In-School Suspension: Pedagogy, Praxis, and Program Effectiveness at the Middle and High School Levels for At-Risk Students and Its Affects on Academic Achievement and Retention

ERIC Educational Resources Information Center

Shipman, Larry Douglas, Sr.

2013-01-01

Middle and high schools across America are striving to equip their students with the tools necessary for achieving their highest academic potential to become model citizens. The purpose of this qualitative case study was to examine the strategies and interventions available for middle and high school students referred to In-school suspension (ISS)…

Innovative Technology Gives Potential Dropouts a New Lease on Learning.

ERIC Educational Resources Information Center

Eckenrod, James; Wheeler, Carl

1987-01-01

To give at-risk teenagers the best chance for high school graduation and further schooling or employment, Baltimore schools created Student Adventures in Learning (SAIL), a remedial computer-assisted instruction program. Over 100 eighth graders identified as potential dropouts instead improved academically and made secure transitions to high…

High-Tech School Bus Teaches Students on the Road

ERIC Educational Resources Information Center

Katims, Lauren

2011-01-01

Last year, kindergarten through high school students in the rural Hector, Arkansas, School District barely had the technology resources that keep kids interested in math and science. This year, they potentially have the most advanced resources in the country--before they even step into the classroom. One school bus in Arkansas' Pope County has…

Multilevel Examination of Burnout among High School Staff: Importance of Staff and School Factors

ERIC Educational Resources Information Center

O'Brennan, Lindsey; Pas, Elise; Bradshaw, Catherine

2017-01-01

Previous studies have linked teacher burnout with job performance, satisfaction, and retention; however, there has been limited exploration of potential individual and school contextual factors that may influence burnout. The current study examined high school staff members' reports of burnout as they relate to staff demographics and perceptions…

A Conversation with Randy Asher, Principal of New York City's Brooklyn Technical High School

ERIC Educational Resources Information Center

Asher, Randy J.

2016-01-01

This is a conversation with Randy Asher, principal of New York City's Brooklyn Technical High School. Brooklyn Tech is a selective science high school in New York City, founded in 1922 as a school for boys with potential for careers in engineering and applied science. Today, it provides full-time education for both male and female students from…

Problem-Based Learning and High School Macroeconomics: A Comparative Study of Instructional Methods

ERIC Educational Resources Information Center

Maxwell, Nan L.; Mergendoller, John R.; Bellisimo, Yolanda

2005-01-01

The authors examined the potential differences between problem-based learning (PBL) and traditional instructional approaches in building knowledge of macroeconomic concepts and principles in high school students. Using data from 252 economics students at 11 high schools and controlling for individual characteristics, most notably verbal ability,…

[Na'imiloa: High School Demonstration Project for Gifted Hawaiian Students.

ERIC Educational Resources Information Center

De Morales, Paula

Na'imiloa, the High School Demonstration Project, is a program for potentially gifted and talented Native Hawaiian secondary students attending four high schools on the island of Hawaii. Phase I focused on identifying underachieving gifted and talented students; Phase II concentrated on student orientation to the program and on self-concept and…

Motivating Factors and Potential Deterrents to Blood Donation in High School Aged Blood Donors

PubMed Central

Phan-Tang, Michelle

2016-01-01

Background. To ensure an adequate supply of blood, collection centers must design campaigns that successfully recruit and maintain an active donor pool. Understanding factors that motivate and deter individuals from donating may help centers develop targeted recruitment campaigns. These factors among high school aged blood donors have not yet been fully investigated. Study Design and Methods. A voluntary, anonymous survey was administered to student donors at high school mobile blood drives. The survey instrument asked the students to rate several potential motivating factors in their importance in the decision to donate blood and several potential deterring factors in their future decision whether or not to donate blood again. The survey also asked the students to rate the desirability of several potential incentives. Results. Motivating factors that reflected prosocial, empathetic, and altruistic thoughts and beliefs were rated highly by students. Pain from phlebotomy was most commonly chosen as potential deterrent. Movie tickets and cookies/snacks at the drive were rated as the most attractive incentives. Conclusion. High school aged blood donors are similar to other donor groups in their expressed motives for donating blood. This group may be unique in the factors that deter them from donating and in their preferences for different incentives. PMID:27293985

Social Bullying: Correlates, Consequences, and Prevention. In Brief

ERIC Educational Resources Information Center

Stuart-Cassel, Victoria; Terzian, Mary; Bradshaw, Catherine

2013-01-01

Bullying is considered one of the most prevalent and potentially damaging forms of school violence. Each year, more than a quarter of middle and high school students are subjected to some form of bullying in their school environments. Research has identified potentially harmful immediate and long-term consequences for bullying-involved youth and…

Family Background, School-Age Trajectories of Activity Participation, and Academic Achievement at the Start of High School.

PubMed

Crosnoe, Robert; Smith, Chelsea; Leventhal, Tama

2015-07-01

Applying latent class and regression techniques to data from the NICHD Study of Early Child Care and Youth Development ( n = 997), this study explored the potential academic advantages of time spent in out-of-school activities. Of particular interest was how these potential advantages played out in relation to the timing and duration of activity participation and the family contexts in which it occurred. Participation closer to the start of high school-including consistent participants and latecomers-was associated with higher grades at the transition into high school, especially for youth from low-income families. Sensitivity analyses indicated that this link between school-age activity participation and adolescent academic progress was unlikely to be solely a function of selection. It also tended to be more pronounced among youth from lower-income families, although without varying by other aspects of family status or process.

Detecting Students' Experiences of Discontinuities between Middle School and High School Mathematics Programs: Learning during Boundary Crossing

ERIC Educational Resources Information Center

Jansen, Amanda; Herbel-Eisenmann, Beth; Smith, John P., III

2012-01-01

Transitions from middle school to high school mathematics programs can be problematic for students due to potential differences between instructional approaches and curriculum materials. Given the minimal research on how students experience such differences, we report on the experiences of two students as they moved out of an integrated,…

Development of a Comprehensive Recruitment Program Targeted at the Penn State Student Market. AIR Forum 1979 Paper.

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…

Expanding the Reach of Dual-Enrollment Programs

ERIC Educational Resources Information Center

Bailey, Thomas; Karp, Melinda Mechur

2005-01-01

Dual-enrollment programs, which allow high school students to enroll in college courses and earn college and high school credit simultaneously, are one method to introduce students to the idea of college and to its academic and social demands. The college credits that high school students potentially can earn also tend to be free or low-cost--a…

Yoga Improves Academic Performance in Urban High School Students Compared to Physical Education: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Hagins, Marshall; Rundle, Andrew

2016-01-01

Yoga programs within schools have become more widespread but research regarding the potential effect on academic achievement remains limited. This study cluster-randomized 112 students within a single New York City public high school to participate in either school-based yoga or physical education (PE) for an entire academic year. The primary…

Study of the Career Intern Program. Summary Report.

ERIC Educational Resources Information Center

Tallmadge, G. Kasten; And Others

The Career Intern Program (CIP) is an alternative high school designed to enable disadvantaged and alienated dropouts or potential dropouts to earn regular high school diplomas, to prepare them for meaningful employment or postsecondary education, and to facilitate their transition from school to work. CIP components are instruction, counseling,…

A Qualitative Inquiry into the Experiences of High-Potential Hispanic English Language Learners in Midwestern Schools

ERIC Educational Resources Information Center

Pereira, Nielsen; Gentry, Marcia

2013-01-01

The underrepresentation of English language learners (ELLs) in gifted programs remains a severe and pervasive problem; however, few studies exist concerning the educational experiences of high-potential ELLs. This study focused on Hispanic ELLs in Grades 2 through 6 from four Midwestern schools. In all, 22 students, 20 parents, and 22 teachers…

The Effect of an Out-of-School Enrichment Program on the Academic Achievement of High-Potential Students from Low-Income Families

ERIC Educational Resources Information Center

Hodges, Jaret; McIntosh, Jason; Gentry, Marcia

2017-01-01

High-potential students from low-income families are at an academic disadvantage compared with their more affluent peers. To address this issue, researchers have suggested novel approaches to mitigate gaps in student performance, including out-of-school enrichment programs. Longitudinal mixed effects modeling was used to analyze the growth of…

Motivators and Barriers to Sexual-Health Information Provision in High School Libraries: Perspectives from District-Level Library Coordinators and High School Principals

ERIC Educational Resources Information Center

Richey, Jennifer

2012-01-01

Adolescents who receive current, accurate, reliable, and balanced sexual-health information are more likely to express healthier sexual attitudes and engage in healthier sexual behaviors than adolescents receiving limited or no sexual-health information. High school librarians have the potential to help meet sexual-health information needs of…

Effective Teaching Communities: Lessons from High-Needs, High-Performing Delaware Schools. SREB Spotlight Series

ERIC Educational Resources Information Center

Gandha, Tysza; Baxter, Andy

2016-01-01

Teachers hold the greatest potential impact on student achievement compared to every other in-school factor. Yet schools with the greatest needs, those with a high percentage of low-income students and students of color, face the greatest teacher and leader turnover. They also often have less experienced and less effective teachers, according to…

Developing Teaching Materials PISA-Based for Mathematics and Science of Junior High School

ERIC Educational Resources Information Center

Somakim; Suharman, Andi; Madang, Kodri; Taufiq

2016-01-01

This research aims to develop valid and practical teaching materials for mathematics and science lesson PISA-based for junior high school students and to determine potential effects on students in scientific activity. Subjects of this study were students of Junior High School 9 Palembang (SMP Negeri 9 Palembang). The method used in this study is…

Effects of Exposure to Community Violence and Family Violence on School Functioning Problems among Urban Youth: The Potential Mediating Role of Posttraumatic Stress Symptoms

PubMed Central

McGill, Tia M.; Self-Brown, Shannon R.; Lai, Betty S.; Cowart-Osborne, Melissa; Tiwari, Ashwini; LeBlanc, Monique; Kelley, Mary Lou

2014-01-01

Adolescents who are exposed to violence during childhood are at an increased risk for developing posttraumatic stress (PTS) symptoms. The literature suggests that violence exposure might also have negative effects on school functioning, and that PTS might serve as a potential mediator in this association. The purpose of the current study was to replicate and extend prior research by examining PTS symptoms as a mediator of the relationship between two types of violence exposure and school functioning problems among adolescent youth from an urban setting. Participants included a sample of 121 junior high and high school students (M = 15 years; range = 13–16 years; 60 males, 61 females) within high-crime neighborhoods. Consistent with our hypotheses, community violence and family violence were associated with PTS symptoms and school functioning problems. Our data suggest that community and family violence were indirectly related to school functioning problems through PTS symptoms. Findings from this study demonstrate that PTS symptoms potentially mediate the relationship between violence exposure and school functioning problems across two settings (community and home). Future research should further examine protective factors that can prevent youth violence exposure as well as negative outcomes related to violence. PMID:24570897

Concussion Knowledge and Reporting Behavior Differences Between High School Athletes at Urban and Suburban High Schools.

PubMed

Wallace, Jessica; Covassin, Tracey; Nogle, Sally; Gould, Daniel; Kovan, Jeffrey

2017-09-01

We determined differences in knowledge of concussion and reporting behaviors of high school athletes attending urban and suburban high schools, and whether a relationship exists between underreporting and access to an athletic trainer in urban schools. High school athletes (N = 715) from 14 high schools completed a validated knowledge of concussion survey consisting of 83 questions. The independent variable was school type (urban/suburban). We examined the proportion of athletes who correctly identified signs and symptoms of concussion, knowledge of concussion and reasons why high school athletes would not disclose a potential concussive injury across school classification. Data were analyzed using descriptive, non-parametric, and inferential statistics. Athletes attending urban schools have less concussion knowledge than athletes attending suburban schools (p < .01). Athletes attending urban schools without an athletic trainer have less knowledge than urban athletes at schools with an athletic trainer (p < .01) There was no significant relationship between reporting percentage and school type (p = .73); however, significant relationships exist between AT access at urban schools and 10 reasons for not reporting. Concussion education efforts cannot be homogeneous in all communities. Education interventions must reflect the needs of each community. © 2017, American School Health Association.

Early high school engagement in students with attention/deficit hyperactivity disorder.

PubMed

Zendarski, Nardia; Sciberras, Emma; Mensah, Fiona; Hiscock, Harriet

2017-06-01

Students with attention/deficit hyperactivity disorder (ADHD) continue to languish behind their peers with regard to academic achievement and education attainment. School engagement is potentially modifiable, and targeting engagement may be a means to improve education outcomes. To investigate school engagement for students with ADHD during the crucial high school transition period and to identify factors associated with low school engagement. Participants are adolescents (12-15 years) in the first and third year of high school with diagnosed ADHD (n = 130). Participants were recruited from 21 paediatric practices. Cross-sectional study assessing school engagement. Data were collected through direct assessment and child, parent, and teacher surveys. School engagement is measured as student attitudes to school (cognitive and emotional) and suspension rates (behavioural). Multivariable regression analyses examined student, family, and school factors affecting engagement. In comparison with state data, students with ADHD in the first year of high school were less motivated (p < .01) and less connected to peers (p < .01). Overall, there was no discordance in third year attitudes. There were high rates of suspension in both years in comparison to state-wide suspensions (21% vs. 6%, p < .01). Explanatory factors for poor attitudes include adolescent depression, poor adolescent supervision, and devaluing education. Conduct problems and increased hyperactivity were related to increased likelihood of being suspended, whilst higher cognitive ability, family socio-economic status, and independent schools reduced risk. Potentially modifiable individual and family factors including adolescent depression, behavioural problems, education values, and family supervision could be targeted to better manage the high school transition for students with ADHD. © 2017 The British Psychological Society.

Continuing Care in High Schools: A Descriptive Study of Recovery High School Programs

PubMed Central

Finch, Andrew J.; Moberg, D. Paul; Krupp, Amanda Lawton

2014-01-01

Data from 17 recovery high schools suggest programs are dynamic and vary in enrollment, fiscal stability, governance, staffing, and organizational structure. Schools struggle with enrollment, funding, lack of primary treatment accessibility, academic rigor, and institutional support. Still, for adolescents having received treatment for substance abuse, recovery schools appear to successfully function as continuing care providers reinforcing and sustaining therapeutic benefits gained from treatment. Small size and therapeutic programming allow for a potentially broader continuum of services than currently exists in most of the schools. Recovery schools thus provide a useful design for continuing care warranting further study and policy support. PMID:24591808

Guide for Developing High-Quality School Emergency Operations Plans

ERIC Educational Resources Information Center

Office of Safe and Healthy Students, US Department of Education, 2013

2013-01-01

Each school day, our nation's schools are entrusted to provide a safe and healthy learning environment for approximately 55 million elementary and secondary school students in public and nonpublic schools. In collaboration with their local government and community partners, schools can take steps to plan for these potential emergencies through the…

Teachers' Views on the Potential Use of Online In-Service Education and Training Activities

ERIC Educational Resources Information Center

Kokoc, Mehmet; Ozlu, Aysenur; Cimer, Atilla; Karal, Hasan

2011-01-01

This study examined teacher's views on the potential use of online in-service education and training (INSET) activities. The study used a qualitative approach. A total of 13 in-service teachers from primary school, vocational school, science and art center, high school in Trabzon (on the Black Sea coast of Turkey) participated in the study. To…

Teacher Preferences for Alternative School Site Administrative Models

ERIC Educational Resources Information Center

Hewitt, Paul M.; Denny, George S.; Pijanowski, John C.

2012-01-01

Public school teachers with high leadership potential who stated that they had no interest in being school principals were surveyed on their attitudes about six alternative school site administrative organizational models. Of the 391 teachers surveyed, 53% identified the Co-Principal model as the preferred school site administrative structure. In…

Implementing an Alcohol and Other Drug Use Prevention Program Using University-High School Partnerships: Challenges and Lessons Learned

ERIC Educational Resources Information Center

Milroy, Jeffrey J.; Orsini, Muhsin Michael; Wyrick, David L.; Fearnow-Kenney, Melodie; Wagoner, Kimberly G.; Caldwell, Rebecca

2015-01-01

Background: School-based alcohol and other drug use prevention remains an important national strategy. Collaborative partnerships between universities and high schools have the potential to enhance prevention programming; however, there are challenges to sustaining such partnerships. Purpose: The purpose of this commentary is to underscore…

Transitions: How Music Can Help Build a Bridge from Middle School to High School

ERIC Educational Resources Information Center

Poliniak, Susan

2011-01-01

When students first enter high school, the change can be overwhelming on many levels. All at once, or very nearly, they're dealing with an onslaught of new educational concerns, weighty academic decisions, different extracurricular options, unfamiliar teachers, and potentially bewildering social atmospheres. Meanwhile, former middle school…

Asbestos in Colorado schools.

PubMed

Baldwin, C A; Beaulieu, H J; Buchan, R M; Johnson, H H

1982-01-01

Forty-one public schools in Colorado were drawn at random and surveyed for asbestos-containing materials. After bulk samples of possible asbestos materials from the schools were collected and analyzed, the K2 asbestos screening test was used to eliminate samples that did not contain asbestos. Samples with positive results on the K2 test were analyzed by an outside laboratory by polarized light microscopy. The risk of potential exposure presented by these materials was then assessed for each site from which a sample was taken. Of 113 samples collected, results were negative for asbestos for only 10.6 percent by the K2 test. Of the 101 samples for which results were positive, 56 actually contained 1 or more forms of asbestos. Twelve of these 56 samples were from sprayed material; the remaining 44 were from other materials containing asbestos. Of the 41 schools sampled, 31 had asbestos materials in one of more locations. The potential exposure values for these materials ranged from very low to very high, but the majority had high-exposure potentials. Estimates based on the survey of the 41 schools indicated that 63 to 89 percent of the public schools in Colorado have asbestos materials that present potentially serious hazards, not only to the children, teachers, and staff, but also to members of the community who use the school buildings after regular school hours.

An Exploration into the Potential Career Effects from Middle and High School Mathematics Experiences: A Mixed Methods Investigation into STEM Career Choice

ERIC Educational Resources Information Center

DeThomas, Elizabeth M.

2017-01-01

This mixed methods research study examined the effects of middle and high school mathematics experiences on students' choice of college major, particularly whether students decided to major in a STEM field. Social cognitive career theory was used to examine potential influences of mathematics self-efficacy and how those influences and mathematics…

Closing the Excellence Gap: Investigation of an Expanded Talent Search Model for Student Selection into an Extracurricular STEM Program in Rural Middle Schools

ERIC Educational Resources Information Center

Assouline, Susan G.; Ihrig, Lori M.; Mahatmya, Duhita

2017-01-01

High-potential students from underresourced rural schools face barriers that reduce options for academic advancement, which widens the excellence gap between them and their more affluent, but similar ability peers. The goal of this study was to investigate the effectiveness of an expanded above-level testing model to identify high-potential rural…

Active commuting to school in Finland, the potential for physical activity increase in different seasons

PubMed Central

Kallio, Jouni; Turpeinen, Salla; Hakonen, Harto; Tammelin, Tuija

2016-01-01

Background Active commuting to school (ACS) can be a significant source of physical activity and provide many health benefits. Objective This study identified the potential to increase physical activity levels by promoting ACS in Finnish schools and evaluated the effects of season, distance and age on ACS. Design Data were collected with a questionnaire from 5,107 students, aged 10–16, in 45 comprehensive schools in Finland. The distance and the mode of transport to school in different seasons were self-reported. Results The prevalence of ACS was over 80% during spring/fall for those living 0–5 km from school. ACS was inversely associated with the distance to school and was lower in winter compared to spring and fall. Cycling is less common in winter, especially among girls and younger students. The potential for increasing students’ physical activity levels via ACS seems to be largest in winter, especially among students living 1–5 km from school. The variation in the prevalence of ACS between schools was large, especially in winter. Conclusions When planning interventions to promote ACS, one is encouraged to acknowledge and evaluate the potential in the selected target schools in different seasons. The potential varies largely between schools and seasons and is highly dependent on students’ commuting distances. PMID:27924739

Not Only Jumps, Slumps, but Also "Mini Plateau." Creative Potential Assessed by the Test for Creative Thinking-Drawing Production. A Cross-Sectional Study of Polish Students Aged from 7 to 18

ERIC Educational Resources Information Center

Jastrzebska, Dominika; Limont, Wieslawa

2017-01-01

The purpose of this cross-sectional study was to examine the developmental trajectory of creative potentials of Polish students. A total of 1,522 Polish students aged between 7 and 18 from lower and upper primary school, middle school, and high school participated in the study. Creative potential was measured by means of the Test for Creative…

School Violence and Its Effect on the Constitutionality of Public School Uniform Policies.

ERIC Educational Resources Information Center

Starr, Jennifer

2000-01-01

The Arizona Court of Appeals, in the first court decision regarding public school uniform policies, held that mandatory school uniforms do not violate students' First Amendment rights. Discusses the Arizona decision and its effect on the structuring of school uniform policies and their potential successful institution at the high school level. (31…

The school food environment and adolescent obesity: qualitative insights from high school principals and food service personnel.

PubMed

Nollen, Nicole L; Befort, Christie A; Snow, Patricia; Daley, Christine Makosky; Ellerbeck, Edward F; Ahluwalia, Jasjit S

2007-05-18

To examine high school personnel's perceptions of the school environment, its impact on obesity, and the potential impact of legislation regulating schools' food/beverage offerings. Semi-structured interviews were conducted with the principal (n = 8) and dietitian/food service manager (n = 7) at 8 schools (4 rural, 4 suburban) participating in a larger study examining the relationship between the school environment and adolescent health behavior patterns. Principal themes included: 1) Obesity is a problem in general, but not at their school, 2) Schools have been unfairly targeted above more salient factors (e.g., community and home environment), 3) Attempts at change should start before high school, 4) Student health is one priority area among multiple competing demands; academic achievement is the top priority, 5) Legislation should be informed by educators and better incorporate the school's perspective. Food service themes included: 1) Obesity is not a problem at their school; school food service is not the cause, 2) Food offerings are based largely on the importance of preparing students for the real world by providing choice and the need to maintain high participation rates; both healthy and unhealthy options are available, 3) A la carte keeps lunch participation high and prices low but should be used as a supplement, not a replacement, to the main meal, 4) Vending provides school's additional revenue; vending is not part of food service and is appropriate if it does not interfere with the lunch program. Discrepancies exist between government/public health officials and school personnel that may inhibit collaborative efforts to address obesity through modifications to the school environment. Future policy initiatives may be enhanced by seeking the input of school personnel, providing recommendations firmly grounded in evidence-based practice, framing initiatives in terms of their potential impact on the issues of most concern to schools (e.g., academic achievement, finances/revenue), and minimizing barriers by providing schools adequate resources to carry out and evaluate the effectiveness of their efforts.

The interactive impacts of high school gay-straight alliances (GSAs) on college student attitudes toward LGBT individuals: an investigation of high school characteristics.

PubMed

Worthen, Meredith G F

2014-01-01

Although gay-straight alliances (GSAs) are becoming more popular in high schools across the U.S., empirical studies investigating GSAs and their impact are sparse. Utilizing a sample of college students drawn from a large Southern university (N = 805; 78% White; 61% female; average age 22), the current study investigates the ways that the presence of high school GSAs affect college student attitudes toward LGBT individuals and how these relationships may vary by high school GSA location (South vs. non-South), town type (rural/small town, suburban, large city), and high school student population size. Overall, results from the current study show that the presence of a GSA in high school is a robust positive predictor of supportive attitudes toward LGBT individuals, even when considering many control variables. Such results suggest that the presence of GSAs in high schools may have significant positive and potentially long-lasting effects on college students' attitudes toward LGBT individuals.

The Benjamin Franklin High School Urban League Street Academies Program. Evaluation of ESEA Title I Projects in New York City, 1967-68.

ERIC Educational Resources Information Center

Guerriero, Michael A.

This New York City school district educational project sought to locate actual dropouts and identify potential dropouts from Benjamin Franklin High School, and to involve them in the Urban Street Academy Program as a means of resolving their school problems and helping them continue their education. The objectives of the Academy were (1)…

Family Background, School-Age Trajectories of Activity Participation, and Academic Achievement at the Start of High School

ERIC Educational Resources Information Center

Crosnoe, Robert; Smith, Chelsea; Leventhal, Tama

2015-01-01

Applying latent class and regression techniques to data from the NICHD Study of Early Child Care and Youth Development (n = 997), this study explored the potential academic advantages of time spent in out-of-school activities. Of particular interest was how these potential advantages played out in relation to the timing and duration of activity…

Later Start, Longer Sleep: Implications of Middle School Start Times

ERIC Educational Resources Information Center

Temkin, Deborah A.; Princiotta, Daniel; Ryberg, Renee; Lewin, Daniel S.

2018-01-01

Background: Although adolescents generally get less than the recommended 9 hours of sleep per night, research and effort to delay school start times have generally focused on high schools. This study assesses the relation between school start times and sleep in middle school students while accounting for potentially confounding demographic…

It's Our School Too: Youth Activism as Educational Reform, 1951-1979

ERIC Educational Resources Information Center

Ajunwa, Kelechi

2011-01-01

Activism has the potential for reform (Howard, 1976). Unlike previous studies on high school activism this study places a primary focus on underground newspapers and argues that underground newspapers allowed high school students to function as activists as well as educational reformers. In order to make this argument, this study examined over 150…

Comparison of On-Track and Not-on-Track Senior High School Students: An Assessment of Student Needs and Social Characteristics

ERIC Educational Resources Information Center

Verstuyft, Lloyd Cyril

2010-01-01

The student dropout dilemma in the American educational system has remained unchanged for the past 30 years. Dropout figures show more than 6 million high school dropouts living in the United States today. The purpose of this study was to compare and analyze potential dropout variables between two groups of senior students at a local high school. …

Parental Support and High School Students' Motivation in Biology, Chemistry, and Physics: Understanding Differences among Latino and Caucasian Boys and Girls

ERIC Educational Resources Information Center

Simpkins, Sandra D.; Price, Chara D.; Garcia, Krystal

2015-01-01

Individuals are at an increased risk to drop out of the STEM pipeline if they are female or Latino, and during certain periods including high school. Families are a potential untapped resource of support for high school students. Based on the expectancy-value model, we examined if a variety of parental behaviors predicted students' ability…

The impact of the promise of scholarships and altering school structure on college plans, preparation, and enrollment.

PubMed

Pharris-Ciurej, Nikolas; Herting, Jerald R; Hirschman, Charles

2012-07-01

The Washington State Achiever (WSA) program was a large-scale educational intervention of scholarships, mentoring, and school redesign designed to encourage students from moderate and low income families to attend college in Washington State. Using a quasi-experimental design based on pre- and post-intervention surveys of high school seniors in program and non-program schools, we find a significant WSA effect on educational outcomes, net of the demographic and socioeconomic composition of students across schools. Across the three intervention high schools, the program is strongly significant in one school, significant after a lag in another school, and not significant in a third. We speculate about the potential reasons for the differential program effect across high schools. Copyright © 2012 Elsevier Inc. All rights reserved.

The Impact of the Promise of Scholarships and Altering School Structure on College Plans, Preparation, and Enrollment

PubMed Central

Pharris-Ciurej, Nikolas; Herting, Jerald R.; Hirschman, Charles

2015-01-01

The Washington State Achiever (WSA) program was a large-scale educational intervention of scholarships, mentoring, and school redesign designed to encourage students from moderate and low income families to attend college in Washington State. Using a quasi-experimental design based on pre- and post-intervention surveys of high school seniors in program and non-program schools, we find a significant WSA effect on educational outcomes, net of the demographic and socioeconomic composition of students across schools. Across the three intervention high schools, the program is strongly significant in one school, significant after a lag in another school, and not significant in a third. We speculate about the potential reasons for the differential program effect across high schools. PMID:23017860

A Case Study: The Potential of Energy Efficiency in Senior High School of Semarang Regency, Central Java, Indonesia

NASA Astrophysics Data System (ADS)

Yustika, Ana; Purwanto; Hermawan, H.

2018-02-01

The increasing of energy supply trend in Indonesia seems to be a serious problem in the implementation of sustainable development. This study case research aimed to determine the potential of energy efficiency in school environment. The subject of this research was SMA N 1 Ambarawa, located on Semarang Regency of Central Java, Indonesia. The data collection was done by used documentation, observation and interview method. The results showed that the average of electrical energy consumption in this school reached 11022.008 kWh/month, which resulted in the emergence of secondary emissions of CO2 by 9644.257 kg CO2/month. Overall, the consumption of electrical energy in this school was very efficient, with an Intensity of Energy Consumption (IEC) average 1.7957 kWh/m2/month. In this case, the implementation of short-term no cost, long-term no cost, middle-cost, short-term high cost and long-term high-cost recommendation could save electricity energy sequent by 3.159%; 7.536%; 9.499%; 35.278% - 36.626%; and 42.084%. In conclusion, the school environment had a big potential of energy efficiency that could reduce the energy consumption and CO2 gas emissions.

Underachieving Gifted Students and Ways to Improve School Performance of at Risk Student Population Who Have High Potential: Improving Writing Performance in Underachieving Gifted Students

ERIC Educational Resources Information Center

Brown-Anfelouss, Marjorie

2012-01-01

Giftedness has often been equated with being academically talented or being a high achiever in school. However, there is often concern about the gifted students who could be described as unmotivated and underachieving in one or many academic areas. At the Jones Street School, a school for gifted elementary students, the location of this study,…

Resource Provisions of a High School Library Collection

ERIC Educational Resources Information Center

Collins, Karla B.; Doll, Carol A.

2012-01-01

The mission of the school library "is to ensure students and staff are effective users of ideas and information" (AASL 2009, 8). The school library collection should, therefore, support instruction throughout the school. However, teachers do not always understand the potential value of the resources available. This research explored…

Impact of Science Tutoring on African Americans' Science Scores on the High School Students' Graduation Examination

NASA Astrophysics Data System (ADS)

Davis, Edward

This study investigated the relationship between an after-school tutorial program for African American high school students at a Title I school and scores on the science portion of the High School Graduation Examination (HSGE). Passing the examination was required for graduation. The target high school is 99% African American and the passing rate of the target high school was 42%---lower than the state average of 76%. The purpose of the study was to identify (a) the relationship between a science tutorial program and scores on the science portion of the HSGE, (b) the predictors of tutoring need by analyzing the relationship between biology grades and scores on the science portion of the HSGE, and (c) the findings between biology grades and scores on the science portion of the HSGE by analyzing the relationship between tutorial attendance and HSGE scores. The study was based on Piaget's cognitive constructivism, which implied the potential benefits of tutorials on high-stakes testing. This study used a 1-group pretest-posttest, quantitative methodology. Results showed a significant relationship between tutoring and scores on the biology portion of the HSGE. Results found no significant relationship between the tutorial attendance and the scores on the biology portion of the HSGE or between the biology grades and scores on the biology portion of the HSGE before tutoring. It has implications for positive social change by providing educational stakeholders with empirically-based guidance in determining the potential benefit of tutorial intervention strategies on high school graduation examination scores.

Have you been sexually harassed in school? What female high school students regard as harassment.

PubMed

Witkowska, Eva; Gillander Gådin, Katja

2005-01-01

The aim of the study was to explore what behaviors experienced from peers and school staff at school are acknowledged as sexual harassment, and perceived as problematic, by female high school students, and what other factors may be relevant. Analyses were performed of responses (to 540 questionnaires) in an anonymous self-report mail survey from a random sample of female Swedish high-school students (59% response rate). Exposure to relevant behaviors, of varying levels of severity, alone, does not explain the acknowledgment of harassment. Many students were subjected to many of the potentially offensive behaviors without labeling them as sexual harassment, despite the fact that they saw many of them as problematic. Further, viewing the relevant behaviors as problems in one's school did not necessarily lead to acknowledging that sexual harassment in general was a problem. However, the behaviors seen as problems were less likely to be dismissed as sexual harassment than personal experiences. This was especially true of the most common behaviors, namely verbal ones. The results demonstrate female students' reluctance to label incidents as sexual harassment, despite the fact that actual behaviors are perceived as environmental problems. Potentially offensive sex-related behaviors become normalized in the school environment and are difficult to address, when little support is provided by schools.

The Bilingual Program in Auxiliary Services for High Schools, 1981-1982. O.E.E. Evaluation Report.

ERIC Educational Resources Information Center

Mirabito, Mary; Frischholz, Edward J.

In 1981-82, the bilingual program of New York City's Auxilliary Services for High Schools served 1335 out-of-school youth (mostly between the ages of 16-22) from Spanish, Chinese, Greek, Italian, and Haitian backgrounds. The program provided educational and support services to a variety of students including actual or potential dropouts, older…

Effect of Social Cognitive Theory-Based HIV Education Prevention Program among High School Students in Nanjing, China

ERIC Educational Resources Information Center

Li, Xiaoming; Zhang, Liying; Mao, Rong; Zhao, Qun; Stanton, Bonita

2011-01-01

This study was designed to evaluate potential preventive effects of a cultural adaption of the Focus on Kids (FOK) program among Chinese adolescents through a quasi-experimental intervention trial in Nanjing, China. High school students were assigned to either experimental groups (n = 140) or control groups (n = 164) by schools (with three schools…

Working to My Potential: The Postsecondary Experiences of CPS Students in the International Baccalaureate Diploma Programme

ERIC Educational Resources Information Center

Coca, Vanessa; Johnson, David; Kelley-Kemple, Thomas; Roderick, Melissa; Moeller, Eliza; Williams, Nicole; Moragne, Kafi

2012-01-01

In 1997, Chicago Public Schools (CPS) announced an ambitious plan to open 13 International Baccalaureate Diploma Programs (IBDP) in neighborhood high schools throughout the city. Hoping to replicate the success achieved in the long-standing IB program at Lincoln Park High School, the scale of the IB experiment was unmatched by any other school…

Prior Knowledge of Potential School-Based Violence: Information Students Learn May Prevent a Targeted Attack

ERIC Educational Resources Information Center

Pollack, William S.; Modzeleski, William; Rooney, Georgeann

2008-01-01

In the wake of several high-profile shootings at schools in the United States, most notably the shootings that occurred at Columbine High School on April 20, 1999, the United States Secret Service (Secret Service) and the United States Department of Education (ED) embarked on a collaborative endeavor to study incidents of planned (or…

Impulse Control and Anxiety Related to School Adjustment and Academic Achievement among High School Males. Final Report: Office of Education Project S-484.

ERIC Educational Resources Information Center

Barratt, Ernest S.

The author attempts to determine the value of psychometric measures of impulsiveness and anxiety for predicting potential disciplinary problems among high school males. A secondary purpose is to relate these personality factors to academic achievement. Approximately 320 sophomores were administered a psychometric battery which included: (1) an…

MP3 Players: Applications and Implications for the Use of Popular Technology in Secondary Schools

ERIC Educational Resources Information Center

Stiler, Gary M.

2007-01-01

This article explores potential uses for MP3 players in secondary classrooms. It presents an overview of current applications and describes an exploratory study of classroom uses. Seven high school teachers and one teacher educator participated in a three-month project to examine MP3 technology as applied to high school instruction. Their ideas…

Student Perspectives of the Graduation Coach's Ethic of Care on the Dropout Epidemic in a Middle Georgia Alternative High School of Choice

ERIC Educational Resources Information Center

Burger, Kimberly R.

2009-01-01

The purpose of this qualitative case study was to examine the influence of the graduation coach's ethic of care on potential dropouts (at risk high school seniors) in a Georgia alternative high school. Based on Maslow's hierarchy of needs, the objective of this research was to identify if the graduation coach's ethic of care had an influence on…

Preparation for Meaningful Work and Life: Urban High School Youth's Reflections on Work-Based Learning 1 Year Post-Graduation.

PubMed

Kenny, Maureen E; Catraio, Christine; Bempechat, Janine; Minor, Kelly; Olle, Chad; Blustein, David L; Seltzer, Joanne

2016-01-01

The challenges confronted by low-income high school students throughout school and across the transition to higher education and employment are well-documented in the US and many other nations. Adopting a positive youth development perspective (Lerner et al., 2005), this study reports findings from interviews with 18 low-income, racially and ethnically diverse graduates of an urban Catholic high school in the US. The interviews were designed to shed light on the post-high school experiences of urban high school graduates and to understand how students construct meaning about the value of school and work-based learning (WBL) in their preparation for meaningful work and life. The interviews highlight the perceived value of the academic and non-cognitive preparation students experienced through high school and WBL in relation to the challenges they encountered along the pathway to post-high school success and decent work. Overall, the findings suggest the potential of WBL for low-income youth in facilitating access to resources that build academic and psychological/non-cognitive assets, while also illustrating the role of structural and contextual factors in shaping post-high school transitions and access to meaningful work and life opportunities.

How Much is Too Much? Toxic Chemicals in High School Labs.

ERIC Educational Resources Information Center

Nagel, Miriam C.

1982-01-01

Lists 37 chemicals classified as suspected carcinogens and suspected teratogens (chemicals capable of producing malformations in an embryo). Offers suggestions to high school chemistry teachers for conducting safe laboratory investigations by avoiding use of these potentially toxic materials. (Author/JN)

School, Community and Youth. Statewide Evaluation of Part G Programs in Cooperative Vocational Education in the State of Illinois/1971-1972.

ERIC Educational Resources Information Center

Southern Illinois Univ., Carbondale.

Two types of educational programs were designed to reach the potential dropout of 14-15 years of age and the early school leaver. The first program, known as the Work Experience and Career Exploration Program (WECEP), was developed to expose potential dropouts to the world of work and to impress upon them the importance of a high school education.…

High School Students’ Perceptions of Motivations for Cyberbullying: An Exploratory Study

PubMed Central

Varjas, Kris; Talley, Jasmaine; Meyers, Joel; Parris, Leandra; Cutts, Hayley

2010-01-01

Objectives: Internet usage has increased in recent years resulting in a growing number of documented reports of cyberbullying. Despite the rise in cyberbullying incidents, there is a dearth of research regarding high school students’ motivations for cyberbullying. The purpose of this study was to investigate high school students’ perceptions of the motivations for cyberbullying. Method: We undertook an exploratory qualitative study with 20 high school students, conducting individual interviews using a semi-structured interview protocol. Data were analyzed using Grounded Theory. Results: The developed coding hierarchy provides a framework to conceptualize motivations, which can be used to facilitate future research about motivations and to develop preventive interventions designed to thwart the negative effects of cyberbullying. The findings revealed that high school students more often identified internally motivated reasons for cyberbullying (e.g., redirect feelings) than externally motivated (no consequences, non-confrontational, target was different). Conclusion: Uncovering the motivations for cyberbullying should promote greater understanding of this phenomenon and potentially reduce the interpersonal violence that can result from it. By providing a framework that begins to clarify the internal and external factors motivating the behavior, there is enhanced potential to develop effective preventive interventions to prevent cyberbullying and its negative effects. PMID:20882148

Relationship between School-Wide Positive Behavior Interventions and Supports and Academic, Attendance, and Behavior Outcomes in High Schools

ERIC Educational Resources Information Center

Freeman, Jennifer; Simonsen, Brandi; McCoach, D. Betsy; Sugai, George; Lombardi, Allison; Horner, Robert

2016-01-01

Attendance, behavior, and academic outcomes are important indicators of school effectiveness and long-term student outcomes. "Multi-tiered systems of support" (MTSS), such as "School-Wide Positive Behavior Interventions and Supports" (SWPBIS), have emerged as potentially effective frameworks for addressing student needs and…

Middle School Learning, Academic Emotions and Engagement as Precursors to College Attendance

ERIC Educational Resources Information Center

San Pedro, Maria Ofelia Clarissa Z.

2016-01-01

This dissertation research focuses on assessing student behavior, academic emotions, and knowledge within a middle school online learning environment, and analyzing potential effects on students' interests and choices related to decisions about going to college. Using students' longitudinal data ranging from their middle school, to high school, to…

The school food environment and adolescent obesity: qualitative insights from high school principals and food service personnel

PubMed Central

Nollen, Nicole L; Befort, Christie A; Snow, Patricia; Daley, Christine Makosky; Ellerbeck, Edward F; Ahluwalia, Jasjit S

2007-01-01

Objectives To examine high school personnel's perceptions of the school environment, its impact on obesity, and the potential impact of legislation regulating schools' food/beverage offerings. Methods Semi-structured interviews were conducted with the principal (n = 8) and dietitian/food service manager (n = 7) at 8 schools (4 rural, 4 suburban) participating in a larger study examining the relationship between the school environment and adolescent health behavior patterns. Results Principal themes included: 1) Obesity is a problem in general, but not at their school, 2) Schools have been unfairly targeted above more salient factors (e.g., community and home environment), 3) Attempts at change should start before high school, 4) Student health is one priority area among multiple competing demands; academic achievement is the top priority, 5) Legislation should be informed by educators and better incorporate the school's perspective. Food service themes included: 1) Obesity is not a problem at their school; school food service is not the cause, 2) Food offerings are based largely on the importance of preparing students for the real world by providing choice and the need to maintain high participation rates; both healthy and unhealthy options are available, 3) A la carte keeps lunch participation high and prices low but should be used as a supplement, not a replacement, to the main meal, 4) Vending provides school's additional revenue; vending is not part of food service and is appropriate if it does not interfere with the lunch program. Conclusion Discrepancies exist between government/public health officials and school personnel that may inhibit collaborative efforts to address obesity through modifications to the school environment. Future policy initiatives may be enhanced by seeking the input of school personnel, providing recommendations firmly grounded in evidence-based practice, framing initiatives in terms of their potential impact on the issues of most concern to schools (e.g., academic achievement, finances/revenue), and minimizing barriers by providing schools adequate resources to carry out and evaluate the effectiveness of their efforts. PMID:17511873

"You Get Lost When You Gotta Blimmin Watch the Damn Words." Another Look at Reading in the Junior Secondary School.

ERIC Educational Resources Information Center

Nicholson, Tom

A New Zealand study revealed that many secondary school reading tasks are both complex and potentially confusing for pupils. Researchers joined two classes at the junior high and high school levels, and followed the students to their major content area classes--English, math, science, and social studies--for two terms. Conversations with the 60…

Perceived Learning and Students' Perceptions toward Using Tablets for Learning: The Mediating Role of Perceived Engagement among High School Students

ERIC Educational Resources Information Center

Soffer, Tal; Yaron, Efrat

2017-01-01

Integrating mobile technology in schools has become a growing trend in recent years. Studies suggest that the use of tablets has potential contributions for learning. The current study explored the use of tablets for learning among 427 high school students, utilizing both qualitative and quantitative methods. The purpose was to assess students'…

Administrator Perspectives of Post-Secondary Educational Opportunities for Michigan High School Students

ERIC Educational Resources Information Center

Wozniak, Carl

2010-01-01

Administrator perspectives regarding current and potential increased participation in post-secondary educational opportunities by Michigan high school students were explored in this descriptive quantitative study. Targeted concerns included current institutional levels of involvement, personal knowledge concerning program rules and regulations,…

“Alms of the Sea” at Teleng Ria Beach Pacitan: Alternative Literacy Ethnoscience for Junior High School

NASA Astrophysics Data System (ADS)

Novitasari, Linda; Astya Agustina, Puput; Sukesti, Ria; Faizal Nazri, Muhammad; Handhika, Jeffry

2017-11-01

The purpose of this research is to explore the potential of ethnoscience and the value of local wisdom contained in the tradition of “sea alms” in Teleng Ria Pacitan Beach, to profile as a science literacy in junior high school. The qualitative descriptive method used, where the researcher conducts the study on group culture under natural conditions through observation, interview, and documentation. The profile obtained in a booklet and socialized in students of Junior High School (SMPN 3 Tegalombo and SMPN 1 Pacitan). From this activity obtained information that the ability of students in interpreting ethnoscience in the tradition of “alms sea” in scientific science knowledge increases. It can conclude that the ethnoscience profile and the value of local wisdom can be used as an alternative science literacy in junior high school and has the potential to be used as a reference provider of data related traditions “Sea alms” and its integration with scientific knowledge.

MSU-Test: A Tool for Measuring Students' Achievement

ERIC Educational Resources Information Center

Chansirisira, Pacharawit; Nuangchalerm, Prasart; Morakot, Nongnit; Khamkong, Surasak

2011-01-01

The study aims to employ MSU-test as a tool to measure Mahasarakham student in secondary and high school levels to achieve their learning potential. The importance of this study will help university understanding school potential and provide information to increase students' score. Two thousand and seven hundred eight nine students participated in…

Secondary Power Source: High School Students as Participatory Researchers.

ERIC Educational Resources Information Center

Kelley, Deirdre M.

1993-01-01

Examines conditions that foster and hinder participatory research using examples from a student research project aimed at drop-out reduction undertaken with students in a "last chance" high school. Concludes that students need to be taken seriously as researchers and potential agents of change. (ACM)

Putting It All Together: A Minority Transition Program.

ERIC Educational Resources Information Center

Sacramento City Coll., CA.

Sacramento City College (SCC) created a transfer opportunity program to implement joint activities with four-year colleges and high schools, establish an academic skills program for potential minority transfers, improve telecommunications with local four-year institutions, expand its existing junior high school program. and continue its formalized…

Infectious Disease and the Public Schools.

ERIC Educational Resources Information Center

Crosson, James E.

The paper examines policy options for schools regarding appropriate services for children with highly communicable, potentially life threatening diseases such as Acquired Immune Deficiency Syndrome (AIDS) and Herpes. Briefly considered are the school's legal responsibility, implied risk and inability, and actual risk and its control. General…

Setting the Bar for High-Ability Students

ERIC Educational Resources Information Center

Greene, Buck; Cross, Tracy L.

2013-01-01

Secondary school principals face no shortage of issues and challenges when it comes to ensuring that their teachers and students are ready for the Common Core State Standards. With so many issues competing for scarce time and resources, it is understandable that for many school leaders, the needs of high-ability and high-potential students are not…

College Adapter Program Curriculum Design. Manpower Education Monograph Series, Volume II.

ERIC Educational Resources Information Center

Higher Education Development Fund, New York, NY.

The College Adapter Program (CAP) is a program to train inner-city young men and women with high potential for post-secondary technical training. These young men and women either have dropped out of high school, or have been insufficiently prepared in high school for further educational training. The Curriculum Design monograph is a statement of…

Assessing the Roles of Student Engagement and Academic Emotions within Middle School Computer- Based Learning in College-Going Pathways

ERIC Educational Resources Information Center

San Pedro, Maria Ofelia Z.

2015-01-01

This dissertation research focuses on assessing student behavior, academic emotions, and knowledge from a middle school online learning environment, and analyzing their potential effects on decisions about going to college. Using students' longitudinal data ranging from their middle school, to high school, to postsecondary years, I leverage…

Lost Opportunities: The Status of Science Education in California Middle Schools. CenterView

ERIC Educational Resources Information Center

Center for the Future of Teaching and Learning at WestEd, 2012

2012-01-01

California's middle schools have a critical role to play in furthering their students' pursuit of science learning, in high school and beyond. The rapidly changing economy, advances in technology, and the press of global challenges only increase the importance of this responsibility. The potential is there for California's middle schools to…

Preparation for Meaningful Work and Life: Urban High School Youth’s Reflections on Work-Based Learning 1 Year Post-Graduation

PubMed Central

Kenny, Maureen E.; Catraio, Christine; Bempechat, Janine; Minor, Kelly; Olle, Chad; Blustein, David L.; Seltzer, Joanne

2016-01-01

The challenges confronted by low-income high school students throughout school and across the transition to higher education and employment are well-documented in the US and many other nations. Adopting a positive youth development perspective (Lerner et al., 2005), this study reports findings from interviews with 18 low-income, racially and ethnically diverse graduates of an urban Catholic high school in the US. The interviews were designed to shed light on the post-high school experiences of urban high school graduates and to understand how students construct meaning about the value of school and work-based learning (WBL) in their preparation for meaningful work and life. The interviews highlight the perceived value of the academic and non-cognitive preparation students experienced through high school and WBL in relation to the challenges they encountered along the pathway to post-high school success and decent work. Overall, the findings suggest the potential of WBL for low-income youth in facilitating access to resources that build academic and psychological/non-cognitive assets, while also illustrating the role of structural and contextual factors in shaping post-high school transitions and access to meaningful work and life opportunities. PMID:26955365

Voices from School and Home: Arkansas Parents and Students Talk about Preparing for the World of Work and the Potential for Youth Apprenticeship. A Report on Focus Group Discussions.

ERIC Educational Resources Information Center

Jobs for the Future, Inc., West Somerville, MA.

This report summarizes several group discussions with parents of high school students, high school students, and nursing students regarding the world of work and the advantages and disadvantages of a youth apprenticeship program. Section I is an executive summary that describes the methodology, summarizes key attitudes toward youth apprenticeships…

Navy Recruitment Potential in Junior Colleges

DTIC Science & Technology

1975-07-01

predominantly young (18-21 years old). high school graduates, from middle to upper-income families. They tended to be quite bright. Most are enrolled in college...attitude surveys. The rate for joining the enlisted force is particularly favorable for youth beyond high school , How- ever, very few of the junior college...83 1. Immediate Post- School Plans...................... 85 •1 2. Overall Attitude Toward Military Service . 89 3. The Active

And still WE rise: Parent-child relationships, resilience, and school readiness in low-income urban Black families.

PubMed

Anderson, Riana Elyse

2018-02-01

The Family Stress Model acknowledges forms of resilience in the face of hardship; however, few studies have emerged on the potentially positive role of familial relationships in the academic, psychological, and prosocial success of impoverished Black children. The current study evaluates how parent-child relationship conflict and financial stress are associated with children's school readiness (i.e., academic, psychosocial, and socioemotional indicators). Latent profile analyses, incorporating financial stress, general stress, and parent-child relationship variables were used to test whether varying family stress profiles differentially predicted children's school readiness in Black families with children entering kindergarten (N = 292). Findings revealed 4 latent classifications with profiles of low, moderate, moderate/high, and high/moderate stress and conflict variables, respectively. Whereas the low-profile was associated with the most desirable school readiness indicators overall, children in the high/moderate-profile were rated as significantly more psychosocially and socioemotionally prepared for school than their moderate/high-profile counterparts. Families with less conflictual parent-child relationships had more optimal school readiness relative to families with higher conflict and less financial strain. The findings of the current study have the potential to contribute to theories of poverty and parent-child relationships, as well as guide therapeutic services focused on family relationships through school- and community-related programs for impoverished urban Black youth and their families. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Self-Monitoring for High School Students with Disabilities: A Cross-Categorical Investigation of I-Connect

ERIC Educational Resources Information Center

Clemons, Lachelle L.; Mason, Benjamin A.; Garrison-Kane, Linda; Wills, Howard P.

2016-01-01

Self-monitoring interventions are well supported within the empirical literature as improving classroom engagement for students with disabilities. However, studies implementing self-monitoring interventions in high school settings are rarely conducted despite their potential to improve student academic and behavioral outcomes. In an investigation…

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…

Gender-Mainstreaming in Technical and Vocational Education and Training

NASA Astrophysics Data System (ADS)

Nurhaeni, I. D. A.; Kurniawan, Y.

2018-02-01

Gender differences should be considered in vocational high schools so women and men can develop their potentials without being inhibited by gender bias. Gender mainstreaming in vocational high schools is a strategy to integrate gender differences at all stages in teaching-learning process for achieving gender equality and equity. This research evaluates the implementation of gender mainstreaming in vocational high schools consisting of seven key components of gender mainstreaming. Four vocational high schools in Sragen Regency Indonesia have been purposively selected. The data were obtained through in-depth interviews and documentation studies. The data were analyzed using Kabeer’s model of gender analysis. The findings show that not all key components of gender mainstreaming have been implemented in vocational high schools. Most vocational high schools have implemented three of seven key components of gender mainstreaming, namely political will and leadership, policy framework and gender statistics. Meanwhile four of seven key components of gender mainstreaming, namely structure and mechanism, resources, infra structures and civil society have not been well-implemented. In conclusion gender mainstreaming has not been implemented effectively in vocational high schools. Accordingly, the government’s education office should continue to encourage and publish guidelines on the implementation of gender-mainstreaming in vocational high schools.

Implications of Middle School Behavior Problems for High School Graduation and Employment Outcomes of Young Adults: Estimation of a Recursive Model.

PubMed

Karakus, Mustafa C; Salkever, David S; Slade, Eric P; Ialongo, Nicholas; Stuart, Elizabeth

2012-01-01

The potentially serious adverse impacts of behavior problems during adolescence on employment outcomes in adulthood provide a key economic rationale for early intervention programs. However, the extent to which lower educational attainment accounts for the total impact of adolescent behavior problems on later employment remains unclear As an initial step in exploring this issue, we specify and estimate a recursive bivariate probit model that 1) relates middle school behavior problems to high school graduation and 2) models later employment in young adulthood as a function of these behavior problems and of high school graduation. Our model thus allows for both a direct effect of behavior problems on later employment as well as an indirect effect that operates via graduation from high school. Our empirical results, based on analysis of data from the NELS, suggest that the direct effects of externalizing behavior problems on later employment are not significant but that these problems have important indirect effects operating through high school graduation.

Charter school education in Texas: Student achievement on the exit level assessment in math and science

NASA Astrophysics Data System (ADS)

Turner, Jeffery E.

Public schools in the state of Texas are held accountable for performance and quality of education. Accountability is important to all schools, but it is critical to open-enrollment charter schools to remain in good standing. The current economic situation in Texas public education has brought attention as well as the need for alternative education programs such as charter schools. It is of the utmost importance for charter schools to illustrate that they are meeting the academic needs of the target market. This study addressed student achievement, as well as expenditure per student in both charter schools and traditional schools in the Region 10 educational service center. The datum for the study were obtained from the Texas Education Agency (TEA) website, specifically the Academic Excellence Indicator System Data (AEIS) files for the 2011-2012. The study sample included 30 open-enrollment charters schools and 30 traditional high schools within the Region 10 educational service center during the school year of 2011-2012. The research study determined significant statistical differences between open-enrollment charter schools and traditional high schools. The potential for the study was to gain additional knowledge and insight along with additional data for the open-enrollment charter schools and traditional schools in the Region 10 Educational Service Center. The study has potentially increased the information for researchers and practitioners in education. In addition this study has proved charter schools are a viable and an effective educational tool for the future.

