regular school setting: Topics by Science.gov

Sample records for regular school setting

Who is where? Characteristics of deaf and hard-of-hearing students in regular and special schools.

PubMed

Shaver, Debra M; Marschark, Marc; Newman, Lynn; Marder, Camille

2014-04-01

To address the needs and abilities of deaf and hard-of-hearing (DHH) students in different educational settings, it is important to understand who is in which setting. A secondary analysis of the National Longitudinal Transition Study 2 database was conducted to examine differences in the characteristics of students who attended special schools, such as schools for the deaf, and those who attended regular schools serving a wide variety of students, such as neighborhood, alternative, and charter schools. The study included a nationally (U.S.) representative sample of about 870 DHH secondary school students. Findings from parent interviews and surveys revealed that students who attended only special secondary schools had greater levels of hearing loss, were more likely to use sign language, had more trouble speaking and conversing with others, and were more likely to have low functional mental scores than students who had attended only regular secondary schools. There were no differences in the presence of additional disabilities or cochlear implants between students in the different settings. In many ways, student characteristics did not vary by school type, suggesting that both types of secondary schools serve students with a wide range of needs and abilities.
Students with Chronic Conditions: Experiences and Challenges of Regular Education Teachers

ERIC Educational Resources Information Center

Selekman, Janice

2017-01-01

School nurses have observed the increasing prevalence of children with chronic conditions in the school setting; however, little is known about teacher experiences with these children in their regular classrooms. The purpose of this mixed-method study was to describe the experiences and challenges of regular education teachers when they have…
Implementing the Regular Education Initiative in Secondary Schools: A Different Ball Game.

ERIC Educational Resources Information Center

Schumaker, Jean B.; Deshler, Donald D.

1988-01-01

The article reviews potential barriers to implementing the Regular Education Initiative (REI) in secondary schools and then discusses a set of factors central to developing a workable partnership, one that is compatible with the goals of the REI but that also responds to the unique parameters of secondary schools. (Author/DB)
Preparing Adolescents for Success in School: A School-Based Indicated Prevention Model for Adolescents in the Alternative High School Setting

ERIC Educational Resources Information Center

Watson, Donnie W.; McCuller, William J.; Bisesi, Lorrie; Tanamly, Susie; Sim, Tiffanie; Kavich, Julia-Anna

2004-01-01

Adolescents enrolled in alternative school settings evidence risk behaviors at a higher rate compared to students attending regular high schools. Histories of substance use, juvenile delinquency, high school expulsion, poor school attendance, and HIV-risk behaviors are typical. These youth are particularly vulnerable to HIV-risk behaviors and…
Making It Work: Practical Ideas for Integrating Exceptional Children into Regular Classes.

ERIC Educational Resources Information Center

Aiello, Barbara, Ed.

Intended for special education and regular teachers, the guide contains brief articles on the nature of mainstreaming handicapped children; mainstreaming models at the preschool, elementary school, and secondary school levels; specific suggestions for setting up mainstreaming programs, and interviews with five persons involved in mainstream…
Development of a Mobile-Optimised Website to Support Students with Special Needs Transitioning from Primary to Secondary Settings

ERIC Educational Resources Information Center

Chambers, Dianne; Coffey, Anne

2013-01-01

With an increasing number of students with special needs being included in regular classroom environments, consideration of, and planning for, a smooth transition between different school settings is important for parents, classroom teachers and school administrators. The transition between primary and secondary school can be difficult for…
Reading achievement by learning disabled students in resource and regular classes.

PubMed

Goldman, R; Sapp, G L; Foster, A S

1998-02-01

K-TEA Comprehensive Reading scores of 34 elementary boys in either resource rooms or regular settings were compared. The boys were identified as learning disabled in reading. They were pretested at the beginning of the school year and posttested at the end. Treatment was one year of daily instruction in reading provided by six teachers in resource setting and six teachers in regular settings. K-TEA Reading Decoding and Reading Comprehension scores, separately compared in 2 x 2 repeated-measures analysis of variance, were not significantly different.
Students With Chronic Conditions: Experiences and Challenges of Regular Education Teachers.

PubMed

Selekman, Janice

2017-08-01

School nurses have observed the increasing prevalence of children with chronic conditions in the school setting; however, little is known about teacher experiences with these children in their regular classrooms. The purpose of this mixed-method study was to describe the experiences and challenges of regular education teachers when they have students with chronic conditions in their classroom and implications for the school nurse. The national sample consisted of regular education teachers. The methodologies consisted of focus groups and an online survey. Seven themes emerged: Teachers want to be informed about their students with chronic conditions, teachers lack information about the conditions, there is a lack of preparation in preteacher education programs about students with chronic conditions, teachers feel frustration and stress in working effectively with these students, teachers shared concerns about their students, teachers are asked to perform health-related tasks for students, and teachers made recommendations of what they need from the school nurse.
Managing specific learning disability in schools in India.

PubMed

Karande, Sunil; Sholapurwala, Rukhshana; Kulkarni, Madhuri

2011-07-01

Specific learning disability (dyslexia, dysgraphia, and dyscalculia) afflicts 5-15% of school-going children. Over the last decade; awareness about this invisible handicap has grown in India. However, much needs to be done to ensure that each afflicted child gets an opportunity to achieve his or her full academic potential in regular mainstream schools. In order to achieve this ideal scenario, all regular classroom teachers should be sensitized to suspect, and trained to screen for this disability when the child is in primary school. School managements should become proactive to set up resource rooms and employ special educators to ensure that these children receive regular and affordable remedial education; and be diligent in ensuring that these children get the mandatory provisions both during school and board examinations. Once specific learning disability is recognized as a disability by the Government of India, these children with the backing of the Right to Education Act, would be able to benefit significantly.
Assessment and Intervention Practices for Attention Deficit Hyperactivity Disorder (ADHD): A National Survey of School Psychologists

ERIC Educational Resources Information Center

Borick, Timothy J.

2011-01-01

This study examined school psychologists' assessment and intervention practices regarding ADHD. Five hundred school psychologists who practiced in a school setting and were regular members of the National Association of School Psychologists were randomly selected to complete and return a questionnaire titled Assessment and Intervention Practices…
Snacks, beverages, vending machines, and school stores: a comparison of alternative and regular schools in Minnesota, 2002 to 2008.

PubMed

Kubik, Martha Y; Davey, Cynthia; MacLehose, Richard F; Coombes, Brandon; Nanney, Marilyn S

2015-01-01

In US secondary schools, vending machines and school stores are a common source of low-nutrient, energy-dense snacks and beverages, including sugar-sweetened beverages, high-fat salty snacks, and candy. However, little is known about the prevalence of these food practices in alternative schools, which are educational settings for students at risk of academic failure due to truancy, school expulsion, and behavior problems. Nationwide, more than 5,000 alternative schools enroll about one-half million students who are disproportionately minority and low-income youth. Principal survey data from a cross-sectional sample of alternative (n=104) and regular (n=339) schools collected biennially from 2002-2008 as part of the Centers for Disease Control and Prevention Minnesota School Health Profiles were used to assess and compare food practice prevalence over time. Generalized estimating equation models were used to estimate prevalence, adjusting for school demographics. Over time, food practice prevalence decreased significantly for both alternative and regular schools, although declines were mostly modest. However, the decrease in high-fat, salty snacks was significantly less for alternative than regular schools (-22.9% vs -42.2%; P<0.0001). Efforts to improve access to healthy food choices at school should reach all schools, including alternative schools. Study findings suggest high-fat salty snacks are more common in vending machines and school stores in alternative schools than regular schools, which may contribute to increased snacking behavior among students and extra consumption of salt, fat, and sugar. Study findings support the need to include alternative schools in future efforts that aim to reform the school food environment. Copyright © 2015 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.
Snacks, beverages, vending machines and school stores: A comparison of alternative and regular schools in Minnesota, 2002 to 2008

PubMed Central

Davey, Cynthia; MacLehose, Richard F.; Coombes, Brandon; Nanney, Marilyn S.

2014-01-01

In US secondary schools, vending machines and school stores are a common source of low-nutrient, energy-dense snacks and beverages, including sugar-sweetened beverages, high fat salty snacks and candy. However, little is known about the prevalence of these food practices in alternative schools, educational settings for students at risk of academic failure due to truancy, school expulsion and behavioral problems. Nationwide, over 5000 alternative schools enroll about one-half million students, who are disproportionately minority and low-income youth. Principal survey data from a cross-sectional sample of alternative (n=104) and regular (n=339) schools collected biennially from 2002–2008 as part of the Centers for Disease Control and Prevention Minnesota School Health Profiles were used to assess and compare food practice prevalence over time. Generalized estimating equation models were used to estimate prevalence, adjusting for school demographics. Over time, food practice prevalence decreased significantly for both alternative and regular schools, although declines were mostly modest. However, the decrease in high fat, salty snacks was significantly less for alternative than regular schools (−22.9% versus −42.2%; p<0.0001). Efforts to improve access to healthy food choice at school should reach all schools, including alternative schools. Study findings suggest high fat salty snacks are more common in vending machines and school stores in alternative schools than regular schools, which may contribute to increased snacking behavior among students and extra consumption of salt, fat and sugar. Study findings support the need to include alternative schools in future efforts that aim to reform the school food environment. PMID:25132120
Treating Voice Disorders in the School-Based Setting: Working within the Framework of IDEA

ERIC Educational Resources Information Center

Ruddy, Bari Hoffman; Sapienza, Christine M.

2004-01-01

The role of the speech-language pathologist (SLP) has developed considerably over the last 10 years given the medical and technological advances in life-sustaining procedures. Over time, children born with congenital, surgical, or "medically fragile" conditions have become mainstreamed into regular school-based settings, thus extending…
Invisible Girls: At Risk Adolescent Girls' Writing within and beyond School. Adolescent Cultures, School and Society. Volume 58

ERIC Educational Resources Information Center

Lesley, Mellinee

2012-01-01

"Invisible Girls" is an examination of twenty-four at-risk adolescent girls' writing practices in a Third Space setting located within a school but outside of the confines of a regular classroom. Through a description of the girls' writing over a three-and-a-half-year period in this setting, Mellinee Lesley details phenomena that both support and…
Teaching Healthy Eating to Elementary School Students: A Scoping Review of Nutrition Education Resources

ERIC Educational Resources Information Center

Peralta, Louisa R.; Dudley, Dean A.; Cotton, Wayne G.

2016-01-01

Background: School-based programs represent an ideal setting to enhance healthy eating, as most children attend school regularly and consume at least one meal and a number of snacks at school each day. However, current research reports that elementary school teachers often display low levels of nutritional knowledge, self-efficacy, and skills to…
K-8 Career Awareness/Exploration Curriculum Materials. Final Report.

ERIC Educational Resources Information Center

Grimes, Daniel B.

To assist local school districts by making available curriculum materials that can be incorporated into the regular instructional program, a set of career awareness curriculum kits were developed by elementary and junior high school teachers in Oregon for grades K-8. The curriculum was based upon five program goals which were mastered by a set of…
Measurement Properties of Psychosocial and Environmental Measures Associated with Fruit and Vegetable Intake among Middle School Adolescents

ERIC Educational Resources Information Center

Granner, Michelle L.; Evans, Alexandra E.

2012-01-01

Objective: To assess the measurement properties of several scales modified or created to assess factors related to fruit and vegetable intake within a young adolescent population. Design: Cross-sectional with data collected via self-report. Setting: Data were collected in regularly scheduled classes in the school setting. Participants: African…
An Analysis of Teacher Sorting in Secondary Special Education and Alternative Schools

ERIC Educational Resources Information Center

Mason-Williams, Loretta; Gagnon, Joseph Calvin

2017-01-01

This study provides nationally representative information about the qualifications and preparation of secondary content and special education teachers in special education and alternative school settings, as compared with teachers in regular schools. Findings demonstrate that a statistically significant relationship did not exist between school…
Assisting Learners with Special Needs in a Regular Classroom at a Parochial School.

ERIC Educational Resources Information Center

Ehens, Cynthia; Gates, Jill

This action research study was designed to improve the academic performance of students with special needs in two elementary school classrooms in a parochial school setting. Cooperative learning and curriculum modifications were selected as interventions. Cooperative groups were formed which emphasized teamwork and communication with assigned…
Perceived impact on student engagement when learning middle school science in an outdoor setting

NASA Astrophysics Data System (ADS)

Abbatiello, James

Human beings have an innate need to spend time outside, but in recent years children are spending less time outdoors. It is possible that this decline in time spent outdoors could have a negative impact on child development. Science teachers can combat the decline in the amount of time children spend outside by taking their science classes outdoors for regular classroom instruction. This study identified the potential impacts that learning in an outdoor setting might have on student engagement when learning middle school science. One sixth-grade middle school class participated in this case study, and students participated in outdoor intervention lessons where the instructional environment was a courtyard on the middle school campus. The outdoor lessons consisted of the same objectives and content as lessons delivered in an indoor setting during a middle school astronomy unit. Multiple sources of data were collected including questionnaires after each lesson, a focus group, student work samples, and researcher observations. The data was triangulated, and a vignette was written about the class' experiences learning in an outdoor setting. This study found that the feeling of autonomy and freedom gained by learning in an outdoor setting, and the novelty of the outdoor environment did increase student engagement for learning middle school science. In addition, as a result of this study, more work is needed to identify how peer to peer relationships are impacted by learning outdoors, how teachers could best utilize the outdoor setting for regular science instruction, and how learning in an outdoor setting might impact a feeling of stewardship for the environment in young adults.

Cognitive Performance of Emotionally Handicapped Students: Predictor of School Placement?

ERIC Educational Resources Information Center

Lutkemeier, David M.; Wade, James P.

The study examined the intellectual performance of 248 school age students 157 of whom were taken from public school settings. Of these, 93 were emotionally handicapped (EH) students and 64 were regular education students. The remaining subjects came from a residential school for EH children and youth (n=15) and from a summer program for…
Transitioning Children from Psychiatric Hospitals to Schools: The Role of the Special Educator

ERIC Educational Resources Information Center

Simon, Joan B.; Savina, Elena A.

2010-01-01

Over a quarter of a million U.S. students each year reside for a period of time in a psychiatric inpatient hospital setting to receive mental health treatment. Following inpatient treatment, most children are transitioned from the hospital into a regular school setting. Little is known about how these transitions are managed by hospital or school…
Perceptions of Health-Related Quality of Life, Teasing, and School Connectedness in Students with Disabilities

ERIC Educational Resources Information Center

Talbot, Suzette Z.

2010-01-01

With the enactment of recent legislation, school districts are mandated to provide education for students with disabilities in the least restrictive environment with their nondisabled peers to improve academic achievement. Students who require specialized physical health care services in the regular school setting may perceive their educational…
The Behavior Education Support and Treatment (BEST) school intervention program: pilot project data examining schoolwide, targeted-school, and targeted-home approaches.

PubMed

Waschbusch, Daniel A; Pelham, William E; Massetti, Greta

2005-08-01

As part of a pilot project, four elementary schools were randomly assigned to receive one of four interventions: (a) a schoolwide intervention that incorporated universal and targeted treatment, (b) a targeted-school intervention delivered to individual students in regular and special education classrooms, (c) a targeted-home intervention delivered in home and regular classroom settings, and (d) a control condition that did not receive a designated intervention. Results showed that the behavior of disruptive children in all schools improved during the course of the year, with some evidence that interventions provided complementary effects. These findings support the continued use of behavioral interventions in elementary schools and argue for interventions that combine different methods of delivering interventions.
A Primary Approach to Reading: Review of Early Literacy Interventions Implemented in Pediatric Settings

ERIC Educational Resources Information Center

Ogg, Julia A.; Sundman-Wheat, Ashley N.; Bateman, Lisa P.

2012-01-01

Children who begin school with less developed early literacy skills often have a difficult time catching up to their peers, and children who are poor readers in the first few years of school continue struggling with reading when compared with their peers at later grades. Before school entry, schools may be limited in their regular access to…
Law and Order in School and Society: How Discipline and Policing Policies Harm Students of Color, and What We Can Do about It

ERIC Educational Resources Information Center

Scott, Janelle; Moses, Michele S.; Finnigan, Kara S.; Trujillo, Tina; Jackson, Darrell D.

2017-01-01

Systemic violence and disparate school discipline policies hinder equitable, just, and safe schooling. They also restrict access to social opportunities and civil liberties. Research shows that schooling contexts and social policies set up the conditions for young people of color to experience violence in regularized, systematic, and destructive…
How to Cope with Stress in Special Needs Education? Stress-Inducing Dysfunctional Cognitions of Teacher Students: The Perspective of Professionalisation

ERIC Educational Resources Information Center

Kiel, Ewald; Heimlich, Ulrich; Markowetz, Reinhard; Braun, Annika; Weiß, Sabine

2016-01-01

The goal of the present study is to identify prospective special education teachers (SETs) who may have difficulties in coping with occupational stresses and burdens. International comparative studies show that SETs have a higher level of stress than their colleagues who work in the general school system. Compared with teachers in regular schools,…
Using the Staff Sharing Scheme to Support School Staff in Managing Challenging Behaviour More Effectively

ERIC Educational Resources Information Center

Jones, Daniel; Monsen, Jeremy; Franey, John

2013-01-01

This paper explores how educational psychologists working in a training/consultative way can enable teachers to manage challenging pupil behaviour more effectively. It sets out a rationale which encourages schools to embrace a group based teacher peer-support system as part of regular school development. It then explores the usefulness of the…
Cultural Components of Physically Active Schools

ERIC Educational Resources Information Center

Rickwood, Greg

2015-01-01

It is well known that a large majority of school-age children and adolescents are not active enough to gain the physical and psychological benefits associated with regular moderate-to-vigorous physical activity. Schools can play a pivotal role in reversing this trend due to the time students spend in this setting. The purpose of this article is to…
Coaching At-Risk Youth in a School within a Socially Challenging Environment

ERIC Educational Resources Information Center

Ryom, Knud; Andersen, Mie Maar; Stelter, Reinhard

2017-01-01

The purpose of this study was to implement group coaching in a school setting and examine the participants' experiences. Participants were all males (age 12-16 years), primarily with a Middle Eastern family background and from a socioeconomically deprived area. A 2-year intervention with regular coaching counselling during school hours was…
Wisconsin School for the Visually Handicapped. A Curriculum Guide for Students. Bulletin No. 7393.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison. Div. for Handicapped Children and Pupil Services.

The curriculum guide sets forth the course of study at the Wisconsin School for the Visually Handicapped. An initial section presents the school's philosophy regarding the need for specialty skills to be incorporated into regular academic instruction. The content of the primary and elementary programs (kindergarten through grade 6) is reviewed in…
Fostering Transformative Learning in Non-Formal Settings: Farmer-Field Schools in East Africa

ERIC Educational Resources Information Center

Taylor, Edward W.; Duveskog, Deborah; Friis-Hansen, Esbern

2012-01-01

The purpose of this study was to explore the practice of Farmer-Field Schools (FFS) theoretically framed from the perspective of transformative learning theory and non-formal education (NFE). Farmer-Field Schools are community-led NFE programs that provide a platform where farmers meet regularly to study the "how and why" of farming and…
The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation. NCEE 2008-4021

ERIC Educational Resources Information Center

Black, Alison Rebeck; Doolittle, Fred; Zhu, Pei; Unterman, Rebecca; Grossman, Jean Baldwin

2008-01-01

This report presents findings, after one year of program implementation, from the Evaluation of Enhanced Academic Instruction in After-School Programs--a two-year intervention and random assignment evaluation of adapted models of regular-school-day math and reading instruction in after-school settings for students in grades 2 through 5. This…
A Comparison of Burnout among Honors, Regular Education, and Special Education K-8 Teachers

ERIC Educational Resources Information Center

Sharpe, Christopher

2017-01-01

This study employed a quantitative, ex-post facto non-experimental design to examine the effect of whether teaching honors, regular, or special education classes in either an elementary or middle school setting influenced the experience of teacher burnout. Participants included 69 teachers from two counties in a Southern state. The study survey…
Hearing-Impaired Formal Inservice Program.

ERIC Educational Resources Information Center

Northeast Regional Media Center for the Deaf, Amherst, MA.

The HI-FI (Hearing-Impaired Formal Inservice) Program is described as a set of inservice materials targeted for workshops of regular classroom teachers and other school personnel concerned with school district and classroom management of hearing impaired (HI) children. An introductory section focuses on the design of the program materials,…
A Program Based on Maslow's Hierarchy Helps Students in Trouble

ERIC Educational Resources Information Center

Yates, Mary Ruth; Saunders, Ron; Watkins, J. Foster

1980-01-01

The article discusses the development of an "alternative school" in an urban school system for students having trouble in the regular secondary setting. The program was based upon "Maslow's Hierarchy of Needs" and is described in detail. The initial assessment of the program produced very positive results.
A New Lease on Learning.

ERIC Educational Resources Information Center

Anderson, Lorin W.; Pellicer, Leonard O.

1993-01-01

South Carolina has found that meaningful improvement in Chapter 1 schools requires taking six crucial steps: (1) set meaningful goals; (2) pay attention to school culture; (3) revamp the curriculum; (4) pick up the pace; (5) integrate learning objectives with the regular program; and (6) change teaching tactics. An insert summarizes changes…
A Lens on Learning: Early Vision Screening Can Set Children on the Path to Achievement.

ERIC Educational Resources Information Center

Black, Susan

2002-01-01

Discusses student learning difficulties linked to visual disorders such as dyslexia and amblyopia, problems associated with current school vision-screening procedures, and recommendations to improve preschool and in-school vision-screening practices with an emphasis on early, regular, and comprehensive eye examinations. (PKP)
Factors Influencing Belize District Primary School Teachers' Attitudes toward Inclusive Education

ERIC Educational Resources Information Center

McKay, Maxine

2012-01-01

Inclusive education continues to be a reoccurring challenge as various factors affect to what extent teachers or educators are willing to educate children with disabilities in the regular education setting alongside their non-disabled peers. This quantitative study examined factors influencing Belize District Primary School teachers' attitudes…
Special Education in Transition: Concepts to Guide the Education of Experienced Teachers.

ERIC Educational Resources Information Center

Corrigan, Dean C., Ed.; Howey, Kenneth R., Ed.

Eleven papers focus on issues in inservice education for helping experienced teachers accommodate handicapped children in the regular school setting. Two introductory chapters ("Overview" and "The School Based Teacher Educator: Developing a Conceptual Framework" both by K. Howey and D. Corrigan) make a case for developing a…

Survey of literacy environments and practices in residences at schools for the deaf.

PubMed

Gillespie, C W; Twardosz, S

1996-07-01

The purpose of this study was to add to the sparse knowledge about literacy environments and practices in children's residences at schools for the deaf by conducting a nationwide survey. Twenty-six residential schools for the deaf throughout the country responded by mail. Results revealed that all of the responding schools made reading and writing materials available to children in their residences. Counselors read to children individually and supervised homework, and children wrote letters and read independently. However in half of the residences, materials were not regularly rotated and in most residences time was not set aside for group storybook reading. Implications for practice include focusing on providing interesting and stimulating literacy materials for children, rotating materials regularly, and planning group literacy-related events such as storybook reading or storytelling.
Rescue Medicine for Epilepsy: New Options for Education Settings.

PubMed

Galemore, Cynthia A

2016-11-01

The American Academy of Pediatrics (AAP) recently published a clinical report recommending expanded options for seizure rescue medications in the school setting. School nurses rely on prescribing professionals for medical orders to manage children with epilepsy in the school setting. The report suggests additional medications beyond rectal diazepam gel along with discussing the purpose of the medications, the variations in prescribing practices for seizure rescue medications, inconsistencies in legislation based on jurisdictions, and the need for school medical orders for students with epilepsy. There are many issues faced by school personnel when caring for students with a diagnosis of epilepsy, chief among them the presence of licensed health professions for the school to be able to respond quickly and appropriately in the event of a seizure. School nurses can assist health care providers in determining the rescue medication most easily delivered and monitored in the variety of activities that are part of the school experience, including transportation to and from school, field trips, and before- and after-school activities, all beyond the regular classroom setting.
"It Just Doesn't Feel Right": A Mixed Methods Study of Help-Seeking in Irish Schools

ERIC Educational Resources Information Center

Doyle, Louise; Treacy, Margaret P.; Sheridan, Ann

2017-01-01

Schools are a key setting for mental health promotion and the provision of emotional support to students. As teachers and school counsellors are adults with whom adolescents have regular contact, it is likely they would be used as a help source by distressed students however there are few studies on this from an Irish context. A mixed methods…
Does the Modality Principle for Multimedia Learning Apply to Science Classrooms?

