y; Hanson, Carlie; Nanney, Marilyn S
2016-04-01
Weight-related outcomes were examined among high school students in Minnesota public school districts according to the quality of district wellness policies. Wellness policy strength and comprehensiveness were scored using the Wellness School Assessment Tool (WellSAT) for 325 Minnesota public school districts in 2013. The associations between WellSAT scores and district-level means of high school student responses to a statewide survey of health behaviors were examined in this ecologic study. WellSAT Total Strength and Total Comprehensiveness scores were positively associated with both student mean Body Mass Index (BMI) percentile (Strength: P = 0.018, Comprehensiveness: P = 0.031) and mean percent overweight or obese (Strength: P = 0.008, Comprehensiveness: P = 0.026), but only in districts with > 50% of students eligible for Free or Reduced-Price Lunches (FRPLs), or 'high FRPL districts'. WellSAT Physical Education and Physical Activity subscale scores were also positively associated with the mean days per week students engaged in physical activity for ≥ 60 min in high FRPL districts (Strength: P = 0.008, Comprehensiveness: P = 0.003) and in low FRPL districts (< 35% eligible) for Strength score: (P = 0.027). In medium FRPL districts (35-50% eligible), Nutrition Education and Wellness Promotion Strength and Comprehensiveness subscale scores were positively associated with, respectively, daily servings of vegetables (P = 0.037) and fruit (P = 0.027); and WellSAT Total scores were positively associated with daily vegetable servings (Strength: P = 0.037, Comprehensiveness: P = 0.012). Administrators of economically disadvantaged school districts with a higher percentage of overweight students may be recognizing the need for stronger wellness policies and the specific importance of implementing policies pertaining to physical activity as a means to improve student health. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.
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Comprehensive High School Bilingual Program. E.S.E.A. Title VII Final Evaluation Report, 1980-1981.
ERIC Educational Resources Information Center
Shore, Rima, Ed.; And Others
This report describes, provides demographic data for, and evaluates the effectiveness of the Comprehensive High School Bilingual Program (C.H.S.B.P.), which provided staff and material resources to five high school Spanish, Chinese, and Italian bilingual programs in New York City. In 1980-81, C.H.S.B.P. served 468 students of limited English…
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Classroom Disruption in English Comprehensive Schools.
ERIC Educational Resources Information Center
Dierenfield, Richard B.
A comparative study was made of disruptive behavior in British comprehensive schools and American high schools. A survey was conducted in 41 British schools to obtain the opinions of teachers and administrators on severe discipline problems, causes of disruptive behavior, and possible solutions. There was general agreement that classroom…
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ERIC Educational Resources Information Center
McMorran, Thomas
2012-01-01
The purpose for this study was to determine what is the relationship between the degree of trust that the principals of middle schools and high schools invest in each other and the comprehensiveness of their eighth-to-ninth grade transition programs. Data were gathered through the administration of a three-part survey designed to collect…
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ERIC Educational Resources Information Center
Salas, Kathryn
2013-01-01
Post secondary education is essential to success. To ensure that students who graduate from high school are prepared to make informed decisions about their life after high school, they need to be explicitly taught career development skills. These skills should be part of a comprehensive, results-based, developmentally appropriate comprehensive…
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ERIC Educational Resources Information Center
Kim, James S.; Guryan, Jonathan; White, Thomas G.; Quinn, David M.; Capotosto, Lauren; Kingston, Helen Chen
2016-01-01
To improve the reading comprehension outcomes of children in high-poverty schools, policymakers need to identify reading interventions that show promise of effectiveness at scale. This study evaluated the effectiveness of a low-cost and large-scale summer reading intervention that provided comprehension lessons at the end of the school year and…
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Comprehensive School Reform and Standardized Test Scores in Illinois Elementary and Middle Schools
ERIC Educational Resources Information Center
McEnroe, James D.
2010-01-01
The study examined the effects of the federally funded Comprehensive School Reform (CSR) program on student performance on mandated standardized tests. The study focused on the mathematics and reading scores of Illinois public elementary and middle and junior high school students. The federal CSR program provided Illinois schools with an annual…
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ERIC Educational Resources Information Center
Brobst, Sharon Christian
2013-01-01
This correlational study examined the relationship between type of high school a senior attends (University-Model SchoolRTM (UMS RTM) or traditional, comprehensive Christian) and academic college readiness, when controlling for prior academic achievement and gender. The study compared archival data from Christian school graduates from six schools…
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ERIC Educational Resources Information Center
Wells, Casey L.
2012-01-01
The effect of electronic books on the reading comprehension of middle and high school students was examined using an experimental posttest-only control-group design. A convenience sample of 140 randomly assigned middle and high school English students at an independent school in eastern North Carolina participated. Half of the students used…
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Changing by Design: A Comprehensive Approach to School Reform. [Booklet with Audiotapes].
ERIC Educational Resources Information Center
North Central Regional Educational Lab., Oak Brook, IL.
Comprehensive school reform (CSR) focuses on reorganizing and revitalizing entire schools, rather than on implementing individual programs. The idea behind CSR is that schools cannot educate all students to high levels unless all the education system's components work together toward a common goal. Choosing a CSR model can be difficult and…
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ERIC Educational Resources Information Center
Daniel, Patricia A.; Cimochowski, Anna M.; King, Alexandra I.; Bruckerhoff, Charles E.; Bruckerhoff, Theresa F. S.
The Hartford Public Schools (Connecticut) received a Comprehensive Partnerships for Minority Student Achievement (CPMSA) grant from the National Science Foundation. In the first year of the grant, four schools (two elementary, one middle, and one high school) were identified for CPMSA activities. The CPMSA goal was to develop systemic approaches…
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Evaluation Findings from High School Reform Efforts in Baltimore
ERIC Educational Resources Information Center
Smerdon, Becky; Cohen, Jennifer
2009-01-01
The Baltimore City Public School System (BCPSS) is one of the first urban districts in the country to undertake large-scale high school reform, phasing in small learning communities by opening new high schools and transforming large, comprehensive high schools into small high schools. With support from the Bill & Melinda Gates Foundation, a…
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NASA Astrophysics Data System (ADS)
Sakurai, A.; Bisri, M. B. F.; Oda, T.; Oktari, R. S.; Murayama, Y.
2017-02-01
The study assessed the depth of school disaster safety at public elementary schools in Banda Aceh City, Indonesia in terms of comprehensive school safety, especially school location, disaster management and disaster education. The findings indicate that 56% of public elementary schools in Banda Aceh City are exposed to high tsunami risk, and most externally driven school disaster preparedness activities were not continued by the schools due to lack of ownership and funding. To realize comprehensive school safety, disaster preparedness programs should neither be brought in by external donors, nor be in a patchwork. Rather, it should be conducted jointly and sustainably by the local school and the community and supported by multi-sectoral support in the city. Comprehensive school safety of public elementary schools in Banda Aceh City could be realized by reviewing, updating and localizing school disaster preparedness programs by all the education partners in the city with strong political will and commitment.
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Comprehensive Solutions for Urban Reform
ERIC Educational Resources Information Center
Kilgore, Sally
2005-01-01
The comprehensive school reform (CSR) models build consistency throughout a district while addressing the needs of individual schools. The high-quality CSR programs offer a most effective option for urban education reform.
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Solutions for Failing High Schools: Converging Visions and Promising Models.
ERIC Educational Resources Information Center
Legters, Nettie; Balfanz, Robert; McPartland, James
Promising solutions to the failings of traditional comprehensive high schools were reviewed to identify basic principles and strategies for improving high schools nationwide. Selected research studies, policy documents, and promising high school programs were reviewed. The review revealed the following principles for helping high schools better…
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ERIC Educational Resources Information Center
Rice, John; Lash, Andrea; Huang, Min; Tran, Loan; Peterson, Mary
2015-01-01
The purpose of the study reported here was to explore the relationship between the type of high school attended (magnet versus comprehensive) and the likelihood of graduates having completed an advanced course, after accounting for students' prior achievement. In addition, the study examined the relationship between students' prior achievement and…
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ERIC Educational Resources Information Center
Chiang, Hanley; Walsh, Elias; Shanahan, Timothy; Gentile, Claudia; Maccarone, Alyssa; Waits, Tiffany; Carlson, Barbara; Rikoon, Samuel
2017-01-01
Reading comprehension--the ability to understand the meaning of text--is a foundational ability that enables children to learn in school and throughout life. Children who struggle with reading comprehension in the third or fourth grade are at high risk for dropping out of school, with detrimental effects on their future employment, income, and…
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ERIC Educational Resources Information Center
Zhang, Xiaoxia; Gu, Xiangli; Zhang, Tao; Keller, Jean; Chen, Senlin
2018-01-01
Comprehensive school physical activity programs (CSPAPs) aim to promote physical activity and healthy lifestyles among school-age children and adolescents. Physical educators are highly qualified individuals taking on the role of certified physical activity leaders. Physical education teacher education (PETE) programs should consider preparing…
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School Leadership and Technology Challenges: Lessons from a New American High School
ERIC Educational Resources Information Center
Peck, Craig; Mullen, Carol A.; Lashley, Carl; Eldridge, John A.
2011-01-01
In this evidence-based practice article the authors investigate the challenges that leaders (administrators, staff, and teachers) face in high schools where personnel navigate technology reform. We studied an American comprehensive high school within a large school district in southeastern United States. School administrators and teachers faced…
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THE COMPREHENSIVE EDUCATIONAL PROGRAM FOR WEST VIRGINIA SCHOOLS.
ERIC Educational Resources Information Center
SMITH, REX M.
THE COMPREHENSIVE EDUCATIONAL PROGRAM IS DEFINED AS ONE WHICH MEETS THE NEEDS OF ALL STUDENTS AT ALL LEVELS BY PROVIDING COMPREHENSIVE AND ELECTIVE PROGRAMS FOR THOSE STUDENTS REQUIRING SALABLE SKILLS UPON GRADUATION FROM HIGH SCHOOL, AS WELL AS A BROAD ELECTIVE PROGRAM FOR THOSE WHO WISH TO CONTINUE THEIR EDUCATION. INCLUDED ARE SUMMARIES OF THE…
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The Changing Role of Vocational Education and the Comprehensive High School.
ERIC Educational Resources Information Center
Pucel, David J.
As American society has changed from the industrial age to the information age to the knowledge/imagination age, the notion of a comprehensive high school in its originally envisioned form has again become a high priority. If all students are required to obtain a rigorous academic education and an applied education related to a life or work…
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More High School Graduates: How Schools Can Save Students from Dropping Out
ERIC Educational Resources Information Center
Levin, Ben
2012-01-01
"More High School Graduates" is a comprehensive guide for school leaders and government policymakers committed to boosting high school graduation rates. Drawing from his knowledge as an education official and professor, author Ben Levin presents a system to turn around secondary schools that is adaptable for local-, district-, and state-level…
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ERIC Educational Resources Information Center
Edge, D. Michael
2011-01-01
This non-experimental study attempted to determine how the different prescribed mathematic tracks offered at a comprehensive technical high school influenced the mathematics performance of low-achieving students on standardized assessments of mathematics achievement. The goal was to provide an analysis of any statistically significant differences…
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ERIC Educational Resources Information Center
Zimman, Richard N.
Using ethnographic case study methodology (involving open-ended interviews, participant observation, and document analysis) theories of administrative organization, processes, and behavior were tested during a three-week observation of a model comprehensive (experimental) high school. Although the study is limited in its general application, it…
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Improving Middle and High School Students' Comprehension of Science Texts
ERIC Educational Resources Information Center
Johnson, Brandi E.; Zabrucky, Karen M.
2011-01-01
Throughout the United States, many middle and high school students struggle to comprehend science texts for a variety of reasons. Science texts are frequently boring, focused on isolated facts, present too many new concepts at once, and lack the clarity and organization known to improve comprehension. Compounding the problem is that many…
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Profiles of Schools in Change: Four Urban High Schools.
ERIC Educational Resources Information Center
Wermuth, Thomas R.; And Others
1997-01-01
This report highlights four urban comprehensive secondary schools that are developing, implementing, and evaluating reform initiatives that include vocational and technical education as a key component of these efforts. Efforts of these four high schools are described: Bryan High School, Omaha, Nebraska; Humboldt Secondary Complex, St. Paul,…
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Effects of a Supplemental Vocabulary Program on Word Knowledge and Passage Comprehension
ERIC Educational Resources Information Center
Apthorp, Helen; Randel, Bruce; Cherasaro, Trudy; Clark, Tedra; McKeown, Margaret; Beck, Isabel
2012-01-01
A cluster randomized trial estimated the effects of a supplemental vocabulary program, Elements of Reading[R]: vocabulary on student vocabulary and passage comprehension in moderate- to high-poverty elementary schools. Forty-four schools participated over a period spanning 2 consecutive school years. At baseline, 1,057 teachers and 16,471 students…
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The Promise of a Literacy Reform Effort in the Upper Elementary Grades
ERIC Educational Resources Information Center
Walpole, Sharon; Amendum, Steven; Pasquarella, Adrian; Strong, John Z.; McKenna, Michael C.
2017-01-01
We compared year-long gains in fluency and comprehension in grades 3-5 in 3 treatment and 4 comparison schools. Treatment schools implemented a comprehensive school reform (CSR) program called Bookworms. The program employed challenging text and emphasized high text volume, aggressive vocabulary and knowledge building, and contextualized strategy…
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Arizona Academic Standards, High School
ERIC Educational Resources Information Center
Arizona Department of Education, 2009
2009-01-01
This publication contains Arizona public schools' updated academic standards for high school. The contents of this document contain: (1) The Arts Standard 2006--High School; (2) Comprehensive Health Education/Physical Activity Standards 1997--Proficiency and Distinction (Grades 9-12); (3) Foreign and Native Language Standards 1997--Proficiency and…
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ERIC Educational Resources Information Center
National Student Clearinghouse, 2014
2014-01-01
This second annual report provides high school-to-college transition rates for graduates of public non-charter, public charter, and private high schools. For students of public non-charter high schools the rates are reported in 12 categories based on the school-level demographic and geographic characteristics. This timely and comprehensive data is…
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Making Progress Toward Graduation: Evidence from the Talent Development High School Model
ERIC Educational Resources Information Center
Kemple, James J.; Herlihy, Corinne M.; Smith, Thomas J.
2005-01-01
In low-performing public high schools in U.S. cities, high proportions of students drop out, students who stay in school typically do not succeed academically, and efforts to make substantial reforms often meet with little success. The Talent Development High School model is a comprehensive school reform initiative that has been developed to…
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High Schools on a Human Scale: How Small Schools Can Transform American Education.
ERIC Educational Resources Information Center
Toch, Thomas
This book argues that large American high schools have become obsolete and uses case studies of four new or restructured schools to show why smallness and distinctiveness are prerequisites for school reform. The large comprehensive high school developed as an economical means of providing a range of "tracks," from practical subjects for future…
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Conversion of a Large, Urban High School to Small Schools: Leadership Challenges and Opportunities
ERIC Educational Resources Information Center
Nehring, James; Lohmeier, Jill H.; Colombo, Michaela
2009-01-01
This article reports findings from a study of the experiences of 11 school principals who are leading the conversion of a large, comprehensive, urban high school into six thematic small schools. Specifically, this study addresses the question, What do high school principals identify as the leadership challenges and opportunities embedded in the…
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An Extreme Degree of Difficulty: The Educational Demographics of Urban Neighborhood High Schools
ERIC Educational Resources Information Center
Neild, Ruth Curran; Balfanz, Robert
2006-01-01
Despite the growth of a variety of alternatives to the neighborhood high school, most students in big-city school systems still attend large comprehensive high schools that serve a particular residential area. The authors contend that the extreme concentration of educational need at these schools is often overlooked by policymakers, school reform…
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ERIC Educational Resources Information Center
Hill, Raymond; Klein, Raymond S.
A study examined the feasibility of adopting National Occupational Competency Testing Institute (NOCTI) examinations for use by completers of vocational programs in Florida comprehensive high schools. A total of 34 candidates in five occupational areas (architectural drafting, carpentry, plumbing, small engine repair, and welding) at four…
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The Effectiveness of a Unit Study-Technology Approach within the High School Band Rehearsal Setting
ERIC Educational Resources Information Center
Gustafson-Hinds, Melissa A.
2010-01-01
The purpose of this research study was to investigate the usefulness of implementing a Comprehensive Musicianship (CMP)--Unit Study within a high school band rehearsal setting, using music technology as a supplementary tool. While previous studies have emphasized the many benefits of Comprehensive Musicianship, it is not clear how such an approach…
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Now I "See": The Impact of Graphic Novels on Reading Comprehension in High School English Classrooms
ERIC Educational Resources Information Center
Cook, Mike P.
2017-01-01
Few empirical studies have been conducted to investigate the educational uses of graphic novels. Because of this, misconceptions and stereotypes exist. This article presents findings from a study examining the effects of graphic novels on high school students' (N = 217) reading comprehension. A graphic adaptation of a traditionally taught text…
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Improving Reading Comprehension of At-Risk High-School Students: The ART of Reading Program
ERIC Educational Resources Information Center
McCallum, R. Steve; Krohn, Katherine R.; Skinner, Christopher H.; Hilton-Prillhart, Angela; Hopkins, Michael; Waller, Steven; Polite, Fritz
2011-01-01
Participants (115 low-socioeconomic-status [SES], inner-city, high-school students) were exposed to three reading conditions: (1) a control condition in which students silently read brief selected passages; (2) an experimental condition in which students were prompted to perform a three-part (Ask, Read, and Tell [ART]) comprehension enhancement…
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The Complexities of Operating Multiple Small Schools in a High School Conversion
ERIC Educational Resources Information Center
Wallach, Catherine A.
2010-01-01
School reformers hope that converting comprehensive high schools into collections of small schools will produce results similar to those realized in freestanding small schools. Three themes--personalization, professional community, and shared decision making--exemplify the early successes in conversions. But the challenge of sustaining these gains…
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Walter Cronkite High School: A Culture of Freedom and Responsibility
ERIC Educational Resources Information Center
Morocco, Catherine Cobb; Clay, Karen; Parker, Caroline E.; Zigmond, Naomi
2006-01-01
Walter Cronkite High School is a comprehensive high school of nearly 4,000 students, located in New York City. The population of students with disabilities includes many students with severe and low-incidence disabilities, including 70 students with visual or hearing impairments and 20 students with orthopedic impairments. Cronkite High School's…
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Trenton High School: Attitude Builds Community
ERIC Educational Resources Information Center
Principal Leadership, 2013
2013-01-01
High schools often are the anchor of their communities. Nowhere is this more so than in rural north-central Missouri where Trenton High School is the community. Over the last 10 years, this 400-student comprehensive high school mirrored the community's economic downturn and experienced a significant increase in students living in poverty--to the…
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Exploring Collaborative Culture and Leadership in Large High Schools
ERIC Educational Resources Information Center
Jeffers, Michael P.
2013-01-01
The purpose of this exploratory study was to analyze how high school principals approached developing a collaborative culture and providing collaborative leadership in a large high school setting. The population sample for this study was 82 principals of large comprehensive high schools of grades 9 through 12 or some combination thereof with…
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CA State Profile. California: California High School Exit Examination (CAHSEE)
ERIC Educational Resources Information Center
Center on Education Policy, 2010
2010-01-01
This paper provides information about California High School Exit Examination, a comprehensive standards-based exam. The purpose of the exam is to: (1) Determine prospective high school graduates' knowledge and skill levels relative to those needed for entry-level employment; (2) Determine prospective high school graduates' mastery of the state…
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The quality of school wellness policies and energy-balance behaviors of adolescent mothers.
Haire-Joshu, Debra; Yount, Byron W; Budd, Elizabeth L; Schwarz, Cynthia; Schermbeck, Rebecca; Green, Scoie; Elliott, Michael
2011-03-01
In this study, we 1) compared the quality of school wellness policies among schools participating in Moms for a Healthy Balance (BALANCE), a school- and home-based weight loss study conducted with postpartum adolescents in 27 states; and 2) assessed the relationship between policy quality with energy-balance behaviors and body mass index z scores of postpartum adolescents. As a part of BALANCE, we collected data on high-calorie food and beverage consumption, minutes spent walking, and height and weight for 647 participants. The School Wellness Policy Coding Tool was used to assess the strength and comprehensiveness of school district wellness policies from 251 schools attended by participating adolescent mothers. Schools averaged low scores for wellness policy comprehensiveness and strength. When compared with participants in schools with the lowest policy comprehensiveness scores, adolescent mothers in schools with the highest scores reported consuming significantly fewer daily calories from sweetened beverages while reporting higher consumption of water (P = .04 and P = .01, respectively). School wellness policy strength was associated with lower BMI z scores among adolescent mothers (P = .01). School wellness policies associated with BALANCE may be limited in their ability to promote a healthy school environment. Future studies are needed to evaluate the effect of the strength and comprehensiveness of policy language on energy balance in high-risk postpartum adolescents. Evidence from this work can provide additional guidance to federal or state government in mandating not only policy content, but also systematic evaluation.
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Student Athletes Work toward a Drug-Free School.
ERIC Educational Resources Information Center
Oberman, Jerome P.
1989-01-01
Describes the Student Athlete Leadership Program (SALP), part of the Long Beach (New York) City School District's comprehensive drug education program. SALP trains high-profile high school athletes to conduct drug and alcohol prevention activities in the elementary schools. (FMW)
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The Qualifications of Teachers in American High Schools.
ERIC Educational Resources Information Center
Pascal, Anthony
This monograph describes the formal qualifications of the teachers currently teaching in public high schools and notes the variations of qualifications among schools with different characteristics. A survey of an average of 30 randomly selected teachers in each of 340 comprehensive high schools obtained information on: (1) the number of college…
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ERIC Educational Resources Information Center
Vaughn, Sharon; Roberts, Greg; Schnakenberg, Jennifer B.; Fall, Anna-Mária; Vaughn, Michael G.; Wexler, Jade
2015-01-01
The authors examine the results for students with disabilities from a 2-year randomized controlled trial with students identified in ninth grade and followed through 10th grade in their allotted condition group. Prior to ninth grade, students with disabilities who met criteria for low reading comprehension (i.e., through failure on the state…
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ERIC Educational Resources Information Center
Lopata, Christopher; Thomeer, Marcus L.; Volker, Martin A.; Lee, Gloria K.; Smith, Tristram H.; Smith, Rachael A.; Mcdonald, Christin A.; Rodgers, Jonathan D.; Lipinski, Alanna M.; Toomey, Jennifer A.
2012-01-01
This study examined the feasibility and initial efficacy of a comprehensive school-based intervention (CSBI) for 12 children with high-functioning autism spectrum disorders, aged 6 to 9 years. Treatment included a 3-week summer preparation program followed by a 10-month CSBI, comprising social skills groups, therapeutic activities, face and voice…
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ERIC Educational Resources Information Center
Vandenberg, Amy C.; Boon, Richard T.; Fore, Cecil, III; Bender, William N.
2008-01-01
The purpose of this investigation was to examine the efficacy of repeated readings on the oral reading fluency rate and reading comprehension accuracy of high school students with specific learning disabilities. The participants included three tenth and eleventh grade students with specific learning disabilities in a study skills resource…
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ERIC Educational Resources Information Center
American Youth Policy Forum, 2012
2012-01-01
If the U.S. is to increase the number of college graduates and boost our national competitiveness, we must redouble our efforts to ensure all students graduate from high school prepared for postsecondary learning and careers. This means creating comprehensive education systems that provide learning options that enable a range of pathways to…
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ERIC Educational Resources Information Center
Lopata, Christopher; Thomeer, Marcus L.; Volker, Martin A.; Lee, Gloria K.; Smith, Tristram H.; Rodgers, Jonathan D.; Smith, Rachael A.; Gullo, Gaetano; McDonald, Christin A.; Mirwis, Joshua; Toomey, Jennifer A.
2013-01-01
There is a notable lack of manualized comprehensive school-based interventions (CSBIs) for children with high-functioning autism spectrum disorders (HFASDs). This pilot study examined the feasibility and initial efficacy of a CSBI for 12 children with HFASDs, aged 6 to 9 years. Treatment included a 3-week summer preparation program followed by a…
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ERIC Educational Resources Information Center
Hooley, Diana S.; Thorpe, Justin
2017-01-01
Older student reading of informational texts like those found in most high school classrooms continue to be a concern. College entrance exams scores attest to the fact that this age group of readers remain largely unprepared for the rigorous, discipline area reading and comprehension demands of higher education. In response to this issue content…
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ERIC Educational Resources Information Center
Miller, Raymond J.
2012-01-01
The purpose of this qualitative case study was to examine the perceived implications that principal leadership has on transforming a large comprehensive high school into smaller learning communities (SLCs); and to speculate on possible factors that contribute to the change process after the implementation of SLCs. The study explores the roles,…
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NASA Astrophysics Data System (ADS)
White, Laurel Ann
This study examined course enrollments for female and male Latino and Caucasian students with disabilities (SWD) in Science, Technology, Engineering, and Math (STEM) to establish baseline data in one region of the state of Washington. The study analyzed five academic years of STEM course enrollment in one high school Career and Technical Education (CTE) program and one comprehensive community college. The study uncovered the following findings: (a) Latino and Caucasian SWD STEM enrollment percentages were not significantly different in the high school CTE program, but were significantly different in the STEM program in the comprehensive community college; (b) more females enrolled in Science and males in Engineering than anticipated, (c) Mathematics had the smallest enrollment pattern by ethnicity and gender in both settings, and (d) more males than females enrolled in Technology courses in the comprehensive community college. This research suggests the use of universal design of learning, theory of mind, and the ecological learning theory to encourage STEM enrollment for students with disabilities. Keywords: Career and Technical Education (CTE), Caucasian, comprehensive community college, disability, enrollment, female, high school, Latino, male, STEM, student enrollment, and students with disabilities.
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ERIC Educational Resources Information Center
Hoffman, Pamela K.; Davey, Cynthia S.; Larson, Nicole; Grannon, Katherine Y.; Hanson, Carlie; Nanney, Marilyn S.
2016-01-01
Weight-related outcomes were examined among high school students in Minnesota public school districts according to the quality of district wellness policies. Wellness policy strength and comprehensiveness were scored using the Wellness School Assessment Tool (WellSAT) for 325 Minnesota public school districts in 2013. The associations between…
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ERIC Educational Resources Information Center
Zavacky, Francesca; Michael, Shannon L.
2017-01-01
Recess is an important part of a comprehensive school physical activity program by providing physical activity to students during the school day, in addition to physical education and classroom physical activity. Unfortunately, recess in the United States is not an expected part of the school day, especially in middle and high schools. High-stakes…
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Key Competencies, Science Education: Secondary Schools (Junior High, J-G Sci) (Senior High, S-Bio).
ERIC Educational Resources Information Center
Kelner, Bernard G.; Hofkin, Fred M.
Presented is a list of behavioral objectives which can be used to evaluate mastery of the competency of students in junior high school science and senior high school biology. These competencies were prepared by the School District of Philadelphia. The lists are comprehensive and coded for easy reference. (CS)
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ERIC Educational Resources Information Center
Passow, A. Harry
This monograph examines James B. Conant's works on American education. Emphasis is placed on three major works--"The American High School Today: A First Report to Interested Citizens,""Education in the Junior High School Years," and "The Comprehensive High School: A Second Report to Interested Citizens." Attention is…
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ERIC Educational Resources Information Center
Vieluf, Svenja; Hochweber, Jan; Klieme, Eckhard; Kunter, Mareike
2015-01-01
In the present study we compared comprehensive education systems and education systems using between-school tracking with regard to disparities in the quality of student-teacher relations between low and high achieving students, between students with different socioeconomic backgrounds, and between schools with different achievement and social…
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ERIC Educational Resources Information Center
Abdulkadiroglu, Atila; Hu, Weiwei; Pathak, Parag A.
2013-01-01
One of the most wideranging reforms in public education in the last decade has been the reorganization of large comprehensive high schools into small schools with roughly 100 students per grade. We use assignment lotteries embedded in New York City's high school match to estimate the effects of attendance at a new small high school on student…
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ERIC Educational Resources Information Center
Public Education Association, New York, NY.
This interim report evaluates the implementation of the "House Plan," a plan to create small personalized schools within the 110 large comprehensive high schools in New York (New York) by subdividing all ninth grades into separate units. This evaluation covers only the 37 "dropout prevention" high schools which had been…
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Making the Grade: Texas Early College High Schools Prepare Students for College
ERIC Educational Resources Information Center
Nodine, Thad
2011-01-01
Early college schools are part of a national initiative to align high school and college through a rigorous, college-prep curriculum coupled with high expectations and comprehensive student supports. The schools provide all students with direct experience, preparation, and support in taking college classes through a proficiency-based curriculum…
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School Reform and the No-Man's-Land of High School Size.
ERIC Educational Resources Information Center
Gregory, Tom
Since 1970, essentially all research favors the creation of small high schools. Four forces that have contributed to the growing obsolescence of large, comprehensive high schools are the onset of the information age, the emergence of an adolescent culture, the students' rights movement, and changing attitudes about the proper functioning of…
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Instructional Leadership of High School Assistant Principals in Northern California
ERIC Educational Resources Information Center
Garrard, John Christian Timothy
2013-01-01
To identify how high school assistant principals in large suburban schools serve as instructional leaders and how they develop these skills, this research utilized a multiple-case study design, followed by a cross-case analysis of the data. This research explores the instructional leadership of three female comprehensive high school assistant…
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ERIC Educational Resources Information Center
Rutledge, Stacey A.; Cohen-Vogel, Lora; Osborne-Lampkin, La'Tara; Roberts, Ronnie L.
2015-01-01
This article presents findings from a year-long multilevel comparative case study exploring the characteristics of effective urban high schools. We developed a comprehensive framework from the school effectiveness research that guided our data collection and analysis at the four high schools. Using value-added methodology, we identified two higher…
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High School Programs for Students with Special Needs.