Using Text-Messaging in the Secondary Classroom

ERIC Educational Resources Information Center

Thomas, Kevin; Orthober, Corrie

2011-01-01

To examine the potential uses of and barriers to text-messaging in secondary schools, three classes (66 students) of high school students used their personal mobile phones to receive out of school, course-related text-messages from teachers. Forty-six students (70%) agreed to receive text-messages. Findings indicate that participants found…

Early High School Engagement in Students with Attention/Deficit Hyperactivity Disorder

ERIC Educational Resources Information Center

Zendarski, Nardia; Sciberras, Emma; Mensah, Fiona; Hiscock, Harriet

2017-01-01

Background: Students with attention/deficit hyperactivity disorder (ADHD) continue to languish behind their peers with regard to academic achievement and education attainment. School engagement is potentially modifiable, and targeting engagement may be a means to improve education outcomes. Aims: To investigate school engagement for students with…

Sustaining Professional Learning Communities through Teacher Leadership

ERIC Educational Resources Information Center

Jennings, Karen

2013-01-01

Professional learning communities (PLCs), with their attributes of shared values, high expectations, and collaboration, have the potential to change school culture. The 4 elementary schools in this study have been unable to sustain ongoing, effective teamwork, resulting in a failure to attain adequate progress, and in 2 schools, in the placement…

Studying Teachers and Schools: Michael Pressley's Legacy and Directions for Future Research

ERIC Educational Resources Information Center

Mohan, Lindsey; Lundeberg, Mary A.; Reffitt, Kelly

2008-01-01

Much of Michael Pressley's work during the past decade focused on the nature of highly effective, engaging literacy instruction. Michael Pressley believed that studying effective teachers and schools had the potential to influence more engaging and effective teaching, especially in underresourced schools. First, we describe the grounded…

Career Pathways in School-to-Work Systems. Resource Bulletin.

ERIC Educational Resources Information Center

National School-to-Work Opportunities Office, Washington, DC.

Many students in today's high schools choose courses and work experiences in an unplanned, aimless manner that often results in limited career options and undeveloped potential. Innovative educators across the nation have responded by restructuring schools around career pathways, which are integrated, multiyear sequences of career guidance,…

Test Review: Adolescent and Child Urgent Threat Evaluation

ERIC Educational Resources Information Center

Sullivan, Jeremy R.; Holcomb, Michelle R.

2010-01-01

Recent occurrences of violence on high school and college campuses have led to increased interest among education professionals, parents, students, and community leaders in the identification of potentially violent students. Many school districts have implemented school-wide violence prevention plans to meet the safety needs of their students, and…

Understanding Students' Transition to High School: Demographic Variation and the Role of Supportive Relationships.

PubMed

Benner, Aprile D; Boyle, Alaina E; Bakhtiari, Farin

2017-10-01

The transition to high school is disruptive for many adolescents, yet little is known about the supportive relational processes that might attenuate the challenges students face as they move from middle to high school, particularly for students from more diverse backgrounds. Identifying potential buffers that protect youth across this critical educational transition is important for informing more effective support services for youth. In this study, we investigated how personal characteristics (gender, nativity, parent education level) and changes in support from family, friends, and school influenced changes in socioemotional adjustment and academic outcomes across the transition from middle to high school. The data were drawn from 252 students (50% females, 85% Latina/o). The results revealed declines in students' grades and increases in depressive symptoms and feelings of loneliness across the high school transition, with key variation by student nativity and gender. Additionally, stable/increasing friend support and school belonging were both linked to less socioemotional disruptions as students moved from middle to high school. Increasing/stable school belonging was also linked to increases in school engagement across the high school transition. These findings suggest that when high school transitions disrupt supportive relationships with important others in adolescents' lives, adolescents' socioemotional well-being and, to a lesser extent, their academic engagement are also compromised. Thus, in designing transition support activities, particularly for schools serving more low-income and race/ethnic minority youth, such efforts should strive to acclimate new high school students by providing inclusive, caring environments and positive connections with educators and peers.

Fit for the Principalship: Identifying, Training, and Clearing the Path for Potential School Leaders

ERIC Educational Resources Information Center

Johnston, Mike; Walker, R. K.; Levine, Andy

2010-01-01

Since its inception, New Leaders for New Schools has been driven by the fundamental belief that every child can succeed academically at high levels. New Leaders for New Schools also believes that an effective principal is a crucial lever for school improvement and transforming student achievement at scale. Thus, a focus on the selection, training,…

Characteristics of school-sanctioned sports: participation and attrition in Wisconsin public high schools.

PubMed

Landis, Matthew J; Peppard, Paul P; Remington, Patrick L

2007-09-01

Successful approaches are needed to decrease the burden of obesity on America's youth. Researchers often look to the high school interscholastic sports experience as a promising area for intervention. The purpose of this paper is to examine trends in participation over the course of a 4-year educational period. Two research questions are posed in this study: (1) how does participation in interscholastic sports change over the high school interscholastic sports experience, and (2) how do gender and school size influence these patterns? To answer these questions, a panel study is used to prospectively follow 412 Wisconsin public high schools from freshman year (2000-2001) to senior year (2003-2004). Participation prevalence (percent participation) in freshman year and risk of attrition (defined as a reduction in prevalence) from freshman to senior year are reported for sport, gender, and school size characteristics. Overall sports participation is greatest in smaller schools versus larger schools for both females (36% versus 20%) and males (38% versus 25%). Most high school sports exhibit declines in participation, including those sports with the highest prevalence of freshman participation. Compared to sports participants attending large schools, participants attending small schools have a lower risk of attrition from freshman to senior year. However, female attrition is much higher than male attrition in small schools, whereas this difference is not as apparent in large schools. The results of this research suggest school size and gender play important roles in initial and sustained involvement during high school. Despite the potential immediate and long-term benefits of high school interscholastic sports participation, there is limited research that prospectively examines patterns of participation through high school. Expanding the use of this measurement approach may effectively promote physical activity as youth grow into adults.

Big school, small school: (re)testing assumptions about high school size, school engagement and mathematics achievement.

PubMed

Weiss, Christopher C; Carolan, Brian V; Baker-Smith, E Christine

2010-02-01

In an effort to increase both adolescents' engagement with school and academic achievement, school districts across the United States have created small high schools. However, despite the widespread adoption of size reduction reforms, relatively little is known about the relationship between size, engagement and outcomes in high school. In response, this article employs a composite measure of engagement that combines organizational, sociological, and psychological theories. We use this composite measure with the most recent nationally-representative dataset of tenth graders, Educational Longitudinal Study: 2002, (N = 10,946, 46% female) to better assess a generalizable relationship among school engagement, mathematics achievement and school size with specific focus on cohort size. Findings confirm these measures to be highly related to student engagement. Furthermore, results derived from multilevel regression analysis indicate that, as with school size, moderately sized cohorts or grade-level groups provide the greatest engagement advantage for all students and that there are potentially harmful changes when cohorts grow beyond 400 students. However, it is important to note that each group size affects different students differently, eliminating the ability to prescribe an ideal cohort or school size.

The Program and Treatment Effect of Summer Jobs on Girls' Post-Schooling Incomes.

PubMed

Alam, Moudud; Carling, Kenneth; Nääs, Ola

2015-06-01

Public programs offering summer jobs to smooth the transition from school to work is commonplace. However, the empirical support for summer jobs is limited. This article exploits the availability of registered individual information and random allocation to summer jobs to provide empirical evidence on this issue. To identify the effect of summer job programs on the post-schooling incomes of the intended participants. Also to identify the effect of sophomore girls' high school work experience on their post-schooling incomes. In this article, 1,447 sophomore girls from 1997 to 2003 are followed 5-12 years after graduation. They all applied to Falun municipality's (Sweden) summer job program, and about 25% of them were randomly allotted a job. The random allocation to a summer job is used to identify the causal effect of sophomore girls' high school income on their post-schooling incomes. All the 1,447 sophomore girls who applied to Falun municipality's summer job program during 1997-2003. Annual post-schooling income is used as an outcome measure. The work experience of girls in high school is also measured in terms of total income while in high school. The program led to a substantially larger accumulation of income during high school as well as 19% higher post-schooling incomes. The high school income led to a post-schooling income elasticity of 0.37 which is, however, potentially heterogeneous with regard to academic ability. Both the program effect and the causal effect of high school income on post-schooling incomes were substantial and statistically significant. © The Author(s) 2015.

"I Think I'm Reaching My Potential": Students' Self-Determination Experiences in an Inclusive High School

ERIC Educational Resources Information Center

Eisenman, Laura T.; Pell, Megan M.; Poudel, Bishwa B.; Pleet-Odle, Amy M.

2015-01-01

Through a 5-year qualitative case study of an inclusive high school, we examined students' experiences of self-determination. We conducted analyses of multiple interviews with students, parents, teachers, guidance staff, and administrators using grounded theory methods and guided by self-determination conceptual frameworks. Explicit expectations…

Integrating a Relaxation Response-Based Curriculum into a Public High School in Massachusetts

ERIC Educational Resources Information Center

Foret, Megan M.; Scult, Matthew; Wilcher, Marilyn; Chudnofsky, Rana; Malloy, Laura; Hasheminejad, Nicole; Park, Elyse R.

2012-01-01

Academic and societal pressures result in U.S. high school students feeling stressed. Stress management and relaxation interventions may help students increase resiliency to stress and overall well-being. The objectives of this study were to examine the feasibility (enrollment, participation and acceptability) and potential effectiveness (changes…

Factors Associated with Participation in Employment for High School Leavers with Autism

ERIC Educational Resources Information Center

Chiang, Hsu-Min; Cheung, Ying Kuen; Li, Huacheng; Tsai, Luke Y.

2013-01-01

This study aimed to identify the factors associated with participation in employment for high school leavers with autism. A secondary data analysis of the National Longitudinal Transition Study 2 (NLTS2) data was performed. Potential factors were assessed using a weighted multivariate logistic regression. This study found that annual household…

Association of a Behaviorally Based High School Health Education Curriculum with Increased Exercise

ERIC Educational Resources Information Center

Annesi, James J.; Trinity, John; Mareno, Nicole; Walsh, Stephanie M.

2015-01-01

Increasing exercise in children and adolescents through academic classes is an understudied area. Potential benefits include associated improvements in health, psychosocial, and quality-of-life factors. A sample of 98 students (M[subscript age] = 14.3) from high school health education classes received six, 40-min lessons incorporating…

Improving College Access: A Review of Research on the Role of High School Counselors

ERIC Educational Resources Information Center

McKillip, Mary E. M.; Rawls, Anita; Barry, Carol

2012-01-01

High school counselors potentially hold a key position to help increase the number of U.S. students receiving post-secondary degrees, particularly to address inequalities that prevent certain students from successfully transitioning to college. Using the model of student success (Perna & Thomas, 2008), this study reviewed the literature to…

Behavioral Risks during the Transition from High School to College

ERIC Educational Resources Information Center

Fromme, Kim; Corbin, William R.; Kruse, Marc I.

2008-01-01

The transition from high school to college is an important developmental milestone that holds the potential for personal growth and behavioral change. A cohort of 2,245 students was recruited during the summer before they matriculated into college and completed Internet-based surveys about their participation in a variety of behavioral risks…

A Guide to Group Counseling in Junior High School. Futureprint Counseling Component.

ERIC Educational Resources Information Center

Guillen, Mary A.

Designed for junior high school counselors, the guide offers an outline for facilitating group counseling sessions. Intended to be held one class period a week for eight weeks, the sessions aim toward potential improvement in self-esteem, personal relationships, peer understanding, self-awareness, academic performance, and social skills. Each…

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…

Early College High School: Closing the Latino Achievement Gap

ERIC Educational Resources Information Center

Beall, Kristen Ann

2016-01-01

The population of United States Latino students is growing at a rapid rate but their academic achievement lags behind white and Asian students. This issue has significant consequences for the nation's economy, as the job market continues to demand more education and better skills. Early College High School programs have the potential to improve…

COMMUNITY RESOURCES POOL, SOUTH ORANGETOWN CENTRAL SCHOOL DISTRICT 1.

ERIC Educational Resources Information Center

FRIEDAN, BETTY

IN OCTOBER, 1962, 250 STUDENTS IN 14 SEMINAR GROUPS, FIFTH GRADERS THROUGH HIGH SCHOOL SENIORS, BECAME SATURDAY "APPRENTICES" TO PROFESSIONAL RESOURCE PERSONS FROM THE COMMUNITY. STUDENTS WITH HIGH INTEREST AND POTENTIAL ATTENDED THE SEMINARS FOR 8 WEEKS IN THE FALL SEMESTER. A SECOND 8-WEEK SERIES WAS PRESENTED IN THE SPRING. THE…

High School Girls' Negotiation of Perceived Self-Efficacy and Science Course Trajectories

ERIC Educational Resources Information Center

Patterson, Jill Voorhees; Johnson, Ane Turner

2017-01-01

Sustainability issues have led to increased demands for a STEM-literate society and workforce. Potential contributors need to be competent, have an understanding of earth and physical sciences, and be willing to pursue such fields. High school girls, however, remain underrepresented in physical science course enrollments (College Board, 2014).…

Gas Clathrate Hydrates Experiment for High School Projects and Undergraduate Laboratories

ERIC Educational Resources Information Center

Prado, Melissa P.; Pham, Annie; Ferazzi, Robert E.; Edwards, Kimberly; Janda, Kenneth C.

2007-01-01

We present a laboratory procedure, suitable for high school and undergraduate students, for preparing and studying propane clathrate hydrate. Because of their gas storage potential and large natural deposits, gas clathrate hydrates may have economic importance both as an energy source and a transportation medium. Similar to pure ice, the gas…

Preferred Information Sources of High School Students for Community Colleges and Universities

ERIC Educational Resources Information Center

Goff, Brent; Patino, Vanessa; Jackson, Gary

2004-01-01

To effectively communicate with potential students, it is important to utilize their preferred information sources. Survey data were gathered from 716 high school students who planned to attend college. There were communication source differences based on race and intent to attend two-year vs. four-year institutions. Important information sources…

High school incompletion and childhood maltreatment among street-involved young people in Vancouver, Canada.

PubMed

Barker, Brittany; Kerr, Thomas; Dong, Huiru; Wood, Evan; DeBeck, Kora

2017-03-01

While the link between educational attainment and future health and wellness is well understood, little investigation has considered the potential impacts of distinct forms of childhood maltreatment on high school completion. In the present study, the relationship between five categories of childhood maltreatment (physical, emotional, and sexual abuse, and physical and emotional neglect) and completion of high school education were examined using the Childhood Trauma Questionnaire (CTQ). From September 2005 to May 2013, data were collected for the At-Risk Youth Study (ARYS), a cohort of street-involved young people who use illicit drugs in Vancouver, Canada. We used logistic regression to examine the relationship between childhood maltreatment and high school completion, while controlling for a range of potential confounding variables. Specifically, five separate models for each category of maltreatment and two combined models were employed to examine the relative associations between, and cumulative impact of, different forms of childhood maltreatment and educational attainment. Among 974 young people, 737 (76%) reported not completing high school. In separate multivariable analyses physical abuse, emotional abuse, physical neglect, and emotional neglect remained positively and independently associated with an incomplete high school education. In a combined multivariable model with all forms of childhood maltreatment considered together, emotional abuse (adjusted odds ratio = 2.08; 95% confidence interval: 1.51-2.86) was the only form of maltreatment that remained significantly associated with an incomplete high school education. The cumulative impact assessment indicated a moderate dose-dependent trend where the greater the number of different forms of childhood maltreatment the greater the risk of not completing a high school education. These findings point to the need for trauma-informed interventions to improve educational attainment among vulnerable young people, as well as evidence-based prevention programmes, such as the Nurse-Family Partnership, aimed at supporting at-risk families before maltreatment occurs. © 2015 John Wiley & Sons Ltd.

Failing our children: lead in U.S. school drinking water.

PubMed

Lambrinidou, Yanna; Triantafyllidou, Simoni; Edwards, Marc

2010-01-01

Lead is the most prevalent toxicant in U. S. school drinking water. Yet for the vast majority of schools, federal regulation for testing taps and remediating contamination is voluntary. Using school case studies, this article discusses the regulatory vacuum that leaves children unprotected from potential exposure to very high lead doses through consumption of school water. Controlling lead hazards from water fountains, coolers, and other drinking water outlets in schools requires improved sampling protocols that can capture the inherent variability of lead release from plumbing and measure both the particulate and dissolved lead present in water. There is a need to reevaluate the potential public health implications of lead-contaminated drinking water in schools. Accounting for this misunderstood and largely overlooked exposure source is necessary in order to better understand and address childhood lead poisoning in the U. S.

The impact of alcohol consumption and marijuana use on high school graduation.

PubMed

Yamada, T; Kendix, M; Yamada, T

1996-01-01

In this study we use data from the National Longitudinal Survey of Youth (NLSY) to estimate the relationship between high school graduation, and alcohol and marijuana use among high school students. We also estimate the demand determinants for each of these substances. Our results show that there are significant adverse effects of alcohol and marijuana use on high school graduation. In particular, increases in the incidence of frequent drinking, liquor and wine consumption, and frequent marijuana use, significantly reduce the probability of high school graduation. Our results also show that beer taxes, liquor prices and marijuana decriminalization have a significant impact on the demand for these substances. These findings have important policy implications. A ten percent increase in beer taxes, reduces alcohol consumption among high school students, which in turn raises the probability of high school graduation by about three percent. A 1 percent increase in liquor prices raises the probability of high school graduation by over 1 percent. Raising the minimum drinking age for liquor also reduces liquor and wine consumption, and thus, improves the probability of high school graduation. Although the relationship between marijuana decriminalization and marijuana use is not significant, decriminalization is found to reduce the probability of becoming a frequent drinker. This result suggests that marijuana use and frequent drinking are substitute activities. Illicit substance abuse reduces the rate of high school completion, reduces expected future earnings and creates potential health problems. Thus, high-school-based preventive programs which discourage alcohol consumption and marijuana use are highly recommended, in order to alleviate these problems.

Cost-effectiveness of Project ADAM: a project to prevent sudden cardiac death in high school students.

PubMed

Berger, S; Whitstone, B N; Frisbee, S J; Miner, J T; Dhala, A; Pirrallo, R G; Utech, L M; Sachdeva, R C

2004-01-01

Public access defibrillation (PAD) in the adult population is thought to be both efficacious and cost-effective. Similar programs aimed at children and adolescents have not been evaluated for their cost-effectiveness. This study evaluates the potential cost-effectiveness of implementing Project ADAM, a program targeting children and adolescents in high schools in the Milwaukee Public School System. Project ADAM provides education about cardiopulmonary resuscitation (CPR) and the warning signs of sudden cardiac death (SCD) and training in the use and placement of automated external defibrillators (AEDs) in high schools. We developed decision analysis models to evaluate the cost-effectiveness of the decision to implement Project ADAM in public high schools in Milwaukee. We examined clinical model and public policy applications. Data on costs included estimates of hospital-based charges derived from a pediatric medical center where a series of patients were treated for SCD, educational programming, and the direct costs of one AED and training for 15 personnel per school. We performed sensitivity analyses to assess the variation in outputs with respect to changes to input data. The main outcome measures were Life years saved and incremental cost-effectiveness ratios. At an arbitrary societal willingness to pay $100,000 per life year saved, the policy to implement Project ADAM in schools is a cost-effective strategy at a threshold of approximately 5 patients over 5 years for the clinical model and approximately 8 patients over 5 years for the public policy model. Implementation of Project ADAM in high schools in the United States is potentially associated with an incremental cost-effectiveness ratio that is favorable.

Social Media in Schools: A Treasure Trove or Hot Potato?

ERIC Educational Resources Information Center

Wang, Yinying

2013-01-01

In the sphere of education, social media has posed enormous challenges and unleashed its potential as a venue to communicate with stakeholders. This case is a fictionalized version of several real cases related to the school leaders' struggle with utilizing social media to accomplish changes in schools. This case describes two high school…

Social Media Arrive in School; Principals Look at Impacts

ERIC Educational Resources Information Center

Armistead, Lew

2010-01-01

Social media have the potential to improve educational opportunities for high school students, but also present legal and policy challenges for public school principals. Those were among opinions expressed in the 2010 Principals' Partnership Poll. The most frequently-cited request by the 306 respondents was help in integrating social media into…

Research Committee Issues Brief: Professional Development for Virtual Schooling and Online Learning

ERIC Educational Resources Information Center

Davis, Niki; Rose, Ray

2007-01-01

This report examines the types of professional development necessary to implement successful online learning initiatives. The potential for schools utilizing online learning is tremendous: schools can develop new distribution methods to enable equity and access for all students, they can provide high quality content for all students and they can…

"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…

Pilot Test of Standup, an Online School-Based Bullying Prevention Program

ERIC Educational Resources Information Center

Timmons-Mitchell, Jane; Levesque, Deborah A.; Harris, Leon A., III.; Flannery, Daniel J.; Falcone, Tatiana

2016-01-01

Bullying is a significant public health problem for students in schools. Prevention programs have addressed targets with some success; however, meta-analyses find small effects among older youths. A pilot study was conducted with high school students to evaluate the potential efficacy of StandUp, a three-session online program that delivers…

Growth in young Filipino children predicts schooling trajectories through high school.

PubMed

Daniels, Melissa C; Adair, Linda S

2004-06-01

Several studies link childhood malnutrition to adverse schooling outcomes, including delayed or diminished enrollment and increased grade repetition. However, the effects of nutrition on schooling trajectories are obscured by the cross-sectional nature of most previous research and the complex array of other phenomena that affect schooling outcomes. We explored the association between height-for-age Z-score (HAZ) at 2 y and schooling trajectory among 2198 children from the Cebu Longitudinal Health and Nutrition Survey. Parity, parental education, maternal height, household assets, environmental cleanliness, presence of electricity, and household income were identified as potential confounders. Crude and adjusted logistic and multinomial regressions of schooling outcomes (entrance age, grade repetition, and grades completed) were conducted. Entrance age and IQ were evaluated as potential mediators between HAZ and schooling outcomes. After adjustment for confounders, greater height for age protected against late enrollment among both boys and girls and predicted early enrollment among boys. Taller children were less likely to repeat grades [girls OR = 0.78 (0.67, 0.89); boys OR = 0.86 (0.74, 0.99)] and less likely to drop out during grade school rather than graduate from high school [girls OR = 0.74 (0.56, 0.98; boys OR = 0.66 (0.51, 0.84)]. Models predicting the changes in school outcomes associated with a change in overall height from -2 to 0 SD of HAZ were simulated. Absolute probability of late enrollment dropped substantially, from 6% for both boys and girls to 2% for boys and 1% for girls. Absolute grade repetition dropped approximately 7% for boys and 9% for girls. Improving early childhood nutrition may have long-lasting educational benefits, increasing the likelihood of high school completion in developing countries.

The Leadership Role of the High School Principal in Providing a Supportive Environment for Lesbian, Gay, Bisexual, and Transgender Students

ERIC Educational Resources Information Center

Porreca, Kathleen A.

2010-01-01

The literature on school leadership and on effective schools has long held that the leadership of the principal is the single most important factor in creating and sustaining the culture of a school; it follows, then, that the leadership of the principal has tremendous potential to increase the safety, comfort, and academic achievement of LGBT…

The Retention of Teachers in Rural Idaho: An Action Research Study in the Longevity of Central Elementary Teachers

ERIC Educational Resources Information Center

Orr, Cynthia K.

2013-01-01

If a school is able to retain its teachers, the school has the potential to function as a team and create a positive learning environment. Brown and Schainker (2008) indicate, "Most teacher turnover, whether through attrition or migration, is costly and has negative effects at the school level" (p. 13). If a school has high turnover, the…

Exile Has Its Place: A High School Principal Reflects on School Discipline

ERIC Educational Resources Information Center

Hawkes, T. Elijah

2011-01-01

Exile has its place. As an age-old human response to conflict, its potential value to the healthy maturation of students and the school community should not be discounted. Exile or ostracism goes by various names in school. Students are told: Move your desk. Leave the classroom and wait in the hall. Go to the office. Go to detention. You're…

Correlation among High School Senior Students' Test Anxiety, Academic Performance and Points of University Entrance Exam

ERIC Educational Resources Information Center

Karatas, Hakan; Alci, Bulent; Aydin, Hasan

2013-01-01

Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure. The aim of this study is to define the correlation among high school senior students' test anxiety, academic performance (GPA) and points of university entrance exam (UEE). The study group of…

Linking the Timing of Career and Technical Education Coursetaking with High School Dropout and College-Going Behavior

ERIC Educational Resources Information Center

Gottfried, Michael A.; Plasman, Jay Stratte

2018-01-01

While prior studies have examined the efficacy of career and technical education (CTE) courses on high school students' outcomes, there is little knowledge on timing of these courses and a potential link to student outcomes. We asked if the timing of these courses predicted differences in the likelihood of dropout and on-time high school…

A school-based resilience intervention to decrease tobacco, alcohol and marijuana use in high school students.

PubMed

Hodder, Rebecca K; Daly, Justine; Freund, Megan; Bowman, Jenny; Hazell, Trevor; Wiggers, John

2011-09-24

Despite schools theoretically being an ideal setting for accessing adolescents and preventing initiation of substance use, there is limited evidence of effective interventions in this setting. Resilience theory provides one approach to achieving such an outcome through improving adolescent mental well-being and resilience. A study was undertaken to examine the potential effectiveness of such an intervention approach in improving adolescent resilience and protective factor scores; and reducing the prevalence of adolescent tobacco, alcohol and marijuana use in three high schools. A non-controlled before and after study was undertaken. Data regarding student resilience and protective factors, and measures of tobacco, alcohol and marijuana use were collected from grade 7 to 10 students at baseline (n = 1449) and one year following a three year intervention (n = 1205). Significantly higher resilience and protective factors scores, and significantly lower prevalence of substance use were evident at follow up. The results suggest that the intervention has the potential to increase resilience and protective factors, and to decrease the use of tobacco, alcohol and marijuana by adolescents. Further more rigorous research is required to confirm this potential.

Trajectories of depressive symptoms and self-esteem in Latino youths: examining the role of gender and perceived discrimination.

PubMed

Zeiders, Katharine H; Umaña-Taylor, Adriana J; Derlan, Chelsea L

2013-05-01

The current longitudinal study examined changes in Latino adolescents' (N = 323, M age = 15.31 years) self-esteem and depressive symptoms across the high school years. Differences in trajectories were examined by gender and perceived ethnic discrimination. Findings revealed that self-esteem increased across high school for both male adolescents and female adolescents. Depressive symptoms, however, showed differences by gender, with female adolescents reporting a decline in depressive symptoms across high school and male adolescents reporting no change. Perceived ethnic discrimination emerged as an important predictor of male adolescents' self-esteem in early high school and predicted changes in self-esteem growth for male adolescents and female adolescents across the high school years. Perceived ethnic discrimination also emerged as a significant predictor of adolescents' depressive symptoms in early high school but did not relate to changes in symptoms across time. Together, findings suggest that Latino adolescents experience positive changes in psychological adjustment across this developmental time. Experiences of ethnic discrimination, however, have the potential of placing adolescents at risk for maladjustment over time. These findings inform our understanding of Latino youth development and point to the importance of early high school years in youths' psychological functioning.

The Effect of the Student Success Skills Small Group Counseling Intervention on Factors Associated with Dropout Potential in High School

ERIC Educational Resources Information Center

Weinstein, Jodie

2013-01-01

The focus of this study is to add to the outcome research on effective school counseling interventions and to specifically evaluate the effectiveness of the Student Success Skills (SSS) small group intervention with students identified as having drop out potential in the 9th grade. This study analyzed two years of pre-existing, non-identifiable…

The Potential Impacts of Upcoming High-Stakes Testing on the Teaching of Science in Elementary Classrooms

NASA Astrophysics Data System (ADS)

Pringle, Rose M.; Martin, Sarah Carrier

2005-09-01

In 1983, the National Commission on Excellence in Education in the United States issued a report called A Nation at Risk: The Imperative for Educational Reform. This report and other policy initiatives such as the No Child Left Behind Legislation recommended that the individual states institute assessments to hold schools accountable. This research explored the potential impact of impending standardised testing on teaching science in elementary schools in one school district in Florida. We explored the teachers' concerns about the upcoming high-stakes tests in science, possible impact on their curriculum and what changes, if any, will be made in the approach to science teaching and learning in their classrooms. As the teachers look toward the implementation of high-stakes testing in science, they have recognised the need to teach science. This recognition is not borne out of the importance of science learning for elementary school children, but rather out of fear of failure and the effects of tangible rewards or punishments that accompany high-stakes testing. In anticipation, the teachers are preparing to align their teaching to the science standards while aggressively searching for test preparatory materials. Schools are also involved in professional development and structural changes to facilitate teaching of science.

Implications of Middle School Behavior Problems for High School Graduation and Employment Outcomes of Young Adults: Estimation of a Recursive Model

PubMed Central

Karakus, Mustafa C.; Salkever, David S.; Slade, Eric P.; Ialongo, Nicholas; Stuart, Elizabeth

2013-01-01

The potentially serious adverse impacts of behavior problems during adolescence on employment outcomes in adulthood provide a key economic rationale for early intervention programs. However, the extent to which lower educational attainment accounts for the total impact of adolescent behavior problems on later employment remains unclear As an initial step in exploring this issue, we specify and estimate a recursive bivariate probit model that 1) relates middle school behavior problems to high school graduation and 2) models later employment in young adulthood as a function of these behavior problems and of high school graduation. Our model thus allows for both a direct effect of behavior problems on later employment as well as an indirect effect that operates via graduation from high school. Our empirical results, based on analysis of data from the NELS, suggest that the direct effects of externalizing behavior problems on later employment are not significant but that these problems have important indirect effects operating through high school graduation. PMID:23576834

Kids into health careers: a rural initiative.

PubMed

Lauver, Lori S; Swan, Beth Ann; West, Margaret Mary; Zukowsky, Ksenia; Powell, Mary; Frisby, Tony; Neyhard, Sue; Marsella, Alexis

2011-01-01

To describe a project that introduces middle school and high school students living in Pennsylvania's rural geographic regions to nursing careers through outreach extended to students regardless of gender, ethnicity, or socioeconomic status. The authors employed many strategies to inform students about careers in nursing. The methods included: working with guidance counselors, participating in community health fairs, taking part in school health career fairs, collaborating with Area Health Education Centers, serving on volunteer local education advisory boards, developing a health careers resource guide, and establishing a rural health advisory board. Developing developmentally appropriate programs may have the potential to pique interest in nursing careers in children of all ages, preschool through high school. Publicity is needed to alert the community of kids into health care career programs. Timing is essential when planning visits to discuss health care professions opportunities with middle and high school students. It is important to increase the number of high school student contacts during the fall months. Targeting high school seniors is particularly important as they begin the college applications process and determine which school will best meet their educational goals. Outcome measures to determine the success of health career programs for students in preschool through high school are needed. Evaluation methods will be continued over the coming years to assess effectiveness. © 2010 National Rural Health Association.

Effects of Non-Guidance Activities, Supervision, and Student-to-Counselor Ratios on School Counselor Burnout

ERIC Educational Resources Information Center

Moyer, Michael

2011-01-01

School counselors, like all mental health professionals are at high risk for burnout. High caseloads, job role ambiguity, and lack of supervision increase their propensity for burnout. Three areas were selected for study in this article due to their potential impact on burnout: supervision, student-to-counselor-ratios, and non-guidance related…

Methodological Lessons Learned from Conducting Civic Education Research in High Schools

ERIC Educational Resources Information Center

Matto, Elizabeth C.; Vercellotti, Timothy

2012-01-01

With the growing size of the "Millennial Generation" and its potential impact on American democracy, the civic education of this cohort deserves study. Using news media and discussion of politics at home and in the classroom at four public high schools in New Jersey, we conducted an experiment to measure changes in media use, political…

A Multi-Institutional Examination of the Relationships between High School Activity Involvement and Leadership Characteristics

ERIC Educational Resources Information Center

Simonsen, Jon C.; Velez, Jonathan J.; Foor, Ryan M.; Birkenholz, Robert J.; Foster, Daniel D.; Wolf, Kattlyn J.; Epps, Rebekah B.

2014-01-01

Developing leaders is vital to the future of our nation. As institutions of higher education address the need for leadership through courses and experiences, there is a need to recognize and acknowledge the potential impact of high school activity participation on leadership development. This descriptive-correlational study surveyed first-time…

"The Last Block of Ice": Trauma Literature in the High School Classroom

ERIC Educational Resources Information Center

Moore, Amber; Begoray, Deborah

2017-01-01

This article explores the potential of using trauma literature in the secondary high school classroom, drawing from a case study that explored grade 10 secondary students' responses to a trauma story. These responses were primarily collected from their digital writing and reveal a number of interesting findings, including the expression of anger…

You Don't Have to Be: Feminist Literary Criticism in the High School.

ERIC Educational Resources Information Center

Willinsky, John

Feminist literary criticism seems to have the potential to bring new life to old standards taught in the high school English class even if the students are not themselves feminists. A feminist approach to literature instruction was first attempted using "This Is Just to Say" and "The Young Housewife" by William Carlos Williams…

Expanding Persuasion Research: Using More Personally Relevant Issues and Exploring Relevance Perceived from Message Content.

ERIC Educational Resources Information Center

Dewis, Robert; Lee, Wen-Shu

A study explored the impact on junior high school females of "don't smoke" public service announcements (PSAs) created by two groups of high school females. The study extended the research on relevance and persuasion by utilizing intimate issues, and by exploring the potential for increasing message relevance by using persuasive messages…

The Eighth Grade CRCT as a Predictive Measure of Student Success on the Ninth Grade EOCT

ERIC Educational Resources Information Center

Body, Matthew

2013-01-01

Student performance on high stakes testing in secondary education has contributed to the need for students' testing potential to be identified before entering high school. There is evidence to suggest that a greater understanding of how earlier test scores predict later test scores will help educators and school officials increase student…

The Power of the Sketch(Book): Reflections from High School English Students

ERIC Educational Resources Information Center

Leigh, S. Rebecca

2012-01-01

This paper explores the potential of sketchbooks as a pathway for developing ideas for writing in high school English classrooms. This paper examines how shifting between drawing and writing impacts students' ability to develop ideas for writing and create meaningful texts. Specifically, this paper explores four types of visual sign making that…

Connecting Secondary and Postsecondary Student Social Media Skills: Recommendations for Administrators

ERIC Educational Resources Information Center

Lu, Mei-Yan; Newman, Richard E.; Miller, Michael T.

2014-01-01

Social media has become common ground for many high school and college students, and its use has the potential to impact learning. With fast response times and immediate availability of ideas and data, students change their perceptions about how education should be experienced. This study explored how high school and college students view the…

Iterative Design toward Equity: Youth Repertoires of Practice in a High School Maker Space

ERIC Educational Resources Information Center

Martin, Lee; Dixon, Colin; Betser, Sagit

2018-01-01

Despite their potential, maker activities do not always support equitable engagement. The authors report on a design research study where they worked to support equitable engagement of youth repertoires of practice in a high school makerspace. Their orientation toward equity is grounded in the construct of repertoires of practice, and they focus…

Christ and Cleavage: Multiculturalism and Censorship in a Working-Class, Suburban High School

ERIC Educational Resources Information Center

Gorlewski, Julie

2008-01-01

High school teacher Julie Gorlewski considers the complexities of multicultural education and the challenges of realizing its potential as a social movement. She explains how students became "powerful users of language" by writing to the editors of their literature anthology to question what appeared to be censorship through alterations to text…

Study of the Career Intern Program. Final Technical Report--Task C: Program Dynamics: Structure, Function, and Interrelationships.

ERIC Educational Resources Information Center

Fetterman, David M.

A study identified causal linkages and basic interrelationships among components of the Career Intern Program (CIP) and observed outcomes. (The CIP is an alternative high school designed to enable disadvantaged and alienated dropouts or potential dropouts to earn regular high school diplomas, to prepare them for meaningful employment or…

Empowering local potential resources: strategies and challenges of vocational high school in East Java

NASA Astrophysics Data System (ADS)

Sadewo, FX S.; Utami, D.; Handoyo, P.; Pribadi, F.

2018-01-01

The low interest of entrepreneurship in Indonesia can be seen from two factors, namely cultural and structural. However, it can be addressed through education, one of its strategy is through Vocational Entrepreneurship development program based on the potential of the region. This research seeks to see the readiness of SMK in developing entrepreneurship program in accordance with the potential of the region. The research approach uses Rapid Assessment Procedure (RAP) method. The research location is SMK in Tuban, Jember, Malang, Kediri and Pamekasan. The subject of the research is the managerial side of the school, including the curriculum development team, the School Committee and Vice Principals of Curriculum. The results of this study indicate that all principals already know about the potential of the region and have tried entrepreneurial development based on the potential of the area.

Classroom furniture and anthropometric characteristics of Iranian high school students: proposed dimensions based on anthropometric data.

PubMed

Dianat, Iman; Karimi, Mohammad Ali; Asl Hashemi, Ahmad; Bahrampour, Samira

2013-01-01

The study evaluated the potential mismatch between classroom furniture dimensions and anthropometric characteristics of 978 Iranian high school students (498 girls, 480 boys), aged 15-18 years. Nine anthropometric measurements (stature, sitting height, sitting shoulder height, popliteal height, hip breadth, elbow-seat height, buttock-popliteal length, buttock-knee length and thigh clearance) and five dimensions from the existing classroom furniture were measured and then compared together (using match criterion equations) to identify any potential mismatch between them. The results indicated a considerable mismatch between body dimensions of the students and the existing classroom furniture, with seat height (60.9%), seat width (54.7%) and desktop height (51.7%) being the furniture dimensions with a higher level of mismatch. The levels of mismatch varied between the high-school grade levels and between genders, indicating their special requirements and possible problems. The proposed dimensions of the classroom furniture more appropriate for the students were given. This additional information on students' anthropometry can be used by local furniture industries as a starting point for designing more appropriate furniture for school children, or used by schools to aid in furniture selection. Copyright © 2012 Elsevier Ltd and The Ergonomics Society. All rights reserved.

Sleep, sleepiness and school start times: a preliminary study.

PubMed

Dexter, Donn; Bijwadia, Jagdeep; Schilling, Dana; Applebaugh, Gwendolyn

2003-01-01

High school students are reported to be excessively sleepy, resulting in decreased academic performance, increased psycho-social problems and increased risk of morbidity and mortality from accidents. Early school start times have been noted to contribute to this problem. This report attempts to confirm the relationship of early school start times with decreased sleep and increased sleepiness. We examined sophomore and junior students in 2 local high schools with different start times and measured the amount of time slept and sleepiness. We found that students at the early start school reported reduced sleep time and more sleepiness than their counterparts at the later starting school. Early school start times are associated with student reports of less sleep and increased sleepiness. Further studies in larger groups are recommended in view of the potential significant impact of sleep deprivation in this age group.

"Who Stays and Who Leaves?" Findings from a Three-Part Study of Teacher Turnover in NYC Middle Schools. Synthesis Report

ERIC Educational Resources Information Center

Marinell, William H.; Coca, Vanessa M.; Arum, Richard; Goldstein, Jennifer; Kemple, James; Pallas, Aaron; Bristol, Travis; Buckley, Clare; Scallon, Amy; Tanner, Barbara

2013-01-01

There is growing evidence that the middle school years are critical to students' long-term success. In New York City, middle schools have been the target of several high-profile improvement initiatives. One factor that has the potential to facilitate or complicate these efforts is the stability of the middle school teaching force. Yet there have…

Truancy and Chronic Absence in Redwood City. Youth Data Archive Issue Brief

ERIC Educational Resources Information Center

Sanchez, Monika

2012-01-01

When students are not in school, they miss the opportunity to grow academically, socially, and emotionally. These skills are critical for continued success in school, in the community, and onward into adulthood. Students with low attendance have been shown to be at heightened risk of high school dropout, as well as other potentially deleterious…

Assessing the Potential of LevelUp as a Persuasive Technology for South African Learners

ERIC Educational Resources Information Center

Sibanyoni, Nhlanhla A.; Alexander, Patricia M.

2017-01-01

Good study behaviour after school hours is an important way of improving learners' chances of success. Learners, once they reach high school, particularly require support that will assist them to study effectively outside the classroom. South African schools are under pressure to improve results in mathematics but besides the homework that schools…

Renewal: Remaking America's Schools for the Twenty-First Century

ERIC Educational Resources Information Center

Kwalwasser, Harold

2012-01-01

Harold Kwalwasser has put together a call to action for education reform that makes a clear case for what has to be done in order to educate all children to their full potential. He visited forty high-performing and transforming school districts, charters, parochial, and private schools to understand why they have succeeded where others have…

Business-School Cooperatives: Meeting Educational Needs. Bar/School Partnership Programs Series.

ERIC Educational Resources Information Center

Taylor, Elenor

Business-school cooperatives are a potential solution to the need of students and educators to learn more about business, its functions in U.S. society, and the need of businesses to have a future workforce ready to face the challenges of an increasingly more complicated and highly technical work atmosphere. Such cooperatives, which are an…

School-Based Clinics: A Guide for Advocates. Developing Policy Statements, Educating Decision Makers, Enlisting Local Support.

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…

The Use of Vocational Assessments: What Do Students Have to Say?

ERIC Educational Resources Information Center

Kortering, Larry; Braziel, Patricia M.

2008-01-01

Youths with disabilities are at risk of failing to complete high school and face considerable uncertainty as they attempt to transition toward a productive adulthood. One potential tool to help more of these youths to stay in school and provide them with information as to suitable post-school careers is the use of vocational assessments. This…

Castro Valley High School's Solar Panels

NASA Astrophysics Data System (ADS)

Lew, A.; Ham, S.; Shin, Y.; Yang, W.; Lam, J.

2014-12-01

Solar panels are photovoltaic cells that are designed to convert the sun's kinetic energy to generate usable energy in the form of electricity. Castro Valley High School has tried to offset the cost of electricity by installing solar panels, costing the district approximately 3.29 million dollars, but have been installed incorrectly and are not operating at peak efficency. By using trigonometry we deduced that Castro Valley High School's south facing solar panels were at an incline of 10o and that the east and west facing solar panels are at an incline of 5o. By taking the averages of the optimum angles for the months of September through May, roughly when school is in session, we found that the optimum angle for south facing solar panels should be roughly 46o. This shows that Castro Valley High School has not used it's budget to its full potential due to the fact that the solar panels were haphazardly installed.

Evaluation of an intervention to reduce adolescent sitting time during the school day: The 'Stand Up for Health' randomised controlled trial.

PubMed

Parrish, Anne-Maree; Trost, Stewart G; Howard, Steven J; Batterham, Marijka; Cliff, Dylan; Salmon, Jo; Okely, Anthony D

2018-05-22

Adolescents spend large proportions of the school day sitting; potentially increasing their health risks. This study aimed to evaluate the feasibility, acceptability and potential efficacy of a school-based intervention to reduce adolescent sitting time during the school day. Two-arm parallel-group randomised controlled trial. Adolescents (13-16 years) were recruited from four private high schools in New South Wales, Australia. Schools were pair-matched and randomised to treatment or control. Research assistants were blinded to intervention aims and treatment allocation. Intervention initiatives included classroom and outdoor environmental measures to break up and reduce the proportion of adolescent school time spent sitting. Teacher and students surveys assessed intervention feasibility, acceptability and potential efficacy. Proportional sitting time was the primary outcome, measured by activPAL monitors, worn for one week during the school day. Secondary outcomes included body mass index, body fatness, working memory and non-verbal reasoning. Data were analysed using a general linear model for continuous variables and adjusted for clustering. While teachers and students supported the program, process evaluation results indicate aspects of the intervention were not implemented with fidelity. Eighty-eight adolescents (M age =14.7±0.7, 50% male) participated in the trial. Eighty-six had valid data for all variables (43 controls, 43 intervention). There was no significant intervention effect on the primary outcome. There was a significant effect on working memory (adjusted difference ±SD=-0.42±1.37; p=0.048 (Cohen's d)=0.31). These findings contribute to limited research in this area, providing guidance for future interventions in the high school environment. The study was registered with the Australian and New Zealand Clinical Trials Registry (ACTRN 12614001001684). Crown Copyright © 2018. Published by Elsevier Ltd. All rights reserved.

Eye Injuries in High School and Collegiate Athletes.

PubMed

Boden, Barry P; Pierpoint, Lauren A; Boden, Rebecca G; Comstock, R Dawn; Kerr, Zachary Y

Although eye injuries constitute a small percentage of high school and college sports injuries, they have the potential to be permanently debilitating. Eye injury rates will vary by sport, sex, and between the high school and college age groups. Descriptive epidemiology study. Level 3. Data from eye injury reports in high school and college athletes were obtained from the National High School Sports-Related Injury Surveillance System, High School Reporting Information Online (HS RIO) database over a 10-year span (2005-2006 through 2014-2015 school years) and the National Collegiate Athletic Association (NCAA) Injury Surveillance Program (ISP) over an 11-year span (2004-2005 through 2014-2015 school years). Injury rates per 100,000 athlete-exposures (AEs), injury rate ratios (RRs), and 95% CIs were calculated. Distributions of eye injuries by diagnosis, mechanism, time loss, and surgery needs were also examined. A total of 237 and 273 eye injuries were reported in the HS RIO and the NCAA ISP databases, respectively. The sports with the highest eye injury rates (per 100,000 AEs) for combined high school and college athletes were women's basketball (2.36), women's field hockey (2.35), men's basketball (2.31), and men's wrestling (2.07). Overall eye injury rates at the high school and college levels were 0.68 and 1.84 per 100,000 AEs, respectively. Eye injury rates were higher in competition than practice in high school (RR, 3.47; 95% CI, 2.69-4.48) and college (RR, 3.13; 95% CI, 2.45-3.99). Most injuries were contusions (high school, 35.9%; college, 33.3%) and due to contact (high school, 89.9%; college, 86.4%). Only a small percentage of injuries resulted in time loss over 21 days (high school, 4.2%; college, 3.0%). Eye injury rates and patterns vary by sport, sex, and between the high school and college age groups. Although severe injuries do occur, most eye injuries sustained by high school and college athletes are minor, with limited time loss and full recovery. Additional focus needs to be placed on preventing eye injuries at the collegiate level in women's and men's basketball, women's field hockey, and men's wrestling.

Effectiveness of emergency response planning for sudden cardiac arrest in United States high schools with automated external defibrillators.

PubMed

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.

Transitions from high school to college.

PubMed

Venezia, Andrea; Jaeger, Laura

2013-01-01

The vast majority of high school students aspire to some kind of postsecondary education, yet far too many of them enter college without the basic content knowledge, skills, or habits of mind they need to succeed. Andrea Venezia and Laura Jaeger look at the state of college readiness among high school students, the effectiveness of programs in place to help them transition to college, and efforts to improve those transitions. Students are unprepared for postsecondary coursework for many reasons, the authors write, including differences between what high schools teach and what colleges expect, as well as large disparities between the instruction offered by high schools with high concentrations of students in poverty and that offered by high schools with more advantaged students. The authors also note the importance of noncurricular variables, such as peer influences, parental expectations, and conditions that encourage academic study. Interventions to improve college readiness offer a variety of services, from academic preparation and information about college and financial aid, to psychosocial and behavioral supports, to the development of habits of mind including organizational skills, anticipation, persistence, and resiliency. The authors also discuss more systemic programs, such as Middle College High Schools, and review efforts to allow high school students to take college classes (known as dual enrollment). Evaluations of the effectiveness of these efforts are limited, but the authors report that studies of precollege support programs generally show small impacts, while the more systemic programs show mixed results. Dual-enrollment programs show promise, but the evaluation designs may overstate the results. The Common Core State Standards, a voluntary set of goals and expectations in English and math adopted by most states, offer the potential to improve college and career readiness, the authors write. But that potential will be realized, they add, only if the standards are supplemented with the necessary professional development to enable educators to help all students meet academic college readiness standards, a focus on developing strong noncognitive knowledge and skills for all students, and the information and supports to help students prepare and select the most appropriate postsecondary institution.

Generalized Beliefs and Attitudes: Locus of Control and Science Attitudes in High School and College Students.

ERIC Educational Resources Information Center

Stuessy, Carol L.; Rowland, Paul McD.

Locus of control, a generalized belief about causality in one's personal life, was identified as a potential variable impinging upon the acquisition of science-related attitudes in classes of high school students from 10th grade biology, and 11th and 12th grade chemistry, and of college elementary education majors. Correlations of the…

STEM Education and Sexual Minority Youth: Examining Math and Science Coursetaking Patterns among High School Students

ERIC Educational Resources Information Center

Gottfried, Michael; Estrada, Fernando; Sublett, Cameron

2015-01-01

Sexual minority students such as those identifying as lesbian, gay, or bisexual, as well as those identifying with emerging self-labels (e.g., queer) face a host of risk factors in high school that can potentially compromise educational excellence, particularly in rigorous academic disciplines. The current study advances the area of diversity…

Representative Nature of Scientific Literacy Themes in a High School Chemistry Course: The Case of Zambia

ERIC Educational Resources Information Center

Mumba, Frackson; Hunter, William J. F.

2009-01-01

The purpose of this study was to find out how the scientific literacy themes are represented in the current Zambian high school chemistry syllabus, textbooks and grade twelve chemistry examination papers in an attempt to find out whether or not the chemistry course has adequate potential to contribute to the preparation of scientifically literate…

Implementing Student Information Systems in High Schools: An Embedded Single Case Study

ERIC Educational Resources Information Center

Rhodes-O'Neill, Tamyra LaShawn

2014-01-01

As new technologies are developed for teaching and learning, they hold the potential to transform education but have yet to be fully integrated into K-12 classrooms in the United States. The purpose of this study was to explore how a student information system was implemented in 2 urban public high schools and how stakeholders perceived that…

"We Actually Saw Atoms with Our Own Eyes": Conceptions and Convictions in Using the Scanning Tunneling Microscope in Junior High School

ERIC Educational Resources Information Center

Margel, Hannah; Eylon, Bat-Sheva; Scherz, Zahava

2004-01-01

The feasibility and the potential contribution of the scanning tunneling microscopy (STM) in junior high school (JHS) as an instructional tool for learning the particulate nature of matter is described. The use and power of new technologies can probably be demonstrated by the scanning tunneling microscopy (STM).

Changes in Risk-Taking among High School Students, 1991-1997: Evidence from the Youth Risk Behavior Surveys.

ERIC Educational Resources Information Center

Boggess, Scott; Lindberg, Laura Duberstein; Porter, Laura

Using nationally representative data from students in grades 9 to 12 from the national Youth Risk Behavior Surveys (YRBS) of 1991, 1993, 1995, and 1997, this study examined changes in high school students' participation in health risk behaviors. Ten specific health risk behaviors were identified, each of which poses potential immediate and…

Academic Achievement and Risk Factors for Adolescents with Attention-Deficit Hyperactivity Disorder in Middle School and Early High School.

PubMed

Zendarski, Nardia; Sciberras, Emma; Mensah, Fiona; Hiscock, Harriet

Examine academic achievement of students with attention-deficit hyperactivity disorder (ADHD) during the early high school period and identify potentially modifiable risk factors for low achievement. Data were collected through surveys (adolescent, parent, and teacher) and direct assessment of Australian adolescents (12-15 yr; n = 130) with ADHD in early high school (i.e., US middle and high school grades). Academic achievement outcomes were measured by linking to individual performance on the National Assessment Program-Literacy and Numeracy (NAPLAN) tests, direct assessment of reading and math, and teacher report of academic competence. Linear regression models examined associations between adolescent, parent/family, and school factors and NAPLAN domain scores. Students with ADHD had lower NAPLAN scores on all domains and fewer met minimum academic standards in comparison with state benchmarks. The poorest results were for persuasive writing. Poor achievement was associated with lower intelligence quotient across all academic domains. Adolescent inattention, bullying, poor family management, male sex, and attending a low socioeconomic status school were associated with lower achievement on specific domains. Students with ADHD are at increased academic risk during the middle school and early high school period. In addition to academic support, interventions targeting modifiable factors including inattention, bullying, and poor family management may improve academic achievement across this critical period.

Associations between food environment around schools and professionally measured weight status for middle and high school students.

PubMed

Tang, Xuyang; Ohri-Vachaspati, Punam; Abbott, Joshua K; Aggarwal, Rimjhim; Tulloch, David L; Lloyd, Kristen; Yedidia, Michael J

2014-12-01

Obesity rates among school-age children remain high. Access to energy-dense foods at home, in schools, in stores, and restaurants around homes and schools is of concern. Research on the relationship between food environment around schools and students' weight status is inconclusive. This study examines the association between weight status of middle and high school students and proximity to a comprehensive set of food outlets around schools. Deidentified nurse-measured heights and weights data were obtained for 12,954 middle and high school students attending 33 public schools in four low-income communities in New Jersey. Geocoded locations of supermarkets, convenience stores, small grocery stores, and limited-service restaurants were obtained from commercial sources. Random-effect regression models with robust standard errors were developed to adjust for unequal variances across schools and clustering of students within schools. Proximity to small grocery stores that offered some healthy options (e.g., five fruits, five vegetables, and low-fat/skim milk) and supermarkets was associated with healthier student weight status. Having a small grocery store within 0.25 mile of school and an additional such store within that radius was associated with a lower BMI z-score (p<0.05). An additional supermarket within 0.25 mile of schools was associated with a lower probability of being overweight/obese (p<0.05). Improving access to healthy food outlets, such as small stores, that offer healthy food options and supermarkets around middle and high schools is a potential strategy for improving weight outcomes among students.

Associations between Food Environment around Schools and Professionally Measured Weight Status for Middle and High School Students

PubMed Central

Tang, Xuyang; Abbott, Joshua K.; Aggarwal, Rimjhim; Tulloch, David L.; Lloyd, Kristen; Yedidia, Michael J.

2014-01-01

Abstract Background: Obesity rates among school-age children remain high. Access to energy-dense foods at home, in schools, in stores, and restaurants around homes and schools is of concern. Research on the relationship between food environment around schools and students' weight status is inconclusive. This study examines the association between weight status of middle and high school students and proximity to a comprehensive set of food outlets around schools. Methods: Deidentified nurse-measured heights and weights data were obtained for 12,954 middle and high school students attending 33 public schools in four low-income communities in New Jersey. Geocoded locations of supermarkets, convenience stores, small grocery stores, and limited-service restaurants were obtained from commercial sources. Random-effect regression models with robust standard errors were developed to adjust for unequal variances across schools and clustering of students within schools. Results: Proximity to small grocery stores that offered some healthy options (e.g., five fruits, five vegetables, and low-fat/skim milk) and supermarkets was associated with healthier student weight status. Having a small grocery store within 0.25 mile of school and an additional such store within that radius was associated with a lower BMI z-score (p<0.05). An additional supermarket within 0.25 mile of schools was associated with a lower probability of being overweight/obese (p<0.05). Conclusions: Improving access to healthy food outlets, such as small stores, that offer healthy food options and supermarkets around middle and high schools is a potential strategy for improving weight outcomes among students. PMID:25343730

The Healthy and High Performance School: A Two-Part Report Regarding the Scientific Findings and Policy Implications of School Environmental Health

ERIC Educational Resources Information Center

Healthy Schools Network, Inc, 2004

2004-01-01

This document is comprised of two reports: (1) "Science-Based Recommendations to Prevent or Reduce Potential Exposures to Biological, Chemical, and Physical Agents in Schools" by Derek G. Shendell, Claire Barnett, and Stephen Boese (supported by grants from the Rockefeller Foundation, the National Institutes of Environmental Health…

Grade-Level Differences in Future-Oriented Self-Concept during Early Adolescence: Potential Relevance to School Nursing

ERIC Educational Resources Information Center

Stoddard, Sarah A.; Pierce, Jennifer; Schmidt, Carissa J.