ERIC Educational Resources Information Center

Harskamp, Egbert G.; Mayer, Richard E.; Suhre, Cor

2007-01-01

This study demonstrated that the modality principle applies to multimedia learning of regular science lessons in school settings. In the first field experiment, 27 Dutch secondary school students (age 16-17) received a self-paced, web-based multimedia lesson in biology. Students who received lessons containing illustrations and narration performed…
Inclusion at Risk? Push- and Pull-Out Phenomena in Inclusive School Systems: The Italian and Norwegian Experiences

ERIC Educational Resources Information Center

Nes, Kari; Demo, Heidrun; Ianes, Dario

2018-01-01

The main objective of this article is to explore and compare research data on pull-out and push-out phenomena within inclusive school systems, discussing if and how they represent a risk for inclusion. The terms pull-out and push-out refer to situations in which some groups of students in regular schools learn in settings apart from their peers.…
Districts Weigh Benefits and Drawbacks of Setting Up Student E-Mail Accounts

ERIC Educational Resources Information Center

Ash, Katie

2008-01-01

Some school districts hoping to improve communication and student engagement in learning are taking a step many educators still view warily: providing students with their own e-mail accounts. However, making e-mail a regular part of students' school lives raises a host of concerns about inappropriate use. In addition, many teachers doubt that the…
Self-Management for Primary School Students Demonstrating Problem Behavior in Regular Classrooms: Evidence Review of Single-Case Design Research

ERIC Educational Resources Information Center

Busacca, Margherita L.; Anderson, Angelika; Moore, Dennis W.

2015-01-01

This review evaluates self-management literature targeting problem behaviors of primary school students in general education settings. Thirty-one single-case design studies met inclusion criteria, of which 16 demonstrated adequate methodological rigor, according to What Works Clearinghouse (WWC) design standards. Visual analysis and WWC…
Validity of the Student Risk Screening Scale: Evidence of Predictive Validity in a Diverse, Suburban Elementary Setting

ERIC Educational Resources Information Center

Menzies, Holly M.; Lane, Kathleen Lynne

2012-01-01

In this study the authors examined the psychometric properties of the "Student Risk Screening Scale" (SRSS), including predictive validity in terms of student outcomes in behavioral and academic domains. The school, a diverse, suburban school in Southern California, administered the SRSS at three time points as part of regular school…
Treating voice disorders in the school-based setting: working within the framework of IDEA.

PubMed

Ruddy, Bari Hoffman; Sapienza, Christine M

2004-10-01

The role of the speech-language pathologist (SLP) has developed considerably over the last 10 years given the medical and technological advances in lifesustaining procedures. Over time, children born with congenital, surgical, or "medically fragile" conditions hav become mainstreamed into regular school-based settings, thus extending the traditional role of the SLP and multidisciplinary team. Understanding the impact of these voice disorders on the child's educational performance has been a struggle for many clinicians because the eligibility decisions for students in school-based settings must be made within the framework of federal legislation and regulations governing the provision of services for students with disabilities. This article discusses how to identify children with voice disorders under the Individuals With Disabilities Education Act (IDEA) definition, the role of the SLP in assigning priority in various voice management scenarios, and how models of therapy can be incorporated in the school-based setting.
[School well-being of students with and without special educational needs--a comparison of students in inclusive and regular classes].

PubMed

Schwab, Susanne; Rossmann, Peter; Tanzer, Norbert; Hagn, Joachim; Oitzinger, Sabrina; Thurner, Verena; Wimberger, Tanja

2015-07-01

The present study examines the academic well-being of students with and without special educational needs (SEN) in inclusive classes compared to students from regular classes in which no child with SEN is taught. In addition, the relationships between the school well-being and emotional problems, conduct problems, hyperactivity/inattention, peer relationship problems and prosocial behavior are analyzed. A total of 1115 students from the 4th and 7th grade (37 % 4th graders, 63 % 7th graders) participated in the survey, 126 of whom had been diagnosed as having SEN. The subscale Well-Being at School taken from the FEESS 3–4 (Rauer & Schuck, 2004) and the SDQ (Goodman, 1997) were used for measurement. Results indicate high reliabilities for the subscale Well-Being in School for students both with and without SEN for both grades 4 and 7. Furthermore, it could be shown that the variance explained for school well-being can be connected to elements on the students’ individual level as well as on the class-specific level. Significant predictors of school well-being were sex, behavioral difficulties and strengths as well as the school grade. The SEN status (no SEN vs. SEN) and the class setting (regular vs. inclusive class) did not influence the school well-being significantly.
Computational Labs Using VPython Complement Conventional Labs in Online and Regular Physics Classes

NASA Astrophysics Data System (ADS)

Bachlechner, Martina E.

2009-03-01

Fairmont State University has developed online physics classes for the high-school teaching certificate based on the text book Matter and Interaction by Chabay and Sherwood. This lead to using computational VPython labs also in the traditional class room setting to complement conventional labs. The computational modeling process has proven to provide an excellent basis for the subsequent conventional lab and allows for a concrete experience of the difference between behavior according to a model and realistic behavior. Observations in the regular class room setting feed back into the development of the online classes.
Secondary School Mathematics Special Edition, Chapter 12. Similarity, Chapter 13. More About Rational Numbers, Chapter 14. Perpendiculars, Student's Text.

ERIC Educational Resources Information Center

DeVenney, William S.; And Others

This text is one of the sequence of textbooks produced for low achievers in the seventh and eighth grades by the School Mathematics Study Group (SMSG). There are eight texts in the sequence, of which this is the sixth. This set of volumes differs from the regular editions of SMSG junior high school texts in that very little reading is required.…
Quality of Educational Support for Children with Autism Spectrum Disorder in Bosnia and Herzegovina--Perception of Parents and Professionals

ERIC Educational Resources Information Center

Mujkanovic, Elvira; Mujkanovic, Edin; Pasalic, Arnela; Biscevic, Inga; Memisevic, Haris

2017-01-01

Children with autism spectrum disorder (ASD) attend regular education schools and special education schools in Bosnia and Herzegovina. Regardless of the setting, it is important to provide early, high quality, programs to children with ASD. High quality educational support must encompass evidence-based programs for these children. The goal of the…
A Program Evaluation of an Alternative School in the Southeast United States

ERIC Educational Resources Information Center

Beam, Timothy W.

2012-01-01

Graduation from high school is now more important than ever because of fewer opportunities in the blue collar work sector or within family businesses. Students with behavioral or emotional disorders may not be able to perform in the traditional work setting as they do not meet an acceptable level of achievement in the regular classroom and…
Linking Medicine & Education for the Child with Special Needs. What We Know...How We Teach. [Videotape].

ERIC Educational Resources Information Center

Buehler, Bruce

This 34-minute videotape on meeting the special medical needs of children is intended for use in staff development with special educators, regular educators, and school nurses serving children with special health care needs in inclusive school settings. Emphasis is on linking "what we know" in the field of medicine to "how we…
Career Planning without a Regular Diploma: A Study of High School Students Who Received "Special" Diplomas

ERIC Educational Resources Information Center

Price-Wright, Demetress LaGale

2013-01-01

There is a growing demand by our society and legislature to educate all students equitably in an inclusive general education setting. Societal trends vary as time progresses, but this does not eliminate the growing debate regarding diploma options, exit requirements and future career planning for high school graduates. What does a future look like…
School District Policies and Adolescents’ Soda Consumption

PubMed Central

Miller, Gabrielle F.; Sliwa, Sarah; Brener, Nancy D.; Park, Sohyun; Merlo, Caitlin L.

2016-01-01

Purpose Sugar-sweetened beverages (SSBs) are a significant source of calories and added sugars for youth ages 14–18 years in the United States. This study examined the relationship between district-level policies and practices and students’ consumption of regular soda, one type of SSB, in 12 large urban school districts. Methods Data from the 2012 School Health Policies and Practices Study and 2013 Youth Risk Behavior Surveillance System were linked by district. The outcome variable was soda consumption and exposure variables were district policies. We used multivariable logistic regression analyses to calculate adjusted odds ratios (AORs) and 95% confidence intervals (CIs) after controlling for student characteristics and district free/reduced-price meal eligibility. Results About 18% of students reported consuming regular soda at least once per day. Most districts required high schools to have nutrition education, maintain closed campuses, and required/recommended that schools restrict promotional products and sale of beverages. Fewer districts required/recommended that schools offer healthful alternative beverages. Students in districts that restricted promotional products had lower odds of regular soda consumption (AOR = .84, 95% CI = .71–1.00), as did students in districts that restricted access to SSBs and offered healthful beverages when other beverages were available (AOR = .72, 95% CI = .54–.93, AOR = .76, 95% CI = .63–.91). Conclusions This study demonstrates that certain district-level policies are associated with student consumption of regular soda. These findings add to a growing consensus that policies and practices that influence the availability of healthier foods and beverages are needed across multiple settings. PMID:27021401
School District Policies and Adolescents' Soda Consumption.

PubMed

Miller, Gabrielle F; Sliwa, Sarah; Brener, Nancy D; Park, Sohyun; Merlo, Caitlin L

2016-07-01

Sugar-sweetened beverages (SSBs) are a significant source of calories and added sugars for youth ages 14-18 years in the United States. This study examined the relationship between district-level policies and practices and students' consumption of regular soda, one type of SSB, in 12 large urban school districts. Data from the 2012 School Health Policies and Practices Study and 2013 Youth Risk Behavior Surveillance System were linked by district. The outcome variable was soda consumption and exposure variables were district policies. We used multivariable logistic regression analyses to calculate adjusted odds ratios (AORs) and 95% confidence intervals (CIs) after controlling for student characteristics and district free/reduced-price meal eligibility. About 18% of students reported consuming regular soda at least once per day. Most districts required high schools to have nutrition education, maintain closed campuses, and required/recommended that schools restrict promotional products and sale of beverages. Fewer districts required/recommended that schools offer healthful alternative beverages. Students in districts that restricted promotional products had lower odds of regular soda consumption (AOR = .84, 95% CI = .71-1.00), as did students in districts that restricted access to SSBs and offered healthful beverages when other beverages were available (AOR = .72, 95% CI = .54-.93, AOR = .76, 95% CI = .63-.91). This study demonstrates that certain district-level policies are associated with student consumption of regular soda. These findings add to a growing consensus that policies and practices that influence the availability of healthier foods and beverages are needed across multiple settings. Published by Elsevier Inc.
Measuring symptoms and functioning of youth with ADHD in middle schools.

PubMed

Evans, Steven W; Allen, Jessica; Moore, Sheryle; Strauss, Victoria

2005-12-01

The identification of reliable and valid means for evaluating the effectiveness of school-based treatments and completing diagnostic evaluations of middle school aged students are needed. The present study examined the inter-rater agreement of teacher ratings and the relationship between ratings and observational data in a middle school setting. The data are interpreted in the context of differences between a secondary and elementary school setting. Teacher ratings and observational data were collected regularly over the course of two academic years for middle school students diagnosed with ADHD. The results indicate low rates of inter-rater agreement as well as low rates of agreement between teachers and observational data, and between observational data collected in different classrooms. Inter-rater agreement was lowest in late fall and gradually increased over the second half of the year. Implications for conducting treatment outcome evaluations of school-based treatment programs and diagnostic evaluations are discussed.
The Impact of Social Referencing on Social Acceptance of Children with Disabilities and Migrant Background: An Experimental Study in Primary School Settings

ERIC Educational Resources Information Center

Huber, Christian; Gerullis, Anita; Gebhardt, Markus; Schwab, Susanne

2018-01-01

This computer-based study evaluates whether teacher feedback can have an effect on the acceptance of children with and without disabilities in inclusive, special and regular schools. The social acceptance of four children shown in photo vignettes (child with Down Syndrome, child in a wheelchair, child with migrant background and child with no…

But Do They Speak French? A Comparison of French Immersion Programs in Immersion Only and English/Immersion Settings. Research Report 79-01.

ERIC Educational Resources Information Center

Parkin, Michael

Students' use of French in unsupervised classroom situations and outside the classroom was investigated in immersion center schools (all students are involved in French immersion programs) and dual track schools (French immersion programs co-exist with regular English language programs). A total of 414 students in grades 3 and 4 were observed…
After School Programs for Low-Income Young Adolescents: Overview and Program Profiles. Working Paper No. 194.

ERIC Educational Resources Information Center

Marx, Fern

This report summarizes research on the problems of young adolescent latchkey children and describes 18 programs designed to address their needs. There is growing consensus that young adolescents (10 to 15 years of age), as well as elementary school children, may be at risk when left on a regular basis in unsupervised settings. Children in sibling-…
Alex in the Middle: Inclusion of a Child with Severe Disabilities and Complex Health Needs.

ERIC Educational Resources Information Center

Bruns, Deborah A.

This case study describes the 2-year process of moving a young child with severe disabilities and complex medical needs from a special school setting to a special class in a regular education setting. The child had Marshall-Smith Syndrome, characterized by respiratory, pulmonary, and skeletal abnormalities, and developmental delays due to the…
Stakeholders' Voices: Defining Needs of Students with Emotional and Behavioral Disorders Transitioning between School Settings.

PubMed

Buchanan, Rohanna; Nese, Rhonda N T; Clark, Miriam

2016-05-01

Students with emotional and behavioral disorders (EBD) too often do not receive adequate services or care in their school settings, particularly during transitions in educational placements. In addition, school support teams often struggle with creating transition plans that honor the needs of students with input from key stakeholders responsible for supporting student success. This article presents findings from the information-gathering phase of an iterative project that aims to develop a support program for students with EBD transitioning from day-treatment schools to district schools. We conducted 5 semistructured, qualitative focus groups with parents and teachers to explore needs during students' transitions between school settings. Five themes emerged from the focus groups: (a) consistent, behavior-specific feedback and positive reinforcement are vital to sustaining learned prosocial skills; (b) students benefit from regular opportunities to learn and practice social skills; (c) transition programming should emphasize communication between school and home; (d) routines at home and school should be coordinated; and (e) parents need support at school meetings. We will use findings from this study to develop a multifaceted intervention that aims to support students, their caregivers, and their teachers during transitions between the aforementioned types of schools.
Stakeholders’ Voices: Defining Needs of Students with Emotional and Behavioral Disorders Transitioning between School Settings

PubMed Central

Buchanan, Rohanna; Nese, Rhonda N. T.; Clark, Miriam

2017-01-01

Students with emotional and behavioral disorders (EBD) too often do not receive adequate services or care in their school settings, particularly during transitions in educational placements. In addition, school support teams often struggle with creating transition plans that honor the needs of students with input from key stakeholders responsible for supporting student success. This article presents findings from the information-gathering phase of an iterative project that aims to develop a support program for students with EBD transitioning from day-treatment schools to district schools. We conducted 5 semistructured, qualitative focus groups with parents and teachers to explore needs during students’ transitions between school settings. Five themes emerged from the focus groups: (a) consistent, behavior-specific feedback and positive reinforcement are vital to sustaining learned prosocial skills; (b) students benefit from regular opportunities to learn and practice social skills; (c) transition programming should emphasize communication between school and home; (d) routines at home and school should be coordinated; and (e) parents need support at school meetings. We will use findings from this study to develop a multifaceted intervention that aims to support students, their caregivers, and their teachers during transitions between the aforementioned types of schools. PMID:29706679
Effects of methylphenidate and expectancy on children with ADHD: behavior, academic performance, and attributions in a summer treatment program and regular classroom settings.

PubMed

Pelham, William E; Hoza, Betsy; Pillow, David R; Gnagy, Elizabeth M; Kipp, Heidi L; Greiner, Andrew R; Waschbusch, Daniel A; Trane, Sarah T; Greenhouse, Joel; Wolfson, Lara; Fitzpatrick, Erin

2002-04-01

Pharmacological and expectancy effects of 0.3 mg/kg methylphenidate on the behavior and attributions of boys with attention-deficit/hyperactivity disorder were evaluated. In a within-subject, balanced-placebo design, 136 boys received 4 medication-expectancy conditions. Attributions for success and failure on a daily report card were gathered. Assessments took place within the setting of a summer treatment program and were repeated in boys' regular classrooms. Expectancy did not affect the boys' behavior; only active medication improved their behavior. Boys attributed their success to their effort and ability and attributed failure to task difficulty and the pill, regardless of medication and expectancy. Results were generally equivalent across the two settings; where there were differences, beneficial effects of medication were more apparent in the school setting. The findings were unaffected by individual-difference factors.
"Pussy Cat, Pussy Cat, Where Have You Been?" An Account of Intensive Psychotherapy with a Seven-Year-Old Boy in a Special School

ERIC Educational Resources Information Center

Robertson, Kate

2008-01-01

This paper gives an account of the developments in the intensive psychotherapy of a seven-year-old boy with global development delay. It also describes the adaptations to technique and the changes in the setting that were required to support the work, which was undertaken in a special school. The importance of the regularity of sessions in helping…
34 CFR 300.102 - Limitation-exception to FAPE for certain ages.

Code of Federal Regulations, 2014 CFR

2014-07-01

... from high school with a regular high school diploma. (ii) The exception in paragraph (a)(3)(i) of this section does not apply to children who have graduated from high school but have not been awarded a regular high school diploma. (iii) Graduation from high school with a regular high school diploma constitutes a...
34 CFR 300.102 - Limitation-exception to FAPE for certain ages.

Code of Federal Regulations, 2012 CFR

2012-07-01

... from high school with a regular high school diploma. (ii) The exception in paragraph (a)(3)(i) of this section does not apply to children who have graduated from high school but have not been awarded a regular high school diploma. (iii) Graduation from high school with a regular high school diploma constitutes a...
34 CFR 300.102 - Limitation-exception to FAPE for certain ages.

Code of Federal Regulations, 2011 CFR

2011-07-01

... from high school with a regular high school diploma. (ii) The exception in paragraph (a)(3)(i) of this section does not apply to children who have graduated from high school but have not been awarded a regular high school diploma. (iii) Graduation from high school with a regular high school diploma constitutes a...
34 CFR 300.102 - Limitation-exception to FAPE for certain ages.

Code of Federal Regulations, 2013 CFR

2013-07-01

... from high school with a regular high school diploma. (ii) The exception in paragraph (a)(3)(i) of this section does not apply to children who have graduated from high school but have not been awarded a regular high school diploma. (iii) Graduation from high school with a regular high school diploma constitutes a...
Industry self-regulation to improve student health: quantifying changes in beverage shipments to schools.

PubMed

Wescott, Robert F; Fitzpatrick, Brendan M; Phillips, Elizabeth

2012-10-01

We developed a data collection and monitoring system to independently evaluate the self-regulatory effort to reduce the number of beverage calories available to children during the regular and extended school day. We have described the data collection procedures used to verify data supplied by the beverage industry and quantified changes in school beverage shipments. Using a proprietary industry data set collected in 2005 and semiannually in 2007 through 2010, we measured the total volume of beverage shipments to elementary, middle, and high schools to monitor intertemporal changes in beverage volumes, the composition of products delivered to schools, and portion sizes. We compared data with findings from existing research of the school beverage landscape and a separate data set based on contracts between schools and beverage bottling companies. Between 2004 and the 2009-2010 school year, the beverage industry reduced calories shipped to schools by 90%. On a total ounces basis, shipments of full-calorie soft drinks to schools decreased by 97%. Industry self-regulation, with the assistance of a transparent and independent monitoring process, can be a valuable tool in improving public health outcomes.
Preventative Reading Interventions Teaching Direct Mapping of Graphemes in Texts and Set-for-Variability Aid At-Risk Learners

ERIC Educational Resources Information Center

Savage, Robert; Georgiou, George; Parrila, Rauno; Maiorino, Kristina

2018-01-01

We evaluated two experimenter-delivered, small-group word reading programs among at-risk poor readers in Grade 1 classes of regular elementary schools using a two-arm, dual-site-matched control trial intervention. At-risk poor word readers (n = 201) were allocated to either (a) Direct Mapping and Set-for-Variability (DMSfV) or (b) Current or…
English Teaching and Learning in Brazilian Regular Schools and Language Schools: A Study on Teachers' Beliefs

ERIC Educational Resources Information Center

Fragozo, Carina Silva; Monawar, Mônica Deitos Stedile

2012-01-01

This paper aims to diagnose, through a qualitative comparative study, the main differences concerning the teaching of English in Brazilian regular schools when compared to language schools. There has been a growing tendency of students to attend language schools while still having English classes at their regular schools, and this has led to a lot…
Benefits and environmental determinants of physical activity in children and adolescents.

PubMed

Loprinzi, Paul D; Cardinal, Bradley J; Loprinzi, Kristina L; Lee, Hyo

2012-01-01

In this review, we identify the health benefits associated with physical activity (PA); address the physical activity and sedentary guidelines issued by public health scientists as well as children's compliance to these guidelines; discuss the importance of motor skill acquisition during early childhood; and identify different settings that contribute to physical activity participation and strategies for improving PA in these settings. Results show that regular participation in PA during childhood has numerous immediate benefits, including positive changes in adiposity, skeletal health, psychological health, and cardiorespiratory fitness. Additionally, motor skill development during early childhood may have immediate health benefits as well as long-lasting effects in adulthood. Furthermore, the benefits of PA during childhood also appear to positively influence adult health outcomes, such as increased bone mineral density. Key environmental settings that have been shown to influence children's PA behavior include child care, active commuting to and from school, school recess, school physical education, after-school programs, churches, medical settings, and the home environment. Recommendations for practitioners and researchers are discussed. Copyright © 2012 S. Karger AG, Basel.
The Effect of Student Motivation on Intervention Success

ERIC Educational Resources Information Center

Swanson, Regina Christian

2013-01-01

Students who are removed from the regular school setting receive referrals to disciplinary alternative education programs (DAEPs), which focus on behavior management. Because students enroll for less than 30 days, it is important to quickly determine students' level of motivation to change, as doing so allows for immediate connection to…
Understanding Teachers' Concerns about Inclusive Education

ERIC Educational Resources Information Center

Yadav, Monika; Das, Ajay; Sharma, Sushama; Tiwari, Ashwini

2015-01-01

This study examined the concerns of regular elementary school teachers in Gurgaon, India, in order to work with students with disabilities in inclusive education settings. A total of 175 teachers responded to a two-part questionnaire. Data were analyzed using descriptive and inferential statistics. The data indicated that the teachers in Gurgaon,…
Including Students with Severe Disabilities in General Education Settings.

ERIC Educational Resources Information Center

Wisniewski, Lech; Alper, Sandra

1994-01-01

This paper presents five systematic phases for bringing about successful regular education inclusion of students with severe disabilities. Phases include develop networks within the community, assess school and community resources, review strategies for integration, install strategies that lead to integration, and develop a system of feedback and…
Media Literacy and Cigarette Smoking in Hungarian Adolescents

ERIC Educational Resources Information Center

Page, Randy M.; Piko, Bettina F.; Balazs, Mate A.; Struk, Tamara

2011-01-01

Objective: To assess smoking media literacy in a sample of Hungarian youth and to determine its association with current smoking and susceptibility to future smoking. Design: Quantitative cross-sectional survey. Setting: Four elementary and four high schools in Mako, Hungary. Method: A survey form was administered in regularly-scheduled classes to…
Response to Intervention: The Future for Secondary Schools

ERIC Educational Resources Information Center

Canter, Andrea; Klotz, Mary Beth; Cowan, Katherine

2008-01-01

Response to intervention (RTI) program is a tiered process of implementing evidence-based instructional strategies in the regular education setting and frequently measuring the student's progress to determine whether these strategies are effective. The use of RTI methods as part of a comprehensive system to address student learning difficulties…

Intergenerational transmission of family meal patterns from adolescence to parenthood: longitudinal associations with parents' dietary intake, weight-related behaviours and psychosocial well-being.

PubMed

Berge, Jerica M; Miller, Jonathan; Watts, Allison; Larson, Nicole; Loth, Katie A; Neumark-Sztainer, Dianne

2018-02-01

The present study examined longitudinal associations between four family meal patterns (i.e. never had regular family meals, started having regular family meals, stopped having regular family meals, maintained having regular family meals) and young adult parents' dietary intake, weight-related behaviours and psychosocial well-being. In addition, family meal patterns of parents were compared with those of non-parents. Analysis of data from the longitudinal Project EAT (Eating and Activity in Adolescents and Young Adults) study. Linear and logistic regressions were used to examine the associations between family meal patterns and parents' dietary intake, weight-related behaviours and psychosocial well-being. School and in-home settings. At baseline (1998; EAT-I), adolescents (n 4746) from socio-economically and racially/ethnically diverse households completed a survey and anthropometric measurements at school. At follow-up (2015; EAT-IV), participants who were parents (n 726) and who were non-parents with significant others (n 618) completed an online survey. Young adult parents who reported having regular family meals as an adolescent and as a parent ('maintainers'), or who started having regular family meals with their own families ('starters'), reported more healthful dietary, weight-related and psychosocial outcomes compared with young adults who never reported having regular family meals ('nevers'; P<0·05). In addition, parents were more likely to be family meal starters than non-parents. Results suggest that mental and physical health benefits of having regular family meals may be realized as a parent whether the routine of regular family meals is carried forward from adolescence into parenthood, or if the routine is started in parenthood.
Sustaining school-based asthma interventions through policy and practice change.