ERIC Educational Resources Information Center
Lieman, Meyer, Ed.
1980-01-01
Thirteen brief articles look at high school programs for students with special needs with emphasis on programs offered in New York State. Articles have the following titles and authors: "Vocational Education for Handicapped Students in New York City High Schools" (F. Yauch); "Development of a Comprehensive Program for High School…
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Goldstein, B C; Harris, K C; Klein, M D
1993-02-01
This study investigated the relationship between reading comprehension and oral storytelling abilities. Thirty-one Latino junior high school students with learning handicaps were selected as subjects based on learning handicapped designation, home language, and language proficiency status. Reading comprehension was measured by the Reading Comprehension subtest of the Peabody Individual Achievement Test. Storytelling was measured by (a) the Oral Production subtest of the Language Assessment Scales using the standard scoring protocol and (b) a story structure analysis. A comparison of the standard scoring protocol and reading comprehension revealed no relationship, while the comparison of the story structure analysis and reading comprehension revealed a significant correlation. The implications of these results for language assessment of bilingual students are discussed.
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Distributed Instructional Leadership in High Schools
ERIC Educational Resources Information Center
Halverson, Richard; Clifford, Matthew
2013-01-01
This article explores the idea of distributed instructional leadership as a way to understand instructional leadership practice in comprehensive high schools. Our argument is that distributed leadership analyses allow researchers to uncover and explain how instructional improvement in high schools occurs through the efforts of multiple individuals…
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Preparing Learning Disabled High School Students for Postsecondary Education.
ERIC Educational Resources Information Center
Shaw, Stan F.; And Others
Increasing numbers of capable learning disabled students are attempting to make the difficult transition from high school to postsecondary programming. A comprehensive approach to better serve the college-bound learning disabled high school student includes early transition planning, instructional programming, social skills intervention, and…
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ERIC Educational Resources Information Center
Augustin, Marc A.
The Alternative Basic Comprehension Program (Project A.B.C.) for bilingual high school students was a special alternative instructional program funded by Title VII for the third year at two high schools in the Bronx. In the year under review, Project A.B.C. served 260 students of limited English proficiency (LEP). Participating students received…
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ERIC Educational Resources Information Center
Huang, Yu-Ning; Hong, Zuway-R.
2016-01-01
The purpose of this study was to explore the effects of a flipped English classroom intervention on high school students' information and communication technology (ICT) and English reading comprehension in Taiwan. Forty 10th graders were randomly selected from a representative senior high school as an experimental group (EG) to attend a 12-h…
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Improving Student Achievement through Organization of Student Learning.
ERIC Educational Resources Information Center
Brookbank, Donna; Grover, Susan; Kullberg, Karin; Strawser, Cathleen
This action research project investigated various reading strategies to increase reading comprehension and vocabulary skills. The targeted population consisted of students from three elementary schools and one junior high school, located in lower to middle socioeconomic neighborhoods. Two elementary schools and the junior high school are located…
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Revisiting High School Conversions: What is Sustained After the Funding Goes?
ERIC Educational Resources Information Center
Wallach, Catherine A.
2009-01-01
School reformers hope that converting comprehensive high schools into collections of small schools will produce results similar to those realized in freestanding small schools. This comparative case study revisits two "conversions" as they complete the grant funding that supported the reform, in order to explore the extent to which…
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School-based clinics: their role in helping students meet the 1990 objectives.
Dryfoos, J G; Klerman, L V
1988-01-01
Service statistics and observations from site visits across the country indicate that school-based clinics (SBCs) may be having an impact on several of the problems targeted in the 1990 health objectives, including unplanned pregnancy and substance abuse. At least 120 junior and senior high schools in 61 communities are currently operating or developing clinics. Growth is attributed to increasing concern about high-risk youth, especially among educators in their roles of "surrogate parents"; to disillusion with categorical interventions and a movement toward more comprehensive services; and to student, parent, school, and community approval of the new programs. This article describes the comprehensive school-based clinic model, including its history, organizational strategies, school/community partnerships, and services.
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ERIC Educational Resources Information Center
Asian American Legal Defense and Education Fund, 2009
2009-01-01
Since 2002, the New York City Department of Education (DOE) has attempted to reverse the city's severe drop-out crisis through a large scale restructuring of high schools, focused mainly on closing large, comprehensive high schools and replacing them with small high schools that offer a more personalized learning environment. Unfortunately, this…
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ERIC Educational Resources Information Center
Hedlund, Daniel
The feasibility of combining the resources of the school districts of Ottumwa, Iowa, and neighboring areas with Indian Hills Community College into a comprehensive program for Ottumwa high school students at a regional site was investigated. An articulated vocational program, beginning at the junior high level, would extend through high school,…
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"Flying the Plane while We Build It": A Case Study of an Early College High School
ERIC Educational Resources Information Center
Thompson, Candace; Ongaga, Kennedy
2011-01-01
Over the past two decades, the perceived failed promise of the comprehensive high school to effectively educate America's youth has generated a national interest in high school reform. One such area of reform is a movement to restructure high schools as small learning communities centered around unique curriculum and state-of-the-art teaching.…
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ERIC Educational Resources Information Center
Villatte, Aude; Courtinat-Camps, Amélie; de Léonardis, Myriam
2014-01-01
This study sought comprehension of several specifics concerning the self-concept of gifted high school students in France. Eighty-four gifted high school students (IQ = 130) between the ages of 13 and 18 were matched with 84 nongifted high school students possessing the same gender, family background, and academic characteristics. Each of these…
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The Relationship between Parental Involvement and Student Achievement in a Rural Florida High School
ERIC Educational Resources Information Center
Jackson, Willie A.
2011-01-01
Parental involvement is viewed as critical to the development of effective schools and student achievement. The relationship between parental involvement and achievement test scores at a rural high school in Florida was not known. This high school has not met the state standards as determined by the Florida Comprehensive Achievement Test (FCAT)…
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Beliefs about Learning, Self-Regulated Strategies and Text comprehension among Chinese Children
ERIC Educational Resources Information Center
Law, Yin-Kum; Chan, Carol K. K.; Sachs, John
2008-01-01
Background: Most studies have investigated college and high school students' epistemological beliefs in Western contexts, with few studies examining how beliefs about learning are related to children's strategies and comprehension in the Chinese cultural context. Aims: The present study investigated Chinese elementary school children's beliefs…
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Comprehensive Behavioral Health and School Psychology: An Implementation Agenda
ERIC Educational Resources Information Center
Forman, Susan G.; Ward, Caryn S.; Fixsen, Dean L.
2017-01-01
The preceding articles provide important examples and guidance for the provision of high-quality behavioral health services for children and adolescents in schools. In this article, we discuss (a) the conceptual framework that underlies the need to develop comprehensive integrated care, (b) the foundational implementation issues that need to be…
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Case Studies of Urban Schools: Portrayals of Schools in Change.
ERIC Educational Resources Information Center
Wermuth, Thomas R.; Maddy-Bernstein, Carolyn; Grayson, Thomas E.
A purposeful sample of four comprehensive urban high schools involved in educational restructuring initiatives was analyzed to determine how each site has implemented educational restructuring efforts and how vocational education fits into those restructuring efforts. The four sites studied were as follows: Bryan High School in Omaha, Nebraska;…
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School Restructuring: What Works When? A Guide for Education Leaders
ERIC Educational Resources Information Center
Hassel, Emily Ayscue; Hassel, Bryan C.; Arkin, Matthew D.; Kowal, Julie M.; Steiner, Lucy M.
2009-01-01
Studies of high-performing schools, where all students learn more than similar students in other schools, show common design elements. These elements are comprehensive, affecting the whole school, and include: (1) Clear mission guiding daily activities; (2) High, unyielding expectations that all students will learn; (3) Frequent monitoring of…
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Financial Literacy of High School Students: Evidence from Germany
ERIC Educational Resources Information Center
Erner, Carsten; Goedde-Menke, Michael; Oberste, Michael
2016-01-01
After graduating high school, underage individuals soon face ever more complex and important financial decisions. Pivotal to the development of improved financial literacy programs is a comprehensive examination of financial literacy levels and potentially related factors. The authors conducted a survey among German high school students and found…
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Managing the Transition to Ninth Grade in a Comprehensive Urban High School. Snapshot
ERIC Educational Resources Information Center
Smith, Thomas J.
2007-01-01
This "snapshot" illustrates how one school is managing to make a positive difference for ninth graders. It describes the Ninth Grade Success Academy, a school-within-a-school at Thomas A. Edison High School in Philadelphia, Pennsylvania, which has a number of features specifically designed to help ninth-graders make successful…
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ERIC Educational Resources Information Center
Perzigian, Aaron B.; Afacan, Kemal; Justin, Whitney; Wilkerson, Kimber L.
2017-01-01
Urban school districts are comprised of many diverse high school environments including comprehensive neighborhood schools as well as a variety of smaller alternative models that focus on innovative practices, behavior remediation, or academic recovery. In terms of enrollment distribution, urban school districts are increasingly offering…
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ERIC Educational Resources Information Center
Rivera-McCutchen, Rosa L.
2016-01-01
Bridges Institute is a small public urban high school founded in 1994 as part of the restructuring of a failing comprehensive high school. Part of a network of "critical" small schools in New York City, Bridges aims to interrupt the educational neglect of their students through carefully designed student-centered instruction and…
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ERIC Educational Resources Information Center
McPartland, James; Balfanz, Robert; Jordan, Will; Legters, Nettie
1998-01-01
A case study of a large nonselective urban high school in Baltimore (Maryland) describes the design and implementation of a comprehensive package of school reforms, the Talent Development Model with Career Academies. Qualitative and quantitative evidence is provided on significant improvements in school climate, student attendance, promotion…
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Race to the Top and Leave the Children behind
ERIC Educational Resources Information Center
Tanner, Daniel
2013-01-01
The USA was the first nation to attain universal secondary education through the creation of a unitary school structure capped by the uniquely American institution, the comprehensive or cosmopolitan high school. Other leading democratic nations adopted the comprehensive model, but not until well after mid-twentieth century. The modern movement for…
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Promoting Student Comprehension with Cooperative Learning
ERIC Educational Resources Information Center
Fernsten, Linda A.
2012-01-01
One study, covering the last 25 years, reports that undergraduates in college complete about 30 percent of assigned work. Would it be surprising--in these days of DVRs, Internet, texting, email, and video games--if high school and middle school students' homework completion rates were even less? What are teachers to do? Comprehension strategies,…
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An Examination of the Effects of Instructional Approach on Academic Success
ERIC Educational Resources Information Center
Bhutta, Amy M.
2013-01-01
A portion of high-school students do not experience success or encounter extenuating circumstances that do not allow them to attend a traditional comprehensive high school to complete their high-school diploma requirements, so they enroll in some kind of alternative education to complete these requirements. These alternative education…
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ERIC Educational Resources Information Center
Miller, Luke C.; Mittleman, Joel
2012-01-01
The "High Schools That Work" school improvement initiative is the nation's largest comprehensive school reform model with over a thousand schools adopting its framework. The initiative's premise is that all students can meet the demands of a college preparatory curriculum if provided the right supports. Analyzing over a decade of data on student…
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ERIC Educational Resources Information Center
Casto, James E.
2001-01-01
Students at Clay County High School (West Virginia) get real-world work experience through the school's comprehensive School-to-Work program, now in its third year. Given the limited job availability in this poor rural area, the school supplements work-site experiences with school-based business enterprises, student construction projects, and…
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ERIC Educational Resources Information Center
Sondergeld, Toni A.
2009-01-01
This dissertation examines the efficacy of a bottom-up comprehensive school reform (CSR) program by evaluating its impact on student achievement, attendance, and behavior outcomes through an explanatory mixed methods design. The CSR program (Gear Up) was implemented in an urban junior high school over the course of seven years allowing for…
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Rosenzweig, Emily Q.; Wigfield, Allan
2016-01-01
Many affirming and undermining motivational constructs affect students as they read information texts, but few researchers have explored how these motivations are patterned within students. In this study we used cluster analysis to classify middle school students (n = 1,134) based on their patterns of self-efficacy, perceived difficulty, value, and devalue for reading school information texts. We then compared how the patterns predicted students’ language arts grades, science information text comprehension, and dedication to reading school information texts. We found and validated a four-cluster solution. One cluster included a pattern of high affirming and low undermining motivations, and another included low affirming and high undermining motivations. Students with these patterns earned the highest and lowest scores, respectively, on all outcomes. A third pattern showed high self-efficacy/low difficulty with low value/high devalue, and a fourth showed moderate levels of all four motivational constructs. Students with the high efficacy and devalue pattern showed high information text comprehension but relatively low dedication. Students with the moderate pattern showed high dedication but low initial information text comprehension. Students with these two patterns earned similar grades. We discuss the implications of our findings for motivation theories and for school instruction that involves information text reading. PMID:28496289
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Rosenzweig, Emily Q; Wigfield, Allan
2017-01-01
Many affirming and undermining motivational constructs affect students as they read information texts, but few researchers have explored how these motivations are patterned within students. In this study we used cluster analysis to classify middle school students (n = 1,134) based on their patterns of self-efficacy, perceived difficulty, value, and devalue for reading school information texts. We then compared how the patterns predicted students' language arts grades, science information text comprehension, and dedication to reading school information texts. We found and validated a four-cluster solution. One cluster included a pattern of high affirming and low undermining motivations, and another included low affirming and high undermining motivations. Students with these patterns earned the highest and lowest scores, respectively, on all outcomes. A third pattern showed high self-efficacy/low difficulty with low value/high devalue, and a fourth showed moderate levels of all four motivational constructs. Students with the high efficacy and devalue pattern showed high information text comprehension but relatively low dedication. Students with the moderate pattern showed high dedication but low initial information text comprehension. Students with these two patterns earned similar grades. We discuss the implications of our findings for motivation theories and for school instruction that involves information text reading.
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ERIC Educational Resources Information Center
Legters, Nettie E.
This report describes specific reform practices schools are implementing to realize the vision set forth in the National Association of Secondary School Principals document, "Breaking Ranks," which calls for changes in curriculum, instruction, assessment, school organization, professional development, community partnerships, and…
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ERIC Educational Resources Information Center
Rickerby, Kendra
2017-01-01
Fluid "systems of assessment" increase college and career readiness for all students, create a more equitable PK-16 school-to-work transition, and foster collaboration across stakeholders. This study explores how a local comprehensive assessment system (CAS) offers a mechanism for matching high school graduation requirements with…
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Comparison of IRT and CTT Using Secondary School Reading Comprehension Assessments
ERIC Educational Resources Information Center
Coggins, Joanne V.; Kim, Jwa K.; Briggs, Laura C.
2017-01-01
The Gates-MacGinitie Reading Comprehension Test, fourth edition (GMRT-4) and the ACT Reading Tests (ACT-R) were administered to 423 high school students in order to explore the similarities and dissimilarities of data produced through classical test theory (CTT) and item response theory (IRT) analysis. Despite the many advantages of IRT…
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Junior High School Students' Career Plans for the Future: A Canadian Perspective
ERIC Educational Resources Information Center
Bardick, Angela D.; Bernes, Kerry B.; Magnusson, Kris C.; Witko, Kim D.
2006-01-01
This study uses the Comprehensive Career Needs Survey to assess the career plans of junior high school students in Southern Alberta, Canada. Junior high students are asked (a) what they plan to do after they leave high school; (b) their confidence in finding an occupation they enjoy, obtaining training or education, and finding work in their…
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Satisfaction with Sex Education in New Mexico High Schools: A Survey of College Students.
Barlow, Meredith; Espey, Eve; Leeman, Lawrence; Scott, Ariel; Ogburn, Tony; Singh, Rameet
2016-01-01
To evaluate the perceived quality of and satisfaction with sex education among University of New Mexico (UNM) college students. Survey methods utilized with 18-21- year-old UNM freshmen and sophomores who graduated from a New Mexico high school. The survey included questions about type of sex education, satisfaction with sex education (on a 5-point Likert scale), and impact on sexual decision-making and was emailed to participants. A total of 9,866 surveys were emailed; 2,441 were returned (response rate = 24.7%); 415 did not attend high school in New Mexico, leaving 2,024 surveys in the analytic sample. Comprehensive sex education received higher ratings than abstinence-only or no sex education (3.29 ± 0.03 vs. 2.53 ± 0.07 vs. 1.87 ± 0.08, respectively, p<0.0001). More students receiving comprehensive sex education than abstinence-only education reported improved ability to make decisions about sexual initiation (66.6% vs. 54.0%; p = 0.0005), pregnancy prevention (92.7% vs. 72.9%; p < 0.0001), sexually transmitted, infection prevention (92.5% vs. 70.4%; p < 0.0001), and avoidance of unwanted sex (77.6% vs. 65.8%; p = 0.0003). New Mexico college students were more satisfied with comprehensive sex education in high school. New Mexico should consider establishing a state requirement for comprehensive sex education.
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Peeling off the Elitist Label: Smart Politics.
ERIC Educational Resources Information Center
Peterson, Jean
1993-01-01
A high school teacher describes efforts to develop a comprehensive gifted education program while recognizing political realities. The program emphasized use of before-school and after-school periods rather than pull-out, addressed the burdens rather than blessings of high capability, focused on the underachieving gifted, and tried to avoid…
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ERIC Educational Resources Information Center
Clark, Jill P.
2012-01-01
Many students enter large comprehensive high schools without having the necessary social and academic skills or understanding of what will be expected of them as they move through the high school curriculum. To help a higher number of students experience success, schools must help them develop academic, social, and self-management skills.…
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ERIC Educational Resources Information Center
Council for American Private Education, 2004
2004-01-01
This May 2004 issue of "Outlook," a monthly publication published by the Council for American Private Education (CAPE), describes the findings of the 2000 High School Transcript Study (HSTS), which examined the transcripts of 19,747 public school students and 1,184 private school students in order to provide a comprehensive look at the high school…
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The Praeger Handbook of American High Schools. Volume 4
ERIC Educational Resources Information Center
Borman, Kathryn M., Ed.; Cahill, Spencer E., Ed.; Cotner, Bridget A., Ed.
2007-01-01
Written by an interdisciplinary group of experts in education, psychology, sociology, and other fields, this landmark handbook provides a thorough examination of U.S. secondary education from the private academies of Colonial America to the comprehensive high schools and alternative schools of today. This accessible compendium is a treasure trove…
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The Praeger Handbook of American High Schools. Volume 2
ERIC Educational Resources Information Center
Borman, Kathryn M., Ed.; Cahill, Spencer E., Ed.; Cotner, Bridget A., Ed.
2007-01-01
Written by an interdisciplinary group of experts in education, psychology, sociology, and other fields, this landmark handbook provides a thorough examination of U.S. secondary education from the private academies of Colonial America to the comprehensive high schools and alternative schools of today. This accessible compendium is a treasure trove…
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The Praeger Handbook of American High Schools. Volume 1
ERIC Educational Resources Information Center
Borman, Kathryn M., Ed.; Cahill, Spencer E., Ed.; Cotner, Bridget A., Ed.
2007-01-01
Written by an interdisciplinary group of experts in education, psychology, sociology, and other fields, this landmark handbook provides a thorough examination of U.S. secondary education from the private academies of Colonial America to the comprehensive high schools and alternative schools of today. This accessible compendium is a treasure trove…
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ERIC Educational Resources Information Center
Morgan, Yvette
2012-01-01
A school-family-community partnership to improve student achievement was examined at a comprehensive high school located in a low income urban community in Long Island City, New York. In this causal comparative analyses study, the researcher examines the effect of a school-family-community partnership on the educational outcomes of economically…
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Current Status and Future Prospects of Upper-Secondary Vocational Education in Taiwan.
ERIC Educational Resources Information Center
Lee, Lung-Sheng Steven
The current status and prospects of upper secondary vocational education (USVE) in Taiwan were reviewed. The following were among the key findings: (1) in Taiwan, USVE is offered in all vocational high schools (VHS), the occupational programs in all comprehensive high schools (CHS), and some senior high schools (SHS); (2) students in VHS…
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The Struggle for the American Extracurriculum at Ithaca High School, 1890-1917
ERIC Educational Resources Information Center
Terzian, Sevan G.
2005-01-01
Numerous scholars have observed that the comprehensive high school has never succeeded in socially unifying the entire student body. This article attempts to explain why this has been the case by tracing the origins and development of the extracurriculum at Ithaca High School from 1890 to 1917. It demonstrates that students struggled with…
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Before the Pomp and Circumstance: Seniors Reflect on Graduating from High School
ERIC Educational Resources Information Center
Daigneault, Susan Dahlgren; Wirtz, Elizabeth
2008-01-01
This article reports on a study conducted at a large, comprehensive high school in New England. The study focused on identifying seniors' concerns and sources of excitement as they anticipated their transition from high school. Results indicate that the seniors worried about money, being successful, and leaving friends and family. In contrast, the…
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English Cooperative Learning Mode in a Rural Junior High School in China
ERIC Educational Resources Information Center
Zhang, Haiyan; Peng, Wen; Sun, Liuhua
2017-01-01
Cooperative learning is one of the most recognized and fruitful research areas in modern education practice. It has been widely used in many countries as an effective teaching strategy to improve class efficiency and students' comprehensive language ability since the 1990's. This paper takes JA Junior High School, a rural junior high school in…
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Testing and Refining the Direct and Inferential Mediation Model of Reading Comprehension
ERIC Educational Resources Information Center
Cromley, Jennifer G.; Azevedo, Roger
2007-01-01
A significant proportion of American high school students struggle with reading comprehension. Theoretical models of reading comprehension might help researchers understand these difficulties, because they can point to variables that make the largest contributions to comprehension. On the basis of an extensive review of the literature, we created…
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ERIC Educational Resources Information Center
Morgan, Yvette; Sinatra, Richard; Eschenauer, Robert
2015-01-01
Described is a 4-year model of a Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP) offered to 294 academically and economically disadvantaged students and their parents during in- and out-of-school time activities through partnerships forged with school personnel and community-based agencies. In an urban high school where…
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Niolon, Phyllis Holditch; Taylor, Bruce G; Latzman, Natasha E; Vivolo-Kantor, Alana M; Valle, Linda Anne; Tharp, Andra T
2016-03-01
This paper describes the multisite, longitudinal cluster randomized controlled trial (RCT) design of the evaluation of the Dating Matters: Strategies to Promote Healthy Relationships initiative, and discusses challenges faced in conducting this evaluation. Health departments in 4 communities are partnering with middle schools in high-risk, urban communities to implement 2 models of teen dating violence (TDV) prevention over 4 years. Schools were randomized to receive either the Dating Matters comprehensive strategy or the "standard of care" strategy (an existing, evidence-based TDV prevention curriculum). Our design permits comparison of the relative effectiveness of the comprehensive and standard of care strategies. Multiple cohorts of students from 46 middle schools are surveyed in middle school and high school, and parents and educators from participating schools are also surveyed. Challenges discussed in conducting a multisite RCT include site variability, separation of implementation and evaluation responsibilities, school retention, parent engagement in research activities, and working within the context of high-risk urban schools and communities. We discuss the strengths and weaknesses of our approaches to these challenges in the hopes of informing future research. Despite multiple challenges, the design of the Dating Matters evaluation remains strong. We hope this paper provides researchers who are conducting complex evaluations of behavioral interventions with thoughtful discussion of the challenges we have faced and potential solutions to such challenges.
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Niolon, Phyllis Holditch; Taylor, Bruce G.; Latzman, Natasha E.; Vivolo-Kantor, Alana M.; Valle, Linda Anne; Tharp, Andra T.
2018-01-01
Objective This paper describes the multisite, longitudinal cluster randomized controlled trial (RCT) design of the evaluation of the Dating Matters: Strategies to Promote Healthy Relationships initiative, and discusses challenges faced in conducting this evaluation. Method Health departments in 4 communities are partnering with middle schools in high-risk, urban communities to implement 2 models of teen dating violence (TDV) prevention over 4 years. Schools were randomized to receive either the Dating Matters comprehensive strategy or the “standard of care” strategy (an existing, evidence-based TDV prevention curriculum). Our design permits comparison of the relative effectiveness of the comprehensive and standard of care strategies. Multiple cohorts of students from 46 middle schools are surveyed in middle school and high school, and parents and educators from participating schools are also surveyed. Results Challenges discussed in conducting a multisite RCT include site variability, separation of implementation and evaluation responsibilities, school retention, parent engagement in research activities, and working within the context of high-risk urban schools and communities. We discuss the strengths and weaknesses of our approaches to these challenges in the hopes of informing future research. Conclusions Despite multiple challenges, the design of the Dating Matters evaluation remains strong. We hope this paper provides researchers who are conducting complex evaluations of behavioral interventions with thoughtful discussion of the challenges we have faced and potential solutions to such challenges. PMID:29607239
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Learning Environment: An Architectural Interpretation of a New Designs Archetype High School.
ERIC Educational Resources Information Center
Jilk, Bruce A.; And Others
The New Designs for the Comprehensive High School project used the break-the-mold design-down process to develop a prototype high school. The basic building block of this design is the personal workstation, not the classroom. Combining the personal workstation with the desire for teaming leads to the idea of a small, flexible group space that…
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A Study of Post-Graduate Plans of Arizona High School Seniors. Final Report.
ERIC Educational Resources Information Center
Fenske, Robert H.; And Others
A study undertaken in Arizona in 1975 was comprised of two parts, a pilot study and a comprehensive survey of high school students. It had as an overall objective to provide a data resource useful to all citizens and postsecondary institutions, to manpower and employment agencies, and to the state's high schools for program planning and…
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ERIC Educational Resources Information Center
Chou, Mei-Ju; Hsu, Yung-Hung; Chen, Ching-Chi
2015-01-01
The present study aims to investigate the effects of Aesthetics English comic books on EFL junior high school students' vocabulary acquisition, reading comprehension, and English learning motivation. The participants in this study were 28 eighth graders from one class in a public junior high school in Pingtung in Taiwan. After ten weeks…
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ERIC Educational Resources Information Center
Gourgey, Hannah; Asiabanpour, Bahram; Fenimore, Carol
2010-01-01
The following paper culminates a year of research conducted by researchers at E[superscript 3] Alliance and Texas State University and sponsored by the National Science Foundation. The following reports on promising practices observed and reported at Manor New Tech High School (MNTH), a Texas Science Technology Engineering Mathematics (T-STEM)…
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ERIC Educational Resources Information Center
Rowlett, Joel Everett
2013-01-01
This case study examined the beliefs of African American males on the psychosocial and pedagogical factors contributing to the underrepresentation of African American males in advanced high school math courses. Six 11th grade African American male juniors from a large, comprehensive, Southeastern high school served as individual cases. Within- and…
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High School Size, Organization, and Content: What Matters for Student Success?
ERIC Educational Resources Information Center
Darling-Hammond, Linda; Ross, Peter; Milliken, Michael
2007-01-01
In recent years, the large comprehensive high school has been a subject of growing critique by researchers and reformers. "Factory model" schools have been criticized for their impersonal structures, fragmented curricula, segregated and unequal program options, and inability to respond effectively to student needs. Some studies have found that,…
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ERIC Educational Resources Information Center
Legters, Nettie E.; Balfanz, Robert; Jordan, Will J.; McPartland, James M.
This book offers an alternative to current reform efforts, the talent development approach, detailing organizational, curricular, and instructional strategies that provide practitioners with a blueprint for whole school reform. The book presents the story of what happened in urban high schools when this approach was implemented. There are eight…
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ERIC Educational Resources Information Center
McIntosh, Hugh; Berman, Sheldon; Youniss, James
2010-01-01
In September 2003, Hudson High School in Hudson, Massachusetts, launched two new civic development efforts--clustering and schoolwide governance--that provide an opportunity to study the influence of schoolwide democratic deliberation on students' civic knowledge and participation. The intervention involved, in part, organizing the school into…
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Where Everybody Knows Your Name
ERIC Educational Resources Information Center
Chaney, Janice L.; DeGennaro, Alan
2005-01-01
Winters Mill High School is a typical comprehensive high school in most respects. Situated within the city of Westminster, Maryland, the school opened its doors to students in grades 9 and 10 in the fall of 2002. Historically, the Westminster area has had an agrarian culture that has coexisted comfortably with merchants and the McDaniel College…
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CSRQ Center Report on Elementary School Comprehensive School Reform Models: Educator's Summary
ERIC Educational Resources Information Center
Center for Data-Driven Reform in Education (NJ3), 2008
2008-01-01
Which comprehensive school reform programs have evidence of positive effects on elementary school achievement? To find out, this review summarizes evidence on comprehensive school reform (CSR) models in elementary schools, grades K-6. Comprehensive school reform models are programs used schoolwide to improve student achievement. They typically…
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Orava, Taryn; Manske, Steve; Hanning, Rhona
2017-09-01
Provincial, national and international public health agencies recognize the importance of school nutrition policies that help create healthful environments aligned with healthy eating recommendations for youth. School-wide support for healthy living within the pillars of the comprehensive school health (CSH) framework (social and physical environments; teaching and learning; healthy school policy; and partnerships and services) has been positively associated with fostering improvements to student health behaviours. This study used the CSH framework to classify, compare and describe school support for healthy eating during the implementation of the Ontario School Food and Beverage Policy (P/PM 150). We collected data from consenting elementary and secondary schools in a populous region of Ontario in Time I (2012/13) and Time II (2014). Representatives from the schools completed the Healthy School Planner survey and a food environmental scan (FES), which underwent scoring and content analyses. Each school's support for healthy eating was classified as either "initiation," "action" or "maintenance" along the Healthy School Continuum in both time periods, and as "high/increased," "moderate" or "low/decreased" within individual CSH pillars from Time I to Time II. Twenty-five school representatives (8 elementary, 17 secondary) participated. Most schools remained in the "action" category (n = 20) across both time periods, with varying levels of support in the CSH pillars. The physical environment was best supported (100% high/increased support) and the social environment was the least (68% low/decreased support). Only two schools achieved the highest rating (maintenance) in Time II. Supports aligned with P/PM 150 were reportedly influenced by administration buy-in, stakeholder support and relevancy to local context. Further assistance is required to sustain comprehensive support for healthy eating in Ontario school food environments.