2016-01-01

The middle school and early high school years are a time of significant development, including an increasing ability to envision oneself in the future. Little is known about how adolescents' future-oriented self-concept (i.e., possible selves) differs across grade levels, although this knowledge may aid in establishing rapport with students and…

Handbook of School-Based Interventions: Resolving Student Problems and Promoting Healthy Educational Environments. Jossey-Bass Social and Behavioral Science Series.

ERIC Educational Resources Information Center

Cohen, Jeffrey J.; Fish, Marian C.

This handbook describes interventions for the major behavior problems that students may exhibit from kindergarten through high school. The book is a compilation of nontechnical summaries of intervention strategies with demonstrated or potential value for school settings. The summaries are digested from journal articles and other publications. The…

A Predental Career Program in a Postgraduate Institution.

ERIC Educational Resources Information Center

Jensen, Oivind Ekman; Brunette, Phyllis M.

1982-01-01

A program is described that provides potential dental school applicants with realistic exposure to dentistry, in cooperation with undergraduate career counseling offices. High school and college students serve as volunteer assistants in three different functions (instrument sterilization, miscellaneous office procedures, and actual dental…

Low-Income Students and the Socioeconomic Composition of Public High Schools

ERIC Educational Resources Information Center

Crosnoe, Robert

2009-01-01

Increasing constraints placed on race-based school diversification have shifted attention to socioeconomic desegregation. Although past research suggests that socioeconomic desegregation can produce heightened achievement, the "frog pond" perspective points to potential problems with socioeconomic desegregation in nonachievement domains.…

School Security Technologies

ERIC Educational Resources Information Center

Schneider, Tod

2010-01-01

Over the past decade electronic security technology has evolved from an exotic possibility into an essential safety consideration. Before resorting to high-tech security solutions, school officials should think carefully about the potential for unintended consequences. Technological fixes may be mismatched to the problems being addressed. They can…

High school students' perceptions of nursing as a career choice.

PubMed

Kohler, P A; Edwards, T A

1990-01-01

Declining enrollments in nursing programs, coupled with the current shortage of practicing registered nurses, prompted this investigation of 306 high school students' beliefs about nurses and nursing. The study also identifies potential numbers of future nursing students from high school populations and their primary source of information about nursing. Using an investigator questionnaire, subjects responded to statements about educational requirements for registered nurses along with their working conditions, earning power, and social status. Findings reveal a projected continuing shortage of nurses based on the very small percentage of subjects even considering nursing as a career. Additional findings show that whereas some perceptions about nursing seem congruent with those of nurses themselves, other beliefs held by high school students are not consistent with the realities of professional nursing today. Results of this study can be used by nurse recruiters to correct misconceptions about nursing and to help high school students perceive the profession in a more positive way. Expanding the informational sources about nursing can facilitate the recruitment process.

Striving for educational and career goals during the transition after high school: what is beneficial?

PubMed

Heckhausen, Jutta; Chang, Esther S; Greenberger, Ellen; Chen, Chuansheng

2013-09-01

The present study takes a motivational perspective that views youths' educational and career engagement as influential and potentially competing for the same motivational resources in the transition to adulthood. We investigated whether motivational engagement with educational and career goals in the year after high-school graduation was differentially associated with educational, career-related and subjective well-being outcomes 2 and 4 years after school graduation. Our longitudinal study of a multi-ethnic sample of Los Angeles high-school graduates followed participants 2 years (N = 561; 61.5 % female) and 4 years (N = 364; 59.8 % female) after high school graduation. The findings indicate that motivational engagement with educational goals after high school graduation predicted educational attainments and psychological well-being at follow-up 2 and 4 years after graduation, and occupational progress at 4 years after graduation. Work hours assessed shortly after high school graduation were associated with poorer educational outcomes both at 2 and 4 years after high school. Occupational goal engagement was not associated with better outcomes, but predicted less educational attainment 4 years after graduating. Thus, educational goal engagement predicted favorable outcomes, whereas career-related goal engagement for the most part was neutral with some select associations with negative educational outcomes. A strong motivational commitment to educational goals, but not to career goals, is an important component of a successful transition to adulthood.

A case study of the effects of social experiences on the science identity formation of Mexican American females in high school chemistry

NASA Astrophysics Data System (ADS)

Beeton, Renee P.

Mexican Americans are a rapidly growing ethnic group in the United States. However, they are noticeably absent from physical science fields. Little research has explored the experiences of Mexican American girls in high school chemistry. The theories of identity based on communities of practice and multicultural feminism framed this year-long case study of nine Mexican American girls in a high school chemistry course. This study explored the social encounters and experiences that shaped the participants' identities and how their views of themselves affected their attitudes towards high school chemistry and future science careers. Data collection included a focus group and in-depth interviews with the participants, classroom observations, and teacher interviews. Five main identities influenced the participants' potential to become a scientist: ethnic, gender, science, student, and college. Mexican ethnic identity was the overarching identity; however gender also influenced the participants' other identities. The participants were aware of ethnic gender stereotypes that might hinder them from being successful in science. Also, ethnic factors, such as citizenship and abilities to receive financial aid limited their views of themselves as chemists. Participatory science, student, and school identities were all needed in order for the participants to be potential scientists. Family expectations, authentic relationships with teachers, and personal connections were important factors in the development of these participatory identities.

Impact of a recruitment campaign on students' applications to medical school.

PubMed

Vrdoljak, Luka; Mijacika, Tanja; Milicevic, Tanja; Sapunar, Damir; Puljak, Livija

2013-01-01

Medical schools might benefit if they have information about the activities that may help them to increase the number of applicants with superior academic qualifications. The study was carried out at the Split University School of Medicine, Croatia. Medical school applicants were surveyed in 2007 and 2009. Promotional activities consisted of presentations on medical education covering six general high-schools in 2008, and a presentation on regional television, aired in 2008 and 2009 shortly before the admission term. The survey response rate was 79% (299/379). The number of applicants in 2009 increased by 37% and the percentage of applicants from general high schools increased by 10%, in relation to 2007. The percentage of students with the best grades in all four years of high school was 42% in the both surveys. Presumed quality was a major influencing factor for choosing Split University Medical School. However, the medical school in the Croatian capital remained the first choice for students. Only a few applicants stated that the medical schools' promotional campaigns influenced their decision about where to study; 9.7% and 1.5%, respectively. Presentations in elected general high schools and a television campaign should be further explored as possible activities that regional schools may use to recruit potential applicants. Copyright © 2013 by Academy of Sciences and Arts of Bosnia and Herzegovina.

A school-based resilience intervention to decrease tobacco, alcohol and marijuana use in high school students

PubMed Central

2011-01-01

Background Despite schools theoretically being an ideal setting for accessing adolescents and preventing initiation of substance use, there is limited evidence of effective interventions in this setting. Resilience theory provides one approach to achieving such an outcome through improving adolescent mental well-being and resilience. A study was undertaken to examine the potential effectiveness of such an intervention approach in improving adolescent resilience and protective factor scores; and reducing the prevalence of adolescent tobacco, alcohol and marijuana use in three high schools. Methods A non-controlled before and after study was undertaken. Data regarding student resilience and protective factors, and measures of tobacco, alcohol and marijuana use were collected from grade 7 to 10 students at baseline (n = 1449) and one year following a three year intervention (n = 1205). Results Significantly higher resilience and protective factors scores, and significantly lower prevalence of substance use were evident at follow up. Conclusions The results suggest that the intervention has the potential to increase resilience and protective factors, and to decrease the use of tobacco, alcohol and marijuana by adolescents. Further more rigorous research is required to confirm this potential. PMID:21942951

Implementing health promotion in schools: protocol for a realist systematic review of research and experience in the United Kingdom (UK)

PubMed Central

2012-01-01

Background School-based interventions and campaigns are used to promote health and address a wide variety of public health problems. Schools are considered to be key sites for the implementation of health promotion programmes for their potential to reach the whole population in particular age-groups and instil healthy patterns of behavior early in life. However, evidence for the effectiveness of school-based health promotion interventions is highly variable. Systematic reviews of the evidence of school-based interventions tend to be highly problem- or intervention- specific, thereby missing potential generic insights into implementation and effectiveness of such programmes across problems. Methods/design A realist systematic review will be undertaken to explain how, why and in what circumstances schools can provide feasible settings for effective health promotion programmes in the United Kingdom (UK). The review will be conducted in two phases. Phase 1 will identify programme theories about implementation (ideas about what enables or inhibits effective health promotion to be delivered in a school setting). Phase 2 will test the programme theories so that they can be challenged, endorsed and/or refined. A Review Advisory Group of education and health professionals will be convened to help identify and choose potential programme theories, provide a ‘reality check’ on the clarity and explanatory strength of the mechanisms to be tested, and help shape the presentation of findings to be usable by practitioners and decision-makers. Review findings will be disseminated through liaison with decision-makers, and voluntary and professional groups in the fields of education and health. PMID:23083508

Delayed high school start times later than 8:30am and impact on graduation rates and attendance rates.

PubMed

McKeever, Pamela Malaspina; Clark, Linda

2017-04-01

The first purpose of this study was to investigate changes in high school graduation rates with a delayed school start time of later than 8:30am. The second aim of the study was to analyze the association between a delayed high school start time later than 8:30am and attendance rates. In the current study, a pre-post design using a repeated-measures analysis of variance was used to examine changes in attendance and graduation rates 2 years after a delayed start was implemented. Public high schools from 8 school districts (n=29 high schools) located throughout 7 different states. Schools were identified using previous research from the Children's National Medical Center's Division of Sleep Medicine Research Team. A total membership of more than 30,000 high school students enrolled in the 29 schools identified by the Children's National Medical Center's Research Team. A pre-post design was used for a within-subject design, controlling for any school-to-school difference in the calculation of the response variable. This is the recommended technique for a study that may include data with potential measurement error. Findings from this study linked a start time of later than 8:30am to improved attendance rates and graduation rates. Attendance rates and graduation rates significantly improved in schools with delayed start times of 8:30am or later. School officials need to take special notice that this investigation also raises questions about whether later start times are a mechanism for closing the achievement gap due to improved graduation rates. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

A Summer Program for Hispano High School Students. A Report for the Second Year, June 15, - July 10, 1970.

ERIC Educational Resources Information Center

Salazar, Tony

The goal for the second year of the Colorado Mexican-American Student Program was to motivate and inspire a selected number of high school students to seek a college education. Students for the program were selected according to 5 criteria: (1) Mexican American ancestry, (2) promising academic potential, (3) completion of grade 10, (4) average or…

Expanding the Possibilities of Discussion: A Strategic Approach to Using Online Discussion Boards in the Middle and High School English Classroom

ERIC Educational Resources Information Center

Ruday, Sean

2011-01-01

This paper focused on whether the use of online discussion boards can enhance the quality of interaction in the middle and high school English classroom, covering both the characteristics of online discussion boards and potential negative effects of their features. The features of online discussion boards, their effects, and how these boards…

Creating Small Learning Communities: Lessons from the Project on High-Performing Learning Communities about "What Works" in Creating Productive, Developmentally Enhancing, Learning Contexts

ERIC Educational Resources Information Center

Felner, Robert D.; Seitsinger, Anne M.; Brand, Stephen; Burns, Amy; Bolton, Natalie

2007-01-01

Personalizing the school environment is a central goal of efforts to transform America's schools. Three decades of work by the Project on High Performance Learning Communities are considered that demonstrate the potential impact and importance of the creation of "small learning environments" on student motivation, adjustment, and well-being.…

EPA Examines Schools' Handling of Toxic Waste.

ERIC Educational Resources Information Center

Hanson, David

1989-01-01

Estimates that about 30,000 universities, colleges, and high schools produce a total of 4000 metric tons of hazardous waste annually. Discusses the difficulties that academic institutions have in disposing of small amounts of waste. Lists college courses with the potentially hazardous wastes usually produced. (MVL)

Early Childhood Lead Exposure and Academic Achievement: Evidence From Detroit Public Schools, 2008–2010

PubMed Central

Baker, Harolyn W.; Tufts, Margaret; Raymond, Randall E.; Salihu, Hamisu; Elliott, Michael R.

2013-01-01

Objectives. We assessed the long-term effect of early childhood lead exposure on academic achievement in mathematics, science, and reading among elementary and junior high school children. Methods. We linked early childhood blood lead testing surveillance data from the Detroit Department of Health and Wellness Promotion to educational testing data from the Detroit, Michigan, public schools. We used the linked data to investigate the effect of early childhood lead exposure on academic achievement among school-aged children, both marginally and adjusted for grade level, gender, race, language, maternal education, and socioeconomic status. Results. High blood lead levels before age 6 years were strongly associated with poor academic achievement in grades 3, 5, and 8. The odds of scoring less than proficient for those whose blood lead levels were greater than 10 micrograms per deciliter were more than twice the odds for those whose blood lead levels were less than 1 micrograms per deciliter after adjustment for potential confounders. Conclusions. Early childhood lead exposure was negatively associated with academic achievement in elementary and junior high school, after adjusting for key potential confounders. The control of lead poisoning should focus on primary prevention of lead exposure in children and development of special education programs for students with lead poisoning. PMID:23327265

[Frequency of use of school cafeterias in middle and high schools in 3 French districts].

PubMed

Michaud, C; Feur, E; Gerbouin-Rérolle, P; Leynaud-Rouaud, C; Chateil, S; Gourdon, M

2000-09-01

Reports from the French Ministry of Education warn of a decrease in the use of school food services, especially in sensitive urban areas. They also suggest that this decline has led to cases of malnutrition. This article describes the characteristics of the current supply of school meals and measures the evolution of demand observed between 1992 and 1996 in relation to the economic situation of students' families. The study was carried out in 3 departments in France: Doubs, Herault, and Val de Marne. The administrators of all public and private middle and high schools in the 3 departments received a questionnaire asking them to describe the services offered in their cafeterias and to provide the corresponding statistical and accounting data. External food services near the schools were also taken into account. Seventy-nine percent of schools responded to the survey. Concerning the services offered, 91% of schools have their own cafeterias, of which 81% are managed by the schools. Concerning the evolution of utilisation, a significant decrease in the number of meals served in seen in middle schools. On the other hand, high schools have observed stable utilisation. The positive changes in utilisation are linked, in middle schools, to characteristics of the schools' internal food services (self-service, choice of main courses, modulation of seats). In high schools, positive changes in the utilisation of school services are linked to the lack of external food services near the schools. As middle schools and high schools control the logistics and management of food services offered to students, they are potentially in a position to influence a policy on this issue. The evolution in utilisation is very different among departments and between middle and high schools. While economic precariousness has a negative structural effect on utilisation, it doesn't seem to be a major factor in the evolution of the decrease observed over the past few years.

Intended and Unintended Effects of State-Mandated High School Science and Mathematics Course Graduation Requirements on Educational Attainment

PubMed Central

Plunk, Andrew D.; Tate, William F.; Bierut, Laura J.; Grucza, Richard A.

2014-01-01

Mathematics and science course graduation requirement (CGR) increases in the 1980s and 1990s might have had both intended and unintended consequences. Using logistic regression with Census and American Community Survey (ACS) data (n = 2,892,444), we modeled CGR exposure on (a) high school dropout, (b) beginning college, and (c) obtaining any college degree. Possible between-groups differences were also assessed. We found that higher CGRs were associated with higher odds to drop out of high school, but results for the college-level outcomes varied by group. Some were less likely to enroll, whereas others who began college were more likely to obtain a degree. Increased high school dropout was consistent across the population, but some potential benefit was also observed, primarily for those reporting Hispanic ethnicity. PMID:25541563

Association of Competition Volume, Club Sports, and Sport Specialization With Sex and Lower Extremity Injury History in High School Athletes

PubMed Central

Post, Eric G.; Bell, David R.; Trigsted, Stephanie M.; Pfaller, Adam Y.; Hetzel, Scott J.; Brooks, M. Alison; McGuine, Timothy A.

2017-01-01

Background: High school athletes are increasingly encouraged to participate in 1 sport year-round to increase their sport skills. However, no study has examined the association of competition volume, club sport participation, and sport specialization with sex and lower extremity injury (LEI) in a large sample of high school athletes. Hypothesis: Increased competition volume, participating on a club team outside of school sports, and high levels of specialization will all be associated with a history of LEI. Girls will be more likely to engage in higher competition volume, participate on a club team, and be classified as highly specialized. Study Design: Cross-sectional study. Level of Evidence: Level 3. Methods: High school athletes completed a questionnaire prior to the start of their competitive season regarding their sport participation and previous injury history. Multivariable logistic regression analyses were used to investigate associations of competition volume, club sport participation, and sport specialization with history of LEI, adjusting for sex. Results: A cohort of 1544 high school athletes (780 girls; grades 9-12) from 29 high schools completed the questionnaire. Girls were more likely to participate at high competition volume (23.2% vs 11.0%, χ2 = 84.7, P < 0.001), participate on a club team (61.2% vs 37.2%, χ2 = 88.3, P < 0.001), and be highly specialized (16.4% vs 10.4%, χ2 = 19.7, P < 0.001). Athletes with high competition volume, who participated in a club sport, or who were highly specialized had greater odds of reporting a previous LEI than those with low competition volume (odds ratio [OR], 2.08; 95% CI, 1.55-2.80; P < 0.001), no club sport participation (OR, 1.50; 95% CI, 1.20-1.88; P < 0.001), or low specialization (OR, 2.58; 95% CI, 1.88-3.54; P < 0.001), even after adjusting for sex. Conclusion: Participating in high sport volume, on a club team, or being highly specialized was associated with history of LEI. Girls were more likely to participate at high volumes, be active on club teams, or be highly specialized, potentially placing them at increased risk of injury. Clinical Relevance: Youth athletes, parents, and clinicians should be aware of the potential risks of intense, year-round participation in organized sports. PMID:28628419

Association of Competition Volume, Club Sports, and Sport Specialization With Sex and Lower Extremity Injury History in High School Athletes.

PubMed

Post, Eric G; Bell, David R; Trigsted, Stephanie M; Pfaller, Adam Y; Hetzel, Scott J; Brooks, M Alison; McGuine, Timothy A

High school athletes are increasingly encouraged to participate in 1 sport year-round to increase their sport skills. However, no study has examined the association of competition volume, club sport participation, and sport specialization with sex and lower extremity injury (LEI) in a large sample of high school athletes. Increased competition volume, participating on a club team outside of school sports, and high levels of specialization will all be associated with a history of LEI. Girls will be more likely to engage in higher competition volume, participate on a club team, and be classified as highly specialized. Cross-sectional study. Level 3. High school athletes completed a questionnaire prior to the start of their competitive season regarding their sport participation and previous injury history. Multivariable logistic regression analyses were used to investigate associations of competition volume, club sport participation, and sport specialization with history of LEI, adjusting for sex. A cohort of 1544 high school athletes (780 girls; grades 9-12) from 29 high schools completed the questionnaire. Girls were more likely to participate at high competition volume (23.2% vs 11.0%, χ 2 = 84.7, P < 0.001), participate on a club team (61.2% vs 37.2%, χ 2 = 88.3, P < 0.001), and be highly specialized (16.4% vs 10.4%, χ 2 = 19.7, P < 0.001). Athletes with high competition volume, who participated in a club sport, or who were highly specialized had greater odds of reporting a previous LEI than those with low competition volume (odds ratio [OR], 2.08; 95% CI, 1.55-2.80; P < 0.001), no club sport participation (OR, 1.50; 95% CI, 1.20-1.88; P < 0.001), or low specialization (OR, 2.58; 95% CI, 1.88-3.54; P < 0.001), even after adjusting for sex. Participating in high sport volume, on a club team, or being highly specialized was associated with history of LEI. Girls were more likely to participate at high volumes, be active on club teams, or be highly specialized, potentially placing them at increased risk of injury. Youth athletes, parents, and clinicians should be aware of the potential risks of intense, year-round participation in organized sports.

Exploring Specialized STEM High Schools: Three Dissertation Studies Examining Commonalities and Differences Across Six Case Studies

NASA Astrophysics Data System (ADS)

Tofel-Grehl, Colby

This dissertation is comprised of three independently conducted analyses of a larger investigation into the practices and features of specialized STEM high schools. While educators and policy makers advocate the development of many new specialized STEM high schools, little is known about the unique features and practices of these schools. The results of these manuscripts add to the literature exploring the promise of specialized STEM schools. Manuscript 1¹ is a qualitative investigation of the common features of STEM schools across multiple school model types. Schools were found to possess common cultural and academic features regardless of model type. Manuscript 2² builds on the findings of manuscript 1. With no meaningful differences found attributable to model type, the researchers used grounded theory to explore the relationships between observed differences among programs as related to the intensity of the STEM experience offered at schools. Schools were found to fall into two categories, high STEM intensity (HSI) and low STEM intensity (LSI), based on five major traits. Manuscript 3³ examines the commonalities and differences in classroom discourse and teachers' questioning techniques in STEM schools. It explicates these discursive practices in order to explore instructional practices across schools. It also examines factors that may influence classroom discourse such as discipline, level of teacher education, and course status as required or elective. Collectively, this research furthers the agenda of better understanding the potential advantages of specialized STEM high schools for preparing a future scientific workforce. ¹Tofel-Grehl, C., Callahan, C., & Gubbins, E. (2012). STEM high school communities: Common and differing features. Manuscript in preparation. ²Tofel-Grehl, C., Callahan, C., & Gubbins, E. (2012). Variations in the intensity of specialized science, technology, engineering, and mathematics (STEM) high schools. Manuscript in preparation. ³Tofel-Grehl, C., Callahan, C., & Gubbins, E. (2012). Comparative analyses of discourse in specialized STEM school classes. Manuscript in preparation.

Implementation of an Aggressive Random Drug-Testing Policy in a Rural School District: Student Attitudes Regarding Program Fairness and Effectiveness

ERIC Educational Resources Information Center

Evans, Garret D.; Reader, Steven; Liss, Heidi J.; Wiens, Brenda A.; Roy, Antara

2006-01-01

School districts are increasingly initiating random drug-testing (RDT) programs in an effort to curb substance-use rates among students, yet little is known about student attitudes toward RDT and potential obstacles to program acceptance and effectiveness. The authors surveyed 1011 9th through 11th grade students in 2 rural high schools in North…

The Educational Attainment of Chicago Public Schools Students: A Focus on Four-Year College Degrees. Research Brief

ERIC Educational Resources Information Center

Healey, Kaleen; Nagaoka, Jenny; Michelman, Valerie

2014-01-01

A four-year college degree increases a student's employment prospects and earning potential. Given this importance, it is not surprising that 75 percent of Chicago Public Schools (CPS) high school students aspire to obtain at least a four-year college degree. Yet, prior research showed that few achieved this goal: a 2006 University of Chicago…

High School Gay-Straight Alliances (GSAs) and Young Adult Well-Being: An Examination of GSA Presence, Participation, and Perceived Effectiveness

ERIC Educational Resources Information Center

Toomey, Russell B.; Ryan, Caitlin; Diaz, Rafael M.; Russell, Stephen T.

2011-01-01

Gay-Straight Alliances (GSAs) are student-led, school-based clubs that aim to provide a safe environment in the school context for lesbian, gay, bisexual, and transgender (LGBT) students, as well as their straight allies. The present study examines the potential for GSAs to support positive youth development and to reduce associations among…

Students' perception of school environment and life satisfaction at Sinhala-medium secondary schools in the Colombo District, Sri Lanka.

PubMed

Nonaka, Daisuke; Gunawardena, Nalika S; Indrawansa, Susantha; Nanri, Akiko; Rajapakse, Lalini; Mizoue, Tetsuya; Samarasinghe, Diyanath

2012-11-01

The objective of this study was to examine the associations between students' perception of physical and psychosocial school environment and satisfaction with life among secondary school students in Colombo District, Sri Lanka. Data were collected from 20 Sinhala-medium secondary schools between January and February in 2010. A questionnaire-based survey was conducted with students in grade seven (n = 342) and grade ten (n = 446). Multivariate logistic regression analysis, adjusted for confounding variables, was used to assess the associations between students'satisfaction with life measured by Cantril ladders, and scores of perceived physical and psychosocial school environment that focused on school cleanliness and attractiveness, relations with teachers and peers, satisfaction with school and bullying. Students in the highest quartile of school environment score were significantly more likely to have high life satisfaction, compared to those in the lowest quartile (adjusted odds ratio 2.32; 95% confidence interval 1.35-3.99). Odds ratio of high life satisfaction increased with increasing school environment scores (p for trend<0.001). In conclusion, students who perceived positive school environment were significantly more likely to have high life satisfaction. Positive changes in the focused areas of school environment have the potential to lead to improved life satisfaction of students.

Measuring school climate in high schools: a focus on safety, engagement, and the environment.

PubMed

Bradshaw, Catherine P; Waasdorp, Tracy E; Debnam, Katrina J; Johnson, Sarah Lindstrom

2014-09-01

School climate has been linked to multiple student behavioral, academic, health, and social-emotional outcomes. The US Department of Education (USDOE) developed a 3-factor model of school climate comprised of safety, engagement, and environment. This article examines the factor structure and measurement invariance of the USDOE model. Drawing upon 2 consecutive waves of data from over 25,000 high school students (46% minority), a series of exploratory and confirmatory factor analyses examined the fit of the Maryland Safe and Supportive Schools Climate Survey with the USDOE model. The results indicated adequate model fit with the theorized 3-factor model of school climate, which included 13 subdomains: safety (perceived safety, bullying and aggression, and drug use); engagement (connection to teachers, student connectedness, academic engagement, school connectedness, equity, and parent engagement); environment (rules and consequences, physical comfort, and support, disorder). We also found consistent measurement invariance with regard to student sex, grade level, and ethnicity. School-level interclass correlation coefficients ranged from 0.04 to .10 for the scales. Findings supported the USDOE 3-factor model of school climate and suggest measurement invariance and high internal consistency of the 3 scales and 13 subdomains. These results suggest the 56-item measure may be a potentially efficient, yet comprehensive measure of school climate. © 2014, American School Health Association.

Chefs move to schools. A pilot examination of how chef-created dishes can increase school lunch participation and fruit and vegetable intake.

PubMed

Just, David R; Wansink, Brian; Hanks, Andrew S

2014-12-01

To demonstrate the feasibility of introducing a main dish designed by a professional chef in the National School Lunch Program and to document the impact on child participation, a chef was recruited to design pizza to be served in an upstate New York school district. The pizza was designed to meet both the cost and ingredient requirements of the NSLP. High school students were significantly more likely to select the pizza prepared by the chef. While the chef had no significant impact on main dish consumption given selection, more students took a vegetable and vegetable consumption increased by 16.5%. This pilot study demonstrates the plausibility of using chefs to boost participation in the school lunch program, and potentially increase nutrition through side selection, among high school students. Copyright © 2014 Elsevier Ltd. All rights reserved.

Academic achievement and career choice in science: Perceptions of African American urban high school students

NASA Astrophysics Data System (ADS)

Jones, Sheila Kay

2007-12-01

Low test scores in science and fewer career choices in science among African American high school students than their White counterparts has resulted in lower interest during high school and an underrepresentation of African Americans in science and engineering fields. Reasons for this underachievement are not known. This qualitative study used a grounded theory methodology to examine what influence parental involvement, ethnic identity, and early mentoring had on the academic achievement in science and career choice in science of African American urban high school 10th grade students. Using semi-structured open-ended questions in individual interviews and focus groups, twenty participants responded to questions about African American urban high school student achievement in science and their career choice in science. The median age of participants was 15 years; 85% had passed either high school biology or physical science. The findings of the study revealed influences and interactions of selected factors on African American urban high school achievement in science. Sensing potential emerged as the overarching theme with six subthemes; A Taste of Knowledge, Sounds I Hear, Aromatic Barriers, What Others See, The Touch of Others, and The Sixth Sense. These themes correlate to the natural senses of the human body. A disconnect between what science is, their own individual learning and success, and what their participation in science could mean for them and the future of the larger society. Insight into appropriate intervention strategies to improve African American urban high school achievement in science was gained.

High School Gay-Straight Alliances (GSAs) and Young Adult Well-Being: An Examination of GSA Presence, Participation, and Perceived Effectiveness

PubMed Central

Toomey, Russell B.; Ryan, Caitlin; Diaz, Rafael M.; Russell, Stephen T.

2011-01-01

Gay-Straight Alliances (GSAs) are student-led, school-based clubs that aim to provide a safe environment in the school context for lesbian, gay, bisexual, and transgender (LGBT) students, as well as their straight allies. The present study examines the potential for GSAs to support positive youth development and to reduce associations among LGBT-specific school victimization and negative young adult well-being. The sample includes 245 LGBT young adults, ages 21–25, who retrospectively reported on the presence of a GSA in their high school, their participation in their school’s GSA, and their perceptions of whether or not their GSA was effective in improving school safety. Findings revealed that the presence of a GSA, participation in a GSA, and perceived GSA effectiveness in promoting school safety were differentially associated with young adult well-being and in some cases, buffered the negative association between LGBT-specific school victimization and well-being. Implications for future research and schools are discussed. PMID:22102782

The Greening of Girls' Sports

ERIC Educational Resources Information Center

Engle, Kathleen M.

1973-01-01

Examines the current nationwide drive to eliminate sexism in school sports. Discusses expenditures for boys' and girls' athletic programs, coaching salaries, facilities, and programs offered. A physician discusses the potentials for girls in competitive sports, and a girl who joined a high school all-male team is interviewed. (DN)

S.O.S.--Students Offering Service.

ERIC Educational Resources Information Center

Thralls, Sharon

1989-01-01

This newsletter describes the features and cites potential obstacles to implementation of high school student community volunteer services for credit programs. Specifically, it documents the genesis of the Students Offering Service (SOS) in the Pasadena (California) Unified School District for the purpose of demonstrating the importance of such…

Career Beginnings: Helping Disadvantaged Youth Achieve Their Potential. Fastback 293.

ERIC Educational Resources Information Center

Bloomfield, William

Career Beginnings (CB) is a national program begun in 1985 to increase the likelihood of minority and other disadvantaged urban students to participate in postsecondary education or to obtain a good job. CB unites high schools, businesses, and local colleges in working partnerships to develop the potential of moderately-achieving high school…

Friend affiliations and school adjustment among Mexican-American adolescents: the moderating role of peer and parent support.

PubMed

Espinoza, Guadalupe; Gillen-O'Neel, Cari; Gonzales, Nancy A; Fuligni, Andrew J

2014-12-01

Studies examining friendships among Mexican-American adolescents have largely focused on their potentially negative influence. The current study examined the extent to which deviant and achievement-oriented friend affiliations are associated with Mexican-American adolescents' school adjustment and also tested whether support from friends and parents moderates these associations. High school students (N = 412; 49 % male) completed questionnaires and daily diaries; primary caregivers also completed a questionnaire. Although results revealed few direct associations between friend affiliations and school adjustment, several moderations emerged. In general, the influence of friends' affiliation was strongest when support from friends was high and parental support was low. The findings suggest that only examining links between friend affiliations and school outcomes does not fully capture how friends promote or hinder school adjustment.

Friend Affiliations and School Adjustment Among Mexican-American Adolescents: The Moderating Role of Peer and Parent Support

PubMed Central

Gillen-O’Neel, Cari; Gonzales, Nancy A.; Fuligni, Andrew J.

2014-01-01

Studies examining friendships among Mexican-American adolescents have largely focused on their potentially negative influence. The current study examined the extent to which deviant and achievement-oriented friend affiliations are associated with Mexican-American adolescents’ school adjustment and also tested whether support from friends and parents moderates these associations. High school students (N = 412; 49 % male) completed questionnaires and daily diaries; primary caregivers also completed a questionnaire. Although results revealed few direct associations between friend affiliations and school adjustment, several moderations emerged. In general, the influence of friends’ affiliation was strongest when support from friends was high and parental support was low. The findings suggest that only examining links between friend affiliations and school outcomes does not fully capture how friends promote or hinder school adjustment. PMID:24096530

Pay It Forward: High School Video-based Instruction Can Disseminate CPR Knowledge in Priority Neighborhoods.

PubMed

Del Rios, Marina; Han, Josiah; Cano, Alejandra; Ramirez, Victor; Morales, Gabriel; Campbell, Teri L; Hoek, Terry Vanden

2018-03-01

The implementation of creative new strategies to increase layperson cardiopulmonary resuscitation (CPR) and defibrillation may improve resuscitation in priority populations. As more communities implement laws requiring CPR training in high schools, there is potential for a multiplier effect and reach into priority communities with low bystander-CPR rates. We investigated the feasibility, knowledge acquisition, and dissemination of a high school-centered, CPR video self-instruction program with a "pay-it-forward" component in a low-income, urban, predominantly Black neighborhood in Chicago, Illinois with historically low bystander-CPR rates. Ninth and tenth graders followed a video self-instruction kit in a classroom setting to learn CPR. As homework, students were required to use the training kit to "pay it forward" and teach CPR to their friends and family. We administered pre- and post-intervention knowledge surveys to measure knowledge acquisition among classroom and "pay-it-forward" participants. Seventy-one classroom participants trained 347 of their friends and family, for an average of 4.9 additional persons trained per kit. Classroom CPR knowledge survey scores increased from 58% to 93% (p < 0.0001). The pay-it-forward cohort saw an increase from 58% to 82% (p < 0.0001). A high school-centered, CPR educational intervention with a "pay-it-forward" component can disseminate CPR knowledge beyond the classroom. Because schools are centrally-organized settings to which all children and their families have access, school-based interventions allow for a broad reach that encompasses all segments of the population and have potential to decrease disparities in bystander CPR provision.

A One-Year Case Study: Understanding the Rich Potential of Project-Based Learning in a Virtual Reality Class for High School Students

ERIC Educational Resources Information Center

Morales, Teresa M.; Bang, EunJin; Andre, Thomas

2013-01-01

This paper presents a qualitative case analysis of a new and unique, high school, student-directed, project-based learning (PBL), virtual reality (VR) class. In order to create projects, students learned, on an independent basis, how to program an industrial-level VR machine. A constraint was that students were required to produce at least one…

A Phenomenological Study Examining the Experiences of High School Graduates Who Participated in a Career and Technical Education Program of Study

ERIC Educational Resources Information Center

Goins, Camille Locklear

2015-01-01

Career and Technical Education (CTE) programs are designed to help prepare students to become effective workers by equipping them with college and career readiness skills needed for the 21st century workplace. Students who participate in a CTE Program of Study (POS) have the potential for greater success during and after high school because they…

Why Some Eligible Adults Choose Not To Participate in the Federal Adult Basic Education Program. Research on Adult Basic Education. Number 3 in Series of 3.

ERIC Educational Resources Information Center

Valentine, Thomas

A great discrepancy exists between the potential number of adult basic education (ABE) participants (all adults who have not graduated from high school) and those who actually choose to participate in ABE. To determine why high school dropouts choose not to participate in ABE, telephone interviews were conducted with a carefully constructed,…

Evaluation of the match between anthropometric measures and school furniture dimensions in Chile.

PubMed

Castellucci, H I; Catalán, M; Arezes, P M; Molenbroek, J F M

2015-01-01

Students are exposed to the first systematic tasks or activities that a human being carries out in his/her life while at school. In this workplace situation, school furniture is a key factor for the adoption of proper body posture. The aim of this paper was to observe and determine the potential mismatch between school furniture dimensions and anthropometric characteristics of the students from the Valparaíso region of Chile. The sample consisted of 3,078 volunteer participants from 18 schools (public, semi-public, private). Eight anthropometric measures were gathered, together with six furniture dimensions. Mismatch analyses were carried out by using pre-defined mismatch criteria. Many different types of school furniture were presented at the schools. Also, a high level of mismatch was registered for seat height, desk height and seat-to-desk clearance. Finally, the analysis of all considered dimensions together showed that there was a high level of cumulative mismatch. It can be concluded that there were high levels of mismatch between the school furniture and student anthropometric characteristics and that this mismatch varied within the difference types of schools. This situation may have occurred because furniture acquisition was made without considering any ergonomic criteria.

Alternative reproductive tactics and inverse size-assortment in a high-density fish spawning aggregation.

PubMed

Karkarey, Rucha; Zambre, Amod; Isvaran, Kavita; Arthur, Rohan

2017-02-28

At high densities, terrestrial and marine species often employ alternate reproductive tactics (ARTs) to maximize reproductive benefits. We describe ARTs in a high-density and unfished spawning aggregation of the squaretail grouper (Plectropomus areolatus) in Lakshadweep, India. As previously reported for this species, territorial males engage in pair-courtship, which is associated with a pair-spawning tactic. Here, we document a previously unreported school-courtship tactic; where territorial males court multiple females in mid-water schools, which appears to culminate in a unique 'school-spawning' tactic. Courtship tactics were conditional on body size, local mate density and habitat, likely associated with changing trade-offs between potential mating opportunities and intra-sexual competition. Counter-intuitively, the aggregation showed a habitat-specific inverse size-assortment: large males courted small females on the reef slope while small males courted equal-sized or larger females on the shelf. These patterns remained stable across two years of observation at high, unfished densities. These unique density-dependent behaviours may disappear from this aggregation as overall densities decline due to increasing commercial fishing pressure, with potentially large consequences for demographics and fitness.

Feasibility and Preliminary Outcomes of a Yoga and Mindfulness Intervention for School Teachers

ERIC Educational Resources Information Center

Ancona, Matthew R.; Mendelson, Tamar

2014-01-01

Many public school teachers face formidable challenges, including overcrowded classrooms, limited administrative resources, and high numbers of students with behavioral and emotional problems. Mindfulness-based strategies are a potentially promising means of reducing teachers' stress and enhancing their ability to handle job demands effectively.…

The School and the Private Sector: Romance or Marriage of Convenience.

ERIC Educational Resources Information Center

Mauch I, James W.

1999-01-01

Presents the alliance between Reading High School (Pennsylvania) and a local corporation as a case study of the potential for incentives and private-sector involvement to improve student attendance. The partnership, Reading's Excellence and Attendance Programs, used positive reinforcements, including lottery drawings and ice-cream socials, to…

School Improvement in London: A Global Perspective

ERIC Educational Resources Information Center

McAleavy, Tony; Elwick, Alex

2016-01-01

This report considers how successful London's schools have been over the past decade and identifies potentially transferable components of the success story. There is much to be learned from the transformation undergone in London that is relevant to policymakers and educationalists worldwide, working in both high-income and low-income countries.…

Jones Center Vocational/Academic Program (JCVA).

ERIC Educational Resources Information Center

Rydalch, Jeff

This document provides information on the Jones Center Vocational/Academic Program of the Granite School District (Utah), the purpose of which is to maintain or reintegrate students who are potential high school dropouts or dropouts into appropriate educational alternatives. Its mission statement is followed by a list of program components,…

Trashcan Kids.

ERIC Educational Resources Information Center

Benedict, Richard

This book describes the lives and life conditions of some of the approximately 30 students who attended one Enterprise High School located in northwestern Macomb County (Michigan) designed to keep potential dropouts in school. All of the events described in the book actually happened although they did not actually happen to any one or two specific…

Attracting College Candidates: The Impact of Perceived Social Life

ERIC Educational Resources Information Center

Capraro, Anthony J.; Patrick, Michelle L.; Wilson, Melissa

2004-01-01

This paper explores how perceived attractiveness of the social life at a college/university influences potential applicants' likelihood to request information from, visit and apply to (decision approach actions) that school. Results obtained from a study of high school juniors indicate that attractiveness of social life, defined in terms of…

Exploring the Link Between Alcohol and Marijuana Use and Teen Dating Violence Victimization Among High School Students: The Influence of School Context.

PubMed

Parker, Elizabeth M; Debnam, Katrina; Pas, Elise T; Bradshaw, Catherine P

2016-10-01

Adolescence is a developmental period when dating behavior is first initiated and when the risk of abuse by or against a dating partner begins to emerge. It is also one in which experimentation with alcohol and illicit substances typically begins. The current study examined the association between recent alcohol use and recent marijuana use and the experience of physical and verbal teen dating violence (TDV) victimization while considering the potential influence of school contextual variables. Data came from 27,758 high school students attending 58 Maryland public high schools. Hierarchical linear modeling was used to identify student- and school-level predictors associated with TDV. Results indicated that approximately 11% of students reported experiencing physical TDV and 11% of students reported experiencing verbal TDV over the past year. In addition, 33% of students reported recent alcohol use and 21% reported recent marijuana use. Hierarchical linear modeling results revealed that students who reported frequent recent alcohol or recent marijuana use were at increased odds of experiencing physical (adjusted odds ratio [AOR]alcohol = 2.80, p < .001; AORmarijuana = 2.03, p < .001) or verbal TDV (AORalcohol = 2.63, p < .001; AORmarijuana = 2.20, p < .001) victimization compared to students who reported little or no alcohol or marijuana use. School support was a protective factor for both physical TDV (AOR = 0.74, p < .001) and verbal TDV (AOR = 0.76, p < .001) victimization. Findings suggested that prevention efforts to address alcohol and marijuana use may have an effect on TDV victimization. Results also highlight the potential utility of enhancing student perceptions of school support as an approach for reducing TDV victimization. © 2015 Society for Public Health Education.

[Relationships between mental health and psychosocial factors with single-child high school students in an urban city of Korea].

PubMed

Lee, Young-Sun; Kim, Kwang-Hwan; Cho, Young-Chae

2006-09-01

This study was performed to determine the mental health of high school students, and specifically that of children with no siblings in urban areas, and we aimed at revealing the various potential influences of different psycho-social factors. The participants were, 514 high school students who were the 1st- to 3rd-graders in Daejon City; they were, given self-administered questionnaires that required no signature during the period of March through June 2005. The analyzed items included the general character of the subjects, the symptoms of stress and depression for mental health, self-esteem as a psychological component, anxiety, dependent behavioral traits and, social support of family members and friends. The study results suggested that the group of urban high school children with no siblings had a higher tendency for stress and depression than did the urban high school children with siblings. The mental health and psychosocial factors were found to be influenced by friends, a sense of satisfaction at school and home life, and emotional support as well. In conclusion, emotional support by the family members can improve mental health by reducing anxiety, stress and depression.

The Effect of Nutrient-Based Standards on Competitive Foods in 3 Schools: Potential Savings in Kilocalories and Grams of Fat

ERIC Educational Resources Information Center

Snelling, Anastasia M.; Yezek, Jennifer

2012-01-01

Background: The study investigated how nutrient standards affected the number of kilocalories and grams of fat and saturated fat in competitive foods offered and sold in 3 high schools. Methods: The study is a quasi-experimental design with 3 schools serving as the units of assignment and analysis. The effect of the nutrient standards was measured…

What secondary school career advisors in New Zealand Know about pharmacy and how that knowledge affects student career choices.

PubMed

Aspden, Trudi; Cooper, Rachel; Liu, Yue; Marowa, Munyaradzi; Rubio, Christine; Waterhouse, Elisabeth-Jane; Sheridan, Janie

2015-02-17

To explore what career advisors at secondary schools (high schools) in New Zealand know about the pharmacy profession, how they obtain that knowledge, and what their potential influence is on students' decisions to study pharmacy. This study employed a cross sectional questionnaire design. A postal questionnaire was sent to 250 randomly selected secondary schools in New Zealand. The response rate was 112/248 (45%). Responding career advisors were familiar with many of the roles of pharmacists (mean knowledge score 11.5 out of 16). Over 90% of career advisors were familiar with the roles of pharmacists in the community setting; however, many had a poorer understanding of other pharmacist roles. One suggestion for improving the promotion of pharmacy within secondary schools was a greater involvement of pharmacists and pharmacy students in the promotion of pharmacy as a profession. Career advisors need a broader understanding of the potential roles of pharmacists. Increasing contact from practicing pharmacists and undergraduate pharmacy students are potential ways of increasing student interest in pharmacy.

Commercial activities and the promotion of health in schools.

PubMed

Raine, Gary

2013-11-01

Many companies nowadays consider schools to be an important setting for marketing to children. However, important concerns can be raised from a health promotion perspective about the potential negative impact of commercial activities on the health and well-being of pupils. As this discussion paper will demonstrate, some commercial activities raise concerns in relation to physical health and obesity, not only by potentially undermining formal curriculum messages, but also through the active promotion of specific products, particularly those high in fat, sugar or salt. Nonetheless, the issues raised by commercial activities are not solely limited to effects on physical health. By allowing commercial activities, schools risk instilling in pupils consumer-orientated values. This is significant as such values have been linked to the development of poor health and well-being. Furthermore, the presence in schools of commercial activities will also militate against informed decision-making and be disempowering. There is also evidence that business-sponsored teaching materials can contain biased and misleading information. The potential negative impacts of commercial activities are inconsistent with goals in relation to the promotion of health and the principles of health-promoting schools.

Perspective: the potential of student organizations for developing leadership: one school's experience.

PubMed

Veronesi, Michael C; Gunderman, Richard B

2012-02-01

Leadership development is vital to the future of medicine. Some leadership development may take place through the formal curriculum of the medical school, yet extracurricular activities, such as student government and affiliated student organizations, can provide additional, highly valuable leadership development opportunities. These organizations and their missions can serve as catalysts for students to work with one another, with the faculty and administration of the medical school, with the community, and with local, regional, and national organizations. The authors have organized this discussion of the leadership development potential of student organizations around six important principles of leadership: ownership, experience, efficacy, sense of community, service learning, and peer-to-peer mentoring. They provide practical examples of these leadership principles from one institution. They do not presume that the school is unique, but they do believe their practical examples help to illuminate the potential of extracurricular programs for enhancing the leadership capabilities of future physicians. In addition, the authors use their examples to demonstrate how the medical school, its surrounding community, and the profession of medicine can benefit from promoting leadership through student organizations.

Influencing College and Higher Education Choices in Disadvantaged Hispanic High School Students Through a School-Based Health Club.

PubMed

Singh, Harsimran; Matza, Maria; Latham, Christine

2017-06-01

Statistics representing professional health care providers do not adequately reflect the shift in the nation's diverse population. Latinos are significantly underrepresented at all levels of appropriate academic programs critical for entry to health profession careers. This project describes the implementation of a student-run, faculty-facilitated Future Nurse and Health Club at a school (with majority Latino students) to emphasize the importance of higher education in health care. Demographic and psychosocial profiles of club members were also developed to understand community needs. The Future Nurse and Health Club was established in partnership with faculty and researchers representing a university-based nursing program, school officials, and community leaders. Both quantitative and qualitative data were collected from club members and their parents using a variety of techniques including questionnaires and focus groups. The findings of the study highlighted a variety of student- and parent-related factors including poor lifestyle habits and perceptions of support that could potentially influence Latino high school students' interest and progress in health care-related higher education. A school-based health career club involving active participation of parents and students with support from health care professionals such as academic nursing faculty has the potential to simultaneously raise student interest in health-related careers and health needs of their community.

School Choice and Educational Inequality in South Korea

PubMed Central

Byun, Soo-yong; Kim, Kyung-keun; Park, Hyunjoon

2014-01-01

This study examined the choice debate in South Korea, which centers on the residentially based school assignment policy called the High School Equalization Policy (HSEP). Using a nationally representative sample of South Korean 11th graders, the study further explored the role of the HSEP in educational equality by investigating how HSEP implementation was related to the separation of low and high socioeconomic status (SES) students between schools and how the socioeconomic composition of a school was related to student achievement. Results showed that the odds that low SES students were separated into low SES schools was smaller in the regions of HSEP implementation, where students were randomly assigned to a school based on place of residence, than in the regions of non-HSEP implementation, where students were allowed to choose a school. Results also showed that student achievement significantly depended on the socioeconomic composition of a school students attended in the regions of non-HSEP implementation, whereas this was not the case in the regions of HSEP implementation. We discussed the implications of these findings for the potential impact of school choice policies on educational inequality. PMID:24834021

Development of a Brief Pre-Implementation Screening Tool to Identify Teachers Who Are at Risk for Not Implementing Intervention Curriculum and High-Implementing Teachers

ERIC Educational Resources Information Center

Wang, Bo; Stanton, Bonita; Lunn, Sonja; Patel, Pooja; Koci, Veronica; Deveaux, Lynette

2017-01-01

Few questionnaires have been developed to screen for potentially poor implementers of school-based interventions. This study combines teacher characteristics, perceptions, and teaching/training experiences to develop a short screening tool that can identify potential "low-performing" or "high-performing" teachers…

Identifying High Academic Potential in Australian Aboriginal Children Using Dynamic Testing

ERIC Educational Resources Information Center

Chaffey, Graham W.; Bailey, Stan B.; Vine, Ken W.

2015-01-01

The primary purpose of this study was to determine the effectiveness of dynamic testing as a method for identifying high academic potential in Australian Aboriginal children. The 79 participating Aboriginal children were drawn from Years 3-5 in rural schools in northern New South Wales. The dynamic testing method used in this study involved a…

Initial evaluation of a student-run fruit and vegetable business in urban high schools.

PubMed

Sikic, Nicholas I; Erbstein, Nancy; Welch, Kearnan; Grundberg, Ethan; Miller, Elizabeth

2012-11-01

This study examined the acceptability and feasibility of Fresh Producers, a student-run fruit and vegetable distribution program at three urban high schools located in low-income neighborhoods, and its potential impact on the nutrition and professional development of participating students. Thirteen focus groups conducted with 72 students explored the program's impact on their dietary habits and professional skill development, and discussed program challenges. Responses were coded for common themes by multiple investigators. Participants reported increased fruit and vegetable consumption, and improved interpersonal, team-building, and organizational skills. Challenges included integration into the school schedule and environment and limited faculty support for business activities. This program is acceptable and feasible for secondary school students in a variety of school settings. Students reported positive changes in professional skills and nutrition. Training and support for students and faculty, including strategies to improve program integration into the school context, could increase participation.

Educational Level, Anticoagulation Quality, and Clinical Outcomes in Elderly Patients with Acute Venous Thromboembolism: A Prospective Cohort Study.

PubMed

Hofmann, Eveline; Faller, Nicolas; Limacher, Andreas; Méan, Marie; Tritschler, Tobias; Rodondi, Nicolas; Aujesky, Drahomir

2016-01-01

Whether the level of education is associated with anticoagulation quality and clinical outcomes in patients with acute venous thromboembolism (VTE) is uncertain. We thus aimed to investigate the association between educational level and anticoagulation quality and clinical outcomes in elderly patients with acute VTE. We studied 817 patients aged ≥65 years with acute VTE from a Swiss prospective multicenter cohort study (09/2009-12/2013). We defined three educational levels: 1) less than high school, 2) high school, and 3) post-secondary degree. The primary outcome was the anticoagulation quality, expressed as the percentage of time spent in the therapeutic INR range (TTR). Secondary outcomes were the time to a first recurrent VTE and major bleeding. We adjusted for potential confounders and periods of anticoagulation. Overall, 56% of patients had less than high school, 25% a high school degree, and 18% a post-secondary degree. The mean percentage of TTR was similar across educational levels (less than high school, 61%; high school, 64%; and post-secondary, 63%; P = 0.36). Within three years of follow-up, patients with less than high school, high school, and a post-secondary degree had a cumulative incidence of recurrent VTE of 14.2%, 12.9%, and 16.4%, and a cumulative incidence of major bleeding of 13.3%, 15.1%, and 15.4%, respectively. After adjustment, educational level was neither associated with anticoagulation quality nor with recurrent VTE or major bleeding. In elderly patients with VTE, we did not find an association between educational level and anticoagulation quality or clinical outcomes.

A Study of the Identification, Monitoring and Tracking of Potential High School Student Dropouts for the New York City Board of Education. Executive Summary. Final Report.

ERIC Educational Resources Information Center

1985

This study evaluates the process and procedures of the New York City Board of Education in the definition, identification, tracking, and monitoring of student dropouts in selected New York City high schools. The full report is organized in three parts. Part One provides a summary of data obtained (through observations and interviews) from visits…

Menstrual Irregularity and Musculoskeletal Injury in Female High School Athletes

PubMed Central

Thein-Nissenbaum, Jill M.; Rauh, Mitchell J.; Carr, Kathleen E.; Loud, Keith J.; McGuine, Timothy A.

2012-01-01

Context: The female athlete triad describes the interrelatedness of energy availability, menstrual function, and bone density. Although associations between triad components and musculoskeletal injury (INJ) have been reported in collegiate athletes, limited information exists about menstrual irregularity (MI) and INJ in the high school population. Objective: To determine the prevalence of and relationship between MI and INJ in high school athletes. Design: Cross-sectional study. Setting: High schools. Patients or Other Participants: The sample consisted of 249 female athletes from 3 high schools who competed in 33 interscholastic, school-sponsored sport teams, dance teams, and cheerleading or pom-pon squad during the 2006–2007 school year. Each athlete remained on the roster throughout the season. Main Outcome Measure(s): Participants completed a survey regarding injury type, number of days of sport participation missed, and menstrual history in the past year. Results: The prevalences of MI and INJ were 19.7% and 63.1%, respectively. Athletes who reported MI sustained a higher percentage of severe injuries (missing ≥22 days of practice or competition) than did athletes who reported normal menses. Although the trend was not significant, athletes with MI were almost 3 times more likely to sustain an injury resulting in 7 or more days of time lost from sport (odds ratio = 2.7, 95% confidence interval = 0.8, 8.8) than those who sustained an injury resulting in 7 or fewer days of time lost. Conclusions: The incidences of MI and INJ in this high school population during the study period were high. Athletes who reported MI sustained a higher percentage of severe injuries than did athletes who reported normal menses. Education programs to increase knowledge and improve management of MI and its potential effects on injury in female high school athletes are warranted. PMID:22488233

Associations of Education Level and Bone Density Tests among Cognitively Intact Elderly White Women in Managed Medicare

PubMed Central

Shi, Di; Yin, Michael T.; Shi, Qiuhu; Hoover, Donald R.