PubMed

Carpenter, Laurie M; Lachance, Laurie; Wilkin, Margaret; Clark, Noreen M

2013-12-01

Schools are an ideal setting for implementation of asthma interventions for children; however, sustaining school-based programs can be challenging. This study illustrates policy and practice changes brought about through the Childhood Asthma Linkages in Missouri (CALM) program to sustain such programs. Researchers analyzed caregiver-reported quantitative data regarding asthma-related outcomes in preintervention and postintervention surveys and qualitative data regarding sustainability efforts in schools reported by CALM grantees. A grounded theory approach was used to identify key concepts and themes that emerged. In 330 children, significant improvements were seen in asthma symptoms, rescue inhaler use, health care utilization, school absenteeism, and activity limitations. Overall, 27 school-based policy and practice changes supporting program sustainability were reported, with policy changes most often concerning the assessment and/or monitoring of children with asthma in the school setting, and practice changes most often regarding institution of regular asthma education programs for students and school personnel. Sustaining school-based asthma programs is challenging, but can be realized through the participation of diverse partners in enacting policy and practice changes that support the institutionalization of programs into the day-to-day processes of the schools. © 2013, American School Health Association.
Clinical abnormalities, early intervention program of Down syndrome children: Queen Sirikit National Institute of Child Health experience.

PubMed

Fuengfoo, Adidsuda; Sakulnoom, Kim

2014-06-01

Queen Sirikit National Institute of Child Health is a tertiary institute of children in Thailand, where early intervention programs have been provided since 1990 by multidisciplinary approach especially in Down syndrome children. This aim of the present study is to follow the impact of early intervention on the outcome of Down syndrome children. The school attendance number of Down syndrome children was compared between regular early intervention and non-regular early intervention. The present study group consists of 210 Down syndrome children who attended early intervention programs at Queen Sirikit National Institute of Child Health between June 2008 and January 2012. Data include clinical features, school attendance developmental quotient (DQ) at 3 years of age using Capute Scales Cognitive Adaptive Test/Scale (CAT/CLAMS). Developmental milestones have been recorded as to the time of appearance of gross motor, fine motor, language, personal-social development compared to those non-regular intervention patients. Of 210 Down syndrome children, 117 were boys and 93 were girls. About 87% received regular intervention, 68% attended speech training. Mean DQ at 3 years of age was 65. Of the 184 children who still did follow-up at developmental department, 124 children (59%) attended school: mainstream school children 78 (63%) and special school children 46 (37%). The mean age at entrance to school was 5.8 ± 1.4 years. The school attendance was correlated with maternal education and regular early intervention attendance. Regular early intervention starts have proven to have a positive effect on development. The school attendance number of Down syndrome children receiving regular early intervention was statistically and significantly higher than the number of Down syndrome children receiving non-regular early intervention was. School attendance correlated with maternal education and attended regularly early intervention. Regular early intervention together with maternal education are contributing factors influencing school attendance in Down syndrome children in the present study
The effects of a sportsmanship curriculum intervention on generalized positive social behavior of urban elementary school students

PubMed Central

Sharpe, Tom; Brown, Marty; Crider, Kim

1995-01-01

This study evaluated the effects of an elementary physical education curriculum in which development of positive social skills, including leadership and conflict-resolution behaviors, was the primary focus. A second goal was to determine possible generalization effects beyond the primary intervention setting. Students in two urban elementary physical education classes served as subjects, with a third class used as a comparison. The effects of the curriculum intervention were evaluated in the training setting and in the students' regular education classrooms using a multiple baseline across classrooms design. Results showed (a) an immediate increase in student leadership and independent conflict-resolution behaviors, (b) an increase in percentage of class time devoted to activity participation, and (c) decreases in the frequency of student off-task behavior and percentage of class time that students devoted to organizational tasks. Similar changes in student behavior were also observed in the regular classroom settings. PMID:16795872
Validity in Teachers' Summative Assessments

ERIC Educational Resources Information Center

Black, Paul; Harrison, Christine; Hodgen, Jeremy; Marshall, Bethan; Serret, Natasha

2010-01-01

This paper describes some of the findings of a project which set out to explore and develop teachers' understanding and practices in their summative assessments. The focus was on those summative assessments that are used on a regular basis within schools for guiding the progress of pupils and for internal accountability. The project combined both…
The Law of Student Expulsions and Suspensions. Second Edition. Monograph Series, No. 62.

ERIC Educational Resources Information Center

Rossow, Lawrence F.; Parkinson, Jerry R.

In 1975, the Supreme Court decision in "Goss versus Lopez" established the foundation of procedural law in student suspensions. This text focuses on procedural aspects of the expulsion and suspension of students. It is devoted to the elementary and secondary public-school settings involving regular-education students. It describes how…
Students with Disabilities, Learning Difficulties and Disadvantages: Policies, Statistics and Indicators--2007

ERIC Educational Resources Information Center

OECD Publishing (NJ3), 2008

2008-01-01

This book provides an internationally comparable set of indicators on educational provision for students with disabilities, learning difficulties and disadvantages (DDD). It highlights the number of students involved, where they are educated--special schools, special classes or regular classes--and in what phases of education--pre-primary,…
Role Perceptions and Job Stress among Special Education School Principals: Do They Differ from Principals of Regular Schools?

ERIC Educational Resources Information Center

Gaziel, Haim Henry; Cohen-Azaria, Yael; Ermenc, Klara Skubic

2012-01-01

The objective of the present study was to compare principals' perceptions of their leadership roles in regular (Dovno, 1999) versus special education (Zaretzky, Faircloth & Moreau, 2005) schools, and how these perceptions affect feelings of job stress (Friedman, 2001; Margalit, 1999). We predicted that regular school principals would differ in…
Industry Self-Regulation to Improve Student Health: Quantifying Changes in Beverage Shipments to Schools

PubMed Central

Fitzpatrick, Brendan M.; Phillips, Elizabeth

2012-01-01

Objectives. We developed a data collection and monitoring system to independently evaluate the self-regulatory effort to reduce the number of beverage calories available to children during the regular and extended school day. We have described the data collection procedures used to verify data supplied by the beverage industry and quantified changes in school beverage shipments. Methods. Using a proprietary industry data set collected in 2005 and semiannually in 2007 through 2010, we measured the total volume of beverage shipments to elementary, middle, and high schools to monitor intertemporal changes in beverage volumes, the composition of products delivered to schools, and portion sizes. We compared data with findings from existing research of the school beverage landscape and a separate data set based on contracts between schools and beverage bottling companies. Results. Between 2004 and the 2009–2010 school year, the beverage industry reduced calories shipped to schools by 90%. On a total ounces basis, shipments of full-calorie soft drinks to schools decreased by 97%. Conclusions. Industry self-regulation, with the assistance of a transparent and independent monitoring process, can be a valuable tool in improving public health outcomes. PMID:22897528
Proactive telephone counseling for adolescent smokers: Comparing regular smokers with infrequent and occasional smokers on treatment receptivity, engagement, and outcomes.

PubMed

Heffner, Jaimee L; Kealey, Kathleen A; Marek, Patrick M; Bricker, Jonathan B; Ludman, Evette J; Peterson, Arthur V

2016-08-01

Adolescent smoking cessation efforts to date have tended to focus on regular smokers. Consequently, infrequent and occasional smokers' receptivity and response to smoking cessation interventions is unknown. To address this gap, this study examines data from the Hutchinson Study of High School Smoking-a randomized trial that examined the effectiveness of a telephone-delivered smoking cessation intervention for a large, population-based cohort of adolescent smokers proactively recruited in an educational setting. The study population included 1837 proactively identified high school smokers. Intervention receptivity, engagement, and outcomes were examined among adolescent infrequent (1-4days/month) and occasional (5-19days/month) smokers and compared with regular smokers (20 or more days/month). With regard to treatment receptivity, intervention recruitment did not differ by smoking frequency. For engagement, intervention completion rates were higher for infrequent smokers (80.5%) compared with occasional (63.8%) and regular smokers (61.5%, p<0.01). Intervention effect sizes were not statistically different across groups. Adolescent infrequent and occasional smokers are at least as receptive to a proactively delivered smoking cessation intervention as regular smokers and can benefit just as much from it. Including these adolescent smokers in cessation programs and research-with the goal of interrupting progression of smoking before young adulthood-should help reduce the high smoking prevalence among young adults. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.
Determinants and Outcomes of Teachers' Professional Identity and Organizational Identification: A Comparative Analysis in Charter and Regular Public Schools

ERIC Educational Resources Information Center

Bogrek, Muhammed Fatih

2017-01-01

This empirical study compared the organizational identification and professional identity of teachers in charter and regular public schools. The purpose of study was three-fold; the first was to investigate whether charter school teachers differ from their regular public school peers in the study variables (i.e. self-efficacy, perceived…
Comparing Student Experiences with Story Discussions in Dialogic versus Traditional Settings

ERIC Educational Resources Information Center

Reznitskaya, Alina; Glina, Monica

2013-01-01

The authors examined the testimonials of 60 elementary school students about their experience during class discussions of assigned readings. They randomly assigned 12 classrooms to 2 treatments: Philosophy for Children (P4C) and Regular Instruction. P4C is an alternative educational environment that places dialogue at the center of its pedagogy.…
Examination of a Social Problem-Solving Intervention to Treat Selective Mutism

ERIC Educational Resources Information Center

O'Reilly, Mark; McNally, Deirdre; Sigafoos, Jeff; Lancioni, Giulio E.; Green, Vanessa; Edrisinha, Chaturi; Machalicek, Wendy; Sorrells, Audrey; Lang, Russell; Didden, Robert

2008-01-01

The authors examined the use of a social problem-solving intervention to treat selective mutism with 2 sisters in an elementary school setting. Both girls were taught to answer teacher questions in front of their classroom peers during regular classroom instruction. Each girl received individualized instruction from a therapist and was taught to…
Inclusion of Children with Special Needs in Early Childhood Education: What Teacher Characteristics Matter

ERIC Educational Resources Information Center

Lee, Frances Lai Mui; Yeung, Alexander Seeshing; Tracey, Danielle; Barker, Katrina

2015-01-01

Whereas the inclusion of children with special needs in regular classrooms has gained increasing advocacy, teachers' attitudes vary. Previous studies examining teacher attitudes have focused on primary and secondary schools in the Western world, and little is known about early childhood settings in Eastern countries. This study used MANOVA to…
Ways to Promote the Positive Development of Children and Youth. Research-to-Results Brief. Publication #2008-11

ERIC Educational Resources Information Center

Zarrett, Nicole; Lerner, Richard M.

2008-01-01

This brief discusses the elements and features that define positive youth development and highlights some ways to support the positive development of children and youth. Specifically, this brief addresses the critical role that particular out-of-school time settings (regular family dinners and organized activity programs) can play in supporting…
A Randomized Controlled Trial of a Standardized Behavior Management Intervention for Students with Externalizing Behavior

ERIC Educational Resources Information Center

Forster, Martin; Sundell, Knut; Morris, Richard J.; Karlberg, Martin; Melin, Lennart

2012-01-01

This study reports the results from a Swedish randomized controlled trial of a standardized behavior management intervention. The intervention targeted students with externalizing behavior in a regular education setting. First- and second-grade students (N = 100) from 38 schools were randomly assigned to either the intervention or an active…
Content-Based Instruction in Primary and Secondary School Settings. Case Studies in TESOL Practice Series

ERIC Educational Resources Information Center

Kaufman, Dorit, Ed.; Crandall, JoAnn, Ed.

2005-01-01

Content-based instruction (CBI) challenges English language educators to teach English using materials that learners encounter in their regular subject-area classes. This volume helps ESL and EFL teachers meet that challenge by providing them with creative ways to integrate English language learning with the content that students study at primary…
Attitudes of Greek Physical Education Teachers toward Inclusion of Students with Disabilities

ERIC Educational Resources Information Center

Papadopoulou, Dionisia; Kokaridas, Dimitrios; Papanikolaou, Zisis; Patsiaouras, Asterios

2004-01-01

The purpose of this study was to examine the attitudes of Greek physical education teachers toward the inclusion of students with disabilities in regular education settings and to compare the results with the findings of similar studies. The sample consisted of 93 participants, all physical education teachers working at different schools of…
Positive influence of school meals on food consumption in Brazil.

PubMed

Locatelli, Nathália Tarossi; Canella, Daniela Silva; Bandoni, Daniel Henrique

2018-03-23

To analyze the contribution of school meals to healthy food consumption among public school students in Brazil. The data from the National Adolescent School-Based Health Survey (PeNSE), containing 86,660 ninth-grade students, were used. The students were asked about their consumption of school meals and of food in general over the preceeding seven days and on the day before the interview. A multinomial regression was performed to assess the relationship between the students' food consumption over the previous seven days and regular consumption of school meals (≥3 days/week), which were adjusted for sociodemographic factors. Poisson regression models were used for the relationship between food consumed on the day before the interview and regular consumption of school meals. Nearly one in five students (22.8%) stated that they consume school meals regularly. The adjusted analyses revealed that the consumption of school meals was associated positively with moderate (3-4 days/week) and regular (≥5 days/week) consumption of beans, raw or cooked vegetables, cooked vegetables, and fruits, and with moderate consumption of raw vegetables. In addition, school meal consumption was associated negatively with moderate or regular consumption of fried salty snacks and processed meat, and with regular consumption of packaged salty snacks, crackers, sweet biscuits, and sweets. Based on food consumption on the day preceding the interview, the consumption of school meals significantly affect the consumption of raw and cooked vegetables, and fruits. School meal consumption affects positively the consumption of healthy foods among students. Copyright © 2018 Elsevier Inc. All rights reserved.
Linking Classroom Environment with At-Risk Engagement in Science: A Mixed Method Approach

NASA Astrophysics Data System (ADS)

Collins, Stephen Craig

This explanatory sequential mixed-method study analyzed how the teacher created learning environment links to student engagement for students at-risk across five science classroom settings. The learning environment includes instructional strategies, differentiated instruction, positive learning environment, and an academically challenging environment. Quantitative and qualitative data were gathered in the form of self-reporting surveys and a follow-up interview. The researcher aimed to use the qualitative results to explain the quantitative data. The general research question was "What are the factors of the teacher-created learning environment that were best suited to maximize engagement of students at-risk?" Specifically explaining, (1) How do the measured level of teacher created learning environment link to the engagement level of students at-risk in science class? and (2) What relationship exists between the student perception of the science classroom environment and the level of behavioral, cognitive, emotional, and social engagement for students at-risk in science class? This study took place within a large school system with more than 20 high schools, most having 2000-3000 students. Participating students were sent to a panel hearing that determined them unfit for the regular educational setting, and were given the option of attending one of the two alternative schools within the county. Students in this alternative school were considered at-risk due to the fact that 98% received free and reduced lunch, 97% were minority population, and all have been suspended from the regular educational setting. Pairwise comparisons of the SPS questions between teachers using t-test from 107 students at-risk and 40 interviews suggest that each category of the learning environment affects the level of behavioral, cognitive, emotional, and social engagement in science class for students at-risk in an alternative school setting. Teachers with higher student perceptions of learning environment showed increased levels of all types of engagement over the teachers with a lower perception of learning environment. Qualitative data suggested that teachers who created a more positive learning environment had increased student engagement in their class. Follow-up questions also revealed that teachers who incorporated a wider variety of classroom instructional strategies increased behavioral engagement of students at-risk in science class.

Implications of the Regular Education Initiative Debate for School Psychologists.

ERIC Educational Resources Information Center

Davis, William E.

The paper examines critical issues involved in the debate over the Regular Education Initiative (REI) to merge special and regular education, with emphasis on implications for school psychologists. The arguments of proponents and opponents of the REI are summarized and the lack of involvement by school psychologists is noted. The REI is seen to…
School Disrepair and Substance Use among Regular and Alternative High School Students

ERIC Educational Resources Information Center

Grana, Rachel A.; Black, David; Sun, Ping; Rohrbach, Louise A.; Gunning, Melissa; Sussman, Steven

2010-01-01

Background: The physical environment influences adolescent health behavior and personal development. This article examines the relationship between level of school disrepair and substance use among students attending regular high school (RHS) and alternative high school (AHS). Methods: Data were collected from students (N = 7058) participating in…
Including Children with ASD in Regular Kindergarten and First Grade Classrooms: Teacher Attitudes, Child Progress and Classroom Quality

ERIC Educational Resources Information Center

McKeating, Eileen

2013-01-01

The enrollment of children with ASD in public school settings has escalated in conjunction with the increased incidence of the diagnosis (Yeargin-Allsopp et al., 2003). Characteristics associated with ASD can present unique challenges for both children and teachers in the classroom. According to many researchers, positive teacher attitudes are one…
Teaching to Address Diverse Learning Needs: Development and Validation of a Differentiated Instruction Scale

ERIC Educational Resources Information Center

Roy, Amélie; Guay, Frédéric; Valois, Pierre

2013-01-01

In the province of Quebec, Canada, a trend towards full inclusion has impelled teachers to adapt their instruction to meet the needs of both advanced and weaker learners in regular school settings. The main purpose of the present investigation was to develop and validate the Differentiated Instruction Scale (DIS), which assesses the use of…
The Properties of Oxygen Investigated with Easily Accessible Instrumentation: The "One-Photon-Two-Molecule" Mechanism Revisited

ERIC Educational Resources Information Center

Adelhelm, Manfred; Aristov, Natasha; Habekost, Achim

2010-01-01

The physical properties of oxygen, in particular, the blue color of the liquid phase, the red glow of its chemiluminescence, and its paramagnetism as shown by the entrapment or deflection of liquid oxygen by a magnetic field, can be investigated in a regular school setting with hand-held spectrophotometers and digital cameras. In college-level…
Nearly Two Decades after the Implementation of Persons with Disabilities Act: Concerns of Indian Teachers to Implement Inclusive Education

ERIC Educational Resources Information Center

Bhatnagar, Nisha; Das, Ajay

2013-01-01

This study examined the concerns of regular secondary school teachers in Delhi, India in order to work with students with disabilities in inclusive education settings. A total of 470 teachers responded to a two-part questionnaire. Part-one of the questionnaire collected information related to personal and professional characteristics of the…
Perception of Misbehavior: Understanding the Process of Labeling and the Role of Cultural Capital in the Disciplinary Process

ERIC Educational Resources Information Center

Glass, Cynthia S.

2014-01-01

Educators face multiple forms of misbehavior in the classroom on a regular basis. This ethnographic research project addresses the difficulties encountered by teachers in a high school setting, giving consideration to the decision-making process in determining whether to admonish students for misbehavior and whether to issue a referral to an…
The Impact of Mindfulness Training on Hyperactive Behaviors Demonstrated by Elementary Age Children with a Diagnosis of Attention Deficit Hyperactivity Disorder

ERIC Educational Resources Information Center

Carboni, Jessica A.

2012-01-01

Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most prevalent childhood disorders in the United States. Although many children with an ADHD diagnosis are prescribed medication to control symptoms, behavioral concerns are still regularly noted in the classroom, home, and other settings. Therefore, school psychologists are often…
The Legal Framework for Inclusion of Students with Disabilities: A Comparative Analysis of Japan and the United States

ERIC Educational Resources Information Center

Nagano, Mayumi; Weinberg, Lois A.

2012-01-01

Japan faces an educational challenge even after the start of a new special education system (Tokubetsushienkyouiku). This article addresses the legal framework of the special education system in Japan and analyzes the issues needed to be addressed to reinforce the inclusion of children with disabilities in public regular school settings. The…
Electronic-cigarette use among young people in Wales: evidence from two cross-sectional surveys

PubMed Central

Moore, Graham; Hewitt, Gillian; Evans, John; Littlecott, Hannah J; Holliday, Jo; Ahmed, Nilufar; Moore, Laurence; Murphy, Simon; Fletcher, Adam

2015-01-01

Objectives To examine the prevalence of electronic(e)-cigarette use, prevalence of e-cigarette and tobacco use by age, and associations of e-cigarette use with sociodemographic characteristics, tobacco and cannabis use among young people in Wales. Design Data from two nationally-representative cross-sectional surveys undertaken in 2013–2014. Logistic regression analyses, adjusting for school-level clustering, examined sociodemographic characteristics of e-cigarette use, and associations between e-cigarette use and smoking. Setting Primary and secondary schools in Wales. Participants Primary-school children aged 10–11 (n=1601) and secondary-school students aged 11–16 (n=9055). Results Primary-school children were more likely to have used e-cigarettes (5.8%) than tobacco (1.6%). Ever use of e-cigarettes remained more prevalent than ever use of tobacco until age 14–15. Overall, 12.3% of secondary-school students (aged 11–16) reported ever using e-cigarettes, with no differences according to gender, ethnicity or family affluence. The percentage of ‘never smokers’ reporting having used e-cigarettes was 5.3% at age 10–11 to 8.0% at age 15–16. The proportion of children who had ever used an e-cigarette and reported currently smoking increased from 6.9% among 10–11 year olds to 39.2% in 15–16 year olds. Only 1.5% (n=125) of 11–16 year-olds, including 0.3% of never smokers, reported regular e-cigarette use (use at least once a month). Current weekly smokers were 100 times more likely than non-smokers to report regular e-cigarette use (relative risk ratio (RRR=121.15; 95% CI 57.56 to 254.97). Regular e-cigarette use was also more likely among those who had smoked cannabis (RRR 53.03; 95% CI 38.87 to 80.65). Conclusions Many young people (including never-smokers) have tried e-cigarettes. However, regular use is less common, and is associated with tobacco cigarette use. Longitudinal research is needed to understand age-related trajectories of e-cigarette use and to understand the temporal nature of relationships between e-cigarette and tobacco use. PMID:25877272
School achievement of children with intellectual disability: the role of socioeconomic status, placement, and parents' engagement.

PubMed

Szumski, Grzegorz; Karwowski, Maciej

2012-01-01

The objective of this study was to describe the selected conditions for school achievement of students with mild intellectual disabilities from Polish elementary schools. Participants were 605 students with mild disabilities from integrative, regular, and special schools, and their parents (N=429). It was found that socioeconomic status (SES) was positively associated with child placement in integrative and regular schools rather than special schools, as well as with higher parental engagement in their children's studies. Parental engagement mediated the positive effects of SES and placement in regular and integrative schools on school achievement. The results are discussed in the context of inclusive education theory. Copyright © 2012 Elsevier Ltd. All rights reserved.
Being present at school: implementing mindfulness in schools.

PubMed

Bostic, Jeff Q; Nevarez, Michael D; Potter, Mona P; Prince, Jefferson B; Benningfield, Margaret M; Aguirre, Blaise A

2015-04-01

Developmentally sensitive efforts to help students learn, practice, and regularly use mindfulness tactics easily and readily in and beyond the classroom are important to help them manage future stresses. Mindfulness emphasizes consciously focusing the mind in the present moment, purposefully, without judgment or attachment. Meditation extends this to setting aside time and places to practice mindfulness, and additionally, yoga includes physical postures and breathing techniques that enhance mindfulness and meditation. Several mindfulness programs and techniques have been applied in schools, with positive benefits reported. Some elements of these programs require modifications to be sensitive to the developmental state of the children receiving mindfulness training. Copyright © 2015 Elsevier Inc. All rights reserved.
Far transfer to language and math of a short software-based gaming intervention.

PubMed

Goldin, Andrea Paula; Hermida, María Julia; Shalom, Diego E; Elias Costa, Martín; Lopez-Rosenfeld, Matías; Segretin, María Soledad; Fernández-Slezak, Diego; Lipina, Sebastián J; Sigman, Mariano

2014-04-29

Executive functions (EF) in children can be trained, but it remains unknown whether training-related benefits elicit far transfer to real-life situations. Here, we investigate whether a set of computerized games might yield near and far transfer on an experimental and an active control group of low-SES otherwise typically developing 6-y-olds in a 3-mo pretest-training-posttest design that was ecologically deployed (at school). The intervention elicits transfer to some (but not all) facets of executive function. These changes cascade to real-world measures of school performance. The intervention equalizes academic outcomes across children who regularly attend school and those who do not because of social and familiar circumstances.
Improving physics teaching materials on sound for visually impaired students in high school

NASA Astrophysics Data System (ADS)

Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry

2017-09-01

When visually impaired students attend regular high school, additional materials are necessary to help them understand physics concepts. The time for teachers to develop teaching materials for such students is scarce. Visually impaired students in regular high school physics classes often use a braille version of the physics textbook. Previously, we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. In this research we evaluate the use of a revised braille textbook, relief drawings and 3D models. The research focussed on the topic of sound in grade 10.
Self-rated health and wellbeing among school-aged children with and without special educational needs: Differences between mainstream and special schools.