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ERIC Educational Resources Information Center
Institute for Independent Education, Inc., Washington, DC.
Median test scores on the Comprehensive Tests of Basic Skills (CTBS) for many District of Columbia public schools declined substantially in 1990, although this decline was not evident in reports from school officials. These declines occurred at elementary, junior high, and senior high school levels, in grades 6, 9, and 11, respectively. They also…
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Changing Times: Findings from the First Longitudinal Study of Later High School Start Times
ERIC Educational Resources Information Center
Wahlstrom, Kyla
2002-01-01
In the early 1990s, medical research found that teenagers have biologically different sleep and wake patterns than the preadolescent or adult population. On the basis of that information, in 1997 the seven comprehensive high schools in the Minneapolis Public School District shifted the school start time from 7:15 a.m. to 8:40 a.m. This article…
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Accelerated Schools in Action: Lessons from the Field.
ERIC Educational Resources Information Center
Finnan, Christine, Ed.; And Others
This book provides insights into one of the nation's largest and most comprehensive school-restructuring movements, the Accelerated Schools Project. Since its inception in 1986, the focus of the movement has been on transforming schools with students at risk of dropping out into schools with high expectations of all students. This is accomplished,…
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Drezner, Jonathan A; Rao, Ashwin L; Heistand, Justin; Bloomingdale, Megan K; Harmon, Kimberly G
2009-08-11
US high schools are increasingly adopting automated external defibrillators (AEDs) for use in campus settings. We analyzed the effectiveness of emergency response planning for sudden cardiac arrest (SCA) in a large cohort of US high schools that had onsite AED programs. A cohort of US high schools with at least 1 onsite AED was identified from the National Registry for AED Use in Sports. A school representative completed a comprehensive survey on emergency planning and provided details of any SCA incident occurring within 6 months of survey completion. Surveys were completed between December 2006 and July 2007. In total, 1710 high schools with an onsite AED program were studied. Although 83% (1428 of 1710) of schools have an established emergency response plan for SCA, only 40% practice and review the plan at least annually with potential school responders. A case of SCA was reported by 36 of 1710 schools (2.1%). The 36 SCA victims included 14 high school student athletes (mean age, 16 years; range, 14 to 17 years) and 22 older nonstudents (mean age, 57 years; range, 42 to 71 years) such as employees and spectators. No cases were reported in student nonathletes. Of the 36 SCA cases, 35 (97%) were witnessed, 34 (94%) received bystander cardiopulmonary resuscitation, and 30 (83%) received an AED shock. Twenty-three SCA victims (64%) survived to hospital discharge, including 9 of the 14 student athletes and 14 of the 22 older nonstudents. School-based AED programs provide a high survival rate for both student athletes and older nonstudents who suffer SCA on school grounds. High schools are strongly encouraged to implement onsite AED programs as part of a comprehensive emergency response plan to SCA.
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ERIC Educational Resources Information Center
Bulach, Cletus R.; Lunenburg, Fred C.; Potter, Les
2008-01-01
A high performing school is described as one where student achievement is high and student and teacher absenteeism is low. Student behavior is such that teachers seldom have to control them or tell them what to do. This results in greater time on task, higher teacher morale, low teacher absenteeism, and improved parental support. One other…
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ERIC Educational Resources Information Center
Bulach, Cletus R.; Lunenberg, Fred C.; Potter, Les
2011-01-01
A high-performing school is described as one where student achievement is high and student and teacher absenteeism is low. Student behavior is such that teachers seldom have to control them or tell them what to do. This results in greater time on task, higher teacher morale, low teacher absenteeism, and improved parental support. One other…
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ERIC Educational Resources Information Center
Lichten, William
A three-part program investigated the use of computers at an inner-city high school. An attempt was made to introduce a digital computer for instructional purposes at the high school. A single portable teletype terminal and a simple programing language, BASIC, were used. It was found that a wide variety of students could benefit from this…
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A Portrait of a Generation: 25 Years of Teen Behavior and Attitudes.
ERIC Educational Resources Information Center
Who's Who among American High School Students, Lake Forest, IL.
The annual Survey of High Achievers conducted by Who's Who Among American High School Students is the nation's largest, most comprehensive independent sampling of high school students' opinions, attitudes, and behaviors. All the high-achieving 16-18 year old students surveyed have "A" or "B" averages, and 98 percent plan to…
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Educational and Occupational Aspirations and Expectations of El Paso High School Students.
ERIC Educational Resources Information Center
Venegas, Moises
The purpose of this study was to make a comprehensive survey of the educational and occupational aspirations and expectations of high school sophomores and seniors in the El Paso and Ysleta school districts (El Paso, Texas). Group-administered questionnaires were used to obtain the information from the 590 randomly sampled students (5% of the…
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Evidence of Positive Student Outcomes in JROTC Career Academies.
ERIC Educational Resources Information Center
Elliott, Marc N.; Hanser, Lawrence M.; Gilroy, Curtis L.
In 1992, the U.S. Departments of Defense and Education jointly created a new high school program aimed at encouraging at-risk youth to remain in school until graduation. The program, which is a marriage of the Junior Reserve Officer Training Corps (JROTC) and the comprehensive high school reform initiative known as career academies, was called…
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Clark, Charlotte; Martin, Rocio; van Kempen, Elise; Alfred, Tamuno; Head, Jenny; Davies, Hugh W; Haines, Mary M; Lopez Barrio, Isabel; Matheson, Mark; Stansfeld, Stephen A
2006-01-01
Transport noise is an increasingly prominent feature of the urban environment, making noise pollution an important environmental public health issue. This paper reports on the 2001-2003 RANCH project, the first cross-national epidemiologic study known to examine exposure-effect relations between aircraft and road traffic noise exposure and reading comprehension. Participants were 2,010 children aged 9-10 years from 89 schools around Amsterdam Schiphol, Madrid Barajas, and London Heathrow airports. Data from The Netherlands, Spain, and the United Kingdom were pooled and analyzed using multilevel modeling. Aircraft noise exposure at school was linearly associated with impaired reading comprehension; the association was maintained after adjustment for socioeconomic variables (beta = -0.008, p = 0.012), aircraft noise annoyance, and other cognitive abilities (episodic memory, working memory, and sustained attention). Aircraft noise exposure at home was highly correlated with aircraft noise exposure at school and demonstrated a similar linear association with impaired reading comprehension. Road traffic noise exposure at school was not associated with reading comprehension in either the absence or the presence of aircraft noise (beta = 0.003, p = 0.509; beta = 0.002, p = 0.540, respectively). Findings were consistent across the three countries, which varied with respect to a range of socioeconomic and environmental variables, thus offering robust evidence of a direct exposure-effect relation between aircraft noise and reading comprehension.
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Improving Student Comprehension Skills through Instructional Strategies.
ERIC Educational Resources Information Center
Sharp, Patricia; Ashby, Doris
This report intends to describe a program designed to enhance reading comprehension. Reading comprehension relies on skills that enable students to remember facts, draw out main ideas, make inferences, and relate reading to personal experiences. The focus group consisted of middle and high school students in a metropolitan area in northern…
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ERIC Educational Resources Information Center
Knight, Jasmine
2010-01-01
School counselors need multicultural competence to implement comprehensive school counseling programs that promote the academic achievement of all students. Prior research demonstrates that school counselors have reported high levels of multicultural competence. However, there is no evidence that this self-perceived competence translates into…
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Construction Program Saved! Partnership Revitalizes School of Applied Technology
ERIC Educational Resources Information Center
LaPlaca, Joseph
2010-01-01
The Edison School of Applied Technology, a comprehensive public high school, has long had a reputation for producing top-notch crafts workers, tradespeople, project managers, estimators, and industry leaders. The school's graduates helped build the city and many currently have successful, productive careers in the public and private sectors. But…
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School-Based Adolescent Health Programs: The Oregon Approach. Innovations.
ERIC Educational Resources Information Center
Albert, Kate M.
Oregon has implemented a successful school-based clinic demonstration program. It was the first state to fund directly school-based clinics that provide comprehensive health services, including birth control counseling, to high school students. The program is administered through the Health Division of the Oregon Department of Human Resources,…
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School Counselors and Their Experiences Implementing Comprehensive Programs
ERIC Educational Resources Information Center
Holby, Nicole
2017-01-01
The following research study answered the following question: "What is the experience of high school counselors implementing an ASCA-based school counseling program?" School counselor experiences of the process were largely absent in the current and previous literature, as well as the profession's representation in qualitative research.…
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Explaining Variance in Comprehension for Students in a High-Poverty Setting
ERIC Educational Resources Information Center
Conradi, Kristin; Amendum, Steven J.; Liebfreund, Meghan D.
2016-01-01
This study examined the contributions of decoding, language, spelling, and motivation to the reading comprehension of elementary school readers in a high-poverty setting. Specifically, the research questions addressed whether and how the influences of word reading efficiency, semantic knowledge, reading self-concept, and spelling on reading…
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ERIC Educational Resources Information Center
Ness, Molly K.
2009-01-01
The purpose of this mixed methodology study was to identify the frequency of reading comprehension instruction in middle and high school social studies and science classrooms. An additional purpose was to explore teachers' perceptions of and beliefs about the need for reading comprehension instruction. In 2,400 minutes of direct classroom…
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School-wide staff and faculty training in suicide risk awareness: successes and challenges.
Walsh, Elaine; Hooven, Carole; Kronick, Barbara
2013-02-01
Rates of youth suicide and suicidal behavior remain high despite prevention efforts. Training high school personnel as gatekeepers is an important strategy. Training was implemented in a school district's five comprehensive high schools. Surveys were conducted before and after training sessions, which targeted all adults working at the high school. Two hundred thirty-seven individuals completed the pretest and/or posttest. Participants reported gains in knowledge, confidence, and feelings of competence in recognizing, approaching, and connecting distressed youth to school-based resources. Training was well received. Training is acceptable and appropriate for school personnel. Increasing the number of school personnel who participate in the training is challenging. © 2012 Wiley Periodicals, Inc.
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The Impact of Private Schools on Educational Attainment in the State of São Paulo
ERIC Educational Resources Information Center
Stern, Jonathan M. B.
2015-01-01
This study uses a comprehensive dataset on secondary school students in Brazil to examine the impact of private school enrollment on educational attainment in São Paulo. The results show that private school students (across all levels of tuition) perform better than their public school counterparts on Brazil's high school exit exam, even after…
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Independent School Success Challenging the Danish Public School System
ERIC Educational Resources Information Center
Ringsmose, Charlotte
2013-01-01
Denmark has had a long history of placing a high priority on education and public schooling. It is a declared goal of the Danish welfare system to provide comprehensive schooling, where children from different socioeconomic backgrounds can go to school together and have the same opportunities through education. It is also a declared goal for…
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ERIC Educational Resources Information Center
Porowski, Allan; Passa, Aikaterini
2011-01-01
Communities In Schools, Inc. (CIS) is a nationwide initiative designed to connect needed community resources with schools to help students, particularly those identified as at-risk, successfully learn, stay in school, and prepare for life. As part of a comprehensive 5-year national evaluation of CIS, ICF International conducted a school-level…
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Comprehensive School Reform and Achievement: A Meta-Analysis. Educator's Summary
ERIC Educational Resources Information Center
Center for Data-Driven Reform in Education (NJ3), 2008
2008-01-01
Which comprehensive school reform programs have been proven to help elementary and secondary students achieve? To find out, this review summarizes evidence on comprehensive school reform (CSR) models in elementary and secondary schools. Comprehensive school reform models are programs used schoolwide to improve student achievement. They typically…
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Comparison of smartphone addiction and loneliness in high school and university students.
Aktürk, Ümmühan; Budak, Funda; Gültekin, Abdurrezzak; Özdemir, Aysel
2018-03-30
This study was conducted to compare the relationship between the smartphone addiction and loneliness in high school and university students. A correlation and descriptive study from a convenience sample of 1156 high school and university students. Questionnaire, Smartphone Addiction scale, and Short Loneliness scale were used to collect the data of the study. No relationship was found between the smartphone addiction and loneliness in high school and university students. It is recommended to organize comprehensive training programs for the students and their families in the school health services. © 2018 Wiley Periodicals, Inc.
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Student's Second-Language Grade May Depend on Classroom Listening Position.
Hurtig, Anders; Sörqvist, Patrik; Ljung, Robert; Hygge, Staffan; Rönnberg, Jerker
2016-01-01
The purpose of this experiment was to explore whether listening positions (close or distant location from the sound source) in the classroom, and classroom reverberation, influence students' score on a test for second-language (L2) listening comprehension (i.e., comprehension of English in Swedish speaking participants). The listening comprehension test administered was part of a standardized national test of English used in the Swedish school system. A total of 125 high school pupils, 15 years old, participated. Listening position was manipulated within subjects, classroom reverberation between subjects. The results showed that L2 listening comprehension decreased as distance from the sound source increased. The effect of reverberation was qualified by the participants' baseline L2 proficiency. A shorter reverberation was beneficial to participants with high L2 proficiency, while the opposite pattern was found among the participants with low L2 proficiency. The results indicate that listening comprehension scores-and hence students' grade in English-may depend on students' classroom listening position.
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Student’s Second-Language Grade May Depend on Classroom Listening Position
Sörqvist, Patrik; Ljung, Robert; Hygge, Staffan; Rönnberg, Jerker
2016-01-01
The purpose of this experiment was to explore whether listening positions (close or distant location from the sound source) in the classroom, and classroom reverberation, influence students’ score on a test for second-language (L2) listening comprehension (i.e., comprehension of English in Swedish speaking participants). The listening comprehension test administered was part of a standardized national test of English used in the Swedish school system. A total of 125 high school pupils, 15 years old, participated. Listening position was manipulated within subjects, classroom reverberation between subjects. The results showed that L2 listening comprehension decreased as distance from the sound source increased. The effect of reverberation was qualified by the participants’ baseline L2 proficiency. A shorter reverberation was beneficial to participants with high L2 proficiency, while the opposite pattern was found among the participants with low L2 proficiency. The results indicate that listening comprehension scores—and hence students’ grade in English—may depend on students’ classroom listening position. PMID:27304980
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New Study Looks at High School Absenteeism.
ERIC Educational Resources Information Center
de Jung, John; Duckworth, Kenneth
1985-01-01
The sample for this 2-year study of student absenteeism consisted of 6 comprehensive high schools, 3 from each of 2 urban school districts with 1,000 to 1,600 students and 60 to 70 full-time teachers. Highlights of the first-year findings summarized in this journal are based on the responses of nearly 8,000 students and 350 teachers. Attendance…
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ERIC Educational Resources Information Center
Odom, Samuel L.; Duda, Michelle A.; Kucharczyk, Suzanne; Cox, Ann W.; Stabel, Aaron
2014-01-01
Post-school outcomes for adolescents and young adults with autism spectrum disorder (ASD) are exceedingly poor. The convergence of adolescence as a development period, the expression of ASD during adolescence, and the complicated logistic nature of high schools create a perfect storm of complexity that may pose challenges and establish barriers to…
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ERIC Educational Resources Information Center
Eisenhart, Margaret; Weis, Lois; Allen, Carrie D.; Cipollone, Kristin; Stich, Amy; Dominguez, Rachel
2015-01-01
In response to numerous calls for more rigorous STEM (science, technology, engineering, and mathematics) education to improve US competitiveness and the job prospects of next-generation workers, especially those from low-income and minority groups, a growing number of schools emphasizing STEM have been established in the US over the past decade.…
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Just Working with the Cellular Machine: A High School Game for Teaching Molecular Biology
ERIC Educational Resources Information Center
Cardoso, Fernanda Serpa; Dumpel, Renata; Gomes da Silva, Luisa B.; Rodrigues, Carlos R.; Santos, Dilvani O.; Cabral, Lucio Mendes; Castro, Helena C.
2008-01-01
Molecular biology is a difficult comprehension subject due to its high complexity, thus requiring new teaching approaches. Herein, we developed an interdisciplinary board game involving the human immune system response against a bacterial infection for teaching molecular biology at high school. Initially, we created a database with several…
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Increasing the Inclusion of Reading Comprehension Strategies in Secondary Content-Area Classrooms
ERIC Educational Resources Information Center
Ness, Molly
2007-01-01
This article presents research on the frequency of reading comprehension instruction in secondary content-area classrooms. In 2,400 minutes of direct classroom observation, only 3% of instructional time was allotted to coaching middle and high school readers on the reading comprehension strategies essential to understanding informational text.…
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ERIC Educational Resources Information Center
Garcia-Madruga, Juan A.; Elosua, Maria Rosa; Gil, Laura; Gomez-Veiga, Isabel; Vila, Jose Oscar; Orjales, Isabel; Contreras, Antonio; Rodriguez, Raquel; Melero, Maria Angeles; Duque, Gonzalo
2013-01-01
Reading comprehension is a highly demanding task that involves the simultaneous process of extracting and constructing meaning in which working memory's executive processes play a crucial role. In this article, a training program on working memory's executive processes to improve reading comprehension is presented and empirically tested in two…
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Building Comprehensive High School Guidance Programs through the Smaller Learning Communities Model
ERIC Educational Resources Information Center
Harper, Geralyn
2013-01-01
Despite many reform initiatives, including the federally funded initiative titled the Smaller Learning Communities' (SLC) Model, many students are still underexposed to comprehensive guidance programs. The purpose of this mixed method project study was to examine which components in a comprehensive guidance program for the learning academies at a…
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Putting It All Together: Schools Reinvent Themselves So Every Child Can Succeed.
ERIC Educational Resources Information Center
Sherman, Lee
1999-01-01
Federal legislation passed in 1994 and the Comprehensive School Reform Demonstration program (CSRD) encourage high-poverty Title I schools to adopt prepackaged research-based models of schoolwide reform. The nine components of CSRD and key ingredients for its implementation are discussed. Eleanor Roosevelt Elementary School (Vancouver, Washington)…
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Small-School Reform through the Lens of Complexity Theory: It's "Good to Think with"
ERIC Educational Resources Information Center
McQuillan, Patrick J.
2008-01-01
Background/Context: In light of the consistent underperformance of the comprehensive high school, districts across the country, mostly urban, have begun creating small schools, believing that they may offer a more personalized, supportive, and demanding learning environment. To explore this assumption, this article examines small-school reform…
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City Schools: How Districts and Communities Can Create Smart Education Systems
ERIC Educational Resources Information Center
Rothman, Robert, Ed.
2007-01-01
In "City Schools," Robert Rothman and his colleagues at the Annenberg Institute for School Reform at Brown University put forward a vision of "smart education systems" that link a highly functioning and effective school district with a comprehensive and accessible web of supports for children, youth, and families. One-third of…
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ERIC Educational Resources Information Center
Lapan, Richard T.; Whitcomb, Sara A.; Aleman, Nancy M.
2012-01-01
Results connect the implementation of the college and career counseling components of a comprehensive school counseling program and lower student-to-school-counselor ratios to a reduction in suspension rates and disciplinary incidents for Connecticut high school students. Principal ratings of college and career counseling services provided in…
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Breen, Mara; Kaswer, Lianne; Van Dyke, Julie A.; Krivokapić, Jelena; Landi, Nicole
2016-01-01
Researchers have established a relationship between beginning readers' silent comprehension ability and their prosodic fluency, such that readers who read aloud with appropriate prosody tend to have higher scores on silent reading comprehension assessments. The current study was designed to investigate this relationship in two groups of high school readers: Specifically Poor Comprehenders (SPCs), who have adequate word level and phonological skills but poor reading comprehension ability, and a group of age- and decoding skill-matched controls. We compared the prosodic fluency of the two groups by determining how effectively they produced prosodic cues to syntactic and semantic structure in imitations of a model speaker's production of syntactically and semantically varied sentences. Analyses of pitch and duration patterns revealed that speakers in both groups produced the expected prosodic patterns; however, controls provided stronger durational cues to syntactic structure. These results demonstrate that the relationship between prosodic fluency and reading comprehension continues past the stage of early reading instruction. Moreover, they suggest that prosodically fluent speakers may also generate more fluent implicit prosodic representations during silent reading, leading to more effective comprehension. PMID:27486409
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Denton, Carolyn A.; Barth, Amy E.; Fletcher, Jack M.; Wexler, Jade; Vaughn, Sharon; Cirino, Paul T.; Romain, Melissa; Francis, David J.
2011-01-01
The purpose of this study was to investigate the relations among oral and silent reading fluency and reading comprehension for students in Grades 6 to 8 (n = 1,421) and the use of fluency scores to identify middle school students who are at risk for failure on a high-stakes reading test. Results indicated moderate positive relations between measures of fluency and comprehension. Oral reading fluency (ORF) on passages was more strongly related to reading comprehension than ORF on word lists. A group-administered silent reading sentence verification test approximated the classification accuracy of individually administered ORF passages. The correlation between a maze task and comprehension was weaker than has been reported for elementary students. The best predictor of a high-stakes reading comprehension test was the previous year’s administration of the grade-appropriate test; fluency and verbal knowledge measures accounted for only small amounts of unique variance beyond that accounted for by the previous year’s administration. PMID:21637727
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Effective Schools. What Makes a Public School Work Well?
ERIC Educational Resources Information Center
Our Children, 1998
1998-01-01
Most effective schools share a number of key characteristics, including clear-cut goals and objectives, adequate funding and financial management, quality academic programs, valid assessment programs, parent and family involvement, teacher and staff development, high expectations for students, community involvement, comprehensive support services,…
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College-Bound Seniors, 1972-73.
ERIC Educational Resources Information Center
College Entrance Examination Board, New York, NY.
Comprehensive records of all 1972-73 high school seniors who registered for the College Entrance Examination Board's Admissions Testing Program (ATP) before May of their senior year are analyzed in this national ATP summary report. Information is provided on the participant's ethnic background, high school grades, educational background,…
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College-Bound Seniors, 1971-72.
ERIC Educational Resources Information Center
College Entrance Examination Board, New York, NY.
Comprehensive records of all 1971-72 high school seniors who registered for the College Board's Admissions Testing Program (ATP) before May of their senior year are analyzed in this national ATP summary report. Data tables provide information on the participants' ethnic background, high school grades, educational background, self-reported class…
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ERIC Educational Resources Information Center
Denton, Carolyn A.; Barth, Amy E.; Fletcher, Jack M.; Wexler, Jade; Vaughn, Sharon; Cirino, Paul T.; Romain, Melissa; Francis, David J.
2011-01-01
The purpose of this study was to investigate the relations among oral and silent reading fluency and reading comprehension for students in Grades 6 to 8 (n = 1,421) and the use of fluency scores to identify middle school students who are at risk for failure on a high-stakes reading test. Results indicated moderate positive relations between…
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The Professional Development of High School Chemistry Coordinators
ERIC Educational Resources Information Center
Hofstein, Avi; Carmeli, Miriam; Shore, Relly
2004-01-01
The implementation of new content and pedagogical standards in science education necessitates intensive, long-term professional development of science teachers. In this paper, we describe the rationale and structure of a comprehensive and intensive professional development program of school-based leaders, namely school chemistry coordinators. The…
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Models for Delivering School-Based Dental Care.
ERIC Educational Resources Information Center
Albert, David A.; McManus, Joseph M.; Mitchell, Dennis A.
2005-01-01
School-based health centers (SBHCs) often are located in high-need schools and communities. Dental service is frequently an addition to existing comprehensive services, functioning in a variety of models, configurations, and locations. SBHCs are indicated when parents have limited financial resources or inadequate health insurance, limiting…
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Hayes, Dayle; Contento, Isobel R; Weekly, Carol
2018-05-01
It is the position of the Academy of Nutrition and Dietetics, School Nutrition Association, and Society for Nutrition Education and Behavior that comprehensive, integrated nutrition programs in preschool through high school are essential to improve the health, nutritional status, and academic performance of our nation's children. Through the continued use of multidisciplinary teams, local school needs will be better identified and addressed within updated wellness policies. Updated nutrition standards are providing students with a wider variety of fruits, vegetables, and whole grains, while limiting sodium, calories, and saturated fat. Millions of students enjoy school meals every day in the US, with the majority of these served to children who are eligible for free and reduced-priced meals. To maximize impact, the Academy, School Nutrition Association, and Society for Nutrition Education and Behavior recommend specific strategies in the following key areas: food and nutrition services available throughout the school campus, nutrition initiatives such as farm to school and school gardens, wellness policies, nutrition education and promotion, food and beverage marketing at school, and consideration of roles and responsibilities. It is the position of the Academy of Nutrition and Dietetics, School Nutrition Association, and Society for Nutrition Education and Behavior that comprehensive, integrated nutrition programs in preschool through high school are essential to improve the health, nutritional status, and academic performance of our nation's children. To maximize impact, the Academy, School Nutrition Association, and Society for Nutrition Education and Behavior recommend specific strategies in the following key areas: food and nutrition services available throughout the school campus; nutrition initiatives such as farm to school and school gardens; wellness policies; nutrition education and promotion; food and beverage marketing at school; and consideration of roles and responsibilities. Copyright © 2018 The Academy of Nutrition and Dietetics, the Society for Nutrition Education and Behavior, and School Nutrition Association. Published by Elsevier Inc. All rights reserved.
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ERIC Educational Resources Information Center
Principal Leadership, 2005
2005-01-01
This article features Edcouch-Elsa High School, a 1,500-student comprehensive high school in Edcouch, Texas. Edcouch-Elsa, which is located in the southern Rio Grande Valley, draws students from Edcouch, Elsa, and the surrounding agricultural communities located in the Delta Area of Hidalgo County, Texas. With about 25% of the students living with…
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Barriers to Women Entering the Workforce: Sexual Harassment.
ERIC Educational Resources Information Center
Bernstein, Joan D.; And Others
1992-01-01
One of four research projects designed to examine barriers to the entrance of women into nontraditional careers, the study summarized here examined the attitudes held by 638 New Jersey high school students, teachers, and other professionals at comprehensive and vocational-technical high schools toward sexual harassment. Study participants were…
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Urban High School Principals' Promotion of College-and-Career Readiness
ERIC Educational Resources Information Center
Malin, Joel R.; Hackmann, Donald
2017-01-01
Purpose: The purpose of this paper is to ascertain how two urban principals, in high schools that feature comprehensive college-and-career readiness practices, utilize distributed leadership to facilitate their implementation. Design/methodology/approach: This study employed qualitative methods. Drawing upon semi-structured interview data,…
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Maya Angelou's "Letter to My Daughter"
ERIC Educational Resources Information Center
Grady, Marilyn L.
2008-01-01
This article highlights the works of two prolific authors: James Bryant Conant and Maya Angelou. Among the books Conant wrote were: "The American High School Today" (1959), "Slums and Suburbs" (1961), "The Education of American Teachers" (1963), and "The Comprehensive High School" (1967). On the other hand, Angelou's series of autobiographical…
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Academic Wholism: Bridging the Gap between High School and College
ERIC Educational Resources Information Center
Giuliano, Barbara; Sullivan, Judith
2007-01-01
Without adequate reading comprehension, writing proficiency, math competency, and critical thinking skills, students pursuing higher education are vulnerable to failure. An environmental Science course built around academic wholism is the focus of a summer program designed to bridge the gap between high school and college. Students self-reflect…
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A Profile of the California Partnership Academies, 2004-2005
ERIC Educational Resources Information Center
ConnectEd: The California Center for College and Career, 2007
2007-01-01
State legislation launched the California Partnership Academies (CPAs) in 1984. Now operating in more than 200 comprehensive high schools, CPAs have been used as a model for high school reform in California and elsewhere. Academies typically feature multi-age learning groups, team teaching and career-based instruction. Teachers help students…
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An Investigation of Literacy Practices in High School Science Classrooms
ERIC Educational Resources Information Center
Wexler, Jade; Mitchell, Marisa A.; Clancy, Erin E.; Silverman, Rebecca D.
2017-01-01
This study reports findings from an exploration of the literacy practices of 10 high school science teachers. Based on observations of teachers' instruction, we report teachers' use of text, evidence-based vocabulary and comprehension practices, and grouping practices. Based on interviews with teachers, we also report teachers' perceptions…
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Evaluating the Efficacy of Remediation for Struggling Readers in High School
ERIC Educational Resources Information Center
Lovett, Maureen W.; Lacerenza, Lea; De Palma, Maria; Frijters, Jan C.
2012-01-01
Preliminary efficacy data are reported for a research-based reading intervention designed for struggling readers in high school. PHAST PACES teaches (a) word identification strategies, (b) knowledge of text structures, and (c) reading comprehension strategies. In a quasi-experimental design, 268 intervention and 83 waiting list control students…
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German Curriculum, Junior and Senior High School.
ERIC Educational Resources Information Center
Trujillo, Lorenzo A.; And Others
The curriculum guide for German outlines the general and specific objectives and content of the courses to be offered in the Jefferson County (Colorado) public junior and senior high schools. An introductory section describes the district's comprehensive and second language education goals and philosophy, summarizes findings of the President's…
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Project IN/VEST: A Guaranteed Investment
ERIC Educational Resources Information Center
Geier, Charlene
1977-01-01
Describes a simulated auto insurance company at Greenfield High School (Greenfield, Wisconsin), a comprehensive model designed for business students but involving other high school classes such as distributive education, home economics, and auto mechanics. The model is noted to not only train students for an opportunity field but provide them with…
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Feed, Need, Greed: Food Resources & Population. A High School Curriculum.
ERIC Educational Resources Information Center
Science for the People, Cambridge, MA. Boston Chapter.