2012-01-01

Objectives. To examine associations between having bone density tests and level of education among white elderly women in managed Medicare. Method. Data from the ninth through twelfth cohort (2006–2009) of the Medicare Health Outcome Survey (HOS) of managed Medicare plans were analyzed; 239331 white elderly women were included. Respondents were grouped by education level and the percentages of respondents who had lifetime bone density testing done among each group were analyzed. Results. 62.7% of respondents with less than a high school education reported previously taking a bone density test. This was lower than the 73.8% for respondents who completed high school and the 81.0% for respondents with more than a high school education. When potential confounding factors such as age, body mass index, marital status, smoking history, year of HOS survey, and region were factored in, the odds ratios of having a bone density test when compared to respondents with less than a high school education were 1.61 and 2.39, respectively, for those with just a high school education and more than a high school education (P < 0.001). Conclusion. Higher education was independently associated with greater use of bone density test in these elderly white women. PMID:23056041

Detailed educational pathways among females after very early sexual intercourse.

PubMed

Steward, Nicole R; Farkas, George; Bingenheimer, Jeffrey B

2009-12-01

Although studies have shown that early sex is negatively associated with high school graduation and college enrollment, no recent study has examined the extent to which early sex affects educational attainment, and the mediating mechanisms have not been established. Data from 4,613 female participants in the National Educational Longitudinal Study were used to examine the relationship between early sexual intercourse (i.e., first sex prior to age 15) and educational attainment. Logistic regression analyses that controlled for background characteristics, school performance, behavioral factors and academic aspirations were conducted to assess this association, as well as to explore the potential mediating role of early marriage and childbearing. Young women who had had early sex had reduced odds of having graduated from high school (odds ratio, 0.4) and from college (0.5). Postsecondary enrollment was positively associated with expectations of postsecondary education (1.5) and levels of academic achievement (1.4-1.5), but not with early sex. Respondents who had married before their expected high school graduation date had reduced odds of having graduated from high school (0.1), enrolled in postsecondary school (0.4) or completed college (0.1); those who had a child before their expected high school graduation date had reduced odds of having graduated from high school (0.3) or college (0.1). Programs that target early parenthood and marriage, and that provide hope for future educational opportunities, could lessen the impact of early sex for young women.

School and class-level variations and patterns of physical activity: a multilevel analysis of Danish high school students.

PubMed

Steenholt, Carina Bjørnskov; Pisinger, Veronica Sofie Clara; Danquah, Ida Høgstedt; Tolstrup, Janne Schurmann

2018-02-14

There is limited knowledge of physical activity (PA) patterns among high school students. High schools plays an important role as context for the students, but it is uncertain to what extent schools influence student participation in PA during leisure time. The purpose of this study is to describe patterns of PA and assess variations between schools and classes in PA, in a large cohort of Danish high school students. Self-reported cross-sectional data came from The Danish National Youth Study, comprising a total of 70,674 students attending 119 different schools and 3213 classes. Multilevel logistic regressions were applied to evaluate the association between socio-demographic variables and patterns of PA, and to assess the impact of schools and classes on PA measures. Students whose parents have achieved a lower level of education, older students and girls of perceived ethnic minority generally participated less in several forms of PA during leisure time. Substantial variations between schools were observed in terms of participation in PA at school during leisure time and in terms of use of active transportation to and from school. The school-level accounted for 9% (intra-class correlation coefficient (ICC) = 0.09 (95% CI: 0.06-0.11)) and 8% (ICC = 0.08 (95% CI: 0.07-0.11)) of the variation for participation in PA during leisure time and active transportation. Overall, students whose parents achieved a lower level of education, older students and girls of perceived ethnic minority represent vulnerable groups in relation to participation in several forms of PA during leisure time. The ICCs indicate that schools, in particular, have the potential to influence participation in PA at school during leisure time and active transportation to and from school. Thus, high schools should encourage and facilitate activities aimed at engaging students in PA during leisure time as well as encourage active transportation.

Promoting booster seat use for young children: A school-based intervention pilot study.

PubMed

Bruce, Beth S; Mundle, Kim; Cramm, Camille F; Williams, Devon P

2017-05-01

Misuse and/or lack of booster seat use are often associated with high rates of injury and death among school-aged children. This pilot study examined the efficacy and the potential effectiveness of a booster seat intervention in the classroom. Two elementary schools participated (randomly assigned as one intervention school and one control school). At the intervention school, a certified car seat specialist and a police officer held an interactive booster seat session. The height and age for each child were recorded. Children received a certificate indicating whether they met the requirements for booster seat use and a postcard with car seat restraint specifications. Children in the control school received a brochure on car seat safety. Pre- and post-intervention self-reports were collected and booster seat use was observed. Observational findings showed a decline in booster seat use at the control school and an increase in use at the intervention school. Self-reports of booster seat use indicated a decline at both schools; however, cell sizes were too small to permit statistical analyses. Anecdotally researchers found the sessions were easy to conduct and were well received by the children and could be easily integrated into programming in schools. Classroom sessions may have the potential to positively influence booster seat use among 6- to 8-year-olds.

Academic Performance of Students with the Highest and Mediocre School-leaving Grades: Does the Aptitude Test for Medical Studies (TMS) Balance Their Prognoses?

PubMed Central

Kadmon, Guni; Kadmon, Martina

2016-01-01

Background: Admission to undergraduate medical training in Germany occurs by central and local pathways. Central admission includes two distinct groups: Students with top school-leaving grades (best-SLG group) and students with inferior school-leaving grades who are admitted with a delay of up to seven years (delayed admission group). Students with academic difficulties and early dropouts are present in both groups. Local admission at our university involves the German Test for Medical Studies (TMS) and allows the admission by merit of students with a wide range of school-leaving grades. Aims: To examine the justification of a TMS-based strategy to reduce the admission of potentially weak best school-leavers and enhance the admission of potentially able candidates with mediocre school-leaving grades. Method: The prognostic contribution of the school-leaving (SL) GPA and the TMS to academic performance and to continuity in the pre-clinical part of the undergraduate medical program was examined in two study groups: best school leavers (SL grade 1.0, SL-GPA 823-900 points) and mediocre school leavers (SL grades 2.0-2.3, SL-GPA 689-660 points). The outcomes in both groups were compared in relation to their TMS results. The prospective study included four consecutive cohorts. Results: In each study group the TMS predicted the academic performance (β=0.442-0.446) and the continuity of studies (OR=0.890-0.853) better than the SL-GPA (β=0.238-0.047; OR=1.009-0.998). Attrition was most strongly associated with failing to take the TMS (OR=0.230-0.380). Mediocre school leavers with TMS scores ≥125 performed as well as the best school leavers. Mediocre school leavers with TMS scores between 110-124 performed on average less well but within the required standards. Best school leavers with mediocre TMS scores and 30% of the best school leavers who hadn't taken the TMS performed less well than most mediocre school leavers with high TMS scores. Discussion: The TMS appears to differentiate between potentially successful and less successful students in both GPA categories. Mediocre school leavers (SLG 2.0-2.3) with exceptionally high TMS results reach better pre-clinical examination results than best school leavers (SLG 1.0) with mediocre TMS results. Thus, the present data justify the use of the TMS to facilitate the participation of mediocre school leavers in the competition for admission slots. PMID:26958655

Academic Performance of Students with the Highest and Mediocre School-leaving Grades: Does the Aptitude Test for Medical Studies (TMS) Balance Their Prognoses?

PubMed

Kadmon, Guni; Kadmon, Martina

2016-01-01

Admission to undergraduate medical training in Germany occurs by central and local pathways. Central admission includes two distinct groups: Students with top school-leaving grades (best-SLG group) and students with inferior school-leaving grades who are admitted with a delay of up to seven years (delayed admission group). Students with academic difficulties and early dropouts are present in both groups. Local admission at our university involves the German Test for Medical Studies (TMS) and allows the admission by merit of students with a wide range of school-leaving grades. To examine the justification of a TMS-based strategy to reduce the admission of potentially weak best school-leavers and enhance the admission of potentially able candidates with mediocre school-leaving grades. The prognostic contribution of the school-leaving (SL) GPA and the TMS to academic performance and to continuity in the pre-clinical part of the undergraduate medical program was examined in two study groups: best school leavers (SL grade 1.0, SL-GPA 823-900 points) and mediocre school leavers (SL grades 2.0-2.3, SL-GPA 689-660 points). The outcomes in both groups were compared in relation to their TMS results. The prospective study included four consecutive cohorts. In each study group the TMS predicted the academic performance (β=0.442-0.446) and the continuity of studies (OR=0.890-0.853) better than the SL-GPA (β=0.238-0.047; OR=1.009-0.998). Attrition was most strongly associated with failing to take the TMS (OR=0.230-0.380). Mediocre school leavers with TMS scores ≥125 performed as well as the best school leavers. Mediocre school leavers with TMS scores between 110-124 performed on average less well but within the required standards. Best school leavers with mediocre TMS scores and 30% of the best school leavers who hadn't taken the TMS performed less well than most mediocre school leavers with high TMS scores. The TMS appears to differentiate between potentially successful and less successful students in both GPA categories. Mediocre school leavers (SLG 2.0-2.3) with exceptionally high TMS results reach better pre-clinical examination results than best school leavers (SLG 1.0) with mediocre TMS results. Thus, the present data justify the use of the TMS to facilitate the participation of mediocre school leavers in the competition for admission slots.

Identification of Rural-Background Applicants by the Talent Identification Program of WHAHEC

ERIC Educational Resources Information Center

Calkins, E. Virginia; And Others

1978-01-01

The Talent Identification Program identifies, motivates, and assists high school juniors and seniors with disadvantaged backgrounds who have potential for careers in the health sciences. The policy of assistance in applying and preparing for medical school is in accordance with evidence that rural-background students are more likely to practice…

Remedial Math Instruction Intervention: Efficacy of Constructivist Practices on Alternative Students with Disabilities Mathematics Achievement

ERIC Educational Resources Information Center

Mbwiri, Francis I.

2017-01-01

Many students with disabilities attending alternative high schools are not improving their mathematics ability scores. Failure to improve their mathematics ability scores has hampered their potential academic success and career prospects, resulting in many students dropping out of schools without graduating. The purpose of this quantitative study…

Methodological Complications of Matching Designs under Real World Constraints: Lessons from a Study of Deeper Learning

ERIC Educational Resources Information Center

Zeiser, Kristina; Rickles, Jordan; Garet, Michael S.

2014-01-01

To help researchers understand potential issues one can encounter when conducting propensity matching studies in complex settings, this paper describes methodological complications faced when studying schools using deeper learning practices to improve college and career readiness. The study uses data from high schools located in six districts…

Who Are the Peer Educators? HIV Prevention in South African Schools

ERIC Educational Resources Information Center

Mason-Jones, Amanda J.; Flisher, Alan J.; Mathews, Catherine

2011-01-01

Characteristics of learners who become peer educators are rarely explored despite the potential relevance to the success of peer education programmes. Fifteen high schools selected to implement peer education HIV prevention programmes in South Africa were recruited. A total of 2339 Grade 10 learners were surveyed and comparisons were made between…

Classroom Interaction: Potential or Problem? The Case of Karagwe

ERIC Educational Resources Information Center

Wedin, Asa

2010-01-01

This paper discusses interactional patterns in classrooms in primary school in rural Tanzania, based on an ethnographic study on literacy practices. The paper argues that the official policy of Swahili-only in primary school, together with the huge gap between high expectations on educational outcome and lack of resources, have resulted in the…

Use of a Market Survey in Identifying Potential Publics.

ERIC Educational Resources Information Center

Ruddock, Maryann S.

Perceptions of St. Edward's University, Austin, Texas, by current students, alumni, Austin area high school seniors, and the general public were studied. Respondents' knowledge of the university and what they look for when choosing a school were assessed. About 500 general public respondents and about 300 respondents for each of the other groups…

Even More Racially Isolated than before: Problematizing the Vision for "Diversity" in a Racially Mixed High School

ERIC Educational Resources Information Center

Welton, Anjalé D.

2013-01-01

Background/Context: The term racial diversity is interchangeably used in the literature with other terms such as racially mixed, integration, and desegregation in reference to policies to design and practices to implement racially heterogeneous communities, districts, and schools. Scholarship that promotes the democratic potential of racially…

Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative

ERIC Educational Resources Information Center

Arbreton, Amy; Sheldon, Jessica; Bradshaw, Molly; Goldsmith, Julie

2008-01-01

This report presents outcomes from Public/Private Ventures research on CORAL, an eight-year, $58 million after-school initiative of The James Irvine Foundation. Findings described in the report demonstrate the relationship between high-quality literacy programming and academic gains and underscore the potential role that quality programs may play…

Destabilizing Anti-Gay Environments through Gay-Straight Alliances: Possibilities and Limitations through Shifting Discourses

ERIC Educational Resources Information Center

Currie, Sean; Mayberry, Maralee; Chenneville, Tiffany

2012-01-01

Drawing upon research with Gay-Straight Alliance (GSA) advisors, high-school principals, and two district-level administrators, we examine the potential and limits of the safe-space discourse that encompasses the aims of GSAs. We argue that this discourse conceals heteronormative school environments, which supplies the groundwork for hostility…

Fast Track: A Language Arts Program for Middle School Gifted

ERIC Educational Resources Information Center

Schneider, Jean

2008-01-01

"Fast Track" is a pseudonym for an accelerated, advanced language arts program for verbally gifted and high potential students in grades 6-8. The critical thinking model used for "Fast Track" was gleaned from Coalition of Essential Schools founder Ted Sizer's Habits of Mind: significance, evidence, connections, perspective, and supposition, as…

Common Purpose and Different Approaches to Support College-Going in Five Southwestern Districts

ERIC Educational Resources Information Center

Bosworth, Kris; Convertino, Christina; Hurwitz, Jason T.

2014-01-01

School-wide approaches to increase college-going can potentially improve postsecondary education outcomes for all students. The ongoing process and challenges to establish such approaches are, however, little understood. Using qualitative analysis of semi-structured interviews conducted with leaders at five public high schools in the Southwest,…

Untapped Potential: The Status of Middle School Science Education in California. Strengthening Science Education in California

ERIC Educational Resources Information Center

Hartry, Ardice; Dorph, Rena; Shields, Patrick; Tiffany-Morales, Juliet; Romero, Valeria

2012-01-01

Despite the expressed need for high-quality science education, very little research has been conducted on what middle school science learning opportunities look like in practice. This study was conducted in support of "Strengthening Science Education in California", a research, policy, and communications initiative. Partners in this…

Complementing the Mainstream: An Exploration of Partnership Work between Complementary Alternative Provisions and Mainstream Schools

ERIC Educational Resources Information Center

Pennacchia, Jodie; Thomson, Pat

2016-01-01

In the English context, complementary alternative provisions (APs) can make specific positive contributions for young people at risk of exclusion from mainstream school. Whilst recognising the potential value of all complementary AP that is carefully selected and of high quality, we problematise the "repair and return" rationale that…

Recruiting and Hiring Teachers in Six Successful, High-Poverty, Urban Schools

ERIC Educational Resources Information Center

Simon, Nicole Suzanne

2015-01-01

Good teaching matters, especially for students growing up in poverty. But, effective teaching does not alone depend on the contributions of talented and skilled individuals. Rather, promising pedagogues are far more likely to rise to their potential when they are well-matched with both their teaching assignment and with the school organization…

Distance Learning for Gifted Students: Outcomes for Elementary, Middle, and High School Aged Students

ERIC Educational Resources Information Center

Wallace, Patricia

2009-01-01

Although distance learning often is cited as a potentially useful strategy to provide appropriately challenging academic coursework to gifted students, little research has been conducted on its use or effectiveness with this population, particularly with younger students in elementary school. In this study, distance learning outcomes for gifted…

Promoting International Understanding through School Textbooks. A Case Study.

ERIC Educational Resources Information Center

Boden, Philip K.

A project is described which was carried out among Unesco member nations from 1971 to 1974 to investigate multilateral arrangements for the review of high school textbooks in the fields of history, geography, and social studies. Objectives of the project were to provide publishers with feedback about the potential of their textbooks to promote…

Pay It Forward: High School Video-based Instruction Can Disseminate CPR Knowledge in Priority Neighborhoods

PubMed Central

Han, Josiah; Cano, Alejandra; Ramirez, Victor; Morales, Gabriel; Campbell, Teri L.; Hoek, Terry Vanden

2018-01-01

Introduction The implementation of creative new strategies to increase layperson cardiopulmonary resuscitation (CPR) and defibrillation may improve resuscitation in priority populations. As more communities implement laws requiring CPR training in high schools, there is potential for a multiplier effect and reach into priority communities with low bystander-CPR rates. Methods We investigated the feasibility, knowledge acquisition, and dissemination of a high school-centered, CPR video self-instruction program with a “pay-it-forward” component in a low-income, urban, predominantly Black neighborhood in Chicago, Illinois with historically low bystander-CPR rates. Ninth and tenth graders followed a video self-instruction kit in a classroom setting to learn CPR. As homework, students were required to use the training kit to “pay it forward” and teach CPR to their friends and family. We administered pre- and post-intervention knowledge surveys to measure knowledge acquisition among classroom and “pay-it-forward” participants. Results Seventy-one classroom participants trained 347 of their friends and family, for an average of 4.9 additional persons trained per kit. Classroom CPR knowledge survey scores increased from 58% to 93% (p < 0.0001). The pay-it-forward cohort saw an increase from 58% to 82% (p < 0.0001). Conclusion A high school-centered, CPR educational intervention with a “pay-it-forward” component can disseminate CPR knowledge beyond the classroom. Because schools are centrally-organized settings to which all children and their families have access, school-based interventions allow for a broad reach that encompasses all segments of the population and have potential to decrease disparities in bystander CPR provision. PMID:29560076

Causal effects of single-sex schools on college entrance exams and college attendance: random assignment in Seoul high schools.

PubMed

Park, Hyunjoon; Behrman, Jere R; Choi, Jaesung

2013-04-01

Despite the voluminous literature on the potentials of single-sex schools, there is no consensus on the effects of single-sex schools because of student selection of school types. We exploit a unique feature of schooling in Seoul-the random assignment of students into single-sex versus coeducational high schools-to assess causal effects of single-sex schools on college entrance exam scores and college attendance. Our validation of the random assignment shows comparable socioeconomic backgrounds and prior academic achievement of students attending single-sex schools and coeducational schools, which increases the credibility of our causal estimates of single-sex school effects. The three-level hierarchical model shows that attending all-boys schools or all-girls schools, rather than coeducational schools, is significantly associated with higher average scores on Korean and English test scores. Applying the school district fixed-effects models, we find that single-sex schools produce a higher percentage of graduates who attended four-year colleges and a lower percentage of graduates who attended two-year junior colleges than do coeducational schools. The positive effects of single-sex schools remain substantial, even after we take into account various school-level variables, such as teacher quality, the student-teacher ratio, the proportion of students receiving lunch support, and whether the schools are public or private.

Prevalence and risk factors for Taenia solium cysticercosis in school-aged children: A school based study in western Sichuan, People's Republic of China.

PubMed

Openshaw, John J; Medina, Alexis; Felt, Stephen A; Li, Tiaoying; Huan, Zhou; Rozelle, Scott; Luby, Stephen P

2018-05-08

Taenia solium cysticercosis affects millions of impoverished people worldwide and can cause neurocysticercosis, an infection of the central nervous system which is potentially fatal. Children may represent an especially vulnerable population to neurocysticercosis, due to the risk of cognitive impairment during formative school years. While previous epidemiologic studies have suggested high prevalence in rural China, the prevalence in children as well as risk factors and impact of disease in low-resource areas remain poorly characterized. Utilizing school based sampling, we conducted a cross-sectional study, administering a questionnaire and collecting blood for T. solium cysticercosis antibodies in 2867 fifth and sixth grade students across 27 schools in west Sichuan. We used mixed-effects logistic regression models controlling for school-level clustering to study associations between risk factors and to characterize factors influencing the administration of deworming medication. Overall prevalence of cysticercosis antibodies was 6%, but prevalence was significantly higher in three schools which all had prevalences of 15% or higher. Students from households owning pigs (adjusted odds ratio [OR] 1.81, 95% CI 1.08-3.03), from households reporting feeding their pigs human feces (adjusted OR 1.49, 95% CI 1.03-2.16), and self-reporting worms in their feces (adjusted OR 1.85, 95% CI 1.18-2.91) were more likely to have cysticercosis IgG antibodies. Students attending high prevalence schools were more likely to come from households allowing pigs to freely forage for food (OR 2.26, 95% CI 1.72-2.98) and lacking a toilet (OR 1.84, 95% CI 1.38-2.46). Children who were boarding at school were less likely to have received treatment for gastrointestinal worms (adjusted OR 0.58, 95% CI 0.42-0.80). Our study indicates high prevalences of cysticercosis antibodies in young school aged children in rural China. While further studies to assess potential for school-based transmission are needed, school-based disease control may be an important intervention to ensure the health of vulnerable pediatric populations in T. solium endemic areas.

Differential determination of perceived stress in medical students and high-school graduates due to private and training-related stressors.

PubMed

Erschens, Rebecca; Herrmann-Werner, Anne; Keifenheim, Katharina Eva; Loda, Teresa; Bugaj, Till Johannes; Nikendei, Christoph; Lammerding-Köppel, Maria; Zipfel, Stephan; Junne, Florian

2018-01-01

Numerous studies from diverse contexts have confirmed high stress levels and stress-associated health impairment in medical students. This study aimed to explore the differential association of perceived stress with private and training-related stressors in medical students according to their stage of medical education. Participants were high-school graduates who plan to study medicine and students in their first, third, sixth, or ninth semester of medical school or in practical medical training. The self-administered questionnaire included items addressing demographic information, the Perceived Stress Questionnaire, and items addressing potential private and training-related stressors. Results confirmed a substantial burden of perceived stress in students at different stages of their medical education. In particular, 10-28% of students in their third or ninth semesters of medical school showed the highest values for perceived stress. Training-related stressors were most strongly associated with perceived stress, although specific stressors that determined perceived stress varied across different stages of students' medical education. High-school graduates highly interested in pursuing medical education showed specific stressors similar to those of medical students in their third, sixth, or ninth semesters of medical school, as well as stress structures with heights of general stress rates similar to those of medical students at the beginning of practical medical training. High-school graduates offer new, interesting information about students' fears and needs before they begin medical school. Medical students and high-school graduates need open, comprehensive information about possible stressors at the outset of and during medical education. Programmes geared toward improving resilience behaviour and teaching new, functional coping strategies are recommended.

Differential determination of perceived stress in medical students and high-school graduates due to private and training-related stressors

PubMed Central

Herrmann–Werner, Anne; Keifenheim, Katharina Eva; Loda, Teresa; Bugaj, Till Johannes; Nikendei, Christoph; Lammerding–Köppel, Maria; Zipfel, Stephan; Junne, Florian

2018-01-01

Objective Numerous studies from diverse contexts have confirmed high stress levels and stress-associated health impairment in medical students. This study aimed to explore the differential association of perceived stress with private and training-related stressors in medical students according to their stage of medical education. Methods Participants were high-school graduates who plan to study medicine and students in their first, third, sixth, or ninth semester of medical school or in practical medical training. The self-administered questionnaire included items addressing demographic information, the Perceived Stress Questionnaire, and items addressing potential private and training-related stressors. Results Results confirmed a substantial burden of perceived stress in students at different stages of their medical education. In particular, 10–28% of students in their third or ninth semesters of medical school showed the highest values for perceived stress. Training-related stressors were most strongly associated with perceived stress, although specific stressors that determined perceived stress varied across different stages of students’ medical education. High-school graduates highly interested in pursuing medical education showed specific stressors similar to those of medical students in their third, sixth, or ninth semesters of medical school, as well as stress structures with heights of general stress rates similar to those of medical students at the beginning of practical medical training. Conclusions High-school graduates offer new, interesting information about students’ fears and needs before they begin medical school. Medical students and high-school graduates need open, comprehensive information about possible stressors at the outset of and during medical education. Programmes geared toward improving resilience behaviour and teaching new, functional coping strategies are recommended. PMID:29385180

Causal Effects of Single-Sex Schools on College Entrance Exams and College Attendance: Random Assignment in Seoul High Schools

PubMed Central

Park, Hyunjoon; Behrman, Jere R.; Choi, Jaesung

2012-01-01

Despite the voluminous literature on the potentials of single-sex schools, there is no consensus on the effects of single-sex schools because of student selection of school types. We exploit a unique feature of schooling in Seoul—the random assignment of students into single-sex versus coeducational high schools—to assess causal effects of single-sex schools on college entrance exam scores and college attendance. Our validation of the random assignment shows comparable socioeconomic backgrounds and prior academic achievement of students attending single-sex schools and coeducational schools, which increases the credibility of our causal estimates of single-sex school effects. The three-level hierarchical model shows that attending all-boys schools or all-girls schools, rather than coeducational schools, is significantly associated with higher average scores on Korean and English test scores. Applying the school district fixed-effects models, we find that single-sex schools produce a higher percentage of graduates who attended four-year colleges and a lower percentage of graduates who attended two-year junior colleges than do coeducational schools. The positive effects of single-sex schools remain substantial, even after we take into account various school-level variables, such as teacher quality, the student-teacher ratio, the proportion of students receiving lunch support, and whether the schools are public or private. PMID:23073751

Virtual Transgenics: Using a Molecular Biology Simulation to Impact Student Academic Achievement and Attitudes

NASA Astrophysics Data System (ADS)

Shegog, Ross; Lazarus, Melanie M.; Murray, Nancy G.; Diamond, Pamela M.; Sessions, Nathalie; Zsigmond, Eva

2012-10-01

The transgenic mouse model is useful for studying the causes and potential cures for human genetic diseases. Exposing high school biology students to laboratory experience in developing transgenic animal models is logistically prohibitive. Computer-based simulation, however, offers this potential in addition to advantages of fidelity and reach. This study describes and evaluates a computer-based simulation to train advanced placement high school science students in laboratory protocols, a transgenic mouse model was produced. A simulation module on preparing a gene construct in the molecular biology lab was evaluated using a randomized clinical control design with advanced placement high school biology students in Mercedes, Texas ( n = 44). Pre-post tests assessed procedural and declarative knowledge, time on task, attitudes toward computers for learning and towards science careers. Students who used the simulation increased their procedural and declarative knowledge regarding molecular biology compared to those in the control condition (both p < 0.005). Significant increases continued to occur with additional use of the simulation ( p < 0.001). Students in the treatment group became more positive toward using computers for learning ( p < 0.001). The simulation did not significantly affect attitudes toward science in general. Computer simulation of complex transgenic protocols have potential to provide a "virtual" laboratory experience as an adjunct to conventional educational approaches.

Meeting the needs of our best and brightest: curriculum acceleration in tertiary mathematics

NASA Astrophysics Data System (ADS)

Hannah, John; James, Alex; Montelle, Clemency; Nokes, Jacqui

2011-04-01

For many years, it has been a common practice to recognize students with high potential by according them targeted privileges and opportunities. This includes the practice of allowing students to accelerate their high school programme and, in the case of New Zealand students, to take university courses during their final school years. This work assesses the wisdom of this practice of acceleration in mathematics both for the student and the tertiary institution.

Parents' Expectations of High Schools in Firearm Violence Prevention.

PubMed

Payton, Erica; Khubchandani, Jagdish; Thompson, Amy; Price, James H

2017-12-01

Firearm violence remains a significant problem in the US (with 2787 adolescents killed in 2015). However, the research on school firearm violence prevention practices and policies is scant. Parents are major stakeholders in relation to firearm violence by youths and school safety in general. The purpose of this study was to examine what parents thought schools should be doing to reduce the risk of firearm violence in schools. A valid and reliable questionnaire was mailed to a national random sample of 600 parents who had at least one child enrolled in a public secondary school (response rate = 47%). Parents perceived inadequate parental monitoring/rearing practices (73%), peer harassment and/or bullying (58%), inadequate mental health care services for youth (54%), and easy access to guns (51%) as major causes of firearm violence in schools. The school policies perceived to be most effective in reducing firearm violence were installing an alert system in schools (70%), working with law enforcement to design an emergency response plan (70%), creating a comprehensive security plan (68%), requiring criminal background checks for all school personnel prior to hiring (67%), and implementing an anonymous system for students to report peer concerns regarding potential violence (67%). Parents seem to have a limited grasp of potentially effective interventions to reduce firearm violence.

Does school social capital modify socioeconomic inequality in mental health? A multi-level analysis in Danish schools.

PubMed

Nielsen, Line; Koushede, Vibeke; Vinther-Larsen, Mathilde; Bendtsen, Pernille; Ersbøll, Annette Kjær; Due, Pernille; Holstein, Bjørn E

2015-09-01

It seems that social capital in the neighbourhood has the potential to reduce socioeconomic differences in mental health among adolescents. Whether school social capital is a buffer in the association between socioeconomic position and mental health among adolescents remains uncertain. The aim of this study is therefore to examine if the association between socioeconomic position and emotional symptoms among adolescents is modified by school social capital. The Health Behaviour in School-aged Children Methodology Development Study 2012 provided data on 3549 adolescents aged 11-15 in two municipalities in Denmark. Trust in the school class was used as an indicator of school social capital. Prevalence of daily emotional symptoms in each socioeconomic group measured by parents' occupational class was calculated for each of the three categories of school classes: school classes with high trust, moderate trust and low trust. Multilevel logistic regression analyses with parents' occupational class as the independent variable and daily emotional symptoms as the dependent variable were conducted stratified by level of trust in the school class. The prevalence of emotional symptoms was higher among students in school classes with low trust (12.9%) compared to school classes with high trust (7.2%) (p < 0.01). In school classes with low level of trust, the odds ratio for daily emotional symptoms was 1.89 (95% CI 1.25-2.86) in the low socioeconomic group compared to the high socioeconomic group. In school classes characterised by high and moderate trust, there were no statistically significant differences in emotional symptoms between high and low socioeconomic groups. Although further studies are needed, this cross-sectional study suggests that school social capital may reduce mental health problems and diminish socioeconomic inequality in mental health among adolescents. Copyright © 2015 Elsevier Ltd. All rights reserved.

Later school start times for supporting the education, health, and well-being of high school students.

PubMed

Marx, Robert; Tanner-Smith, Emily E; Davison, Colleen M; Ufholz, Lee-Anne; Freeman, John; Shankar, Ravi; Newton, Lisa; Brown, Robert S; Parpia, Alyssa S; Cozma, Ioana; Hendrikx, Shawn

2017-07-03

A number of school systems worldwide have proposed and implemented later school start times as a means of avoiding the potentially negative impacts that early morning schedules can have on adolescent students. Even mild sleep deprivation has been associated with significant health and educational concerns: increased risk for accidents and injuries, impaired learning, aggression, memory loss, poor self-esteem, and changes in metabolism. Although researchers have begun to explore the effects of delayed school start time, no one has conducted a rigorous review of evidence to determine whether later school start times support adolescent health, education, and well-being. We aimed to assess the effects of a later school start time for supporting health, education, and well-being in high school students.Secondary objectives were to explore possible differential effects of later school start times in student subgroups and in different types of schools; to identify implementation practices, contextual factors, and delivery modes associated with positive and negative effects of later start times; and to assess the effects of later school start times on the broader community (high school faculty and staff, neighborhood, and families). We conducted the main search for this review on 28 October 2014 and updated it on 8 February 2016. We searched CENTRAL as well as 17 key electronic databases (including MEDLINE, Embase, ERIC, PsycINFO, and Sociological Abstracts), current editions of relevant journals and organizational websites, trial registries, and Google Scholar. We included any randomized controlled trials, controlled before-and-after studies, and interrupted time series studies with sufficient data points that pertained to students aged 13 to 19 years and that compared different school start times. Studies that reported either primary outcomes of interest (academic outcomes, amount or quality of sleep, mental health indicators, attendance, or alertness) or secondary outcomes (health behaviors, health and safety indicators, social outcomes, family outcomes, school outcomes, or community outcomes) were eligible. At least two review authors independently determined inclusion and exclusion decisions through screening titles, abstracts, and full-text reports. Two review authors independently extracted data for all eligible studies. We presented findings through a narrative synthesis across all studies. When two or more study samples provided sufficient information to permit effect size calculations, we conducted random-effects meta-analyses to synthesize effects across studies. Our search located 17 eligible records reporting on 11 unique studies with 297,994 participants; the studies examined academic outcomes, amount and quality of sleep, mental health indicators, attendance, and student alertness. Overall, the quality of the body of evidence was very low, as we rated most studies as being at high or unclear risk of bias with respect to allocation, attrition, absence of randomization, and the collection of baseline data. Therefore, we cannot be confident about the effects of later school start times.Preliminary evidence from the included studies indicated a potential association between later school start times and academic and psychosocial outcomes, but quality and comparability of these data were low and often precluded quantitative synthesis. Four studies examined the association between later school start times and academic outcomes, reporting mixed results. Six studies examined effects on total amount of sleep and reported significant, positive relationships between later school start times and amount of sleep. One study provided information concerning mental health outcomes, reporting an association between decreased depressive symptoms and later school start times. There were mixed results for the association between later school start times and absenteeism. Three studies reported mixed results concerning the association between later school start times and student alertness. There was limited indication of potential adverse effects on logistics, as the qualitative portions of one study reported less interaction between parents and children, and another reported staffing and scheduling difficulties. Because of the insufficient evidence, we cannot draw firm conclusions concerning adverse effects at this time.It is important to note the limitations of this evidence, especially as randomized controlled trials and high-quality primary studies are difficult to conduct; school systems are often unwilling or unable to allow researchers the necessary control over scheduling and data collection. Moreover, this evidence does not speak to the process of implementing later school starts, as the included studies focused on reporting the effects rather than exploring the process. This systematic review on later school start times suggests several potential benefits for this intervention and points to the need for higher quality primary studies. However, as a result of the limited evidence base, we could not determine the effects of later school start times with any confidence.

Improving High School Students' Understanding of Potential Difference in Simple Electric Circuits

ERIC Educational Resources Information Center

Liegeois, Laurent; Chasseigne, G'erard; Papin, Sophie; Mullet, Etienne

2003-01-01

This paper reports two studies into the understanding of the concept of potential difference in the current-potential difference-resistance context among 8th-12th graders (Study 1), and the efficiency of a learning device derived from Social Judgment Theory (Study 2). These two studies showed that: (a) when asked to infer potential difference from…

The academic experience of male high school students with ADHD.

PubMed

Kent, Kristine M; Pelham, William E; Molina, Brooke S G; Sibley, Margaret H; Waschbusch, Daniel A; Yu, Jihnhee; Gnagy, Elizabeth M; Biswas, Aparajita; Babinski, Dara E; Karch, Kathryn M

2011-04-01

This study compared the high school academic experience of adolescents with and without childhood ADHD using data from the Pittsburgh ADHD Longitudinal Study (PALS). Participants were 326 males with childhood ADHD and 213 demographically similar males without ADHD who were recruited at the start of the follow-up study. Data were collected yearly from parents, teachers and schools. The current study used assessment points at which the participants were currently in or had recently completed grades 9, 10, 11, and 12. Results indicated that adolescents with ADHD experienced significant academic impairment in high school relative to comparison adolescents, including lower overall and main academic subject grade point averages (GPA), lower levels of class placement (e.g. remedial vs. honors), and higher rates of course failure. In addition, teacher reports indicated that adolescents with ADHD completed and turned in a significantly lower percentage of assignments and were significantly less likely to be working up to their potential. Adolescents with ADHD were also significantly more likely to be absent or tardy during the academic year, and they were over eight times more likely than adolescents without ADHD to drop out of high school. These findings demonstrate that children with ADHD continue to experience severe academic impairment into high school.

Sexting by high school students: an exploratory and descriptive study.

PubMed

Strassberg, Donald S; McKinnon, Ryan K; Sustaíta, Michael A; Rullo, Jordan

2013-01-01

Recently, a phenomenon known as sexting, defined here as the transfer of sexually explicit photos via cell phone, has received substantial attention in the U.S. national media. To determine the current and potential future impact of sexting, more information about the behavior and the attitudes and beliefs surrounding it must be gathered, particularly as it relates to sexting by minors. The present study was designed to provide preliminary information about this phenomenon. Participants were 606 high school students (representing 98 % of the available student body) recruited from a single private high school in the southwestern U.S. Nearly 20 % of all participants reported they had ever sent a sexually explicit image of themselves via cell phone while almost twice as many reported that they had ever received a sexually explicit picture via cell phone and, of these, over 25 % indicated that they had forwarded such a picture to others. Of those reporting having sent a sexually explicit cell phone picture, over a third did so despite believing that there could be serious legal and other consequences attached to the behavior. Given the potential legal and psychological risks associated with sexting, it is important for adolescents, parents, school administrators, and even legislators and law enforcement to understand this behavior.

Systematic review of community-based, school-based, and combined delivery modes for reaching school-aged children in mass drug administration programs for schistosomiasis.

PubMed

Burnim, Michael; Ivy, Julianne A; King, Charles H

2017-10-01

The mainstay of current schistosomiasis control programs is mass preventive chemotherapy of school-aged children with praziquantel. This treatment is delivered through school-based, community-based, or combined school- and community-based systems. Attaining very high coverage rates for children is essential in mass schistosomiasis treatment programs, as is ensuring that there are no persistently untreated subpopulations, a potential challenge for school-based programs in areas with low school enrollment. This review sought to compare the different treatment delivery methods based both on their coverage of school-aged children overall and on their coverage specifically of non-enrolled children. In addition, qualitative community or programmatic factors associated with high or low coverage rates were identified, with suggestions for overall coverage improvement. This review was registered prospectively with PROSPERO (CRD 42015017656). Five hundred forty-nine publication of potential relevance were identified through database searches, reference lists, and personal communications. Eligible studies included those published before October 2015, written in English or French, containing quantitative or qualitative data about coverage rates for MDA of school-aged children with praziquantel. Among the 22 selected studies, combined community- and school-based programs achieved the highest median coverage rates (89%), followed by community-based programs (72%). School-based programs had both the lowest median coverage of children overall (49%) and the lowest coverage of the non-enrolled subpopulation of children. Qualitatively, major factors affecting program success included fear of side effects, inadequate education about schistosomiasis, lack of incentives for drug distributors, and inequitable distribution to minority groups. This review provides an evidence-based framework for the development of future schistosomiasis control programs. Based on our results, a combined community and school-based delivery system should maximize coverage for both in- and out-of-school children, especially when combined with interventions such as snacks for treated children, educational campaigns, incentives for drug distributors, and active inclusion of marginalized groups. ClinicalTrials.gov CRD42015017656.

School and district wellness councils and availability of low-nutrient, energy-dense vending fare in Minnesota middle and high schools.

PubMed

Kubik, Martha Y; Lytle, Leslie A; Farbakhsh, Kian

2011-01-01

The Child Nutrition and WIC Reauthorization Act of 2004 required school districts participating in the federal school meals program to establish by the start of the 2006-2007 school year policies that included nutrition guidelines for all foods sold on school campus during the school day and policy development involving key stakeholders. For many schools, policy development was done by wellness councils. This study examined the association between having a wellness council and availability of low-nutrient, energy-dense foods/beverages in school vending machines following enactment of the federal legislation. In 2006-2007, Minnesota middle (n=35) and high (n=54) school principals reported whether their school and district had a wellness council. Trained research staff observed foods/beverages in vending machines accessible to students. Low-nutrient, energy-dense foods/beverages (snacks >3 g fat or >200 calories/serving, and soda, fruit/sport drinks and reduced-fat/whole milk) were grouped into seven categories (eg, high-fat baked goods) and a food score was calculated. Higher scores indicated more low-nutrient, energy-dense vending fare. Multivariate linear regression, adjusted for school characteristics, was used to examine associations between scores and a three-category council variable (district-only; district and school; no council). Among schools, 53% had district-only councils, 38% district and school councils, and 9% had no council. Schools with both a district and school council had a significantly lower mean food score than schools without councils (P=0.03). The potential of wellness councils to impact availability of low-nutrient, energy-dense vending fare is promising. There may be an added benefit to having both a school and district council. Copyright © 2011 American Dietetic Association. Published by Elsevier Inc. All rights reserved.

Definition and outcome of a curriculum to prevent disordered eating and body-shaping drug use.

PubMed

Elliot, Diane L; Moe, Esther L; Goldberg, Linn; DeFrancesco, Carol A; Durham, Melissa B; Hix-Small, Hollie

2006-02-01

Almost one half of male and female students participate in high school-sponsored athletics, and high school also is a time when classroom health promotion curricula are less effective. The Athletes Training and Learning to Avoid Steroids is a sport team-centered drug-use prevention program for male high school athletes, which has been shown to reduce alcohol and illicit drug use. Just as anabolic steroid use is associated with male athletes, female sport participants may be at a greater risk for disordered eating and body-shaping drug use. Extending sport team-centered programs to young women athletes required defining and ranking factors related to developing those harmful behaviors. Survey results from a cross-sectional cohort of female middle and high school student athletes were used to identify and prioritize potential curriculum components, including mood and self-esteem, norms of behavior, perceptions of healthy body weight, effects of media depictions of women, and societal pressures to be thin. The derived sport team-centered program was prospectively assessed among a second group of female student athletes from 18 high schools, randomized to receive the intervention or the usual care control condition. The Athletes Targeting Healthy Exercise and Nutrition Alternatives (ATHENA) intervention is a scripted, coach-facilitated, peer-led 8-session program, which was incorporated into a team's usual training activities. The ATHENA program significantly altered the targeted risk factors and reduced ongoing and new use of diet pills and body-shaping substances (amphetamines, anabolic steroids, and sport supplements). These findings illustrate the utility of a structured process to define curriculum content, and the program's positive results also confirm the sport team's potential as a vehicle to effectively deter health-harming behaviors.

Long-term health implications of school quality.

PubMed

Dudovitz, Rebecca N; Nelson, Bergen B; Coker, Tumaini R; Biely, Christopher; Li, Ning; Wu, Lynne C; Chung, Paul J

2016-06-01

Individual academic achievement is a well-known predictor of adult health, and addressing education inequities may be critical to reducing health disparities. Disparities in school quality are well documented. However, we lack nationally representative studies evaluating the impact of school quality on adult health. We aim to determine whether high school quality predicts adult health outcomes after controlling for baseline health, socio-demographics and individual academic achievement. We analyzed data from 7037 adolescents who attended one of 77 high schools in the Unites States and were followed into adulthood from the National Longitudinal Study of Adolescent to Adult Health. Selected school-level quality measures-average daily attendance, school promotion rate, parental involvement, and teacher experience-were validated based on ability to predict high school graduation and college attendance. Individual adult health outcomes included self-rated health, diagnosis of depression, and having a measured BMI in the obese range. Logistic regressions controlling for socio-demographics, baseline health, health insurance, and individual academic performance demonstrated that school quality significantly predicted all health outcomes. As hypothesized, attending a school with lower average daily attendance predicted lower self-rated health (Adjusted Odds Ratio (AOR) 1.59, p = 0.003) and higher odds of depression diagnosis (AOR 1.35, p = 0.03); and attending a school with higher parent involvement predicted lower odds of obesity (AOR 0.69, p = 0.001). However, attending a school with higher promotion rate also predicted lower self-rated health (AOR1.20, p < 0.001). High school quality may be an important, but complex, social determinant of health. These findings highlight the potential inter-dependence of education and health policy. Copyright © 2016 Elsevier Ltd. All rights reserved.

Schools as Potential Risk Sites for Vector-Borne Disease Transmission: Mosquito Vectors in Rural Schools in Two Municipalities in Colombia.

PubMed

Olano, Víctor Alberto; Matiz, María Inés; Lenhart, Audrey; Cabezas, Laura; Vargas, Sandra Lucía; Jaramillo, Juan Felipe; Sarmiento, Diana; Alexander, Neal; Stenström, Thor Axel; Overgaard, Hans J

2015-09-01

Dengue and other vector-borne diseases are of great public health importance in Colombia. Vector surveillance and control activities are often focused at the household level. Little is known about the importance of nonhousehold sites, including schools, in maintaining vector-borne disease transmission. The objectives of this paper were to determine the mosquito species composition in rural schools in 2 municipalities in Colombia and to assess the potential risk of vector-borne disease transmission in school settings. Entomological surveys were carried out in rural schools during the dry and rainy seasons of 2011. A total of 12 mosquito species were found: Aedes aegypti, Anopheles pseudopunctipennis, Culex coronator, Cx. quinquefasciatus, and Limatus durhamii in both immature and adult forms; Ae. fluviatilis, Cx. nigripalpus, Cx. corniger, and Psorophora ferox in immature forms only; and Ae. angustivittatus, Haemagogus equinus, and Trichoprosopon lampropus in adult forms only. The most common mosquito species was Cx. quinquefasciatus. Classrooms contained the greatest abundance of adult female Ae. aegypti and Cx. quinquefasciatus. The most common Ae. aegypti breeding sites were containers classified as "others" (e.g., cans), followed by containers used for water storage. A high level of Ae. aegypti infestation was found during the wet season. Our results suggest that rural schools are potentially important foci for the transmission of dengue and other mosquito-borne diseases. We propose that public health programs should be implemented in rural schools to prevent vector-borne diseases.

The association between school exam grades and subsequent development of bipolar disorder.

PubMed

Pedersen, Steffie Damgaard; Østergaard, Søren Dinesen; Petersen, Liselotte

2018-03-13

Prior studies have indicated that both high and low school grades are associated with development of bipolar disorder (BD), but these studies have not adjusted for parental history of mental disorder, which is a likely confounder. Furthermore, the association between school grades and bipolar I disorder (BD-I) has not been studied. Therefore, we aimed to study the association between school exam grades and subsequent development of BD and BD-I while adjusting for parental history of mental disorder. We conducted a register-based nationwide cohort study following 505 688 individuals born in Denmark between 1987 and 1995. We investigated the association between school exam grades and development of BD or BD-I with a Cox model adjusting for family history of mental disorder and other potential confounders. During follow-up, 900 individuals were diagnosed with BD and 277 of these with BD-I. The risk for BD and BD-I was significantly increased for individuals not having completed the exams at term [adjusted hazard ratio (aHR) for BD (aHR=1.71, 95% CI: 1.43-2.04) and for BD-I (aHR=1.57, 95% CI: 1.13-2.19)]. Also, having low exam grades in mathematics was associated with increased risk of both BD (aHR=2.41, 95% CI: 1.27-4.59) and BD-I (aHR=2.71, 95% CI: 1.41-5.21). Females with very high exam grades in Danish (percentile group>97.7) had a significantly increased risk of BD-I (aHR=2.49, 95% CI: 1.19-5.23). The potential to develop BD seems to affect the school results of individuals negatively even before BD is diagnosed - with females having the potential to develop BD-I as a possible exception.

Should I apply to medical school? High school students and barriers to application.

PubMed

Whalen, Desmond; Harris, Chelsea; Harty, Chris; Greene, Alison; Faour, Elizabeth; Thomson, Kalen; Ravalia, Mohamed

2016-01-01

A major goal of the Faculty of Medicine at the Memorial University of Newfoundland is to produce physicians who will return to rural areas that are currently underserviced. Research shows that the strongest indicator of practice in a rural area is a rural background, and thus it is important that rural students apply to medical school. We investigated what high school students believe to be preventing them from pursuing medical education. Between September 2013 and June 2014, we administered a paper survey to high school students in Newfoundland and Labrador, New Brunswick and Prince Edward Island. A total of 665 participants completed the survey. We found that fewer rural students (75.6%) than urban students (98.6%) believed that they could gain admission to medical school (p < 0.01) and that medicine was promoted as a career choice in fewer rural schools (55.7%) than urban schools (69.7%). Also, 55.4% of urban students, but only 44.4% of rural students, believed that rural students were disadvantaged when applying to medical school. In our study, rural students believed they were less likely to be accepted into medical school than urban students, and fewer rural students felt that medicine was promoted as a potential career choice. Our results may be explained by a lack of role models or perhaps by financial barriers, although further research is needed.

Experimental Study of Teaching Critical Thinking in Civic Education in Taiwanese Junior High School

ERIC Educational Resources Information Center

Yang, Shu Ching; Chung, Tung-Yu

2009-01-01

Background: To effectively respond to the need for greater CT (critical thinking) in the classroom, this study examines the effects of cultivating CT skills within civic education to maximize its potential. Despite realizing the importance of CT in education, schools do not tend to apply it. Furthermore, since students frequently do not raise…

Evaluation of New Texas Charter Schools: Interim Report (2007-10). Executive Summary

ERIC Educational Resources Information Center

Maloney, Catherine; Sheehan, Daniel; Rainey, Katie

2009-01-01

As interest in expanding the number of high quality charter schools available to parents and students has grown, policy makers have increased their focus on identifying and providing support to new charter programs that have the potential to improve student outcomes and satisfy parent and student needs. Since 1994, the U.S. Department of Education…

Evaluation of New Texas Charter Schools: Interim Report (2007-10)

ERIC Educational Resources Information Center

Maloney, Catherine; Sheehan, Daniel; Rainey, Katie

2009-01-01

As interest in expanding the number of high quality charter schools available to parents and students has grown, policy makers have increased their focus on identifying and providing support to new charter programs that have the potential to improve student outcomes and satisfy parent and student needs. Since 1994, the U.S. Department of Education…

The Influence of Test-Based Accountability Policies on Early Elementary Teachers: School Climate, Environmental Stress, and Teacher Stress

ERIC Educational Resources Information Center

Saeki, Elina; Segool, Natasha; Pendergast, Laura; von der Embse, Nathaniel

2018-01-01

This study examined the potential influence of test-based accountability policies on school environment and teacher stress among early elementary teachers. Structural equation modeling of data from 541 kindergarten through second grade teachers across three states found that use of student performance on high-stakes tests to evaluate teachers…

Cultural Differences in the Relationship between Perceived Family Environments and Self-Determination among Students with Disabilities

ERIC Educational Resources Information Center

Rodriguez, Raymond J.; Cavendish, Wendy

2013-01-01

This study examined the potential role of cultural variables in the relationship between perceived family environments and levels of self-determination among students with disabilities. Participants were 190 Latino, African-American and Euro-American students with disabilities enrolled in six high schools within a large urban school district in…

Dropout! An Evaluation of A Pilot Dropout Project.

ERIC Educational Resources Information Center

Dye, Robert P.; And Others

This report evaluated a project designed to identify, locate, and assist high school dropouts in Oahu, Hawaii. The study group consisted of 105 males and 145 females. Former dropouts were used as outreach aides to: (1) contact potential dropouts in the schools, and (2) to assist the student in resolving his difficulty. The study revealed that most…

Students' Attitudes toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After-School Program

ERIC Educational Resources Information Center

Newell, Alana D.; Zientek, Linda R.; Tharp, Barbara Z.; Vogt, Gregory L.; Moreno, Nancy P.

2015-01-01

High-quality after-school programs devoted to science have the potential to enhance students' science knowledge and attitudes, which may impact their decisions about pursuing science-related careers. Because of the unique nature of these informal learning environments, an understanding of the relationships among aspects of students' content…

The Career Intern Program: Preliminary Results of an Experiment in Career Education. Volume 1.

ERIC Educational Resources Information Center

Gibboney, Richard A.; And Others

The report describes the first year of development and present operation of the Career Intern Program (CIP), a component of the Urban Career Education Center's alternative school for high school dropouts and potential dropouts. The purpose of the program, operated by the Opportunities Industrialization Centers of America under a contract from the…

Identification of Potential Aggressive Behavior in Rural At-Risk Minority Youth: A Community Response.

ERIC Educational Resources Information Center

French, Laurence Armand; Rodriguez, Richard F.

1998-01-01

New Mexico ranks high in youth violence, substance abuse, poverty, teen pregnancies, and school dropout rates. In response, Western New Mexico University developed a special master's program in bilingual special education, attended primarily by minority-group school personnel, and implemented a program to address the cycle of poverty by training…

The Role of Emotional Stability and Competence in Young Adolescents' Career Judgments

ERIC Educational Resources Information Center

Bubic, Andreja; Ivaniševic, Karmen

2016-01-01

A transition from elementary to high school represents a very profound change and a potential source of stress, as it often requires young adolescents to make significant professional decisions. This topic was the focus of the present study in which 303 Croatian students attending their final year of elementary school completed measures of career…

The Transformative Potential of Humanizing Pedagogy: Addressing the Diverse Needs of Chicano/Mexicano Students

ERIC Educational Resources Information Center

Franquiz, Maria E.; Salazar, Maria del Carmen

2004-01-01

The purpose of this paper is to present an argument for understanding the factors that support or constrain the development of Chicana/o students' academic identities and consequently, their academic resiliency in high school. The article draws on a larger study investigating ways that schooling structures and teacher mind-sets can sustain…

Understanding Responses to High School Exit Exams in Literacy: A Bourdieusian Analysis of Poetic Transcriptions

ERIC Educational Resources Information Center

Huddleston, Andrew P.

2012-01-01

In this article, the author demonstrates how a Bourdieusian analysis of poetic transcriptions offers great potential for helping teachers and students to understand how they are responding to state policy mandates in schools. Specifically, the author uses Bourdieu's concepts of field, capital, and habitus to analyze two poetic transcriptions,…

Social Capital and the College Enrollment Process: How Can a School Program Make a Difference?

ERIC Educational Resources Information Center

Stephan, Jennifer L.

2013-01-01

Background: College attendance has become a crucial determinant of life chances in U.S. society. Besides college costs and academic preparation, college-related cultural and social capital may help explain socioeconomic differences in whether and where students attend college. While high school counselors are seen as potential agents of social…

Teen pregnancy and the achievement gap among urban minority youth.

PubMed

Basch, Charles E

2011-10-01

To outline the prevalence and disparities of teen pregnancy among school-aged urban minority youth, causal pathways through which nonmarital teen births adversely affects academic achievement, and proven or promising approaches for schools to address this problem. Literature review. In 2006, the birth rate among 15- to 17-year-old non-Hispanic Blacks (36.1 per 1000) was more than three times as high, and the birth rate among Hispanics (47.9 per 1000) was more than four times as high as the birth rate among non-Hispanic Whites (11.8 per 1000). Compared with women who delay childbearing until age 30, teen mothers' education is estimated to be approximately 2 years shorter. Teen mothers are 10-12% less likely to complete high school and have 14-29% lower odds of attending college. School-based programs have the potential to help teens acquire the knowledge and skills needed to postpone sex, practice safer sex, avoid unintended pregnancy, and if pregnant, to complete high school and pursue postsecondary education. Most students in US middle and high schools receive some kind of sex education. Federal policies and legislation have increased use of the abstinence-only-until-marriage approach, which is disappointing considering the lack of evidence that this approach is effective. Nonmarital teen births are highly and disproportionately prevalent among school-aged urban minority youth, have a negative impact on educational attainment, and effective practices are available for schools to address this problem. Teen pregnancy exerts an important influence on educational attainment among urban minority youth. Decisions about what will be taught should be informed by empirical data documenting the effectiveness of alternative approaches. © 2011, American School Health Association.