PubMed

Rathmann, Katharina; Vockert, Theres; Bilz, Ludwig; Gebhardt, Markus; Hurrelmann, Klaus

2018-05-11

Studies among students with special educational needs (SEN) in separate special schools (SSS) and mainstream schools (MS) are particularly applicable to educational attainment and social participation. However, indicators of health and wellbeing have rarely been considered. This study investigates two related topics: first, health and wellbeing differences between students with SEN in special schools (SSS) and students without SEN in regular schools, and second, the rarely considered question whether health and wellbeing among students with SEN differ between school settings (i.e. MS vs. SSS). Bivariate and multilevel analyses are applied with data from the German National Educational Panel Study (NEPS) with 5267 students (grade 7). After having controlled for background characteristics, students in SSS report higher likelihoods of poor self-rated health compared to students in higher track schools. Self-rated health of students with SEN does not significantly differ between MS vs. SSS. For life satisfaction, students with SEN show higher likelihoods of low life satisfaction when attending MS. Teachers in inclusive settings are encouraged to establish class work and teaching that support a real change from class placement to inclusive culture in order to suitably support students with SEN. Copyright © 2018 Elsevier Ltd. All rights reserved.
Improving Social Engagement and Initiations between Children with Autism Spectrum Disorder and Their Peers in Inclusive Settings

PubMed Central

Koegel, Lynn Kern; Vernon, Ty; Koegel, Robert L.; Koegel, Brittany L.; Paullin, Anne W.

2013-01-01

Children with Asperger’s Disorder often have difficulty with peer relationships and socialization. The current study assessed whether peer social interactions would improve in school settings if an intervention was designed that incorporated the children with Asperger’s interests. Three children who were fully-included in regular education classes but did not interact with peers prior to intervention participated in this research. Social lunch clubs, open to both the study participants and their typical peers, were implemented twice weekly during regular lunchtime periods. Results showed that all three children increased their time engaged with peers as a result of the clubs. While their initiations greatly improved over baseline levels and approximated their peers, they were often initiating below the level of most of their peers. Implications for improving peer social interactions for children with Asperger’s Disorder are discussed. PMID:25328380
Beyond Nomothetic Classification of Behavioural Difficulties: Using Valued Outcomes Analysis to Deal with the Behaviour Problems that Occur in the Classroom

ERIC Educational Resources Information Center

Bitsika, Vicki

2005-01-01

The number of students who are labeled as having some form of behavioural disorder which requires specialized assistance in the regular school setting is growing. Current approaches to working with these students are often based on the standardized application of treatments designed to modify general symptoms rather than specific behaviours. It is…
Immersion Classes in an English Setting: One Way for les Anglais to Learn French. Working Papers on Bilingualism, No. 2.

ERIC Educational Resources Information Center

Barik, Henri; And Others

The results of the evaluation of the French immersion program at a school in a unilingual English environment are described. A battery of tests was administered to a random sample of children from the kindergarten and grade one experimental French immersion classes and to a comparison group composed of children following the regular English…
The Benefit of Being a Big Fish in a Big Pond: Contrast and Assimilation Effects on Academic Self-Concept

ERIC Educational Resources Information Center

Preckel, Franzis; Brull, Matthias

2010-01-01

This study investigates the effects of class-average ability (intelligence) and class type (gifted vs. regular) on Math academic self-concept. The sample comprised 722 fifth-grade students (376 female) in a setting of full-time ability grouping at the top track of the German secondary high school system. Students came from 34 different classes at…
In-School Neighborhood Youth Corps. 14/15 Year-Old Black Teenage Girl Project, Memphis, Tennessee. Final Report.

ERIC Educational Resources Information Center

Fox, Andrew; And Others

This study analyzes the effects on 14- and 15-year-old black teenage girls of entering and participating in a specially designed work program. The girls were provided with supports in their work settings, well-defined tasks, supervisors as well as regularly scheduled peer interaction groups led by a young black woman considered to be an…

Effects of Systematic and Strategic Analogy-Based Phonics on Grade 2 Students' Word Reading and Reading Comprehension

ERIC Educational Resources Information Center

White, Thomas G.

2005-01-01

Fifteen regular grade 2 teachers used a set of 150 written lessons that were designed to develop, over the course of a school year, low and normally achieving students' ability to decode by analogy (i.e., to read unknown words using known words). The lessons provided (1) a planned sequence for teaching phonic elements including common spelling…
Psychological Evaluation of Attitudes of Both Primary Teachers and Special Needs Children towards Each Other in a Regular School in Yaoundé-Cameroon

ERIC Educational Resources Information Center

Tanyi, Maureen Ebanga

2016-01-01

The number of enrolment of children especially the handicaps found in regular schools is on the increase since the 2005 because of the UN educational policy on inclusive education. This has adverse effects on the learning environment, the psycho-social and professional attitudes of both teachers and the special needs children in regular schools.…
Self-Esteem of Deaf and Hard of Hearing Students in Regular and Special Schools

ERIC Educational Resources Information Center

Lesar, Irena; Smrtnik Vitulic, Helena

2014-01-01

The study focuses on the self-esteem of deaf and hard of hearing (D/HH) students from Slovenia. A total of 80 D/HH students from regular and special primary schools (grades 6-9) and from regular and special secondary schools (grades 1-4) completed the Self-Esteem Questionnaire (Lamovec 1994). For the entire group of D/HH students, the results of…
More academics in regular schools? The effect of regular versus special school placement on academic skills in Dutch primary school students with Down syndrome.

PubMed

de Graaf, G; van Hove, G; Haveman, M

2013-01-01

Studies from the UK have shown that children with Down syndrome acquire more academic skills in regular education. Does this likewise hold true for the Dutch situation, even after the effect of selective placement has been taken into account? In 2006, an extensive questionnaire was sent to 160 parents of (specially and regularly placed) children with Down syndrome (born 1993-2000) in primary education in the Netherlands with a response rate of 76%. Questions were related to the child's school history, academic and non-academic skills, intelligence quotient, parental educational level, the extent to which parents worked on academics with their child at home, and the amount of academic instructional time at school. Academic skills were predicted with the other variables as independents. For the children in regular schools much more time proved to be spent on academics. Academic performance appeared to be predicted reasonably well on the basis of age, non-academic skills, parental educational level and the extent to which parents worked at home on academics. However, more variance could be predicted when the total amount of years that the child spent in regular education was added, especially regarding reading and to a lesser extent regarding writing and math. In addition, we could prove that this finding could not be accounted for by endogenity. Regularly placed children with Down syndrome learn more academics. However, this is not a straight consequence of inclusive placement and age alone, but is also determined by factors such as cognitive functioning, non-academic skills, parental educational level and the extent to which parents worked at home on academics. Nevertheless, it could be proven that the more advanced academic skills of the regularly placed children are not only due to selective placement. The positive effect of regular school on academics appeared to be most pronounced for reading skills. © 2011 The Authors. Journal of Intellectual Disability Research © 2011 Blackwell Publishing Ltd.
An Analysis of State Policies Connected with Alternative School Programs

ERIC Educational Resources Information Center

Bielefeld, William C.; Stubblefield, Anna; Templeton, Zach

2009-01-01

Many school districts offer alternative education programs for their students who do not succeed in the regular classroom. At the high school level, many of these programs are separated from the regular schools. It seemed that many districts were establishing alternative education programs, but there were differences in the types of programs that…
Inclusion: Is It Stressful for Teachers?

ERIC Educational Resources Information Center

Forlin, Chris; And Others

1996-01-01

A study involving 225 regular primary school teachers and 42 principals in western Australia found that the inclusion of a child with a mild intellectual disability significantly increased the educators' appraisal of stress severity. Gender and special school/regular school variables were analyzed. (CR)
Examination of a social problem-solving intervention to treat selective mutism.

PubMed

O'Reilly, Mark; McNally, Deirdre; Sigafoos, Jeff; Lancioni, Giulio E; Green, Vanessa; Edrisinha, Chaturi; Machalicek, Wendy; Sorrells, Audrey; Lang, Russell; Didden, Robert

2008-03-01

The authors examined the use of a social problem-solving intervention to treat selective mutism with 2 sisters in an elementary school setting. Both girls were taught to answer teacher questions in front of their classroom peers during regular classroom instruction. Each girl received individualized instruction from a therapist and was taught to discriminate salient social cues, select an appropriate social response, perform the response, and evaluate her performance. The girls generalized the skills to their respective regular classrooms and maintained the skills for up to 3 months after the removal of the intervention. Experimental control was demonstrated using a multiple baseline design across participants. Limitations of this study and issues for future research are discussed.
Do Adolescents with Emotional and Behavioral Disturbances Attending Schools for Special Education Have Lower Expectations Regarding the Transition to Adulthood?

ERIC Educational Resources Information Center

Margraf, Hannah; Pinquart, Martin

2016-01-01

Individuals with emotional and behavioral disturbances (EBD) and those attending special schools tend to have poorer adult outcomes than adolescents without EBD and peers from regular schools. Using a four-group comparison (students with or without EBD from special schools and students with or without EBD from regular schools), the present study…
25 CFR 39.132 - Can a school integrate Language Development programs into its regular instructional program?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Can a school integrate Language Development programs into... Language Development Programs § 39.132 Can a school integrate Language Development programs into its regular instructional program? A school may offer Language Development programs to students as part of its...
25 CFR 39.132 - Can a school integrate Language Development programs into its regular instructional program?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false Can a school integrate Language Development programs into... Language Development Programs § 39.132 Can a school integrate Language Development programs into its regular instructional program? A school may offer Language Development programs to students as part of its...
Attitudes of Secondary Regular School Teachers toward Inclusive Education in New Delhi, India: A Qualitative Study

ERIC Educational Resources Information Center

Bhatnagar, Nisha; Das, Ajay

2014-01-01

This study aimed to identify the attitudes of regular school teachers in Delhi, India, toward the inclusion of students with disabilities. It also explored their views regarding facilitators of inclusive education. Respondents were secondary school teachers working in schools in Delhi that implement inclusive education for students with…
The Physically Handicapped and Health Impaired Children: Do They Prosper in Regular Toronto Elementary Schools?

ERIC Educational Resources Information Center

Larter, Sylvia E.

The experience of 88 physically handicapped and health impaired (PH/HI) children attending Toronto, Canada, regular elementary schools in either regular classes or "integrated" special education classes was assessed with regard to their academic, social, emotional, medical, and physical needs. The integrated classification meant they…
Inclusion Professional Development Model and Regular Middle School Educators

ERIC Educational Resources Information Center

Royster, Otelia; Reglin, Gary L.; Losike-Sedimo, Nonofo

2014-01-01

The purpose of this study was to determine the impact of a professional development model on regular education middle school teachers' knowledge of best practices for teaching inclusive classes and attitudes toward teaching these classes. There were 19 regular education teachers who taught the core subjects. Findings for Research Question 1…
Breakfast consumption among Malaysian primary and secondary school children and relationship with body weight status - Findings from the MyBreakfast Study.

PubMed

Tee, E Siong; Nurliyana, Abdul Razak; Norimah, A Karim; Mohamed, Hamid Jan B Jan; Tan, Sue Yee; Appukutty, Mahenderan; Hopkins, Sinead; Thielecke, Frank; Ong, Moi Kim; Ning, Celia; Nasir, Mohd Taib Mohd

2018-01-01

This study aimed to determine the relationship between breakfast consumption and body weight status among primary and secondary school children in Malaysia. This nationwide cross-sectional study involved 5,332 primary school children aged 6 to 12 years and 3,000 secondary school children aged 13 to 17 years. Height and weight were measured and BMI-for-age was determined. Socio-demographic backgrounds, breakfast habits and physical activity levels were assessed using questionnaires. Breakfast frequency was defined as follows: breakfast skippers (ate breakfast 0-2 days/week), irregular breakfast eaters (ate breakfast 3-4 days/week) and regular breakfast eaters (ate breakfast ≥5 days/week). The overall prevalence of breakfast skippers and irregular breakfast eaters was 11.7% and 12.7% respectively. Breakfast skipping was related to age, sex, ethnicity, income and physical activity level. Among primary school boys and secondary school girls, the proportion of overweight/obesity was higher among breakfast skippers (boys: 43.9%, girls: 30.5%) than regular breakfast eaters (boys: 31.2%, girls: 22.7%). Among primary school children, only boys who skipped breakfast had a higher mean BMI-for-age z-score than regular breakfast eaters. Among secondary school boys and girls, BMI-for-age z-score was higher among breakfast skippers than regular breakfast eaters. Compared to regular breakfast eaters, primary school boys who skipped breakfast were 1.71 times (95% CI=1.26-2.32, p=0.001) more likely to be overweight/obese, while the risk was lower in primary school girls (OR=1.36, 95% CI=1.02-1.81, p=0.039) and secondary school girls (OR=1.38, 95% CI=1.01-1.90, p=0.044). Regular breakfast consumption was associated with a healthier body weight status and is a dietary behaviour which should be encouraged.
Far transfer to language and math of a short software-based gaming intervention

PubMed Central

Goldin, Andrea Paula; Hermida, María Julia; Shalom, Diego E.; Elias Costa, Martín; Lopez-Rosenfeld, Matías; Segretin, María Soledad; Fernández-Slezak, Diego; Lipina, Sebastián J.; Sigman, Mariano

2014-01-01

Executive functions (EF) in children can be trained, but it remains unknown whether training-related benefits elicit far transfer to real-life situations. Here, we investigate whether a set of computerized games might yield near and far transfer on an experimental and an active control group of low-SES otherwise typically developing 6-y-olds in a 3-mo pretest–training–posttest design that was ecologically deployed (at school). The intervention elicits transfer to some (but not all) facets of executive function. These changes cascade to real-world measures of school performance. The intervention equalizes academic outcomes across children who regularly attend school and those who do not because of social and familiar circumstances. PMID:24711403
A Structured Peer-Mentoring Method for Physical Activity Behavior Change Among Adolescents.

PubMed

Smith, Laureen H; Petosa, Rick L

2016-10-01

Despite national guidelines for regular physical activity, most adolescents are not physically active. Schools serve an estimated 60 million youth and provide an educational environment to meet the current physical activity guidelines. The obesity epidemic and chronic disease comorbidities associated with physical inactivity are not likely to be reversed without a strong contribution from local schools. This article describes how a structured peer-mentoring method provides a feasible, flexible, and tailored means to meet the current guidelines for best practice in a school setting. Structured peer mentoring using trained high school mentors to support behavior change in younger peers is an innovative method to meeting the School Health Guidelines to Promote Healthy Eating and Physical Activity Through structured peer mentoring, adolescents are provided consistent social support in a caring and personalized manner. This support builds skills and competencies enhancing self-efficacy to sustain a lifetime of physical activity behavior. © The Author(s) 2016.
A Structured Peer-Mentoring Method for Physical Activity Behavior Change Among Adolescents

PubMed Central

Smith, Laureen H.; Petosa, Rick L.

2016-01-01

Despite national guidelines for regular physical activity, most adolescents are not physically active. Schools serve an estimated 60 million youth and provide an educational environment to meet the current physical activity guidelines. The obesity epidemic and chronic disease comorbidities associated with physical inactivity are not likely to be reversed without a strong contribution from local schools. This article describes how a structured peer-mentoring method provides a feasible, flexible, and tailored means to meet the current guidelines for best practice in a school setting. Structured peer mentoring using trained high school mentors to support behavior change in younger peers is an innovative method to meeting the School Health Guidelines to Promote Healthy Eating and Physical Activity. Through structured peer mentoring, adolescents are provided consistent social support in a caring and personalized manner. This support builds skills and competencies enhancing self-efficacy to sustain a lifetime of physical activity behavior. PMID:27257081
Menstrual Abnormalities in School Going Girls – Are They Related to Dietary and Exercise Pattern?

PubMed Central

Vani K., Rupa; K.S., Veena; L., Subitha; Kumar V.R., Hemanth; A., Bupathy

2013-01-01

Context: Adolescence is the transitional phase of physical and mental development between childhood and adulthood and is characterized by immense hormonal changes.75% of girls experience some problems associated with menstruation. Aim: We tried to find out the prevalence of menstrual abnormalities in school going girls in Pondicherry and their association with dietary and exercise habits. Setting and Design: A cross-sectional questionnaire based study was conducted in adolescent girls who attained menarche in four secondary schools of Pondicherry, India. Material and Methods: All students who attained menarche and willing to participate in the study were invited to answer the questionnaire, which dealt with anthropometric data, socioeconomic data, menstrual history, and diet and exercise pattern. Statistical Analysis: Chi-square test and Fisher’s exact test was used to compare the dietary and exercise patterns among students having menstrual abnormalities and those who do not have menstrual abnormalities. Results: A total of 853 students participated in the study. Dysmenorrhea and premenstrual symptoms were the most frequent problems encountered. Premenstrual symptoms were significantly more common among girls who were overweight, in girls who were eating junk food regularly, in girls who were eating less food (dieting) in order to lose weight and in those who were not doing regular physical activity. Dysmenorrhea was significantly more common in the girls who were dieting to lose weight. Passage of clots was also significantly high in the girls who were dieting. Conclusion: Lifestyle modifications like regular physical activity, decreasing the intake of junk food and promoting healthy eating habits should be emphasised in school health education programs to improve their menstrual health. PMID:24392394
Interactions of Chemistry Teachers with Gifted Students in a Regular High-School Chemistry Classroom

ERIC Educational Resources Information Center

Benny, Naama; Blonder, Ron

2018-01-01

Regular high-school chemistry teachers view gifted students as one of several types of students in a regular (mixed-ability) classroom. Gifted students have a range of unique abilities that characterize their learning process: mostly they differ in three key learning aspects: their faster learning pace, increased depth of understanding, and…
Speech-language pathology teletherapy in rural and remote educational settings: Decreasing service inequities.

PubMed

Fairweather, Glenn Craig; Lincoln, Michelle Ann; Ramsden, Robyn

2016-12-01

The objectives of this study were to investigate the efficacy of a speech-language pathology teletherapy program for children attending schools and early childcare settings in rural New South Wales, Australia, and their parents' views on the program's feasibility and acceptability. Nineteen children received speech-language pathology sessions delivered via Adobe Connect®, Facetime © or Skype © web-conferencing software. During semi-structured interviews, parents (n = 5) described factors that promoted or threatened the program's feasibility and acceptability. Participation in a speech-language pathology teletherapy program using low-bandwidth videoconferencing improved the speech and language skills of children in both early childhood settings and primary school. Emergent themes related to (a) practicality and convenience, (b) learning, (c) difficulties and (d) communication. Treatment outcome data and parental reports verified that the teletherapy service delivery was feasible and acceptable. However, it was also evident that regular discussion and communication between the various stakeholders involved in teletherapy programs may promote increased parental engagement and acceptability.

Regular energy drink consumption is associated with the risk of health and behavioural problems in adolescents.

PubMed

Holubcikova, Jana; Kolarcik, Peter; Madarasova Geckova, Andrea; Reijneveld, Sijmen A; van Dijk, Jitse P

2017-05-01

Consumption of energy drinks has become popular and frequent among adolescents across Europe. Previous research showed that regular consumption of these drinks was associated with several health and behavioural problems. The aim of the present study was to determine the socio-demographic groups at risk for regular energy drink consumption and to explore the association of regular energy drinks consumption with health and behavioural problems and negative school experiences in adolescents. Data from the Health Behaviour in School-aged Children Study conducted in 2014 in Slovakia were analysed. We assessed socio-demographic characteristics, energy drink consumption, health and behavioural problems and negative school experiences based on self-reports from 8977 adolescents aged 11-15 years (mean age/standard deviation 13/1.33; 50.0% boys). The prevalence of regular energy drink consumption in the present sample was 20.6% (95%CI: 20%-21%). Regular energy drink consumption was more frequent among boys and older adolescents. Adolescents with a medium-level family affluence were less likely to drink energy drinks regularly. Adolescents who consumed energy drinks regularly had more health and behavioural problems and negative school experiences. Adolescents drinking energy drinks are at risk of a wide range of negative outcomes and should be specifically addressed by preventive interventions. What is Known • Energy drink consumption has become popular and frequent among adolescents across Europe. • There is growing evidence that energy drink consumption is related to negative social, emotional and health outcomes, but only a few studies have explored this relationship in adolescents. What is New • Regular energy drink consumption was more frequent among boys and adolescents reporting low family affluence and increased with age. • Adolescents reporting regular energy drink consumption were in higher risk to suffer from health and behavioural problems and negative school experiences.
Assistance to Pupils with Physical Disabilities in Regular Schools: Promoting Inclusion or Creating Dependency?

ERIC Educational Resources Information Center

Egilson, Snaefridur Thora; Traustadottir, Rannveig

2009-01-01

Drawing on the perspectives of pupils with physical disabilities, their parents and teachers, this study explored the adult support provided to pupils with physical disabilities in regular schools. Data were collected through observations at schools and qualitative interviews. In all, 49 individuals participated in this study: 14 pupils with…
HealthKick: a nutrition and physical activity intervention for primary schools in low-income settings

PubMed Central

2010-01-01

Background The burden of non-communicable diseases, including type 2 diabetes, is growing in South Africa. This country has a complex mix of over- and under-nutrition, especially in low-income communities, and concerning levels of physical inactivity in children and youth. This paper describes HealthKick, a school-based nutrition and physical activity intervention in primary schools in these settings aimed at reducing diabetes risk factors. Methods/Design This study includes schools within historically disadvantaged, low-income communities from an urban area close to the city of Cape Town and from two rural areas outside of Cape Town, South Africa. The three Educational Districts involved are Metropole North, Cape Winelands and the Overberg. The study has three phases: intervention mapping and formative assessment, intervention development, and outcome and process evaluation. Sixteen schools were purposively selected to participate in the study and randomly allocated as intervention (eight schools) and control (eight schools). The primary aims of HealthKick are to promote healthful eating habits and increase regular participation in health-enhancing physical activity in children, parents and teachers, to prevent overweight, and reduce risk of chronic diseases (particularly type 2 diabetes); as well as to promote the development of an environment within the school and community that facilitates the adoption of healthy lifestyles. The components of HealthKick are: action planning, toolkit (resource guide, a resource box and physical activity resource bin), and an Educators' Manual, which includes a curriculum component. Discussion This study continues to highlight the key role that educators play in implementing a school-based intervention, but that developing capacity within school staff and stakeholders is not a simple or easy task. In spite of the challenges experienced thus far, valuable findings are being produced from this study, especially from Phase 1. Materials developed could be disseminated to other schools in low-income settings both within and outside of South Africa. Owing to the novelty of the HealthKick intervention in low-income South African primary schools, the findings of the evaluation phase have the potential to impact on policy and practice within these settings. PMID:20604914
World-Mindedness of Students and Their Geography Education at International (IB-DP) and Regular Schools in the Netherlands

ERIC Educational Resources Information Center

Béneker, Tine; van Dis, Hanneke; van Middelkoop, Daniel

2014-01-01

This article reports the results of a study conducted to gain insight into the world-mindedness of young people living in the Netherlands. Two groups are compared: students attending "regular" Dutch schools and students attending international schools. A questionnaire measured the students' world-mindedness and their evaluation of their…
Monitoring Chronic Absence: Regular Attendance Is Essential to Succeeding in School

ERIC Educational Resources Information Center

Data Quality Campaign, 2014

2014-01-01

Regular attendance is essential to succeeding in school, and chronic absence--missing excessive amounts of school for any reason--can cause students to be off track academically. Developed in partnership with Attendance Works, this fact sheet analyzes data from the "Data for Action 2013" survey to discuss how states use data to monitor…
Improving Physics Teaching Materials on Sound for Visually Impaired Students in High School

ERIC Educational Resources Information Center

Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry

2017-01-01

When visually impaired students attend regular high school, additional materials are necessary to help them understand physics concepts. The time for teachers to develop teaching materials for such students is scarce. Visually impaired students in regular high school physics classes often use a braille version of the physics textbook. Previously,…
Physical Activity of German Children and Adolescents 2003–2012: The MoMo-Study

PubMed Central

Henn, Annette; Albrecht, Claudia; Woll, Alexander

2017-01-01

Organized and unorganized physical activity (PA) hold an important role in the daily life of children and adolescents. Regular representative tracking of PA in different settings is important to evaluate social trends and implemented interventions. In this paper, representative PA data of German children and adolescents from the MoMo Baseline-Study (2004, n = 4528) are compared to those of Wave 1 (2010, n = 3994). Participants aged 4–17 were drawn out of 167 sample points in Germany and the data was weighted to ensure representativeness. PA was measured via questionnaire and was differentiated between organized (sports clubs and schools) and unorganized (unorganized sports and playing outside). Organized PA in extracurricular activities and sports clubs increased by eight percent, while unorganized PA decreased by seven percent. In addition to sports clubs, schools became a more prevalent setting for participation in physical activity in Germany. PMID:29137127
Physical Activity of German Children and Adolescents 2003-2012: The MoMo-Study.