Four units, teacher's notes, and a comprehensive glossary provide background information and activities aimed at raising the awareness of high school students and teachers regarding the nature of the food system and its relationship to nutrition, population, and resources. These non-sequential units analyze the economic and political factors…
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The Main Features of Undertaking Technological and Vocational Curriculum Reform in Taiwan
ERIC Educational Resources Information Center
Lee, Lung-Sheng Steven; Huang, Bo-Shiang Bert
2003-01-01
In Taiwan, technological and vocational education (TVE) is primarily offered in vocational high schools (VHS's), career programs in comprehensive high schools (CHSs), junior colleges of technology (JCTs), colleges of technology (CTs), and universities of technology (UTs), which prepare practical technical and managerial personnel for industry and…
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ERIC Educational Resources Information Center
McIntosh, Hugh; Berman, Sheldon H.; Youniss, James
2007-01-01
In September 2003, Hudson High School in Hudson, Massachusetts launched two new civic development efforts--clustering and schoolwide governance--and moved into a new building designed to facilitate them. Clustering is designed to achieve a sense of community within a large school by creating small communities of 100 to 150 students. To create…
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ERIC Educational Resources Information Center
Balfanz, Robert; Mac Iver, Douglas J.; Byrnes, Vaughan
2006-01-01
This article reports on the first 4 years of an effort to develop comprehensive and sustainable mathematics education reforms in high poverty middle schools. In four related analyses, we examine the levels of implementation achieved and impact of the reforms on various measures of achievement in the first 3 schools to implement the Talent…
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ERIC Educational Resources Information Center
Tripathi, Suriyadeo
2018-01-01
The aim of the present study was to determine the factor structure of the Positive Life Assets Scale (PLAS), a new measure to identify both internal and external life assets among high school students in Thailand, and to further examine the usefulness of the PLAS for a comprehensive, developmental, and strengths-based school and community…
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ERIC Educational Resources Information Center
Ohio State Dept. of Education, Columbus.
This document presents the conference proceedings of a career guidance conference which focused attention on the need to develop a comprehensive career guidance program in Ohio middle and junior high schools. Papers include: (1) "Competency-Based Guidance Programs: A Model of the Future" (C. D. Johnson and Sharon Johnson); (2) "How…
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ERIC Educational Resources Information Center
Peshastin-Dryden School District, WA.
The curriculum materials for high school students presented in the guide have been classroom developed and tested; they are the result of a project to establish a comprehensive career education program in the Peshastin-Dryden School System, Cashmere, Washington. An introduction discusses program goals, and is supplemented by the National Standard…
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Dono, J; Ettridge, K A; Sharplin, G R; Wilson, C J
2014-02-01
Schools can implement evidence-based sun protection policies that guide practices to help protect children from harmful sun exposure. This national study assessed the relationship between the existence and comprehensiveness of written policies and the comprehensiveness of sun protection practices. The impact of school demographics on the strength of the relationship was also examined, as was the possibility that 'SunSmart' membership would have an additional impact on practices, beyond having any formal policy. In 2011-12, staff members of 1573 schools catering to primary-age students completed a self-administered survey about sun protection policies and practices (response rate of 57%). Results showed that schools with a written policy had more comprehensive practices than schools without a written policy. The relationship between having a written policy and sun protection practices was stronger for remote schools compared with metropolitan and regional schools, and for schools catering to both primary and secondary students compared with primary students only. In addition, policy comprehensiveness was associated with practice comprehensiveness, and SunSmart membership was indirectly related to practice comprehensiveness via policy comprehensiveness. These results indicate that written policies relate to practice comprehensiveness, but the strength of the association can vary according to the characteristics of the organization.
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ERIC Educational Resources Information Center
Exley, I. Sheck
The high percentage of high school pre-algebra students having difficulty learning the abstract concept of graphing ordered pairs on the Cartesian rectangular coordinate system was addressed by the creation and implementation of a computer-managed instructional program. Modules consisted of a pretest, instruction, two practice sessions, and a…
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ERIC Educational Resources Information Center
Glover, Todd A.; Reddy, Linda A.; Kettler, Ryan J.; Kunz, Alexander; Lekwa, Adam J.
2016-01-01
The accountability movement and high-stakes testing fail to attend to ongoing instructional improvements based on the regular assessment of student skills and teacher practices. Summative achievement data used for high-stakes accountability decisions are collected too late in the school year to inform instruction. This is especially problematic…
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ERIC Educational Resources Information Center
Secor-Turner, Molly; Randall, Brandy A.; Christensen, Katie; Jacobson, Amy; Loyola Meléndez, Migdalia
2017-01-01
Although comprehensive sexuality education programmes have the potential to improve the sexual health and well-being of young people, many socially conservative rural states in the USA have laws and policies restricting school-based comprehensive sexuality education and supporting abstinence-only education. This paper describes the process of…
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ERIC Educational Resources Information Center
Naumann, Johannes; Salmerón, Ladislao
2016-01-01
This study investigated interactive effects of navigation and offline comprehension skill on digital reading performance. As indicators of navigation, relevant page selection and irrelevant page selection were considered. In 533 Spanish high school students aged 11-17 positive effects of offline comprehension skill and relevant page selection on…
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Effect of Music on Reading Comprehension of Junior High School Students
ERIC Educational Resources Information Center
Anderson, Stacey A.; Fuller, Gerald B.
2010-01-01
This quantitative study was an investigation of the effect of lyrical music on reading comprehension by adolescents. Existing research has produced results that range from concluding such distraction may be detrimental to finding it could be helpful. The reading comprehension subtest of the Gates-MacGinitie Reading Tests, 4th edition (MacGinitie,…
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The Short and Active History of The Agnew Group
ERIC Educational Resources Information Center
Bronner, Michael
2007-01-01
The field of business education has been driven by the needs of society since the beginnings of the nation's history--from apprenticeship training, to factory vestibule settings, to the emergence of the for-profit private business schools, to specialized vocational high schools, to the comprehensive secondary school, to business teacher…
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CAD/CAM, Creativity, and Discipline Lead to Turnaround School Success
ERIC Educational Resources Information Center
Gorman, Lynn
2012-01-01
Miami Central High School technology teacher Frank Houghtaling thinks the connection between theory and application is one reason his students perform better on the Florida Comprehensive Assessment Test (FCAT). The impressive turnaround school drew local and national attention last spring when one of Houghtaling's students, Dagoberto Cruz, won…
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Taryn, Orava; Steve, Manske; Rhona, Hanning
2017-01-01
Abstract Introduction: Provincial, national and international public health agencies recognize the importance of school nutrition policies that help create healthful environments aligned with healthy eating recommendations for youth. School-wide support for healthy living within the pillars of the comprehensive school health (CSH) framework (social and physical environments; teaching and learning; healthy school policy; and partnerships and services) has been positively associated with fostering improvements to student health behaviours. This study used the CSH framework to classify, compare and describe school support for healthy eating during the implementation of the Ontario School Food and Beverage Policy (P/PM 150). Methods: We collected data from consenting elementary and secondary schools in a populous region of Ontario in Time I (2012/13) and Time II (2014). Representatives from the schools completed the Healthy School Planner survey and a food environmental scan (FES), which underwent scoring and content analyses. Each school’s support for healthy eating was classified as either “initiation,” “action” or “maintenance” along the Healthy School Continuum in both time periods, and as “high/increased,” “moderate” or “low/decreased” within individual CSH pillars from Time I to Time II. Results: Twenty-five school representatives (8 elementary, 17 secondary) participated. Most schools remained in the “action” category (n = 20) across both time periods, with varying levels of support in the CSH pillars. The physical environment was best supported (100% high/increased support) and the social environment was the least (68% low/decreased support). Only two schools achieved the highest rating (maintenance) in Time II. Supports aligned with P/PM 150 were reportedly influenced by administration buy-in, stakeholder support and relevancy to local context. Conclusion: Further assistance is required to sustain comprehensive support for healthy eating in Ontario school food environments. PMID:28902479
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A Summative Program Evaluation of a Comprehensive 9th Grade Transition Program
ERIC Educational Resources Information Center
Roybal, Victoria M.
2011-01-01
The transition from 8th grade to 9th grade is one that is replete with challenges for students, especially for minority students who live in economically disadvantaged communities. One low-income, high minority comprehensive high school in the western United States implemented five separate strategies to create a freshman transition program to aid…
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ERIC Educational Resources Information Center
Thompson, Walter R.
2009-01-01
Physical education time has been reduced or even eliminated in middle and high schools in favor of more time for standardized test preparation, especially in urban schools and inner cities. One way to replace the time lost is by providing it after school as part of a comprehensive program. After-School All-Stars (ASAS) is such a program, networked…
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Ofosu, Nicole Naadu; Ekwaru, John Paul; Bastian, Kerry Ann; Loehr, Sarah A; Storey, Kate; Spence, John C; Veugelers, Paul J
2018-04-18
APPLE Schools is a Comprehensive School Health (CSH) project, started in schools in socioeconomically disadvantaged areas where dietary habits are poor, physical activity (PA) levels are low, and obesity rates are high. Earlier research showed program effects whereby energy intake, PA and weight status of students in APPLE Schools had reached similar levels as that of students in other schools. However, it is unknown whether the effects of CSH are sustained when children grow into adolescents. Effects of APPLE Schools on health-related knowledge, attitudes, self-efficacy, diet, PA, and weight status, seven years after the start of the project, when students were in junior high and high school were assessed. We hypothesised that APPLE School graduates and comparison school graduates will remain at similar levels for these indicators. In the 2015/16 school year, junior high and high school graduates (grades 7-12) in Northern Alberta, Canada participated in a Youth Health Survey. Participants included graduates from APPLE elementary schools (n = 202) and comparison elementary schools (n = 338). Health-related knowledge, attitudes, self-efficacy, diet (24-h dietary recall), PA (pedometer step count) and weight status were assessed. Mixed effects regression was employed to assess differences in these outcomes between APPLE School graduates and comparison school graduates. Comparisons between elementary school (2008/09) and junior high/high school (2015/16) of self-efficacy, PA and weight status were also conducted. APPLE School graduates did not significantly differ from comparison school graduates on any outcomes (i.e. knowledge, attitudes, self-efficacy, diet, PA, and weight status). Additionally, no significant differences existed in the comparisons between 2008/09 and 2015/16. Our findings of no difference between the APPLE School graduates and comparison school graduates suggest that the effects of APPLE Schools may continue into adolescence or the new school environment may have an equalizing effect on the students. Since lifestyle practices are adopted throughout childhood and adolescence, and the school environment has an important influence on development, an extension of CSH initiatives into junior high/high schools should be considered. This will help to consolidate and support the continuance of healthy lifestyle messages and practices throughout childhood and adolescence.
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Comprehensive Schooling: In Need of Definition?
ERIC Educational Resources Information Center
Heath, Natalie
2004-01-01
Comprehensive secondary schooling is currently beset by changes and challenges. The creation of specialist schools and emphasis upon league tables and parental choice appears to be undermining comprehensive schooling. Inequalities within the current system are highlighted by increased variation of perceived quality between schools, the existence…
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ERIC Educational Resources Information Center
Nunnery, John A.; Ross, Steven M.; Bol, Linda
2008-01-01
This study reports the results of a validation study of the Comprehensive School Restructuring Teacher Questionnaire (CSRTQ) and the School Observation Measure (SOM), which are intended for use in evaluating comprehensive school reform efforts. The CSRTQ, which putatively measures five factors related to school restructuring (internal focus,…
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ERIC Educational Resources Information Center
Rindone, Douglas
2009-01-01
The Delaware Enhanced Assessment Grant (DE EAG) project was funded by the U.S. Department of Education in 2006 as an initiative to assist 10 state departments of education (SDE) teams, and local school district and high school teams, in implementing a comprehensive and balanced learning and assessment system (CBAS) with a strong emphasis on a…
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ERIC Educational Resources Information Center
Henderson, Bill
Intended for use by high school debaters and their teachers, this book provides guidelines for research on the debate topic for the 1978-1979 school year: "What should be the energy policy of the United States?" The first section is designed to broaden the student's comprehension of the debating process by focusing on the meaning of the…
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American High School as a Clan: Dynamics of Organization and Leadership.
ERIC Educational Resources Information Center
Owens, Robert G.
Using ethnographic methods of field work and data analysis, this study investigated one example of a comprehensive senior high school to illuminate the nature of its organizational structure and the way in which organizational control and leadership is exercised. Three principal findings emerged from theme analysis of the data. First,…
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ERIC Educational Resources Information Center
Cox, Teodora B.
2009-01-01
The purpose of this qualitative study was to examine rural high school mathematics teachers' responses to the initial implementation of Louisiana's "Comprehensive Curriculum" during their second year of involvement in a professional development program. The curriculum changes were the culmination of an alignment between standards,…
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ERIC Educational Resources Information Center
Gegner, Julie A.; Mackay, Donald H. J.; Mayer, Richard E.
2009-01-01
High school students can access original scientific research articles on the Internet, but may have trouble understanding them. To address this problem of online literacy, the authors developed a computer-based prototype for guiding students' comprehension of scientific articles. High school students were asked to read an original scientific…
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Bushwick High School. "A Warm Welcome," 1981-1982. O.E.E. Evaluation Report.
ERIC Educational Resources Information Center
Sjostrom, Barbara R.; And Others
Project "A Warm Welcome" at Bushwick High School in New York City is a comprehensive Spanish-English bilingual/bicultural program that provides instruction in English as a second language; bilingual instruction in reading, writing, mathematics, and other content areas; and career awareness training for Spanish speaking ninth to eleventh…
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Predictors of Music Sight-Reading Ability in High School Wind Players
ERIC Educational Resources Information Center
Gromko, Joyce Eastlund
2004-01-01
The purpose of this study, grounded in near-transfer theory, was to investigate relationships among music sight-reading and tonal and rhythmic audiation, visual field articulation, spatial orientation and visualization, and achievement in math concepts and reading comprehension. A regression analysis with data from four high schools (N = 98) in…
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Syntactic and Reading Abilities in Normal and Learning Disabled Junior High School Students.
ERIC Educational Resources Information Center
Ferraro, Mary F.; Doyle, Beverly A.
The study involving 12 learning disabled (LD) junior high school students investigated whether LD students with reading comprehension difficulties were deficient in syntactic abilities as compared to normal students. Syntactic and reading tests were administered to each student. Comparison of the scores between the two groups showed that LD Ss…
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Know Yourself: Comprehensive Health Education Material for High School Students.
ERIC Educational Resources Information Center
Chicago Public Schools, IL.
This book was developed to help high school students understand the changes taking place in their bodies and to learn about themselves at the same time. Topics include good grooming, clean health habits, human reproduction, sexually transmitted diseases, responsible sexual behavior, and substance abuse. This information can increase students'…
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ERIC Educational Resources Information Center
Holmes, Dan
This document presents a justification, proposal, and implementation plan for a comprehensive theatre arts program at Badger High School, Lake Geneva, Wisconsin that would offer a full schedule of amateur and professional arts programs involving the students and the community. The brief Justification section notes that every elementary and…
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Bridging the Geoscientist Workforce Gap: Advanced High School Geoscience Programs
ERIC Educational Resources Information Center
Schmidt, Richard William
2013-01-01
The purpose of this participatory action research was to create a comprehensive evaluation of advanced geoscience education in Pennsylvania public high schools and to ascertain the possible impact of this trend on student perceptions and attitudes towards the geosciences as a legitimate academic subject and possible career option. The study builds…
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From the Margins to the Mainstream: Potential Impact of Early Colleges on Traditional High Schools
ERIC Educational Resources Information Center
Smith, Robert; Fischetti, John; Fort, Deron; Gurley, Tilly; Kelly, Mike
2012-01-01
Early colleges are one alternative to the traditional comprehensive high school. This article describes the establishment of an early college in partnership with a university, including the experiences for students, the challenges for teachers, and the difficulties in bridging higher and kindergarten through Grade-12 educations. The article…
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Setting Academic Performance Standards: MCAS vs. PARCC. Policy Brief
ERIC Educational Resources Information Center
Phelps, Richard P.
2015-01-01
The Massachusetts Comprehensive Assessment System (MCAS) high school test is administered to all Bay State students--both those intending to enroll in college and the many with no such intention. The MCAS high school test is a retrospectively focused standards-based achievement test, designed to measure how well students have mastered the material…
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Development and Implementation of High School Chemistry Modules Using Touch-Screen Technologies
ERIC Educational Resources Information Center
Lewis, Maurica S.; Zhao, Jinhui; Montclare, Jin Kim
2012-01-01
Technology was employed to motivate and captivate students while enriching their in-class education. An outreach program is described that involved college mentors introducing touch-screen technology into a high school chemistry classroom. Three modules were developed, with two of them specifically tailored to encourage comprehension of molecular…
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Assessing the Value of Rural California High School Career Technical Education
ERIC Educational Resources Information Center
Morehead, Coleen Louise
2015-01-01
While empirical studies on rural education have defined many of the socioeconomic factors associated with rural students nationally, there is a lack of definitive and comprehensive research defining the benefit or value of career technical education for rural California high school students. Consequently, this lack of research may in turn…
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The Effect of Technology Integration on High School Students' Literacy Achievement
ERIC Educational Resources Information Center
Robinson, Kara
2016-01-01
This literature review presents a critical appraisal of current research on the role technology integration plays in high school students' literacy achievement. It identifies the gaps within the research through comprehensive analysis. The review develops an argument that the use of laptops in secondary English classrooms has a significant impact…
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Impact of a Freshman Academy on Student Performance at a Comprehensive Public High School
ERIC Educational Resources Information Center
Hernandez, Jose Angel, Jr.
2012-01-01
Previous high school research has highlighted the importance of students' freshman year. Limited research has supported the implementation of a smaller learning community, also known as a freshman academy. The theoretical framework of the study was based on stage environment fit, adolescence development and smaller learning community theories. The…
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Briggs, Marilyn; Mueller, Constance G; Fleischhacker, Sheila
2010-11-01
It is the position of the American Dietetic Association (ADA), School Nutrition Association (SNA), and Society for Nutrition Education (SNE) that comprehensive, integrated nutrition services in schools, kindergarten through grade 12, are an essential component of coordinated school health programs and will improve the nutritional status, health, and academic performance of our nation's children. Local school wellness policies may strengthen comprehensive nutrition services by encouraging multidisciplinary wellness teams, composed of school and community members, to work together in identifying local school needs, developing feasible strategies to address priority areas, and integrating comprehensive nutrition services with a coordinated school health program. This joint position paper affirms schools as an important partner in health promotion. To maximize the impact of school wellness policies on strengthening comprehensive, integrated nutrition services in schools nationwide, ADA, SNA, and SNE recommend specific strategies in the following key areas: nutrition education and promotion, food and nutrition programs available on the school campus, school-home-community partnerships, and nutrition-related health services.
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YES Prep Public Schools (Formerly YES College Preparatory School): Honing the Pathways of Growth
ERIC Educational Resources Information Center
Newstead, Barry; Howard, Don
2006-01-01
Chris Barbic, a Teach For America corps member, started Project Youth Engaged in Service (YES) in 1995. He wanted to offer his former elementary-school students an alternative to the low-performing middle schools they otherwise would attend. Since then Barbic has led a high-energy team of educators in refining a comprehensive approach to helping…
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Contextual Influences in Developing a School-Based Comprehensive Information System.
ERIC Educational Resources Information Center
Dorr-Bremme, Donald W.
This is one of a series of reports based on an ongoing reality test of systemic evaluation for instructional decision making. This feasibility study is being carried out by the Center for the Study of Evaluation with the Laboratory in School and Community Relations at a suburban Los Angeles high school (called Site A). Viewing a school as a…
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Margaret Miles: The Educational Journey of a Comprehensive School Campaigner
ERIC Educational Resources Information Center
Hoare, Lottie
2012-01-01
As a former comprehensive school pupil herself, the author wanted to know more about the women who had pioneered comprehensive schools in England. Therefore, she chose the headmistress and comprehensive school campaigner Dame Margaret Miles (1911-1994) as the subject of a dissertation for her History of Education MA at the Institute of Education,…
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Emotional and Behavioral Profile Assessment Using the BASC-2 with Korean Middle School Students
ERIC Educational Resources Information Center
Myunghee Ahn, Christine; Ebesutani, Chad
2015-01-01
Korean middle school students are experiencing high rates of behavioral and emotional problems, suggesting a need for comprehensive screening instruments with strong psychometric properties in school settings. The present study investigated the utility of the Behavior Assessment System for Children-2 Self-Report of Personality, Adolescent Form…
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ERIC Educational Resources Information Center
Shaner, Robert G.
2009-01-01
Professional learning communities (PLC) have been identified as scaffolds that can facilitate, support, and sustain systemic change focused on improving student achievement. PLCs represent the application of the theoretical constructs of the learning organization within the framework of schools and school systems. Little is known about the change…
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Projected Service Preferences of Secondary School Teachers.
ERIC Educational Resources Information Center
Sigfusson, Lois O. I.
A mail questionnaire was sent to the 64-member teaching staff of the Lord Selkirk Regional Comprehensive High School, in order to determine their preferences for school media services. A related area of interest in the investigation was the determination of the relationship between teacher characteristics (e.g., sex, age, subject area taught,…
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Creating Pathways for Postsecondary Educational Access and Attainment for Latino Youth
ERIC Educational Resources Information Center
Robledo, Marisol
2016-01-01
The purpose of this study was to further investigate how one successful comprehensive high school serving a large percentage of Latino students builds college-going culture. The study examined two perspectives on college-going culture; that of the school staff (including administrators, school counselors, and teacher leaders), and of…
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ERIC Educational Resources Information Center
Carter, D. S. G.
1999-01-01
Examined a comprehensive program that used a whole-school approach to prepare high school students for making healthy lifestyle choices, particularly related to sexuality/sexual risk taking. The program involved teacher development, parent involvement, and peer leadership development. Survey data indicated that the program influenced the whole…
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Reading Skills of Students with Speech Sound Disorders at Three Stages of Literacy Development
ERIC Educational Resources Information Center
Skebo, Crysten M.; Lewis, Barbara A.; Freebairn, Lisa A.; Tag, Jessica; Ciesla, Allison Avrich; Stein, Catherine M.
2013-01-01
Purpose: The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with…
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All Hands on Deck: A Comprehensive, Results-Driven Counseling Model
ERIC Educational Resources Information Center
Salina, Charles; Girtz, Suzann; Eppinga, Joanie; Martinez, David; Kilian, Diana Blumer; Lozano, Elizabeth; Martinez, Adrian P.; Crowe, Dustin; De La Barrera, Maria; Mendez, Maribel Madrigal; Shines, Terry
2014-01-01
A graduation rate of 49% alarmed Sunnyside High School in 2009. With graduation rates in the bottom 5% statewide, Sunnyside was awarded a federally funded School Improvement Grant. The "turnaround" principal and the school counselors aligned goals with the ASCA National Model through the program All Hands On Deck (AHOD), based on…
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Comprehensive Technology Utilization Leading to Excellence in Medium Sized Schools.
ERIC Educational Resources Information Center
Diercks, Eileen; And Others
Although limited finances and a student body of 3,200 have made it necessary to be selective in acquiring educational technology, the Plainfield (Illinois) Community Consolidated School District No. 202 has been very active in the regional partnership for excellence. Curricular programs at the Plainfield High School include use of…
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"Diplomas Now" Offers Potential Dropouts Lots of Help
ERIC Educational Resources Information Center
Gewertz, Catherine
2009-01-01
Feltonville School of Arts and Sciences, a 750-student middle school in upper north Philadelphia, is a showcase for a comprehensive approach to dropout prevention. It produced such dramatic improvements in attendance, behavior, and course-passing rates last year that it's being tried this year in 11 more middle or high schools in Chicago, Los…
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Preliminary Impacts of North Carolina's Rural Innovative Schools Project
ERIC Educational Resources Information Center
Naumenko, Oksana; Henson, Robert; Hutchins, Bryan
2016-01-01
Funded by an Investing in Innovation (i3) Validation grant, the Rural Innovative Schools (RIS) Project is the first widespread effort to scale up the early college model by implementing it in comprehensive high schools. This paper will present preliminary findings from the evaluation of this project. The impact study uses a quasi-experimental…
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ERIC Educational Resources Information Center
Karalar, Halit; Dogan, Ugur
2017-01-01
FATIH Project carried out by the Turkish government is one of the comprehensive technology integration project in the World. With this project, interactive boards, tablets and multifunctional printers have been distributed to schools and Internet infrastructure of schools improved. EIN (Educational Informatics Network) platform, known as EBA…
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The Single-Gender Classroom: Improving Middle School Students' Achievement in Math
ERIC Educational Resources Information Center
Whalen, William V., III.
2012-01-01
At Joseph Case Junior High School, a school located in Swansea, Massachusetts for students in grades six through eight; there was a problematic trend in regard to student achievement in mathematics. Upon completion of an analysis of student cohort results in mathematics on the MCAS (Massachusetts Comprehensive Assessment System), there was an…
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Art Supports Reading Comprehension
ERIC Educational Resources Information Center
Wurst, Douglas; Jones, Dana; Moore, Jim
2005-01-01
State-mandated, high-stakes testing is the primary means by which schools are judged. Whether this is a fair and accurate way of judging the performance of schools may remain in debate for a long time. Some school districts have gone so far as reducing or eliminating "special" classes--in particular art and music. Art teachers can help prepare…
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Völkel, Gabriela; Seabi, Joseph; Cockcroft, Kate; Goldschagg, Paul
2016-01-01
The current study constituted part of a larger, longitudinal, South African-based study, namely, The Road and Aircraft Noise Exposure on Children’s Cognition and Health (RANCH—South Africa). In the context of a multicultural South Africa and varying demographic variables thereof, this study sought to investigate and describe the effects of gender, socioeconomic status and home language on primary school children’s reading comprehension in KwaZulu-Natal. In total, 834 learners across 5 public schools in the KwaZulu-Natal province participated in the study. A biographical questionnaire was used to obtain biographical data relevant to this study, and the Suffolk Reading Scale 2 (SRS2) was used to obtain reading comprehension scores. The findings revealed that there was no statistical difference between males and females on reading comprehension scores. In terms of socioeconomic status (SES), learners from a low socioeconomic background performed significantly better than those from a high socioeconomic background. English as a First Language (EL1) speakers had a higher mean reading comprehension score than speakers who spoke English as an Additional Language (EAL). Reading comprehension is indeed affected by a variety of variables, most notably that of language proficiency. The tool to measure reading comprehension needs to be standardized and administered in more than one language, which will ensure increased reliability and validity of reading comprehension scores. PMID:26999169
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Völkel, Gabriela; Seabi, Joseph; Cockcroft, Kate; Goldschagg, Paul
2016-03-15
The current study constituted part of a larger, longitudinal, South African-based study, namely, The Road and Aircraft Noise Exposure on Children's Cognition and Health (RANCH-South Africa). In the context of a multicultural South Africa and varying demographic variables thereof, this study sought to investigate and describe the effects of gender, socioeconomic status and home language on primary school children's reading comprehension in KwaZulu-Natal. In total, 834 learners across 5 public schools in the KwaZulu-Natal province participated in the study. A biographical questionnaire was used to obtain biographical data relevant to this study, and the Suffolk Reading Scale 2 (SRS2) was used to obtain reading comprehension scores. The findings revealed that there was no statistical difference between males and females on reading comprehension scores. In terms of socioeconomic status (SES), learners from a low socioeconomic background performed significantly better than those from a high socioeconomic background. English as a First Language (EL1) speakers had a higher mean reading comprehension score than speakers who spoke English as an Additional Language (EAL). Reading comprehension is indeed affected by a variety of variables, most notably that of language proficiency. The tool to measure reading comprehension needs to be standardized and administered in more than one language, which will ensure increased reliability and validity of reading comprehension scores.
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Health care in high school athletics in West Virginia.
Schneider, Kyle; Meeteer, Wesley; Nolan, Jill A; Campbell, H David
2017-01-01
The purpose of this study was to determine the level of implementation of emergency preparedness procedures and administrative procedures to provide appropriate medical coverage to high school athletics in the predominantly rural US state of West Virginia. Particular attention was given to determine the extent to which the schools provided the recommendations for best practice in the National Athletic Trainers Association consensus statement outlining appropriate medical coverage for high school athletics. A listing of all public schools participating in the state high school athletic association with at least one team participating in interscholastic competition was obtained from the state Department of Education office. An electronic survey was sent to the principal at each high school with instructions that an administrator or sports medicine professional complete the survey. A total of 62 respondents completed the survey (49.6% response rate). Most respondents were principals (92%), followed by athletic administrators (8%). The majority of schools reported a rural zip code at the school level based on the Rural Urban Community Area Codes. Measures assessed the school demographics, including size and rurality. Additional measures assessed the development and implementation of a comprehensive athletic healthcare administrative system, and the development and implementation of a comprehensive emergency action plan. The majority of respondents reported that there was a consent form on file for student athletes (91%) and comprehensive insurance was required for participation (80%). A third of the respondents (33%) reported that all members of the coaching staff were certified in first aid and cardiac pulmonary resuscitation (CPR) and 31% reported 'never' when asked if all coaches were required to be certified in CPR and first aid. When asked if there was a written emergency action plan (EAP) that outlines procedures to follow in emergency situations during athletic participation, 36% responded 'never' and 38% responded 'always'. When asked about specific limitations for health care to athletes the three main themes identified in qualitative analysis were lack of funding, lack of certified medical personnel, and the inability to locate certified medical personnel in a rural area. This study confirmed expected barriers to health care for high school athletes in West Virginia, specifically the lack of funding and resources available to rural schools. In order to prevent a life threatening emergency or possibly sudden cardiac death, preparing and planning for emergencies should be an essential part of high school athletic programs. Rural areas face significant challenges in regards to funding and qualified personnel. Requiring first aid and CPR certification for coaches and requiring an EAP are two steps that could improve the health care provided to athletes. These are inexpensive and achievable steps that could be taken to improve the safety for athletes at high schools in both rural and non-rural areas.