Injury surveillance and associations with socioeconomic status indicators among youth/young workers in New Jersey secondary schools.

PubMed

Apostolico, Alexsandra A; Shendell, Derek G

2016-02-16

Injuries involving career-technical-vocational education (CTE) are reported to the New Jersey Safe Schools Program online reporting system, the only U.S. State law-based surveillance data for young workers (ages twenty-one and younger), a susceptible, vulnerable adolescent sub-population. We examined potential associations between socioeconomic status (SES) indicators and high school student injuries reported between 12/1998-12/2013, excluding injuries acquired by staff members. Associations between DFG score-a proxy for school/district SES-and variables relating to reported injuries, including severity, injury type, injury cause, body parts injured, injury treatment setting and demographics were examined with chi square test (X(2)) for independence and logistic regression. To assess potential associations between SES and personal protective equipment (PPE), data were stratified by 2003-2008 and 2008-2013, given mandated payment by employers of PPE for employees. Statistically significant associations were found between SES and injury cause [X(2) = (7, 14.74), p = 0.04] and SES and injury treatment setting [X(2) = (1, 4.76), p = 0.03]. Adjusted odds ratio suggested students from low SES schools were at a higher odds of being treated at a hospital emergency department (ED) than students from high SES schools (95 % CI 1.3-4.3, p < 0.01). These findings indicated low SES schools/districts have increased odds of being treated at ED, after controlling for injury severity. Future research should focus on implications such associations have on health care access and insurance for young workers and their families. With small sample sizes representing lower DFG scoring (SES) schools/districts, additional efforts should be enacted to increase injury reporting in these schools/districts.

Longitudinal predictors of school-age academic achievement: unique contributions of toddler-age aggression, oppositionality, inattention, and hyperactivity.

PubMed

Brennan, Lauretta M; Shaw, Daniel S; Dishion, Thomas J; Wilson, Melvin

2012-11-01

This project examined the unique predictive validity of parent ratings of toddler-age aggression, oppositionality, inattention, and hyperactivity-impulsivity to academic achievement at school-age in a sample of 566 high-risk children and families. The study also investigated potential indirect effects of the Family Check-Up on school-age academic achievement through changes in child behavior problems. The results demonstrated that toddler-age aggression was most consistently associated with school-age academic achievement, albeit modestly. Moreover, findings showed that the intervention predicted greater decreases in aggression from ages 2-3 to 4-5 compared to controls. The results suggest that in high-risk toddler-aged children, aggression may be a more consistent predictor of school-age academic achievement than other externalizing dimensions, which has implications for early identification and efforts to promote children's adaptation.

School start times for adolescents.

PubMed

2014-09-01

The American Academy of Pediatrics recognizes insufficient sleep in adolescents as an important public health issue that significantly affects the health and safety, as well as the academic success, of our nation's middle and high school students. Although a number of factors, including biological changes in sleep associated with puberty, lifestyle choices, and academic demands, negatively affect middle and high school students' ability to obtain sufficient sleep, the evidence strongly implicates earlier school start times (ie, before 8:30 am) as a key modifiable contributor to insufficient sleep, as well as circadian rhythm disruption, in this population. Furthermore, a substantial body of research has now demonstrated that delaying school start times is an effective countermeasure to chronic sleep loss and has a wide range of potential benefits to students with regard to physical and mental health, safety, and academic achievement. The American Academy of Pediatrics strongly supports the efforts of school districts to optimize sleep in students and urges high schools and middle schools to aim for start times that allow students the opportunity to achieve optimal levels of sleep (8.5-9.5 hours) and to improve physical (eg, reduced obesity risk) and mental (eg, lower rates of depression) health, safety (eg, drowsy driving crashes), academic performance, and quality of life. Copyright © 2014 by the American Academy of Pediatrics.

Promoting booster seat use for young children: A school-based intervention pilot study

PubMed Central

Mundle, Kim; Cramm, Camille F.; Williams, Devon P.

2017-01-01

Abstract Purpose: Misuse and/or lack of booster seat use are often associated with high rates of injury and death among school-aged children. This pilot study examined the efficacy and the potential effectiveness of a booster seat intervention in the classroom. Methods: Two elementary schools participated (randomly assigned as one intervention school and one control school). At the intervention school, a certified car seat specialist and a police officer held an interactive booster seat session. The height and age for each child were recorded. Children received a certificate indicating whether they met the requirements for booster seat use and a postcard with car seat restraint specifications. Children in the control school received a brochure on car seat safety. Pre- and post-intervention self-reports were collected and booster seat use was observed. Results: Observational findings showed a decline in booster seat use at the control school and an increase in use at the intervention school. Self-reports of booster seat use indicated a decline at both schools; however, cell sizes were too small to permit statistical analyses. Conclusion: Anecdotally researchers found the sessions were easy to conduct and were well received by the children and could be easily integrated into programming in schools. Classroom sessions may have the potential to positively influence booster seat use among 6- to 8-year-olds. PMID:29479188

DIME Participant Builds a Potential Drop Tower Candidate

NASA Technical Reports Server (NTRS)

2002-01-01

A student assembles a Lego (TM) Challenge device designed to operate in the portable drop tower demonstrator as part of the second Dropping in a Microgravity Environment (DIME) competition held April 23-25, 2002, at NASA's Glenn Research Center. Competitors included two teams from Sycamore High School, Cincinnati, OH, and one each from Bay High School, Bay Village, OH, and COSI Academy, Columbus, OH. DIME is part of NASA's education and outreach activities. Details are on line at http://microgravity.grc.nasa.gov/DIME_2002.html.

Final Environmental Assessment for Constructing a Magnet School at Laughlin Air Force Base, Texas

DTIC Science & Technology

2016-10-01

agencies on the human health and environmental conditions in minority and low-income populations. Environmental justice analyses are performed to identify...potential disproportionately high and adverse human health or environmental effects from proposed federal actions on minority or low-income populations...considered to assess the potential for disproportionately high and adverse human health or environmental effects from proposed action on these

The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement

NASA Astrophysics Data System (ADS)

Pruitt, Stephen L.

This study analyzed a state department of education's ability to have actual influence over the improvement of science achievement and proficiency by having direct relationships with science teachers in Georgia's lowest performing schools. The study employed a mixed ANOVA analysis of the mean scale scores and proficiency rates of the science portion of the Georgia High School Graduation Test (GHSGT) for the years 2004 through 2007 to determine if the intervention by the Science Mentor Program (SMP) had significant effect on the science achievement and proficiency within the cohort of schools, as compared to a set of schools receiving no intervention, on various subgroups within the schools, and on various levels of intervention within the SMP. All data used in this study are available to the public through the Georgia Department of Education (GaDOE). SMP schools were selected based on their level of intervention for three consecutive years. Non-SMP schools were selected based on demographic similarities in economically disadvantaged, white, African-American, and students with disabilities to ensure a match of pairings for analyses. The results of this study showed significant improvement of scale scores and proficiency rates between 2004 and 2007. The study showed significant increases in all schools regardless of treatment. The study also showed significant differences in performance within the subgroups. Males, white, non-Economically Disadvantaged, and regular education students were all found to have significantly better performance in both achievement and proficiency rate. Economically Disadvantaged students were found to have a significant difference with regard to treatment groups. There was a significant difference between the mean scale score and proficiency rates of Economically Disadvantaged students in schools receiving high-intervention and schools receiving no-intervention. Further analysis showed that the only significant difference was in 2004, the year prior to implementation. Results indicate while the high-intervention schools did perform lower over all four years, they were not significantly different during the time of treatment indicating high-intervention schools performed at levels equivalent to schools receiving no-intervention. This study provided evidence of the success of a specific intervention by a state education agency to improve science education for the practicing teacher and its role in improving student science achievement. It will be used by policymakers to determine future activities and potential funding of other such programs. This also has a potential for national use as it is the only program of this nature operated by a department of education in the country.

Does school ethos explain the relationship between value-added education and teenage substance use? A cohort study.

PubMed

Markham, Wolfgang A; Young, Robert; Sweeting, Helen; West, Patrick; Aveyard, Paul

2012-07-01

Previous studies found lower substance use in schools achieving better examination and truancy results than expected, given their pupil populations (high value-added schools). This study examines whether these findings are replicated in West Scotland and whether school ethos indicators focussing on pupils' perceptions of schooling (environment, involvement, engagement and teacher-pupil relations) mediate the associations. Teenagers from forty-one schools (S2, aged 13, n = 2268; S4, aged 15, n = 2096) previously surveyed in primary school (aged 11, n = 2482) were surveyed in the late 1990s. School value-added scores were derived from standardised residuals of two regression equations separately predicting from pupils' socio-demographic characteristics (1) proportions of pupils passing five Scottish Standard Grade Examinations, and (2) half-day truancy loss. Outcomes were current smoking, monthly drinking, ever illicit drug use. Random effects logistic regression models adjusted for potential pupil-level confounders were used to assess (1) associations between substance use and school-level value-added scores and (2) whether these associations were mediated by pupils' perceptions of schooling or other school-level factors (school roll, religious denomination and mean aggregated school-level ethos scores). Against expectations, value-added education was positively associated with smoking (Odds Ratios [95% confidence intervals] for one standard deviation increase in value-added scores were 1.28 [1.02-1.61] in S2 and 1.13 [1.00-1.27] in S4) and positively but weakly and non-significantly associated with drinking and drug use. Engagement and positive teacher-pupil relations were strongly and negatively associated with all substance use outcomes at both ages. Other school-level factors appeared weakly and largely non-significantly related to substance use. Value-added scores were unrelated to school ethos measures and no ethos measure mediated associations between value-added education and substance use. We conclude that substance use in Scotland is more likely in high value-added schools, among disengaged students and those with poorer student-teacher relationships. Understanding the underpinning mechanisms is a potentially important public health concern. Copyright © 2012 Elsevier Ltd. All rights reserved.

Does school ethos explain the relationship between value-added education and teenage substance use? A cohort study

PubMed Central

Markham, Wolfgang A.; Young, Robert; Sweeting, Helen; West, Patrick; Aveyard, Paul

2012-01-01

Previous studies found lower substance use in schools achieving better examination and truancy results than expected, given their pupil populations (high value-added schools). This study examines whether these findings are replicated in West Scotland and whether school ethos indicators focussing on pupils' perceptions of schooling (environment, involvement, engagement and teacher–pupil relations) mediate the associations. Teenagers from forty-one schools (S2, aged 13, n = 2268; S4, aged 15, n = 2096) previously surveyed in primary school (aged 11, n = 2482) were surveyed in the late 1990s. School value-added scores were derived from standardised residuals of two regression equations separately predicting from pupils' socio-demographic characteristics (1) proportions of pupils passing five Scottish Standard Grade Examinations, and (2) half-day truancy loss. Outcomes were current smoking, monthly drinking, ever illicit drug use. Random effects logistic regression models adjusted for potential pupil-level confounders were used to assess (1) associations between substance use and school-level value-added scores and (2) whether these associations were mediated by pupils' perceptions of schooling or other school-level factors (school roll, religious denomination and mean aggregated school-level ethos scores). Against expectations, value-added education was positively associated with smoking (Odds Ratios [95% confidence intervals] for one standard deviation increase in value-added scores were 1.28 [1.02–1.61] in S2 and 1.13 [1.00–1.27] in S4) and positively but weakly and non-significantly associated with drinking and drug use. Engagement and positive teacher–pupil relations were strongly and negatively associated with all substance use outcomes at both ages. Other school-level factors appeared weakly and largely non-significantly related to substance use. Value-added scores were unrelated to school ethos measures and no ethos measure mediated associations between value-added education and substance use. We conclude that substance use in Scotland is more likely in high value-added schools, among disengaged students and those with poorer student–teacher relationships. Understanding the underpinning mechanisms is a potentially important public health concern. PMID:22503837

On the reciprocal effects between multiple group identifications and mental health: A longitudinal study of Scottish adolescents.

PubMed

Miller, Kirsty; Wakefield, Juliet R H; Sani, Fabio

2017-11-01

The aim of the study was to investigate the link between social group identification and mental health outcomes in a sample of secondary school pupils. Based on previous work, it was predicted that multiple high group identifications would protect against psychological ill health. Furthermore, it was predicted that better mental health would also predict greater number of group identifications, thus creating a 'virtuous circle'. A longitudinal questionnaire design was used. A total of 409 Scottish secondary school pupils aged 13-17 completed a questionnaire twice over a year. Pupils' responses regarding their mental health and the extent of their identification with three groups (the family, school, and friends) were measured. A path analysis of the data showed that greater number of high group identifications predicted better mental health outcomes amongst participants. However, better mental health also predicted greater number of high group identifications, suggesting that there is a cyclical relationship between both variables. The findings have both theoretical and practical implications. They highlight the importance of conceptualizing the link between group identification and mental health as cyclical, rather than unidirectional. This reconceptualization has implications for mental health promotion strategies, as it highlights the importance of attempting to turn a potentially 'vicious cycle' of social disidentification and mental ill health into a 'virtuous cycle' of social identification and mental health. Results showed that in a population of 409 high school pupils, the more high group identifications pupils had, the better their mental health outcomes. Better mental health also predicted a greater number of high group identifications over time. The findings suggest that we would benefit from conceptualizing the relationship between group identification and mental outcomes as being cyclical rather than unidirectional. Viewing the relationship between group identification and mental health in this way enables us to consider interventions which help turn a 'vicious cycle' into a 'virtuous cycle'. Limitations A potential limitation of the work relates to the use of self-report questionnaires which may elicit socially desirable responses. The sample only consists of high school pupils from mainstream public schools within Scotland. © 2017 The British Psychological Society.

An adaptive community-based participatory approach to formative assessment with high schools for obesity intervention*.

PubMed

Kong, Alberta S; Farnsworth, Seth; Canaca, Jose A; Harris, Amanda; Palley, Gabriel; Sussman, Andrew L

2012-03-01

In the emerging debate around obesity intervention in schools, recent calls have been made for researchers to include local community opinions in the design of interventions. Community-based participatory research (CBPR) is an effective approach for forming community partnerships and integrating local opinions. We used CBPR principles to conduct formative research in identifying acceptable and potentially sustainable obesity intervention strategies in 8 New Mexico school communities. We collected formative data from 8 high schools on areas of community interest for school health improvement through collaboration with local School Health Advisory Councils (SHACs) and interviews with students and parents. A survey based on formative results was created to assess acceptability of specific intervention strategies and was provided to SHACs. Quantitative data were analyzed using descriptive statistics while qualitative data were evaluated using an iterative analytic process for thematic identification. Key themes identified through the formative process included lack of healthy food options, infrequent curricular/extracurricular physical activity opportunities, and inadequate exposure to health/nutritional information. Key strategies identified as most acceptable by SHAC members included healthier food options and preparation, a healthy foods marketing campaign, yearly taste tests, an after-school noncompetitive physical activity program, and community linkages to physical activity opportunities. An adaptive CBPR approach for formative assessment can be used to identify obesity intervention strategies that address community school health concerns. Eight high school SHACs identified 6 school-based strategies to address parental and student concerns related to obesity. © 2012, American School Health Association.

Energy expenditure estimates during school physical education: Potential vs. reality?

PubMed

Kahan, David; McKenzie, Thomas L

2017-02-01

Schools are salient locations for addressing the high prevalence of overweight and obesity. Most US states require some physical education (PE) and the energy expended during PE has potential to positively affect energy balance. We previously used 2012 data to examine state policies for PE to calculate estimated student energy expenditure (EEE) under potential (i.e., recommendations followed) and existing conditions. Since then, data have been updated on both state policies and the conduct of PE. Based on updated data, we used PE frequency, duration, and intensity, student mass, and class size to calculate EEE for the delivery of PE under (a) national professional recommendations, (b) 2016 state policies, and (c) school-reported conditions. Although increased from four years ago, only 22 states currently have policies mandating specific PE minutes. EEE over 10years shows the enormous impact PE could have on energy balance. For the average recommended-size PE class, resultant annual EEE based on professional recommendations for min/week far exceeded those based on average state (n=22) policy for min/week by 44.5% for elementary, 62.7% for middle, and 59.5% for high schools. Since 2012 more states adopted policies for PE minutes than dropped them, however, EEE over 10years showed a net loss of 1200kcal/student. With no overall recent improvements in state PE policy and professional recommendations currently not being met, PE remains an underutilized public health resource for EEE. Strong policies, coupled with enhanced accountability of PE teachers and administrators, are needed to ensure PE exists in schools. Copyright © 2016 Elsevier Inc. All rights reserved.

The social construction of communication climate: An analysis of at-risk students in alternative high school

NASA Astrophysics Data System (ADS)

Souza, Tasha Jean

1998-12-01

Alternative high schools affect more potential high school dropouts than any other school or program and are designed to meet the needs of students who have had difficulty in conventional schools. This study examines the communication climate and constructions of caring in an alternative school for at-risk students by using a qualitative analysis grounded in the theoretical perspective of social constructionism. Observations and interviews were conducted over a six month time period. The first two chapters provide a review of literature and a detailed account of the methods used to conduct the study. Chapter Three describes the socially constructed nature of the school and the participants and the dialectical tensions of communication climate revealed from the analysis. The six dialectical tensions of communication climate are: (1) freedom/restraint, (2) disengagement/engagement, (3) personal communication/impersonal communication, (4) disconfirmation/confirmation, (5) equality/inequality, and (6) ambiguity/clarity. Although the school climate is comprised of each of these tensions, the data suggest that the interaction within the majority of classes created some common characteristics of the general communication climate at the school and can be characterized as one of freedom, disengagement, personal communication, disconfirmation, equality, and ambiguity. Chapter Four describes how caring was constructed and communicated. Although some students perceived some teachers as caring about students and about student learning, half of the students interviewed thought they were not learning or not learning much. Finally, Chapter Five provides a summary of the findings and a discussion of the results. The results of this study contribute to an understanding of the social construction of communication climate and caring in general, and within an alternative school for at-risk students, in specific. The results contribute to the understanding of the complexity of the jointly produced nature of communication climate and reveal the potential effect of communication climate and constructions of caring on teachers' instructional methods, teacher and student interaction, and student learning. Such information can aid pragmatically in the development or modification of programs designed to serve at-risk students, and theoretically in the understanding of the co-constructed nature of communication climate.

Sudden cardiac arrest in schools: the role of the school nurse in AED program implementation.

PubMed

Boudreaux, Sharon; Broussard, Lisa

2012-01-01

A school nurse has many obstacles to overcome when providing emergency care for an age group ranging from four to adulthood. The 21st century school nurse faces the challenges of providing care to medically fragile children at multiple sites, with high student-nurse ratios. The implementation of an Automated External Defibrillation (AED) program can assist the school nurse and staff in providing necessary life-saving services for Sudden Cardiac Arrest (SCA) victims of all ages. The purpose of this article is to describe AED program implementation in a school setting, including the need, essential elements, benefits, and potential concerns related to this vital component of the American Heart Association five-link chain of survival.

Household Crowding During Childhood and Long-Term Education Outcomes.

PubMed

Lopoo, Leonard M; London, Andrew S

2016-06-01

Household crowding, or having more household members than rooms in one's residence, could potentially affect a child's educational attainment directly through a number of mechanisms. We use U.S. longitudinal data from the Panel Study of Income Dynamics to derive new measures of childhood crowding and estimate negative associations between crowding during one's high school years and, respectively, high school graduation by age 19 and maximum education at age 25. These negative relationships persist in multivariate models in which we control for the influence of a variety of factors, including socioeconomic status and housing-cost burden. Given the importance of educational attainment for a range of midlife and later-life outcomes, this study suggests that household crowding during one's high school years is an engine of cumulative inequality over the life course.

There is another choice: an exploration of integrating formative assessment in a Chinese high school chemistry classroom through collaborative action research

NASA Astrophysics Data System (ADS)

Yin, Xinying; Buck, Gayle A.

2015-09-01

This study explored integrating formative assessment to a Chinese high school chemistry classroom, where the extremely high-stakes testing and Confucian-heritage culture constituted a particular context, through a collaborative action research. One researcher worked with a high school chemistry teacher in China to integrate formative assessment into his teaching with 54 students in one of his classes. Data resources included transcripts from planning sessions, lesson plans, teacher interviews, classroom observations, student work, student interviews and surveys. The findings of this study revealed that as the teacher allowed his original views about students' learning and assessment tasks to be challenged by the students' learning, his teaching practice and understandings of formative assessment were transformed. Students' learning experience was also examined in the formative assessment process. The potentials and challenges of integrating formative assessment in the Chinese high school science classroom are discussed. This study indicated that formative assessment is promising to implement in Chinese high school science classrooms to enhance students' learning and meet the imperative needs for high-stakes exam preparation as well; and writing formative assessment tasks are favorable in this particular socio-cultural context. Further, this study suggested that facilitating in-service science teachers to integrate formative assessment through collaborative action research is a powerful professional development on improving teaching and learning under the highly constraint context.

Equal Talents, Unequal Opportunities: A Report Card on State Support for Academically Talented Low-Income Students

ERIC Educational Resources Information Center

Plucker, Jonathan; Giancola, Jennifer; Healey, Grace; Arndt, Daniel; Wang, Chen

2015-01-01

Year after year, in every state and community in our nation, students from low-income families are less likely than other students to reach advanced levels of academic performance, even when demonstrating the potential to do so. These income-based "excellence gaps" appear in elementary school and continue through high school. It is a…

Crafting the Normative Subject: Queerying the Politics of Race in the New Zealand Health Education Classroom

ERIC Educational Resources Information Center

Quinlivan, Kathleen; Rasmussen, Mary Lou; Aspin, Clive; Allen, Louisa; Sanjakdar, Fida

2014-01-01

This article explores the potential of queering as a mode of critique by problematising the ways in which liberal politics of race shape normative understandings of health in a high school classroom. Drawing on findings from an Australian and New Zealand (NZ) research project designed to respond to religious and cultural difference in school-based…

Laying the Groundwork for Distributed Instructional Leadership in Urban High Schools: How Principals Foster Department Chair Instructional Leadership Capacity

ERIC Educational Resources Information Center

Klar, Hans W.

2010-01-01

A large corpus of literature has been compiled highlighting the essential role principals can play in effecting school improvement as instructional leaders. More recently, the growing body of literature associated with distributed forms of instructional leadership has focused on identifying its various forms, as well as its potential to enhance…

Towards a Versatile Tele-Education Platform for Computer Science Educators Based on the Greek School Network

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…

From No to Yes: The Impact of an Intervention on The Persistence of Algebraic Misconceptions among Secondary School Algebra Students

ERIC Educational Resources Information Center

Zielinski, Susan F.

2017-01-01

Many students enter high school with persistent algebraic misconceptions that limit their success in mathematics and, by extension, limit potential educational attainment and future earnings. The purpose of this study was to assess the effectiveness of a warm conceptual change based intervention on remediating algebraic misconceptions held by…

English Learner Tool Kit for State and Local Education Agencies (SEAs and LEAs)

ERIC Educational Resources Information Center

National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs, 2015

2015-01-01

The U.S. Departments of Education (ED) and Justice (DOJ) released joint guidance on January 7, 2015, reminding states, school districts and schools of their obligations under federal law to ensure that English Learners have equal access to a high-quality education and the opportunity to achieve their full academic potential. In this context, the…

Career Preparation Programs for Potential Agribusinessmen, Agricultural Agency Employees, and Agricultural Instructors. Final Report. July 1, 1976-June 30, 1977.

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…

An Investigation of Indicators of Success in Graduates of a Progressive, Urban, Public High School

ERIC Educational Resources Information Center

Kunkel, Christine D.

2016-01-01

Using standardized test scores to measure success in schools is a controversial topic in education today. Many feel that test scores are not a valid indicator of success, or are being overused to the detriment of the curriculum. But if not test scores, then what is the alternative? This study examines potential alternatives, or more authentic…

The Academic and Social Implications of Virtual Learning Environments for Gifted High School Students with an Autism Spectrum Disorder

ERIC Educational Resources Information Center

Bryant, Lorna Elizabeth

2011-01-01

In public schools today, students who are identified as individuals with gifts and talents are generally confronted with education that is not fitted to their learning needs and self-regulatory potentials (Colangelo, Assouline, & Gross, 2004). The mismatch between needs and services is particularly true of those students who, in addition to…

The Potential, Pitfalls and Promise of Computerized Testing

ERIC Educational Resources Information Center

McHenry, Bill; Griffith, Leonard; McHenry, Jim

2004-01-01

Imagine administering an online standardized test to an entire class of 11th-grade students when, halfway through the exam, the server holding the test hits a snag and throws everyone offline. Imagine another scenario in which an elementary school has very few computers so teachers must bus their students to the local high school for a timed test.…

Working-Class High School Learners' Challenge to Change: Insights from the "Equal Education" Movement in South Africa

ERIC Educational Resources Information Center

Robins, Steven Lance; Fleisch, Brahm

2016-01-01

Hargreaves (2002) suggested that vigorous social movements have the potential to improve the quality of (and increase the equity in) public education. This paper explores the role of Equal Education, an education social movement in South Africa led by university students and secondary school learners, in the process of educational change. Drawing…

Implications of Middle School Behavior Problems for High School Graduation and Employment Outcomes of Young Adults: Estimation of a Recursive Model

ERIC Educational Resources Information Center

Karakus, Mustafa C.; Salkever, David S.; Slade, Eric P.; Ialongo, Nicholas; Stuart, Elizabeth

2012-01-01

The potentially serious adverse impacts of behavior problems during adolescence on employment outcomes in adulthood provide a key economic rationale for early intervention programs. However, the extent to which lower educational attainment accounts for the total impact of adolescent behavior problems on later employment remains unclear. As an…

Assessment of the diet of 0- to 6-year-old children in municipal schools in a Brazilian city.

PubMed

Garbin, C A S; Arcieri, R M; Ferreira, N F; Luvizuto, E R; Alle, C F

2005-09-01

Diet control is one of the important factors in the prevention of dental caries because food functions as substratum for fermentation and, consequently, for the formation of the organic acids that demineralize the tooth surface. This study aims to descriptively assess school diet and the associated caries-preventive methods applied to children in all municipal nursery schools of a Brazilian city (Aragatuba/SP). For this, a questionnaire with open and closed questions was used. The results showed that all schools serve school meal, which is composed mainly of sugar, carbohydrates, and proteins. The students enjoy the meal very much because for most of them, the meal served at school is the only source of food. It was observed that 90% of the schools offer other kinds of food besides the main school meal. The snacks served such as cakes, white hominy, and milk fudge are composed of sweet and highly cariogenic foods. It was also verified that in 13.30% of the schools, the daily supervised dental hygiene, an important procedure that should not be neglected, is not carried out. This procedure introduces the children to healthy habits that are added to those acquired in the family environment. It was concluded that the school diet is potentially cariogenic and, in association with the lack of daily dental hygiene, this potential may become even higher.

Incorporating Astronomy Research into the High School Curriculum

NASA Astrophysics Data System (ADS)

Beaton, Rachael; Zasowski, G.; Dirienzo, W.; Corby, J.

2012-01-01

Over the past three years, graduate students in the University of Virginia Astronomy Department (UVa) have partnered with the Central Virginia Governor's School for Science and Technology (CVGS) to advise high school juniors in individual astronomy research projects spanning eight months. CVGS, located 60 miles from UVa and servicing 14 schools in rural central VA, operates a daily, half-day program where talented high school juniors and seniors take courses in college-level science, mathematics, and technology, including research methods. UVa graduate students have mentored over a dozen students through astronomy research projects to fulfill their course requirements. The result of this unique partnership is the development of a full astronomy research curriculum that teaches the terminology, background concepts, analysis techniques and communication skills that are required for astronomy research, all designed for an off-site setting. The curriculum is organized into a set of "Tutorials,” which when combined with the standard CVGS Research and Statistics courses, result in an an effective, comprehensive, and productive research collaboration. In this poster, we will display our curriculum in a step by step basis as a model for potential collaborations with other institutions and comment on how these opportunities have benefited the high school students, CVGS and the graduate students involved.

Problem Behavior, Victimization, and Soda Intake in High School Students

PubMed Central

Park, Sohyun; Blanck, Heidi M.; Sherry, Bettylou; Foti, Kathryn

2015-01-01

Objective To examine associations of problem behaviors and victimization with nondiet soda intake among a national sample of 16,188 US high school students. Methods We used the 2009 national Youth Risk Behavior Survey. The outcome measure was daily nondiet soda intake. Results Smoking, having any sex partners, not always wearing a seat belt, being bullied/threatened/injured on school property, and being physically hurt by their boyfriend/girlfriend were significantly associated with daily nondiet soda intake after adjustment for age, sex, race/ethnicity, and weight status. Conclusions Our findings suggest a need to examine why nondiet soda intake is associated with these behaviors to understand potential mechanisms. PMID:23985188

Early College STEM-focused High Schools: A Natural and Overlooked Recruitment Pool for the Geosciences

NASA Astrophysics Data System (ADS)

Freeman, R.; Bathon, J.; Fryar, A. E.; Lyon, E.; McGlue, M. M.

2017-12-01

As national awareness of the importance of STEM education has grown, so too has the number of high schools that specifically emphasize STEM education. Students at these schools outperform their peers and these institutions send students into the college STEM pipeline at twice the rate of the average high school or more. Another trend in secondary education is the "early college high school" (ECHS) model, which encourages students to prepare for and attend college while in high school. These high schools, particularly ECHS's that focus on STEM, represent a natural pool for recruitment into the geosciences, yet most efforts at linking high school STEM education to future careers focus on health sciences or engineering. Through the NSF GEOPATHS-IMPACT program, the University of Kentucky (UK) Department of Earth and Environmental Science and the STEAM Academy, a STEM-focused ECHS located in Lexington, KY, have partnered to expose students to geoscience content. This public ECHS admits students using a lottery system to ensure that the demographics of the high school match those of the surrounding community. The perennial problem for recruiting students into geosciences is the lack of awareness of it as a potential career, due to lack of exposure to the subject in high school. Although the STEAM Academy does not offer an explicitly-named geoscience course, students begin their first semester in 9th grade Integrated Science. This course aligns to the Next Generation Science Standards (NGSS), which include a variety of geoscience content. We are working with the teachers to build a project-based learning curriculum to include explicit mention and awareness of careers in geosciences. The second phase of our project involves taking advantage of the school's existing internship program, in which students develop professional skills and career awareness by spending either one day/week or one hour/day off campus. We hosted our second round of interns this year. Eventually we plan to enroll interested students in introductory earth science courses in our department or at a nearby community college. We hope to build a model for establishing a pipeline from an ECHS STEM high school to a geoscience department that can be implemented by other universities. Here we present the highlights and challenges of this first year of our program.

Problematic Internet Use in High School Students in Guangdong Province, China

PubMed Central

Lu, Ciyong; Wu, Jie; Deng, Xueqing; Hong, Lingyao

2011-01-01

Background Problematic Internet Use (PIU) is a growing problem in Chinese adolescents. There are many risk factors for PIU, which are found at school and at home. This study was designed to investigate the prevalence of PIU and to investigate the potential risk factors for PIU among high school students in China. Methodology/Principal Findings A cross-sectional study was conducted. A total of 14,296 high school students were surveyed in four cities in Guangdong province. Problematic Internet Use was assessed by the 20-item Young Internet Addiction Test (YIAT). Information was also collected on demographics, family and school-related factors and Internet usage patterns. Of the 14,296 students, 12,446 were Internet users. Of those, 12.2% (1,515) were identified as problematic Internet users (PIUs). Generalized mixed-model regression revealed that there was no gender difference between PIUs and non-PIUs. High study-related stress, having social friends, poor relations with teachers and students and conflictive family relationships were risk factors for PIU. Students who spent more time on-line were more likely to develop PIU. The habits of and purposes for Internet usage were diverse, influencing the susceptibility to PIU. Conclusions/Significance PIU is common among high school students, and risk factors are found at home and at school. Teachers and parents should pay close attention to these risk factors. Effective measures are needed to prevent the spread of this problem. PMID:21573073

Increased risk for school violence-related behaviors among adolescents with insufficient sleep.

PubMed

Hildenbrand, Aimee K; Daly, Brian P; Nicholls, Elizabeth; Brooks-Holliday, Stephanie; Kloss, Jacqueline D

2013-06-01

School violence is associated with significant acute and long-term negative health outcomes. Previous investigations have largely neglected the role of pertinent health behaviors in school violence, including sleep. Insufficient sleep is associated with adverse physical, behavioral, and psychosocial consequences among adolescents, many of which are concurrently implicated in youth violence. This study examined the relationship between insufficient sleep and school violence behaviors in a nationally representative sample of high school students. We used data from the 2009 National Youth Risk Behavior Survey (YRBS). Logistic regression analyses evaluated the association between insufficient sleep and school violence behaviors, controlling for demographic factors. In addition to examining main effects, interaction terms were entered into the models to examine whether potential associations varied by sex or race/ethnicity. Students with insufficient sleep had higher odds of engaging in the majority of school violence-related behaviors examined compared to students with sufficient sleep. Males with insufficient sleep were at increased risk of weapon carrying at school, a finding not observed for females with insufficient sleep. White students with insufficient sleep had higher odds of missing school because of safety concerns, a pattern that did not emerge among Black and Hispanic/Latino students. Results highlight the potential value of incorporating sleep education interventions into school-based violence prevention programs and underline the need for further examination of the relationship between sleep and school violence among adolescents. © 2013, American School Health Association.

California Dept. of Toxic Substances Control (DTSC) Update of the Schools Naturally Occurring Asbestos Guidance

NASA Astrophysics Data System (ADS)

Malinowski, M.

2012-12-01

Prior to acquisition and/or construction of prospective school sites, the California Education Code mandates that school districts complete environmental assessments and cleanups for prospective new or expanding school sites in order to qualify for state funding. If prospective school sites are determined to have environmental contamination from hazardous materials, including naturally occurring hazardous materials such as naturally occurring asbestos (NOA), where there may be unacceptable potential health risks, the school sites must be properly mitigated prior to occupancy for protection of human health and the environment. NOA is of special concern for schools, because children who are exposed to asbestos may be at increased risk of developing asbestos-related diseases over time. In order to protect human health, the Department of Toxic Substances Control's (DTSC) goals at school sites are to: 1) identify the presence of NOA in school site soils using exposure-reducing soil thresholds; 2) manage potential NOA exposures using mitigation measures to reduce generation of airborne asbestos fibers from soils on school sites; and 3) ensure long-term monitoring and protection of mitigation measures via Operations & Maintenance activities. DTSC is currently in the process of revising its Interim Guidance Naturally Occurring Asbestos (NOA) at School Sites - September 2004. The revisions include: 1) updating the guidance to consider incremental sampling for use at NOA sites in consultation with DTSC's project manager and technical staff, and 2) documenting a tiered approach to addressing high and low activity areas on a school.

Evidence of high rates of undiagnosed asthma in central Ohio elementary schoolchildren.

PubMed

Clark, Brenda R; Burkett, S Amanda; Andridge, Rebecca R; Buckley, Timothy J

2013-12-01

In Ohio, 14.5% of 5- to 9-year-olds and 17.3% of 10- to 17-year-olds have asthma. Moreover, there is concern that these numbers may underestimate the true disease burden. We sought to evaluate variability in asthma rates and respiratory symptoms among central Ohio fourth graders as a means to assess potential undiagnosed and undertreated asthma and its determinants. We recruited 13 central Ohio elementary schools representing a broad range of nonurban settings and surveyed fourth graders to estimate school-level physician-diagnosed asthma (PDA), respiratory morbidity, and home exposures to smoking and pets. We used generalized linear mixed models with random intercept for school to examine relationships among exposures, respiratory symptoms, and PDA. Across the 13 schools, 94% of students participated in the survey, and the estimated asthma prevalence rate was 10.2% (N = 101 of 987). An additional 41% reported not having PDA but then went on to report symptoms consistent with asthma potentially suggestive of undiagnosed asthma. Of students with PDA, 21% reported symptoms suggestive of poorly controlled asthma. High levels of secondhand smoke (SHS) exposure were associated both with PDA (p = .05) and with respiratory symptoms (p < .0001). Students who owned a cat or a bird were more likely to report respiratory symptoms (p = .02 and p = .04, respectively). We provide evidence that the already high childhood asthma public health burden in central Ohio may be underreported. Schools may be an ideal location to conduct screenings and implement environmental interventions oriented toward SHS and household pets that will yield respiratory morbidity benefits. © 2013, American School Health Association.

Psychometric properties of the SCOFF questionnaire (Chinese version) for screening eating disorders in Hong Kong secondary school students: a cross-sectional study.

PubMed

Leung, Sau Fong; Lee, Ka Li; Lee, Sze Man; Leung, Sik Chi; Hung, Wing Sze; Lee, Wai Leng; Leung, Yuen Yee; Li, Man Wai; Tse, Tak Kin; Wong, Hoi Kei; Wong, Yuen Ni

2009-02-01

Eating disorders are affecting an increasing number of high school students in Western and Asian countries. The availability of an effective screening tool is crucial for early detection and prompt intervention. The objective of this study was to examine the validity and reliability of the SCOFF questionnaire for screening eating disorders in Hong Kong high school students. This study adopted a cross-sectional design to examine the psychometric properties of the SCOFF questionnaire. A panel of 7 experts and 936 students of a high school participated in the study. The SCOFF questionnaire was translated into Chinese and back-translated into English to ensure the linguistic equivalence. A panel of 7 experts involved in the content validation of the SCOFF questionnaire. The Eating Disorder Examination-Questionnaire (EDE-Q) was used as the "reference standard" to assess its concurrent validity in 936 students of a high school. Its reliability was examined by internal consistency and the test-retest method at a 2-week interval and with 38 students. The SCOFF questionnaire achieved an agreement of 86-100% among the experts for the content relevance. Of 812 students (86.8%) who responded to this study, their SCOFF scores correlated significantly with their global scores on the EDE-Q (r=0.5, P<0.01). Students identified as potentially having eating disorders had significantly higher scores in the EDE-Q than those not identified as such by SCOFF. The SCOFF questionnaire demonstrated moderate test-retest reliability (ICC=0.66) and an acceptable internal consistency reliability (Cronbach's alpha=0.44-0.57) in comparing with previous studies. The SCOFF questionnaire has acceptable psychometric properties in the Chinese culture. It will be useful for detecting potential eating disorders and assisting health promotion activity.

Not Just Needlework

ERIC Educational Resources Information Center

Bloom, Amy Albert

2011-01-01

When the author's high school students explored the work of artist Teri Greeves, they accomplished several good things. They learned about a living contemporary artist and saw the potential of art as a pursuit that is pleasurable and potentially profitable. During studio work, students tried new needlework techniques to add to their toolbox of art…

The Perceived Intent of Potentially Offensive Sexual Behaviors among Adolescents

ERIC Educational Resources Information Center

Lacasse, Anne; Mendelson, Morton J.

2006-01-01

Individual differences may partly explain how students react to potentially offensive sexual behaviors from peers. This study focused on situational and personal characteristics that may make such behaviors more or less upsetting. Six hundred and thirty two Quebecois high-school students in Grades 8-11 completed questionnaires regarding their…

Out-of-School Time and Adolescent Substance Use.

PubMed

Lee, Kenneth T H; Vandell, Deborah Lowe

2015-11-01

High levels of adolescent substance use are linked to lower academic achievement, reduced schooling, and delinquency. We assess four types of out-of-school time (OST) contexts--unsupervised time with peers, sports, organized activities, and paid employment--in relation to tobacco, alcohol, and marijuana use at the end of high school. Other research has examined these OST contexts in isolation, limiting efforts to disentangle potentially confounded relations. Longitudinal data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 766) examined associations between different OST contexts during high school and substance use at the end of high school. Unsupervised time with peers increased the odds of tobacco, alcohol, and marijuana use, whereas sports increased the odds of alcohol use and decreased the odds of marijuana use. Paid employment increased the odds of tobacco and alcohol use. Unsupervised time with peers predicted increased amounts of tobacco, alcohol, and marijuana use, whereas sports predicted decreased amounts of tobacco and marijuana use and increased amounts of alcohol use at the end of high school. Although unsupervised time with peers, sports, and paid employment were differentially linked to the odds of substance use, only unsupervised time with peers and sports were significantly associated with the amounts of tobacco, alcohol, and marijuana use at the end of high school. These findings underscore the value of considering OST contexts in relation to strategies to promote adolescent health. Reducing unsupervised time with peers and increasing sports participation may have positive impacts on reducing substance use. Copyright © 2015 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

An Adaptive Community-Based Participatory Approach to Formative Assessment With High Schools for Obesity Intervention*

PubMed Central

Kong, Alberta S.; Farnsworth, Seth; Canaca, Jose A.; Harris, Amanda; Palley, Gabriel; Sussman, Andrew L.

2013-01-01

BACKGROUND In the emerging debate around obesity intervention in schools, recent calls have been made for researchers to include local community opinions in the design of interventions. Community-based participatory research (CBPR) is an effective approach for forming community partnerships and integrating local opinions. We used CBPR principles to conduct formative research in identifying acceptable and potentially sustainable obesity intervention strategies in 8 New Mexico school communities. METHODS We collected formative data from 8 high schools on areas of community interest for school health improvement through collaboration with local School Health Advisory Councils (SHACs) and interviews with students and parents. A survey based on formative results was created to assess acceptability of specific intervention strategies and was provided to SHACs. Quantitative data were analyzed using descriptive statistics while qualitative data were evaluated using an iterative analytic process for thematic identification. RESULTS Key themes identified through the formative process included lack of healthy food options, infrequent curricular/extracurricular physical activity opportunities, and inadequate exposure to health/nutritional information. Key strategies identified as most acceptable by SHAC members included healthier food options and preparation, a healthy foods marketing campaign, yearly taste tests, an after-school noncompetitive physical activity program, and community linkages to physical activity opportunities. CONCLUSION An adaptive CBPR approach for formative assessment can be used to identify obesity intervention strategies that address community school health concerns. Eight high school SHACs identified 6 school-based strategies to address parental and student concerns related to obesity. PMID:22320339

The School Food Environment and Student BMI and Food Consumption: 2004 to 2007 National Data

PubMed Central

Terry-McElrath, Yvonne M.; O’Malley, Patrick M.; Delva, Jorge; Johnston, Lloyd D.

2009-01-01

Purpose This study identifies trends in the availability of various food choices in United States’ middle and high schools from 2004–2007, and examines the potential associations between such food availability and students’ self-reported eating habits and BMI-related outcomes. Methods Data are based on nationally representative samples of 78,442 students in 684 secondary schools surveyed from 2004 to 2007 as part of the Youth, Education, and Society (YES) study and the Monitoring the Future (MTF) study. In the YES study, school administrators and food service managers completed self-administered questionnaires on their school’s food environment. In the MTF study, students in the same schools completed self-administered questionnaires, providing data used to construct BMI and food consumption measures. Results Overall, there was a decrease in the availability of regular sugar/fat food items in both middle and high schools, and some indication of an increase high school availability of reduced fat food items through school lunch or a la carte. Some minimal evidence was found for relationships between the school food environment and student BMI-related outcomes and food consumption measures. Conclusions United States secondary schools are making progress in the types of foods offered to students, with food items of lower nutritional value becoming less prevalent in recent years. Continued monitoring of food environment trends may help clarify if and how such factors relate to youth health outcomes. PMID:19699436

Targeted vaccination in healthy school children - Can primary school vaccination alone control influenza?

PubMed

Thorrington, Dominic; Jit, Mark; Eames, Ken

2015-10-05

The UK commenced an extension to the seasonal influenza vaccination policy in autumn 2014 that will eventually see all healthy children between the ages of 2-16 years offered annual influenza vaccination. Models suggest that the new policy will be both highly effective at reducing the burden of influenza as well as cost-effective. We explore whether targeting vaccination at either primary or secondary schools would be more effective and/or cost-effective than the current strategy. An age-structured deterministic transmission dynamic SEIR-type mathematical model was used to simulate a national influenza outbreak in England. Costs including GP consultations, hospitalisations due to influenza and vaccinations were compared to potential gains in quality-adjusted life years achieved through vaccinating healthy children. Costs and benefits of the new JCVI vaccination policy were estimated over a single season, and compared to the hypothesised new policies of targeted and heterogeneous vaccination. All potential vaccination policies were highly cost-effective. Influenza transmission can be eliminated for a particular season by vaccinating both primary and secondary school children, but not by vaccinating only one group. The most cost-effective policy overall is heterogeneous vaccination coverage with 48% uptake in primary schools and 34% in secondary schools. The Joint Committee on Vaccination and Immunisation can consider a modification to their policy of offering seasonal influenza vaccinations to all healthy children of ages 2-16 years. Copyright © 2015 Elsevier Ltd. All rights reserved.

Type of High School Predicts Academic Performance at University Better than Individual Differences

PubMed Central

2016-01-01

Psychological correlates of academic performance have always been of high relevance to psychological research. The relation between psychometric intelligence and academic performance is one of the most consistent and well-established findings in psychology. It is hypothesized that intelligence puts a limit on what an individual can learn or achieve. Moreover, a growing body of literature indicates a relationship between personality traits and academic performance. This relationship helps us to better understand how an individual will learn or achieve their goals. The aim of this study is to further investigate the relationship between psychological correlates of academic performance by exploring the potentially moderating role of prior education. The participants in this study differed in the type of high school they attended. They went either to gymnasium, a general education type of high school that prepares students specifically for university studies, or to vocational school, which prepares students both for the labour market and for further studies. In this study, we used archival data of psychological testing during career guidance in the final year of high school, and information about the university graduation of those who received guidance. The psychological measures included intelligence, personality and general knowledge. The results show that gymnasium students had greater chances of performing well at university, and that this relationship exceeds the contribution of intelligence and personality traits to university graduation. Moreover, psychological measures did not interact with type of high school, which indicates that students from different school types do not profit from certain individual characteristics. PMID:27695073

Type of High School Predicts Academic Performance at University Better than Individual Differences.

PubMed

Banai, Benjamin; Perin, Višnja

2016-01-01

Psychological correlates of academic performance have always been of high relevance to psychological research. The relation between psychometric intelligence and academic performance is one of the most consistent and well-established findings in psychology. It is hypothesized that intelligence puts a limit on what an individual can learn or achieve. Moreover, a growing body of literature indicates a relationship between personality traits and academic performance. This relationship helps us to better understand how an individual will learn or achieve their goals. The aim of this study is to further investigate the relationship between psychological correlates of academic performance by exploring the potentially moderating role of prior education. The participants in this study differed in the type of high school they attended. They went either to gymnasium, a general education type of high school that prepares students specifically for university studies, or to vocational school, which prepares students both for the labour market and for further studies. In this study, we used archival data of psychological testing during career guidance in the final year of high school, and information about the university graduation of those who received guidance. The psychological measures included intelligence, personality and general knowledge. The results show that gymnasium students had greater chances of performing well at university, and that this relationship exceeds the contribution of intelligence and personality traits to university graduation. Moreover, psychological measures did not interact with type of high school, which indicates that students from different school types do not profit from certain individual characteristics.

School Violent Crime and Academic Achievement in Chicago*

PubMed Central

Burdick-Will, Julia

2013-01-01

Educational outcomes vary dramatically across schools in the United States. Many under-performing schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students’ educational experiences. However, estimating the effect of school violence on learning is difficult due to potential selection bias and the confounding of other school-level problems. Using detailed crime data from the Chicago Police Department, complete administrative records from the Chicago Public Schools, and school climate surveys conducted by the Consortium on Chicago School Research (2002–10), this study exploits variation in violent crime rates within schools over time to estimate its effect on academic achievement. School and neighborhood fixed-effects models show that violent crime rates have a negative effect on test scores, but not on grades. This effect is more likely related to direct reductions in learning, through cognitive stress and classroom disruptions, than changes in perceived safety, general school climate, or discipline practices. PMID:24259755

School Violent Crime and Academic Achievement in Chicago.

PubMed

Burdick-Will, Julia

2013-10-01

Educational outcomes vary dramatically across schools in the United States. Many under-performing schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students' educational experiences. However, estimating the effect of school violence on learning is difficult due to potential selection bias and the confounding of other school-level problems. Using detailed crime data from the Chicago Police Department, complete administrative records from the Chicago Public Schools, and school climate surveys conducted by the Consortium on Chicago School Research (2002-10), this study exploits variation in violent crime rates within schools over time to estimate its effect on academic achievement. School and neighborhood fixed-effects models show that violent crime rates have a negative effect on test scores, but not on grades. This effect is more likely related to direct reductions in learning, through cognitive stress and classroom disruptions, than changes in perceived safety, general school climate, or discipline practices.

Between school and university: The study of the historical scientific instruments collection of the Liceo Maffei in Verona

NASA Astrophysics Data System (ADS)

Marcon, F.

2017-03-01

Since 2014 the Museum of the History of Physics of the University of Padua has been working on the study and valorisation of the collection of historical scientific instruments kept at the high school "Scipione Maffei" in Verona, one of the oldest high schools in Italy. The Cabinet of Physics of "Liceo Maffei", founded in 1802, currently consists of about 550 instruments, acquired until the 1960s. Besides the Museum's staff, the project has involved two physics teachers and a group of students, who participated in different phases of the work on the collection. This article intends to present the collection, the project, and the results achieved so far. We also aim at highlighting the potentialities and possible future developments of the project, a project which can become a model for other schools.

The causal effect of increased primary schooling on child mortality in Malawi: Universal primary education as a natural experiment.

PubMed

Makate, Marshall; Makate, Clifton

2016-11-01

The primary objective of this analysis is to investigate the causal effect of mother's schooling on under-five health - and the passageways through which schooling propagates - by exploiting the exogenous variability in schooling prompted by the 1994 universal primary schooling program in Malawi. This education policy, which saw the elimination of tuition fees across all primary schooling grades, creates an ideal setting for observing the causal influence of improved primary school enrollment on the under-five fatality rates of the subsequent generation. Our analysis uses data from three waves of the nationally representative Malawi Demographic and Health Surveys conducted in 2000, 2004/05, and 2010. To address the potential endogeneity of schooling, we employ the mother's age at implementation of the tuition-free primary school policy in 1994 as an instrumental variable for the prospect of finishing primary level instruction. The results suggest that spending one year in school translated to a 3.22 percentage point reduction in mortality for infants and a 6.48 percent reduction for children under age five years. For mothers younger than 19 years, mortality was reduced by 5.95 percentage points. These figures remained approximately the same even after adjusting for potential confounders. However, we failed to find any statistically meaningful effect of the mother's education on neonatal survival. The juvenile fatality estimates we find are weakly robust to several robustness checks. We also explored the potential mechanisms by which increased maternal schooling might help enhance child survival. The findings indicated that an added year of motherly learning considerably improves the prospect of prenatal care use, literacy levels, father's educational level, and alters fertility behavior. Our results suggest that increasing the primary schooling prospects for young women might help reduce under-five mortality in less-industrialized regions experiencing high under-five fatalities such as in sub-Saharan Africa. Copyright © 2016 Elsevier Ltd. All rights reserved.

Access to Anti-smoking Information among School Children and its Potential Impact on Preventing Smoking Initiation: Results from the Global Youth Tobacco Use Survey (GYTS) 2014 in Viet Nam.

PubMed

Minh, Hoang Van; Minh, Hoang Van; Giang, Kim Bao; Hai, Phan Thi; Hoang, Trinh Dinh; Huyen, Doan Thu; Khue, Luong Ngoc; Linh, Nguyen Thuy; Lam, Nguyen Tuan; Nga, Pham Thi Quynh

2016-01-01

Scientific evidence on all aspects of smoking amongst youth is very important for designing appropriate interventions to reduce smoking among this vulnerable population. This paper describes current access to antismoking information among school children aged 13 to 15 years in Vietnam in 2014 and examines its potential impact on preventing smoking initiation. The data used in this paper were obtained from the 2014 Global Youth Tobacco Survey (GYTS) in Vietnam. Students were asked questions about their level of awareness of anti-smoking information from various sources in the past 30 days and about lessons in school regarding the dangers of tobacco use during the last 12 months. Those who have never smoked were asked "whether or not they thought about avoiding cigarettes because of health warnings on cigarette packages" and answers were analyzed in combination with data on access to anti-smoking information from other sources. The prevalence of exposure to antismoking campaigns was high among school children in Viet Nam: 55.3% of current smokers reported thoughts of smoking cessation because of health warnings on cigarette packages; 60.5% of never smokers avoided initiating smoking because of the same health warnings. The potential impact of graphic health warnings to prevent school-aged children from smoking initiation would be stronger if there was concurrent access to anti-smoking programs on the dangers of tobacco use in schools. However, school education for tobacco prevention and control has not been as strong as expected. A more comprehensive school curriculum on tobacco prevention and control is recommended to reinforce antismoking messages among school children.

Facility provision in elementary schools: Correlates with physical education, recess, and obesity

PubMed Central

Fernandes, Meenakshi; Sturm, Roland

2009-01-01

Objectives The objectives were to: (1) document correlations among facility provision (availability and adequacy) in elementary schools, child sociodemographic factors, and school characteristics nationwide; and (2) investigate whether facility provision is associated with physical education (PE) time, recess time, and obesity trajectory. Methods The analytic sample included 8935 fifth graders from the Early Childhood Longitudinal Survey Kindergarten Cohort. School teachers and administrators were surveyed about facility provision, PE, and recess time in April 2004. Multivariate linear and logistic regressions that accounted for the nesting of children within schools were used. Results Children from disadvantaged backgrounds were more likely to attend a school with worse gymnasium and playground provision. Gymnasium availability was associated with an additional 8.3 min overall and at least an additional 25 min of PE per week for schools in humid climate zones. These figures represent 10.8 and 32.5%, respectively, of the average time spent in PE. No significant findings were obtained for gymnasium and playground adequacy in relation to PE and recess time, and facility provision in relation to obesity trajectory. Conclusions Poor facility provision is a potential barrier for school physical activity programs and facility provision is lower in schools that most need them: urban, high minority, and high enrollment schools. PMID:19850074

Family and school environmental predictors of sleep bruxism in children.