PubMed

Schmidt, Steffen C E; Henn, Annette; Albrecht, Claudia; Woll, Alexander

2017-11-11

Organized and unorganized physical activity (PA) hold an important role in the daily life of children and adolescents. Regular representative tracking of PA in different settings is important to evaluate social trends and implemented interventions. In this paper, representative PA data of German children and adolescents from the MoMo Baseline-Study (2004, n = 4528) are compared to those of Wave 1 (2010, n = 3994). Participants aged 4-17 were drawn out of 167 sample points in Germany and the data was weighted to ensure representativeness. PA was measured via questionnaire and was differentiated between organized (sports clubs and schools) and unorganized (unorganized sports and playing outside). Organized PA in extracurricular activities and sports clubs increased by eight percent, while unorganized PA decreased by seven percent. In addition to sports clubs, schools became a more prevalent setting for participation in physical activity in Germany.
[Relationship between cyberbullying and the suicide related psychological behavior among middle and high school students in Anhui Province].

PubMed

Wang, Gengfu; Fang, Yu; Jiang, Liu; Zhou, Guiyang; Yuan, Shanshan; Wang, Xiuxiu; Su, Puyu

2015-11-01

To examine the prevalence rate of cyberbullying in middle and high school students in Anhui Province and explore the relationship between cyberbullying and suicide related psychological behavior. A total of 5726 middle and high school students from the 7th to the 12th grades in three regular middle schools and three regular high schools recruited from three cities in the Anhui Province (Tongling, Chuzhou, and Fuyang). Tongling, Chuzhou, and Fuyang are in the south, middle and north of Anhui, respectively. Each city was selected one regular middle school and one regular high school, and 8 classes were selected form each grade from each school. A stratified cluster random sampling method was used to randomly select 5726 participants among the six schools. Self-reports on cyberbullying and suicide related psychological behavior were collected. Among these 5726 adolescents, 46.8% of them involved in cyberbullying. Among them, 3.2% were bullies, 23.8% were victims, and 19.8% were both. Prevalence rates of suicide idea, suicide plan, suicide preparation, suicide implementation were 19.3%, 6.9%, 4.7% and 1.8%, respectively. Cyberbullying involvement, as victims, bullies or bully-victims, increased the risk of four kinds of suicide related psychological behavior (suicide idea, suicide plan, suicide preparation, suicide implementation) (P < 0.05). Cyberbullying has become a common occurrence in middle and high school students. Additionally, cyberbullying is closely related to suicide related psychological behavior among middle and high school students.
Food intake and appetite following school-based high-intensity interval training in 9-11-year-old children.

PubMed

Morris, Anna; Cramb, Robert; Dodd-Reynolds, Caroline J

2018-02-01

Using a randomised cross-over design, free-living lunch intake and subjective appetite were examined in 10 children (9.8 ± 0.6 years) following high-intensity interval training (HIIT) versus a control sedentary (SED) period, within a school setting. The 22-min HIIT took place during a regular PE lesson and consisted of two rounds of 4 × 30 s sprints. Foods were offered at a regular school lunch immediately following HIIT and SED and were matched between conditions. All food was covertly weighed before and after the meal. Hunger, fullness and prospective consumption were reported immediately before and after HIIT/SED, using visual analogue scales. Heart rate was higher during HIIT than SED (159.3 ± 23.1 vs. 76.9 ± 2.2 bpm, P < 0.05). Lunch energy intake was not different (P = 0.52) following HIIT, compared to SED (2.06 ± 0.35 vs. 2.09 ± 0.29 MJ, respectively). There were no significant differences in macronutrient intake or subjective appetite (P > 0.05). Results suggest that HIIT can be implemented in a PE lesson immediately before lunch, without causing a compensatory increase in food consumption.
A nursing student's reflective account of decision-making in a school nursing setting.

PubMed

Squirrell, Bethaney; Hunt, Jane

2018-05-11

Reflection is integral to professional revalidation and enhancing nursing practice; it is an art and a science to be learned. Learning the art of reflection begins as a student in clinical placement settings. Drawing on a reflective model, this article presents an account of one second-year children's nursing student's experiences in a community-based placement with a school nursing team. A school nurse appointment was reflected on where advice was offered to a 13-year-old student with sleep difficulties, low affect and lethargy, which included avoiding caffeinated drinks, reducing use of a laptop and mobile phone before going to sleep, and establishing a regular bedtime routine. Providing nursing care to this young person enabled the nursing student to improve their decision-making skills, become more self-aware, increase their confidence when communicating with a patient and reinforce the importance of applying theory to practice. ©2018 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.
Household Wealth and Neurocognitive Development Disparities among School-aged Children in Nepal

PubMed Central

Patel, Shivani A; Murray-Kolb, Laura E; LeClerq, Steven C; Khatry, Subarna K; Tielsch, James M; Katz, Joanne; Christian, Parul

2013-01-01

Background Wealth disparities in child developmental outcomes are well documented in developed countries. We sought to (1) describe the extent of wealth-based neurocognitive development disparities and (2) examine potential mediating factors of disparities among a population-based cohort of children in rural Nepal. Methods We investigated household wealth-based differences in intellectual, executive and motor function of n = 1692 children aged between 7 and 9 years in Nepal. Using linear mixed models, wealth-based differences were estimated before and after controlling for child and household demographic characteristics. We further examined wealth-based differences adjusted for three sets of mediators: child nutritional status, home environment, and schooling pattern. Results We observed a positive gradient in child neurocognitive performance by household wealth. After adjusting for child and household control factors, disparities between children in the highest and lowest wealth quintiles persisted in intellectual and motor function, but not executive function. No statistically significant wealth-based differentials in outcomes remained after accounting for nutritional status, home environment, and schooling patterns. The largest differences in neurocognitive development were associated with schooling pattern. Conclusions Household wealth patterns child neurocognitive development in rural Nepal, likely through its influence on nutritional status, the home environment, and schooling. In the current context, improving early and regular schooling in this setting is critical to addressing wealth-based disparities in outcomes. PMID:24118003
Household wealth and neurocognitive development disparities among school-aged children in Nepal.

PubMed

Patel, Shivani A; Murray-Kolb, Laura E; LeClerq, Steven C; Khatry, Subarna K; Tielsch, James M; Katz, Joanne; Christian, Parul

2013-11-01

Wealth disparities in child developmental outcomes are well documented in developed countries. We sought to (1) describe the extent of wealth-based neurocognitive development disparities and (2) examine potential mediating factors of disparities among a population-based cohort of children in rural Nepal. We investigated household wealth-based differences in intellectual, executive and motor function of n = 1692 children aged between 7 and 9 years in Nepal. Using linear mixed models, wealth-based differences were estimated before and after controlling for child and household demographic characteristics. We further examined wealth-based differences adjusted for three sets of mediators: child nutritional status, home environment, and schooling pattern. We observed a positive gradient in child neurocognitive performance by household wealth. After adjusting for child and household control factors, disparities between children in the highest and lowest wealth quintiles persisted in intellectual and motor function, but not executive function. No statistically significant wealth-based differentials in outcomes remained after accounting for nutritional status, home environment, and schooling patterns. The largest differences in neurocognitive development were associated with schooling pattern. Household wealth patterns child neurocognitive development in rural Nepal, likely through its influence on nutritional status, the home environment, and schooling. In the current context, improving early and regular schooling in this setting is critical to addressing wealth-based disparities in outcomes. © 2013 The Authors. Paediatric and Perinatal Epidemiology published by John Wiley & Sons Ltd.
Detailed Content of the Vietnamese Secondary Curriculum. Intermediate/Secondary Education Series, No. 2. Indochinese Refugee Education Guides.

ERIC Educational Resources Information Center

Center for Applied Linguistics, Arlington, VA.

This guide furnishes a detailed account of the basic characteristics of the Vietnamese "regular" high school curriculum and system. The regular high school is one of the three main kinds of high schools in Vietnam. Knowing the exact content of the subjects that students took in Viet-Nam will help teachers and administrators in placing…
Marketized Private Tutoring as a Supplement to Regular Schooling: Liberal Studies and the Shadow Sector in Hong Kong Secondary Education

ERIC Educational Resources Information Center

Chan, Claudia; Bray, Mark

2014-01-01

Around the world, increasing numbers of students receive after-school private supplementary tutoring. Such tutoring may be provided through informal channels or by companies, and it may be received one-to-one, in small groups or in large classes. The tutoring is commonly called shadow education since its content mimics that of regular schooling.…
Factors That Contributed to Gifted Students' Success on STEM Pathways: The Role of Race, Personal Interests, and Aspects of High School Experience

ERIC Educational Resources Information Center

Steenbergen-Hu, Saiying; Olszewski-Kubilius, Paula

2017-01-01

In this study, we conducted binary logistic regression on survey data collected from 244 past participants of a Talent Search program who attended regular high schools but supplemented their regular high school education with enriched or accelerated math and science learning activities. The participants completed an online survey 4 to 6 years…
Inclusion of Pupils with Intellectual Disabilities: Primary School Teachers' Attitudes and Willingness in a Rural Area in Uganda

ERIC Educational Resources Information Center

Ojok, Patrick; Wormnaes, Siri

2013-01-01

Teachers in regular schools have a responsibility to accommodate the needs and interests of all learners. The attitudes and willingness of teachers to include learners with intellectual disabilities in their classes in regular schools in a district with a semi-nomadic pastoral population in north-eastern Uganda was investigated. A survey of 125…
Collaborative Support for Inclusion

ERIC Educational Resources Information Center

Sanahuja-Gavaldà, Josep M.; Olmos-Rueda, Patricia; Morón-Velasco, Mar

2016-01-01

Nowadays, in Catalonia, students with autism spectrum disorders (ASD) are increasingly in regular schools although their presence, participation, learning and success are unequal. Barriers towards inclusion often depend on how to organise supporting at regular schools and the teachers' collaboration during this process. In this paper, the support…
Policy and environmental indicators for heart disease and stroke prevention: data sources in two states.

PubMed

Pluto, Delores M; Phillips, Martha M; Matson-Koffman, Dyann; Shepard, Dennis M; Raczynski, James M; Brownstein, J Nell

2004-04-01

Investigators in South Carolina and Alabama assessed the availability of data for measuring 31 policy and environmental indicators for heart disease and stroke prevention. The indicators were intended to determine policy and environmental support for adopting heart disease and stroke prevention guidelines and selected risk factors in 4 settings: community, school, work site, and health care. Research teams used literature searches and key informant interviews to explore the availability of data sources for each indicator. Investigators documented the following 5 qualities for each data source identified: 1) the degree to which the data fit the indicator; 2) the frequency and regularity with which data were collected; 3) the consistency of data collected across time; 4) the costs (time, money, personnel) associated with data collection or access; and 5) the accessibility of data. Among the 31 indicators, 11 (35%) have readily available data sources and 4 (13%) have sources that could provide partial measurement. Data sources are available for most indicators in the school setting and for tobacco control policies in all settings. Data sources for measuring policy and environmental indicators for heart disease and stroke prevention are limited in availability. Effort and resources are required to develop and implement mechanisms for collecting state and local data on policy and environmental indicators in different settings. The level of work needed to expand data sources is comparable to the extensive work already completed in the school setting and for tobacco control.
Analysing the physics learning environment of visually impaired students in high schools

NASA Astrophysics Data System (ADS)

Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry

2017-07-01

Although visually impaired students attend regular high school, their enrolment in advanced science classes is dramatically low. In our research we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. For visually impaired students to grasp physics concepts, time and additional materials to support the learning process are key. Time for teachers to develop teaching methods for such students is scarce. Suggestions for changes to the learning environment and of materials used are given.

School attendance, health-risk behaviors, and self-esteem in adolescents applying for working papers.

PubMed Central

Suss, A. L.; Tinkelman, B. K.; Freeman, K.; Friedman, S. B.

1996-01-01

Since health-risk behaviors are often encountered in clusters among adolescents, it was hypothesized that adolescents with poor school attendance would be associated with more health-risk behaviors (e.g., substance use, violence) than those who attend school regularly. This study assessed the relationship between poor school attendance and health-risk behaviors, and described health-risk behaviors and self-esteem among adolescents seeking employment. In this cross-sectional study, school attendance (poor vs. regular attendance) was related to health-risk behaviors by asking 122 subjects seen at a New York City Working Papers Clinic to complete both a 72-item questionnaire about their health-risk behaviors and the 58-item Coopersmith Self-Esteem School Form Inventory. Chi-square and Fisher's Exact Tests were performed. The poor and regular attenders of school differed significantly in only 5 out of 44 items pertaining to health-risk behaviors. Self-esteem measures for the two groups did not differ from one another or from national norms. In this sample, depression "in general" (global) and "at home," but not "at school," were associated significantly with suicidal thoughts/attempts and serious past life events (e.g. family conflict, sexual abuse). There were no significant associations between depression or self-esteem and illicit substance or alcohol use. We found few associations between poor school attendance and health-risk behaviors in this sample of employment-seeking adolescents. The poor and regular attenders of school were similar in most aspects of their health-risk behaviors and self-esteem. PMID:8982520
New Technologies in Portugal: Regular Middle and High School

ERIC Educational Resources Information Center

Florentino, Teresa; Sanchez, Lucas; Joyanes, Luis

2010-01-01

Purpose: The purpose of this paper is to elaborate upon the relation between information and communication technologies (ICT), particularly web-based resources, and their use, programs and learning in Portuguese middle and high regular public schools. Design/methodology/approach: Adding collected documentation on curriculum, laws and other related…
Localization of Physical Activity in Primary School Children Using Accelerometry and Global Positioning System.

PubMed

Bürgi, Rahel; Tomatis, Laura; Murer, Kurt; de Bruin, Eling D

2015-01-01

Ecological approaches have highlighted the importance of the built environment as a factor affecting physical activity. However, knowledge on children's activity patterns is still incomplete. Particularly, data on the spatial context of physical activity is limited, which limits the potential to design location-based interventions effectively. Using global positioning system (GPS) and accelerometry, this study aimed to identify locations where children engage in moderate-vigorous physical activity (MVPA). Participants included 119 children (11-14 years, 57% girls) from public schools in Winterthur, Switzerland. During a regular school week between February and April 2013, children wore an accelerometer and GPS sensor for seven consecutive days. Time-matched accelerometer and GPS data was mapped with a geographic information system and each data point was assigned to one of seven defined activity settings. Both the absolute amount of MVPA and proportion of time in MVPA were calculated for every setting. Multilevel analyses accounting for the hierarchical structure of the data were conducted to investigate any gender differences. Children achieved most MVPA on streets (34.5%) and on school grounds (33.4%). The proportion children spent in MVPA was highest in recreational facilities (19.4%), at other schools (19.2%) and on streets (18.6%). Boys accumulated significantly more MVPA overall and on other school grounds (p < 0.05) and showed a significantly higher proportion of time in MVPA at own school and outside of Winterthur (p < 0.05). The results indicate the importance of streets and school grounds as activity-promoting environments. The high use of streets may be an indicator for active transportation, which appears to contribute to an active lifestyle in both genders. In contrast, the school setting is more likely to encourage physical activity in boys. Recreational facilities seem to be conducive for MVPA among both genders, although infrequently visited during the week of measurement.
The Regular Education Initiative in the Anchorage Public Schools.

ERIC Educational Resources Information Center

Kennedy, Sylvia

The study examined the number of Anchorage (Alaska) public schools that are using the Regular Education Initiative (REI) concept in their special education programs and the attitudes of building principals concerning both REI and collaborative consultation. Surveys mailed to 65 principals yielded a return of 30 questionnaires (6 secondary and 24…
Social capital and physical activity among Croatian high school students.

PubMed

Novak, D; Doubova, S V; Kawachi, I

2016-06-01

To examine factors associated with regular physical activity in Croatian adolescents. A cross-sectional survey among high school students was carried out in the 2013/14 school year. A survey was conducted among 33 high schools in Zagreb City, Croatia. Participants were students aged 17-18 years. The dependent variables were regular moderate to vigorous physical activity (MVPA) and overall physical activity measured by the short version of International Physical Activity Questionnaire and defined as 60 min or more of daily physical activity. The independent variables included family, neighborhood, and high school social capital. Other study covariates included: socio-economic status, self-rated health, psychological distress and nutritional status. The associations between physical activity and social capital variables were assessed separately for boys and girls through multiple logistic regression and inverse probability weighting in order to correct for missing data bias. A total of 1689 boys and 1739 girls responded to the survey. A higher percentage of boys reported performing regular vigorous and moderate physical activity (59.4%) and overall physical activity (83.4%), comparing with the girls (35.4% and 70%, respectively). For boys, high family social capital and high informal social control were associated with increased odds of regular MVPA (1.49, 95%CI: 1.18 - 1.90 and 1.26, 95%CI: 1.02 - 1.56, respectively), compared to those with low social capital. For girls, high informal social control was associated with regular overall physical activity (OR 1.38, 95% CI: 1.09 - 1.76). High social capital is associated with regular MVPA in boys and regular overall activity in girls. Intervention and policies that leverage community social capital might serve as an avenue for promotion of physical activity in youth. Copyright © 2016 The Royal Society for Public Health. 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.
School Soft Drink Availability and Consumption Among U.S. Secondary Students

PubMed Central

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

2013-01-01

Background Consumption of sugar-sweetened beverages (SSBs) such as soft drinks has been associated with significantly increased energy intake and body weight. One strategy used to reduce soft drink consumption among adolescents has been reducing availability in schools; however, research is limited on associations between availability of soft drinks in school and student consumption. Purpose This study examines associations between regular and diet soft drink availability in schools and student consumption using data from 329 secondary schools and 9284 students. Methods Data were obtained from two sources: (1) nationally representative cross-sectional samples of students in Grades 8, 10, and 12 from U.S. public and private schools in 2010 and 2011 in the Monitoring the Future study; and (2) administrators of the same schools in the Youth, Education, and Society study. Multilevel modeling conducted in 2012 examined associations between school availability and student consumption controlling for student sociodemographics and school characteristics. Results In the total sample of more than 9000 students, regular and diet soft drink availability in school was not related to student consumption of these beverages in multivariate models. Yet, among African-American high school students, school regular and diet soft drink availability was significantly related to higher daily consumption (both before and after controlling for student and school factors). Conclusions Although removal of soft drinks from schools may not result in significantly lower overall student consumption, such actions may result in significant decreases in soft drink consumption for specific student groups. PMID:23683974
Do You See What I See? School Perspectives of Deaf Children, Hearing Children, and Their Parents

PubMed Central

Marschark, Marc; Bull, Rebecca; Sapere, Patricia; Nordmann, Emily; Skene, Wendy; Lukomski, Jennifer; Lumsden, Sarah

2013-01-01

Perspectives on academic and social aspects of children's school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children's friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children’s having deaf parents, attending a school for the deaf, and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings. PMID:23543959
A comparison of remedial, failure, and successful secondary school students across self-perception and past and present school performance variables.

PubMed

Zarb, J M

1984-01-01

Three groups of Grades 9-10 adolescents were compared across a combination of self-perception and school performance variables (past and present). The three groups studied were (1) students in remedial math and English classes (Remedials), (2) unsuccessful regular-stream students failing three or more subjects (Failures), and (3) successful regular-stream students failing no more than one course (Controls). The sample of 96 students was predominantly female, and subjects were enrolled in a general nonuniversity preparatory program at a commercial high school in an inner-city working-class district. Five sets of measures were used: Self-Perception Measures (Peer, Family, and Academic Self-Concept scales, as well as self-report measures of Study Habits and Educational Aspirations), Current, Past and Follow-up School Performance Measures (academic and nonacademic), and Attribution Measures (student and teacher attributions of reason for failure). Results indicated significant differences between the three groups on several variables. Compared with the Controls, both Remedials and Failures had lower Academic Self-Concepts and lower Reading Levels, but only the Remedials had significantly lower levels of Intellectual Functioning, in addition to lower Math Achievement Levels than the Controls. The Failure group was significantly lower than the other two groups on Family Self-Concept, Attendance, and Overall Grade Percentage (both at the initial and follow-up periods), and they had records showing a higher frequency of elementary school Behavior Problems. Thus it was suggested that school failure was related to emotional difficulties to a significantly greater degree for the Failure group as compared to the Remedial group, which was characterized by more straightforward academic and intellectual deficits. Finally, Failures and Remedials and their teachers tended to attribute the student's failure in particular courses fairly equally to either the student's difficulty in grasping the subject matter, or to insufficient effort, whereas those Controls who were failing a course tended to blame their failure on "Teacher Problems."
Perceived competence and school adjustment of hearing impaired children in mainstream primary school settings.

PubMed

Hatamizadeh, N; Ghasemi, M; Saeedi, A; Kazemnejad, A

2008-11-01

Although educational main streaming of children with special needs formally began in Iran since 1992 there is little information whether hearing impaired children feel competent in regular schools. To determine the perceived competence and school adjustment of hearing impaired children in mainstream primary school settings, the self-perception profile was administered to 60 mainstreamed hard of hearing children and 60 classmates with normal hearing matched for gender by a single interviewer. The instrument comprised 28 items, 23 of which were similar to those of 'adapted test Image for children with cochlear implants' asking children about their feelings about their own cognitive, physical, socio-emotional and communication competence and school adjustment. The Cronbach alpha coefficient for the instrument was 0.93. Hard of hearing children rated their competence significantly poorer than their hearing classmates for all domains. Mean differences for the five domains ranged from 0.48 (for physical competence) to 0.90 (for school adjustment) on a scale of 1-4. There were no significant differences between girls' and boys' competence, in either the hearing or the hearing impaired groups. Classifying overall scores for perceived competence into four groups ('poor competence', 'low competence', 'moderate competence' and 'high competence'), 23.4% of hearing impaired children but none of the hearing classmates rated themselves as having low or poor competence. On the other hand 85% of hearing children and only 18.3% of hearing impaired children rated themselves as highly competent. We suggest that periodical assessments of mainstreamed children might help to identify those children who are having difficulty adapting to their environment.
Regular School Teachers' Concerns and Perceived Barriers to Implement Inclusive Education in New Delhi, India

ERIC Educational Resources Information Center

Bhatnagar, Nisha; Das, Ajay

2014-01-01

Since the passage of The Persons with Disabilities (PWD) Act in 1995 and subsequent implementation of various policies and programs by the Indian government to enhance the participation of students with disabilities in regular schools, there has been a steady growth of inclusive education. Such initiatives, however, have placed new demands on…
Perceptions of Secondary School Students with Mild Disabilities to the Academic and Social Support Mechanisms Implemented in Regular Classrooms

ERIC Educational Resources Information Center

O'Rourke, John; Houghton, Stephen

2008-01-01

The Student Perceptions of Classroom Support Scale (SPCS), which measures the perceptions of students with mild disabilities of academic and social support mechanisms implemented in regular classrooms, was administered to 60 secondary school-aged students. Data were obtained with reference to curricular, instructional, physical and peer support…
The Integration of Children with Disabilities into Regular Schools. A Naturalistic Study. Stage 2 Report.

ERIC Educational Resources Information Center

Center, Yola; And Others

The study used a multiple case study method to investigate the quality of the educational and social experiences of elementary-level and secondary-level children with disabilities currently integrated within the Australian regular school system. This second stage of the study used for its sample 23 children with intellectual disabilities, 18 with…
Teaching Healthy Eating to Elementary School Students: A Scoping Review of Nutrition Education Resources.

PubMed

Peralta, Louisa R; Dudley, Dean A; Cotton, Wayne G

2016-05-01

School-based programs represent an ideal setting to enhance healthy eating, as most children attend school regularly and consume at least one meal and a number of snacks at school each day. However, current research reports that elementary school teachers often display low levels of nutritional knowledge, self-efficacy, and skills to effectively deliver nutrition education. The purpose of this review was to understand the availability and quality of resources that are accessible for elementary school teachers to use to support curriculum delivery or nutrition education programs. The review included 32 resources from 4 countries in the final analysis from 1989 to 2014. The 32 resources exhibited 8 dominant teaching strategies: curriculum approaches; cross-curricular approaches; parental involvement; experiential learning approaches; contingent reinforcement approaches; literary abstraction approaches; games-based approaches; and web-based approaches. The resources were accessible to elementary school teachers, with all the resources embedding curriculum approaches, and most of the resources embedding parental involvement strategies. Resources were less likely to embed cross-curricular and experiential learning approaches, as well as contingent reinforcement approaches, despite recent research suggesting that the most effective evidence-based strategies for improving healthy eating in elementary school children are cross-curricular and experiential learning approaches. © 2016, American School Health Association.
Cross-sectional study examining the prevalence, correlates and sequencing of electronic cigarette and tobacco use among 11–16-year olds in schools in Wales

PubMed Central

de Lacy, Elen; Fletcher, Adam; Hewitt, Gillian; Murphy, Simon; Moore, Graham

2017-01-01

Objectives To examine the prevalence and frequency of electronic (e)-cigarette use among young people in Wales, associations with socio-demographic characteristics, smoking and other substances and the sequencing of e-cigarette and tobacco use. Design A cross-sectional survey of school students in Wales undertaken in 2015. Setting 87 secondary schools in Wales. Participants Students aged 11–16 (n=32 479). Results Overall, students were nearly twice as likely to report ever using e-cigarettes (18.5%) as smoking tobacco (10.5%). Use of e-cigarettes at least weekly was 2.7% in the whole sample, rising to 5.7% among those aged 15–16. Almost half (41.8%) of daily smokers reported being regular e-cigarette users. Regular e-cigarette use was more prevalent among current cannabis users (relative risk ratio (RRR)=41.82; 95% CI 33.48 to 52.25)), binge drinkers (RRR=47.88; 95% CI 35.77 to 64.11), users of mephedrone (RRR=32.38; 95% CI 23.05 to 45.52) and laughing gas users (RRR=3.71; 95% CI 3.04 to 4.51). Multivariate analysis combining demographics and smoking status showed that only gender (being male) and tobacco use independently predicted regular use of e-cigarettes (p<0.001). Among weekly smokers who had tried tobacco and e-cigarettes (n=877), the vast majority reported that they tried tobacco before using an e-cigarette (n=727; 82.9%). Conclusions Since 2013, youth experimentation with e-cigarettes has grown rapidly in Wales and is now almost twice as common as experimentation with tobacco. Regular use has almost doubled, and is increasing among never and non-smokers. These data suggest that e-cigarette use among youth is an emerging public health issue, even though there remains no evidence that it represents a new pathway into smoking. Mixed methods longitudinal research is needed to explore why young people use e-cigarettes, and to develop interventions to prevent further increases in use. PMID:28159848
And the Survey Says …

NASA Astrophysics Data System (ADS)

White, Susan C.