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ERIC Educational Resources Information Center
Underwood, Paul; Myskow, Gordon; Hattori, Takahiko
2012-01-01
This study investigated the effects of a six-month course in speed reading in three areas of reading proficiency development: 1) general reading comprehension, 2) knowledge of high-frequency vocabulary, and 3) reading-rate and accuracy. The participants (N = 105) were Japanese students studying English as a foreign language in Grade 10 at a…
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ERIC Educational Resources Information Center
Whitford, Denise K.; Liaupsin, Carl J.; Umbreit, John; Ferro, Jolenea B.
2013-01-01
A comprehensive function-based intervention was developed to address the chronic, high levels of off-task behavior by a 15-year-old ninth grade Caucasian male with learning disabilities and ADHD. A descriptive FBA identified that the student's off-task behavior was reinforced by peer attention and task avoidance. Intervention involved the…
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Using School Change States to Analyze Comprehensive School Reform Projects
ERIC Educational Resources Information Center
Wetherill, Karen S.; Applefield, James M.
2005-01-01
Comprehensive school reform (CSR) projects are being funded throughout the United States in a determined effort to improve the performance of public education. The multidimensional nature of comprehensive school reform presents unique challenges for explaining widely discrepant outcomes among schools. These challenges are addressed in a study of 8…
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ERIC Educational Resources Information Center
Faddis, Bonnie J.; Beam, Margaret; Hahn, Karen J.; Willardson, Marlyn; Sipe, Deborah; Ahrens-Gray, Paul
The Comprehensive School Reform Demonstration (CSRD) Program was established through Public Law 105-78, the 1998 Department of Education Appropriations Act. CSRD provides financial assistance to underachieving schools implementing comprehensive school-reform programs that are based on reliable research and effective practices. It intends to…
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Nevada High School Proficiency Examination: Reading. Form E Released, Part 1 [and] Part 2.
ERIC Educational Resources Information Center
Nevada State Dept. of Education, Carson City.
This document presents a sample test form for high school reading and comprehension proficiency. The first section of the exam consists of 27 questions taken from 7 selections, which included 4 literature and poetry selections and the following nonfiction titles: Procedures for Answering a Call, Just the Facts, Garlic, and Pot Roast with…
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ERIC Educational Resources Information Center
Eisenkopf, Gerald; Sulser, Pascal A.
2016-01-01
The authors present results from a comprehensive field experiment at Swiss high schools in which they compare the effectiveness of teaching methods in economics. They randomly assigned classes into an experimental and a conventional teaching group, or a control group that received no specific instruction. Both teaching treatments improve economic…
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The Impact of Reading Success Academy on High School Reading Achievement
ERIC Educational Resources Information Center
Burlison, Kelly; Chave, Josh
2014-01-01
The study explores the effectiveness of the Reading Success Academy on the reading achievement of the selected group of ninth-grade students in a comprehensive high school. We examine in what ways the Reading Success Academy may improve the reading proficiency rates and amount of reading growth of ninth-grade students. The results indicate that…
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ERIC Educational Resources Information Center
Swanson, Elizabeth; Wanzek, Jeanne; McCulley, Lisa; Stillman-Spisak, Stephanie; Vaughn, Sharon; Simmons, Deborah; Fogarty, Melissa; Hairrell, Angela
2016-01-01
This study reports vocabulary and reading comprehension instructional practices implemented in middle and high school social studies and language arts classrooms. It also describes text reading practices. We conducted 137 observations of 11 social studies and 9 language arts teachers over the course of 1 academic year. We observed instructional…
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It's Not "Just the Facts, Ma'am": Writing for Success in Career Education
ERIC Educational Resources Information Center
Converse, Caren Wakerman
2012-01-01
Writing across the secondary curriculum has been viewed primarily through the lens of traditional academic courses taught in comprehensive high schools. In this paper the author draws on her past experience as a criminal justice teacher at a career and technical high school to describe writing that facilitates and demonstrates learning of subject…
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ERIC Educational Resources Information Center
Mickelson, Roslyn Arlin; Everett, Bobbie J.
2008-01-01
Background/Context: This article describes neotracking, a new form of tracking in North Carolina that is the outgrowth of the state's reformed curricular standards, the High School Courses of Study Framework (COS). Neotracking combines older versions of rigid, comprehensive tracking with the newer, more flexible within-subject area curricular…
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ERIC Educational Resources Information Center
Spiro, Louis M.; McCallus, Joseph L.
A time sequence of recruitment activities was developed using high school data to represent the total, potential, and actual student markets for Pennsylvania State University. High schools with similar characteristics were grouped according to potential recruitment yields. Under the assumption that college decision-making behavior approximated the…
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The Case for Curriculum-Based, External Examinations that Have Significant Consequences for Students
ERIC Educational Resources Information Center
Peterson, Paul E.
2007-01-01
State-mandated systems of comprehensive examinations to be taken prior to high school graduation would focus the attention of students in high school, motivate them to higher levels of performance, provide guidance to teachers as to the appropriate material to be covered, and reduce antieducational pressures within peer groups, all of whose…
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ERIC Educational Resources Information Center
Sanchez, Maria Teresa; Ehrlich, Stacy; Midouhas, Emily; O'Dwyer, Laura
2009-01-01
Massachusetts policymakers have expressed concern about the consistently lower scores of Hispanic students, compared to other subgroups, on the Massachusetts Comprehensive Assessment System (MCAS). This summary describes a larger report that examines Hispanic high school students' performance on the MCAS tests in English language arts and…
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What Research Tells Us about the Impact and Challenges of Smaller Learning Communities
ERIC Educational Resources Information Center
Levine, Thomas H.
2010-01-01
In the United States, considerable financial and human resources have been devoted to breaking some large high schools into smaller learning communities (SLCs). This article reviews research that compares SLCs to comprehensive high schools on a variety of measures. Extant research neither supports nor refutes the promise of SLCs to improve…
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Using Verbatim Text Recordings to Enhance Reading Comprehension in Learning Disabled Adolescents.
ERIC Educational Resources Information Center
Torgesen, Joseph K.; And Others
1987-01-01
Three studies evaluated the effectiveness of using verbatim text recordings to increase learning disabled high school students' reading comprehension and learning ability. Use of the recordings did produce performance gains, especially when used in conjunction with completion of a related worksheet. (DB)
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The Relationship of Math Anxiety and Mathematics Comprehension in Middle School Students
ERIC Educational Resources Information Center
Carroll, Shannon Rae
2010-01-01
The high school dropout rate in a southern U.S. state is 22.1% and students who fall behind in reading and math in middle school are more likely to fail 9th grade. This specific failure is one of the strongest predictors that a student will ultimately drop out of school. The research questions of this study addressed the relationship between math…
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ERIC Educational Resources Information Center
Johnston, Lloyd D.; O'Malley, Patrick M.; Terry-McElrath, Yvonne; Colabianchi, Natalie
2012-01-01
This report provides updated results from one of the most comprehensive studies of health-related policies and practices in U.S. public middle and high schools to date, which was released in August 2011. The major findings and trends presented in this report describe issues relevant to childhood obesity for four school years, from 2006-07 to…
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"No Ceiling on Achievement": Breaking the Glass Ceiling or Hitting a Steel Plate in Urban Schools?
ERIC Educational Resources Information Center
Firth, Ben; Melia, Victoria; Bergan, Dave; Whitby, Lisa
2014-01-01
This article, written by a team of research-active teachers who are also senior leaders in a large, urban, comprehensive high school in the North of England, reports on their joint teacher inquiry project. This work has school-wide significance, given recent history, progressing from being graded as a "failing" school by the Office for…
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Sun Protection Policies of Australian Primary Schools in a Region of High Sun Exposure
ERIC Educational Resources Information Center
Harrison, S. L.; Garzón-Chavez, D. R.; Nikles, C. J.
2016-01-01
Queensland, Australia has the highest rates of skin cancer globally. Predetermined criteria were used to score the comprehensiveness of sun protection policies (SPP) of primary schools across Queensland. SPP were sought for schools in 10 regions (latitude range 16.3°S-28.1°S) from 2011 to 2014. Of the 723 schools sampled, 90.9% had a written SPP…
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Briggs, Marilyn; Fleischhacker, Sheila; Mueller, Constance G
2010-01-01
It is the position of the American Dietetic Association (ADA), School Nutrition Association (SNA), and Society for Nutrition Education (SNE) that comprehensive, integrated nutrition services in schools, kindergarten through grade 12, are an essential component of coordinated school health programs and will improve the nutritional status, health, and academic performance of our nation's children. Local school wellness policies may strengthen comprehensive nutrition services by encouraging multidisciplinary wellness teams, composed of school and community members, to work together in identifying local school needs, developing feasible strategies to address priority areas, and integrating comprehensive nutrition services with a coordinated school health program. This joint position paper affirms schools as an important partner in health promotion. To maximize the impact of school wellness policies on strengthening comprehensive, integrated nutrition services in schools nationwide, ADA, SNA, and SNE recommend specific strategies in the following key areas: nutrition education and promotion, food and nutrition programs available on the school campus, school-home-community partnerships, and nutrition-related health services. Copyright © 2010 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.
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ERIC Educational Resources Information Center
Janus, Tina Marie
2017-01-01
The purpose of this study was to examine the impact a close reading approach had on the reading comprehension levels of twelve English I students. Studies in literacy theory have suggested that students' reading comprehension levels improve with the use of reading strategies. As part of a larger body of research concerning reading instruction for…
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Tine, Michele
2014-01-01
There is a need for feasible and research-based interventions that target the cognitive performance and academic achievement of low-income adolescents. In response, this study utilized a randomized experimental design and assessed the selective visual attention (SVA) and reading comprehension abilities of low-income adolescents and, for comparison purposes, high-income adolescents after they engaged in 12-min of aerobic exercise. The results suggest that 12-min of aerobic exercise improved the SVA of low- and high-income adolescents and that the benefit lasted for 45-min for both groups. The SVA improvement among the low-income adolescents was particularly large. In fact, the SVA improvement among the low-income adolescents was substantial enough to eliminate a pre-existing income gap in SVA. The mean reading comprehension score of low-income adolescents who engaged in 12-min of aerobic exercise was higher than the mean reading comprehension score of low-income adolescents in the control group. However, there was no difference between the mean reading comprehension scores of the high-income adolescents who did and did not engage in 12-min of aerobic exercise. Based on the results, schools serving low-income adolescents should consider implementing brief sessions of aerobic exercise during the school day. PMID:24966846
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Tine, Michele
2014-01-01
There is a need for feasible and research-based interventions that target the cognitive performance and academic achievement of low-income adolescents. In response, this study utilized a randomized experimental design and assessed the selective visual attention (SVA) and reading comprehension abilities of low-income adolescents and, for comparison purposes, high-income adolescents after they engaged in 12-min of aerobic exercise. The results suggest that 12-min of aerobic exercise improved the SVA of low- and high-income adolescents and that the benefit lasted for 45-min for both groups. The SVA improvement among the low-income adolescents was particularly large. In fact, the SVA improvement among the low-income adolescents was substantial enough to eliminate a pre-existing income gap in SVA. The mean reading comprehension score of low-income adolescents who engaged in 12-min of aerobic exercise was higher than the mean reading comprehension score of low-income adolescents in the control group. However, there was no difference between the mean reading comprehension scores of the high-income adolescents who did and did not engage in 12-min of aerobic exercise. Based on the results, schools serving low-income adolescents should consider implementing brief sessions of aerobic exercise during the school day.
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Handbook on Marketing Vocational Education.
ERIC Educational Resources Information Center
Martin, William R.
Compiled after interviews with vocational educators at urban and rural joint vocational schools, comprehensive high schools, and career centers considered to be successful at marketing vocational education locally in Ohio, this handbook contains information on successful marketing activities that other local educators can undertake. Section I…
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How Schools Can Help Combat Student Eating Disorders. Anorexia Nervosa and Bulimia.
ERIC Educational Resources Information Center
Levine, Michael P.
This book presents a comprehensive review of anorexia nervosa and bulimia and the roles that schools can have in preventing, identifying, and treating these disorders. Chapter 1 provides an overview of student eating disorders and presents a case study of a high school student with an eating disorder. Chapter 2 discusses the nature of anorexia…
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Why Inner-City High-School Students Attend After-School Physical Activity Clubs
ERIC Educational Resources Information Center
Whalen, Laurel; McCaughtry, Nate; Garn, Alex; Kulik, Noel; Centeio, Erin E.; Maljak, Kimberly; Kaseta, Michele; Shen, Bo; Martin, Jeffrey
2016-01-01
Objective: The population of young people most vulnerable to low levels of physical activity (e.g. urban/minority/low socio-economic status/female/non-athletes) often has the least access to physical activity opportunities and resources. It has been suggested that a comprehensive, school-based approach, including prudent use of time before, during…
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ERIC Educational Resources Information Center
Center for Population Options, Washington, DC.
School-based clinics (SBCs) are comprehensive primary health care facilities located within or on the grounds of middle, junior, or senior high schools. Varying in size and organizational structure, SBCs have emerged as an effective model for advancing adolescent health. They have gained attention because of their potential for treating problems…
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Comprehensive School Reform and Student Achievement: A Meta-Analysis.
ERIC Educational Resources Information Center
Borman, Geoffrey D.; Hewes, Gina M.; Overman, Laura T.; Brown, Shelly
Using 232 studies, this meta analysis reviewed the research on the achievement effects of the nationally disseminated and externally developed school improvement programs known as "whole-school" or "comprehensive" reforms. In addition to reviewing the overall achievement effects of comprehensive school reform (CSR), the meta…
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Influences of Prerequisite Knowledge on Inferencing in Literature.
ERIC Educational Resources Information Center
Stander, Aaron C.
New information about reading comprehension (specifically schema theory) was applied to the teaching of literature in a study involving 33 high school students enrolled in two American literature classes. In particular, the study examined the ways in which knowledge of background information about a work could influence students' comprehension of…
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A Comprehensive General Chemistry Demonstration
ERIC Educational Resources Information Center
Sweeder, Ryan D.; Jeffery, Kathleen A.
2013-01-01
This article describes the use of a comprehensive demonstration suitable for a high school or first-year undergraduate introductory chemistry class. The demonstration involves placing a burning candle in a container adjacent to a beaker containing a basic solution with indicator. After adding a lid, the candle will extinguish and the produced…
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Abbreviations: Their Effects on Comprehension of Classified Advertisements.
ERIC Educational Resources Information Center
Sokol, Kirstin R.
Two experimental designs were used to test the hypothesis that abbreviations in classified advertisements decrease the reader's comprehension of such ads. In the first experimental design, 73 high school students read four ads (for employment, used cars, apartments for rent, and articles for sale) either with abbreviations or with all…
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NASA Astrophysics Data System (ADS)
Ying, Y.; Mursitama, T. N.; Sofi; Anggreani, L.
2018-03-01
The study discusses the effort of preparing human resources in mastering Mandarin for Taiwan industry as the anticipation of Southbound policy created by Taiwan government. In this point, the Southbound policy represents Taiwan’s government strategy in 2016-2020 which encourages multilateral and bilateral cooperation with ASEAN and South Asian countries. One of the most important elements in the program centers as the Internship Scholarship Program in Taiwan. Utilizing qualitative research methods, researchers collected secondary data from various available official resources. The publications, documents, books, and websites contain the policy and mechanism of the internship scholarship program. On the other hand, this study conducted interviews with senior high school and vocational high school stakeholders to create synergy in the program. This study offers a model of cooperation between junior high school/vocational school and the candidates of the employer in the Taiwan industry. The contribution of this research is to create a comprehensive cooperative model that includes preparing human resources before leaving for Taiwan, providing teachers and supplying training materials that are relevant to the needs of industry players in Taiwan eventually.
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The relevance of receptive vocabulary in reading comprehension.
Nalom, Ana Flávia de Oliveira; Soares, Aparecido José Couto; Cárnio, Maria Silvia
2015-01-01
To characterize the performance of students from the 5th year of primary school, with and without indicatives of reading and writing disorders, in receptive vocabulary and reading comprehension of sentences and texts, and to verify possible correlations between both. This study was approved by the Research Ethics Committee of the institution (no. 098/13). Fifty-two students in the 5th year from primary school, with and without indicatives of reading and writing disorders, and from two public schools participated in this study. After signing the informed consent and having a speech therapy assessment for the application of inclusion criteria, the students were submitted to a specific test for standardized evaluation of receptive vocabulary and reading comprehension. The data were studied using statistical analysis through the Kruskal-Wallis test, analysis of variance techniques, and Spearman's rank correlation coefficient with level of significance to be 0.05. A receiver operating characteristic (ROC) curve (was constructed in which reading comprehension was considered as gold standard. The students without indicatives of reading and writing disorders presented a better performance in all tests. No significant correlation was found between the tests that evaluated reading comprehension in either group. A correlation was found between reading comprehension of texts and receptive vocabulary in the group without indicatives. In the absence of indicatives of reading and writing disorders, the presence of a good range of vocabulary highly contributes to a proficient reading comprehension of texts.
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Comparing School-Based Teen Pregnancy Prevention Programming: Mixed Outcomes in an At-Risk State.
Oman, Roy F; Merritt, Breanca T; Fluhr, Janene; Williams, Jean M
2015-12-01
The purpose of this study is to compare the effectiveness of a national comprehensive teen pregnancy prevention (TPP) intervention to a national abstinence-only TPP intervention on middle school students' knowledge, attitudes, and behaviors related to teen sexual behaviors in a state with high teen birth rates. Pre- and post-intervention data were collected annually (2005-2010) from seventh-grade students to evaluate school-based TPP programs that implemented a comprehensive (N = 3244) or abstinence-only (N = 3172) intervention. Chi-square and t tests, logistic regressions, and hierarchical multiple regressions examined relationships between sexuality-related behavioral intentions, knowledge, and attitudes. Students in both interventions reported significant (p < .05) improvements post-intervention. Youth in the comprehensive TPP intervention were more likely (p < .05) to have significantly improved their attitudes (odds ratios [ORs] = 1.35, 1.83, 1.23) and behavior regarding abstinence decisions in the past 3 months (OR = 1.39). The interventions' improvements in attitudes were more explanatory for behavioral intentions for students in the abstinence-only intervention than for students in the comprehensive TPP intervention. The mixed results suggest the comprehensive TPP intervention was only slightly more effective than the abstinence intervention, but that changing student attitudes and perceptions may be a key component of more effective TPP interventions. © 2015, American School Health Association.
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Toresdahl, Brett G.; Harmon, Kimberly G.; Drezner, Jonathan A.
2013-01-01
Context: School-based automated external defibrillator (AED) programs have demonstrated a high survival rate for individuals suffering sudden cardiac arrest (SCA) in US high schools. Objective: To examine the relationship between high schools having an AED on campus and other measures of emergency preparedness for SCA. Design: Cross-sectional study. Setting: United States high schools, December 2006 to September 2009. Patients or Other Participants: Principals, athletic directors, school nurses, and certified athletic trainers represented 3371 high schools. Main Outcome Measure(s): Comprehensive surveys on emergency planning for SCA submitted by high school representatives to the National Registry for AED Use in Sports from December 2006 to September 2009. Schools with and without AEDs were compared to assess other elements of emergency preparedness for SCA. Results: A total of 2784 schools (82.6%) reported having 1 or more AEDs on campus, with an average of 2.8 AEDs per school; 587 schools (17.4%) had no AEDs. Schools with an enrollment of more than 500 students were more likely to have an AED (relative risk [RR] = 1.12, 95% confidence interval [CI] = 1.08, 1.16, P < .01). Suburban schools were more likely to have an AED than were rural (RR = 1.08, 95% CI = 1.04, 1.11, P < .01), urban (RR = 1.13, 95% CI = 1.04, 1.16, P < .01), or inner-city schools (RR = 1.10, 95% CI = 1.04, 1.23, P < .01). Schools with 1 or more AEDs were more likely to ensure access to early defibrillation (RR = 3.45, 95% CI = 2.97, 3.99, P < .01), establish an emergency action plan for SCA (RR = 1.83, 95% CI = 1.67, 2.00, P < .01), review the emergency action plan at least annually (RR = 1.99, 95% CI = 1.58, 2.50, P < .01), consult emergency medical services to develop the emergency action plan (RR = 1.18, 95% CI = 1.05, 1.32, P < .01), and establish a communication system to activate emergency responders (RR = 1.06, 95% CI = 1.01, 1.08, P < .01). Conclusions: High schools with AED programs were more likely to establish a comprehensive emergency response plan for SCA. Implementing school-based AED programs is a key step associated with emergency planning for young athletes with SCA. PMID:23672389
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A Study on the Transition from School to the World of Work in Korea.
ERIC Educational Resources Information Center
Chang, Wonsup
The school-to-work transition in Korea was examined in a comprehensive study that included an overview of the realities of the school-to-work transition in Korea and a survey of 694 Koreans aged 15-29 years who had completed high school. The sample included 366 respondents who were in enrolled in a two-year college or higher level of postsecondary…
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Model Policies in Support of High Performance School Buildings for All Children
ERIC Educational Resources Information Center
21st Century School Fund, 2006
2006-01-01
Model Policies in Support of High Performance School Buildings for All Children is to begin to create a coherent and comprehensive set of state policies that will provide the governmental infrastructure for effective and creative practice in facility management. There are examples of good policy in many states, but no state has a coherent set of…
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ERIC Educational Resources Information Center
Alliance for Excellent Education, 2011
2011-01-01
The future of the American economy increasingly depends on more students graduating from high school ready for college and a career. Long-standing trends in the nation's dropout rate and achievement gap demonstrate that the American education system needs to better prepare students to meet postsecondary and career demands. While momentum is…
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Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools
ERIC Educational Resources Information Center
Baker, Scott K.; Smolkowski, Keith; Katz, Rachell; Fien, Hank; Seeley, John R.; Kame'enui, Edward J.; Beck, Carrie Thomas
2008-01-01
The purpose of this study was to examine oral reading fluency (ORF) in the context of a large-scale federal reading initiative conducted in low performing, high poverty schools. The objectives were to (a) investigate the relation between ORF and comprehensive reading tests, (b) examine whether slope of performance over time on ORF predicted…
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ERIC Educational Resources Information Center
Educational Facilities Labs., Inc., New York, NY.
A description is presented of the design features of a high school's geodesic dome field house. Following consideration of various design features and criteria for the physical education facility, a comprehensive analysis is given of comparative costs of a geodesic dome field house and conventional gymnasium. On the basis of the study it would…
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AK State Profile. Alaska: Alaska High School Graduation Qualifying Exam (HSGOE)
ERIC Educational Resources Information Center
Center on Education Policy, 2010
2010-01-01
This paper provides information about Alaska High School Graduation Qualifying Exam (HSGQE), a comprehensive standards-based exam. Its purpose is to meet a state mandate. A bill to remove the HSGQE as a graduation requirement by July 1, 2011 was presented to the state legislature as SB 109. However, it did not pass both houses of the legislature.…
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ERIC Educational Resources Information Center
Emmett, Joshua; McGee, Dean
2013-01-01
The purpose of this case study was to discover the critical attributes of a student achievement program, known as "Think Gold," implemented at one urban comprehensive high school as part of the improvement process. Student achievement on state assessments improved during the period under study. The study draws upon perspectives on…
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ERIC Educational Resources Information Center
Corsello, Maryann; Sharma, Anu; Jerabek, Angela
2015-01-01
Ninth grade is a pivotal year for students. Numerous studies find that academic performance in 9th grade often sets the student's trajectory throughout the high school years, as well as the probability of graduation. The Building Assets Reducing Risks (BARR) model is a comprehensive approach that addresses developmental, academic, and school…
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ERIC Educational Resources Information Center
Björn, Piia Maria; Aunola, Kaisa; Nurmi, Jari-Erik
2016-01-01
This longitudinal study aimed to investigate the extent to which primary school text comprehension predicts mathematical word problem-solving skills in secondary school among Finnish students. The participants were 224 fourth graders (9-10 years old at the baseline). The children's text-reading fluency, text comprehension and basic calculation…
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The Comprehensive School in Spain: A Review of Its Development Cycle and Crises
ERIC Educational Resources Information Center
Bolívar, Antonio
2015-01-01
The purpose of this study is to describe, analyse and evaluate the successive comprehensive reforms in Spain as a "paradigmatic" example of the emergence, evolution and crisis of the comprehensive school. In the first part, we describe the development of the comprehensive school project (1970-2013), using the image of the life cycle,…
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Fixing New York's State Education Aid Dinosaur: A Proposal. Policy Brief.
ERIC Educational Resources Information Center
Yinger, John
New York State provides aid to local schools in a way that is unfair to the neediest school districts with high educational needs or low property wealth. Proposed in this policy brief is a new formula for state aid based on a comprehensive educational cost index and a school performance index that reflects an average passing rate on the new…
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ERIC Educational Resources Information Center
1968
Five nationally recognized high school band directors conducted a study to investigate the problems and determine the feasibility of developing and publishing a comprehensive curriculum guide for school band programs. A review of materials relevant to the study included the examination of state and city music curriculum guides, of publications…
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I Guess the Joke Was on Me: A Reality Rub Reclaiming Intervention
ERIC Educational Resources Information Center
Hoyt, Lisa; Fecser, Frank A.
2011-01-01
Ian is a 17-year-old student attending a therapeutic school in an urban district. He was referred less than a year ago due to behavioral and academic issues at the comprehensive high school. One instance in his art class, Ian overreacted when his teacher misinterpreted his humor, leading to a major school crisis. Learning to recognize the early…
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ERIC Educational Resources Information Center
Hemphill, Lowry; Kim, James; Yudron, Monica; LaRusso, Maria; Donovan, Suzanne; Sabatini, John; O'Reilly, Tenaha
2015-01-01
The roughly one-quarter of U.S. eighth graders who score below basic on national assessments of reading are poorly equipped for the reading demands of secondary school. They struggle with summarizing and making text-based inferences (NCES, 2013). Intervention in middle school needs to be comprehensive, both because of the heterogeneity of the…
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A Balanced School Accountability Model: An Alternative to High-Stakes Testing
ERIC Educational Resources Information Center
Jones, Ken
2004-01-01
This article asserts that the health of public schools depends on defining a new model of accountability--one that is balanced and comprehensive. This new model needs be one that involves much more than test scores. This article outlines the premises behind this argument asking for what, to whom, and by what means schools should be held…
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ERIC Educational Resources Information Center
Vanlaar, Gudrun; Kyriakides, Leonidas; Panayiotou, Anastasia; Vandecandelaere, Machteld; McMahon, Léan; De Fraine, Bieke; Van Damme, Jan
2016-01-01
Background: The dynamic model of educational effectiveness (DMEE) is a comprehensive theoretical framework including factors that are important for school learning, based on consistent findings within educational effectiveness research. Purpose: This study investigates the impact of teacher and school factors of DMEE on mathematics and science…
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ERIC Educational Resources Information Center
Liao, Otto; Morphew, Tricia; Amaro, Silvia; Galant, Stanley P.
2006-01-01
Urban minority children have higher rates of asthma morbidity due to multiple factors. Many school-based programs have been funded to improve asthma management, especially for these "high-risk" inner-city children with asthma. Here they report the outcomes of the Children's Hospital of Orange County Breathmobile program, which is a school-based…
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The Impact of Read Right: Semester-Only versus Year-Long Inplementation
ERIC Educational Resources Information Center
Sell, John B.
2013-01-01
Faced with meeting the requirements of the No Child Left Behind Act of 2001, schools are under pressure to have 100% of their students meet national standards in reading by 2014. For the 2010-2011 and 2011-2012 school years, Sussex Technical High School (STHS) in Georgetown, Delaware chose to adopt Read Right, a reading comprehension improvement…
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Briggs, Marilyn; Safaii, SeAnne; Beall, Deborah Lane
2003-04-01
It is the position of the American Dietetic Association (ADA), the Society for Nutrition Education (SNE), and the American School Food Service Association (ASFSA) that comprehensive nutrition services must be provided to all of the nation's preschool through grade twelve students. These nutrition services shall be integrated with a coordinated, comprehensive school health program and implemented through a school nutrition policy. The policy should link comprehensive, sequential nutrition education; access to and promotion of child nutrition programs providing nutritious meals and snacks in the school environment; and family, community, and health services' partnerships supporting positive health outcomes for all children. Childhood obesity has reached epidemic proportions and is directly attributed to physical inactivity and diet. Schools can play a key role in reversing this trend through coordinated nutrition services that promote policies linking comprehensive, sequential nutrition education programs, access to and marketing of child nutrition programs, a school environment that models healthy food choices, and community partnerships. This position paper provides information and resources for nutrition professionals to use in developing and supporting comprehensive school health programs. J Am Diet Assoc. 2003;103:505-514.
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Reading Apprenticeship[R]. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2010
2010-01-01
"Reading Apprenticeship"[R] is an instructional approach that intends to help middle school, high school, and community college students develop skills and knowledge to improve their engagement, fluency, and comprehension of content-area materials and texts. To achieve these goals, "Reading Apprenticeship"[R] provides a range…
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Environmental Education in a Rural 11-16 Comprehensive School.
ERIC Educational Resources Information Center
Beckett, John
1995-01-01
Describes a four-phase strategy for integrating environmental education into the broad curriculum and community of a high school. Phase 1, Testing the Water, includes organizing displays and planting trees. Phase 2, Consolidating the Initiatives, involves curriculum development and conservation activism. Phase 3, Partial Integration and…
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Technology Education. A Maryland Curricular Framework.
ERIC Educational Resources Information Center
Maryland State Dept. of Education, Baltimore.