PubMed

Rossi, Debora; Manfredini, Daniele

2013-01-01

To identify potential predictors of self-reported sleep bruxism (SB) within children's family and school environments. A total of 65 primary school children (55.4% males, mean age 9.3 ± 1.9 years) were administered a 10-item questionnaire investigating the prevalence of self-reported SB as well as nine family and school-related potential bruxism predictors. Regression analyses were performed to assess the correlation between the potential predictors and SB. A positive answer to the self-reported SB item was endorsed by 18.8% of subjects, with no sex differences. Multiple variable regression analysis identified a final model showing that having divorced parents and not falling asleep easily were the only two weak predictors of self-reported SB. The percentage of explained variance for SB by the final multiple regression model was 13.3% (Nagelkerke's R² = 0.133). While having a high specificity and a good negative predictive value, the model showed unacceptable sensitivity and positive predictive values. The resulting accuracy to predict the presence of self-reported SB was 73.8%. The present investigation suggested that, among family and school-related matters, having divorced parents and not falling asleep easily were two predictors, even if weak, of a child's self-report of SB.

The not-so-lazy days of summer: experimental interventions to increase college entry among low-income high school graduates.

PubMed

Castleman, Benjamin L; Page, Lindsay C

2013-01-01

Despite decades of policy intervention to increase college entry among low-income students, substantial inequalities in college going by family income remain. Policy makers have largely overlooked the summer after high school as an important time period in students' transition to college. During the post-high school summer, however, students must complete a range of financial and informational tasks prior to college enrollment, yet no longer have access to high school counselors and have not engaged yet with their college community. Moreover, many come from families with little college-going experience. Recent research documents summer attrition rates ranging from 10 to 40 percent among students who had been accepted to college and declared an intention to enroll in college as of high school graduation. Encouragingly, several experimental interventions demonstrate that students' postsecondary plans are quite responsive to additional outreach during the summer months. Questions nonetheless remain about how to maximize the impact and cost effectiveness of summer support. This chapter reports on several randomized trials to investigate the impact of summer counselor outreach and support as well as the potential roles for technology and peer mentoring in mitigating summer attrition and helping students enroll and succeed in college. The authors conclude with implications for policy and practice. © WILEY PERIODICALS, INC.

Perceived Medical School stress of undergraduate medical students predicts academic performance: an observational study.

PubMed

Kötter, Thomas; Wagner, Josefin; Brüheim, Linda; Voltmer, Edgar

2017-12-16

Medical students are exposed to high amounts of stress. Stress and poor academic performance can become part of a vicious circle. In order to counteract this circularity, it seems important to better understand the relationship between stress and performance during medical education. The most widespread stress questionnaire designed for use in Medical School is the "Perceived Medical School Stress Instrument" (PMSS). It addresses a wide range of stressors, including workload, competition, social isolation and financial worries. Our aim was to examine the relation between the perceived Medical School stress of undergraduate medical students and academic performance. We measured Medical School stress using the PMSS at two different time points (at the end of freshman year and at the end of sophomore year) and matched stress scores together with age and gender to the first medical examination (M1) grade of the students (n = 456). PMSS scores from 2 and 14 months before M1 proved to be significant predictors for medical students' M1 grade. Age and gender also predict academic performance, making older female students with high stress scores a potential risk group for entering the vicious circle of stress and poor academic performance. PMSS sum scores 2 and 14 months before the M1 exam seem to have an independent predictive validity for medical students' M1 grade. More research is needed to identify potential confounders.

Building mutually beneficial partnerships to improve physical activity opportunities through shared-use efforts in under-resourced communities in Los Angeles County.

PubMed

Burbage, Lindsey; Gonzalez, Eloisa; Dunning, Lauren; Simon, Paul; Kuo, Tony

2014-10-01

To evaluate 18 shared-use agreements (SUAs) implemented in Los Angeles County during 2010-2012. SUAs opened school grounds and/or facilities in seven school districts to increase physical activity opportunities for under-resourced communities with high prevalence of obesity. We reviewed the extent to which SUAs addressed school district concerns about cost responsibility, sustainability, and scope. A school site and community partner survey was conducted to inform planning and to facilitate comparisons of the types and range of legal clauses (up to 16) contained in the agreements. We used geographic information systems and 2010 United States Census data to estimate the population reached and the potential benefits of the SUAs. SUAs varied in the degree to which they addressed the three categories of concerns. Eight of the 18 agreements included 13 of the 16 legal clauses. We estimate that these SUAs have the potential to reach nearly 165,000 children (ages 5-19) and more than 500,000 adults (ages 20-64) at a cost of about $0.38 per community member reached. SUAs that include legal clauses to address school concerns about factors such as vandalism, staffing and funding represent a promising strategy for increasing physical activity opportunities in under-resourced neighborhoods where the prevalence of obesity is high. Copyright © 2014 Elsevier Inc. All rights reserved.

The effect of school dismissal on rates of influenza-like illness in New York City schools during the spring 2009 novel H1N1 outbreak.

PubMed

Egger, Joseph R; Konty, Kevin J; Wilson, Elisha; Karpati, Adam; Matte, Thomas; Weiss, Don; Barbot, Oxiris

2012-03-01

The effects of individual school dismissal on influenza transmission have not been well studied. During the spring 2009 novel H1N1 outbreak, New York City implemented an individual school dismissal policy intended to limit influenza transmission at schools with high rates of influenza-like illness (ILI). Active disease surveillance data collected by the New York City Health Department on rates of ILI in schools were used to evaluate the impact. Sixty-four schools that met the Health Department's criteria for considering dismissal were included in the analysis. Twenty-four schools that met criteria subsequently dismissed all classes for approximately 1 school week. A regression model was fit to these data, estimating the effect of school dismissal on rates of in-school ILI following reconvening, adjusting for potential confounders. The model estimated that, on average, school dismissal reduced the rate of ILI by 7.1% over the entire average outbreak period. However, a large proportion of in-school ILI occurred before dismissal criteria were met. A separate model estimated that school absenteeism rates were not significantly affected by dismissal. Results suggest that individual school dismissal could be considered in situations where schools have a disproportionate number of high-risk students or may be unable to implement recommended preventive or infection control measures. Future work should focus on developing more sensitive indicators of early outbreak detection in schools and evaluating the impact of school dismissal on community transmission. © 2012, American School Health Association.

Inquiry-Based Educational Design for Large-Scale High School Astronomy Projects Using Real Telescopes

NASA Astrophysics Data System (ADS)

Fitzgerald, Michael; McKinnon, David H.; Danaia, Lena

2015-12-01

In this paper, we outline the theory behind the educational design used to implement a large-scale high school astronomy education project. This design was created in response to the realization of ineffective educational design in the initial early stages of the project. The new design follows an iterative improvement model where the materials and general approach can evolve in response to solicited feedback. The improvement cycle concentrates on avoiding overly positive self-evaluation while addressing relevant external school and community factors while concentrating on backward mapping from clearly set goals. Limiting factors, including time, resources, support and the potential for failure in the classroom, are dealt with as much as possible in the large-scale design allowing teachers the best chance of successful implementation in their real-world classroom. The actual approach adopted following the principles of this design is also outlined, which has seen success in bringing real astronomical data and access to telescopes into the high school classroom.

A Pragmatic Strategy for Monitoring Substance Use and Potential Impacts of Prevention Programming for Local School Districts

ERIC Educational Resources Information Center

Feemster, Kristen G.; Proctor, Steven L.; Hoffmann, Norman G.

2016-01-01

This study identified peak periods of the onset, prevalence, and correlates of early adolescent substance use, and evaluated the feasibility of implementing a brief student survey at a high school in the southeastern United States. A brief survey was self-administered and 791 students with a mean age of 16.2 years (SD = 1.24) provided complete…

Lessons from State Performance on NAEP: Why Some High-Poverty Students Score Better than Others

ERIC Educational Resources Information Center

Boser, Ulrich; Brown, Catherine

2016-01-01

Students from low-income backgrounds face a variety of social and economic challenges that make it more difficult for them to achieve their potential. 2 To make matters worse, low-income students often attend public schools that receive less funding than schools serving more affluent students. It is also clear that some states do a far better job…

Implications of Middle School Behavior Problems for High School Graduation and Employment Outcomes of Young Adults: Estimation of a Recursive Model. NBER Working Paper No. 16383

ERIC Educational Resources Information Center

Karakus, Mustafa C.; Salkever, David S.; Slade, Eric P.; Ialongo, Nicholas; Stuart, Elizabeth

2010-01-01

The potentially serious adverse impacts of behavior problems during adolescence on employment outcomes in adulthood provide a key economic rationale for early intervention programs. However, the extent to which lower educational attainment accounts for the total impact of adolescent behavior problems on later employment remains unclear. As an…

Variation in school health policies and programs by demographic characteristics of US schools, 2006.

PubMed

Balaji, Alexandra B; Brener, Nancy D; McManus, Tim

2010-12-01

To identify whether school health policies and programs vary by demographic characteristics of schools, using data from the School Health Policies and Programs Study (SHPPS) 2006. This study updates a similar study conducted with SHPPS 2000 data and assesses several additional policies and programs measured for the first time in SHPPS 2006. SHPPS 2006 assessed the status of 8 components of the coordinated school health model using a nationally representative sample of public, Catholic, and private schools at the elementary, middle, and high school levels. Data were collected from school faculty and staff using computer-assisted personal interviews and then linked with extant data on school characteristics. Results from a series of regression analyses indicated that a number of school policies and programs varied by school type (public, Catholic, or private), urbanicity, school size, discretionary dollars per pupil, percentage of white students, percentage of students qualifying for free lunch funds, and, among high schools, percentage of college-bound students. Catholic and private schools, smaller schools, and those with low discretionary dollars per pupil did not have as many key school health policies and programs as did schools that were public, larger, and had higher discretionary dollars per pupil. However, no single type of school had all key components of a coordinated school health program in place. Although some categories of schools had fewer policies and programs in place, all had both strengths and weaknesses. Regardless of school characteristics, all schools have the potential to implement a quality school health program. © Published 2010. This article is a US Government work and is in the public domain in the USA.

Negative life events and school adjustment among Chinese nursing students: The mediating role of psychological capital.

PubMed

Liu, Chunqin; Zhao, Yuanyuan; Tian, Xiaohong; Zou, Guiyuan; Li, Ping

2015-06-01

Adjustment difficulties of college students are common and their school adjustment has gained wide concern in recent years. Negative life events and psychological capital (PsyCap) have been associated with school adjustment. However, the potential impact of negative life events on PsyCap, and whether PsyCap mediates the relationship between negative life events and school adjustment among nursing students have not been studied. To investigate the relationship among negative life events, PsyCap, and school adjustment among five-year vocational high school nursing students in China and the mediating role of PsyCap between negative life events and school adjustment. A cross-sectional survey design was conducted. 643 five-year vocational high school nursing students were recruited from three public high vocational colleges in Shandong of China. Adolescent Self-Rating Life Event Checklist (ASLEC), the Psychological Capital Questionnaire for Adolescent Students scale (PCQAS), and the Chinese College Student Adjustment Scale (CCSAS) were used in this study. Hierarchical linear regression analyses were performed to explore the mediating role of PsyCap. Negative life events were negatively associated with the dimensions of school adjustment (interpersonal relationship adaptation, learning adaptation, campus life adaptation, career adaptation, emotional adaptation, self-adaptation, and degree of satisfaction). PsyCap was positively associated with the dimensions of school adjustment and negatively associated with negative life events. PsyCap partially mediated the relationship between negative life events and school adjustment. Negative life events may increase the risk of school maladjustment in individuals with low PsyCap. Interventions designed to increase nursing students' PsyCap might buffer the stress of adverse life events, and thereby, enhance students' positive adjustment to school. Copyright © 2015 Elsevier Ltd. All rights reserved.

Systematic review of community-based, school-based, and combined delivery modes for reaching school-aged children in mass drug administration programs for schistosomiasis

PubMed Central

Burnim, Michael; Ivy, Julianne A.

2017-01-01

Background The mainstay of current schistosomiasis control programs is mass preventive chemotherapy of school-aged children with praziquantel. This treatment is delivered through school-based, community-based, or combined school- and community-based systems. Attaining very high coverage rates for children is essential in mass schistosomiasis treatment programs, as is ensuring that there are no persistently untreated subpopulations, a potential challenge for school-based programs in areas with low school enrollment. This review sought to compare the different treatment delivery methods based both on their coverage of school-aged children overall and on their coverage specifically of non-enrolled children. In addition, qualitative community or programmatic factors associated with high or low coverage rates were identified, with suggestions for overall coverage improvement. Methodology/Principal findings This review was registered prospectively with PROSPERO (CRD 42015017656). Five hundred forty-nine publication of potential relevance were identified through database searches, reference lists, and personal communications. Eligible studies included those published before October 2015, written in English or French, containing quantitative or qualitative data about coverage rates for MDA of school-aged children with praziquantel. Among the 22 selected studies, combined community- and school-based programs achieved the highest median coverage rates (89%), followed by community-based programs (72%). School-based programs had both the lowest median coverage of children overall (49%) and the lowest coverage of the non-enrolled subpopulation of children. Qualitatively, major factors affecting program success included fear of side effects, inadequate education about schistosomiasis, lack of incentives for drug distributors, and inequitable distribution to minority groups. Conclusions/Significance This review provides an evidence-based framework for the development of future schistosomiasis control programs. Based on our results, a combined community and school-based delivery system should maximize coverage for both in- and out-of-school children, especially when combined with interventions such as snacks for treated children, educational campaigns, incentives for drug distributors, and active inclusion of marginalized groups. Trial registration ClinicalTrials.gov CRD42015017656 PMID:29077723

Peer Victimization and Adolescent Adjustment: Does School Belonging Matter?

PubMed Central

WORMINGTON, STEPHANIE V.; ANDERSON, KRISTEN G.; SCHNEIDER, ASHLEY; TOMLINSON, KRISTIN L.; BROWN, SANDRA A.

2016-01-01

Recent research highlights the role of peer victimization in students’ adjustment across a variety of domains (e.g., academic, social), but less often identifies potential mediating variables. In the current study, we tested for direct effects from peer victimization to adolescents’ academic behavior and alcohol use, as well as indirect effects through school belonging. Adolescents from two large samples (middle school: N = 2,808; high school: N = 6,821) self-reported on peer victimization, school belonging, academic outcomes (GPA, school truancy), and alcohol use (lifetime, past 30 days). Two-group structural equation models revealed (a) direct and indirect paths from peer victimization to academic functioning; (b) indirect, but not direct, effects through school belonging for lifetime drinking; and (c) direct and indirect effects from peer victimization to current drinking. Findings implicate school belonging as a mediator between peer victimization and important outcomes in adolescence. PMID:27087793

Demographic and parasitic infection status of schoolchildren and sanitary conditions of schools in Sanliurfa, Turkey

PubMed Central

Ulukanligil, Mustafa; Seyrek, Adnan

2003-01-01

Background The design and development of school health programmes will require information at demographic characteristics of schoolchildren and the major health burdens of the school-age group, the opportunities for intervention and the appropriateness of the available infrastructure. This study aims to analyse demographic and parasitic infections status of schoolchildren and sanitary conditions of schools in Sanliurfa province of south-eastern Turkey. Method Three primary schools were randomly selected in the shantytown, apartment and rural districts. A total of 1820 schoolchildren between 7–14 years age were took part to the survey of whom 1120 (61.5%) were boys and 700 (38.4%) were girls. A child form (including child's name, sex, age, school grade and parasitic infections) and school survey form (including condition of water supply, condition of latrines, presence of soaps on the basins and presence of garbage piles around to the schools) were used for demographic, parasitic and sanitary surveys. Stool samples were examined by cellophane thick smear technique for the eggs of intestinal helminths. Results The demographic survey showed that number of schoolchildren was gradually decreased as their age's increase in shantytown school. The sex ratio was proportional until the second grade, after which the number of females gradually decreased in children in shantytown and rural schools while, in apartment area, schoolchildren was proportionally distributed between age groups and gender even the high-grade students. The prevalence of helminthic infections was %77.1 of the schoolchildren in shantytown, 53.2% in apartment district and 53.1% of rural area. Ascaris lumbricoides was the most prevalent species and followed by Trichuris trichiura, Hymenolepis nana and Taenia species in three schools. Sanitation survey indicated that the tap water was limited in shantytown school, toilet's sanitation was poor, available no soaps on lavatories and garbage piles were accumulated around the schools in shantytown and rural area, while, the school in apartment area was well sanitised. Conclusions These results indicated that burden of parasitic infections and poor sanitation conditions constituted public health importance among to the shantytown schoolchildren. School health programmes including deworming and sanitation activities through the health education and improvement of sanitation conditions in the schools have a potential to better health and education for schoolchildren. These programmes also offer the potential to reach significant numbers of population in the shantytown schools with high level of absenteeism. PMID:12952553

LEARN-TEACH: a pilot to boost Ocean Literacy in High Schools

NASA Astrophysics Data System (ADS)

Grigorov, Ivo; Payne, Diana; Vogt, Bynna; Knappe, Charlotte; Riedel, Werner

2017-04-01

Raising the Ocean Literacy of all levels of society is now a policy priority for the European Commission. The long-term objective is better appreciation of the socio-economic benefits and ecosystem services that the marine environment provides, and encourage better stewardship of the seas. One long-term, and potentially self-sustainable, concept is to put sufficient mutual incentives in place so that researchers, teachers and students in high-schools science and mathematics classes accessorize school curricula with the latest marine research results and knowledge. Summary of preliminary teachers consultations at Copenhagen International School suggest that teachers are prepared and willing to include recent marine research, research data and knowledge in high school science classes and carry over the research data to mathematics/statistics classes and exercises. However the active participation of researchers is sought to provide guidance and translation of latest research findings, and point to real data sources. LEARN-TEACH Pilot`s main objective is to test a long-term scalable and locally applicable solution for engaging young people in marine environment issues and challenges. LEARN-TEACH sustainability of concept relies on mutual training and clear mutual incentives. For the teachers, it allows an opportunity to understand and inject recent research in the school curriculum in order to "increase the level of knowledge among the population of the marine environment". For the researchers, LEARN-TEACH is tailored as a tool for outreach and dissmination, as well as exposing young marine researchers to the challenges of translating and communicating research to non-academic audiences, and potentially an alternative career. The presentation will demonstrate how LEARN-TEACH can be embedded in every research grant in any EU region, and how it can add a competitive edge at research grant proposal evaluation. The content is based on the "Blue Schools" initiative of Horizon 2020 SeaChange Consortium, an EC Ocean Literacy project (www.seachangeproject.eu)

Knowledge of Concussion and Reporting Behaviors in High School Athletes With or Without Access to an Athletic Trainer

PubMed Central

Wallace, Jessica; Covassin, Tracey; Nogle, Sally; Gould, Daniel; Kovan, Jeffrey

2017-01-01

Context: Increased sport participation and sport-related concussion incidence has led to an emphasis on having an appropriate medical professional available to high school athletes. The medical professional best suited to provide medical care to high school athletes is a certified athletic trainer (AT). Access to an AT may influence the reporting of sport-related concussion in the high school athletic population; however, little is known about how the presence of an AT affects concussion knowledge, prevention, and recognition. Objective: To evaluate knowledge of concussion and reporting behaviors in high school athletes who did or did not have access to an AT. Design: Cross-sectional study. Setting: Survey. Patients or Other Participants: A total of 438 athletes with access to an AT and 277 without access to an AT. Intervention(s): A validated knowledge-of-concussion survey consisting of 83 items addressing concussion history, concussion knowledge, scenario questions, signs and symptoms of a concussion, and reasons why an athlete would not report a concussion. The independent variable was access to an AT. Main Outcome Measure(s): We examined the proportion of athletes who correctly identified knowledge of concussion, signs and symptoms of concussion, and reasons why high school student-athletes would not disclose a potential concussive injury by access to an AT. Frequency statistics, χ2 tests, independent t tests, and linear regression were conducted to analyze the data. Results: The underreporting of concussion among high school athletes was 55%. Athletes with access to an AT had more knowledge of concussion than did athletes without such access (P ≤ .001). Chi-square tests did not demonstrate a significant relationship between AT access and a higher percentage reporting concussions. Conclusions: High school athletes with access to an AT had more concussion knowledge, but they did not report suspected concussions to an authority figure more frequently than athletes without access to an AT. PMID:28387561

SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum

DOE Office of Scientific and Technical Information (OSTI.GOV)

Buckley, L

Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed basedmore » on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.« less

Evaluation of a health promoting schools program in a school board in Nova Scotia, Canada.

PubMed

McIsaac, Jessie-Lee D; Penney, Tarra L; Ata, Nicole; Munro-Sigfridson, Lori; Cunningham, Jane; Veugelers, Paul J; Storey, Kate; Ohinmaa, Arto; Kirk, Sara F L; Kuhle, Stefan

2017-03-01

A Health promoting schools (HPS) approach aims to make schools a healthy place through a holistic approach that promotes a supportive 'school ethos' and emphasizes improvements in physical, social, and emotional well-being and educational outcomes. A HPS initiative in rural Nova Scotia (Canada) provided an opportunity for a population-level natural experiment. This study investigated student well-being and health behaviours between schools with and without HPS implementation and schools with high and low school ethos scores. Student well-being, nutrition, and physical activity were examined in a cross-sectional survey of elementary students in Nova Scotia, Canada in 2014. Multiple regression was used to assess the relationship with student well-being using the Quality of Life in School (QoLS) instrument and health behaviours. The main exposure was attending one of the 10 HPS schools; secondary exposure was the school ethos score. The overall QoLS score and its subdomain scores in the adjusted models were higher in students attending HPS schools compared to those in non-HPS schools, but the differences were not statistically significant and the effect sizes were small. Students in schools that scored high on school ethos score had higher scores for the QoLS and its subdomains, but the difference was only significant for the teacher-student relationship domain. Although this study did not find significant differences between HPS and non-HPS schools, our results highlight the complexity of evaluating HPS effects in the real world. The findings suggest a potential role of a supportive school ethos for student well-being in school.

Acceptability and Potential Efficacy of Single-Sex After-School Activity Programs for Overweight and At-Risk Children: The Wollongong SPORT RCT.

PubMed

Jones, Rachel A; Kelly, Jacque; Cliff, Dylan P; Batterham, Marijka; Okely, Anthony D

2015-11-01

Single sex after-school physical activity programs show potential to prevent unhealthy weight gain. The aim of this study was to assess the acceptability and potential efficacy of single-sex after-school physical activity programs for overweight and at-risk children from low-income communities. 7-month, 2-arm parallel-group, RCT, conducted at an elementary school in a disadvantaged area in Wollongong, Australia (March-November 2010). 20 boys and 17 girls were randomized to intervention (PA) or active comparison groups (HL). Primary outcomes included implementation, acceptability, percentage body fat and BMI z-score. The PA programs were acceptable with high implementation and enjoyment rates. At 7 months postintervention girls in the PA group displayed greater changes in percentage body fat (adjust diff. = -1.70, [95% CI -3.25, -0.14]; d = -0.83) and BMI z-score (-0.19 [-0.36, -0.03]; d= -1.00). At 7 months boys in the PA group showed greater changes in waist circumference (-3.87 cm [-7.80, 0.15]; d= -0.90) and waist circumference z-score (-0.33 [-0.64, -0.03]; d= -0.98). For both boys' and girls' PA groups, changes in adiposity were not maintained at 12-month follow-up. Single-sex after-school physical activity programs are acceptable and potentially efficacious in preventing unhealthy weight gain among overweight and at-risk children. However improvements are hard to sustain once programs finish operating.

Does poor school performance cause later psychosocial problems among children in foster care? Evidence from national longitudinal registry data.

PubMed

Forsman, Hilma; Brännström, Lars; Vinnerljung, Bo; Hjern, Anders

2016-07-01

Research has shown that children in foster care are a high-risk group for adverse economic, social and health related outcomes in young adulthood. Children's poor school performance has been identified as a major risk factor for these poor later life outcomes. Aiming to support the design of effective intervention strategies, this study examines the hypothesized causal effect of foster children's poor school performance on subsequent psychosocial problems, here conceptualized as economic hardship, illicit drug use, and mental health problems, in young adulthood. Using the potential outcomes approach, longitudinal register data on more than 7500 Swedish foster children born 1973-1978 were analyzed by means of doubly robust treatment-effect estimators. The results show that poor school performance has a negative impact on later psychosocial problems net of observed background attributes and potential selection on unobservables, suggesting that the estimated effects allow for causal interpretations. Promotion of school performance may thus be a viable intervention path for policymakers and practitioners interested in improving foster children's overall life chances. Copyright © 2016 Elsevier Ltd. All rights reserved.

Virtual Transgenics: Using a Molecular Biology Simulation to Impact Student Academic Achievement and Attitudes

ERIC Educational Resources Information Center

Shegog, Ross; Lazarus, Melanie M.; Murray, Nancy G.; Diamond, Pamela M.; Sessions, Nathalie; Zsigmond, Eva

2012-01-01

The transgenic mouse model is useful for studying the causes and potential cures for human genetic diseases. Exposing high school biology students to laboratory experience in developing transgenic animal models is logistically prohibitive. Computer-based simulation, however, offers this potential in addition to advantages of fidelity and reach.…

A Longitudinal Analysis of the Effects of Socioeconomic Factors, Foreign Media, and Attitude toward Appearance on General and Central Adiposity in Chinese Adolescents.

PubMed

Felicitas, Jamie Q; Tanenbaum, Hilary C; Li, Yawen; Chou, Chih-Ping; Palmer, Paula H; Spruijt-Metz, Donna; Reynolds, Kim D; Johnson, C Anderson; Xie, Bin

This paper explores the longitudinal effects of socioeconomic factors (i.e., parent education and family income level), foreign media, and attitude toward appearance on general and central adiposity among Chinese adolescents. A longitudinal analysis was performed using data from the China Seven Cities Study, a health promotion and smoking prevention study conducted in seven cities across Mainland China between 2002 and 2005. Participants included 5,020 middle and high school students and their parents. Explanatory variables included foreign media exposure, attitude toward appearance, parent education, and family income. Three-level, random-effect models were used to predict general adiposity (i.e., body mass index) and central adiposity (i.e., waist circumference). The Generalized Estimating Equation approach was utilized to determine the effect of explanatory variables on overweight status. Among girls, foreign media exposure was significantly negatively associated with general adiposity over time (β=-0.06, p=0.01 for middle school girls; β=-0.06, p=0.03 for high school girls). Attitude toward appearance was associated with lesser odds of being overweight, particularly among high school girls (OR=0.86, p<0.01). Among boys, parental education was significantly positively associated with general adiposity (β=0.62, p<0.01 for middle school boys; β=0.37, p=0.02 for high school boys) and associated with greater odds of being overweight (OR=1.55, p<0.01 for middle school boys; OR=1.26, p=0.04 for high school boys). Across all gender and grade levels, family income was significantly negatively associated with central adiposity over time. Interventions addressing Chinese adolescent overweight/obesity should consider these factors as potential focus areas.

Understanding the Association Between School Climate and Future Orientation.

PubMed

Lindstrom Johnson, Sarah; Pas, Elise; Bradshaw, Catherine P

2016-08-01

Promoting students' future orientation is inherently a goal of the educational system. Recently, it has received more explicit attention given the increased focus on career readiness. This study aimed to examine the association between school climate and adolescents' report of future orientation using data from youth (N = 27,698; 49.4 % female) across 58 high schools. Three-level hierarchical linear models indicated that perceptions of available emotional and service supports, rules and consequences, and parent engagement were positively related to adolescents' future orientation. Additionally, the school-level average future orientation was significantly related to individuals' future orientation, indicating a potential influence of contextual effects on this construct. Taken together, these findings suggest that interventions targeting school climate may hold promise for promoting future orientation.

Sleep disorders among high school students in New Zealand.

PubMed

Fernando, Antonio T; Samaranayake, Chinthaka B; Blank, Christopher J; Roberts, Gareth; Arroll, Bruce

2013-12-01

Adolescents are known to have high risk factors for sleep disorders, yet the youth rates of sleep disturbances are unknown. This study aimed to determine the prevalence of sleep disorders among New Zealand high school students. The Auckland Sleep Questionnaire (ASQ) was administered to high school students at six schools in the North Island. Schools were chosen to reflect a range of ethnicities and school deciles, which identify the socioeconomic status of households in the school catchment area. A total of 1388 students completed the ASQ. The median age was 17 years (range 14-23) and females represented 43.5% (n=604) of the total group. A total of 37.2% of the students surveyed reported having significant sleep symptoms lasting longer than one month. Depression and anxiety were present in 51.7% and 44.8% of students reporting a sleep problem, respectively. A moderate correlation was observed between sleep problems and depression (r=0.34, p<0.01), and sleep problems and anxiety (r=0.31, p<0.01). Problem alcohol use and other substance use were more common in students with sleep symptoms (12.2% and 5.5% respectively). No difference was found in the rate of sleep problems reported by different ethnic groups. A considerable proportion of students surveyed reported significant sleep symptoms. This study has the potential to aid physicians within New Zealand in better appreciating the burden of sleep disorders faced by young people and in effectively assessing and managing different causes of sleep symptoms in this demographic.

Assessment and Management of Sport-Related Concussions in United States High Schools

PubMed Central

Meehan, William P.; d’Hemecourt, Pierre; Collins, Christy L.; Comstock, R. Dawn

2012-01-01

Background Little existing data describe which medical professionals and which medical studies are used to assess sport-related concussions in high school athletes. Purpose To describe the medical providers and medical studies used when assessing sport-related concussions. To determine the effects of medical provider type on timing of return to play, frequency of imaging, and frequency of neuropsychological testing. Study Design Descriptive epidemiology study. Methods All concussions recorded by the High School Reporting Information Online (HS RIO) injury surveillance system during the 2009 to 2010 academic year were included. χ2 analyses were conducted for categorical variables. Fisher exact test was used for nonparametric data. Logistic regression analyses were used when adjusting for potential confounders. Statistical significance was considered for P < .05. Results The HS RIO recorded 1056 sport-related concussions, representing 14.6% of all injuries. Most (94.4%) concussions were assessed by athletic trainers (ATs), 58.8% by a primary care physician. Few concussions were managed by specialists. The assessment of 21.2% included computed tomography. Computerized neuropsychological testing was used for 41.2%. For 50.1%, a physician decided when to return the athlete to play; for 46.2%, the decision was made by an AT. After adjusting for potential confounders, no associations between timing of return to play and the type of provider (physician vs AT) deciding to return the athlete to play were found. Conclusion Concussions account for nearly 15% of all sport-related injuries in high school athletes. The timing of return to play after a sport-related concussion is similar regardless of whether the decision to return the athlete to play is made by a physician or an AT. When a medical doctor is involved, most concussions are assessed by primary care physicians as opposed to subspecialists. Computed tomography is obtained during the assessment of 1 of every 5 concussions occurring in high school athletes. PMID:21969181

The prevalence of bullying and cyberbullying in high school: a 2011 survey.

PubMed

Gan, Sophie S; Zhong, Connie; Das, Shreya; Gan, Julia S; Willis, Stephanie; Tully, Eileen

2014-01-01

Bullying is common among young students, and cyberbullying has increased due to the use of technology. This study investigates the prevalence of bullying and cyberbullying among high school students and the emotional effects of bullying on students. Students at East Chapel Hill High School, Chapel Hill, North Carolina completed the Gatehouse Bullying Scale and the Peer Relations Questionnaire. They answered questions regarding how often they had experienced certain types of bullying in school and the emotional effects the bullying had on them. The combined results from both surveys indicated that the prevalence of bullying was 55% with 18% of respondents reporting cyberbullying. Teasing and name-calling were the most common types of bullying, as 40% of students reported having been teased or called names. The most serious type of bullying, being threatened with harm, hit, or kicked, occurred in 20% of boys and 8% of girls, with 25% of respondents reported "quite upset" by the experience. The majority (79%) of students who had been bullied did not share with anyone about being bullied, and of those who did, only 50% were taken seriously. Bullying is still prevalent among high school students, and cyberbullying is becoming more widespread. Most victims do not share their bullying experience, and if they did, only half believe they are taken seriously. Both bullying among students in school and cyberbullying deserve attention due to their potentially devastating effects on victims.

Self-discipline outdoes IQ in predicting academic performance of adolescents.

PubMed

Duckworth, Angela L; Seligman, Martin E P

2005-12-01

In a longitudinal study of 140 eighth-grade students, self-discipline measured by self-report, parent report, teacher report, and monetary choice questionnaires in the fall predicted final grades, school attendance, standardized achievement-test scores, and selection into a competitive high school program the following spring. In a replication with 164 eighth graders, a behavioral delay-of-gratification task, a questionnaire on study habits, and a group-administered IQ test were added. Self-discipline measured in the fall accounted for more than twice as much variance as IQ in final grades, high school selection, school attendance, hours spent doing homework, hours spent watching television (inversely), and the time of day students began their homework. The effect of self-discipline on final grades held even when controlling for first-marking-period grades, achievement-test scores, and measured IQ. These findings suggest a major reason for students falling short of their intellectual potential: their failure to exercise self-discipline.

High school completion rates among men with hemophilia.

PubMed

Drake, John H; Soucie, J Michael; Cutter, Susan C; Forsberg, Ann D; Baker, Judith R; Riske, Brenda

2010-04-01

The benefits of a high school diploma are well documented. Studies indicate that people with hemophilia have lower than average academic achievement, particularly if they have >12 bleeding episodes annually. This study compares the high school graduation rate of men with hemophilia to that of the U.S. population of men. Data were obtained from the Universal Data Collection Program, a surveillance project conducted by approximately 130 hemophilia treatment centers in the nation. Data from 7842 men aged >or=18 years were evaluated to determine high school graduation status and were analyzed by race/ethnicity and severity of hemophilia. These data were collected between 1998 and 2008, and analysis was conducted in 2009. Men with hemophilia A had higher or similar high school graduation rates across all racial/ethnic groups and all levels of hemophilia severity, compared with U.S. men of the same age. Graduation rates for black and Hispanic men with hemophilia B were higher or similar to rates of U.S. men, but rates for whites were lower, especially among those with moderate and mild disease. However, when graduation rates were controlled for areas where Amish populations reside, differences in graduation rates for whites disappeared. In this study, participants obtained hemophilia care at comprehensive hemophilia treatment centers. This multidisciplinary, family-centered care emphasizes prevention of complications, encourages medically supervised disease management, and facilitates psychosocial development. The care aims to maximize the affected child's participation in school. This care approach may partially explain the higher-than-expected high school graduation rates among the study population, which is affected by a rare, chronic, and potentially debilitating disorder. Copyright 2010. Published by Elsevier Inc.

Putting trained labour power to work: the dilemma of education and employment.

PubMed

Keyfitz, N

1989-12-01

Demographic factors and educational changes are producing, in many less developed countries, a "pushdown effect" in which recent graduates are forced to take jobs that would earlier have been filled by those with less education. In Indonesia, for example, 1990 senior high school graduates will have to take jobs that were filled by junior high school graduates in 1980 as a result of increases in the supply of educated manpower. While the increase in employment positions in Indonesia is under 5%/year, the number of graduates from junior high school, senior high school, and universities is exceeding this increase. Each year, there is an excess of 2.60 junior high school graduates and 3.83 senior high school graduates/1000 labor force in terms of availability of the types of jobs filled by people with these educational qualifications in 1980. The pushdown effect has further resulted in a fall in the educational differential of income. Between 1976-86, earnings for employees with less than a primary school education quintupled while those for employees with college degrees did not even triple. The presence of large numbers of disillusioned, overqualified workers in the labor force is a potential source of social unrest and there is a need for serious attention to the changing relationship of job and educational status. Possible solutions to this discrepancy include: expansion of the economy; restructuring of economic workers; reorientation of the educational system to enhance the productivity of graduates; raising the status of employment in agriculture and rural small industry; and acceptance by the labor force that the pushdown effect is an inevitable stage of the development process.

Quasi-experimental nonequivalent (pretest and posttest) control-group study of the effects of microcomputer-based laboratory systems on academic achievement in high school chemistry students at two South Carolina high schools

NASA Astrophysics Data System (ADS)

Venables, Jeffrey M.

The literature on microcomputer-based laboratories (MBL) lacks quantitative studies that measure the effect of MBL on student achievement. The purpose of this study was to investigate the effect of MBL systems on the achievement of high school chemistry students. The first research question examined the effect of MBL systems on student achievement in high school chemistry laboratories. The second question analyzed the effect of MBL systems on the academic achievement of students of different genders, ethnicities, and socioeconomic backgrounds. This quasi-experimental quantitative research study evaluated the effects of MBL on student achievement in high school chemistry. The sample consisted of 124 college preparatory chemistry students at two high schools in a South Carolina school district. There were 42 participants in the experimental group and 82 participants in the control group. Both experimental and groups completed a pre- and post-test with MBL being the independent variable. The mean difference score for the experimental group was compared to that of the control group using an independent-measures t test and an analysis of variance. For the second research question, results were analyzed using a two-factor analysis of variance. Participant scores were broken down by gender, ethnicity, and socioeconomic status in order to identify potential differences. The results revealed no significant differences between the experimental and control groups, and no significant differences in effects of MBL on different segments of the population. Future studies should examine students using MBL for longer durations than one unit of study. As society continues to make technological advances, the effective assessment and implementation of technology resources for the classroom are becoming increasingly important.

Tribal vs. Public Schools: Perceived Discrimination and School Adjustment among Indigenous Children from Early to Mid-Adolescence.

PubMed

Crawford, Devan M; Cheadle, Jacob E; Whitbeck, Les B

2010-04-01

The purpose of this study is to assess the differential effects of perceived discrimination by type of school on positive school adjustment among Indigenous children during late elementary and early middle school years. The analysis utilizes a sample of 654 Indigenous children from four reservations in the Northern Midwest and four Canadian First Nation reserves. Multiple group linear growth modeling within a structural equation framework is employed to investigate the moderating effects of school type on the relationship between discrimination and positive school adjustment. Results show that students in all school types score relatively high on positive school adjustment at time one (ages 10-12). However, in contrast to students in tribal schools for whom positive school adjustment remains stable, those attending public schools and those moving between school types show a decline in school adjustment over time. Furthermore, the negative effects of discrimination on positive school adjustment are greater for those attending public schools and those moving between schools. Possible reasons for this finding and potential explanations for why tribal schools may provide protection from the negative effects of discrimination are discussed.

High prevalence of prior contact sports play and concussion among orthopedic and neurosurgical department chairs.

PubMed

Sone, Je Yeong; Courtney-Kay Lamb, S; Techar, Kristina; Dammavalam, Vikalpa; Uppal, Mohit; Williams, Cedric; Bergman, Thomas; Tupper, David; Ort, Paul; Samadani, Uzma

2018-04-27

OBJECTIVE Increased understanding of the consequences of traumatic brain injury has heightened concerns about youth participation in contact sports. This study investigated the prevalence of high school and collegiate contact sports play and concussion history among surgical department chairs. METHODS A cross-sectional survey was administered to 107 orthopedic and 74 neurosurgery chairs. Responses were compared to published historical population norms for contact sports (high school 27.74%, collegiate 1.44%), football (high school 10.91%, collegiate 0.76%), and concussion prevalence (12%). One-proportion Z-tests, chi-square tests, and binary logistic regression were used to analyze differences. RESULTS High school contact sports participation was 2.35-fold higher (65.3%, p < 0.001) for orthopedic chairs and 1.73-fold higher (47.9%, p = 0.0018) for neurosurgery chairs than for their high school peers. Collegiate contact sports play was 31.0-fold higher (44.7%, p < 0.001) for orthopedic chairs and 15.1-fold higher (21.7%, p < 0.001) for neurosurgery chairs than for their college peers. Orthopedic chairs had a 4.30-fold higher rate of high school football participation (46.9%, p < 0.001) while neurosurgery chairs reported a 3.05-fold higher rate (33.3%, p < 0.001) than their high school peers. Orthopedic chairs reported a 28.1-fold higher rate of collegiate football participation (21.3%, p < 0.001) and neurosurgery chairs reported an 8.58-fold higher rate (6.5%, p < 0.001) compared to their college peers. The rate at which orthopedic (42.6%, p < 0.001) and neurosurgical (42.4%, p < 0.001) chairs reported having at least 1 concussion in their lifetime was significantly higher than the reported prevalence in the general population. After correction for worst possible ascertainment bias, all results except high school contact sports participation remained significant. CONCLUSIONS The high prevalence of youth contact sports play and concussion among surgical specialty chairs affirms that individuals in careers requiring high motor and cognitive function frequently played contact sports. The association highlights the need to further examine the relationships between contact sports and potential long-term benefits as well as risks of sport-related injury.

Accessibility Over Availability: Associations Between the School Food Environment and Student Fruit and Green Vegetable Consumption

PubMed Central

O'Malley, Patrick M.; Johnston, Lloyd D.

2014-01-01

Abstract Background: No national studies have examined associations between (1) school food availability and accessibility and (2) secondary student fruit and vegetable (FV) consumption. This article uses 5 years of nationally representative data from secondary school students to examine associations between the school food environment and student fruit and green vegetable consumption. Methods: From 2008 to 2012, cross-sectional, nationally representative data from US middle and high school students were collected annually on self-reported fruit and green vegetable consumption. Each year, data from administrators at each relevant school were collected on food item availability (any venue) and accessibility (total number of school sources). Data were obtained from 10,254 eighth-grade students in 317 schools and 18,898 tenth- and 12th-grade students in 518 schools. Associations were estimated by multi-level models controlling for student- and school-level characteristics. Results: Availability showed minimal association with student consumption. Candy/regular-fat snack accessibility was associated negatively with middle school fruit consumption. Salad bar availability and accessibility were positively associated with middle school green vegetable consumption; FV accessibility was associated positively with high school fruit and green vegetable consumption. Significant associations were consistent across student racial/ethnic and socioeconomic groups. Conclusions: Forthcoming USDA nutrition standards for school foods and beverages sold outside of reimbursable meal programs should result in the removal of school candy/regular-fat snacks. In deciding which items to make available under the new standards, schools should consider increasing the number of FV sources—including salad bars—thereby potentially increasing student FV consumption. PMID:24872011

Promoting an equitable and supportive school climate in high schools: the role of school organizational health and staff burnout.

PubMed

Bottiani, Jessika H; Bradshaw, Catherine P; Mendelson, Tamar

2014-12-01

In response to persistent racial disparities in academic and behavioral outcomes between Black and White students, equitable school climate has drawn attention as a potential target for school reform. This study examined differences in Black and White students' experiences of school climate and explored whether indicators of school organizational health and staff burnout moderated differences in students' school experiences by race. Utilizing hierarchical linear modeling with a sample of 18,397 Black students (n=6228) and White students (n=12,169) and 2391 school staff in 53 schools, we found a consistent pattern of racial inequalities, such that Black students reported less positive experiences than White students across three indicators of school climate (caring γ=-0.08, p<.001; equity γ=-0.05, p=.007; and engagement γ=-0.05, p<.001). In addition, we found significant, positive associations between aggregated staff-report of school organizational health and student-reported school climate (e.g., staff affiliation and student-perceived equity, γ=0.07, p<.001). Surprisingly, a number of school organizational health indicators were more strongly associated with positive perceptions of school climate among White students than Black students, translating into greater racial disparities in perceived school climate at schools with greater organizational health (e.g., supportive leadership by race on student-perceived engagement, γ=-0.03, p=.042). We also found negative associations between staff-reported burnout and students' experience of equity, such that the racial gap was smaller in schools with high ratings of burnout (γ=0.04, p=.002). These findings have implications for educators and education researchers interested in promoting school social contexts that equitably support student engagement and success. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Factors associated with regular marijuana use among high school students: a long-term follow-up study.

PubMed

Griffin, Kenneth W; Botvin, Gilbert J; Scheier, Lawrence M; Nichols, Tracy R

2002-01-01

The present study investigated whether several behavioral and psychosocial factors measured during early adolescence predicted regular marijuana use 6 years later in a sample of high school students. As part of a school-based survey. 7th-grade students (N = 1,132) reported levels of alcohol, tobacco, and marijuana use, and were assessed on several domains of psychosocial functioning potentially relevant in the etiology of marijuana use. When students were followed-up in the 12th-grade, 14% smoked marijuana on a regular basis (once or more per month). Findings indicated that early cigarette smoking, alcohol use, and alcohol intoxication predicted later regular marijuana use. For boys, early marijuana use increased the odds for later regular marijuana use. Cigarette smoking by friends and siblings during early adolescence also increased the likelihood of later monthly marijuana use. The findings suggest that early prevention programs for adolescent alcohol, tobacco, and/or other drug use may have important preventive effects in terms of potentially more serious levels of marijuana involvement later in adolescence and early adulthood.

Evaluation of indicated suicide risk prevention approaches for potential high school dropouts.

PubMed Central

Thompson, E A; Eggert, L L; Randell, B P; Pike, K C

2001-01-01

OBJECTIVES: This study evaluated the efficacy of 2 indicated preventive interventions, postintervention and at 9-month follow-up. METHODS: Drawn from a pool of potential high school dropouts, 460 youths were identified as being at risk for suicide and participated in 1 of 3 conditions randomly assigned by school: (1) Counselors CARE (C-CARE) (n = 150), a brief one-to-one assessment and crisis intervention; (2) Coping and Support Training (CAST) (n = 155), a small-group skills-building and social support intervention delivered with C-CARE; and (3) usual-care control (n = 155). Survey instruments were administered pre-intervention, following C-CARE (4 weeks), following CAST (10 weeks), and at a 9-month follow-up. RESULTS: Growth curve analyses showed significant rates of decline in attitude toward suicide and suicidal ideation associated with the experimental interventions. C-CARE and CAST, compared with usual care, also were effective in reducing depression and hopelessness. Among females, reductions in anxiety and anger were greater in response to the experimental programs. CAST was most effective in enhancing and sustaining personal control and problem-solving coping for males and females. CONCLUSIONS: School-based, indicated prevention approaches are feasible and effective for reducing suicidal behaviors and related emotional distress and for enhancing protective factors. PMID:11344882

"The internet is a mask": High School students' suggestions for preventing cyberbullying.

PubMed

Parris, Leandra N; Varjas, Kris; Meyers, Joel

2014-08-01

Interactions through technology have an important impact on today's youth. While some of these interactions are positive, there are concerns regarding students engaging in negative interactions like cyberbullying behaviors and the negative impact these behaviors have on others. The purpose of the current study was to explore participant suggestions for both students and adults for preventing cyberbullying incidents. Forty high school students participated in individual, semi-structured interviews. Participant experiences and perceptions were coded using constant comparative methods to illustrate ways in which students and adults may prevent cyberbullying from occurring within their school and community. Students reported that peers would benefit from increasing online security, as well as becoming more aware of their cyber-surroundings. Regarding adult-provided prevention services, participants often discussed that there is little adults can do to reduce cyberbullying. Reasons included the difficulties in restricting online behaviors or providing effective consequences. However, some students did discuss the use of in-school curricula while suggesting that adults blame people rather than technology as potential ways to prevent cyberbullying. Findings from the current study indicate some potential ways to improve adult efforts to prevent cyberbullying. These strategies include parent/teacher training in technology and cyberbullying, interventions focused more on student behavior than technology restriction, and helping students increase their online safety and awareness.

Foreign-born Peers and Academic Performance.

PubMed

Conger, Dylan

2015-04-01

The academic performance of foreign-born youth in the United States is well studied, yet little is known about whether and how foreign-born students influence their classmates. In this article, I develop a set of expectations regarding the potential consequences of immigrant integration across schools, with a distinction between the effects of sharing schools with immigrants who are designated as English language learners (ELL) and those who are not. I then use administrative data on multiple cohorts of Florida public high school students to estimate the effect of immigrant shares on immigrant and native-born students' academic performance. The identification strategy pays careful attention to the selection problem by estimating the effect of foreign-born peers from deviations in the share foreign-born across cohorts of students attending the same school in different years. The assumption underlying this approach is that students choose schools based on the composition of the entire school, not on the composition of each entering cohort. The results of the analysis, which hold under several robustness checks, indicate that foreign-born peers (both those who are ELL and those who are non-ELL) have no effect on their high school classmates' academic performance.

High Value Talent: Identifying, Developing, and Retaining Naval Special Warfare’s Best Leaders

DTIC Science & Technology

2012-06-01

Retaining Naval Special Warfare’s Best Leaders 6. AUTHOR(S) Walter H. Allman, Jonathan M. Fussell, Marty D. Timmons 5. FUNDING NUMBERS 7. PERFORMING ...ORGANIZATION NAME(S) AND ADDRESS(ES) Naval Postgraduate School Monterey, CA 93943-5000 8. PERFORMING ORGANIZATION REPORT NUMBER 9. SPONSORING...5 1. High Performers ...................................................................................5 2. High Potentials

Extracurricular sports activity around growth spurt and improved tibial cortical bone properties in late adolescence.

PubMed

Shi, Hui-Jing; Nakamura, Keiko; Kizuki, Masashi; Inose, Tomoko; Seino, Kaoruko; Takano, Takehito

2006-12-01

To elucidate whether extracurricular sports activity during rapid growth correlates with improved bone properties in late adolescence, a longitudinal observation was performed among 96 high-school enrollments (46 boys and 50 girls, born in 1981-1982) in metropolitan Tokyo. In each year of high school, tibial cortical speed of sound (TCSOS) was measured by quantitative ultrasonometry, and participation in extracurricular sports activity (ECSA) since primary school was examined by structured questionnaire. We calculated the number of years since peak height velocity (ysPHV) based on annual records of height from 6 to 18 y of age to indicate progression of puberty. The increase in TCSOS during high school in boys (32.5 m/s) was significantly greater than that in girls (5.4 m/s). The magnitude of positive association between ysPHV and TCSOS attenuated gradually over time. ECSA in grades 7-9 in boys and in grades 4-6 in girls were significant predictors of TCSOS throughout high school, independent of potential confounders. The bone benefits of ECSA around the growth spurt are maintainable in subsequent years. The importance of physical activities that are integrated into the ordinary lifestyle of children and adolescents during this crucial period is emphasized.

Gender, Interest, and Prior Experience Shape Opportunities to Learn Programming in Robotics Competitions

ERIC Educational Resources Information Center

Witherspoon, Eben B.; Schunn, Christian D.; Higashi, Ross M.; Baehr, Emily C.

2016-01-01

Background: Robotics competitions are increasingly popular and potentially provide an on-ramp to computer science, which is currently highly gender imbalanced. However, within competitive robotics teams, student participation in programming is not universal. This study gathered surveys from over 500 elementary, middle, and high school robotics…

Disparities in the food environment surrounding US middle and high schools

PubMed Central

Sturm, Roland

2010-01-01

Summary Background Disparities in the type and density of food retail outlets have been hypothesized as a possible cause of differential obesity rates across racial/ethnic and income groups. Several local studies have documented differences in business environments by sociodemographic neighbourhood characteristics, but no data specific for youth have been published. This study analyses the food environment surrounding all public middle and high schools in the USA. Methods Buffers were calculated with a radius of 400 and 800 m from the main entrance of public secondary schools in the USA (n = 31,622), and business establishments within those buffers were identified using InfoUSA proprietary business listings. Indicators of any convenience store, limited-service restaurant, snack store or off-licences/liquor store and counts of businesses were regressed on the proportion of students eligible for free school meals, Title I eligibility of the school, racial/ethnic composition, location and student/teacher ratio. Results Hispanic youth are particularly likely to attend schools that are surrounded by convenience stores, restaurants, snack stores or off-licences. This effect is independent and in addition to poverty (i.e. students eligible for free school meals or schools that are Title I eligible) or location (urban core, suburban, town, rural). The association between other racial groups and nearby businesses is weaker, with the exception of off-licences, where a higher proportion of minority groups increases the probability of off-licences in close proximity to the school. Middle schools have fewer surrounding businesses than high schools, and larger schools have fewer surrounding businesses than smaller schools. Conclusions Easy availability of snacks, sodas and fast food in the immediate vicinity of a school could easily negate school food policies, especially among students who can leave campus. Surrounding food outlets could also lower the effectiveness of health education in the classroom by setting a highly visible example that counters educational messages. There are several clear differences across sociodemographic groups with, arguably, the most pernicious being the location of off-licences. These disparities may represent an important type of environmental injustice for minorities and lower-income youth, with potential adverse consequences for dietary behaviours. PMID:18207475

[Violence prevention in secondary schools: the Faustlos-curriculum for middle school].

PubMed

Schick, Andreas; Cierpka, Manfred

2009-01-01

Schools and kindergartens are particularly suitable for the implementation of violence prevention programs. Many German schools and kindergartens have securely established the violence prevention curriculum Faustlos. The Faustlos programs for kindergartens and elementary schools are now complemented with the version for middle schools. As the kindergarten- and elementary school versions the middle school program too focuses on the theoretically profound, age group-tailored promotion of empathy, impulse control and anger management. These dimensions are subdivided into the five themes "understanding the problem" "training for empathy"; "anger management", "problem solving" and "applying skills" and taught stepwise, highly structured and based on several video sequences in 31 lessons. US-American evaluation studies proof the effectiveness and the violence prevention potential of the program. With the curriculum for middle schools a comprehensive Faustlos program package is now made available to sustainably promote core violence prevention competences of children and adolescents on a developmentally appropriate level and with a consistent didactic approach.

Later Start, Longer Sleep: Implications of Middle School Start Times.

PubMed

Temkin, Deborah A; Princiotta, Daniel; Ryberg, Renee; Lewin, Daniel S

2018-05-01

Although adolescents generally get less than the recommended 9 hours of sleep per night, research and effort to delay school start times have generally focused on high schools. This study assesses the relation between school start times and sleep in middle school students while accounting for potentially confounding demographic variables. Seventh and eighth grade students attending 8 late starting schools (∼8:00 am, n = 630) and 3 early starting schools (∼7:23 am, n = 343) from a diverse suburban school district completed online surveys about their sleep behaviors. Doubly robust inverse probability of treatment weighted regression estimates of the effects of later school start time on student bedtimes, sleep duration, and daytime sleepiness were generated. Attending a school starting 37 minutes later was associated with an average of 17 additional minutes of sleep per weeknight, despite an average bedtime 15 minutes later. Students attending late starting schools were less sleepy than their counterparts in early starting schools, and more likely to be wide awake. Later school start times were significantly associated with improved sleep outcomes for early adolescents, providing support for the movement to delay school start times for middle schools. © 2018, American School Health Association.

Lessons Learned in Evaluating a Multisite, Comprehensive Teen Dating Violence Prevention Strategy: Design and Challenges of the Evaluation of Dating Matters: Strategies to Promote Healthy Teen Relationships.

PubMed

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.

Lessons Learned in Evaluating a Multisite, Comprehensive Teen Dating Violence Prevention Strategy: Design and Challenges of the Evaluation of Dating Matters: Strategies to Promote Healthy Teen Relationships

PubMed Central

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

A quasi-experimental study of the impact of school start time changes on adolescent sleep.