2017-01-01

Since October, we have been looking at two different numbers that have been used to describe the availability of physics in U.S. high schools: 60% and 95%. The U.S. Department of Education Office of Civil Rights (OCR) uses data from all public schools to calculate the 60%. AIP Statistics uses data from public and private regular and vocational schools to calculate the 95%. Last month we noted that a large part of the difference is explained by differences in the number of schools used in the denominator of the calculation. We also noted that the 95% is the proportion of seniors enrolled in schools that offer physics regularly (that is, at least in alternating years). Smaller schools are more likely to offer physics in alternating years.
And the Survey Says …

NASA Astrophysics Data System (ADS)

White, Susan C.

2016-11-01

We are continuing our examination of very different physics availability numbers reported by AIP Statistics and the U.S. Department of Education's Office of Civil Rights (OCR). The essential difference appears to be the number of schools included in the denominator. The U.S. Department of Education classifies schools into one of five types based upon the curriculum offered: regular, special education, vocational, alternative, and a fifth classification for schools that do not fit into any of the first four. In AIP Statistics' Quadrennial Survey of High School Physics Teachers, data are collected from a nationally representative sample of all public and private regular and vocational schools that have at least three seniors (students enrolled in 12th grade).
[Comparing students in inclusive education to those in special schools: the view of parents of children with learning disabilities].

PubMed

Klicpera, Christian; Klicpera, Barbara Gasteiger

2004-12-01

The paper presents the results of a survey of 755 parents of learning disabled children with certified special needs who either attended classes within regular education or special schools. All parents were involved in the decision on the school placement of their children. The experiences of 547 parents of learning disabled students in inclusive classes were contrasted with those of 207 parents of children in special schools. Besides a rather high satisfaction with previous school experiences of their children a number of differences between the two groups of parents could be observed. Parents of students in special schools viewed their children as rather little challenged by their educational requirements whereas those in inclusive education found their children to be overtaxed. The social development of the students in inclusive education was judged as more positive and, generally, a higher rate of parents of learning disabled students in inclusive classes were satisfied with their choice of the educational setting. Although the requirements for parental support concerning studying were higher in inclusive classes this cannot solely explain the differences of experiences with school. In a second step, satisfied parents were compared to dissatisfied parents. It could be found that the group of dissatisfied parents had to make their choice on the educational setting of their children under less favourable conditions and many could not accept that their child had been classified as having special needs. This applied to parents of students in inclusive education as well as to parents of children in special schools. Additionally, parents of students with German as a second language reported to be discontented more frequently. No significant discrepancies could be found between different grades or federal states with different quotas of inclusive education.
Perceptions and practices of U.S. dental schools regarding curriculum integrated format and traditional format licensure exams.

PubMed

Desai, Shamik; Allareddy, Veerasathpurush; Donoff, R Bruce; Howell, T Howard; Karimbux, Nadeem Y

2013-08-01

The dental licensure exam in the United States has evolved over the past ten years, and two formats-the traditional format and curriculum integrated format-are now available for students to satisfy licensure requirements. The objective of this study was to examine the differences and relative merits of the two formats. A twenty-five-question survey was distributed to the fifty-seven U.S. dental schools at the time. The survey included both quantitative and discrete variables and followed a strategic sequential order. The first set of questions sought to determine what type of board preparatory/mock exam each dental school offered, and the next set of questions asked which licensure exam each school formally offered. The final questions were qualitative in nature and aimed to determine the school representatives' opinions about the curriculum integrated format versus traditional format. Of the fifty-seven schools contacted, thirty-seven agreed to participate (response rate=64.9 percent). Fourteen schools reported that they administer the traditional format only and twelve administer the curriculum integrated format only, while eleven offer both. Thirty-two schools offered mock board exams to their graduating students, and twenty-four of those said their mock exams were identical in format to the actual qualifying clinical exams offered at their institution. The respondents reported no significant advantage to preparing for the curriculum integrated format examination as compared to the traditional format examination with regards to number of clock hours taken from regular curriculum time. In reporting on this study, this article provides an overview of the relative advantages and disadvantages of the two examination formats used for the dental licensure process in the United States.
Improvements and Disparities in Types of Foods and Milk Beverages Offered in Elementary School Lunches, 2006–2007 to 2013–2014

PubMed Central

Ohri-Vachaspati, Punam; Powell, Lisa; Chaloupka, Frank J.

2016-01-01

Introduction Children consume much of their daily energy intake at school. School district policies, state laws, and national policies, such as revisions to the US Department of Agriculture’s school meals standards, may affect the types of foods and beverages offered in school lunches over time. Methods This study evaluated changes and disparities in school lunch characteristics from 2006–2007 to 2013–2014. Data were obtained from annual cross-sectional surveys at 4,630 public elementary schools participating in the National School Lunch Program. Multivariate logistic regressions were conducted to examine lunch characteristics. Results The percentage of schools regularly offering healthful items such as vegetables (other than potatoes), fresh fruit, salad bars, whole grains, and more healthful pizzas increased significantly from 2006–2007 to 2013–2014, and the percentage of schools offering less healthful items such as fried potatoes, regular pizza, and high-fat milks decreased significantly. Nevertheless, disparities were evident in 2013–2014. Schools in the West were significantly more likely to offer salad bars than were schools in the Northeast, Midwest, or South (adjusted prevalence: West, 66.3%; Northeast, 22.3%; Midwest, 20.8%; South, 18.3%). Majority-black or majority-Latino schools were significantly less likely to offer fresh fruit than were predominantly white schools (adjusted prevalence: majority black, 61.3%; majority Latino, 73.0%; predominantly white, 87.8%). Schools with low socioeconomic status were significantly less likely to offer salads regularly than were schools with middle or high socioeconomic status (adjusted prevalence: low, 38.5%; middle, 47.4%; high, 59.3%). Conclusion Much progress has been made in improving the quality of school lunches in US public elementary schools, but additional opportunities for improvement remain. PMID:26986542

School Inclusion Policy and Curricular Practices: Teaching Strategies for the Conceptual Preparation of the Target Public of Special Education

ERIC Educational Resources Information Center

Hostins, Regina Célia Linhares; Jordão, Suelen Garay Figueiredo

2015-01-01

In Brazil the inclusive education policy and curriculum practices aimed at disabled students have been the subject of research and debate. These students, despite having guaranteed access to regular education, find their schooling processes restricted due to lack of knowledge of their learning characteristics. In both regular classes and…
School soft drink availability and consumption among U.S. secondary students.

PubMed

Terry-McElrath, Yvonne M; O'Malley, Patrick M; Johnston, Lloyd D

2013-06-01

Consumption of sugar-sweetened beverages (SSBs) such as soft drinks has been associated with significantly increased energy intake and body weight. One strategy used to reduce soft drink consumption among adolescents has been reducing availability in schools; however, research is limited on associations between availability of soft drinks in school and student consumption. This study examines associations between regular and diet soft drink availability in schools and student consumption using data from 329 secondary schools and 9284 students. Data were obtained from two sources: (1) nationally representative cross-sectional samples of students in Grades 8, 10, and 12 from U.S. public and private schools in 2010 and 2011 in the Monitoring the Future study and (2) administrators of the same schools in the Youth, Education, and Society study. Multilevel modeling conducted in 2012 examined associations between school availability and student consumption controlling for student sociodemographics and school characteristics. In the total sample of more than 9000 students, regular and diet soft drink availability in school was not related to student consumption of these beverages in multivariate models. Yet, among African-American high school students, school regular and diet soft drink availability was significantly related to higher daily consumption (both before and after controlling for student and school factors). Although removal of soft drinks from schools may not result in significantly lower overall student consumption, such actions may result in significant decreases in soft drink consumption for specific student groups. Copyright © 2013 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.
El Maestro de Sala Regular de Clases Ante el Proceso de Inclusion del Nino Con Impedimento

ERIC Educational Resources Information Center

Rosa Morales, Awilda

2012-01-01

The purpose of this research was to describe the experiences of regular class elementary school teachers with the Puerto Rico Department of Education who have worked with handicapped children who have been integrated to the regular classroom. Five elementary level regular class teachers were selected in the northwest zone of Puerto Rico who during…
The effect of dose reduction on the detection of anatomical structures on panoramic radiographs.

PubMed

Kaeppler, G; Dietz, K; Reinert, S

2006-07-01

The aim was to evaluate the effect of dose reduction on diagnostic accuracy using different screen-film combinations and digital techniques for panoramic radiography. Five observers assessed 201 pairs of panoramic radiographs (a total of 402 panoramic radiographs) taken with the Orthophos Plus (Sirona, Bensheim, Germany), for visualization of 11 anatomical structures on each side, using a 3-point scale -1, 0 and 1. Two radiographs of each patient were taken at two different times (conventional setting and setting with decreased dose, done by increasing tube potential settings or halving tube current). To compare the dose at different tube potential settings dose-length product was measured at the secondary collimator. Films with medium and regular intensifying screens (high and low tube potential settings) and storage phosphor plates (low tube potential setting, tube current setting equivalent to regular intensifying screen and halved) were compared. The five observers made 27 610 assessments. Intrarater agreement was expressed by Cohen's kappa coefficient. The results demonstrated an equivalence of regular screens (low tube potential setting) and medium screens (high and low tube potential settings). A significant difference existed between medium screens (low tube potential setting, mean score 0.92) and the group of regular film-screen combinations at high tube potential settings (mean score 0.89) and between all film-screen combinations and the digital system irrespective of exposure (mean score below 0.82). There were no significant differences between medium and regular screens (mean score 0.88 to 0.92) for assessment of the periodontal ligament space, but there was a significant difference compared with the digital system (mean score below 0.76). The kappa coefficient for intrarater agreement was moderate (0.55). New regular intensifying screens can replace medium screens at low tube potential settings. Digital panoramic radiographs should be taken at low tube potential levels with an exposure equivalent at least to a regular intensifying screen.
Process evaluation of a community-based intervention program: Healthy Youth Healthy Communities, an adolescent obesity prevention project in Fiji.

PubMed

Waqa, Gade; Moodie, Marj; Schultz, Jimaima; Swinburn, Boyd

2013-12-01

Nearly one-half of the adult population in Fiji between the ages of 15-64 years is either overweight or obese; and rates amongst school children have, on average, doubled during the last decade. There is an urgent need to scale up the promotion of healthy behaviors and environments using a multi-sectoral approach. The Healthy Youth Healthy Community (HYHC) project in Fiji used a settings approach in secondary schools and faith-based organizations to increase the capacity of the whole community, including churches, mosques and temples, to promote healthy eating and regular physical activity, and to prevent unhealthy weight gain in adolescents aged 13-18 years. The team consisted of a study manager, project coordinator and four research assistants (RAs) committed to planning, designing and facilitating the implementation of intervention programs in collaboration with other stakeholders, such as the wider school communities, government and non-governmental organizations and business partners. Process data were collected on all intervention activities and analyzed by dose, frequency and reach for each specific strategy. The Fiji Action Plan included nine objectives for the school settings; four were based on nutrition and two on physical activity in schools, plus three general objectives, namely capacity building, social marketing and evaluation. Long-term change in nutritional behavior was difficult to achieve; a key contributor to this was the unhealthy food served in the school canteens. Whilst capacity-building proved to be one of the best mechanisms for intervening, it is important to consider the cultural and social factors influencing health behaviors and affecting specific groups.
Prevalence of Autism Spectrum Disorders in Ecuador: A Pilot Study in Quito

ERIC Educational Resources Information Center

Dekkers, Laura M.; Groot, Norbert A.; Díaz Mosquera, Elena N.; Andrade Zúñiga, Ivonne P.; Delfos, Martine F.

2015-01-01

This research presents the results of the first phase of the study on the prevalence of pupils with Autism Spectrum Disorder (ASD) in regular education in Quito, Ecuador. One-hundred-and-sixty-one regular schools in Quito were selected with a total of 51,453 pupils. Prevalence of ASD was assessed by an interview with the rector of the school or…
The Level of Satisfaction of Female Learning Disabilities' Parents with Their Kids' Integration in Regular Schools in Riyadh, Saudi Arabia

ERIC Educational Resources Information Center

Abahusain, Wedad A.

2016-01-01

This study aims at finding out the parents' level of satisfaction with the integration of their daughters with learning disabilities in regular schools in Riyadh, Saudi Arabia. The study sample consisted of 283 parents of female students. The instrument of data collection was a questionnaire consisting of 59 items for 10 domains. The study results…
Inclusive Education for Students with Hearing Impairment in the Regular Secondary Schools in the North-West Region of Cameroon: Initiatives and Challenges

ERIC Educational Resources Information Center

Bamu, Beryl Ndongwa; De Schauwer, Elisabeth; Verstraete, Sara; Van Hove, Geert

2017-01-01

Although some initiatives are implemented in the education of students with hearing impairments in the regular school, challenges are still encountered in their education. This article which is part of the results from an ongoing qualitative study in the North-West region of Cameroon addresses the different initiatives and challenges involved with…
Long-term effectiveness of a combined student-parent and a student-only smoking prevention intervention among 7th grade school children in Berlin, Germany.

PubMed

Krist, Lilian; Lotz, Fabian; Bürger, Christin; Ströbele-Benschop, Nanette; Roll, Stephanie; Rieckmann, Nina; Müller-Nordhorn, Jacqueline; Willich, Stefan N; Müller-Riemenschneider, Falk

2016-12-01

In Germany, the smoking prevalence among adolescents is among the highest in Europe. Our aim was to evaluate the long-term effectiveness of a combined student-parent and a student-only smoking prevention programme to reduce the smoking prevalence among 7th grade students in Berlin. Three-armed cluster-randomized controlled trial (RCT). Schools as cluster units were randomized into (i) student intervention, (ii) combined student-parent intervention or (iii) control group, with follow-up after 12 and 24 months. High schools and integrated secondary schools in Berlin, Germany. Seventh grade students aged 11-16 years. We included 47 schools, 161 classes and 2801 students [50.1% girls, mean age ± standard deviation (SD) = 13.0 ± 0.6 years]. The primary outcome was self-reported regular smoking (at least one cigarette per day) after 24 months (point prevalence). Further self-reported outcomes were other smoking behaviours as well as parental rules and attitudes towards smoking. Comparisons were calculated as odds ratios (OR) with 95% confidence intervals (CI). At baseline, 2.3% of the students reported that they smoked regularly. After 24 months, 7.8% and 7.0% were regular smokers in the student-only intervention and the student-parent intervention, respectively, compared with 10.1% in the control group. The OR for being a regular smoker was 0.81 (0.34-1.92) for the student-parent intervention versus control, 0.95 (CI = 0.41-2.22) for the student-only intervention versus control and 0.85 (0.38-1.89) for student-parent intervention versus student-only intervention. A combined student-parent smoking prevention intervention delivered via secondary schools in Berlin, Germany did not result in a statistically significant reduction in regular smoking compared with a control group or a student-only intervention. The student-only intervention did not result in a significant reduction in regular smoking compared with the control group. © 2016 Society for the Study of Addiction.
Age and Environment Determined Children's Preference Towards Dentist Attire - A Cross - Sectional Study.

PubMed

Ravikumar, Dhanalakshmi; Gurunathan, Deepa; Karthikeyan, Shanmugaavel; Subbramanian, Emg; Samuel, Victor A

2016-10-01

The attire of the dentist has an influence on child's behaviour in dental setup. Recent research has shown that the children have preferences towards the outfit worn by the dentist. The aim of the study was to determine the preference of children towards dentists' attire based on various age groups and environment. A total of 534 children aged between 6-11 years participated in the study. Children were divided into three groups based on their age as younger, middle and older age groups. Photographs of the dentist in different attires such as white coat, surgical scrubs and regular outfit were shown to children and the questionnaire was evaluated by a single, qualified Paediatric dentist in two different environmental set ups, namely school and dental environment. The anxiety level was evaluated by using Modified Child Dental Anxiety Scale [MCDAS (f)]. Data was collected and tabulated. Statistical analysis was done using SPSS version 20.0. A statistically significant difference was evident in the preference level of children towards dentist attire (p-value= 0.002). There was a positive correlation in the preference level of children towards dentist attire in different age groups. A statistically significant difference was evident in the preference level of children towards the dentist attire in school and dental environment (p-value <0.001). Younger age group children preferred regular outfit and middle and older age group preferred white coat and surgical scrubs respectively. Children preferred white coat in school environment and surgical scrubs in dental environment.
Connecting with Families to Improve Students' School Attendance: A Review of the Literature

ERIC Educational Resources Information Center

McConnell, Bethany M.; Kubina, Richard M., Jr.

2014-01-01

School attendance is a rising issue in public schools. Students regularly absent from school can end up involved in destructive behaviors and dropout of school. Family characteristics are strong determining factors in students' school attendance. This presents the question, "Can family involvement improve public school students'…
34 CFR 643.22 - How does the Secretary evaluate prior experience?

Code of Federal Regulations, 2012 CFR

2012-07-01

... school enrollment of participants. (3) (3 points) Secondary school graduation (regular secondary school diploma). Whether the applicant met or exceeded its objective regarding the graduation of participants... standard number of years. (4) (1.5 points) Secondary school graduation (rigorous secondary school program...
34 CFR 643.22 - How does the Secretary evaluate prior experience?

Code of Federal Regulations, 2013 CFR

2013-07-01

... school enrollment of participants. (3) (3 points) Secondary school graduation (regular secondary school diploma). Whether the applicant met or exceeded its objective regarding the graduation of participants... standard number of years. (4) (1.5 points) Secondary school graduation (rigorous secondary school program...
34 CFR 643.22 - How does the Secretary evaluate prior experience?

Code of Federal Regulations, 2011 CFR

2011-07-01

... school enrollment of participants. (3) (3 points) Secondary school graduation (regular secondary school diploma). Whether the applicant met or exceeded its objective regarding the graduation of participants... standard number of years. (4) (1.5 points) Secondary school graduation (rigorous secondary school program...
34 CFR 643.22 - How does the Secretary evaluate prior experience?

Code of Federal Regulations, 2014 CFR

2014-07-01

... school enrollment of participants. (3) (3 points) Secondary school graduation (regular secondary school diploma). Whether the applicant met or exceeded its objective regarding the graduation of participants... standard number of years. (4) (1.5 points) Secondary school graduation (rigorous secondary school program...
Social Contact Networks and Mixing among Students in K-12 Schools in Pittsburgh, PA

PubMed Central

Guclu, Hasan; Read, Jonathan; Vukotich, Charles J.; Galloway, David D.; Gao, Hongjiang; Rainey, Jeanette J.; Uzicanin, Amra; Zimmer, Shanta M.; Cummings, Derek A. T.

2016-01-01

Students attending schools play an important role in the transmission of influenza. In this study, we present a social network analysis of contacts among 1,828 students in eight different schools in urban and suburban areas in and near Pittsburgh, Pennsylvania, United States of America, including elementary, elementary-middle, middle, and high schools. We collected social contact information of students who wore wireless sensor devices that regularly recorded other devices if they are within a distance of 3 meters. We analyzed these networks to identify patterns of proximal student interactions in different classes and grades, to describe community structure within the schools, and to assess the impact of the physical environment of schools on proximal contacts. In the elementary and middle schools, we observed a high number of intra-grade and intra-classroom contacts and a relatively low number of inter-grade contacts. However, in high schools, contact networks were well connected and mixed across grades. High modularity of lower grades suggests that assumptions of homogeneous mixing in epidemic models may be inappropriate; whereas lower modularity in high schools suggests that homogenous mixing assumptions may be more acceptable in these settings. The results suggest that interventions targeting subsets of classrooms may work better in elementary schools than high schools. Our work presents quantitative measures of age-specific, school-based contacts that can be used as the basis for constructing models of the transmission of infections in schools. PMID:26978780
Social Contact Networks and Mixing among Students in K-12 Schools in Pittsburgh, PA.

PubMed

Guclu, Hasan; Read, Jonathan; Vukotich, Charles J; Galloway, David D; Gao, Hongjiang; Rainey, Jeanette J; Uzicanin, Amra; Zimmer, Shanta M; Cummings, Derek A T

2016-01-01

Students attending schools play an important role in the transmission of influenza. In this study, we present a social network analysis of contacts among 1,828 students in eight different schools in urban and suburban areas in and near Pittsburgh, Pennsylvania, United States of America, including elementary, elementary-middle, middle, and high schools. We collected social contact information of students who wore wireless sensor devices that regularly recorded other devices if they are within a distance of 3 meters. We analyzed these networks to identify patterns of proximal student interactions in different classes and grades, to describe community structure within the schools, and to assess the impact of the physical environment of schools on proximal contacts. In the elementary and middle schools, we observed a high number of intra-grade and intra-classroom contacts and a relatively low number of inter-grade contacts. However, in high schools, contact networks were well connected and mixed across grades. High modularity of lower grades suggests that assumptions of homogeneous mixing in epidemic models may be inappropriate; whereas lower modularity in high schools suggests that homogenous mixing assumptions may be more acceptable in these settings. The results suggest that interventions targeting subsets of classrooms may work better in elementary schools than high schools. Our work presents quantitative measures of age-specific, school-based contacts that can be used as the basis for constructing models of the transmission of infections in schools.
Sexual behaviour of adolescents before and after the advent of AIDS.

PubMed

Ostergaard, L

1997-12-01

To asses changes in sexual behaviour and use of contraceptive methods in Danish adolescents from the period before the advent of AIDS up to the present. Comparative study comparing data obtained from two identical cross sectional surveys Grenaa Gymnasium, Denmark. 626 high school students in 1982 and 499 high school students in 1996. An anonymous standardised self administered questionnaire handed out to high school students at Grenaa Gymnasium in spring 1982. In spring 1996 an identical questionnaire was handed out to every high school student at the same gymnasium. Age at first sexual intercourse, contraceptive use, and reasons for choice of contraceptive strategy. Today more males had experienced the first sexual intercourse before their 16th birthday (p = 0.047) compared with 1982, the reverse held for females (p = 0.003). From 1982 to 1996 condom use increased in males with no regular partner (p = 0.009). In females with no regular partner, there was during the same period an increase in considering the condom a personal contraceptive method (p = 0.017). In 1982 and 1996 protection from sexually transmitted diseases was given as reason for the choice of contraceptive strategy by 21% and 72% of males with no regular partner (p < 0.001), and by 7% and 32% of males with a regular partner (p < 0.001). The corresponding figures for females in 1982 and 1996 were 10% and 71% (p < 0.001) for those with no regular partner and 4% and 21% (p < 0.001) for those with a regular partner. Condom use has increased among adolescents with no regular partner brought up under the widespread awareness of AIDS, and the reason for this is to be protected from sexually transmitted diseases. A future decline in the incidence of various sexually transmitted diseases may be expected, and information on safe sexual practices should be continued.
The Self-Concept of Deaf/Hard-of-Hearing and Hearing Students.

PubMed

Mekonnen, Mulat; Hannu, Savolainen; Elina, Lehtomäki; Matti, Kuorelahti

2016-10-01

The present study investigated the self-concept of deaf and hard-of-hearing (DHH) students in different educational settings compared with those of hearing students in Ethiopia. The research involved a sample of 103 Grade 4 students selected from 7 towns in Ethiopia. They were selected from a special school for the deaf, a special class for the deaf, and a regular school. The Self-Description Questionnaire I (Marsh, 1990) was used to measure the children's self-concept. The study results indicated that, in comparison with their hearing peers, DHH students had a lower self-concept in the areas of general self, general school, reading, and parental relations. The DHH students in the special school showed a higher self-concept in regard to their physical appearance than the hearing and DHH students in the special class. There were no statistically significant differences between the groups in the self-concept dimensions of peer relations, mathematics, and physical abilities. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.
The association rules search of Indonesian university graduate’s data using FP-growth algorithm

NASA Astrophysics Data System (ADS)

Faza, S.; Rahmat, R. F.; Nababan, E. B.; Arisandi, D.; Effendi, S.