This document is designed to help administrators and teachers plan, develop, and implement technology education (TE) programs. It provides a philosophical foundation and broad outline for constructing comprehensive TE programs that develop middle school and high school students' technological literacy by focusing on the ways in which ingenuity,…
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Using Professional Learning Communities to Bolster Comprehension Instruction
ERIC Educational Resources Information Center
Dougherty Stahl, Katherine A.
2015-01-01
High-level comprehension instruction is the focus of the Common Core State Standards in English Language Arts. However, it has been a challenge for states to provide the professional development (PD) needed to support teachers' implementation of the CCSS. Professional learning communities (PLC) are a means of providing school-embedded PD to…
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ERIC Educational Resources Information Center
Bergey, Bradley W.; Cromley, Jennifer G.; Newcombe, Nora S.
2015-01-01
There is growing evidence that targeted instruction can improve diagram comprehension, yet one of the skills identified in the diagram comprehension literature--coordinating multiple representations--has rarely been directly taught to students and tested as a classroom intervention. We created a Coordinating Multiple Representation (CMR)…
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ERIC Educational Resources Information Center
Haynes, Mariana
2014-01-01
As one of only six states receiving a federal Striving Readers Comprehensive Literacy grant, Pennsylvania has designed and implemented an innovative program that focuses on improved instruction and interventions to ensure every student is literate and graduates from high school ready for college and a career. This report describes Pennsylvania's…
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Comprehensive Russian Instructional Program, 1983-1984: OEA Evaluation Report.
ERIC Educational Resources Information Center
New York City Board of Education, Brooklyn. Office of Educational Assessment.
In 1983-84, the second and final year of funding, Project CRIP (Comprehensive Russian Instructional Program) provided career orientation and support services to 430 Russian-speaking student of limited English proficiency (LEP) at three public and four private high schools in Brooklyn and Queens, New York. All of the students were foreign-born and…
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A Comprehensive Physical Education Program for the Severely Physically Handicapped.
ERIC Educational Resources Information Center
DeBell, James
Described is an adaptive comprehensive physical education (PE) program (funded by Title III in 1968) for 48 severly physically handicapped senior high school students in Rochester, New York. Program aims are given to be providing a diversified program of developmental activities in a friendly environment to increase the physical, social, and…
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Boosting Student Achievement: The Effect of Comprehensive School Reform on Student Achievement
ERIC Educational Resources Information Center
Gross, Betheny; Booker, T. Kevin; Goldhaber, Dan
2009-01-01
Between the late 1980s and early 2000s, schools, districts, states, and the federal government devoted enormous resources to the implementation of Comprehensive School Reform (CSR) models. With more than 1.6 billion federal dollars distributed through the Comprehensive School Reform Demonstration (CSRD) project and its successor, the CSR project,…
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Sun protection policies of Australian primary schools in a region of high sun exposure.
Harrison, S L; Garzón-Chavez, D R; Nikles, C J
2016-06-01
Queensland, Australia has the highest rates of skin cancer globally. Predetermined criteria were used to score the comprehensiveness of sun protection policies (SPP) of primary schools across Queensland. SPP were sought for schools in 10 regions (latitude range 16.3°S-28.1°S) from 2011 to 2014. Of the 723 schools sampled, 90.9% had a written SPP available publicly. Total SPP scores were low {mean 3.6 [95% CI: 3.4-3.9]; median 2 [interquartile range (IQR) 2, 4]}, with only 3.2% of schools achieving the maximum score of 12. Median SPP scores were higher in Northern and Central Queensland [both 2 (IQR 2, 6) and (IQR 2, 5), respectively] than in Southern Queensland [2 (IQR 2, 3); P = 0.004]. Clothing and hat-wearing were addressed in most policies (96% and 89%) while few schools used their SPP to plan outdoor events (5.2%) or reschedule activities to minimize sun exposure (11.7%). The SunSmart Schools program has been operating in Queensland for 17 years, and while most primary schools now have a written SPP, most are not comprehensive. Incentive-based approaches (5-star-rating award scheme and grants) may assist in addressing this issue, to reduce sun exposure of students and teachers. These data provide a baseline from which improvements in the comprehensiveness of school SPPs can be evaluated. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.
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NASA Astrophysics Data System (ADS)
York, Kathleen Christine
This mixed method study explored the relationship between metacomprehension strategy awareness and reading comprehension performance with narrative and science texts. Participants, 132 eighth-grade, predominately African American students, attending one middle school in a southeastern state, were administered a narrative and science version of the Metacomprehension Strategy Index (MSI) and asked to identify helpful strategic behaviors from six clustered subcategories (predicting and verifying; previewing; purpose setting; self-questioning; drawing from background knowledge; and summarizing and applying fix-up strategies). Participants also read and answered comprehension questions about narrative and science passages. Findings revealed no statistically significant differences in overall metacomprehension awareness with narrative and science texts. Statistically significant (p<.05) differences were found for two of the six subcategories, indicating students preview and set purpose more often with science than narrative texts. Findings also indicated overall narrative and science metacomprehension awareness and comprehension performance scores were statistically significantly (p<.01) related. Specifically, the category of summarizing and applying fix-up strategies was the strongest predictor of comprehension performance for both narrative and science texts. The qualitative phase of this study explored the relationship between metacomprehension awareness with narrative and science texts and the comprehension performance of six middle school students, three of whom scored high overall on the narrative and science text comprehension assessments in phase one of the study, and three of whom scored low. A qualitative analysis of multiple sources of data, including video-taped interviews and think-alouds, revealed the three high scoring participants engaged in competent school-based, metacognitive conversations infused with goal, self, and narrative talk and demonstrated multi-strategic engagements with narrative and science texts. In stark contrast, the three low scoring participants engaged in dissonant school-based talk infused with disclaimers, over-generalized, decontextualized, and literalized answers and demonstrated robotic, limited (primarily rereading and restating), and frustrated strategic acts when interacting with both narrative and science texts. The educational implications are discussed. This dissertation was funded by the Office of Special Education Programs, Federal Office Grant Award No. 324E031501.
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New evidence: data documenting parental support for earlier sexuality education.
Barr, Elissa M; Moore, Michele J; Johnson, Tammie; Forrest, Jamie; Jordan, Melissa
2014-01-01
Numerous studies document support for sexuality education to be taught in high school, and often, in middle school. However, little research has been conducted addressing support for sexuality education in elementary schools. As part of the state Behavioral Risk Factor Surveillance System (BRFSS) Survey administration, the Florida Department of Health conducted the Florida Child Health Survey (FCHS) by calling back parents who had children in their home and who agreed to participate (N = 1715). Most parents supported the following sexuality education topics being taught specifically in elementary school: communication skills (89%), human anatomy/reproductive information (65%), abstinence (61%), human immunodeficiency virus (HIV)/sexually transmitted infections (STIs) (53%), and gender/sexual orientation issues (52%). Support was even greater in middle school (62-91%) and high school (72-91%) for these topics and for birth control and condom education. Most parents supported comprehensive sexuality education (40.4%), followed by abstinence-plus (36.4%) and abstinence-only (23.2%). Chi-square results showed significant differences in the type of sexuality education supported by almost all parent demographic variables analyzed including sex, race, marital status, and education. Results add substantial support for age-appropriate school-based sexuality education starting at the elementary school level, the new National Sexuality Education Standards, and funding to support evidence-based abstinence-plus or comprehensive sexuality education. © 2013, American School Health Association.
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ERIC Educational Resources Information Center
Grimm, Ryan P.; Solari, Emily J.; McIntyre, Nancy S.; Zajic, Matthew; Mundy, Peter C.
2017-01-01
Many children with autism spectrum disorders (ASD) struggle with reading comprehension. Linguistic comprehension is an important predictor of reading comprehension, especially as children progress through elementary school and later grades. Yet, there is a dearth of research examining longitudinal relations between linguistic comprehensions in…
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ERIC Educational Resources Information Center
Caplan, David; Waters, Gloria; Bertram, Julia; Ostrowski, Adam; Michaud, Jennifer
2016-01-01
The authors assessed 4,865 middle and high school students for the ability to recognize and understand written and spoken morphologically simple words, morphologically complex words, and the syntactic structure of sentences and for the ability to answer questions about facts presented in a written passage and to make inferences based on those…
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ERIC Educational Resources Information Center
Texas State Commission on Fire Protection, Austin.
This booklet comprises the high school health component of a series of curriculum guides on fire and burn prevention. It is designed to meet the age-specific needs of ninth and tenth grade students. Objectives include: (1) reviewing comprehensive fire and burn prevention techniques and emergency actions; (2) developing an awareness of fire safety…
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ERIC Educational Resources Information Center
Jackson, Cheryl D.
Many youth face the following educational and economic barriers to success: (1) increased high school dropout rates; (2) adolescent pregnancy; (3) chronic unemployment; (4) poverty; (5) drug abuse; (6) suicide; and (7) crime and delinquency. The Atlantic Community College (New Jersey) Youth Corps Program, a successful conservation and service…
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ERIC Educational Resources Information Center
Manderville, Tonya Butler
2012-01-01
At one high school, the goal for nonproficient reading students was to score at or above the 50th percentile to meet adequate yearly progress objectives. In 2010, the performance levels of nonproficient reading students tested with the state reading test in Grades 9 and 10 declined from the 47th to the 46th percentile. The purpose of this research…
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ERIC Educational Resources Information Center
Dimitrov, Dimiter M.; Shamrani, Abdul Rahman
2015-01-01
This study examines the psychometric features of a General Aptitude Test-Verbal Part, which is used with assessments of high school graduates in Saudi Arabia. The data supported a bifactor model, with one general factor and three content domains (Analogy, Sentence Completion, and Reading Comprehension) as latent aspects of verbal aptitude.
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Executive Skills for Busy School Leaders
ERIC Educational Resources Information Center
Hitch, Chris; Coley, David C.
2010-01-01
This comprehensive and practical handbook offers research-based tools to help you fulfill all of your leadership responsibilities on time and with laser-like focus. The authors also share tips from their combined experiences as elementary, middle, and high school principals. This book provides examples of best practices from the business and…
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CURRICULUM RELEVANCY AND WORK.
ERIC Educational Resources Information Center
KREUTER, MORTIMER; BARNETT, LAWRENCE J.
THE DEMANDS OF WORK AND EDUCATION UPON EACH OTHER, THE VALUE OR LACK OF VALUE OF COURSES FOR LEARNERS, AND THE UNDERMOTIVATED LEARNER WHO DOES NOT FIND SIGNIFICANCE IN CURRENT SCHOOL OFFERINGS ARE PROBLEMS FACING PUBLIC EDUCATION. SOME PREVIOUS PLANS TO OVERCOME THESE PROBLEMS HAVE USED (1) THE COMPREHENSIVE HIGH SCHOOL, (2) INDUSTRY-SCHOOL…
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Learning the Real-World Skills of the 21st Century
ERIC Educational Resources Information Center
Joyce, Patricia
2008-01-01
This article describes a summer internship program at South Houston High School which utilizes an innovative curriculum to teach students 21st century skills alongside core academics. Using the Transitions career education curriculum--a comprehensive curriculum created by ASCL Educational Services to fulfill Chicago Public Schools' need for soft…
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Exploring the Complexity of Teacher Professional Identity
ERIC Educational Resources Information Center
Hsieh, Betina Yuan-Cheng
2010-01-01
This dissertation is based on a case study of 8 beginning English teachers who participated in a collaborative inquiry group at an urban, comprehensive, high school in the San Francisco Bay Area. Qualitative data (including audio-transcribed meeting data, individual interview data, and classroom observations) were collected over two school years,…
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Constructive Conflict: How Controversy Can Contribute to School Improvement.
ERIC Educational Resources Information Center
Uline, Cynthia L.; Tshannen-Moran, Megan; Perez, Lynne
2003-01-01
Examines constructive conflict within the context of a comprehensive Midwestern U.S. high school engaged in significant reform efforts, focusing on constructive conflict as a means to promote individual and organizational learning and growth. Data from observations and interviews indicated that to produce superior results, principals and teacher…
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Evaluating an In-School Drug Prevention Program for At-Risk Youth.
ERIC Educational Resources Information Center
DeWit, David J.; Steep, Barbara; Silverman, Gloria; Stevens-Lavigne, Andrea; Ellis, Kathy; Smythe, Cindy; Rye, Barbara J.; Braun, Kathy; Wood, Eileen
2000-01-01
A drug prevention program involving 167 at-risk students in grades 8-10 at 9 Ontario schools resulted in reduced use of and less supportive attitudes toward alcohol, cannabis, tobacco, and tranquilizers. Program success is attributed to high attendance and retention, community health professionals' participation, comprehensive approach, strong…
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School and Community Predictors of Smoking: A Longitudinal Study of Canadian High Schools
Watts, Allison; Brown, K. Stephen; Lee, Derrick; Sabiston, Catherine; Nykiforuk, Candace; Eyles, John; Manske, Steve; Campbell, H. Sharon; Thompson, Mary
2013-01-01
Objectives. We identified the most effective mix of school-based policies, programs, and regional environments associated with low school smoking rates in a cohort of Canadian high schools over time. Methods. We collected a comprehensive set of student, school, and community data from a national cohort of 51 high schools in 2004 and 2007. Hierarchical linear modeling was used to predict school and community characteristics associated with school smoking prevalence. Results. Between 2004 and 2007, smoking prevalence decreased from 13.3% to 10.7% in cohort schools. Predictors of lower school smoking prevalence included both school characteristics related to prevention programming and community characteristics, including higher cigarette prices, a greater proportion of immigrants, higher education levels, and lower median household income. Conclusions. Effective approaches to reduce adolescent smoking will require interventions that focus on multiple factors. In particular, prevention programming and high pricing for cigarettes sold near schools may contribute to lower school smoking rates, and these factors are amenable to change. A sustained focus on smoking prevention is needed to maintain low levels of adolescent smoking. PMID:23237165
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School and community predictors of smoking: a longitudinal study of Canadian high schools.
Lovato, Chris; Watts, Allison; Brown, K Stephen; Lee, Derrick; Sabiston, Catherine; Nykiforuk, Candace; Eyles, John; Manske, Steve; Campbell, H Sharon; Thompson, Mary
2013-02-01
We identified the most effective mix of school-based policies, programs, and regional environments associated with low school smoking rates in a cohort of Canadian high schools over time. We collected a comprehensive set of student, school, and community data from a national cohort of 51 high schools in 2004 and 2007. Hierarchical linear modeling was used to predict school and community characteristics associated with school smoking prevalence. Between 2004 and 2007, smoking prevalence decreased from 13.3% to 10.7% in cohort schools. Predictors of lower school smoking prevalence included both school characteristics related to prevention programming and community characteristics, including higher cigarette prices, a greater proportion of immigrants, higher education levels, and lower median household income. Effective approaches to reduce adolescent smoking will require interventions that focus on multiple factors. In particular, prevention programming and high pricing for cigarettes sold near schools may contribute to lower school smoking rates, and these factors are amenable to change. A sustained focus on smoking prevention is needed to maintain low levels of adolescent smoking.
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ERIC Educational Resources Information Center
Sterbinsky, Allan; Ross, Steven M.; Redfield, Doris
2006-01-01
The longitudinal impacts on school change and student achievement of implementing varied Comprehensive School Reform (CSR) models was investigated in 12 elementary schools in diverse geographic locations. Each school was individually matched and compared to a demographically similar control school on measures of school climate, teacher…
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Comprehensive Health in the Public Schools.
ERIC Educational Resources Information Center
Biddle, Elizabeth
1991-01-01
A preview of an upcoming National School Boards Association (NSBA) publication on comprehensive school health programs explores 4 components of school health programs: (1) board policy; (2) classroom instruction; (3) health services; and (4) healthy school environments. Descriptions of successful school health programs at Frontier Central School…
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Selective Comprehensives: The Social Composition of Top Comprehensive Schools
ERIC Educational Resources Information Center
Sutton Trust, 2013
2013-01-01
This study looks at publicly available data on the proportion of pupils eligible and claiming for free school meals (FSM) in the top 500 comprehensive state schools and at how representative they are of their localities and of their school type. We have looked at the top 500 when measured by five good GCSEs including English and Maths and at the…
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ERIC Educational Resources Information Center
International Reading Association, Newark, DE.
The Comprehensive School Reform (CSR) program is a new initiative that could affect International Reading Association members in the United States--but will benefit only those who take advantage of it. The purpose of the CSR initiative is to provide financial incentives for schools to develop comprehensive school reforms. Funding is available to…
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ERIC Educational Resources Information Center
Green, Shekitra
2013-01-01
Children from the United States score poorly on international math tests compared to their cohorts in other countries. These gaps grow as students enter high school and develop a dislike and fear of mathematics, suggesting the need to improve mathematics education in middle school. The purpose of this study was to determine the effect of reading…
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ERIC Educational Resources Information Center
Munoz, Marco A.
2007-01-01
The purpose of the present study was to examine the effectiveness of Ramp Up to Advanced Literacy, an unbundled Comprehensive School Reform (CSR) model, on the reading achievement of ninth grade students in a large urban school district in Kentucky. Using a pre- and posttest impact evaluation design, data from participating and non-participating…
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ERIC Educational Resources Information Center
Garcia, Joel
2013-01-01
In 2008-2009, almost one million children experiencing homelessness were enrolled in school; this number has increased by 41% between 2009 and 2011. Unfortunately, this trend has continued to increase; according to the most recent data from the National Center for Homeless Education, the number of homeless students has reached a record of…
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Charter Schools, Civil Rights and School Discipline: A Comprehensive Review
ERIC Educational Resources Information Center
Losen, Daniel J.; Keith, Michael A., II; Hodson, Cheri L.; Martinez, Tia E.
2016-01-01
This report, along with the companion spreadsheet, provides the first comprehensive description ever compiled of charter school discipline. In 2011-12, every one of the nation's 95,000 public schools was required to report its school discipline data, including charter schools. This analysis, which includes more than 5,250 charter schools, focuses…
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A Case Study of the Partnership Schools Comprehensive School Reform (CSR) Model
ERIC Educational Resources Information Center
Epstein, Joyce L.
2005-01-01
This case study reports the feasibility of the Partnership Schools Comprehensive School Reform (CSR) model for school improvement in a Title I elementary school. Interviews were conducted and documents were collected for 3 years to study whether and how the school implemented key policy attributes--specificity, consistency, authority, power, and…
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School Climate: An Essential Component of a Comprehensive School Safety Plan
ERIC Educational Resources Information Center
Stark, Heidi
2017-01-01
The intentional assessment and management of school climate is an essential component of a comprehensive school safety plan. The value of this preventive aspect of school safety is often diminished as schools invest resources in physical security measures as a narrowly focused effort to increase school safety (Addington, 2009). This dissertation…
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Advocating for Safe Schools, Positive School Climate, and Comprehensive Mental Health Services
ERIC Educational Resources Information Center
Cowan, Katherine C.; Vaillancourt, Kelly
2013-01-01
The tragedy at Sandy Hook Elementary School, Newtown, CT (USA) has brought the conversation about how to reduce violence, make schools safer, improve school climate, and increase access to mental health services to the forefront of the national conversation. Advocating for comprehensive initiatives to address school safety, school climate, and…
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McVey, Gail; Tweed, Stacey; Blackmore, Elizabeth
2007-06-01
This study was a controlled evaluation of a comprehensive school-based universal prevention program involving male and female students, parents, teachers, school administrators and local public health professionals. A total of 982 male and female Grades 6 and 7 middle school students (and 91 teachers/school administrators) completed self-report surveys at baseline on measures of body satisfaction, internalization of media ideals, size acceptance, disordered eating, weight-based teasing, weight loss and muscle-gaining behaviours, and perceptions of school climate (teachers only). Eighty-four percent of the students repeated the surveys immediately following the 8-month school-wide intervention and 71% again 6 months later. Repeated measures ANCOVAs revealed that participation in the Healthy Schools-Healthy Kids (HS-HK) program had a positive influence by reducing the internalization of media ideals among male and female students and by reducing disordered eating among female students. The program was also associated with reductions in weight-loss behaviours among the students, although this effect was lost by the 6-month follow-up. When the intervention students were sub-divided into low versus high-risk groups, the high-risk group appeared to benefit most from the intervention with significant reductions in internalization of media ideals, greater body satisfaction, and reduced disordered eating over time. There were no intervention effects for teachers. Challenges of engaging teachers in prevention are discussed.
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ERIC Educational Resources Information Center
Easter, John; And Others
A description is provided of comprehensive Achievement Monitoring (CAM), a tool which enables classroom teachers to function as researchers and evaluators. Part I reviews the CAM philosophy and the section following discusses computerized feedback in CAM operations. The final two portions of the report describes the use of CAM in mathematics…
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ERIC Educational Resources Information Center
Anderson, James C., II; Kim, Eunyoung
2009-01-01
This descriptive study explores the perceptions of and preferences for leadership development by students enrolled in a comprehensive urban agriculture program. A total of 284 students from the Chicago High School for Agricultural Sciences participated in the study. The results of the study showed that the average respondent was involved in a…
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ERIC Educational Resources Information Center
Wanzek, Jeanne; Swanson, Elizabeth A.; Roberts, Greg; Vaughn, Sharon; Kent, Shawn C.
2015-01-01
The purpose of this study was to evaluate the efficacy of Promoting Acceleration of Comprehension and Content Through Text intervention implemented with 11th-grade students enrolled in U.S. History classes. Using a within-teacher randomized design, the study was conducted in 41 classes (23 treatment classes) with 14 teachers providing the…
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Comprehensive Russian Instructional Program. O.E.E. Evaluation Report, 1982-1983.
ERIC Educational Resources Information Center
Shore, Rima; Schulman, Robert
Project CRIP (Comprehensive Russian Instructional Program) in its first year provided career orientation and support services to 460 Russian-speaking students of limited English proficiency at three public and four private high schools in Brooklyn and Queens, New York. The primary project goal was to help students to plan and prepare for future…
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The Flight of the Space Shuttle "Discovery" (STS-119)
ERIC Educational Resources Information Center
Stinner, Arthur; Metz, Don
2010-01-01
This article is intended to model the ascent of the space shuttle for high school teachers and students. It provides a background for a sufficiently comprehensive description of the physics (kinematics and dynamics) of the March 16, 2009, "Discovery" launch. Our data are based on a comprehensive spreadsheet kindly sent to us by Bill Harwood, the…
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ERIC Educational Resources Information Center
Newcomer, Laurie J.
2010-01-01
It is essential to provide high quality interventions designed to improve struggling readers' reading comprehension while making use of limited resources. This study explored, through an holistic, multiple-case study design, volunteer-student interactions and activities in an after school reading program utilizing minimally-trained volunteers. The…
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An Examination of Text Complexity as Characterized by Readability and Cohesion
ERIC Educational Resources Information Center
Reed, Deborah K.; Kershaw-Herrera, Sarah
2016-01-01
To better understand dimensions of text complexity and their effect on the comprehension of adolescents, 103 high school seniors were randomly assigned to 4 groups. Each group read versions of the same 2 informational passages and answered comprehension test items targeting factual recall and inferences of causal content. Group A passages had a…
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ERIC Educational Resources Information Center
Swanson, Elizabeth; Wanzek, Jeanne
2014-01-01
Secondary-level content area teachers face unique challenges in helping their students successfully read, understand, and learn content from complex texts in their discipline. In this article, a set of research-based practices designed to provide effective and feasible instruction to improve students' reading and comprehension of text and content…
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ERIC Educational Resources Information Center
Pickens, Tyra W.
2016-01-01
The purpose of the current study was to examine features of adolescent reading comprehension trajectories and make within-person and between-person analyses of growth that occurs during the high school grades. Racial and socioeconomic group differences of the adolescent reading trajectories were also investigated and compared. This examination…
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Does mClass Reading 3D Predict Student Reading Proficiency on High-Stakes Assessments?
ERIC Educational Resources Information Center
Bowles, Amy S.
2015-01-01
This quantitative, correlational study investigated the relationship between the North Carolina End of Grade Assessment of Reading Comprehension (NCEOG) and mClass Reading 3D assessment in a North Carolina elementary school. It especially examined the degree to which mClass Reading 3D measures predict scores on the reading comprehension portion of…
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ERIC Educational Resources Information Center
Curinga, Rebecca
2014-01-01
The present research examines the role of morphological awareness in reading comprehension of high school emergent bilinguals. As an increasing number of research studies contribute to our understanding of morphological awareness, i.e. the ability to reflect on and manipulate morphologically complex derived words, we are better able to appreciate…
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Cooperative Learning Model toward a Reading Comprehensions on the Elementary School
ERIC Educational Resources Information Center
Murtono
2015-01-01
The purposes of this research are: (1) description of reading skill the students who join in CIRC learning model, Jigsaw learning model, and STAD learning model; (2) finding out the effective of learning model cooperative toward a reading comprehensions between the students who have high language logic and low language logic; and (3) finding out…
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ERIC Educational Resources Information Center
National Comprehensive Center for Teacher Quality, 2009
2009-01-01
The National Comprehensive Center for Teacher Quality (TQ Center) is a resource to which the regional comprehensive centers, states, and other education stakeholders turn for strengthening the quality of teaching--especially in high-poverty, low-performing, and hard-to-staff schools--and for finding guidance in addressing specific needs, thereby…
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ERIC Educational Resources Information Center
Manpower Administration (DOL), Washington, DC. Job Corps.
An advanced General Education Program has been designed to prepare an individual with the information, concepts, and general knowledge required to successfully pass the American Council on Education's High School General Education Development (GED) Test. The Advanced General Education Program provides comprehensive self-instruction in each of the…
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ERIC Educational Resources Information Center
Stager, Phillip A.
2010-01-01
The purpose of this study was to investigate the effects of using flashcards to develop automaticity (rapid word recognition) with key vocabulary words and phrases in order to improve fluency and reading comprehension skills for participants with and without diagnosed learning disabilities enrolled in a high school Spanish course. Eighty-seven…
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ERIC Educational Resources Information Center
Weisberg, Renee; Balajthy, Ernest
A study investigated transfer effects of training below average high school readers in the use of graphic organizers and summary writing on their recognition of compare/contrast text structure. Subjects, 32 high school students with below-expectancy standardized test scores, were placed in two groups: an experimental group (five males and 11…
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ERIC Educational Resources Information Center
Quinlan, Susan E.
Despite its cold and barren appearance, Alaska's tundra supports a surprising variety of insects, birds, and mammals. In this document, three teacher's guides (for primary, upper elementary, and junior and senior high schools) and a supplementary resource packet present a comprehensive unit of study on Alaska's living tundra. The five lessons in…
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McCartney, Elspeth; Boyle, James; Ellis, Sue
2015-01-01
Some children in areas of social deprivation in Scotland have lower reading attainment than neighbouring children in less deprived areas, and some of these also have lower spoken language comprehension skills than expected by assessment norms. There is a need to develop effective reading comprehension interventions that fit easily into the school curriculum and can benefit all pupils. A feasibility study of reading comprehension strategies with existing evidence of efficacy was undertaken in three mainstream primary schools within an area of social deprivation in west central Scotland, to decide whether further investigation of this intervention was warranted. Aims were to measure comprehension of spoken language and reading via standardised assessments towards the beginning of the school year (T1) in mainstream primary school classrooms within an area of social deprivation; to have teachers introduce previously-validated text comprehension strategies, and to measure change in reading comprehension outcome measures towards the end of the year (T2). A pre- and post-intervention cohort design was used. Reading comprehension strategies were introduced to staff in participating schools and used throughout the school year as part of on-going reading instruction. Spoken language comprehension was measured by TROG-2 at T1, and reading progress by score changes from T1 to T2 on the WIAT-II(UK) -T reading comprehension scale. Forty-seven pupils in five classes in three primary schools took part: 38% had TROG-2 scores below the 10(th) centile. As a group, children made good reading comprehension progress, with a medium effect size of 0.46. Children with TROG-2 scores below the 10(th) centile had lower mean reading scores than others at T1 and T2, although with considerable overlap. However, TROG-2 did not make a unique contribution to reading progress: children below the 10(th) centile made as much progress as other children. The intervention was welcomed by schools, and the measure of reading comprehension proved responsive to change. The outcomes suggest the reading intervention may be effective for children with and without spoken language comprehension difficulties, and warrants further investigation in larger, controlled, studies. © 2014 Royal College of Speech and Language Therapists.
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ERIC Educational Resources Information Center
Berisha, Anna-Kaisa; Seppänen, Piia
2017-01-01
The Finnish comprehensive school system is regularly referred to as a uniform and "no-tracking". In this article, we show with novel urban case data in Finland that school performance differed significantly between schools, most strikingly between school classes, and was connected to the school's selectiveness in pupil admission. A…
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Introduction to Vocations Comprehensive Middle School Program: Mathematics Activities.
ERIC Educational Resources Information Center
Gartner, Karen; And Others
Junior high or middle school student activities in mathematics are provided for three entry level occupations in each of fifteen career clusters. The fifteen cluster titles including one of the three occupations for each cluster with an example of a student activity follow: (1) Agri-business and Natural Resources (cropdusting pilot, reading an…
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Cisco Networking Academy: Next-Generation Assessments and Their Implications for K-12 Education
ERIC Educational Resources Information Center
Liu, Meredith
2014-01-01
To illuminate the possibilities for next-generation assessments in K-12 schools, this case study profiles the Cisco Networking Academy, which creates comprehensive online training curriculum to teach networking skills. Since 1997, the Cisco Networking Academy has served more than five million high school and college students and now delivers…
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The Regis Plan for Individualization.
ERIC Educational Resources Information Center
Newton, Robert R.
The trend away from closed teaching systems and toward open learning systems between 1965 and 1975 led to the introduction of a number of isolated innovations in Regis High School, a Catholic school in New York City. To provide a sense of coherence and direction to these changes, the faculty designed a comprehensive model for program development…
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Preparing Students for Careers, Not Just Jobs
ERIC Educational Resources Information Center
Ciccolo, Joseph A.