PubMed

Owens, Judith A; Dearth-Wesley, Tracy; Herman, Allison N; Oakes, J Michael; Whitaker, Robert C

2017-12-01

To determine whether simultaneous school start time changes (delay for some schools; advance for others) impact adolescents' sleep. Quasi-experimental study using cross-sectional surveys before and after changes to school start times in September 2015. Eight middle (grades 7-8), 3 secondary (grades 7-12), and 8 high (grades 9-12) schools in Fairfax County (Virginia) public schools. A total of 2017 (6% of ~34,900) students were surveyed before start time changes, and 1180 (3% of ~35,300) were surveyed after. A 50-minute delay (7:20 to 8:10 am) in start time for high schools and secondary schools and a 30-minute advance (8:00 to 7:30 am) for middle schools. Differences before and after start time changes in self-reported sleep duration and daytime sleepiness. Among respondents, 57.5% were non-Hispanic white, and 10.3% received free or reduced-priced school meals. Before start time changes, high/secondary and middle school students slept a mean (SD) of 7.4 (1.2) and 8.4 (1.0) hours on school nights, respectively, and had a prevalence of daytime sleepiness of 78.4% and 57.2%, respectively. Adjusted for potential confounders, students with a 50-minute delay slept 30.1 minutes longer (95% confidence interval [CI], 24.3-36.0) on school nights and had less daytime sleepiness (-4.8%; 95% CI, -8.5% to -1.1%), whereas students with a 30-minute advance slept 14.8 minutes less (95% CI, -21.6 to -8.0) and had more daytime sleepiness (8.0%; 95% CI, 2.5%-13.5%). Both advances and delays in school start times are associated with changes in adolescents' school-night sleep duration and daytime sleepiness. Larger changes might occur with later start times. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

Discussing spent nuclear fuel in high school classrooms: addressing public fears through early education

DOE Office of Scientific and Technical Information (OSTI.GOV)

Winkel, S.; Atomic Energy of Canada Limited, Chalk River Laboratories, Chalk River, Ontario, K0J 1J0; Sullivan, J.

The Inreach program combines the Deep River Science Academy (DRSA) 'learning through research' approach with state of the art communication technology to bring scientific research to high school classrooms. The Inreach program follows the DRSA teaching model where a university student tutor works on a research project with scientific staff at AECL's Chalk River Laboratories. Participating high school classes are located across Canada. The high school students learn about the ongoing research activities via weekly web conferences. In order to engage the students and encourage participation in the conferences, themed exercises linked to the research project are provided to themore » students. The DRSA's Inreach program uses a cost-effective internet technology to reach a wide audience, in an interactive setting, without anyone leaving their desks or offices. An example Inreach research project is presented here: an investigation of the potential of the Canadian supercritical water cooled reactor (SCWR) concept to burn transuranic elements (Np, Pu, Am, Cm) to reduce the impact of used nuclear fuel. During this project a university student worked with AECL (Atomic Energy of Canada Limited) researchers on technical aspects of the project, and high school students followed their progress and learned about the composition, hazards, and disposition options for used nuclear fuel. Previous projects included the effects of tritium on cellular viability and neutron diffraction measurement of residual stresses in automobile engines.« less

Portable Conduction Velocity Experiments Using Earthworms for the College and High School Neuroscience Teaching Laboratory

ERIC Educational Resources Information Center

Shannon, Kyle M.; Gage, Gregory J.; Jankovic, Aleksandra; Wilson, W. Jeffrey; Marzullo, Timothy C.

2014-01-01

The earthworm is ideal for studying action potential conduction velocity in a classroom setting, as its simple linear anatomy allows easy axon length measurements and the worm's sparse coding allows single action potentials to be easily identified. The earthworm has two giant fiber systems (lateral and medial) with different conduction velocities…

Exploring Potential Uses of ICT in Chinese Language Arts Instruction: Eight Teachers' Perspectives

ERIC Educational Resources Information Center

Lin, Janet Mei-Chuen; Lee, Greg C.; Chen, Hsiu-Yen

2004-01-01

Eight experienced Chinese language arts teachers from a typical junior high school in Taiwan participated in this study to discuss the potential uses of information and communications technologies (ICT) in Chinese language arts instruction. After meeting for 12 roundtable sessions and using a web forum as a supplement for exchanging ideas, they…

A prospective study of the potential moderating role of social support in preventing marginalization among individuals exposed to bullying and abuse in junior high school.

PubMed

Strøm, Ida Frugård; Thoresen, Siri; Wentzel-Larsen, Tore; Sagatun, Åse; Dyb, Grete

2014-10-01

Negative physical and psychological long-term consequences of abuse and bullying are well documented. It is reasonable to assume that abuse and bullying early in life also may have an impact on the ability to work and stay economically independent later in life, but such prospective studies are lacking. This study investigates the consequences of exposure to abuse and bullying in junior high school, as measured by receiving long-term social welfare benefits in young adulthood. In addition, it explores the potential protective role of social support. Self-reported data from 13,633 (50.3% female) junior high school students were linked to registry data on their use of social welfare benefits from the age of 18 and for eight consecutive years. Cox regression analyses were applied to test the relationship between exposure to life adversities and the use of social welfare benefits, and the potential moderating role of social support. The analyses showed that individuals exposed to abuse and bullying had an increased likelihood of receiving social-welfare benefits compared with individuals not exposed to these types of abuse. Exposure to multiple types of abuse led to a higher likelihood of using social welfare benefits compared with single types of abuse and no abuse. The findings on the potential moderating role of social support were mixed, depending on the source of social support. Family support and classmate relationships were protective in reducing the likelihood of the use of social welfare benefits, whereas peer and teachers' support showed inconsistent patterns. These results are promising in terms of preventing the long-term negative consequences of abuse and bullying.

Setting Adolescents Up for Success: Promoting a Policy to Delay High School Start Times.

PubMed

Barnes, Margaux; Davis, Krista; Mancini, Mackenzie; Ruffin, Jasmine; Simpson, Tina; Casazza, Krista

2016-07-01

A unique biological shift in sleep cycles occurs during adolescence causing later sleep and wake times. This shift is not matched by a concurrent modification in school start times, resulting in sleep curtailment for a large majority of adolescents. Chronic inadequate sleep is associated with poor academic performance including executive function impairments, mood, and behavioral issues, as well as adverse health outcomes such as an increased risk of obesity, hypertension, and cardiovascular disease. In order to address sleep deficits and the potential negative outcomes associated with chronic sleep deprivation, the American Academy of Pediatrics (AAP) and US Centers for Disease Control and Prevention (CDC) support delaying school start times for middle and high school students. We summarize current evidence, explicate the need for policy change, and urge school districts to put adolescent students' health as top priority and implement school start times consistent with their developmental needs. Whereas substantial evidence illustrating adverse consequences of inadequate sleep on psychological and physical health, and recommendations exist to adapt daytime school schedules to match sleep needs have been released, actual implementation of these recommendations have been limited. This is a call to action for the implementation of AAP/CDC recommendations across the state and nation. © 2016, American School Health Association.

The effect of nutrient-based standards on competitive foods in 3 schools: potential savings in kilocalories and grams of fat.

PubMed

Snelling, Anastasia M; Yezek, Jennifer

2012-02-01

The study investigated how nutrient standards affected the number of kilocalories and grams of fat and saturated fat in competitive foods offered and sold in 3 high schools. The study is a quasi-experimental design with 3 schools serving as the units of assignment and analysis. The effect of the nutrient standards was measured by the change in kilocalories and grams of fat and saturated fat in offerings and purchases of competitive foods pre- and postimplementation of the standards. A paired sample t-test was used to compare kilocalories and grams of fat and saturated fat pre- and postimplementation of nutrition standards. After the implementation of the nutrition standards, students in 3 high schools purchased significantly smaller numbers of kilocalories and grams of fat and saturated fat, during the postpolicy school year of 2007-2008 than during the prepolicy school year of 2004-2005. Using nutrient standards to guide the selection of competitive foods offered in school cafeterias may positively affect intake of kilocalories, total grams of fat, and total saturated fat of those foods. The quantitative assessment is novel and demonstrates the reduction in kilocalories and fat in both the competitive food offerings and purchases as a result of nutrient standards. © 2012, American School Health Association.

Health education in primary school textbooks in iran in school year 2010-2011.

PubMed

Kazemian, Reza; Ghasemi, Hadi; Movahhed, Taraneh; Kazemian, Ali

2014-09-01

Health education in schools is one of the most effective ways of promoting health in a society. Studies have shown the effectiveness of health interventions aimed at improving students' knowledge, attitude, and behaviors about health issues. The aim of this study was to evaluate health issues in primary school textbooks in Iran. In school year 2010-2011, the contents of all primary school textbooks in Iran were assessed in accordance to their health-related teachings. Health lessons of these 27 textbooks in the form of picture and text were retrieved and analyzed using content analysis method. In total, 502 health-related lessons were found. The textbooks of the third grade contained the highest (144) and those of the fourth grade had the lowest (26) number of health lessons. Among health-related issues, the largest number (87) of lessons were about personal hygiene, while prevention of high risk behaviors comprised the least number (8). Some important health issues such as nutrition, oral health, and prevention of high-risk behaviors were not adequately discussed in the textbooks. The potential of primary school textbooks in delivering health messages has been neglected in Iran. Taking the critical importance of school ages into account, incorporating health issues in textbooks should be more strongly emphasized.

Relationship between National Institutes of Health research awards to US medical schools and managed care market penetration.

PubMed

Moy, E; Mazzaschi, A J; Levin, R J; Blake, D A; Griner, P F

1997-07-16

Medical research conducted in academic medical centers is often dependent on support from clinical revenues generated in these institutions. Anecdotal evidence suggests that managed care has the potential to affect research conducted in academic medical centers by challenging these clinical revenues. To examine whether empirical evidence supports a relationship between managed care and the ability of US medical schools to sustain biomedical research. Data on annual extramural research grants awarded to US medical schools by the National Institutes of Health (NIH) from fiscal years 1986 to 1995 were obtained, and each medical school was matched to a market for which information about health maintenance organization (HMO) penetration in 1995 was available. Growth in total NIH awards, traditional research project (R01) awards, R01 awards to clinical and basic science departments, and changes in institutional ranking by NIH awards were compared among schools located in markets with low, medium, and high managed care penetration. Medical schools in all markets had comparable rates of growth in NIH awards from 1986 to 1990. Thereafter, medical schools in markets with high managed care penetration had slower growth in the dollar amounts and numbers of NIH awards compared with schools in markets with low or medium managed care penetration. This slower growth for schools in high managed care markets was associated with loss of share of NIH awards, equal to $98 million in 1995, and lower institutional ranking by NIH awards. Much of this revenue loss can be explained by the slower growth of R01 awards to clinical departments in medical schools in high managed care markets. These findings provide evidence of an inverse relationship between growth in NIH awards during the past decade and managed care penetration among US medical schools. Whether this association is causal remains to be determined.

Assessing the Effectiveness of Gravitational Wave Outreach Video Games in High School Students

NASA Astrophysics Data System (ADS)

Wheeler, Jonathan

Students and faculty at the Gravitational Wave Group in Birmingham, UK developed a remake of the classic 1972 game of Pong. Black Hole Pong was developed to be used in events such as science fairs as a way to engage children and pique interest in black holes. I present the results of a study which assesses the utility of Black Hole Pong and its successors in raising awareness of gravitational wave research, and in fostering conceptual understanding of astrophysics and gravity. Of particular interest in this study is potential use in high school science classrooms during astrophysics units.

School-based diagnosis and treatment of malaria by teachers using rapid diagnostic tests and artemisinin-based combination therapy: experiences and perceptions of users and implementers of the Learner Treatment Kit, southern Malawi.

PubMed

Mphwatiwa, Treza; Witek-McManus, Stefan; Mtali, Austin; Okello, George; Nguluwe, Paul; Chatsika, Hard; Roschnik, Natalie; Halliday, Katherine E; Brooker, Simon J; Mathanga, Don P

2017-08-07

Training teachers to diagnose uncomplicated malaria using malaria rapid diagnostic tests and treat with artemisinin-based combination therapy has the potential to improve the access of primary school children (6-14 years) to prompt and efficient treatment for malaria, but little is known about the acceptability of such an intervention. This qualitative study explored experiences and perceptions of users and implementers of a programme of school-based malaria case management via a first-aid kit-the Learner Treatment Kit (LTK)-implemented as part of a cluster-randomized controlled trial in Zomba district, Malawi. From 29 primary schools where teachers were trained to test and treat school children for malaria using the LTK, six schools were purposively selected on the basis of relative intervention usage (low, medium or high); school size and geographical location. In total eight focus group discussions were held with school children, parents and guardians, and teachers; and 20 in-depth interviews were conducted with key stakeholders at the school, district and national levels. Interviews were recorded, transcribed, and analysed using a thematic analysis approach. The LTK was widely perceived by respondents to be a worthwhile intervention, with the opinion that trained teachers were trusted providers of malaria testing and treatment to school children. Benefits of the programme included a perception of improved access to malaria treatment for school children; decreased school absenteeism; and that the programme supported broader national health and education policies. Potential barriers to successful implementation expressed included increased teacher workloads, a feeling of inadequate supervision from health workers, lack of incentives and concerns for the sustainability of the programme regarding the supply of drugs and commodities. Training teachers to test for and treat uncomplicated malaria in schools was well received by both users and implementers alike, and was perceived by the majority of stakeholders to be a valuable programme. Factors raised as critical to the success of such a programme included ensuring an effective supervisory system, a reliable supply chain, and the training of greater numbers of teachers per school to manage high consultation numbers, especially during the peak malaria transmission season.

Broad social motives, alcohol use, and related problems: Mechanisms of risk from high school through college.

PubMed

Corbin, William R; Iwamoto, Derek K; Fromme, Kim

2011-03-01

Broad social motives (not specific to alcohol use) have been established as an important predictor of alcohol use and problems among college students, but we have little understanding of the mechanisms through which such motives operate. Thus, the current study examined broad social motives prior to college entry as a predictor of college drinking/problems and sought to identify potential mechanisms through which they are associated with increased risk. Participants comprised a sample of 2245 incoming college students (59.9% women) transitioning from high school through the college years. The first web-based survey was completed during the summer prior to matriculation with participants reporting on their behavior during the spring of high school senior year. Additional surveys were administered each academic semester through the fall of the fourth year. High school social motives were examined as a predictor of changes in alcohol use/problems from high school through the senior year, with changes in descriptive norms, personal drinking values, and alcohol expectancies from high school to sophomore year examined as possible mediators of these relations. Descriptive norms, personal drinking values, and alcohol expectancies were robust mediators of broad social motives for both alcohol use and problems. Although there were a few differences by race/ethnicity in the alcohol use model, the mechanisms through which broad social motives operated were largely invariant across groups. These findings shed light on important mechanisms that can be targeted in prevention programs, particularly those that target groups who are likely to be high in broad social motives (e.g., fraternity/sorority members). Copyright © 2010 Elsevier Ltd. All rights reserved.

All about Listening.

ERIC Educational Resources Information Center

Grunkemeyer, Florence B.

1992-01-01

Discusses the importance of effective listening and problems in the listening process. Presents a matrix evaluating 18 listening inventories on 8 criteria: cost effectiveness, educational use, business use, reliability, validity, adult audience, high school audience, and potential barriers. (JOW)

Anaphylaxis in Schools: Results of the EPIPEN4SCHOOLS Survey Combined Analysis.

PubMed

White, Martha V; Hogue, Susan L; Odom, Dawn; Cooney, Darryl; Bartsch, Jennifer; Goss, Diana; Hollis, Kelly; Herrem, Christopher; Silvia, Suyapa

2016-09-01

A pilot survey described the characteristics of anaphylactic events occurring in an initial set of participating U.S. schools during the 2013-2014 school year. This survey was subsequently readministered to large school districts, which were underrepresented in initial results. A cross-sectional survey was administered to the U.S. schools that were participating in the EPIPEN4SCHOOLS ® program (Mylan Specialty L.P., Canonsburg, PA) to assess characteristics of anaphylactic events. Data from large school districts were added to initial findings in this comprehensive combined analysis. A total of 1,140 anaphylactic events were reported among 6,574 responding schools. Of 1,063 anaphylactic events with data on who experienced the event, it was observed that it occurred mostly in students (89.5%, 951/1,063). For students, anaphylactic events were reported across all grades, with 44.9% (400/891) occurring in high school students, 18.9% (168/891) in middle school students, and 32.5% (290/891) in elementary school students. Food was identified as the most common trigger (60.1%, 622/1,035). A majority of schools (55.0%, 3,332/6,053) permitted only the school nurse and select staff to administer epinephrine to treat anaphylaxis. The unpredictability of anaphylaxis is emphasized by its high occurrence in individuals with no known allergies (25.0%). A majority of schools permitted only the school nurse and select staff to treat anaphylaxis. Thus, individuals experiencing an anaphylactic event may frequently encounter staff members not being permitted to administer potentially life-saving epinephrine. Epinephrine auto-injectors provided by the EPIPEN4SCHOOLS program were used to treat 38.0% of events. Anaphylaxis can occur in children with no previously known allergies, illustrating the importance of public access to epinephrine.

Association of School District Policies for Radon Testing and Radon-Resistant New Construction Practices with Indoor Radon Zones.

PubMed

Foster, Stephanie; Everett Jones, Sherry

2016-12-13

Radon is a naturally occurring, colorless, odorless, and tasteless radioactive gas. Without testing, its presence is unknown. Using nationally representative data from the 2012 School Health Policies and Practices Study, we examined whether the prevalence of school district policies for radon testing and for radon-resistant new construction practices varied by district location in relation to the U.S. Environmental Protection Agency Map of Radon Zones. Among school districts located in counties with high predicted average indoor radon, 42.4% had policies for radon testing and 37.5% had policies for radon-resistant new construction practices. These findings suggest a critical need for improved awareness among policy makers regarding potential radon exposure for both students and school staff.

Association of School District Policies for Radon Testing and Radon-Resistant New Construction Practices with Indoor Radon Zones

PubMed Central

Foster, Stephanie; Everett Jones, Sherry

2016-01-01

Radon is a naturally occurring, colorless, odorless, and tasteless radioactive gas. Without testing, its presence is unknown. Using nationally representative data from the 2012 School Health Policies and Practices Study, we examined whether the prevalence of school district policies for radon testing and for radon-resistant new construction practices varied by district location in relation to the U.S. Environmental Protection Agency Map of Radon Zones. Among school districts located in counties with high predicted average indoor radon, 42.4% had policies for radon testing and 37.5% had policies for radon-resistant new construction practices. These findings suggest a critical need for improved awareness among policy makers regarding potential radon exposure for both students and school staff. PMID:27983613

Factors that predict the use or non-use of virtual dissection by high school biology teachers

NASA Astrophysics Data System (ADS)

Cockerham, William

2001-07-01

With the advent of computers into scholastic classrooms, virtual dissection has become a potential educational tool in high school biology lab settings. Utilizing non-experimental survey research methodology, this study attempted to identify factors that may influence high school biology teachers to use or not to use a virtual dissection. A 75-item research survey instrument consisting of both demographic background and Likert style questions was completed by 215 high school members of the National Association of Biology Teachers. The survey responses provided data to answer the research questions concerning the relationship between the likelihood of a high school biology teacher using a virtual dissection and a number of independent variables from the following three categories: (a) demographics, (b) attitude and experience, and (c) resources and support. These data also allowed for the determination of a demographic profile of the sample population. The demographic profile showed the sample population of high school biology teachers to be two-thirds female, mature, highly educated and very experienced. Analysis of variance and Pearson product moment correlational statistics were used to determine if there was a relationship between high school biology teachers' likelihood to use a virtual dissection and the independent variables. None of the demographic or resource and support independent variables demonstrated a strong relationship to the dependent variable of teachers' likelihood to use a virtual dissection. Three of the attitude and experience independent variables showed a statistically significant (p < .05) relationship to teachers' likelihood to use a virtual dissection: attitude toward virtual dissection, previous use of a virtual dissection and intention to use a real animal dissection. These findings may indicate that teachers are using virtual dissection as a supplement rather than a substitute. It appears that those concerned with promoting virtual dissection in high school biology classrooms will have to develop simulations that are more compelling to the teachers. Additionally, if science teacher organizations want to reduce the controversy surrounding dissection, they may need to re-visit their positions on the importance of real animal dissection.

A community engagement project in an undergraduate oceanography course to increase engagement and representation in marine science among high school students

NASA Astrophysics Data System (ADS)

Clark, C. D.; Prairie, J. C.; Walters, S. A.

2016-02-01

In the context of undergraduate education in oceanography, we are constantly striving for innovative ways to enhance student learning and enthusiasm for marine science. Community engagement is a form of experiential education that not only promotes a better understanding of concepts among undergraduate students but also allows them to interact with the community in a way that is mutually beneficial to both parties. Here I present on my experience in incorporating a community engagement project in my undergraduate physical oceanography course at the University of San Diego (USD) in collaboration with Mission Bay High School (MBHS), a local Title 1 International Baccalaureate high school with a high proportion of low-income students and students from underrepresented groups in STEM. As part of this project, the undergraduate students from my physical oceanography course were challenged to develop interactive workshops to present to the high school students at MBHS on some topic in oceanography. Prior to the workshops, the USD students met with the high school students at MBHS during an introductory meeting in which they could learn about each other's interests and backgrounds. The USD students then worked in teams of three to design a workshop proposal in which they outlined their plan for a workshop that was interactive and engaging, relying on demonstrations and activities rather than lecture. Each of the three teams then presented their workshops on separate days in the Mission Bay High School classroom. Finally, the USD students met again with the high school students at MBHS for a conclusion day in which both sets of students could discuss their experiences with the community engagement project. Through the workshop itself and a reflection essay written afterwards, the USD students learned to approach concepts in oceanography from a different perspective, and think about how student backgrounds can inform teaching these concepts. I will describe preliminary outcomes of this project and discuss the potential of community engagement projects in general to positively impact and integrate both undergraduate and high school education in ocean science.

E-cigarette curiosity among U.S. middle and high school students: Findings from the 2014 national youth tobacco survey.

PubMed

Margolis, Katherine A; Nguyen, Anh B; Slavit, Wendy I; King, Brian A

2016-08-01

Curiosity is a potential risk factor for electronic cigarette (e-cigarette) use, which has increased considerably among US youth in recent years. We examined the relationship between curiosity about e-cigarettes and perceived harm, comparative addictiveness, and e-cigarette advertisement exposure. Data came from the 2014 National Youth Tobacco Survey, a nationally representative survey of U.S. middle and high school students. In 2014, 2.5% of middle school and 9.2% of high school students currently used cigarettes, while 3.9% of middle school and 13.4% of high school students reported current e-cigarette use. Among never e-cigarette users (n=17,286), descriptive statistics assessed curiosity about e-cigarettes by combustible tobacco use, sex, race/ethnicity, and school level. Associations between curiosity and perceived harm (absolute and comparative to cigarettes), comparative addictiveness, and e-cigarette advertising exposure were explored using multivariate models in 2015. Among youth who never used e-cigarettes, 25.8% reported curiosity about e-cigarettes. Higher levels of perceived absolute harm and comparative harm were associated with lower levels of curiosity, while no association was observed between comparative addictiveness and curiosity. Among never combustible tobacco users, the odds of high curiosity were greater among non-Hispanic blacks (odds ratio (OR): 1.39; 95% confidence interval (CI):1.02-1.88), Hispanics (OR=1.79; 95% CI:1.48-2.16), and non-Hispanic 'Other' (OR=1.47; 95% CI:1.15-1.89) race/ethnicities than non-Hispanic whites. One-quarter of middle and high school students who have never used e-cigarettes are curious about the products, with greater curiosity among those with lower perceptions of harm from these products. These findings may help inform future strategies aimed at reducing curiosity about e-cigarettes among youth. Published by Elsevier Inc.

E-cigarette Curiosity among U.S. Middle and High School Students: Findings from the 2014 National Youth Tobacco Survey

PubMed Central

Margolis, Katherine A.; Nguyen, Anh B.; Slavit, Wendy I.; King, Brian A.

2016-01-01

Curiosity is a potential risk factor for electronic cigarette (e-cigarette) use, which has increased considerably among US youth in recent years. We examined the relationship between curiosity about e-cigarettes and perceived harm, comparative addictiveness, and e-cigarette advertisement exposure. Data came from the 2014 National Youth Tobacco Survey, a nationally representative survey of U.S. middle and high school students. In 2014, 2.5% of middle school and 9.2% of high school students currently used cigarettes, while 3.9% of middle school and 13.4% of high school students reported current e-cigarette use. Among never e-cigarette users (n= 17,286), descriptive statistics assessed curiosity about e-cigarettes by combustible tobacco use, sex, race/ethnicity, and school level. Associations between curiosity and perceived harm (absolute and comparative to cigarettes), comparative addictiveness, and e-cigarette advertising exposure were explored using multivariate models in 2015. Among youth who never used e-cigarettes, 25.8% reported curiosity about e-cigarettes. Higher levels of perceived absolute harm and comparative harm were associated with lower levels of curiosity, while no association was observed between comparative addictiveness and curiosity. Among never combustible tobacco users, the odds of high curiosity were greater among non-Hispanic blacks (odds ratio (OR): 1.39; 95% confidence interval (CI):1.02–1.88), Hispanics (OR=1.79; 95%CI:1.48–2.16), and non-Hispanic ‘Other’ (OR=1.47; 95%CI:1.15–1.89) race/ethnicities than non-Hispanic whites. One-quarter of middle and high school students who have never used e-cigarettes are curious about the products, with greater curiosity among those with lower perceptions of harm from these products. These findings may help inform future strategies aimed at reducing curiosity about e-cigarettes among youth. PMID:27155440

Instruction in high schools: the evidence and the challenge.

PubMed

Corcoran, Tom; Silander, Megan

2009-01-01

The combined effects of standards-based reforms and accountability demands arising from recent technological and economic changes, say Tom Corcoran and Megan Silander, are requiring high schools to accomplish something they have never been required to do-ensure that substantially all students achieve at a relatively high level. Meeting that challenge, say the authors, will require high schools to improve the effectiveness of their core technology-instruction. The authors first examine how organizational structures affect instruction. Most high schools, they say, organize instruction by subject or discipline, thus encouraging an isolated and independent approach to teaching rather than one in which teachers are guided by a shared vision or goals. Many schools have focused on increasing teacher collaboration, often through teaming, interdisciplinary teaching, or professional learning communities. Citing limited evidence that these reforms improve instruction and learning, Corcoran and Silander urge researchers to examine whether the changes help schools implement specific instructional reforms and support sustained efforts to improve instruction. Next the authors explore the effects on student learning of instructional strategies such as interdisciplinary teaching, cooperative learning, project-based learning, adaptive instruction, inquiry, and dialogic teaching. The evidence suggests the power of well-designed student grouping strategies, of allowing students to express their ideas and questions, and of offering students challenging tasks. But, the authors say, less than half of American high school students report working in groups, and little class time is devoted to student-centered discussions. The authors conclude that schools should promote the use of proven instructional practices. In addition, teachers should systematically monitor how students vary in what they are learning and adapt their instruction in response to students' progress and needs, in the process learning more about what variations in instruction respond most effectively to common variations in students' learning. The authors argue that such "adaptive instruction" has the greatest potential for success in today's standards-based policy environment with its twin values of equity and excellence.

Improving Reading Outcomes for Students with or at Risk for Reading Disabilities: A Synthesis of the Contributions from the Institute of Education Sciences Research Centers. NCSER 2014-3000

ERIC Educational Resources Information Center

Connor, Carol M.; Alberto, Paul A.; Compton, Donald L.; O'Connor, Rollanda E.

2014-01-01

Reading difficulties and disabilities present serious and potentially lifelong challenges. Children who do not read well are more likely to be retained a grade in school, drop out of high school, become a teen parent, or enter the juvenile justice system. Building on the extant research and seminal studies, including the National Reading Panel and…

Impact of a Mental Health Curriculum on Knowledge and Stigma Among High School Students: A Randomized Controlled Trial.

PubMed

Milin, Robert; Kutcher, Stanley; Lewis, Stephen P; Walker, Selena; Wei, Yifeng; Ferrill, Natasha; Armstrong, Michael A

2016-05-01

This study evaluated the effectiveness of a school-based mental health literacy intervention for adolescents on knowledge and stigma. A total of 24 high schools and 534 students in the regional area of Ottawa, Ontario, Canada participated in this randomized controlled trial. Schools were randomly assigned to either the curriculum or control condition. The curriculum was integrated into the province's grade 11 and 12 "Healthy Living" courses and was delivered by teachers. Changes in mental health knowledge and stigma were measured using pre- and posttest questionnaires. Descriptive analyses were conducted to provide sample characteristics, and multilevel modeling was used to examine study outcomes. For the curriculum condition, there was a significant change in stigma scores over time (p = .001), with positive attitudes toward mental illness increasing from pre to post. There was also a significant change in knowledge scores over time (p < .001), with knowledge scores increasing from pre to post. No significant changes in knowledge or stigma were found for participants in the control condition. A meaningful relationship was found whereby increases in knowledge significantly predicted increases in positive attitudes toward mental health (p < .001). This is the first large randomized controlled trial to demonstrate the effectiveness in mental health literacy of an integrated, manualized mental health educational resource for high school students on knowledge and stigma. Findings also support the applicability by teachers and suggest the potential for broad-based implementation of the educational curriculum in high schools. Replication and further studies are warranted. Clinical trial registration information-Impact of a Mental Health Curriculum for High School Students on Knowledge and Stigma; http://clinicaltrials.gov/; NCT02561780. Copyright © 2016 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

[Impact of an intervention improving the food supply (excluding school meals) with educational support in middle and high schools].

PubMed

Carriere, C; Lorrain, S; Langevin, C; Barberger Gateau, P; Maurice, S; Thibault, H

2015-12-01

Within the Nutrition, Prevention, and Health Program for children and teenagers in Aquitaine, an experimental intervention was implemented in 2007-2008 in the middle and high schools in Aquitaine (southwest France). This intervention aimed to improve the eating habits of adolescents, combining actions to improve the food supply sold during recreational times (remove/limit fat and sugar products sold and promote the sale of fruits and bread) and health education actions to make adolescents aware of the concept of nutritional balance and steer their choice towards recommended products. The aim of this paper was to evaluate the impact of the intervention on the eating behavior of adolescents and the food supply sold during recreational times in middle and high schools in Aquitaine. A survey was conducted before and after the implementation of the intervention in seven middle and high schools that have implemented actions (intervention group) and eight middle and high schools that have not implemented actions (control group). In these schools, 1602 adolescents answered the survey before and 1050 after the intervention (samples were independent because of the anonymity of responses). The impact of the intervention on the dietary behavior of teenagers was modeled using logistic regression adjusted on potential confounding variables (sex, age, and educational status). In multivariate analyses, the intervention was associated with more frequent daily intake of breakfast (OR=2.63; 95% CI [1.89; 3.66]) and lower intake of morning snacks (OR=0.66; 95% CI [0.48; 0.90]), higher consumption of starchy foods (OR=1.77; 95% CI [1.30; 2.42]), bread at breakfast, morning snacks, and a light afternoon meal (OR=1.43; 95% CI [1.07; 1.90]), and the food supply sold at recreational times (OR=1.34 95% CI [1.01; 1.78]). These results show that the "Improving food supply in middle and high schools associated with educational support actions" project led to the sales of recommended foods during recreational times and improved students' eating behavior. These results encourage partners to pursue these actions in all volunteer middle and high schools. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

Utilization of counseling services at one medical school.

PubMed

Chang, Elaine; Eddins-Folensbee, Florence; Porter, Ben; Coverdale, John

2013-08-01

The purpose of this study was to assess the usage of mental health counseling services by medical students. Medical students experience high rates of burnout, depression, and suicidal ideation. Our medical school (Baylor) provides free professional counseling services. The authors administered a survey that included a burnout scale; a depression screen; and questions about demographics, usage of counseling services, and helpful coping mechanisms for 526 first-through third-year students (336 respondents) at one school. Approximately 24% of students with high rates of burnout and 24% of students with depressive symptoms took advantage of counseling services at least once. Of the students who had not used counseling services, approximately 49% were found to have high rates of burnout in the domain of emotional exhaustion. Similarly, of the students who had not accessed counseling services, 56% had depressive symptoms. A large percentage of medical students across three classes did not use mental health counseling services provided by the school. Students should be clearly informed about the availability of counseling services and their potential utility. In addition, specific barriers to attendance should be identified and reduced.

High-School Exit Examinations and the Schooling Decisions of Teenagers: Evidence From Regression-Discontinuity Approaches

PubMed Central

Papay, John P.; Murnane, Richard J.; Willett, John B.

2014-01-01

We examine whether barely failing one or more state-mandated high school exit examinations in Massachusetts affects the probability that students enroll in college. We extend the exit examination literature in two ways. First, we explore longer term effects of failing these tests. We find that barely failing an exit examination, for students on the margin of passing, reduces the probability of college attendance several years after the test. Second, we explore potential interactions that arise because students must pass exit examinations in both mathematics and English language arts in order to graduate from high school. We adopt a variety of regression-discontinuity approaches to address situations where multiple variables assign individuals to a range of treatments; some of these approaches enable us to examine whether the effect of barely failing one examination depends on student performance on the other. We document the range of causal effects estimated by each approach. We argue that each approach presents opportunities and limitations for making causal inferences in such situations and that the choice of approach should match the question of interest. PMID:25606065

Can social support protect bullied adolescents from adverse outcomes? A prospective study on the effects of bullying on the educational achievement and mental health of adolescents at secondary schools in East London

PubMed Central

Rothon, Catherine; Head, Jenny; Klineberg, Emily; Stansfeld, Stephen

2011-01-01

This paper investigates the extent to which social support can have a buffering effect against the potentially adverse consequences of bullying on school achievement and mental health. It uses a representative multiethnic sample of adolescents attending East London secondary schools in three boroughs. Bullied adolescents were less likely to achieve the appropriate academic achievement benchmark for their age group and bullied boys (but not girls) were more likely to exhibit depressive symptoms compared to those not bullied. High levels of social support from family were important in promoting good mental health. There was evidence that high levels of support from friends and moderate (but not high) family support was able to protect bullied adolescents from poor academic achievement. Support from friends and family was not sufficient to protect adolescents against mental health difficulties that they might face as a result of being bullied. More active intervention from schools is recommended. PMID:20637501

Sibling cigarette smoking and peer network influences on substance use potential among adolescent: a population based study.

PubMed

Mahboubi, Samira; Salimi, Yahya; Jorjoran Shushtari, Zahra; Rafiey, Hasan; Sajjadi, Homeira

2017-12-15

Background Peer and parental substance use are established predictors for substance use among adolescent, little is known about influence of sibling cigarette smoking and its interaction with peer network on substance use potential that can introduce an important way for substance use prevention programs. Objective The aim of present study was to explore the association of sibling cigarette smoking and peer network with substance use potential among high school students in Tehran. Subjects Data were drawn from the population-based cross-sectional study of among 650 high schools students. Methods Multiple linear regression was used in order to determine the adjusted association between cigarette smoking among family members, peer network, their interaction and substance use potential. Result Having a sister who smokes (B = 3.19; p < 0.01) and peer network quality were associated with substance use potential (B = -0.1; p < 0.05). The increase in mean of substance use potential associated with decreases in peer network quality score is much more than in who have a sister with a cigarette smoking habit. Conclusion Having a sister who smokes interacts with peer network quality; appears to be one of the important mechanisms for adolescents' tendency to substance use. These findings can help in a better understanding of substance use potential mechanisms, screening efforts and the formulation of prevention programs.

Absenteeism, educational plans, and anxiety among children with incontinence and their parents.

PubMed

Filce, Hollie G; LaVergne, Leslie

2015-04-01

Children with incontinence have more absenteeism, poorer academic performance, and potential social difficulties during the school years. These children and their parents are at risk for illness-related anxiety. Whereas educational plans are designed to remediate educational, medical, and social-emotional barriers at school, little research has explored the relationship among absenteeism, educational plans, and anxiety for this population. Eighty-three families provided demographic information and completed either the Revised Children's Manifest Anxiety Scale Second Edition (RCMAS-2) or the Adult Manifest Anxiety Scale (AMAS-A). A multiple regression analysis was conducted to determine the relationships among these variables. Children with chronic illness resulting in incontinence had greater than expected rates of absenteeism. A high level of absenteeism was a significant predictor of parental anxiety, but not child anxiety. Over one third reported having no plan in place to support the child's needs at school. However, when a plan was present, it had no impact on child or parental anxiety. Absenteeism contributes to familial anxiety and educational difficulties. Despite the potential for educational plans to support these children at school, these plans are underutilized for children with incontinence. This population requires more attention to their academic and social-emotional well-being at school. © 2015, American School Health Association.

Forensic Science Curriculum for High School Students

NASA Astrophysics Data System (ADS)

Burgess, Christiana J.

Over the last several decades, forensic science---the application of science to civil and criminal legal matters---has become of increasing popularity with the public. The range of disciplines within the field is immense, offering individuals the potential for a unique career, regardless of their specific interests or expertise. In response to this growth, many organizations, both public and private, have recognized the need to create forensic science programs that strive to maintain and enhance the quality of forensic science education. Unfortunately, most of the emphasis placed on developing these materials relates to post-secondary education, and creates a significant lack of forensic science educational materials available in the U.S., especially in Oklahoma. The purpose of this project was to create a high school curriculum that provides the foundation for building a broad, yet comprehensive, overview of the field of forensic science and its associated disciplines. The overall goal was to create and provide course materials to high school teachers in order to increase their knowledge of forensic science such that they are able to teach its disciplines effectively and with accuracy. The Forensic Science Curriculum for High School Students includes sample lesson plans, PowerPoint presentations, and lab activities with step-by-step instructions.

Associations of school violence with physical activity among U.S. high school students.

PubMed

Demissie, Zewditu; Lowry, Richard; Eaton, Danice K; Hertz, Marci F; Lee, Sarah M

2014-05-01

This study investigated associations of violence-related behaviors with physical activity (PA)-related behaviors among U.S. high school students. Data from the 2009 national Youth Risk Behavior Survey, a cross-sectional survey of a nationally representative sample of 9th-12th grade students, were analyzed. Sex-stratified, adjusted odds ratios (aORs) and 95% confidence intervals (CIs) were estimated for associations between violence-related behaviors and being physically active for ≥60 minutes daily, sports participation, TV watching for ≥3 hours/day, and video game/computer use for ≥3 hours/day. Among male students, at-school bullying victimization was negatively associated with daily PA (aOR: 0.72; 95% CI: 0.58-0.87) and sports participation; skipping school because of safety concerns was positively associated with video game/computer use (1.42; 1.01-2.00); and physical fighting was positively associated with daily PA. Among female students, at-school bullying victimization and skipping school because of safety concerns were both positively associated with video game/computer use (1.46; 1.19-1.79 and 1.60; 1.09-2.34, respectively), and physical fighting at school was negatively associated with sports participation and positively associated with TV watching. Bullying victimization emerged as a potentially important risk factor for insufficient PA. Schools should consider the role of violence in initiatives designed to promote PA.

Identification of, and Academic Provision for High-Ability Science Students: What Does the Literature Say?

ERIC Educational Resources Information Center

Burrell, Matthew; Horsley, Jenny; Moeed, Azra

2017-01-01

Over the last two decades, education in Australia and New Zealand has focussed on improving student underachievement in schools. There is concern that this focus is having a negative impact on meeting the needs of high-ability students, including those who are potentially high-ability science students. It appears the freedom the national…

Receptive Vocabulary Knowledge in Low-Functioning Autism as Assessed by Eye Movements, Pupillary Dilation, and Event-Related Potentials

DTIC Science & Technology

2012-06-01

for Asperger Syndrome and other high-functioning autism spectrum disorders in school age children. Journal of Autism & Developmental Disorders, 29...Functioning Autism as Assessed by Eye Movements, Pupillary Dilation, and Event-Related Potentials PRINCIPAL INVESTIGATOR: Barry Gordon...Knowledge in Low-Functioning Autism as Assessed by Eye- Movements, Pupillary Dilation, and Event-Related Potentials 5b. GRANT NUMBER W81XWH-10-1-0404

Schools as potential vaccination venue for vaccines outside regular EPI schedule: results from a school census in Pakistan.

PubMed

Soofi, Sajid Bashir; Haq, Inam-Ul; Khan, M Imran; Siddiqui, Muhammad Bilal; Mirani, Mushtaq; Tahir, Rehman; Hussain, Imtiaz; Puri, Mahesh K; Suhag, Zamir Hussain; Khowaja, Asif R; Lasi, Abdul Razzaq; Clemens, John D; Favorov, Michael; Ochiai, R Leon; Bhutta, Zulfiqar A

2012-01-06

Vaccines are the most effective public health intervention. Expanded Program on Immunization (EPI) provides routine vaccination in developing countries. However, vaccines that cannot be given in EPI schedule such as typhoid fever vaccine need alternative venues. In areas where school enrolment is high, schools provide a cost effective opportunity for vaccination. Prior to start of a school-based typhoid vaccination program, interviews were conducted with staff of educational institutions in two townships of Karachi, Pakistan to collect baseline information about the school system and to plan a typhoid vaccination program. Data collection teams administered a structured questionnaire to all schools in the two townships. The administrative staff was requested information on school fee, class enrolment, past history of involvement and willingness of parents to participate in a vaccination campaign. A total of 304,836 students were enrolled in 1,096 public, private, and religious schools (Madrasahs) of the two towns. Five percent of schools refused to participate in the school census. Twenty-five percent of schools had a total enrolment of less than 100 students whereas 3% had more than 1,000 students. Health education programs were available in less than 8% of public schools, 17% of private schools, and 14% of Madrasahs. One-quarter of public schools, 41% of private schools, and 43% of Madrasahs had previously participated in a school-based vaccination campaign. The most common vaccination campaign in which schools participated was Polio eradication program. Cost of the vaccine, side effects, and parents' lack of information were highlighted as important limiting factors by school administration for school-based immunization programs. Permission from parents, appropriateness of vaccine-related information, and involvement of teachers were considered as important factors to improve participation. Health education programs are not part of the regular school curriculum in developing countries including Pakistan. Many schools in the targeted townships participated in immunization activities but they were not carried out regularly. In the wake of low immunization coverage in Pakistan, schools can be used as a potential venue not only for non-EPI vaccines, but for a catch up vaccination of routine vaccines.

Are school-level factors associated with primary school students' experience of physical violence from school staff in Uganda?

PubMed Central

Knight, Louise; Nakuti, Janet; Allen, Elizabeth; Gannett, Katherine R.; Naker, Dipak; Devries, Karen M.

2016-01-01

Background The nature and structure of the school environment has the potential to shape children's health and well being. Few studies have explored the importance of school-level factors in explaining a child's likelihood of experiencing violence from school staff, particularly in low-resource settings such as Uganda. Methods To quantify to what extent a student's risk of violence is determined by school-level factors we fitted multilevel logistic regression models to investigate associations and present between-school variance partition coefficients. School structural factors, academic and supportive environment are explored. Results 53% of students reported physical violence from staff. Only 6% of variation in students' experience of violence was due to differences between schools and half the variation was explained by the school-level factors modelled. Schools with a higher proportion of girls are associated with increased odds of physical violence from staff. Students in schools with a high level of student perceptions of school connectedness have a 36% reduced odds of experiencing physical violence from staff, but no other school-level factor was significantly associated. Conclusion Our findings suggest that physical violence by school staff is widespread across different types of schools in this setting, but interventions that improve students' school connectedness should be considered. PMID:26647396

"A Slow Revolution": Toward a Theory of Intellectual Playfulness in High School Classrooms

ERIC Educational Resources Information Center

Fine, Sarah M.

2014-01-01

In this essay, Sarah M. Fine explores the misalignment between instructional practices in secondary classrooms and the interests and capabilities of adolescent learners. Drawing on a series of ethnographic cases, she explores the potential consequences of this misalignment and attempts to conceptualize an alternate reality in which high school…

Observation and Analysis of Three Gifted Underachievers in an Underserved, Urban High School Setting

ERIC Educational Resources Information Center

Cavilla, Derek

2017-01-01

Underachievement among gifted students is a paradox that frustrates educators because of the significant disparity between students' potential and their performance. Complicating the issue is the highly individualized nature of the underperformance, which must take into consideration factors of student culture, socio-economic status, motivation,…

The Practice of Co-Creating Leadership in High- and Low-Performing High Schools

ERIC Educational Resources Information Center

Jarrett, Ehren; Wasonga, Teresa; Murphy, John

2010-01-01

Purpose: The purpose of this paper is to examine teacher perceptions of the practice of co-creating leadership and its potential impacts on student achievement. Design/methodology/approach: Using a quantitative approach, the study compared the levels of the practice of co-creating leadership dispositional values and institutional conditions that…

Preparing Mathematics and Science Teachers through a Residency Program: Perceptions and Reflections

ERIC Educational Resources Information Center

Garza, Rubén; Werner, Patrice

2014-01-01

The critical challenge of recruiting, preparing, and retaining high-quality mathematics and science teachers for high-need urban schools is complex. Therefore, identifying factors that support and impede a teaching residency program's implementation may have the potential to build an effective initiative that will benefit all stakeholders. The…

The Picric Acid Episode--An "Isolated Incident" That Wasn't.

ERIC Educational Resources Information Center

McDermott, John J.; Edgar, Irvin T.

1979-01-01

This is an account of the discovery of a potentially dangerous high explosive chemical on storeroom shelves of secondary schools in Pennsylvania. A list of guidelines is given to eliminate problems in the future. (SA)

The impact of insecticide-treated school uniforms on dengue infections in school-aged children: study protocol for a randomised controlled trial in Thailand.

PubMed

Wilder-Smith, Annelies; Byass, Peter; Olanratmanee, Phanthip; Maskhao, Pongsri; Sringernyuang, Luechai; Logan, James G; Lindsay, Steve W; Banks, Sarah; Gubler, Duane; Louis, Valérie R; Tozan, Yesim; Kittayapong, Pattamaporn

2012-11-15

There is an urgent need to protect children against dengue since this age group is particularly sensitive to the disease. Since dengue vectors are active mainly during the day, a potential target for control should be schools where children spend a considerable amount of their day. School uniforms are the cultural norm in most developing countries, worn throughout the day. We hypothesise that insecticide-treated school uniforms will reduce the incidence of dengue infection in school-aged children. Our objective is to determine the impact of impregnated school uniforms on dengue incidence. A randomised controlled trial will be conducted in eastern Thailand in a group of schools with approximately 2,000 students aged 7-18 years. Pre-fabricated school uniforms will be commercially treated to ensure consistent, high-quality insecticide impregnation with permethrin. A double-blind, randomised, crossover trial at the school level will cover two dengue transmission seasons. Practical issues and plans concerning intervention implementation, evaluation, analysing and interpreting the data, and possible policy implications arising from the trial are discussed. clinicaltrial.gov. NCT01563640.

The EPA Schools Chemical Cleanout Campaign (SC3) and How You Can Help

NASA Astrophysics Data System (ADS)

Phifer, Russell W.; Gmurczyk, Marta

2008-08-01

The U.S. Environmental Protection Agency (EPA) has historically not recognized chemical disposal in secondary schools as a priority. Considering that laboratory waste as a whole represents less than 0.1% of all hazardous waste, and secondary schools generate less than 1% of that volume, this makes perfect sense from a regulatory perspective. However, it is becoming increasingly obvious that many secondary schools and their local school districts struggle with chemical management. Chemical disposal is not a financial priority, and as a result unused and unneeded chemicals are frequently kept at schools. Often, that storage place is not well planned, chemicals are not secured, and accidents may occur. In addition, the expertise needed to effectively manage chemicals may not be available within the school system. The scope of this problem is extensive—EPA estimates there are at least 33,000 middle and high schools across the country with unnecessary or mismanaged chemicals, potentially affecting 21 million students nationwide. While there are certainly schools that manage chemicals properly, many schools have aging infrastructures, competing priorities, and a lack of resources available to direct towards chemical management.

Portable conduction velocity experiments using earthworms for the college and high school neuroscience teaching laboratory

PubMed Central

Shannon, Kyle M.; Gage, Gregory J.; Jankovic, Aleksandra; Wilson, W. Jeffrey

2014-01-01

The earthworm is ideal for studying action potential conduction velocity in a classroom setting, as its simple linear anatomy allows easy axon length measurements and the worm's sparse coding allows single action potentials to be easily identified. The earthworm has two giant fiber systems (lateral and medial) with different conduction velocities that can be easily measured by manipulating electrode placement and the tactile stimulus. Here, we present a portable and robust experimental setup that allows students to perform conduction velocity measurements within a 30-min to 1-h laboratory session. Our improvement over this well-known preparation is the combination of behaviorally relevant tactile stimuli (avoiding electrical stimulation) with the invention of minimal, low-cost, and portable equipment. We tested these experiments during workshops in both a high school and college classroom environment and found positive learning outcomes when we compared pre- and posttests taken by the students. PMID:24585472

A One-year Case Study: Understanding the Rich Potential of Project-based Learning in a Virtual Reality Class for High School Students

NASA Astrophysics Data System (ADS)

Morales, Teresa M.; Bang, EunJin; Andre, Thomas

2013-10-01

This paper presents a qualitative case analysis of a new and unique, high school, student-directed, project-based learning (PBL), virtual reality (VR) class. In order to create projects, students learned, on an independent basis, how to program an industrial-level VR machine. A constraint was that students were required to produce at least one educational application of VR. This study incorporated in-depth classroom observations, interviews with students, analyses of student projects, and surveys of parents and teachers to examine the social and learning processes in the class, and the nature of content learning represented in student projects. The results demonstrated that PBL can be effective even with minimal teacher guidance. The findings substantiate an educational approach rich with promise, for at least some students, that deserves considerable additional study to maximize its powerful potentials for independent and peer-mentored learning.

Attitudes of School Foodservice Directors about the Potential Benefits of School Wellness Policies

ERIC Educational Resources Information Center

Longley, Carol; Sneed, Jeannie

2009-01-01

Purpose/Objectives: The Reauthorization Act of 2004 requires schools participating in the National School Lunch and School Breakfast Programs to establish a wellness policy. The purpose of this study was to examine school foodservice directors' attitudes about the potential benefits of the wellness policy. Methods: A survey research design was…

Strategic Partnerships for Change in an Environmental Justice Community: The ENRRICH Study.

PubMed

Spencer-Hwang, Rhonda; Soret, Sam; Valladares, Johanny; Torres, Xochitl; Pasco-Rubio, Marco; Dougherty, Molly; Kim, Wonha; Montgomery, Susanne

San Bernardino, California, is home to the San Bernardino Railyard (SBR), a major commerce hub with high associated air-pollution, identified as an environmental justice (EJ) issue by local community and air quality agencies. Alarmingly, one elementary school is located only a few hundred yards from SBR. The school, university researchers, and a local community-based organization (CBO) established a partnership to assess potential adverse health impacts in the children and develop interventions and mitigation plans. Study results comparing target school with a demographically matched school verified community concerns finding significantly poorer respiratory health in children attending school near the railyard. Partners are working with local and state collaboratives, the school board, and funding agencies to address the resulting needs of children through education, mitigation, and prevention in an environment where necessary systems changes involving the railyard are elusive. This paper shares lessons learned in moving toward change when addressing an EJ community's health challenges.

Incidence of Staphylococcus aureus nasal colonization and soft tissue infection among high school football players.

PubMed

Lear, Aaron; McCord, Gary; Peiffer, Jeffrey; Watkins, Richard R; Parikh, Arpan; Warrington, Steven

2011-01-01

Methicillin-resistant Staphylococcus aureus (MRSA) skin and soft tissue infections have been documented with increasing frequency in both team and individual sports in recent years. It also seems that the level of MRSA skin and soft tissue infections in the general population has increased. One hundred ninety athletes from 6 local high school football teams were recruited for this prospective observational study to document nasal colonization and the potential role this plays in skin and soft tissue infections in football players and, in particular, MRSA infections. Athletes had nasal swabs done before their season started, and they filled out questionnaires regarding potential risk factors for skin and soft tissue infections. Those enrolled in the study were then observed over the course of the season for skin and soft tissue infections. Those infected had data about their infections collected. One hundred ninety of 386 available student athletes enrolled in the study. Forty-four of the subjects had nasal colonization with methicillin-susceptible S. aureus, and none were colonized with MRSA. There were 10 skin and soft tissue infections (8 bacterial and 2 fungal) documented over the course of the season. All were treated as outpatients with oral or topical antibiotics, and none were considered serious. Survey data from the preseason questionnaire showed 21% with skin infection, 11% with methicillin-susceptible S. aureus, and none with MRSA infection during the past year. Three reported a remote history of MRSA infection. We documented an overall skin infection rate of 5.3% among high school football players over a single season. Our results suggest that skin and soft tissue infection may not be widespread among high school athletes in northeast Ohio.

Music training alters the course of adolescent auditory development.

PubMed

Tierney, Adam T; Krizman, Jennifer; Kraus, Nina

2015-08-11

Fundamental changes in brain structure and function during adolescence are well-characterized, but the extent to which experience modulates adolescent neurodevelopment is not. Musical experience provides an ideal case for examining this question because the influence of music training begun early in life is well-known. We investigated the effects of in-school music training, previously shown to enhance auditory skills, versus another in-school training program that did not focus on development of auditory skills (active control). We tested adolescents on neural responses to sound and language skills before they entered high school (pretraining) and again 3 y later. Here, we show that in-school music training begun in high school prolongs the stability of subcortical sound processing and accelerates maturation of cortical auditory responses. Although phonological processing improved in both the music training and active control groups, the enhancement was greater in adolescents who underwent music training. Thus, music training initiated as late as adolescence can enhance neural processing of sound and confer benefits for language skills. These results establish the potential for experience-driven brain plasticity during adolescence and demonstrate that in-school programs can engender these changes.

Music training alters the course of adolescent auditory development

PubMed Central

Tierney, Adam T.; Krizman, Jennifer; Kraus, Nina

2015-01-01

Fundamental changes in brain structure and function during adolescence are well-characterized, but the extent to which experience modulates adolescent neurodevelopment is not. Musical experience provides an ideal case for examining this question because the influence of music training begun early in life is well-known. We investigated the effects of in-school music training, previously shown to enhance auditory skills, versus another in-school training program that did not focus on development of auditory skills (active control). We tested adolescents on neural responses to sound and language skills before they entered high school (pretraining) and again 3 y later. Here, we show that in-school music training begun in high school prolongs the stability of subcortical sound processing and accelerates maturation of cortical auditory responses. Although phonological processing improved in both the music training and active control groups, the enhancement was greater in adolescents who underwent music training. Thus, music training initiated as late as adolescence can enhance neural processing of sound and confer benefits for language skills. These results establish the potential for experience-driven brain plasticity during adolescence and demonstrate that in-school programs can engender these changes. PMID:26195739

They Just Respect You for Who You Are: Contributors to Educator Positive Youth Development Promotion for Somali, Latino, and Hmong Students.