2018-02-01

The attribute varieties in university graduates data have caused frustrations to the institution in finding the combinations of attributes that often emerge and have high integration between attributes. Association rules mining is a data mining technique to determine the integration of the data or the way of a data set affects another set of data. By way of explanation, there are possibilities in finding the integration of data on a large scale. Frequent Pattern-Growth (FP-Growth) algorithm is one of the association rules mining technique to determine a frequent itemset in an FP-Tree data set. From the research on the search of university graduate’s association rules, it can be concluded that the most common attributes that have high integration between them are in the combination of State-owned High School outside Medan, regular university entrance exam, GPA of 3.00 to 3.49 and over 4-year-long study duration.

Noise and Stress in Primary and Secondary School Children: Noise Reduction and Increased Concentration Ability through a Short but Regular Exercise and Relaxation Program

ERIC Educational Resources Information Center

Norlander, Torsten; Moas, Leif; Archer, Trevor

2005-01-01

The present study examined whether a short but regularly used program of relaxation, applied to Primary and Secondary school children, could (a) reduce noise levels (in decibels), (b) reduce pupils' experienced stress levels, and (c) increase the pupils' ability to concentrate, as measured by teachers' estimates. Noise levels in 5 classrooms (84…
A Comparative Study of the Persistence and Academic Achievement of "Project 60"& Regularly Enrolled Students at Middlesex Community College.

ERIC Educational Resources Information Center

Lee, Glenda E.

The Project 60 group was an experimental group of 53 disadvantaged students who would not have been admitted to Middlesex Community College through the regular admissions procedures. They had a high school average of 1.7 and were largely below average in reading, math, and composition, both in high school grades and individual testing. Project 60…
Michigan School Privatization Survey 2011

ERIC Educational Resources Information Center

Hohman, James M.; Kollmeyer, Josiah M.

2011-01-01

Michigan school districts face tough choices allocating their resources to provide students with an education. Despite increased spending in Michigan schools, school boards regularly have to find ways to trim expenses, and sometimes that means lowering employment benefits, eliminating positions and other moves that few school board members enjoy.…
Snacks, sweetened beverages, added sugars, and schools.

PubMed

2015-03-01

Concern over childhood obesity has generated a decade-long reformation of school nutrition policies. Food is available in school in 3 venues: federally sponsored school meal programs; items sold in competition to school meals, such as a la carte, vending machines, and school stores; and foods available in myriad informal settings, including packed meals and snacks, bake sales, fundraisers, sports booster sales, in-class parties, or other school celebrations. High-energy, low-nutrient beverages, in particular, contribute substantial calories, but little nutrient content, to a student's diet. In 2004, the American Academy of Pediatrics recommended that sweetened drinks be replaced in school by water, white and flavored milks, or 100% fruit and vegetable beverages. Since then, school nutrition has undergone a significant transformation. Federal, state, and local regulations and policies, along with alternative products developed by industry, have helped decrease the availability of nutrient-poor foods and beverages in school. However, regular access to foods of high energy and low quality remains a school issue, much of it attributable to students, parents, and staff. Pediatricians, aligning with experts on child nutrition, are in a position to offer a perspective promoting nutrient-rich foods within calorie guidelines to improve those foods brought into or sold in schools. A positive emphasis on nutritional value, variety, appropriate portion, and encouragement for a steady improvement in quality will be a more effective approach for improving nutrition and health than simply advocating for the elimination of added sugars. Copyright © 2015 by the American Academy of Pediatrics.
Educational participation of children with spinal cord injury.

PubMed

Dudgeon, B J; Massagli, T L; Ross, B W

1997-01-01

The purpose of this study was to examine educational participation and accommodations for children with spinal cord injury (SCI) or disease in primary, secondary, and postsecondary educational settings. Written surveys were developed for students with SCI and their teachers. Fifty-three participants had SCI onset before age 18 years, were at least 4 years old and enrolled in a school program, and had residual motor disability without cognitive-behavioral impairments. Nearly all participants were enrolled full time in regular education classrooms. Seventy-five percent of primary-level participants and 32% of secondary-level participants were qualified for special education and related services, receiving teacher aide assistance as well as occupational and physical therapy services. Most participants were graduating from high school and pursing postsecondary education. Classroom performance and grades were reported as average or above average, but curriculum modifications were commonly made, and many participants required human assistance and assistive technology in functional and classroom tasks. Access barriers were often reported by participants using wheelchairs, and those using augmentative writing aids were not fluent with these devices. Accommodations in schools for students with SCI appear to support completion and advancement to higher levels of education, but these accommodations appear to be geared toward participation rather than levels of performance and productivity that may be realistic for work and other community settings.
The School Choice Hoax: Fixing America's Schools

ERIC Educational Resources Information Center

Corwin, Ronald G.; Schneider, E. Joseph

2007-01-01

The federal government is devoting millions of dollars to charter and voucher programs that currently require parents to abandon regular public schools. The goal of the authors of The School Choice Hoax is to expose the misleading hyperbole that has been driving the school choice movement and to show how charter schools can become more effective…
Predictors of College Retention and Performance between Regular and Special Admissions

ERIC Educational Resources Information Center

Kim, Johyun

2015-01-01

This predictive correlational research study examined the effect of cognitive, demographic, and socioeconomic variables as predictors of regular and special admission students' first-year GPA and retention among a sample of 7,045 students. Findings indicated high school GPA and ACT scores were the two most effective predictors of regular and…
Willingness of Regular and Special Educators to Teach Students with Handicaps.

ERIC Educational Resources Information Center

Gans, Karen Derk

1987-01-01

Regular educators (N=128) and special educators (N=133) in 21 Ohio school districts responded to a questionnaire regarding handicap integration. Willingness of regular educators to teach handicapped students depended more heavily on demographic variables (e.g., total number of years in teaching); willingness of special educators depended more on…
Mutual interference between statistical summary perception and statistical learning.

PubMed

Zhao, Jiaying; Ngo, Nhi; McKendrick, Ryan; Turk-Browne, Nicholas B

2011-09-01

The visual system is an efficient statistician, extracting statistical summaries over sets of objects (statistical summary perception) and statistical regularities among individual objects (statistical learning). Although these two kinds of statistical processing have been studied extensively in isolation, their relationship is not yet understood. We first examined how statistical summary perception influences statistical learning by manipulating the task that participants performed over sets of objects containing statistical regularities (Experiment 1). Participants who performed a summary task showed no statistical learning of the regularities, whereas those who performed control tasks showed robust learning. We then examined how statistical learning influences statistical summary perception by manipulating whether the sets being summarized contained regularities (Experiment 2) and whether such regularities had already been learned (Experiment 3). The accuracy of summary judgments improved when regularities were removed and when learning had occurred in advance. In sum, calculating summary statistics impeded statistical learning, and extracting statistical regularities impeded statistical summary perception. This mutual interference suggests that statistical summary perception and statistical learning are fundamentally related.
School Refuser Child Identities

ERIC Educational Resources Information Center

Stroobant, Emma; Jones, Alison

2006-01-01

"School refuser" is an always-already negative child identity. The term is used to categorize children or adolescents who appear to dislike and fear school (or aspects of school) and persistently refuse to attend or attend very unwillingly. Given that school attendance is generally considered a necessary social good, regular and anxious…
Partnerships for Career-Centered High School Reform in an Urban School System.

ERIC Educational Resources Information Center

MacIver, Martha Abele; Legters, Nettie

2001-01-01

A case study of a large urban school district analyzed partnerships that brought together career-centered high school reforms. The initiative regularly convened partners and generated important conversations about educational options. Environmental conditions limited change efforts, including tensions between the school system and employment…
Restructuring the Guidance Delivery System: Implications for High School Counselors.

ERIC Educational Resources Information Center

Greer, Richard M.; Richardson, Michael D.

1992-01-01

Notes that large portion of high school counselor's clientele, working parents, are not available during regular school hours. Suggests model program using flexible scheduling for high school counselors designed to address the issues of a changing clientele, a changing society, and changing expectation of counselors and schools. (NB)
25 CFR 36.11 - Standard II-Administrative requirements.

Code of Federal Regulations, 2011 CFR

2011-04-01

... exceed 150 students (ADM) except in activity type classes such as music and physical education. (4..., meet the following requirements: (1) The overall school ratio of regular program students to regular...
Pupil Selection Segments Urban Comprehensive Schooling in Finland: Composition of School Classes in Pupils' School Performance, Gender, and Ethnicity

ERIC Educational Resources Information Center

Berisha, Anna-Kaisa; Seppänen, Piia

2017-01-01

The Finnish comprehensive school system is regularly referred to as a uniform and "no-tracking". In this article, we show with novel urban case data in Finland that school performance differed significantly between schools, most strikingly between school classes, and was connected to the school's selectiveness in pupil admission. A…
Boston Public Schools: Family Guide to the Pilot, Horace Mann, and Innovation Schools, 2011-2012

ERIC Educational Resources Information Center

Center for Collaborative Education, 2012

2012-01-01

A Pilot School is a public school in the Boston Public School district with teachers who are members of the Boston Teachers Union. A Horace Mann Charter School is a public school under a Massachusetts state charter that operates within a regular school district and serves the students and families enrolled in that district. An Innovation School, a…
Consumption of sugar-rich food products among Brazilian students:National School Health Survey (PeNSE 2012).

PubMed

Ferreira, Nathália Luíza; Claro, Rafael Moreira; Lopes, Aline Cristine Souza

2015-12-01

This study aimed to analyze the consumption of high-sugar foods by Brazilian schoolchildren and to identify associated factors, based on data from the National School Health Survey (PeNSE 2012). Consumption of these foods was classified as: do not consume sweets and soft drinks regularly; consume sweets or soft drinks regularly; and consume sweets and soft drinks regularly. Its association with sociodemographic information, eating habits, and family contexts were investigated via multiple ordinal regressions. Regular consumption of sweets and/or soft drinks was reported by 19.2% and 36.1% of adolescents, respectively, and higher prevalence was associated with female gender, age 14-15 years, higher maternal education, not living with the mother and father, not eating meals with the parents, eating while watching TV, and longer TV time. Nearly one-fifth of adolescents regularly consumed sweets and soft drinks, which was associated with socio-demographic and behavioral factors that should be targeted in order to improve their food consumption.
Seizure Disorders: A Review for School Psychologists.

ERIC Educational Resources Information Center

Sachs, Henry T.; Barrett, Rowland P.

1995-01-01

Recognizing possible seizure disorders, medication side-effects, behavioral and cognitive effects of seizures, and their treatments are important skills for school psychologists because they affect 500,000 United States school-aged children attending regular education. A knowledgeable school professional serves a critical role in integrating…
Healthy Schools, Healthy Kids.

ERIC Educational Resources Information Center

Satcher, David; Bradford, Margie Tudor

2003-01-01

Discusses how schools can improve student achievement through the adoption of comprehensive school health programs that include regular exercise and better nutrition. Describes successful student health program at McComb Separate School System in McComb, Mississippi. Provides examples of how districts have obtained state support in developing…
Child pedestrian safety knowledge, behaviour and road injury in Cape Town, South Africa.

PubMed

Koekemoer, Karin; Van Gesselleen, Megan; Van Niekerk, Ashley; Govender, Rajen; Van As, Arjan Bastiaan

2017-02-01

Pedestrian injuries are a leading cause of death among South African children, and young children residing in low-income communities are more at risk, due to various factors such as inadequate road infrastructure, exposure to traffic due to reliance on walking as a means of transport, and lack of supervision. This study used a cross-sectional, non-randomized self-report survey to assess pedestrian safety knowledge, road-crossing behaviour and pedestrian injuries of primary school children in selected low-income settings in Cape Town. The survey focused on three primary schools that had joined the Safe Kids Worldwide Model School Zone Project and was administered to 536 children aged 6-15 years, in their home language of isiXhosa. Descriptive and bivariate analyses as well as multivariate regression analyses were conducted to investigate potential predictor variables for pedestrian collision severity and unsafe road-crossing behaviour. Walking was the sole form of travel for 81% of the children, with a large proportion regularly walking unsupervised. Children who walk to or from school alone were younger and reported riskier road-crossing behaviour, although children who walk accompanied tended to have higher pedestrian collision severity. "Negligent Behaviour" related to road-crossing was significantly associated with higher pedestrian collision severity, with predictors of "Negligent Behaviour" including the lack of pedestrian safety knowledge and greater exposure to traffic in terms of time spent walking. More than half of the reported pedestrian collisions involved a bicycle, and older boys (10-15 years) were most at risk of experiencing a severe pedestrian injury. The findings substantiate emerging evidence that children in low-income settings are at greater risk for child pedestrian injury, and emphasise the need for evidence-based safety promotion and injury prevention interventions in these settings. Copyright © 2016. Published by Elsevier Ltd.
The prevalence and risk factors of school absenteeism due to premenstrual disorders in Japanese high school students-a school-based cross-sectional study.

PubMed

Tadakawa, Mari; Takeda, Takashi; Monma, Yasutake; Koga, Shoko; Yaegashi, Nobuo

2016-01-01

Premenstrual disorders such as premenstrual syndrome (PMS) and premenstrual dysphoric disorder (PMDD) interfere with the daily lives of adolescents. The causes of PMS and PMDD are unknown, but lifestyle habits, such as regular exercise and taste preference are known to be associated. This study was conducted to investigate how premenstrual symptoms affect the school life in Japanese high school students and whether there was a risk factor for school absenteeism that is dependent on the types of premenstrual symptoms or lifestyle habits. A school-based survey was conducted in Sendai, an industrial city in Japan. A total of 901 girls aged 15-19 with regular menstrual cycles were assessed using the self-reporting premenstrual symptoms questionnaire (PSQ) and questions regarding school absence, taste preference, and exercise. We classified the girls into 'no/mild PMS', 'moderate-to-severe PMS' and 'PMDD' according to the PSQ. The girls were classified into the 'absent' group if they were absent for more than 1 day per month. We used multivariate logistic analysis to examine the risk factors for school absenteeism. The rates of 'moderate-to-severe PMS' and 'PMDD' were 9.9 and 3.1 %, respectively. A total of 107 girls (11.9 %) were classified into the 'absent' group. Significant differences were observed in the prevalence of all premenstrual symptoms (p < 0.001), 'age' (p < 0.001), 'a preference for salty food' (p = 0.001), and 'lack of regular exercise' (p = 0.03) between the 'absent' and 'non-absent' groups. Multivariate analysis revealed that premenstrual symptoms such as 'insomnia or hypersomnia' (odds ratio [OR] 2.27, 95 % confidence interval [CI]: 1.46-4.17) and 'physical symptoms' (OR 2.24, 95 % CI: 1.37-3.66), 'reduced social life activities' (OR 2.71, 95 % CI 1.31-5.59), and 'a preference for salty food' (OR 1.89, 95 % CI: 1.20-2.98) were risk factors for school absenteeism. One in nine Japanese female high school students were absent from school due to premenstrual symptoms. Physical premenstrual symptoms and lifestyles, such as a preference for salty food and a lack of regular exercise, were identified as risk factors for school absenteeism.

Locally Motivated GLOBE Investigations - A Key to Success

NASA Astrophysics Data System (ADS)

Washburne, J. C.; Geery, W.

2003-12-01

The GLOBE program was set up to help students make a core set of environmental observations at or near their schools, report their data through the internet to share with other students and scientists, analyze their data both locally and globally, and use this knowledge to form a better understanding of their environment. While the GLOBE program has been successful promoting more meaningful data collection, many of the tools and much of the infrastructure available to schools to synthesize their observations are underused. Schools that integrate GLOBE protocols with locally motivated investigations are more likely to implement the higher-order analysis and synthesis components of the program. Indicators of a successful observational program are things like measurement persistence, high data quality, and regular data. Participation in community forums and student-based research projects are evidence of a successful integrated program. A locally motivated issue allows a school to mold their GLOBE investigations around a multi-faceted question that they have first-hand knowledge of, that is both relevant and engaging to their students, and that can be supported by local expertise. In contrast, many GLOBE investigations are designed around abstract, non-site specific, narrowly focused and externally analyzed questions that limit local involvement and motivation. The main focus of this presentation is a few case histories of successful local investigations that incorporated GLOBE soil and air temperature data-logger measurements. The main example is drawn from Mr. Geery's fifth grade class investigation of why temperature differences exist between a local river bottom area and the school, which is located several kilometers away and 100 meters higher.
Interventions Using Regular Activities to Engage High-Risk School-Age Youth: a Review of After-School Programs in Latin America and the Caribbean.

PubMed

Cid, Alejandro

2017-10-01

In this paper, I review an issue that is an urgent challenge in the development field-the effectiveness of after-school programs for preventing school-age youth violence in vulnerable settings in Latin American and the Caribbean. These programs have proliferated in the region and include sports, recreation, music, tutoring, and other focused activities. Given their popularity and because they target known risk factors for violence (such as drop-out from school, poor academic performance, lack of motivation, too much idle time, low quality and quantity of adult supervision, and social isolation), it is critical to examine empirically whether they can be effective prevention strategies. Unfortunately, most rigorous trials of after-school interventions to prevent youth violence have been conducted in developed countries, with far fewer in Latin America. In this review, a broad range of databases was searched systematically. Only six studies in five Latin American and Caribbean countries were identified. Reported results indicate at least some benefits for youth behavior, although not across all youth. Additional concerns regarding how these programs are implemented and whether specific components can be tied to violence prevention are noted. The need for more rigorous evaluation of these programs is noted.
Allowing Idiosyncratic Learners to Thrive: Policy Implications of a Study of School-within-a-School Gifted Programs

ERIC Educational Resources Information Center

Matthews, Dona; Kitchen, Julian

2007-01-01

School-within-a-school programs are an alternative school choice that can provide differentiated learning opportunities for academically gifted students, but they are often politically contentious. In a recent study, we interviewed 530 students and teachers in gifted and regular streams in three publicly funded secondary schools with different…
The Academic Achievement of Second, Third, and Fourth Grade Regular Education Students Involved in Special Education Inclusion Programs.

ERIC Educational Resources Information Center

Liddiard, Hannah J.

This study investigated the differences in academic achievement of regular education students in noninclusion classrooms and of same-grade students in special education inclusion programs, to assess the impact on regular education achievement of inclusion programs in a particular elementary school. All subjects were second, third, or fourth grade…
Development of Spelling Skills in a Shallow Orthography: The Case of Italian Language

ERIC Educational Resources Information Center

Notarnicola, Alessandra; Angelelli, Paola; Judica, Anna; Zoccolotti, Pierluigi

2012-01-01

This study analyzed the spelling skills of Italian children as a function of school experience. We examined the writing performances of 465 first- to eighth-grade normal readers on a spelling test that included regular words, context-sensitive regular words, words with ambiguous transcription, and regular pseudowords. Based on the dual-route model…
Overview of Public Elementary and Secondary Schools and Districts: School Year 1996-97. Statistics in Brief.

ERIC Educational Resources Information Center

National Center for Education Statistics (ED), Washington, DC.

In the 1996-97 school year, 86,058 public schools provided instruction to 45.6 million students in the United States. A statistical overview offers a profile of these schools and students. The majority of public school students, 98.2 percent, were enrolled in regular schools; 0.05 percent were in special education schools; 0.04 percent in…
Virtual Schools. Literature Review

ERIC Educational Resources Information Center

Blazer, Christie

2009-01-01

The majority of school districts in the U.S. are providing some form of online learning for their students. In the past, virtual schools primarily targeted advanced students who didn't have access to certain courses in their regular schools. Recently, however, many virtual schools have shifted their focus to credit recovery as a way to provide…
Strategies for School Environmental Management in Nigerian Secondary Schools: A Case of Calabar, Nigeria

ERIC Educational Resources Information Center

Obong, Linus Beba; Okey, Stella-Maris; Aniah, E. J.; Okaba, Lydia A.

2010-01-01

This paper on strategies for school environmental management in Nigerian secondary schools was carried out in Calabar, Nigeria. To guide the study three research questions were formulated. This was achieved through administration of structured questionnaires in three randomly sampled schools. Findings show regular grass clearing, sweeping of the…
34 CFR 643.21 - What selection criteria does the Secretary use?

Code of Federal Regulations, 2011 CFR

2011-07-01

... following— (i) Low-income families residing in the target area; or (ii) Students attending the target... among individuals in the target schools as evidenced by the annual student persistence rates in the... students in the target school or schools who graduate high school with a regular secondary school diploma...
Charter School Quality and Parental Decision Making with School Choice. NBER Working Paper No. 11252

ERIC Educational Resources Information Center

Hanushek, Eric A.; Kain, John F.; Rivkin, Steven G.; Branch, Gregory F.

2005-01-01

Charter schools have become a very popular instrument for reforming public schools, because they expand choices, facilitate local innovation, and provide incentives for the regular public schools while remaining under public control. Despite their conceptual appeal, evaluating their performance has been hindered by the selective nature of their…
Evolution in Freedom? The Meanings of "Free School" in Chile

ERIC Educational Resources Information Center

Leihy, Peodair; Martini, Héctor Arancibia; Armijo, Pablo Castillo; Fernandez, José Saldaña

2017-01-01

This article examines the background in which enterprises called free schools, as well as complementary educational activities, have taken root in Chile. Two kinds of recently burgeoning free schools are identified; one supplementing regular schooling with a social justice focus, and another that is a fully fledged alternative to other schooling.…
Providing Students with Foundational Field Instruction within a 50 Minute Class Period: A Practical Example

NASA Astrophysics Data System (ADS)

Percy, M.

2014-12-01

There is a growing recognition among secondary educators and administrators that students need to have a science education that provides connections between familiar classes like biology, chemistry, and physics. Because of this waxing interest in an integrative approach to the sciences, there is a broader push for school districts to offer classes geared towards the earth sciences, a field that incorporates knowledge and skills gleaned from the three core science subjects. Within the contexts of a regular secondary school day on a traditional schedule (45- to 50-minute long classes), it is challenging to engage students in rigorous field-based learning, critical for students to develop a deeper understanding of geosciences content, without requiring extra time outside of the regular schedule. We suggest instruction using common, manmade features like drainage retention ponds to model good field practices and provide students with the opportunity to calculate basic hydrologic budgets, take pH readings, and, if in an area with seasonal rainfall, make observations regarding soils by way of trenching, and near-surface processes, including mass wasting and the effects of vegetation on geomorphology. Gains in student understanding are discussed by analyzing the difference in test scores between exams provided to the students after they had received only in-class instruction, and after they had received field instruction in addition to the in-class lectures. In an advanced setting, students made measurements regarding ion contents and pollution that allowed the classes to practice lab skills while developing a data set that was analyzed after field work was completed. It is posited that similar fieldwork could be an effective approach at an introductory level in post-secondary institutions.
School Nurse Inspections Improve Handwashing Supplies

PubMed Central

Ramos, Mary M.; Schrader, Ronald; Trujillo, Rebecca; Blea, Mary; Greenberg, Cynthia

2013-01-01

BACKGROUND Handwashing in the school setting is important for infectious disease control, yet maintaining adequate handwashing supplies is often made difficult by lack of funds, limited staff time, and student vandalism. This study measured the availability of handwashing supplies for students in New Mexico public schools and determined the impact of scheduled school nurse inspections on the availability of handwashing supplies. METHODS Participating school districts in New Mexico were matched by size and randomized into intervention and control groups. Baseline inspections were conducted in November 2008 followed by 2 subsequent bimonthly inspections. For each student bathroom, the presence or absence of soap and either paper towels or hand dryers was indicated on an inspection checklist. The intervention group reported findings to the New Mexico Department of Health (NMDOH) and to school administrative and custodial staff requesting that any identified problems be addressed. The control group reported inspection findings to the NMDOH only. Descriptive analyses were conducted to determine the proportion of bathrooms with soap and either paper towels or hand dryers. Comparisons were made between the intervention schools and the control schools at baseline and during the intervention period. RESULTS The intervention group had significantly higher probability of bathrooms being supplied with soap (p < .05) and paper towels/hand dryers (p < .02) during the intervention period. CONCLUSIONS Regularly scheduled school nurse inspections of hand hygiene supplies, with reporting to appropriate school officials, can improve the availability of handwashing supplies for students. PMID:21592131
ERCMExpress, Volume 2, Issue 5

ERIC Educational Resources Information Center

US Department of Education, 2006

2006-01-01

This issue of ERCMExpress presents food safety and food defense for schools. Many schools and school districts across the country have established emergency management plans; however, these plans are often not comprehensive, practiced regularly or written in collaboration with the local community. It is recommended that schools adopt a…
34 CFR 206.5 - What definitions apply to these programs?