2008-01-01
Massachusetts, home to some of the most prestigious institutions of higher education, has also been a leader for decades in the delivery of career and technical education (CTE). Across the state of 351 cities and towns, there are 26 regional CTE school districts and dozens more technical wings in comprehensive high schools. CTE institutions such…
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ERIC Educational Resources Information Center
Mitchell, Douglas E.; Karam, Rita
The report describes a project to document the content, nature, and effectiveness of services to limited-English-proficient (LEP) students in the Ontario-Montclair School District (California), which has a high concentration of LEP students and a variety of English language development (ELD) programs. The district developed a comprehensive…
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Kenston Aerospace: Title III ESEA Project.
ERIC Educational Resources Information Center
Kenston Local School District, Chagrin Falls, OH.
The objectives of a three-year comprehensive aerospace education program at Kenston High School, Chagrin Falls, Ohio, funded under Title III ESEA, were to provide marketable skills for non-College-bound students as well as counseling for the student planning on college or technical school education in the aviation field. Students also were taught…
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ERIC Educational Resources Information Center
Patton, James R., Ed.; Blalock, Ginger, Ed.
Eleven chapters provide in-depth perspectives on outcomes and issues of youth with learning disabilities as they move from high school to adulthood. Stressed throughout is the importance of comprehensive transition planning and the educational, employment, social, and living options available to persons with learning disabilities. Chapter titles…
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Cost-Effectiveness of Comprehensive School Reform in Low Achieving Schools
ERIC Educational Resources Information Center
Ross, John A.; Scott, Garth; Sibbald, Tim M.
2012-01-01
We evaluated the cost-effectiveness of Struggling Schools, a user-generated approach to Comprehensive School Reform implemented in 100 low achieving schools serving disadvantaged students in a Canadian province. The results show that while Struggling Schools had a statistically significant positive effect on Grade 3 Reading achievement, d = 0.48…
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National Comprehensive School Reform: An Analysis of Six Reform Models 1980-2000
ERIC Educational Resources Information Center
Feinzimer, Laurie Gault
2009-01-01
This study analyzes six different National Comprehensive Reform Models through multiple lenses. It seeks to discover how the models of ATLAS Communities, Accelerated Schools Plus, Co-nect Schools, Expeditionary Learning Schools Outward Bound, Modern Red SchoolHouse and Urban Learning Centers both restructure and reculture the schools in which they…
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ERIC Educational Resources Information Center
Goodman-Scott, Emily; Betters-Bubon, Jennifer; Donohue, Peg
2015-01-01
School counselors are tasked with contributing to a safe and preventative school climate serving students' academic, career, and social/emotional needs through comprehensive school counseling program implementation. Positive Behavioral Interventions and Supports (PBIS) prioritizes a positive school climate, is widely implemented in the United…
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ERIC Educational Resources Information Center
Dykeman, Cass, Ed.
Twenty-three brief chapters provide administrators a comprehensive guide to school counseling that describes practices, problems, and processes for which school counselors' expertise may be relied on. Chapters are: (1) "Comprehensive School Counseling Programs" (Z. VanZandt, K. H. Burke, M. J. DeRespino); (2) "The Elementary School Counseling…
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ERIC Educational Resources Information Center
Tushnet, Naida C., Flaherty, John, Jr., Smith, And
2004-01-01
The Longitudinal Assessment of Comprehensive School Reform Implementation and Outcomes (LACIO) responds to the No Child Left Behind Act's requirement for an evaluation of the federal Comprehensive School Reform (CSR) program. The legislation stipulates two broad goals for the evaluation: (1) to evaluate the implementation and outcomes achieved by…
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Protective Effects of Middle School Comprehensive Sex Education with Family Involvement
ERIC Educational Resources Information Center
Grossman, Jennifer M.; Tracy, Allison J.; Charmaraman, Linda; Ceder, Ineke; Erkut, Sumru
2014-01-01
Background: School-based comprehensive sex education programs can reduce early adolescents' risky sexual behavior. The purpose of this study was to assess the effectiveness of a 3-year comprehensive sex education program in delaying vaginal sex for middle school students and whether the family component of the intervention contributes to its…
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NASA Astrophysics Data System (ADS)
Kapucu, Serkan; Bahçivan, Eralp
2015-05-01
Background: There are some theoretical evidences that explain the relationships between core beliefs (i.e., epistemological beliefs) and peripheral beliefs (self-efficacy in learning) in the literature. The close relationships of such type of beliefs with attitudes are also discussed by some researchers. Constructing a model that investigates these relationships by considering theoretical and empirical evidences can empower researchers to discuss these relationships more comprehensively. Purpose: The purpose of this study is to explore the relationships among Turkish high school students' scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics. Sample: A total of 632 high school students participated in this study; however, 269 female and 229 male (a total of 498) high school students' data were used. Design and methods: Three distinct instruments that measure scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics were combined into a unique questionnaire form and it was distributed to high school students. To explore the relationships among these variables, structural equation modeling was used. Results: The results showed that scientific epistemological belief dimensions uncovered by the nature of knowing (source and justification) significantly and positively related to both self-efficacy in learning physics and attitudes toward other important physics dimensions. Additionally, self-efficacy in learning physics significantly and positively predicted attitudes toward multiple physics dimensions (importance, comprehension and requirement). However, epistemological belief dimensions related to the nature of knowledge (certainty and development) did not have significant impact on self-efficacy in learning physics or attitudes toward physics. Conclusions: This study concludes that there are positive and significant relationships among Turkish high school students' scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics.
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2012-01-01
Background In Iran, admission to medical school is based solely on the results of the highly competitive, nationwide Konkoor examination. This paper examines the predictive validity of Konkoor scores, alone and in combination with high school grade point averages (hsGPAs), for the academic performance of public medical school students in Iran. Methods This study followed the cohort of 2003 matriculants at public medical schools in Iran from entrance through internship. The predictor variables were Konkoor total and subsection scores and hsGPAs. The outcome variables were (1) Comprehensive Basic Sciences Exam (CBSE) scores; (2) Comprehensive Pre-Internship Exam (CPIE) scores; and (3) medical school grade point averages (msGPAs) for the courses taken before internship. Pearson correlation and regression analyses were used to assess the relationships between the selection criteria and academic performance. Results There were 2126 matriculants (1374 women and 752 men) in 2003. Among the outcome variables, the CBSE had the strongest association with the Konkoor total score (r = 0.473), followed by msGPA (r = 0.339) and the CPIE (r = 0.326). While adding hsGPAs to the Konkoor total score almost doubled the power to predict msGPAs (R2 = 0.225), it did not have a substantial effect on CBSE or CPIE prediction. Conclusions The Konkoor alone, and even in combination with hsGPA, is a relatively poor predictor of medical students’ academic performance, and its predictive validity declines over the academic years of medical school. Care should be taken to develop comprehensive admissions criteria, covering both cognitive and non-cognitive factors, to identify the best applicants to become "good doctors" in the future. The findings of this study can be helpful for policy makers in the medical education field. PMID:22840211
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Hayes, Dayle; Contento, Isobel R; Weekly, Carol
2018-05-01
It is the position of the Academy of Nutrition and Dietetics, School Nutrition Association, and Society for Nutrition Education and Behavior that comprehensive, integrated nutrition programs in preschool through high school are essential to improve the health, nutritional status, and academic performance of our nation's children. Through the continued use of multidisciplinary teams, local school needs will be better identified and addressed within updated wellness policies. Updated nutrition standards are providing students with a wider variety of fruits, vegetables, and whole grains, while limiting sodium, calories, and saturated fat. Millions of students enjoy school meals every day in the United States, with the majority of these served to children who are eligible for free and reduced-priced meals. To maximize impact, the Academy, School Nutrition Association, and Society for Nutrition Education and Behavior recommend specific strategies in the following key areas: food and nutrition services available throughout the school campus, nutrition initiatives such as farm to school and school gardens, wellness policies, nutrition education and promotion, food and beverage marketing at school, and consideration of roles and responsibilities. Copyright © 2018 The Academy of Nutrition and Dietetics, the Society for Nutrition Education and Behavior, and School Nutrition Association. Published by Elsevier Inc. All rights reserved.
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ERIC Educational Resources Information Center
Eklund, Katie; Rossen, Eric; Charvat, Jeff; Meyer, Lauren; Tanner, Nick
2016-01-01
The National Association of School Psychologists' Model for Comprehensive and Integrated School Psychological Services (2010a), often referred to as the National Association of School Psychologists' Practice Model, describes the comprehensive range of professional skills and competencies available from school psychologists across 10 domains. The…
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ERIC Educational Resources Information Center
Harris-Bingham, Tranae
2017-01-01
The purpose of this study is to examine the relationships among the level of comprehensive school counseling program implementation, school counselors' leadership practices, and their schools' Title I status. Existing research examining the level of program implementation and school counselor leadership practices is limited and the representation…
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Comprehensive School Reform & Student Achievement in Kentucky Middle Schools
ERIC Educational Resources Information Center
Evans-Andris, Melissa; Usui, Wayne M.
2008-01-01
This project examines the effects of Comprehensive School Reform (CSR) models on the achievement of students in Kentucky middle schools. Previous studies exploring the effects of CSR on schools and student achievement have rendered mixed results (Berends, 2000; May & Supovitz, 2006; May, Supovitz, & Perda, 2004; RAND, 2002; Zhang,…
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Listen to the Voices: School Counselors and Comprehensive School Counseling Programs
ERIC Educational Resources Information Center
Dahir, Carol A.; Burnham, Joy J.; Stone, Carolyn
2009-01-01
Presently, many state departments of education and school counselor associations have published second-generation documents aligned with the ASCA National Model[R] (American School Counselor Association, 2005). This research study analyzed some school counselors' readiness to deliver comprehensive programs by assessing their attitudes, beliefs,…
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Evidence-based health promotion programs for schools and communities.
Inman, Dianna D; van Bakergem, Karen M; Larosa, Angela C; Garr, David R
2011-02-01
Healthy People 2020 includes an objective to increase the proportion of elementary, middle, and senior high schools that provide comprehensive school health education to prevent health problems in the following areas: unintentional injury; violence; suicide; tobacco use and addiction; alcohol or other drug use; unintended pregnancy, HIV/AIDS, and sexually transmitted infections (STI); unhealthy dietary patterns; and inadequate physical activity. These specific goals are part of the efforts of Healthy People 2020 to increase the proportion of elementary, middle, and senior high schools that have health education goals or objectives that address the knowledge and skills articulated in the National Health Education Standards. A focus on Pre-K through 12 health education is a prerequisite for the implementation of a coordinated, seamless approach to health education as advocated by the Healthy People Curriculum Task Force and incorporated into the Education for Health framework. To help accomplish these goals, this article views the role of education as part of the broader socioecologic model of health. A comprehensive literature review was undertaken to identify evidence-based, peer-reviewed programs, strategies, and resources. The results of this review are presented organized as sexual health, mental and emotional health, injury prevention, tobacco and substance abuse, and exercise and healthy eating. Evidence-based implementation strategies, often considered the missing link, are recommended to help achieve the Healthy People 2020 objective of increasing the prevalence of comprehensive school health education programs designed to reduce health risks for children. Copyright © 2011 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.
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ERIC Educational Resources Information Center
Easter, John; And Others
Comprehensive Achievement Monitoring (CAM) is a system designed to provide a curriculum defined in terms of performance objectives, test items to measure student performance on each objective, a set of comparable test forms to evaluate performance, testing throughout the period of course, computerized analysis and reporting of results after test…
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ERIC Educational Resources Information Center
Augustin, Marc A.; Yanping, Ann
The Alternative Basic Comprehension Program (Project A.B.C.) was an Elementary and Secondary Education Act Title VII-funded special alternative instructional program in its fourth year at two high schools in the Bronx (New York). In 1993-94, the project served 264 students of limited English proficiency from many countries. Participating students…
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ERIC Educational Resources Information Center
Diaz, Ivan
2010-01-01
The purpose of this study was to determine if Morphological Instruction (knowledge of the Germanic, Latin, and Greek words, roots, and affixes of English) was an effective instructional approach towards accelerating the acquisition of spelling, vocabulary, and reading comprehension and closing at least a 6,000 word gap between English language…
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ERIC Educational Resources Information Center
McIntryre, Nancy S.; Solari, Emily J.; Gonzalez, Joseph E.; Solomon, Marjorie; Lerro, Lindsay E.; Novotny, Stephanie; Oswald, Tasha M.; Mundy, Peter C.
2017-01-01
This study of 8-16-year-olds was designed to test the hypothesis that reading comprehension impairments are part of the social communication phenotype for many higher-functioning students with autism spectrum disorder (HFASD). Students with HFASD (n = 81) were compared to those with high attention-deficit/hyperactivity disorder symptomatology…
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Supporting Our Youngest Children: Early Head Start Programs in 2010. Brief No. 11
ERIC Educational Resources Information Center
Schmit, Stephanie; Ewen, Danielle
2012-01-01
Since 1965, Head Start has provided high quality early education and comprehensive support services to the nation's poorest children from ages 3 through school age. In 1994, the federal Early Head Start (EHS) program was created to address the comprehensive needs of poor children under age 3 and pregnant women. Head Start and Early Head Start's…
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ERIC Educational Resources Information Center
McIntyre, Nancy S.; Solari, Emily J.; Gonzales, Joseph E.; Solomon, Marjorie; Lerro, Lindsay E.; Novotny, Stephanie; Oswald, Tasha M.; Mundy, Peter C.
2017-01-01
This study of 8-16-year-olds was designed to test the hypothesis that reading comprehension impairments are part of the social communication phenotype for many higher-functioning students with autism spectrum disorder (HFASD). Students with HFASD (n = 81) were compared to those with high attention-deficit/hyperactivity disorder symptomatology…
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Concept Mapping as a Reading Strategy: Does It Scaffold Comprehension and Recall?
ERIC Educational Resources Information Center
Tajeddin, Zia; Tabatabaei, Soudabeh
2016-01-01
Concept maps reflect the linkage of concepts or facts within a text. This study was set out to investigate whether concept mapping as a learning strategy would have any scaffolding effect on the reading comprehension and recall of propositions by L2 learners. Out of 60 high school students, 30 in the experimental group were exposed to concept…
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ERIC Educational Resources Information Center
McCormick, Sandra; Cooper, John O.
The study reported in this paper investigated the effects of a frequently recommended study technique on the comprehension of expository text by high-school students having learning disabilities. The instructional procedure studied was "Survey, Question, Read, Recite, Review" (SQ3R). Six experiments were conducted over a 3-year period,…
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ERIC Educational Resources Information Center
Wang, Yen-Hui
2016-01-01
This study explores the differences between more successful and less successful EFL readers in their comprehension performance and abilities to use reading strategies in interaction with English texts through thinking aloud while reading in pairs. Ten freshman high school students participated in pairs in four think-aloud reading tasks to think…
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Examining the Simple View of Reading Model for United States High School Spanish Students
ERIC Educational Resources Information Center
Sparks, Richard; Patton, Jon
2016-01-01
The Simple View of Reading (SVR) model, which posits that reading comprehension is the product of word decoding and language comprehension that make independent contributions to reading skill, has been found to explain the acquisition of first language (L1) reading and second language (L2) reading in young English language learners (ELLs).…
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Effectiveness of Corrective Reading on Reading Comprehension and Fluency in At-Risk Students
ERIC Educational Resources Information Center
Weaver, Barbara Jean Alexander
2012-01-01
One of the greatest predictors and characteristics of a high school dropout has been poor reading skills. Students with low achievement levels in reading by the end of third grade are at greater risk of becoming a dropout. The study sought to determine whether the Corrective Reading Program impacted reading comprehension and fluency skills of…
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ERIC Educational Resources Information Center
Briggs, Laura Clark
2017-01-01
Research on secondary student reading comprehension performance is scant, yet demands for improved literacy at college and career levels indicate that an understanding of trends and growth patterns is necessary to better inform teaching and learning for high school students. To improve understanding of reading performance at the secondary level,…
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Utilizing Authentic Materials on Students' Listening Comprehension: Does It Have Any Influence?
ERIC Educational Resources Information Center
Dewi, Resti Citra
2018-01-01
The purpose of this study was to investigate the influence of using authentic materials on EFL students' in listening comprehension. The participants of this study was the second year students of Junior High School in Indonesia, 2014/2015 academic year. The population of this study consisted of five parallel classes with the total number of the…
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Strength and Comprehensiveness of School Wellness Policies in Southeastern US School Districts.
Cox, Melissa J; Ennett, Susan T; Ringwalt, Christopher L; Hanley, Sean M; Bowling, James M
2016-09-01
In 2004, Congress passed legislation mandating that all public school districts participating in federal school meal programs develop a school wellness policy (SWP) to direct efforts related to nutrition and physical activity. We examined the extent to which SWPs varied in comprehensiveness and strength in a representative sample of school districts in the southeastern United States, the area of the country with the highest rates of childhood obesity. Policies were assessed using an established 96-item coding tool by 2 raters to ascertain the comprehensiveness and strength of the policies as a whole, and across distinct subsections specified by federal legislation. In addition, variability in SWP comprehensiveness and strength was assessed based on district sociodemographic characteristics. Overall, SWPs in the southeastern states are weakly written, fragmented, and lack requirements necessary for healthy school environments. District size, which was the only sociodemographic factor related to policy characteristics, yielded an inverse association. To encourage continued promotion of healthy school environments, school districts will require technical support to improve the quality of their school wellness policies. © 2016, American School Health Association.
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Sparks, Richard L; Luebbers, Julie
Conventional wisdom suggests that students classified as learning disabled will exhibit difficulties with foreign language (FL) learning, but evidence has not supported a relationship between FL learning problems and learning disabilities. The simple view of reading model posits that reading comprehension is the product of word decoding and language comprehension and that there are good readers and 3 types of poor readers-dyslexic, hyperlexic, and garden variety-who exhibit different profiles of strengths and/or deficits in word decoding and language comprehension. In this study, a random sample of U.S. high school students completing first-, second-, and third-year Spanish courses were administered standardized measures of Spanish word decoding and reading comprehension, compared with monolingual Spanish readers from first to eleventh grades, and classified into reader types according to the simple view of reading. The majority of students fit the hyperlexic profile, and no participants fit the good reader profile until they were compared with first- and second-grade monolingual Spanish readers. Findings call into question the practice of diagnosing an FL "disability" before a student engages in FL study.
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Comprehensive School Reform: A Longitudinal Study of School Improvement in One State
ERIC Educational Resources Information Center
Good, Thomas L.; Burross, Heidi Legg; McCaslin, Mary M.
2005-01-01
We report on comprehensive school reform (CSR) reform in 48 schools over 6 consecutive years. In 1998, a total of 24 schools received CSR awards to improve student achievement. Control schools were carefully matched on 26 demographic variables to form a comparison group. Students' average performance, as represented in publicly available school…
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ERIC Educational Resources Information Center
Linker, Jenny M.; Ford, Kristen M.; Knutson, Julie M.; Goplen, Hailey A.
2018-01-01
Physical educators have been identified as ideal school champions to lead comprehensive school physical activity program (CSPAP) efforts within their schools. As such, they should be adequately prepared to take on this role. Faculty from three physical and health education teacher education programs have collaboratively developed the…
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ERIC Educational Resources Information Center
Hakala, Juha T.; Leivo, Marjaana
2017-01-01
This article examines the discrepancy between the ideology of inclusive education and the national education policy in the Finnish comprehensive school education. The study covers twenty years and is based on observations that indicate that the change in comprehensive school education, grounded in inclusive education ideals, has been slow. This…
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ERIC Educational Resources Information Center
Jones, Emily M.; Taliaferro, Andrea R.; Elliott, Eloise M.; Bulger, Sean M.; Kristjansson, Alfgeir L.; Neal, William; Allar, Ishonté
2014-01-01
Increasing rates of childhood obesity has prompted calls for comprehensive approaches to school-based physical activity (PA). The purpose of this study was to evaluate the feasibility of comprehensive school physical activity program (CSPAP) development and related contextual issues within a rural Appalachian county using a Systems Approach. A…
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ERIC Educational Resources Information Center
Schlosser, Grace A.
With the growing popularity of comprehensive guidance and counseling programs in the schools, school personnel need model programs to guide them. An annotated list of suggested resources, designed to assist schools in the selection of materials to support comprehensive counseling and guidance programs, is provided here. All of the materials have…
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The Experience of 50 Years of Comprehensive Schooling in Scotland
ERIC Educational Resources Information Center
Howieson, Cathy; Croxford, Linda; Murphy, Daniel
2017-01-01
The year 2015 was the 50th anniversary of the introduction of comprehensive schooling in Scotland. This article outlines the two models of comprehensive schooling pursued over this period: the first which aimed to promote a universal, common system, and the second, from around 2000, which has prioritised diversity and choice. Equality (in its…
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Spirituality and Comprehensive School Counseling Programs
ERIC Educational Resources Information Center
Sink, Christopher A.
2004-01-01
Comprehensive school counseling programs (CSCPs) have evolved into well-articulated organizational frameworks that will successfully guide school counseling practice for years to come (American School Counselor Association [ASCA], 2003; Gysbers & Henderson, 2000, 2005). At their heart, CSCPs emphasize that as society and families continue to…
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ERIC Educational Resources Information Center
Antrop-Gonzalez, Rene
2011-01-01
Large, comprehensive urban high schools were designed and constructed with the belief that they could meet the needs of all its students, academic and otherwise. By and large, however, these schools have only done a good job of sorting students for specific jobs in a society based on capitalism and White supremacy. Consequently, students schooled…
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ERIC Educational Resources Information Center
Eick, Caroline
2010-01-01
This article contributes to one's historical understanding of student experience in general, and more particularly, to one's understanding of developing cross-group relationships within desegregated schools over the second half of the twentieth century. The article draws from a broader study that examines students' evolving relationships within a…
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ERIC Educational Resources Information Center
Kalahar, Kory G.
2011-01-01
Student failure is a prominent issue in many comprehensive secondary schools nationwide. Researchers studying error, reliability, and performance in organizations have developed and employed a method known as critical incident technique (CIT) for investigating failure. Adopting an action research model, this study involved gathering and analyzing…
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Toward Teen Health. The Ounce of Prevention Fund School-Based Adolescent Health Centers.
ERIC Educational Resources Information Center
Stone, Rebecca
Sponsored by the Ounce of Prevention Fund, this report presents a comprehensive look at three Toward Teen Health high school-based, adolescent health centers in Chicago, Illinois. Following a brief introduction, the report provides the rationale for opening adolescent health centers and outlines the principles that guide the centers. Next, a…
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A Historical View of the Impact of a Secondary Literacy Framework
ERIC Educational Resources Information Center
Cazier, James S.
2011-01-01
Little is known about the impact of staff development programs on student reading comprehension performance. This study examined the impact of staff supported through "Reading Next"'s Project C.R.I.S.S. on middle and high school student remedial reading performance in one Southwestern U.S. school district from 2005 to 2010. This…
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African Americans' Participation in a Comprehensive Intervention College Prep Program
ERIC Educational Resources Information Center
Sianjina, Rayton R.; Phillips, Richard
2014-01-01
The National Center for Educational Statistics, in conjunction with the U.S. Department of Education, compiles statistical data for U.S. schools. As charts indicate, in 2001, it reported that nationwide, 76% of high-income graduates immediately enroll in colleges or trade schools. However, only 49% of Hispanic and 59% of African Americans enroll…
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Effects of a Group Intervention on the Career Network Ties of Finnish Adolescents
ERIC Educational Resources Information Center
Jokisaari, Markku; Vuori, Jukka
2011-01-01
The authors evaluated how a group-based career intervention affected career network ties among Finnish adolescents as they made educational choices and prepared for their transition to secondary education. They examined the career-related network ties of 868 students during their last year in comprehensive school (junior high school) in a…
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Interdisciplinary Project-Based Learning Leads to Success
ERIC Educational Resources Information Center
Anderson, James
2010-01-01
Project-based learning and academic integration are integral parts of the automotive technology program at Greenville High School. This Ohio comprehensive school has used both of these strategies for the past 15 years and their success is reflected in nine state SkillsUSA gold medals and one bronze, in addition to eight gold medals earned at the…
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ERIC Educational Resources Information Center
National Center for Education Evaluation and Regional Assistance, 2014
2014-01-01
The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to…
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ERIC Educational Resources Information Center
Koludrovic, Morana; Ercegovac, Ina Reic
2017-01-01
In Croatia, another comprehensive reform of the education system is being implemented. Although it proposes a number of reforms to the school system, we think that providing better training to future teachers during their studies would further contribute to the quality of education. The initial education of elementary and high school teachers is…
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Time for a Tune-Up: Comprehensive Curriculum Evaluation
ERIC Educational Resources Information Center
Meyers, Lisa H.
2005-01-01
How important is a high-quality curriculum? A school without a quality curriculum is like a car without an engine--neither goes anywhere. One responsibility of a school administrator is to ensure that quality curriculum is designed, adopted, and implemented. The No Child Left Behind act (NCLB) has focused the attention of an entire nation on the…
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ERIC Educational Resources Information Center
Lewandowski, Lawrence; Cohen, Justin; Lovett, Benjamin J.
2013-01-01
Students with disabilities often receive test accommodations in schools and on high-stakes tests. Students with learning disabilities (LD) represent the largest disability group in schools, and extended time the most common test accommodation requested by such students. This pairing persists despite controversy over the validity of extended time…
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Comparing School-Based Teen Pregnancy Prevention Programming: Mixed Outcomes in an At-Risk State
ERIC Educational Resources Information Center
Oman, Roy F.; Merritt, Breanca T.; Fluhr, Janene; Williams, Jean M.
2015-01-01
Background: The purpose of this study is to compare the effectiveness of a national comprehensive teen pregnancy prevention (TPP) intervention to a national abstinence-only TPP intervention on middle school students' knowledge, attitudes, and behaviors related to teen sexual behaviors in a state with high teen birth rates. Methods: Pre- and…
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Examining the Full Potential of the Extended School
ERIC Educational Resources Information Center
Orchard, Linda
2007-01-01
This paper describes a project aimed at helping children and their families achieve their potential. It is based in an area of high social disadvantage. The authors explain how parenting classes held at a community college (a comprehensive school with provision for adult education), have led to the development of a suite of courses leading to…
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Islam and the Textbooks. A Report of the American Textbook Council.
ERIC Educational Resources Information Center
Sewall, Gilbert T.
How widely adopted world history textbooks cover Islam and the history of the Middle East is a timely and important subject to explore. In 2001 the American Textbook Council began a comprehensive review of middle school and high school world history textbooks. The Council relied on respected historians and standard sources, influential articles…
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The Facilitative Effect of Acute Rhythmic Exercise on Reading Comprehension of Junior High Students
ERIC Educational Resources Information Center
Mead, Tim P.; Roark, Susan; Larive, Lane J.; Percle, Kristen C.; Auenson, Rachel N.
2013-01-01
With tightening school budgets and continued emphasis on core subject standardized testing, physical education often takes a backseat to academic areas that school administrators deem more important. Much time is spent using improvement strategies in the classroom that do not involve exercise. Two hundred eighty-five sixth to eighth grade students…
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ERIC Educational Resources Information Center
Rowan, Brian; Miller, Robert J.
2007-01-01
This article develops a conceptual framework for studying how three comprehensive school reform (CSR) programs organized schools for instructional change and how the distinctive strategies they pursued affected implementation outcomes. The conceptual model views the Accelerated Schools Project as using a system of cultural control to produce…
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ERIC Educational Resources Information Center
Correnti, Richard; Rowan, Brian
2007-01-01
This study examines patterns of literacy instruction in schools adopting three of America's most widely disseminated comprehensive school reform (CSR) programs (the Accelerated Schools Project, America's Choice, and Success for All). Contrary to the view that educational innovations seldom affect teaching practices, the study found large…
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ERIC Educational Resources Information Center
Nelson, J. Ron; Martella, Ronald M.; Marchand-Martella, Nancy
2002-01-01
A study evaluated a comprehensive school-wide program based on an effective behavioral support approach for preventing disruptive behaviors implemented in seven elementary schools. The program included a school-wide discipline program, tutoring, conflict resolution, and functional behavioral intervention plans. Schools showed positive effects on…
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Strength and Comprehensiveness of School Wellness Policies in Southeastern US School Districts
ERIC Educational Resources Information Center
Cox, Melissa J.; Ennett, Susan T.; Ringwalt, Christopher L.; Hanley, Sean M.; Bowling, James M.
2016-01-01
Background: In 2004, Congress passed legislation mandating that all public school districts participating in federal school meal programs develop a school wellness policy (SWP) to direct efforts related to nutrition and physical activity. We examined the extent to which SWPs varied in comprehensiveness and strength in a representative sample of…
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Improving the health of U.S. children: the need for early interventions in tobacco use.
Glynn, T J
1993-07-01
Despite considerable progress, tobacco use continues to be a major public health problem in the United States, killing more U.S. citizens each year than alcohol, cocaine, crack, heroin, homicide, suicide, car accidents, fires, and AIDS combined. There is cause for particular concern about smoking and other tobacco use by children. Although adolescent smoking declined in the late 1970s and early 1980s, the combination of a now-flat daily smoking prevalence rate among high school seniors, high smoking rates among high school dropouts, and increased use of smokeless tobacco argues for renewed efforts in tobacco use prevention. The greater risk associated with tobacco use at early ages suggests the need for comprehensive interventions (i.e., involving policy change, advertising restrictions, health professionals, and comprehensive school health education) before the prime age for tobacco use initiation (i.e., 12 to 14 years old), for repeated reinforcement of these interventions through adolescence, for innovative ways of reaching underserved--particularly high-risk and minority--youth with effective tobacco use prevention efforts, and for research to determine both the short-term and the long-term effectiveness of these approaches.