PubMed

Allen, Michele L; Rosas-Lee, Maira; Ortega, Luis; Hang, Mikow; Pergament, Shannon; Pratt, Rebekah

2016-02-01

Youth from immigrant communities may experience barriers to connecting with schools and teachers, potentially undermining academic achievement and healthy youth development. This qualitative study aimed to understand how educators serving Somali, Latino, and Hmong (SLH) youth can best promote educator-student connectedness and positive youth development, by exploring the perspectives of teachers, youth workers, and SLH youth, using a community based participatory research approach. We conducted four focus groups with teachers, 18 key informant interviews with adults working with SLH youth, and nine focus groups with SLH middle and high school students. Four themes emerged regarding facilitators to educators promoting positive youth development in schools: (1) an authoritative teaching approach where teachers hold high expectations for student behavior and achievement, (2) building trusting educator-student relationships, (3) conveying respect for students as individuals, and (4) a school infrastructure characterized by a supportive and inclusive environment. Findings suggest a set of skills and educator-student interactions that may promote positive youth development and increase student-educator connectedness for SLH youth in public schools.

Effects of PREPARE, a Multi-component, School-Based HIV and Intimate Partner Violence (IPV) Prevention Programme on Adolescent Sexual Risk Behaviour and IPV: Cluster Randomised Controlled Trial.

PubMed

Mathews, Catherine; Eggers, Sander M; Townsend, Loraine; Aarø, Leif E; de Vries, Petrus J; Mason-Jones, Amanda J; De Koker, Petra; McClinton Appollis, Tracy; Mtshizana, Yolisa; Koech, Joy; Wubs, Annegreet; De Vries, Hein

2016-09-01

Young South Africans, especially women, are at high risk of HIV. We evaluated the effects of PREPARE, a multi-component, school-based HIV prevention intervention to delay sexual debut, increase condom use and decrease intimate partner violence (IPV) among young adolescents. We conducted a cluster RCT among Grade eights in 42 high schools. The intervention comprised education sessions, a school health service and a school sexual violence prevention programme. Participants completed questionnaires at baseline, 6 and 12 months. Regression was undertaken to provide ORs or coefficients adjusted for clustering. Of 6244 sampled adolescents, 55.3 % participated. At 12 months there were no differences between intervention and control arms in sexual risk behaviours. Participants in the intervention arm were less likely to report IPV victimisation (35.1 vs. 40.9 %; OR 0.77, 95 % CI 0.61-0.99; t(40) = 2.14) suggesting the intervention shaped intimate partnerships into safer ones, potentially lowering the risk for HIV.

The Role of Academic Motivation in High School Students’ Current and Lifetime Alcohol Consumption: Adopting a Self-Determination Theory Perspective*

PubMed Central

Wormington, Stephanie V.; Anderson, Kristen G.; Corpus, Jennifer Henderlong

2011-01-01

Objective: The current study investigated the relationship between different types of academic motives—specifically, intrinsic motivation, introjected regulation, and external regulation—and high school students' current and lifetime alcohol consumption. Method: One thousand sixty-seven high school students completed measures of academic motivation, other school-related factors, and lifetime and current alcohol consumption. Results: Using structural equation modeling, different types of motivation and school-related factors were differentially related to student drinking. Specifically, intrinsic motivation was negatively related to lifetime and current alcohol consumption. External regulation, on the other hand, was positively associated with current drinking. Grade point average was the only school-related factor related to student alcohol use. Conclusions: These findings suggest that motivation is an important construct to consider in predicting students’ alcohol use, even when other more commonly studied educational variables are considered. In addition, it supports the adoption of a motivation framework that considers different types of motivation in understanding the relationship between academic motivation and alcohol use. Suggestions for incorporating the self-determination model of motivation into studies of alcohol and substance use, as well as potential impacts on intervention efforts, are discussed. In particular, it may be important to foster only certain types of motivation, rather than all types of academically-focused motives, in efforts to deter alcohol use. PMID:22051210

Equitable Access for Secondary English Learner Students: Course Taking as Evidence of EL Program Effectiveness

PubMed Central

Callahan, Rebecca M.; Shifrer, Dara

2016-01-01

Purpose EL education policy has long directed schools to address English learner (EL) students’ linguistic and academic development, and must do so without furthering inequity or segregation (Lau, 1974; Castañeda, 1981). The recent ESSA (2015) reauthorization expresses a renewed focus on evidence of equity, effectiveness, and opportunity to learn. We propose that high school course taking patterns provide evidence of program effectiveness and equity in access. Research Design Using data from the nationally representative Educational Longitudinal Study of 2002 (ELS: 2002), we employ multinomial regression models to predict students’ likelihood of completing two types of high school coursework (basic graduation, college preparatory) by their linguistic status. Findings Despite considerable linguistic, sociodemographic, and academic controls, marked disparities in high school course taking patterns remain, with EL students experiencing significantly less academic exposure. Implications for Policy and Practice Building on McKenzie and Scheurich’s (2004) notion of an equity trap and evidence of a long-standing EL opportunity gap, we suggest that school leaders might use our findings and their own course taking patterns to prompt discussions about the causes and consequences of local EL placement processes. Such discussions have the potential to raise awareness about how educators and school leaders approach educational equity and access, key elements central to the spirit of EL education policy. PMID:27429476

The role of academic motivation in high school students' current and lifetime alcohol consumption: adopting a self-determination theory perspective.

PubMed

Wormington, Stephanie V; Anderson, Kristen G; Corpus, Jennifer Henderlong

2011-11-01

The current study investigated the relationship between different types of academic motives-specifically, intrinsic motivation, introjected regulation, and external regulation-and high school students' current and lifetime alcohol consumption. One thousand sixty-seven high school students completed measures of academic motivation, other school-related factors, and lifetime and current alcohol consumption. Using structural equation modeling, different types of motivation and school-related factors were differentially related to student drinking. Specifically, intrinsic motivation was negatively related to lifetime and current alcohol consumption. External regulation, on the other hand, was positively associated with current drinking. Grade point average was the only school-related factor related to student alcohol use. These findings suggest that motivation is an important construct to consider in predicting students' alcohol use, even when other more commonly studied educational variables are considered. In addition, it supports the adoption of a motivation framework that considers different types of motivation in understanding the relationship between academic motivation and alcohol use. Suggestions for incorporating the self-determination model of motivation into studies of alcohol and substance use, as well as potential impacts on intervention efforts, are discussed. In particular, it may be important to foster only certain types of motivation, rather than all types of academically-focused motives, in efforts to deter alcohol use.

Influencing Adolescent Leisure Motivation: Intervention Effects of HealthWise South Africa

PubMed Central

Caldwell, Linda L.; Patrick, Megan E.; Smith, Edward A.; Palen, Lori-Ann; Wegner, Lisa

2014-01-01

This study investigates changes in self-reported motivation for leisure due to participation in HealthWise, a high school curriculum aimed at decreasing risk behavior and promoting health behavior. Participants were 2,193 mixed race adolescents (M = 14 years old) from 9 schools (4 intervention, 5 control) near Cape Town, South Africa. Students in the HealthWise school with the greatest involvement in teacher training and implementation fidelity reported increased intrinsic and identified motivation and decreased introjected motivation and amotivation compared to students in control schools. These results point to the potential for intervention programming to influence leisure motivation among adolescents in South Africa and represent a first step toward identifying leisure motivation as a mediator of program effects. PMID:25429164

Determination of SPEAR-1 Rocket Body Potential during High-Voltage Experiments

DTIC Science & Technology

1990-06-01

California at San Diego La Jolla, CA 92093 10 . Dr. C. E. McIlwain Center for Astrophysics and Space Science University of California at San Diego La Jolla...Postgraduate School 39 Naval Postgraduate School 6c. ADDRESS (City, S:are, and ZIP Code) 7b. ADDRESS (Ciy, State, and ZIP Code) Monterey. CA 93943-5000...Monterey. CA 93943-5000 8a. NAME OF FUNDING.SPONSORING 80. OFFICE SYMBOL 9. PROCUREMENT INSTRUMENT IDENTIFICATION NUMBER ORGANIZATION (If applicable

“The Internet is a Mask”: High School Students' Suggestions for Preventing Cyberbullying

PubMed Central

Parris, Leandra N.; Varjas, Kris; Meyers, Joel

2014-01-01

Introduction: Interactions through technology have an important impact on today's youth. While some of these interactions are positive, there are concerns regarding students engaging in negative interactions like cyberbullying behaviors and the negative impact these behaviors have on others. The purpose of the current study was to explore participant suggestions for both students and adults for preventing cyberbullying incidents. Methods: Forty high school students participated in individual, semi-structured interviews. Participant experiences and perceptions were coded using constant comparative methods to illustrate ways in which students and adults may prevent cyberbullying from occurring within their school and community. Results: Students reported that peers would benefit from increasing online security, as well as becoming more aware of their cyber-surroundings. Regarding adult-provided prevention services, participants often discussed that there is little adults can do to reduce cyberbullying. Reasons included the difficulties in restricting online behaviors or providing effective consequences. However, some students did discuss the use of in-school curricula while suggesting that adults blame people rather than technology as potential ways to prevent cyberbullying. Conclusion: Findings from the current study indicate some potential ways to improve adult efforts to prevent cyberbullying. These strategies include parent/teacher training in technology and cyberbullying, interventions focused more on student behavior than technology restriction, and helping students increase their online safety and awareness. PMID:25157306

The nonmedical use of prescription medicines among high school students: a cross-sectional study in Southern China.

PubMed

Wang, Hui; Deng, Jianxiong; Zhou, Xiaolan; Lu, Ciyong; Huang, Jinghui; Huang, Guoliang; Gao, Xue; He, Yuan

2014-08-01

The objective of this study was to examine the prevalence of the nonmedical use of prescription medicines (NMUPM) and the association between NMUPM and demographic, family and school factors. A cross-sectional study was conducted from 2007 to 2009. A total of 21,672 middle and high school students were surveyed in seven cities of Guangdong Province. Self-reported NMUPM and information regarding family and school factors were collected. Multilevel logistic regression analyses were used to explore potentially influential factors. Of the total sample, the mean age was 16 (±1.9) years. Approximately 6.0% of respondents reported lifetime NMUPM. The most common nonmedically used prescription drug among NMUPM users was scattered analgesics, at approximately 3.9%, followed by cough medicine with codeine (2.1%). Multilevel logistic regression analysis indicated that living arrangements, available money, social friends, and smoking were significantly correlated with NMUPM among boys and girls. Academic achievement and family relationships were only significantly correlated with NMUPM among girls, and communication with parents was only associated with NMUPM among boys. These results indicate that NMUPM represented a considerable problem for particular subgroups of adolescents. A well-established surveillance system and target intervention programs are needed given the potential long-term negative outcomes of NMUPM. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

A Case Study of Geologic Hazards Affecting School Buildings: Evaluating Seismic Structural Vulnerability and Landslide Hazards at Schools in Aizawl, India

NASA Astrophysics Data System (ADS)

Perley, M. M.; Guo, J.

2016-12-01

India's National School Safety Program (NSSP) aims to assess all government schools in earthquake prone regions of the country. To supplement the Mizoram State Government's recent survey of 141 government schools, we screened an additional 16 private and 4 government schools for structural vulnerabilities due to earthquakes, as well as landslide hazards, in Mizoram's capital of Aizawl. We developed a geomorphologically derived landslide susceptibility matrix, which was cross-checked with Aizawl Municipal Corporation's landslide hazard map (provided by Lettis Consultants International), to determine the geologic hazards at each school. Our research indicates that only 7% of the 22 assessed school buildings are located within low landslide hazard zones; 64% of the school buildings, with approximately 9,500 students, are located within very high or high landslide hazard zones. Rapid Visual Screening (RVS) was used to determine the structural earthquake vulnerability of each school building. RVS is an initial vulnerability assessment procedure used to inventory and rank buildings that may be hazardous during an earthquake. Our study indicates that all of the 22 assessed school buildings have a damageability rating of Grade 3 or higher on the 5-grade EMS scale, suggesting a significant vulnerability and potential for damage in buildings, ranging from widespread cracking of columns and beam column joints to collapse. Additionally, 86% of the schools we visited had reinforced concrete buildings constructed before Aizawl's building regulations were passed in 2007, which can be assumed to lack appropriate seismic reinforcement. Using our findings, we will give recommendations to the Government of Mizoram to prevent unnecessary loss of life by minimizing each school's landslide risk and ensuring schools are earthquake-resistant.

Program to enrich science and mathematics experiences of high school students through interactive museum internships

DOE Office of Scientific and Technical Information (OSTI.GOV)

Reif, R.J.; Lock, C.R.

1998-11-01

This project addressed the problem of female and minority representation in science and mathematics education and in related fields. It was designed to recruit high school students from under-represented groups into a program that provided significant, meaningful experiences to encourage those young people to pursue careers in science and science teaching. It provided role models for those students. It provided experiences outside of the normal school environment, experiences that put the participants in the position to serve as role models themselves for disadvantaged young people. It also provided encouragement to pursue careers in science and mathematics teaching and related careers.more » In these respects, it complemented other successful programs to encourage participation in science. And, it differed in that it provided incentives at a crucial time, when career decisions are being made during the high school years. Further, it encouraged the pursuit of careers in science teaching. The objectives of this project were to: (1) provide enrichment instruction in basic concepts in the life, earth, space, physical sciences and mathematics to selected high school students participating in the program; (2) provide instruction in teaching methods or processes, including verbal communication skills and the use of questioning; (3) provide opportunities for participants, as paid student interns, to transfer knowledge to other peers and adults; (4) encourage minority and female students with high academic potential to pursue careers in science teaching.« less

School- and Individual-level Predictors of Weight Status Misperception among Korean Adolescents: A National Online Survey.

PubMed

Kim, Yongjoo; Kawachi, Ichiro

2016-01-01

Growing body of literature has reported that weight status estimation pattern, including accurate-, under-, and overestimation, was associated with weight related behaviors and weight change among adolescents and young adults. However, there have been a few studies investigating the potential role of school contexts in shaping adolescents' weight status estimation pattern among Korea adolescents. The aim of the present study was to investigate the association between weight status misperception patterns and factors at individual-, family-, and school-level, simultaneously, and whether there was significant between schools variation in the distribution of each weight status misperception pattern, underestimation and overestimation respectively, among Korean adolescents aged 12-18 years. Data from the Eighth Korea Youth Risk Behavior Web-based Survey (KYRBS), 2012, a nationally representative online survey of 72,228 students (boys = 37,229, girls = 34,999) from a total of 797 middle and high schools were used. Sex stratified multilevel random intercept multinomial logistic models where adolescents (level 1) were nested within schools (level 2) were performed. At the school level, attending a school with higher average BMI (kg/m2) was positively associated with weight status underestimation, and inversely associated with weight status overestimation among boys and girls. Single-sex schooling was positively associated with weight status underestimation among girls. At the family level, higher household income (high/middle versus low) was inversely associated with both weight status under- and overestimation among boys and girls. Higher maternal education (equal to or more than college graduate versus equal to or less than high school graduate) was positively associated with weight status overestimation among boys, and living with both parents (compared to not living with both parents) was inversely associated with weight status underestimation among girls. At the individual level, high academic achievement (compared to low) was positively associated with weight status underestimation among boys and girls. While further research with prospective designs and objectively measured anthropometric information is needed, school environmental factors such as sex composition and school average BMI, as well as, family contexts such as socioeconomic status need to be considered when developing and implementing obesity prevention programs.

School- and Individual-level Predictors of Weight Status Misperception among Korean Adolescents: A National Online Survey

PubMed Central

2016-01-01

Background Growing body of literature has reported that weight status estimation pattern, including accurate-, under-, and overestimation, was associated with weight related behaviors and weight change among adolescents and young adults. However, there have been a few studies investigating the potential role of school contexts in shaping adolescents’ weight status estimation pattern among Korea adolescents. Objective The aim of the present study was to investigate the association between weight status misperception patterns and factors at individual-, family-, and school-level, simultaneously, and whether there was significant between schools variation in the distribution of each weight status misperception pattern, underestimation and overestimation respectively, among Korean adolescents aged 12–18 years. Method Data from the Eighth Korea Youth Risk Behavior Web-based Survey (KYRBS), 2012, a nationally representative online survey of 72,228 students (boys = 37,229, girls = 34,999) from a total of 797 middle and high schools were used. Sex stratified multilevel random intercept multinomial logistic models where adolescents (level 1) were nested within schools (level 2) were performed. Results At the school level, attending a school with higher average BMI (kg/m2) was positively associated with weight status underestimation, and inversely associated with weight status overestimation among boys and girls. Single-sex schooling was positively associated with weight status underestimation among girls. At the family level, higher household income (high/middle versus low) was inversely associated with both weight status under- and overestimation among boys and girls. Higher maternal education (equal to or more than college graduate versus equal to or less than high school graduate) was positively associated with weight status overestimation among boys, and living with both parents (compared to not living with both parents) was inversely associated with weight status underestimation among girls. At the individual level, high academic achievement (compared to low) was positively associated with weight status underestimation among boys and girls. Conclusions While further research with prospective designs and objectively measured anthropometric information is needed, school environmental factors such as sex composition and school average BMI, as well as, family contexts such as socioeconomic status need to be considered when developing and implementing obesity prevention programs. PMID:27144319

Are honors received during surgery clerkships useful in the selection of incoming orthopaedic residents?

PubMed

Harris, Damion; Dyrstad, Brad; Eltrevoog, Holly; Milbrandt, Joseph C; Allan, D Gordon

2009-01-01

The purpose of this study was to review institutional statistics provided in dean's letters and determine the percentage of honors awarded by institution and clerkship specialty.Institutional and clerkship aggregate data were compiled from a review of dean's letters from 80 United States medical schools. The percentage of honors awarded during 3rd year clerkships during 2005 were collected for analysis. Across clerkship specialties, there were no statistically significant differences between the mean percentage of honors given by the medical schools examined with Internal Medicine (27.6%) the low and Psychiatry (33.5%) the high. However, inter-institutional variability observed within each clerkship was high, with surgery clerkship percentage of honors ranging from 2% to 75% of the students. This suggests some schools may be more lenient and other more stringent in awarding honors to their students. This inter-institutional variability makes it difficult to compare honors received by students from different medical schools and weakens the receipt of honors as a primary tool for evaluating potential incoming residents.

Evaluation of the Use of Remote Laboratories for Secondary School Science Education

NASA Astrophysics Data System (ADS)

Lowe, David; Newcombe, Peter; Stumpers, Ben

2013-06-01

Laboratory experimentation is generally considered central to science-based education. Allowing students to "experience" science through various forms of carefully designed practical work, including experimentation, is often claimed to support their learning and motivate their engagement while fulfilling specific curriculum requirements. However, logistical constraints (most especially related to funding) place significant limitations on the ability of schools to provide and maintain high-quality science laboratory experiences and equipment. One potential solution that has recently been the subject of growing interest is the use of remotely accessible laboratories to either supplant, or more commonly to supplement, conventional hands-on laboratories. Remote laboratories allow students and teachers to use high-speed networks, coupled with cameras, sensors, and controllers, to carry out experiments on real physical laboratory apparatus that is located remotely from the student. Research has shown that when used appropriately this can bring a range of potential benefits, including the ability to share resources across multiple institutions, support access to facilities that would otherwise be inaccessible for cost or technical reasons, and provide augmentation of the experimental experience. Whilst there has been considerable work on evaluating the use of remote laboratories within tertiary education, consideration of their role within secondary school science education is much more limited. This paper describes trials of the use of remote laboratories within secondary schools, reporting on the student and teacher reactions to their interactions with the laboratories. The paper concludes that remote laboratories can be highly beneficial, but considerable care must be taken to ensure that their design and delivery address a number of critical issues identified in this paper.

Microcomputer Simulation of Real Gases--Part 1.

ERIC Educational Resources Information Center

Sperandeo-Mineo, R. M.; Tripi, G.

1987-01-01

Describes some simple computer programs designed to simulate the molecular dynamics of two-dimensional systems with a Lennard-Jones interaction potential. Discusses the use of the software in introductory physics courses at the high school and college level. (TW)

A Potential Threat to School-Finance Reform

ERIC Educational Resources Information Center

Odden, Allan

1975-01-01

The revisionist view that property taxes are progressive rather than regressive is contradicted by research that shows the property tax takes proportionately more from the low-income taxpayer than it does from the middle- or high-income taxpayer. (Author/MLF)

A longitudinal analysis of the effects of socioeconomic factors, foreign media, and attitude toward appearance on general and central adiposity in Chinese adolescents

PubMed Central

Felicitas, Jamie Q.; Tanenbaum, Hilary C.; Li, Yawen; Chou, Chih-Ping; Palmer, Paula H.; Spruijt-Metz, Donna; Reynolds, Kim D.; Johnson, C. Anderson; Xie, Bin

2015-01-01

This paper explores the longitudinal effects of socioeconomic factors (i.e., parent education and family income level), foreign media, and attitude toward appearance on general and central adiposity among Chinese adolescents. A longitudinal analysis was performed using data from the China Seven Cities Study, a health promotion and smoking prevention study conducted in seven cities across Mainland China between 2002 and 2005. Participants included 5,020 middle and high school students and their parents. Explanatory variables included foreign media exposure, attitude toward appearance, parent education, and family income. Three-level, random-effect models were used to predict general adiposity (i.e., body mass index) and central adiposity (i.e., waist circumference). The Generalized Estimating Equation approach was utilized to determine the effect of explanatory variables on overweight status. Among girls, foreign media exposure was significantly negatively associated with general adiposity over time (β = − 0.06, p = 0.01 for middle school girls; β = − 0.06, p = 0.03 for high school girls). Attitude toward appearance was associated with lesser odds of being overweight, particularly among high school girls (OR = 0.86, p < 0.01). Among boys, parental education was significantly positively associated with general adiposity (β = 0.62, p < 0.01 for middle school boys; β = 0.37, p = 0.02 for high school boys) and associated with greater odds of being overweight (OR = 1.55, p < 0.01 for middle school boys; OR = 1.26, p = 0.04 for high school boys). Across all gender and grade levels, family income was significantly negatively associated with central adiposity over time. Interventions addressing Chinese adolescent overweight/obesity should consider these factors as potential focus areas. PMID:26279973

Lunch Salad Bars in New Orleans’ Middle and High Schools: Student Intake of Fruit and Vegetables

PubMed Central

Johnson, Carolyn C.; Myers, Leann; Mundorf, Adrienne R.; O’Malley, Keelia; Spruance, Lori Andersen; Harris, Diane M.

2017-01-01

The school lunch salad bar (SB) is a recommended food environmental strategy to increase access to, and consumption of fruit and vegetables (F/V). In a study to examine use of school lunch SBs, middle and high school students provided data via the Automated Self-Administered 24-h dietary recall (24HDR) tool for kids (ASA24-Kids-2012), a web-based data collection platform. Kilocalories were computed, food groups were assigned and F/V sources were obtained. Students (n = 718) from 12 schools with SBs and nine schools without SBs were approximately 87% African American, over 64% female and most were 7th and 8th graders. SB school students had higher median energy consumption at lunch but a higher percent of non-SB students reported eating fruit at lunch compared to SB students. Most students reporting eating F/V at lunch obtained F/V from the cafeteria main line; only 19.6% reported eating F/V exclusively from the SB. In SB schools median intake of cups F/V was higher among students using the SB (0.92) compared to those not using the SB (0.53). Results of this study are mixed, but encouraging. Additional factors, e.g., nutrition education, marketing, and kinds of foods offered on the SB need to be examined for potential influence on SB use. PMID:28406472

Gender Expression, Violence, and Bullying Victimization: Findings From Probability Samples of High School Students in 4 US School Districts.

PubMed

Gordon, Allegra R; Conron, Kerith J; Calzo, Jerel P; White, Matthew T; Reisner, Sari L; Austin, S Bryn

2018-04-01

Young people may experience school-based violence and bullying victimization related to their gender expression, independent of sexual orientation identity. However, the associations between gender expression and bullying and violence have not been examined in racially and ethnically diverse population-based samples of high school students. This study includes 5469 students (13-18 years) from the 2013 Youth Risk Behavior Surveys conducted in 4 urban school districts. Respondents were 51% Hispanic/Latino, 21% black/African American, 14% white. Generalized additive models were used to examine the functional form of relationships between self-reported gender expression (range: 1 = Most gender conforming, 7 = Most gender nonconforming) and 5 indicators of violence and bullying victimization. We estimated predicted probabilities across gender expression by sex, adjusting for sexual orientation identity and potential confounders. Statistically significant quadratic associations indicated that girls and boys at the most gender conforming and nonconforming ends of the scale had elevated probabilities of fighting and fighting-related injury, compared to those in the middle of the scale (p < .05). There was a significant linear relationship between gender expression and bullying victimization; every unit increase in gender nonconformity was associated with 15% greater odds of experiencing bullying (p < .0001). School-based victimization is associated with conformity and nonconformity to gender norms. School violence prevention programs should include gender diversity education. © 2018, American School Health Association.

Lunch Salad Bars in New Orleans' Middle and High Schools: Student Intake of Fruit and Vegetables.

PubMed

Johnson, Carolyn C; Myers, Leann; Mundorf, Adrienne R; O'Malley, Keelia; Spruance, Lori Andersen; Harris, Diane M

2017-04-13

The school lunch salad bar (SB) is a recommended food environmental strategy to increase access to, and consumption of fruit and vegetables (F/V). In a study to examine use of school lunch SBs, middle and high school students provided data via the Automated Self-Administered 24-h dietary recall (24HDR) tool for kids (ASA24-Kids-2012), a web-based data collection platform. Kilocalories were computed, food groups were assigned and F/V sources were obtained. Students (n = 718) from 12 schools with SBs and nine schools without SBs were approximately 87% African American, over 64% female and most were 7th and 8th graders. SB school students had higher median energy consumption at lunch but a higher percent of non-SB students reported eating fruit at lunch compared to SB students. Most students reporting eating F/V at lunch obtained F/V from the cafeteria main line; only 19.6% reported eating F/V exclusively from the SB. In SB schools median intake of cups F/V was higher among students using the SB (0.92) compared to those not using the SB (0.53). Results of this study are mixed, but encouraging. Additional factors, e.g., nutrition education, marketing, and kinds of foods offered on the SB need to be examined for potential influence on SB use.

Urban high school students' perspectives about sexual health decision-making: the role of school culture and identity

NASA Astrophysics Data System (ADS)

Brotman, Jennie S.; Mensah, Felicia Moore

2013-06-01

Studies across fields such as science education, health education, health behavior, and curriculum studies identify a persistent gap between the aims of the school curriculum and its impact on students' thinking and acting about the real-life decisions that affect their lives. The present study presents a different story from this predominant pattern in the literature. Through a year-long ethnographic investigation of a health-focused New York City public high school's HIV/AIDS and sex education program, this study illustrates a case in which 20 12th grade students respond positively to their education on these topics and largely assert that school significantly influences their perspectives and actions related to sexual health decision-making. This paper presents the following interpretation of this positive influence: school culture influences these students' perspectives and decisions around sexual health by contributing to the formation of students' identities. This paper further shows how science learning in particular becomes important for students in relation to decision-making when it is linked to issues of identity. These findings suggest that, in addition to attending to the design of classroom curriculum, HIV/AIDS and sex education researchers and curriculum developers (as well as those in science education focusing on other controversial science topics) might also explore the kinds of relational and school-wide factors that potentially influence students' identities, decisions, and responses to school learning.

Exploring high school learners' perceptions of bullying.

PubMed

Blake, Patricia; Louw, Johann

2010-12-01

Learners' perceptions of aspects of school life that are sufficiently serious to interfere with their schoolwork were investigated. Bullying was a form of behaviour that was singled out for inclusion and further exploration in the study. Learners from three coeducational Western Cape Education Department schools were surveyed: 414 Grade 8 and 474 Grade 9 learners completed an anonymous, voluntary self-report questionnaire. Factors identified as most frequently interfering with their schoolwork included classmates not listening in class, feeling overwhelmed by schoolwork, teacher absenteeism, and verbal fighting. When asked specifically about bullying, 40% of learners indicated that they frequently experienced bullying at school-although they ranked it as much lower when compared to other potentially problematic school experiences. Furthermore, although the majority of learners indicated they thought teachers considered bullying a problem, few felt there was anything that school staff could do to counteract bullying effectively. These findings suggest that learners perceive bullying as an unavoidable part of school experience and have normalised this aggressive behaviour.

Competing Perspectives During Organizational Socialization on the Role of Certified Athletic Trainers in High School Settings

PubMed Central

Mensch, James; Crews, Candice; Mitchell, Murray

2005-01-01

Context: When certified athletic trainers (ATCs) enter a workplace, their potential for professional effectiveness is affected by a number of factors, including the individual's ability to put acquired knowledge, skills, and attitudes into practice. This ability may be influenced by the preconceived attitudes and expectations of athletes, athletes' parents, athletic directors, physical therapists, physicians, and coaches. Objective: To examine the perspectives of high school coaches and ATCs toward the ATC's role in the high school setting by looking at 3 questions: (1) What are coaches' expectations of ATCs during different phases of a sport season? (2) What do ATCs perceive their role to be during different phases of a season? and (3) How do coaches' expectations compare with ATCs' expectations? Design: Qualitative research design involving semistructured interviews. Setting: High schools. Patients or Other Participants: Twenty high school varsity basketball coaches from 10 high schools in 2 states and the ATCs assigned to these teams. Main Outcome Measure(s): For the coaches, 12 questions focused on 3 specific areas: (1) the athletic training services they received as high school basketball coaches, (2) each coach's expectations of the ATC with whom he or she was working during various phases of the season, and (3) coaches' levels of satisfaction with the athletic training services provided to their team. For the ATCs, 17 questions focused on 3 areas: (1) the ATC's background, (2) the ATC's perceived duties at different phases of the basketball season and his or her relationship with the coach, and (3) other school factors that enhanced or interfered with the ATC's ability to perform duties. Results: Three themes emerged. Coaches had limited knowledge and understanding of ATCs' qualifications, training, professional preparation, and previous experience. Coaches simply expected ATCs to be available to complement their roles. Positive communication was identified as a critical component to a good coach-ATC relationship. Conclusions: Although all participants valued good communication, poor communication appeared to limit ATCs' contributions to player performance beyond simple availability. Coaches must be educated by ATCs to ensure they are receiving qualified athletic training support. PMID:16404456

Competing perspectives during organizational socialization on the role of certified athletic trainers in high school settings.

PubMed

Mensch, James; Crews, Candice; Mitchell, Murray

2005-01-01

When certified athletic trainers (ATCs) enter a workplace, their potential for professional effectiveness is affected by a number of factors, including the individual's ability to put acquired knowledge, skills, and attitudes into practice. This ability may be influenced by the preconceived attitudes and expectations of athletes, athletes' parents, athletic directors, physical therapists, physicians, and coaches. To examine the perspectives of high school coaches and ATCs toward the ATC's role in the high school setting by looking at 3 questions: (1) What are coaches' expectations of ATCs during different phases of a sport season? (2) What do ATCs perceive their role to be during different phases of a season? and (3) How do coaches' expectations compare with ATCs' expectations? Qualitative research design involving semistructured interviews. High schools. Twenty high school varsity basketball coaches from 10 high schools in 2 states and the ATCs assigned to these teams. For the coaches, 12 questions focused on 3 specific areas: (1) the athletic training services they received as high school basketball coaches, (2) each coach's expectations of the ATC with whom he or she was working during various phases of the season, and (3) coaches' levels of satisfaction with the athletic training services provided to their team. For the ATCs, 17 questions focused on 3 areas: (1) the ATC's background, (2) the ATC's perceived duties at different phases of the basketball season and his or her relationship with the coach, and (3) other school factors that enhanced or interfered with the ATC's ability to perform duties. Three themes emerged. Coaches had limited knowledge and understanding of ATCs' qualifications, training, professional preparation, and previous experience. Coaches simply expected ATCs to be available to complement their roles. Positive communication was identified as a critical component to a good coach-ATC relationship. Although all participants valued good communication, poor communication appeared to limit ATCs' contributions to player performance beyond simple availability. Coaches must be educated by ATCs to ensure they are receiving qualified athletic training support.

Who Will Experience the Most Alcohol Problems in College? The Roles of Middle and High School Drinking Tendencies.

PubMed

Scaglione, Nichole M; Mallett, Kimberly A; Turrisi, Rob; Reavy, Racheal; Cleveland, Michael J; Ackerman, Sarah

2015-10-01

Previous work examining college drinking tendencies has identified a disproportionately small (20%), but uniquely high-risk group of students who experience nearly 50% of the reported alcohol-related consequences (i.e., the multiple repeated consequences, or MRC, group). With the goal of reducing drinking-related consequences later in college, this study sought to identify potential MRC group members in their first semester by examining: (i) early-risk subgroups based on analysis of early-risk screening constructs (e.g., age of drinking onset, middle school alcohol exposure, high school drinking, and consequences); and (ii) their association with MRC criteria early in the first semester of college. A random sample of 2,021 first-year college student drinkers (56% female) completed a web-based drinking survey in their first semester on campus. Latent class analysis revealed 4 early-risk subgroups: (i) an early-onset risk group who endorsed early age of drinking onset and engaged in heavy middle and high school drinking (10%); (ii) a late-onset risk group who engaged in weekend drinking and drunkenness and experienced 6 or more unique consequences as seniors in high school (32%); (iii) an early-onset limited risk group who only endorsed early age of onset and middle school drinking (3%); and (iv) a minimal risk group who did not engage in any early-risk behaviors (55%). Members of both the early- and late-onset risk groups had significantly higher odds of MRC membership in their first semester of college (9.85 and 6.79 greater, respectively). Results suggest age of onset, middle and high school drinking and drunkenness, and frequency of unique consequences could be particularly useful in brief screening tools. Further, findings support early screening and prevention efforts for MRC membership prior to college matriculation. Copyright © 2015 by the Research Society on Alcoholism.

Experience and the arts: An examination of an arts-based chemistry class

NASA Astrophysics Data System (ADS)

Wunsch, Patricia Ann

Many high school students are either intimidated or unmotivated when faced with science courses taught with a traditional teaching methodology. The focus of this study was the integration of the arts, specifically the Creative Arts Laboratory (CAL) approach, into the teaching methodology and assessment of a high school chemistry class, with particular interest in what occurs from the point of view of the students and the teacher throughout the integration. Using a case study design, research questions were developed that looked at the effects of arts-integration on the students and teacher in a high school chemistry class; what strategies of arts integration were viewed positively and negatively by the students and teacher; and what role the arts may play in the formation of a new approach to the high school science curriculum. The levels of student engagement and participation were changed and thusly viewed positively by both students and teacher. Specifically, group work that allowed students to choose various arts elements to depict chemistry concepts was considered most favorably. The role of the teacher shifted from a teacher-centered design to a more student-centered environment. Classroom activities that garnered the most student engagement included peer-to-peer review through the critique process and the reinforcement of vocabulary definitions through movement activities. Negative student reviews of the integration were noted when time constraints prevented them from completing their projects to their own standards of satisfaction. However, within this study, the arts allowed many students of varying learning abilities to potentially grasp and understand scientific concepts in new and individual ways, which reinforces an inquiry-based scientific method. Further research is necessary to determine how to prepare teachers to use varying teaching methodologies including the CAL method. Moreover, high school science curricula need to be reviewed to potentially include learning activities and assessments that incorporate the arts through movement, music, narratives, artistic renderings, and student peer-to-peer critiques. Additionally, critiques and peer review of the teacher's delivery of various pedagogical methods need to be incorporated into teacher evaluations.

College Enrollment and Completion among Nationally Recognized High-Achieving Hispanic Students

ERIC Educational Resources Information Center

Gurantz, Oded; Hurwitz, Michael; Smith, Jonathan

2017-01-01

Hispanic high school graduates have lower college completion rates than academically similar white students. As Hispanic students have been theorized to be more constrained in the college search and selection process, one potential policy lever is to increase the set of colleges to which these students apply and attend. In this paper, we…

Potential Contributions by the Behavioral Sciences to Effective Preparation Programs for Teachers of Mexican-American Children.

ERIC Educational Resources Information Center

Ramirez, Manuel III

Summary information of several research projects is presented to show that underprivileged children are not prepared to cope with intellectual and social demands of the school. Results of several value scales administered to both Mexican American and Anglo junior high, senior high, and college students indicate that Mexican American students agree…

The Effect of Career and Technical Education on Human Capital Accumulation: Causal Evidence from Massachusetts

ERIC Educational Resources Information Center

Dougherty, Shaun M.

2018-01-01

Earlier work demonstrates that career and technical education (CTE) can provide long-term financial benefits to participants, yet few have explored potential academic impacts, with none in the era of high-stakes accountability. This paper investigates the causal impact of participating in a specialized high school-based CTE delivery system on high…

The Pedagogy of Confidence: Inspiring High Intellectual Performance in Urban Schools

ERIC Educational Resources Information Center

Jackson, Yvette

2011-01-01

In her new book, Yvette Jackson shows educators how to focus on students' strengths to inspire learning and high intellectual performance. Jackson asserts that the myth that the route to increasing achievement by focusing on weaknesses (promoted by policies such as NCLB) has blinded us to the strengths and intellectual potential of urban…

Supporting Early Math--Rationales and Requirements for High Quality Software

ERIC Educational Resources Information Center

Haake, Magnus; Husain, Layla; Gulz, Agneta

2015-01-01

There is substantial evidence that preschooler's performance in early math is highly correlated to math performance throughout school as well as academic skills in general. One way to help children attain early math skills is by using targeted educational software and the paper discusses potential gains of using such software to support early math…

Gender roles and scholastic performance among adolescent Vietnamese women: the paradox of ethnic patriarchy.

PubMed

Bankston Cl

1995-05-01

The author argues that Vietnamese patriarchal views regarding gender roles have led to greater educational advancement among Vietnamese women as compared to men in the US. Data for this study were obtained from the 1990 census and from interviews in 1994 at two high schools located near a Vietnamese community and at a public high school for honor students. The survey sample included 402 Vietnamese students from the three schools. The sample was 90% of all Vietnamese students enrolled at these schools and 75% of high school students living in the neighborhood near the schools. Census data showed that Vietnamese women over age 25 were more likely than similarly aged men to have less than a high school education or a college education. The education gap between men and women declined among the population aged under 25 years. Among married men and women aged 16-24 years, there were few gender differences in the proportion of school drop outs. However, among the unmarried aged 16-24 years, young women were significantly more likely to be enrolled in college and were less likely to drop out of school. Among the sample student population, findings indicate that female students had significantly higher grades and spent more time on home work. Census reports reveal that women were more likely both to report the lack of plans for college and to report that college was very important to them. Fathers stressed the importance of obedience until marriage and achievement among daughters. Fathers expected daughters to advance educationally for a number of reasons. Mothers agreed with fathers that the education and employment of women was not a rejection of traditional Vietnamese values. Mothers believed that daughters would be increasing their potential resources by improving their educational status. Adolescent males held more traditional attitudes towards wives as mothers. Young women reported stricter social controls of behavior from parents.

Asbestos exposure--quantitative assessment of risk

DOE Office of Scientific and Technical Information (OSTI.GOV)

Hughes, J.M.; Weill, H.

Methods for deriving quantitative estimates of asbestos-associated health risks are reviewed and their numerous assumptions and uncertainties described. These methods involve extrapolation of risks observed at past relatively high asbestos concentration levels down to usually much lower concentration levels of interest today--in some cases, orders of magnitude lower. These models are used to calculate estimates of the potential risk to workers manufacturing asbestos products and to students enrolled in schools containing asbestos products. The potential risk to workers exposed for 40 yr to 0.5 fibers per milliliter (f/ml) of mixed asbestos fiber type (a permissible workplace exposure limit under considerationmore » by the Occupational Safety and Health Administration (OSHA) ) are estimated as 82 lifetime excess cancers per 10,000 exposed. The risk to students exposed to an average asbestos concentration of 0.001 f/ml of mixed asbestos fiber types for an average enrollment period of 6 school years is estimated as 5 lifetime excess cancers per one million exposed. If the school exposure is to chrysotile asbestos only, then the estimated risk is 1.5 lifetime excess cancers per million. Risks from other causes are presented for comparison; e.g., annual rates (per million) of 10 deaths from high school football, 14 from bicycling (10-14 yr of age), 5 to 20 for whooping cough vaccination. Decisions concerning asbestos products require participation of all parties involved and should only be made after a scientifically defensible estimate of the associated risk has been obtained. In many cases to date, such decisions have been made without adequate consideration of the level of risk or the cost-effectiveness of attempts to lower the potential risk. 73 references.« less

Constructing "Authentic" Science: Results from a University/High School Collaboration Integrating Digital Storytelling and Social Networking

NASA Astrophysics Data System (ADS)

Olitsky, Stacy; Becker, Elizabeth A.; Jayo, Ignacio; Vinogradov, Philip; Montcalmo, Joseph

2018-02-01

This study explores the implications of a redesign of a college course that entailed a new partnership between a college neuroscience classroom and a high school. In this course, the college students engaged in original research projects which included conducting brain surgery and behavioural tests on rats. They used digital storytelling and social networking to communicate with high school students and were visited by the students during the semester. The aims of the redesign were to align the course with science conducted in the field and to provide opportunities to disseminate scientific knowledge through emerging technologies. This study investigates the impact of these innovations on the college and high school students' perceptions of authentic science, including their relationship with science-centred communities. We found that these collaborative tools increased college students' perceptions that authentic science entailed communication with the general public, in addition to supporting prior perceptions of the importance of conducting experiments and presenting results to experts. In addition, the view of science as high-status knowledge was attenuated as students integrated non-formal communication practices into presentations, showing the backstage process of learning, incorporating music and youth discourse styles, and displaying emotional engagement. An impact of these hybrid presentation approaches was an increase in the high school students' perceptions of the accessibility of laboratory science. We discuss how the use of technologies that are familiar to youth, such as iPads, social networking sites, and multimedia presentations, has the potential to prioritize students' voices and promote a more inclusive view of science.

Demographic and Financial Characteristics of School Districts with Low and High À La Carte Sales in Rural Kansas Public Schools

PubMed Central

Nollen, Nicole L.; Kimminau, Kim; Nazir, Niaman

2013-01-01

Reducing à la carte (ALC) items in schools – i.e., foods and beverages sold outside the reimbursable meals program -- may have important implications for childhood obesity. However, schools are reluctant to reduce ALC offerings because of the impact these changes could have on revenue. Some food service programs operate with limited ALC sales, but little is known about these programs. This secondary data analysis compared rural and urban/suburban school districts with low and high ALC sales. Food service financial records (2007–2008) were obtained from the Kansas State Department of Education (KSDE) for all public K-12 school districts (n=302). Chi-square and t-tests were used to examine the independent association of variables to ALC sales. A multivariate model was then constructed of the factors most strongly associated with low ALC sales. In rural districts with low ALC sales, lunch prices and participation were higher; lunch costs and ALC quality were lower; and fewer free/reduced price lunches were served compared to rural districts with high ALC sales. Lunch price (OR=1.2, 95% CI = 1.1–1.4) and free/reduced price lunch participation (OR=3.0, 95% CI=1.0–9.8) remained in the multivariate model predicting low ALC sales. No differences were found between urban/suburban districts with low and high ALC sales. Findings highlight important factors to maintaining low ALC sales. Schools should consider raising lunch prices and increasing meal participation rates as two potential strategies for reducing the sale of ALC items without compromising food service revenue. PMID:21616201

Teachers' Perspectives on Online Virtual Labs vs. Hands-On Labs in High School Science

NASA Astrophysics Data System (ADS)

Bohr, Teresa M.

This study of online science teachers' opinions addressed the use of virtual labs in online courses. A growing number of schools use virtual labs that must meet mandated laboratory standards to ensure they provide learning experiences comparable to hands-on labs, which are an integral part of science curricula. The purpose of this qualitative case study was to examine teachers' perceptions of the quality and effectiveness of high school virtual labs. The theoretical foundation was constructivism, as labs provide student-centered activities for problem solving, inquiry, and exploration of phenomena. The research questions focused on experienced teachers' perceptions of the quality of virtual vs. hands-on labs. Data were collected through survey questions derived from the lab objectives of The Next Generation Science Standards . Eighteen teachers rated the degree of importance of each objective and also rated how they felt virtual labs met these objectives; these ratings were reported using descriptive statistics. Responses to open-ended questions were few and served to illustrate the numerical results. Many teachers stated that virtual labs are valuable supplements but could not completely replace hands-on experiences. Studies on the quality and effectiveness of high school virtual labs are limited despite widespread use. Comprehensive studies will ensure that online students have equal access to quality labs. School districts need to define lab requirements, and colleges need to specify the lab experience they require. This study has potential to inspire positive social change by assisting science educators, including those in the local school district, in evaluating and selecting courseware designed to promote higher order thinking skills, real-world problem solving, and development of strong inquiry skills, thereby improving science instruction for all high school students.

Exploring the Changing Meaning of Work for American High School Seniors from 1976 to 2005.

PubMed

Wray-Lake, Laura; Syvertsen, Amy K; Briddell, Laine; Osgood, D Wayne; Flanagan, Constance A

2011-09-01

Using data from the Monitoring the Future study, this paper presents historical trends in U.S. high school seniors' work values across 30 years (1976 to 2005. Adolescents across three decades highly valued most aspects of work examined. Recent cohorts showed declines in the importance of work, values for job security, and various potential intrinsic rewards of work. After increasing until 1990, adolescents remained stable in their values for extrinsic and materialistic aspects of work until 2005. The value of work that allows for leisure time has steadily increased. Stable level differences in work values emerged for adolescents by gender, race, parents' education, and college aspirations. Findings have implications for understanding the changing meaning of work for the future workforce.

U.S. elementary and secondary schools: equalizing opportunity or replicating the status quo?

PubMed

Rouse, Cecilia Elena; Barrow, Lisa

2006-01-01

Although education pays off handsomely in the United States, children from low-income families attain less education than children from more advantaged families. In this article, Cecilia Elena Rouse and Lisa Barrow investigate why family background is so strongly linked to education. The authors show that family socioeconomic status affects such educational outcomes as test scores, grade retention, and high school graduation, and that educational attainment strongly affects adult earnings. They then go on to ask why children from more advantaged families get more or better schooling than those from less advantaged families. For low-income students, greater psychological costs, the cost of forgone income (continuing in school instead of getting a job), and borrowing costs all help to explain why these students attain less education than more privileged children. And these income-related differences in costs may themselves be driven by differences in access to quality schools. As a result, U.S. public schools tend to reinforce the transmission of low socioeconomic status from parents to children. Policy interventions aimed at improving school quality for children from disadvantaged families thus have the potential to increase social mobility. Despite the considerable political attention paid to increasing school accountability, as in the No Child Left Behind Act, along with charter schools and vouchers to help the children of poor families attend private school, to date the best evidence suggests that such programs will improve student achievement only modestly. Based on the best research evidence, smaller class sizes seem to be one promising avenue for improving school quality for disadvantaged students. High teacher quality is also likely to be important. However, advantaged families, by spending more money on education outside school, can and will partly undo policy attempts to equalize school quality for poor and nonpoor children.

Potential of Using iPad as a Supplement to Teach Math to Students with Learning Disabilities

ERIC Educational Resources Information Center

Kaur, Daljit; Koval, Ashely; Chaney, Hannah

2017-01-01

This qualitative study was conducted to identify the potential of using iPad as a supplement to teach math to students with learning disabilities. Ten teacher candidates from a university in the south provided one-on-one math tutoring services to ten students in a self-contained classroom at a local high poverty elementary school. The students…

An alternative approach to the Boltzmann distribution through the chemical potential

NASA Astrophysics Data System (ADS)

D'Anna, Michele; Job, Georg

2016-05-01

The Boltzmann distribution is one of the most significant results of classical physics. Despite its importance and its wide range of application, at high school level it is mostly presented without any derivation or link to some basic ideas. In this contribution we present an approach based on the chemical potential that allows to derive it directly from the basic idea of thermodynamical equilibrium.

Charter School Barriers: Do Enrollment Requirements Limit Student Access to Charter Schools?

ERIC Educational Resources Information Center

Weiler, Spencer C.; Vogel, Linda R.

2015-01-01

The potential of the charter school movement to positively influence traditional public education lies in the ability of charter school officials to provide all students access to the curriculum. The aim of this study was to document potential registration and enrollment barriers incorporated into the practices of Colorado charter schools. The…

Prediction by data mining, of suicide attempts in Korean adolescents: a national study

PubMed Central

Bae, Sung Man; Lee, Seung A; Lee, Seung-Hwan

2015-01-01

Objective This study aimed to develop a prediction model for suicide attempts in Korean adolescents. Methods We conducted a decision tree analysis of 2,754 middle and high school students nationwide. We fixed suicide attempt as the dependent variable and eleven sociodemographic, intrapersonal, and extrapersonal variables as independent variables. Results The rate of suicide attempts of the total sample was 9.5%, and severity of depression was the strongest variable to predict suicide attempt. The rates of suicide attempts in the depression and potential depression groups were 5.4 and 2.8 times higher than that of the non-depression group. In the depression group, the most powerful factor to predict a suicide attempt was delinquency, and the rate of suicide attempts in those in the depression group with higher delinquency was two times higher than in those in the depression group with lower delinquency. Of special note, the rate of suicide attempts in the depressed females with higher delinquency was the highest. Interestingly, in the potential depression group, the most impactful factor to predict a suicide attempt was intimacy with family, and the rate of suicide attempts of those in the potential depression group with lower intimacy with family was 2.4 times higher than that of those in the potential depression group with higher intimacy with family. And, among the potential depression group, middle school students with lower intimacy with family had a 2.5-times higher rate of suicide attempts than high school students with lower intimacy with family. Finally, in the non-depression group, stress level was the most powerful factor to predict a suicide attempt. Among the non-depression group, students who reported high levels of stress showed an 8.3-times higher rate of suicide attempts than students who reported average levels of stress. Discussion Based on the results, we especially need to pay attention to depressed females with higher delinquency and those with potential depression with lower intimacy with family to prevent suicide attempts in teenagers. PMID:26396521

Radon: The Silent Danger.

ERIC Educational Resources Information Center

Stoffel, Jennifer

1989-01-01

This article discusses the public health dangers associated with radon exposure in homes and schools. In addition, testing and corrective efforts by federal and state agencies are discussed. A map indicating areas in the U.S. with potentially high radon levels is included. (IAH)

Expect the Best.

ERIC Educational Resources Information Center

Omotani, Barbara J.; Omotani, Les

1996-01-01

School leaders can create an environment that supports highly effective beliefs, attitudes, and behaviors in teachers. Effective teachers believe every student has abundant, innate potential. Instead of watering down standards and expectations, they modify three key variables (time, grouping, and methodology) to help specific students achieve…

Old Train, New Track.

ERIC Educational Resources Information Center

Prokopeak, Andrew W.

1984-01-01

Presents ideas for using model trains as a teaching tool and/or minicourse in junior high school science classes. Students investigate such topics as electric motor operation, electric potential, resistance, electromagnets, transformers, switches, centripetal force, cam mechanism, circuitry and wiring techniques, and ammeters. Directions for…

Are school-level factors associated with primary school students' experience of physical violence from school staff in Uganda?

PubMed

Knight, Louise; Nakuti, Janet; Allen, Elizabeth; Gannett, Katherine R; Naker, Dipak; Devries, Karen M

2016-01-01

The nature and structure of the school environment has the potential to shape children's health and well being. Few studies have explored the importance of school-level factors in explaining a child's likelihood of experiencing violence from school staff, particularly in low-resource settings such as Uganda. To quantify to what extent a student's risk of violence is determined by school-level factors we fitted multilevel logistic regression models to investigate associations and present between-school variance partition coefficients. School structural factors, academic and supportive environment are explored. 53% of students reported physical violence from staff. Only 6% of variation in students' experience of violence was due to differences between schools and half the variation was explained by the school-level factors modelled. Schools with a higher proportion of girls are associated with increased odds of physical violence from staff. Students in schools with a high level of student perceptions of school connectedness have a 36% reduced odds of experiencing physical violence from staff, but no other school-level factor was significantly associated. Our findings suggest that physical violence by school staff is widespread across different types of schools in this setting, but interventions that improve students' school connectedness should be considered. © The Author 2015. Published by Oxford University Press on behalf of Royal Society of Tropical Medicine and Hygiene.

Internality and externality correlates of potential drivers among high school pupils in Holon (Israel).

PubMed

Brook, U; Weitzman, A

1994-01-01

Car accidents are the leading causes of death and handicap among adolescents and young adults. Thirty-six pupils from the last class in high school (in the age group 17-18 years) have attended lectures with explanations concerning the consequences of car accidents by physicians of rehabilitation centers. They also were taken on a one-day visit to such a center. They have seen and talked with persons who were severely handicapped because of car accidents, and have followed the physical therapists and occupational healing therapists throughout their work day. The pupils completed the Rotter and Montag Internality-Externality Scale questionnaire before and after the meeting and staging with the handicaps, and the results showed an increase of 10.28% in their Internal focus of control. The conclusion is that confrontation of young future drivers with handicaps as a result of car accidents in rehabilitation centers should be a routine and regular habit during the last classes of high school.

Adventures in supercomputing: An innovative program for high school teachers

DOE Office of Scientific and Technical Information (OSTI.GOV)

Oliver, C.E.; Hicks, H.R.; Summers, B.G.

1994-12-31

Within the realm of education, seldom does an innovative program become available with the potential to change an educator`s teaching methodology. Adventures in Supercomputing (AiS), sponsored by the U.S. Department of Energy (DOE), is such a program. It is a program for high school teachers that changes the teacher paradigm from a teacher-directed approach of teaching to a student-centered approach. {open_quotes}A student-centered classroom offers better opportunities for development of internal motivation, planning skills, goal setting and perseverance than does the traditional teacher-directed mode{close_quotes}. Not only is the process of teaching changed, but the cross-curricula integration within the AiS materials ismore » remarkable. Written from a teacher`s perspective, this paper will describe the AiS program and its effects on teachers and students, primarily at Wartburg Central High School, in Wartburg, Tennessee. The AiS program in Tennessee is sponsored by Oak Ridge National Laboratory (ORNL).« less