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Implementation of a Text-Based Content Intervention in Secondary Social Studies Classes.
Wanzek, Jeanne; Vaughn, Sharon
2016-12-01
We describe teacher fidelity (adherence to the components of the treatment as specified by the research team) based on a series of studies of a multicomponent intervention, Promoting Acceleration of Comprehension and Content Through Text (PACT), with middle and high school social studies teachers and their students. Findings reveal that even with highly specified materials and implementing practices that are aligned with effective reading comprehension and content instruction, teachers' fidelity was consistently low for some components and high for others. Teachers demonstrated consistently high implementation fidelity and quality for the instructional components of building background knowledge (comprehension canopy) and teaching key content vocabulary (essential words), whereas we recorded consistently lower fidelity and quality of implementation for the instructional components of critical reading and knowledge application. © 2016 Wiley Periodicals, Inc.
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Comprehensive School Safety Initiative Report
ERIC Educational Resources Information Center
National Institute of Justice, 2014
2014-01-01
The National Institute of Justice (NIJ) developed the Comprehensive School Safety Initiative in consultation with federal partners and Congress. It is a research-focused initiative designed to increase the safety of schools nationwide through the development of knowledge regarding the most effective and sustainable school safety interventions and…
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Whole-School Reform. ERIC Digest, Number 124.
ERIC Educational Resources Information Center
McChesney, Jim
This Digest describes several programs designed to foster successful school reform, and examines the Comprehensive School Reform Demonstration (CSRD) Program, recently approved by Congress. Whole-school (or comprehensive) reform includes a cross-disciplinary set of nationwide and local programs, dedicated to the intellectual and personal nurturing…
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ERIC Educational Resources Information Center
Aladjem, Daniel K.; Birman, Beatrice F.; Orland, Martin; Harr-Robins, Jenifer; Heredia, Alberto; Parrish, Thomas B.; Ruffini, Stephen J.
2010-01-01
This exploratory study describes approaches to improving schools through retrospective, in-depth qualitative case studies. To select schools to be examined, the authors sought to identify Comprehensive School Reform (CSR) schools demonstrating two distinctive patterns of improved student achievement between 2000 and 2005, rapid-improvement (i.e.,…
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A pilot demonstration of comprehensive mental health services in inner-city public schools.
Walter, Heather J; Gouze, Karen; Cicchetti, Colleen; Arend, Richard; Mehta, Tara; Schmidt, Janet; Skvarla, Madelynn
2011-04-01
National policy statements increasingly espouse the delivery of comprehensive mental health services in schools. In response to the limited evidence supporting this recommendation, the purpose of this study was to assess the need for, and feasibility, desirability, and outcomes of a full model of comprehensive mental health services in 2 public elementary schools in inner-city neighborhoods. The program, based upon a national model for comprehensive school mental health services, comprised universal and indicated preventive as well as clinical interventions designed to target needs identified in a baseline screening survey. The program was implemented over 1 school year by mental health professionals in collaboration with school teachers. Mental health outcomes comparing baseline to follow-up data were assessed in multiple domains among students and teachers. After 1 year of intervention, students had significantly fewer mental health difficulties, less functional impairment, and improved behavior, and reported improved mental health knowledge, attitudes, beliefs, and behavioral intentions. Teachers reported significantly greater proficiency in managing mental health problems in their classrooms. School staff overwhelmingly endorsed satisfaction with the program. If the observed favorable findings from this pilot demonstration can be replicated in methodologically rigorous studies, additional support would be garnered for national policy recommendations about comprehensive school mental health services. © 2011, American School Health Association.
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ERIC Educational Resources Information Center
Yildirim, Kasim; Yildiz, Mustafa; Ates, Seyit; Rasinski, Timothy
2010-01-01
The aim of this study was to examine fifth grade elementary school students' listening and reading comprehension levels with regard to text types. This study was conducted on 180 fifth grade elementary school students in Sincan-Ankara in the spring semester of the academic year 2008-2009. The comprehension test was administered to students. The…
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ERIC Educational Resources Information Center
Durden, Tonia
2008-01-01
Like the African proverb, "It takes a village to raise a child", many educational researchers charge that it takes a comprehensive school reform to raise student achievement. With the passing of the No Child Left Behind legislation in 2002, national officials authorized the Comprehensive School Reform program to support low performing…
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Do comprehensive schools reduce social mobility?
Boliver, Vikki; Swift, Adam
2011-03-01
This paper investigates the claim that the shift from a selective to a comprehensive school system had a deleterious effect on social mobility in Great Britain. Using data from the National Child Development Study, we compare the chances, for both class and income mobility, of those who attended different kinds of school. Where media attention focuses exclusively on the chances for upward mobility of those children from lowly origins who were (or would have been) judged worthy of selection into a grammar school, we offer more rounded analyses. We match respondents in a way that helps us to distinguish those inequalities in mobility chances that are due to differences between children from those due to differences between the schools they attended; we look at the effects of the school system on the mobility chances of all children, not merely those from less advantaged origins; and we compare comprehensive- and selective-system schools, not merely comprehensive and grammar schools. After matching, we find, first, that going to a grammar school rather than a comprehensive does not make low-origin children more likely to be upwardly mobile but it helps them move further if they are; second, that grammar schools do not benefit working-class children, in terms of class mobility, more than they benefit service-class children, but, in terms of income mobility, such schools benefit low-income children somewhat more than they benefit higher-income children - that benefit relating only to rather modest and limited movements within the income distribution. Finally, however, the selective system as a whole yields no mobility advantage of any kind to children from any particular origins: any assistance to low-origin children provided by grammar schools is cancelled out by the hindrance suffered by those who attended secondary moderns. Overall, our findings suggest that comprehensive schools were as good for mobility as the selective schools they replaced. © London School of Economics and Political Science 2011.
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Steinberg, Adria; Almeida, Cheryl A
2010-01-01
Districts and states that have begun to get traction in improving their graduation rates are pursuing a reform agenda that includes both the redesign of failing high schools and the development of multiple alternative pathways that help young people get back on track to graduation and to postsecondary education. Unlike traditional alternative education, new back-on-track models assume that challenge, not remediation, will make the most difference, especially for youth who are over age for grade and far behind in accumulating the credits they need. The goal is for students to make up for lost time by accelerating their learning so that they can complete high school and move successfully to postsecondary education and careers. Although these small schools do not in themselves constitute a replacement or transformation strategy for large low-performing high schools, they are a necessary part of a comprehensive approach to turning such schools around.
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Federal Register 2010, 2011, 2012, 2013, 2014
2011-06-16
...' health, safety, employment, mobility, and education; and 3. Neighborhood: Transform distressed, high..., high quality public schools and education programs, high quality early learning programs and services..., communities must develop and implement a comprehensive neighborhood revitalization strategy, or Transformation...
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Students' Genre Expectations and the Effects of Text Cohesion on Reading Comprehension
ERIC Educational Resources Information Center
Schmitz, Anke; Gräsel, Cornelia; Rothstein, Björn
2017-01-01
This study raises the question what makes school texts comprehensible by analyzing whether students' genre expectations about literary or expository texts moderate the impact of different forms of text cohesion on reading comprehension, even when the texts are similar regarding their genre. 754 students (Grade 9) from comprehensive schools read…
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Introduction to the Clinical Forum: Reading Comprehension Is Not a Single Ability.
Gray, Shelley
2017-04-20
In this introduction to the clinical forum on reading comprehension, the Editor-in-Chief of Language, Speech, and Hearing Services in Schools provides data on our national reading comprehension problem, resources for increasing our understanding of reading comprehension, and a call to action for speech-language pathologists to work with educational teams to address poor reading comprehension in school-age children.
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Mrazek, Michael D.; Phillips, Dawa T.; Franklin, Michael S.; Broadway, James M.; Schooler, Jonathan W.
2013-01-01
Mind-wandering is the focus of extensive investigation, yet until recently there has been no validated scale to directly measure trait levels of task-unrelated thought. Scales commonly used to assess mind-wandering lack face validity, measuring related constructs such as daydreaming or behavioral errors. Here we report four studies validating a Mind-Wandering Questionnaire (MWQ) across college, high school, and middle school samples. The 5-item scale showed high internal consistency, as well as convergent validity with existing measures of mind-wandering and related constructs. Trait levels of mind-wandering, as measured by the MWQ, were correlated with task-unrelated thought measured by thought sampling during a test of reading comprehension. In both middle school and high school samples, mind-wandering during testing was associated with worse reading comprehension. By contrast, elevated trait levels of mind-wandering predicted worse mood, less life-satisfaction, greater stress, and lower self-esteem. By extending the use of thought sampling to measure mind-wandering among adolescents, our findings also validate the use of this methodology with younger populations. Both the MWQ and thought sampling indicate that mind-wandering is a pervasive—and problematic—influence on the performance and well-being of adolescents. PMID:23986739
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Baams, Laura; Dubas, Judith Semon; van Aken, Marcel A G
2017-05-01
Comprehensive sexuality education and sexuality education that is inclusive to lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) youth is thought to educate and support youth in their social relations. Despite the obligation for Dutch schools to cover sexuality education in their curricula, including the topic of sexual diversity, the content that is covered varies widely across schools. With the current study, we present an overview of the content of sexuality education as reported by a sample of 601 Dutch adolescents (58.4% female youth) from six different high schools (e.g., public, Roman Catholic, protestant, anthroposophical; grades 10-12). Further, we examine whether the content or extensiveness of sexuality education at the beginning of the school year is related to a decrease in LGBTQ name-calling and an increase in the willingness to intervene when witnessing LGBTQ name-calling at the end of the school year. Adolescents completed three surveys, spaced four months apart. The results show that anatomy, STI prevention, and relationships are covered most often in sexuality education, with less attention to sexual diversity. Our longitudinal findings show that having a wide variety of topics covered in sexuality education-not just sexual diversity-was related to an increase in perceived willingness to intervene when witnessing LGBTQ name-calling by teachers or school staff, fellow students, and youth themselves (female youth). It also predicted a decrease in the occurrence of name-calling according to females. Our findings emphasize the importance of having comprehensive sexuality education in schools; it not only educates and empowers youth but also signals a safer school climate.
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NASA Astrophysics Data System (ADS)
Wegner, Molly F.
As students begin middle school, they are expected to possess and apply a wide array of nonfiction reading strategies if they are to comprehend new concepts from nonfiction texts. Although strategies and resource guides for fiction reading are available, an effective nonfiction reading comprehension resource guide tailored to middle school science teachers is lacking. The conceptual framework guiding this study is based on schema theory that supports the use of prior knowledge as a foundation for learning. The purpose of this project study was to address this local problem by providing middle school science teachers with a user-friendly resource for nonfiction reading comprehension strategies in a science context. The research question examined nonfiction reading comprehension strategies that could supplement middle school science teachers' instructional practices to increase student comprehension in science, as reflected on the results of state standardized tests. This project study consulted science and language arts teachers using a Delphi questionnaire technique to achieve a consensus through multiple iterations of questionnaires. Science teachers identified 7 areas of concern as students read nonfiction texts, and language arts teachers suggested effective reading comprehension strategies to address these areas. Based on the consensus of reading comprehension strategies and review of literature, a resource guide for middle school science teachers was created. By improving reading comprehension in content areas, teachers may not only increase student learning, but also underscore the importance of literacy relating to life-long learning through future occupations, academic endeavors, and society as well.
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ERIC Educational Resources Information Center
Maier, Christopher J.
2017-01-01
A positive school climate has been related to increase in student achievement, teacher satisfaction, and teacher retention. One of the most influential aspects of developing a positive school climate hinges on principal leadership style. The Development of a New Comprehensive Measure of School Climate assesses six key areas related to school…
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ERIC Educational Resources Information Center
Briggs, Marilyn; Mueller, Constance G.; Fleischhacker, Sheila
2010-01-01
It is the position of the American Dietetic Association (ADA), School Nutrition Association (SNA), and Society for Nutrition Education (SNE) that comprehensive, integrated nutrition services in schools, kindergarten through grade 12, are an essential component of coordinated school health programs and will improve the nutritional status, health,…
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ERIC Educational Resources Information Center
Benito, Ricard; Alegre, Miquel Àngel; Gonzàlez-Balletbò, Isaac
2014-01-01
Using PISA data for 16 Western OECD countries having comprehensive school systems, we explore the conditions under which the socioeconomic composition of schools affects educational efficiency and equality, to a greater or lesser extent. First, a multilevel analysis is applied to examine and compare the effect of school socioeconomic composition…
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ERIC Educational Resources Information Center
Schwartz, Marlene B.; Henderson, Kathryn E.; Falbe, Jennifer; Novak, Sarah A.; Wharton, Christopher M.; Long, Michael W.; O'Connell, Meghan L.; Fiore, Susan S.
2012-01-01
Background: In 2006, all local education agencies in the United States participating in federal school meal programs were required to establish school wellness policies. This study documented the strength and comprehensiveness of 1 state's written district policies using a coding tool, and tested whether these traits predicted school-level…
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ERIC Educational Resources Information Center
California Univ., Los Angeles. Center for Mental Health in Schools.
This paper explores why integrated efforts to include mental health in schools are important and what is involved in such an effort. In order to deal with the full continuum of school mental health concerns, a comprehensive, integrated approach is required.. To be comprehensive, the mental health focus of school based centers must be multifaceted…
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ERIC Educational Resources Information Center
American School and University, 1976
1976-01-01
Describes the design of the gymnasium of York (South Carolina) Comprehensive High School, a circular 12,000 square foot structure with a prefabricated domed roof constructed of steel hubs and curved wooden beams. (JG)
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Comprehensive School Physical Activity Programs in Middle Schools
ERIC Educational Resources Information Center
Beddoes, Zack; Castelli, Darla M.
2017-01-01
Physical activity declines among children in their tweens and teens. To address physical inactivity as a health risk, national organizations are endorsing the implementation of comprehensive school physical activity programs (CSPAPs). The purpose of this article is to describe the history of school-coordinated approaches to addressing health…
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Inclusion and Comprehensive School Reform: Lessons from the Field
ERIC Educational Resources Information Center
Bain, Alan; Lancaster, Julie
2006-01-01
Sustaining comprehensive secondary school reform (CSR) represents an immensely difficult and unresolved challenge for the field. The problems associated with CSR are of significant concern to proponents of inclusion given that more responsive schools and classrooms are connected to, if not dependent upon, the success of broader school reform…
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Elementary Fitness for Life in Action
ERIC Educational Resources Information Center
Phelps, Ashley Nicole; McLeod, Candice; Hodges-Kulinna, Pamela; Lorenz, Kent; Stylianou, Michalis
2016-01-01
The Institute of Medicine and SHAPE America, among other national and international organizations, are promoting comprehensive school physical activity programs or whole-of-school approaches to creating healthy and active schools. The purpose of this article is to briefly describe what a comprehensive school physical activity program (CSPAP) is,…
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34 CFR 200.27 - Development of a schoolwide program plan.
Code of Federal Regulations, 2011 CFR
2011-07-01
... Development of a schoolwide program plan. (a)(1) A school operating a schoolwide program must develop a comprehensive plan to improve teaching and learning throughout the school. (2) The school must develop the comprehensive plan in consultation with the LEA and its school support team or other technical assistance...
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34 CFR 200.27 - Development of a schoolwide program plan.
Code of Federal Regulations, 2012 CFR
2012-07-01
... Development of a schoolwide program plan. (a)(1) A school operating a schoolwide program must develop a comprehensive plan to improve teaching and learning throughout the school. (2) The school must develop the comprehensive plan in consultation with the LEA and its school support team or other technical assistance...
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34 CFR 200.27 - Development of a schoolwide program plan.
Code of Federal Regulations, 2014 CFR
2014-07-01
... Development of a schoolwide program plan. (a)(1) A school operating a schoolwide program must develop a comprehensive plan to improve teaching and learning throughout the school. (2) The school must develop the comprehensive plan in consultation with the LEA and its school support team or other technical assistance...
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34 CFR 200.27 - Development of a schoolwide program plan.
Code of Federal Regulations, 2013 CFR
2013-07-01
... Development of a schoolwide program plan. (a)(1) A school operating a schoolwide program must develop a comprehensive plan to improve teaching and learning throughout the school. (2) The school must develop the comprehensive plan in consultation with the LEA and its school support team or other technical assistance...
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34 CFR 200.27 - Development of a schoolwide program plan.
Code of Federal Regulations, 2010 CFR
2010-07-01
... school year. (2) The school must develop the comprehensive plan with the involvement of parents... comprehensive plan to improve teaching and learning throughout the school. (2) The school must develop the..., parents, and the public. (2) Information in the plan must be— (i) In an understandable and uniform format...
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Comprehensive School Physical Activity Programs. Position Statement
ERIC Educational Resources Information Center
National Association for Sport and Physical Education, 2008
2008-01-01
The National Association for Sport and Physical Education (NASPE) recommends that all PK-12 schools implement a Comprehensive School Physical Activity Program. Schools play an important role in public health, and the physical, mental, and social benefits of regular physical activity for youth are well documented. Leading public health, medical,…
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Youth tobacco surveillance--United States, 2001-2002.
Marshall, LaTisha; Schooley, Michael; Ryan, Heather; Cox, Patrick; Easton, Alyssa; Healton, Cheryl; Jackson, Kat; Davis, Kevin C; Homsi, Ghada
2006-05-19
Cigarette smoking is the leading preventable cause of death in the United States, accounting for approximately 440,000 deaths each year. The prevalence of cigarette smoking nationwide among high school students (grades 9-12) increased during the 1990s, peaking during 1996-1997, and then declined. Approximately 80% of tobacco users initiate use before age 18 years. An estimated 6.4 million children aged <18 years who are living today will die prematurely as adults because they began to smoke cigarettes during adolescence. The annual health-related economic cost associated with tobacco use exceeds 167 billion dollars. Because of these health and economic consequences, CDC has recommended that states establish and maintain comprehensive tobacco-control programs to reduce tobacco use among youth. This report covers data collected during January 2001-December 2002. The National Youth Tobacco Survey (NYTS) and state youth tobacco surveys (YTS) were developed to provide states with data to support the design, implementation, and evaluation of comprehensive tobacco-control programs. NYTS is representative of middle and high school students in the 50 states and the District of Columbia. During spring 2002, a total of 26,149 students in 246 schools completed NYTS questionnaires. Weighted data for the YTS were achieved by 13 states in 2001 and by 20 states in 2002; state sample sizes varied (range: 982-38,934). This report summarizes data from the 2002 NYTS and the 2001 and 2002 YTS. Findings from the 2002 NYTS indicate that current use of any tobacco product ranged from 13.3% among middle school students to 28.2% among high school students. Cigarette smoking was the most prevalent form of tobacco use, with 9.8% of middle school students and 22.5% of high school students reporting that they currently smoke cigarettes. Cigar smoking was the second most prevalent form of tobacco use, with 6.0% of middle school students and 11.6% of high school students reporting that they currently smoke cigars. Among current cigarette smokers, 41.8% of middle school students and 52.0% of high school students reported that they usually smoke Marlboro cigarettes. Black middle school and high school students who smoke were more likely to smoke Newport cigarettes than any other brand (58.3% and 66.8%, respectively). Among middle school students aged <18 years, 75.9% were not asked to show proof of age when they bought or tried to buy cigarettes, and 63.4% were not refused purchase because of their age. Among high school students aged <18 years, 58.5% were not asked to show proof of age when they bought or tried to buy cigarettes, and 60.6% were not refused purchase because of their age. Nearly half (49.6%) of middle school students and 62.1% of high school students who smoke reported a desire to stop smoking cigarettes, with 55.4% of middle school students and 53.1% of high school students reported having made at least one cessation attempt during the 12 months preceding the survey. Among students who have never smoked cigarettes, 21.3% of middle school students and 22.9% of high school students were susceptible to initiating cigarette smoking in the next year. Exposure to secondhand smoke (i.e., environmental tobacco smoke) was high. During the week before the survey, 1) 88.3% of middle school students and 91.4% of high school students who currently smoke cigarettes and 47.1% of middle school students and 53.3% of high school students who have never smoked cigarettes were in the same room with someone who was smoking cigarettes; 2) 81.7% of middle school students and 83.7% of high school students who currently smoke cigarettes and 31.5% of middle school students and 29.1% of high school students who have never smoked cigarettes rode in a car with someone who was smoking cigarettes; and 3) 71.5% of middle school students and 57.5% of high school students who currently smoke cigarettes and 33.3% of middle school students and 29.9% of high school students who have never smoked cigarettes lived in a home in which someone else smoked cigarettes. Media and advertising influence was also noted, with 58.1% of middle school students and 54.9% of high school students who currently use tobacco and 11.0% of middle school students and 13.7% of high school students who have never used tobacco reporting that they would wear or use an item with a tobacco company name or logo on it. Although 84.6% of middle school students and 91.2% of high school students had seen or heard antismoking commercials on television or radio, 89.9% of middle school students and 91.3% of high school students also had seen actors using tobacco on television or in the movies. Health and education officials use YTS and NYTS data to plan, evaluate, and improve national and state programs to prevent and control youth tobacco use. States can use these data in presentations to their state legislators to demonstrate the need for funding comprehensive tobacco-control programs, including tobacco cessation and prevention programs for youth.
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Henderson, Kathryn E; Falbe, Jennifer; Novak, Sarah A.; Wharton, Christopher; Long, Michael; O'Connell, Meghan L.; Fiore, Susan S.
2013-01-01
Background In 2006, all local education agencies in the United States participating in federal school meal programs were required to establish school wellness policies. The aim of this study was to document the strength and comprehensiveness of one state's written district policies using a quantitative coding tool, and test whether the strength and comprehensiveness of the written policy predicted school level implementation and practices. Methods School wellness policies from 151 Connecticut districts were evaluated using a quantitative coding system. In each district, school principal surveys were collected before and after the writing and expected implementation of wellness policies. Socio-demographic variables were assessed for each district, including enrollment, population density, political climate, racial composition and socio-economic status. Changes in school-level policy implementation before and after the federal wellness policy requirement were compared across districts by wellness policy strength, and policies were compared based on district-level demographic factors. Results Statewide, fuller implementation of nutrition and physical activity policies at the school level was reported after adoption of written policies in 2006. Districts with stronger, more comprehensive policies were more successful in implementing those policies at the school level. Some socio-demographic characteristics predicted the strength of wellness policies; larger, urban districts and districts with a greater ratio of registered Democrats to Republicans wrote stronger policies. Conclusions Written school wellness policies have the potential to promote significant improvements in the school environment. Future regulation of school wellness policies should focus on the importance of writing strong and comprehensive policies. PMID:22568461
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ERIC Educational Resources Information Center
Galindo, Marilys
2013-01-01
From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which…
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Exploring Medieval European Society with Chess: An Engaging Activity for the World History Classroom
ERIC Educational Resources Information Center
Pagnotti, John; Russell, William B., III
2012-01-01
In a typical high school World History course, the teacher must teach thousands of years of human history in one year, thus making it the most comprehensive history course offered in school. Given the extended content requirements in a World History course, individual topics are given little time before the class must "move on" to the…
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The Effect of the Juvenile Fiction on the Reading Skills of Junior High School Students
ERIC Educational Resources Information Center
Turkyilmaz, Mustafa
2013-01-01
The main purpose of this study is to define the effect of the juvenile fiction on secondary school students' reading skills. In the study; 6th grade students', reading juvenile fiction, attitudes to reading, reading speed, comprehension ability of what's read are examined. The group of students reading juvenile fiction is compared to the ones not…
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RTI in a Middle School: Findings and Practical Implications of a Tier 2 Reading Comprehension Study
ERIC Educational Resources Information Center
Faggella-Luby, Michael; Wardwell, Michelle
2011-01-01
Response to intervention (RTI) has received considerable attention from both researchers and practitioners as a schoolwide model for service delivery. However, research is limited on RTI applications in middle and high schools. The purpose of this article is to describe the outcomes of an experimental examination of a secondary (Tier 2) literacy…
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ERIC Educational Resources Information Center
Paraskevas, Michael; Zarouchas, Thomas; Angelopoulos, Panagiotis; Perikos, Isidoros
2013-01-01
Now days the growing need for highly qualified computer science educators in modern educational environments is commonplace. This study examines the potential use of Greek School Network (GSN) to provide a robust and comprehensive e-training course for computer science educators in order to efficiently exploit advanced IT services and establish a…
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ERIC Educational Resources Information Center
Mississippi State Univ., State College. Dept. of Agricultural Education.
The purpose of the project was to develop innovative agricultural education programs within the comprehensive high school setting in selected school districts in the state of Mississippi, with the project's second year (described here) focusing on continuing existing specialized career preparation program in agriculture and continuing to orient…
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NCLB Plan Would Add New Rules: Spellings Proposes Changes on Testing, Tutoring, Data
ERIC Educational Resources Information Center
Hoff, David J.
2008-01-01
In a comprehensive action intended to change how the No Child Left Behind Act (NCLB) law is carried out, the U.S. Secretary of Education formally proposed a package of new regulations that would require state and local school officials to provide more and better information about high school graduation rates, student test performance, and the…
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ERIC Educational Resources Information Center
Max, Jeffrey; Constantine, Jill; Wellington, Alison; Hallgren, Kristin; Glazerman, Steven; Chiang, Hanley; Speroni, Cecilia
2014-01-01
The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to…
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ERIC Educational Resources Information Center
Chiang, Hanley; Wellington, Alison; Hallgren, Kristin; Speroni, Cecilia; Herrmann, Mariesa; Glazerman, Steven; Constantine, Jill
2015-01-01
The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to…
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Efficacy of problem based learning in a high school science classroom
NASA Astrophysics Data System (ADS)
Rissi, James Ryan
At the high school level, the maturity of the students, as well as constraints of the traditional high school (both in terms of class time, and number of students), impedes the use of the Problem-based instruction. But with more coaching, guidance, and planning, Problem-based Learning may be an effective teaching technique with secondary students. In recent years, the State of Michigan High School Content Expectations have emphasized the importance of inquiry and problem solving in the high school science classroom. In order to help students gain inquiry and problem solving skills, a move towards a problem-based curriculum and away from the didactic approach may lead to favorable results. In this study, the problem-based-learning framework was implemented in a high school Anatomy and Physiology classroom. Using pre-tests and post-tests over the material presented using the Problem-based technique, student comprehension and long-term retention of the material was monitored. It was found that Problem-based Learning produced comparable test performance when compared to traditional lecture, note-taking, and enrichment activities. In addition, students showed evidence of gaining research and team-working skills.
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Fighting for physics and Earth science in Florida's high schools
NASA Astrophysics Data System (ADS)
Cottle, Paul
2009-11-01
During its Spring 2009 session, the Florida Legislature considered a bill that would have suspended its comprehensive standardized test in high school science and substituted an end-of-course test in biology to satisfy the requirements of the No Child Left Behind (NCLB) Act. By doing so, the bill would have further deemphasized high school physics and Earth science in a state where physics courses are sometimes not available in high schools (even in International Baccalaureate programs) and where the state's own statistics say that only 16% of high school graduates have taken a physics course. A group of about one hundred science faculty from thirteen colleges and universities in Florida responded with a letter to Governor Crist and visits to legislators asking that the biology-only provisions be defeated (and they were). The group has now produced a white paper on high school science requirements that has been distributed to government and business leaders and been publicized via op-ed pieces and news items in several media outlets statewide. This poster will describe the situation in Florida and the faculty group's efforts. It will also compare Florida's high school requirements in science with those in the other SESAPS states.
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Comprehensive School Reform in New Jersey: Waxing and Waning Support for Model Implementation
ERIC Educational Resources Information Center
Erlichson, Bari Anhalt
2005-01-01
In 1998, the New Jersey Supreme Court ordered schools in 30 urban school districts to adopt comprehensive school reform (CSR) models as a part of the long-running Abbott v. Burke school finance case. Five years later, the Court would relax that mandate, resulting in a major education policy shift as the New Jersey Department of Education formally…
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ERIC Educational Resources Information Center
Friedman Foundation for Educational Choice, 2013
2013-01-01
"The ABCs of School Choice" is the most comprehensive guide to every private school choice program in America, showcasing the voucher, tax-credit scholarship, education savings accounts, and individual tax credit/deduction programs currently operating in 21 states and Washington, D.C. "The ABCs of School Choice" provides policymakers, advocates,…
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ERIC Educational Resources Information Center
Friedman Foundation for Educational Choice, 2016
2016-01-01
"The ABCs of School Choice" is a comprehensive, data-rich guide to every private school choice program in America. The 2016 edition of "The ABCs of School Choice" is the best yet, not just because of the new look and the fantastic growth in the number of school choice programs, but also because it is now paired with a…
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Student Achievement Outcomes Comprehensive School Reform: A Canadian Case Study
ERIC Educational Resources Information Center
Ross, John A.; Scott, Garth; Sibbald, Timothy M.
2012-01-01
The authors conducted a third-party study of the student achievement effects of Struggling Schools, a user-generated approach to Comprehensive School Reform (CSR). The design was a quasiexperimental, pre-post matched sample (N = 180) with school as unit of analysis, drawing on 3 years of achievement data from standardized external assessments.…
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ERIC Educational Resources Information Center
Gopalan, Pritha
2004-01-01
This report compares district leaders' perspectives on changes in school capacity, student outcomes and district policy over three years of implementation of Middle Start (MS), a comprehensive school reform program to demonstrate the potential for improving the effectiveness and sustainability of CSR at the school level through integrating…
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Making Good Choices: Districts Take the Lead. Comprehensive School Reform.
ERIC Educational Resources Information Center
North Central Regional Educational Lab., Oak Brook, IL.
Public schools across the country are aiming to improve student performance by engaging in comprehensive school reform (CSR). This guide was created to help school districts make CSR an integral part of their strategies for improving student achievement. Five components for CSR are described: (1) Strategizing, whereby the district supports CSR by…