Code of Federal Regulations, 2013 CFR

2013-07-01

... ENGAGED IN MIGRANT AND OTHER SEASONAL FARMWORK-HIGH SCHOOL EQUIVALENCY PROGRAM AND COLLEGE ASSISTANCE... Elementary school EDGAR Facilities Minor remodeling Nonprofit Private Project Public Secondary school... secondary school; (iii) Is a public or nonprofit institution; (iv) Admits as a regular student only a person...
34 CFR 206.5 - What definitions apply to these programs?

Code of Federal Regulations, 2011 CFR

2011-07-01

... ENGAGED IN MIGRANT AND OTHER SEASONAL FARMWORK-HIGH SCHOOL EQUIVALENCY PROGRAM AND COLLEGE ASSISTANCE... Elementary school EDGAR Facilities Minor remodeling Nonprofit Private Project Public Secondary school... secondary school; (iii) Is a public or nonprofit institution; (iv) Admits as a regular student only a person...
34 CFR 206.5 - What definitions apply to these programs?

Code of Federal Regulations, 2012 CFR

2012-07-01

... ENGAGED IN MIGRANT AND OTHER SEASONAL FARMWORK-HIGH SCHOOL EQUIVALENCY PROGRAM AND COLLEGE ASSISTANCE... Elementary school EDGAR Facilities Minor remodeling Nonprofit Private Project Public Secondary school... secondary school; (iii) Is a public or nonprofit institution; (iv) Admits as a regular student only a person...
34 CFR 206.5 - What definitions apply to these programs?

Code of Federal Regulations, 2014 CFR

2014-07-01

... ENGAGED IN MIGRANT AND OTHER SEASONAL FARMWORK-HIGH SCHOOL EQUIVALENCY PROGRAM AND COLLEGE ASSISTANCE... Elementary school EDGAR Facilities Minor remodeling Nonprofit Private Project Public Secondary school... secondary school; (iii) Is a public or nonprofit institution; (iv) Admits as a regular student only a person...
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.
Network design analysis for special needs student services.

DOT National Transportation Integrated Search

2010-06-01

Population growth can lead to public school capacity issues, as well as increased school bus utilization. This increased utilization, in turn, can result in longer school bus transport times for both regular and special needs/medically fragile studen...

Dental attendance, perceptions of cost and self-care of school year 12 and 13 students: A focus on Southland, New Zealand.

PubMed

Murray, Colleen; Densie, Ian Kenneth; Morgan, Christian

2015-12-01

Adolescents and emerging adults can provide dentists with many challenges. Little information is available on their perceptions of dental costs once they turn 18 and dentistry is no longer State-funded. The aim of this study was to explore the use of dental care by Southland students in years 12 and 13, their perceptions of the cost of four common dental procedures, self-related oral health and dental self-care habits, time off school related to dental problems, and knowledge and views regarding fluoride. After ethical approval, a 26-question survey was conducted of all Southland students in years 12 and 13. Data were statistically analysed in SPSS version 20 with the alpha value set at 0.05. The participation rate was 49.6%. Regular attendance for examinations was reported by 77.5% with non-attendance mainly related to attitudes around lack of importance or necessity. Reported dental attendance varied according to gender, ethnicity and decile rating of school attended. Although some were accurate in their estimations of dental costs, the standard deviation for all procedures was large. The majority thought that costs put people off going to the dentist. While 74.8% brushed their teeth at least twice daily, only 26.6% flossed regularly. Knowledge regarding fluoride was lacking. It may be advantageous to include education regarding costs of dental care with patients of this age. This may motivate them to improve their self-care and ensure that their oral health is of a high standard before their dental needs are no longer State-funded.
Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students’ Learning, Social and Health Dimensions

PubMed Central

Becker, Christoph; Lauterbach, Gabriele; Spengler, Sarah; Dettweiler, Ulrich; Mess, Filip

2017-01-01

Background: Participants in Outdoor Education Programmes (OEPs) presumably benefit from these programmes in terms of their social and personal development, academic achievement and physical activity (PA). The aim of this systematic review was to identify studies about regular compulsory school- and curriculum-based OEPs, to categorise and evaluate reported outcomes, to assess the methodological quality, and to discuss possible benefits for students. Methods: We searched online databases to identify English- and German-language peer-reviewed journal articles that reported any outcomes on a student level. Two independent reviewers screened studies identified for eligibility and assessed the methodological quality. Results: Thirteen studies were included for analysis. Most studies used a case-study design, the average number of participants was moderate (mean valued (M) = 62.17; standard deviation (SD) = 64.12), and the methodological quality was moderate on average for qualitative studies (M = 0.52; SD = 0.11), and low on average for quantitative studies (M = 0.18; SD = 0.42). Eight studies described outcomes in terms of social dimensions, seven studies in learning dimensions and four studies were subsumed under additional outcomes, i.e., PA and health. Eleven studies reported positive, one study positive as well as negative, and one study reported negative effects. PA and mental health as outcomes were underrepresented. Conclusion: Tendencies were detected that regular compulsory school- and curriculum-based OEPs can promote students in respect of social, academic, physical and psychological dimensions. Very little is known concerning students’ PA or mental health. We recommend conducting more quasi-experimental design and longitudinal studies with a greater number of participants, and a high methodological quality to further investigate these tendencies. PMID:28475167
Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students' Learning, Social and Health Dimensions.

PubMed

Becker, Christoph; Lauterbach, Gabriele; Spengler, Sarah; Dettweiler, Ulrich; Mess, Filip

2017-05-05

Participants in Outdoor Education Programmes (OEPs) presumably benefit from these programmes in terms of their social and personal development, academic achievement and physical activity (PA). The aim of this systematic review was to identify studies about regular compulsory school- and curriculum-based OEPs, to categorise and evaluate reported outcomes, to assess the methodological quality, and to discuss possible benefits for students. We searched online databases to identify English- and German-language peer-reviewed journal articles that reported any outcomes on a student level. Two independent reviewers screened studies identified for eligibility and assessed the methodological quality. Thirteen studies were included for analysis. Most studies used a case-study design, the average number of participants was moderate (mean valued (M) = 62.17; standard deviation (SD) = 64.12), and the methodological quality was moderate on average for qualitative studies (M = 0.52; SD = 0.11), and low on average for quantitative studies (M = 0.18; SD = 0.42). Eight studies described outcomes in terms of social dimensions, seven studies in learning dimensions and four studies were subsumed under additional outcomes, i.e., PA and health. Eleven studies reported positive, one study positive as well as negative, and one study reported negative effects. PA and mental health as outcomes were underrepresented. Tendencies were detected that regular compulsory school- and curriculum-based OEPs can promote students in respect of social, academic, physical and psychological dimensions. Very little is known concerning students' PA or mental health. We recommend conducting more quasi-experimental design and longitudinal studies with a greater number of participants, and a high methodological quality to further investigate these tendencies.
Satisfaction with School among Gifted Israeli Students Studying in Various Frameworks

ERIC Educational Resources Information Center

Vidergor, Hava; Reiter, Shunit

2008-01-01

The study was aimed at assessing gifted students' satisfaction with school. The research sample comprised 229 Israeli elementary and junior high school gifted students, studying in separate classrooms, pullout programmes and pullout programme dropouts, and 140 regular students studying at the same schools. Satisfaction was measured using a…
The Community Schools Advisory Panel: A Texas Approach.

ERIC Educational Resources Information Center

Defoe, Bettye Haller

In 1977 the Texas Education Agency (TEA) organized the Community Schools Advisory Panel (CSAP) because administrators of smaller school districts wanted regular opportunities to express their schools' views to TEA decision makers, especially the Commissioner of Education. CSAP consists of 14 representatives of Texas' 1,009 community schools…
Exploring Classroom Walkthroughs: A Case Study of School Leaders' Learning and Professional Growth

ERIC Educational Resources Information Center

Rodrigue, Lorrie

2013-01-01

Connecticut's System for Educator Evaluation and Development (SEED) has required the practice of classroom observations to ensure school leaders regularly monitor instruction in their schools and districts. However, literature suggests the use of non-evaluative, less formal classroom observations may also provide school leaders' with opportunities…
Exploring the Contribution of a Content-Infused Interactive Whiteboard for School Readiness

ERIC Educational Resources Information Center

McManis, Lilla D.; Gunnewig, Susan B.; McManis, Mark H.

2010-01-01

This exploratory study examined the relationship between use of an interactive (touchscreen) whiteboard and development of school readiness skills. Over one school year, public school regular education prekindergarten classrooms used an interactive whiteboard with preloaded literacy and math activities. The children were low-income and English…
Through Another's Eyes: Engaging Students in Interdisciplinary Curricula

ERIC Educational Resources Information Center

Witte, Mary

2004-01-01

Curricula, whether presented in public schools, private schools, home schools, enrichment programs, after-school programs, classes for the gifted, or the regular classroom, must withstand the scrutiny of the community, parents, teachers, and the students. Curricula that are not interesting have the potential to consume precious learning time and…
The Mathematics Teacher Development with Peer Tutoring Program.

ERIC Educational Resources Information Center

Duffie, William B.; Guida, Frank V.

This project addresses the problem of inadequate mathematics high school teacher staffing and the shortage of mathematics specialists in the elementary school. Regular elementary school teachers interested in becoming certified as high school mathematics teachers, and who had taken at least three college-level mathematics courses, were invited to…
School Organizational Effectiveness and Chronic Absenteeism: Implications for Accountability

ERIC Educational Resources Information Center

Lenhoff, Sarah Winchell; Pogodzinski, Ben

2018-01-01

Chronic absenteeism in K-12 schools is strongly associated with critical educational outcomes such as student achievement and graduation. Yet, the causes of chronic absenteeism are complex, with environmental, family/individual, and school factors all affecting the likelihood of a student attending school regularly. This exploratory study examines…
Scale Development: Perceived Barriers to Public Use of School Recreational Facilities

ERIC Educational Resources Information Center

Spengler, John O.; Ko, Yong Jae; Connaughton, Daniel P.

2012-01-01

Objectives: To test an original scale assessing perceived barriers among school administrators to allowing community use of school recreational facilities outside of regular school hours. Methods: Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Results: Using EFA and CFA, we found that a model including factors of…
Elementary School Nurse Interventions: Attendance and Health Outcomes

ERIC Educational Resources Information Center

Weismuller, Penny C.; Grasska, Merry A.; Alexander, Marilyn; White, Catherine G.; Kramer, Pat

2007-01-01

Regular school attendance is a necessary part of the learning process; student absenteeism has a direct association with poor academic performance. School nurses can influence student attendance. This study describes the impact of school nurse interventions on student absenteeism and student health. A retrospective review of 240 randomly selected…
Missing School Matters

ERIC Educational Resources Information Center

Balfanz, Robert

2016-01-01

Results of a survey conducted by the Office for Civil Rights show that 6 million public school students (13%) are not attending school regularly. Chronic absenteeism--defined as missing more than 10% of school for any reason--has been negatively linked to many key academic outcomes. Evidence shows that students who exit chronic absentee status can…
Comprehensive School Physical Activity Programs. Position Statement

ERIC Educational Resources Information Center

National Association for Sport and Physical Education, 2008

2008-01-01

The National Association for Sport and Physical Education (NASPE) recommends that all PK-12 schools implement a Comprehensive School Physical Activity Program. Schools play an important role in public health, and the physical, mental, and social benefits of regular physical activity for youth are well documented. Leading public health, medical,…
School Characteristics that Influence Student Attendance: Experiences of Students in a School Avoidance Program

ERIC Educational Resources Information Center

Wilkins, Julia

2008-01-01

This study examined the reasons that four high school students who had previously refused to attend school willingly attended an alternative K-12 school for students with special needs. The two research questions that framed this study were (a) why do students who refused to attend their regular schools willingly attend Brookfield Park? and (b) in…
Impact of Regular Soap Provision to Primary Schools on Hand Washing and E. coli Hand Contamination among Pupils in Nyanza Province, Kenya: A Cluster-Randomized Trial

PubMed Central

Saboori, Shadi; Greene, Leslie E.; Moe, Christine L.; Freeman, Matthew C.; Caruso, Bethany A.; Akoko, Daniel; Rheingans, Richard D.

2013-01-01

We assessed whether supplying soap to primary schools on a regular basis increased pupil hand washing and decreased Escherichia coli hand contamination. Multiple rounds of structured observations of hand washing events after latrine use were conducted in 60 Kenyan schools, and hand rinse samples were collected one time in a subset of schools. The proportion of pupils observed practicing hand washing with soap (HWWS) events was significantly higher in schools that received a soap provision intervention (32%) and schools that received soap and latrine cleaning materials (38%) compared with controls (3%). Girls and boys had similar hand washing rates. There were non-significant reductions in E. coli contamination among intervention school pupils compared with controls. Removing the barrier of soap procurement can significantly increase availability of soap and hand washing among pupils; however, we discuss limitations in the enabling policy and institutional environment that may have prevented reaching desired levels of HWWS. PMID:23939707
Impact of regular soap provision to primary schools on hand washing and E. coli hand contamination among pupils in Nyanza Province, Kenya: a cluster-randomized trial.

PubMed

Saboori, Shadi; Greene, Leslie E; Moe, Christine L; Freeman, Matthew C; Caruso, Bethany A; Akoko, Daniel; Rheingans, Richard D

2013-10-01

We assessed whether supplying soap to primary schools on a regular basis increased pupil hand washing and decreased Escherichia coli hand contamination. Multiple rounds of structured observations of hand washing events after latrine use were conducted in 60 Kenyan schools, and hand rinse samples were collected one time in a subset of schools. The proportion of pupils observed practicing hand washing with soap (HWWS) events was significantly higher in schools that received a soap provision intervention (32%) and schools that received soap and latrine cleaning materials (38%) compared with controls (3%). Girls and boys had similar hand washing rates. There were non-significant reductions in E. coli contamination among intervention school pupils compared with controls. Removing the barrier of soap procurement can significantly increase availability of soap and hand washing among pupils; however, we discuss limitations in the enabling policy and institutional environment that may have prevented reaching desired levels of HWWS.
The Relationships among School Types, Teacher Efficacy Beliefs, and Academic Climate: Perspective from Asian Middle Schools

ERIC Educational Resources Information Center

Chong, Wan Har; Klassen, Robert M.; Huan, Vivien S.; Wong, Isabella; Kates, Allison Diane

2010-01-01

The authors explored how prior student achievement, through school types, predicted teacher self- and collective efficacy and perceived academic climate of 222 middle school teachers in Singapore. Teachers assigned to high-track and regular middle schools differed in their perception of self- and collective efficacy to promote organizational…
Promoting Gypsy Children's Behavioural Engagement and School Success: Evidence from a Four-Wave Longitudinal Study

ERIC Educational Resources Information Center

Rosário, Pedro; Núñez, José Carlos; Vallejo, Guillermo; Azevedo, Raquel; Pereira, Raquel; Moreira, Tânia; Fuentes, Sonia; Valle, Antonio

2017-01-01

Low schooling, high non-attendance and school dropout rates are critical phenomena within disadvantaged groups, especially among the Gypsy community. For example, in the UK, 10%-25% of Gypsy children do not attend school regularly and have significantly higher levels of overall absence from school (percentage of half-day sessions missed) than…
Conversation and Control: Emergent Progressive Pedagogy in the Last of Nebraska's One-Teacher Schools

ERIC Educational Resources Information Center

Swidler, Stephen A.

2005-01-01

This article describes the teaching practices at Upper Rill School, a 1-teacher school in rural Nebraska. With its 8 students, grades 1 through 8, the teacher considers the school?s size and continuity of student enrollment flexible and generative. Subject matter and grade levels are regularly integrated though common curricula. Instruction is…

Middle School Mathematics: 2006-07 to 2008-09. Impact Evaluation. E&R Report No. 10.11

ERIC Educational Resources Information Center

Paeplow, Colleen

2010-01-01

In 2006-07, seven Wake County Public School System (WCPSS) middle schools piloted Algebraic Thinking as an alternate approach to teaching middle school mathematics. Algebraic Thinking was developed to help students in grade 6 reach higher mathematics courses by combining the regular and advanced middle school mathematics courses into one…
The Effect of Regular Participation in an After-School Program on Student Achievement, Attendance, and Behavior

ERIC Educational Resources Information Center

Pastchal-Temple, Andrea Sheree

2012-01-01

Many school districts are using research-based strategies to increase student achievement. The "No Child Left Behind Act" of 2001 was created and implemented to assist all students becoming proficient in reading and mathematics by 2014. One strategy many school districts implemented includes an after-school program. One school district…
Leading the Newly Consolidated High School: Exciting Opportunity or Overwhelming Challenge?

ERIC Educational Resources Information Center

Thurman, Lance E.; Hackmann, Donald G.

2015-01-01

In the current economic times, school personnel are regularly challenged to reduce the costs of operating the nation's school systems. School district consolidations often are proposed as a mechanism to realize fiscal savings for local communities; indeed, the number of U.S. school districts has declined dramatically over the past 70 years,…
THE DROPOUTS DID COME BACK, A SPECIAL SUMMER GUIDANCE SCHOOL PROGRAM.

ERIC Educational Resources Information Center

HICKMAN, RALPH D.

A SPECIAL SUMMER SCHOOL PROGRAM FOR 60 SELECTED HIGH SCHOOL DROPOUTS WAS CONDUCTED BY A COUNTY SCHOOLS OFFICE. A MAJOR PURPOSE WAS TO PREPARE THESE DROPOUTS, ATTITUDINALLY AND EDUCATIONALLY, TO REENTER A REGULAR SCHOOL PROGRAM. THE THREE COUNSELORS WERE ASSIGNED 20 STUDENTS EACH. THE STUDENTS WERE REQUIRED TO ATTEND DAILY CLASSES IN MATHEMATICS,…
High School Students' Jobs: Related and Unrelated to School

ERIC Educational Resources Information Center

Hamilton, Stephen F.; Sumner, Rachel

2017-01-01

Work experience can be beneficial to high school students, especially when the work is regular and less than 20 hours/week. Previous studies have found that school-related work experience provides more learning opportunities with fewer negative consequences than jobs unrelated to school. This study analyzed responses of 22,183 seniors from 868…
Every Student Succeeds Act High School Graduation Rate: Non-Regulatory Guidance

ERIC Educational Resources Information Center

US Department of Education, 2017

2017-01-01

Student graduation from high school with a regular high school diploma is an important indicator of school success and one of the most significant indicators of student college and career readiness. In addition, there are substantial economic benefits to high school completion. For example, according to the U.S. Department of Education's National…
Exam High Schools and Academic Achievement: Evidence from New York City. NBER Working Paper No. 17286

ERIC Educational Resources Information Center

Dobbie, Will; Fryer, Roland G., Jr.

2011-01-01

Publicly funded exam schools educate many of the world's most talented students. These schools typically contain higher achieving peers, more rigorous instruction, and additional resources compared to regular public schools. This paper uses a sharp discontinuity in the admissions process at three prominent exam schools in New York City to provide…
29 CFR 541.303 - Teachers.

Code of Federal Regulations, 2012 CFR

2012-07-01

... public schools are not uniform in requiring a certificate for employment as an elementary or secondary...: Regular academic teachers; teachers of kindergarten or nursery school pupils; teachers of gifted or... activities are a recognized part of the schools' responsibility in contributing to the educational...
29 CFR 541.303 - Teachers.

Code of Federal Regulations, 2014 CFR

2014-07-01

... public schools are not uniform in requiring a certificate for employment as an elementary or secondary...: Regular academic teachers; teachers of kindergarten or nursery school pupils; teachers of gifted or... activities are a recognized part of the schools' responsibility in contributing to the educational...
29 CFR 541.303 - Teachers.

Code of Federal Regulations, 2013 CFR

2013-07-01

... public schools are not uniform in requiring a certificate for employment as an elementary or secondary...: Regular academic teachers; teachers of kindergarten or nursery school pupils; teachers of gifted or... activities are a recognized part of the schools' responsibility in contributing to the educational...
Canadian Indian Children Who Had Never Attended School

ERIC Educational Resources Information Center

Wilson, Lolita

1973-01-01

This study was designed to compare the performance on selected intelligence tests of a group of Canadian Indian children who had never been to school with the performance of a similar group of children who were attending school regularly. (Author/RK)
The relationship between school lunch attendance and the food intakes of French schoolchildren aged 3-17 years.

PubMed

Dubuisson, Carine; Lioret, Sandrine; Dufour, Ariane; Calamassi-Tran, Gloria; Volatier, Jean-Luc; Lafay, Lionel; Turck, Dominique

2015-06-01

Recently, school meal composition regulations have been implemented in France in order to improve the nutritional status of children. The present study investigated the link between school lunch attendance and the food intakes of schoolchildren aged 3-17 years. Second French cross-sectional dietary survey (2006-2007). Eating frequencies were assessed for twenty-four food groups with a 7 d food record. Eating locations were recorded for main meals. Food group intakes at weekday lunches were compared for the school canteen and for other locations. The children's overall dietary intake was compared based on school lunch attendance. Mainland France. Schoolchildren aged 3-17 years (n 1068). Lunchtime food intake differed between the school canteen and other locations. Some intakes at school canteens were more in accordance with the regulations (more fruit and vegetables, fish and dairy products, and less sandwiches, soft drinks, chocolate and confectionery), whereas others highlighted needs for improvement (more sweet biscuits and pastries, ice cream and dairy desserts, pizzas and salty pastries). Many of these differences were also observed in the children's overall diet: children regularly attending school lunches ate more mashed fruit, fish and sweet biscuits or pastries, and less sandwiches and soft drinks. The link between school lunch attendance and overall diet was less pronounced in secondary-school children. School canteen attendance is associated with both potentially beneficial and deleterious differences in the lunchtime and overall diets of French children. These findings are important to consider when setting national regulations for school meal composition.
Understanding the links between education and smoking.

PubMed

Maralani, Vida

2014-11-01

This study extends the theoretical and empirical literature on the relationship between education and smoking by focusing on the life course links between experiences from adolescence and health outcomes in adulthood. Differences in smoking by completed education are apparent at ages 12-18, long before that education is acquired. I use characteristics from the teenage years, including social networks, future expectations, and school experiences measured before the start of smoking regularly to predict smoking in adulthood. Results show that school policies, peers, and youths' mortality expectations predict smoking in adulthood but that college aspirations and analytical skills do not. I also show that smoking status at age 16 predicts both completed education and adult smoking, controlling for an extensive set of covariates. Overall, educational inequalities in smoking are better understood as a bundling of advantageous statuses that develops in childhood, rather than the effect of education producing better health. Copyright © 2014 Elsevier Inc. All rights reserved.
Preventing school vandalism and improving discipline: a three-year study.

PubMed Central

Mayer, G R; Butterworth, T; Nafpaktitis, M; Sulzer-Azaroff, B

1983-01-01

Vandalism is a major problem facing educators and taxpayers alike. The present investigation analyzed how vandalism costs and student disruption were related to the implementation of a training and consultation package designed to increase the reinforcing ambience of the school. A positive environment, it was posited, would displace previous events that may have set the occasion for vandalism, with cues to promote productive school performance. Eighteen elementary and junior high schools were involved over a 3-year period. Using a delayed treatment control design, treatment was delivered following either 4 or 13 months of baseline. During treatment, teams of school personnel attended training workshops in behavioral strategies for reducing vandalism and disruption by students in school. Each team also met regularly on its campus to plan and implement programs on a schoolwide basis. To demonstrate that reinforcing procedures were actually implemented and accompanied by change in student performance, these variables were periodically probed throughout the study. Project staff also provided consultation. Vandalism costs decreased significantly (p less than .05) more in treatment than control schools, with an average reduction of 78.5% for all project schools. Rates of praise delivered by project teachers and other randomly selected teachers in the school increased significantly (p less than .05), and rates of off-task behavior by students decreased significantly (p less than .05) following treatment. The staff development model used in this study appeared to be both feasible and economical. PMID:6654768
Preventing school vandalism and improving discipline: a three-year study.

PubMed

Mayer, G R; Butterworth, T; Nafpaktitis, M; Sulzer-Azaroff, B

1983-01-01

Vandalism is a major problem facing educators and taxpayers alike. The present investigation analyzed how vandalism costs and student disruption were related to the implementation of a training and consultation package designed to increase the reinforcing ambience of the school. A positive environment, it was posited, would displace previous events that may have set the occasion for vandalism, with cues to promote productive school performance. Eighteen elementary and junior high schools were involved over a 3-year period. Using a delayed treatment control design, treatment was delivered following either 4 or 13 months of baseline. During treatment, teams of school personnel attended training workshops in behavioral strategies for reducing vandalism and disruption by students in school. Each team also met regularly on its campus to plan and implement programs on a schoolwide basis. To demonstrate that reinforcing procedures were actually implemented and accompanied by change in student performance, these variables were periodically probed throughout the study. Project staff also provided consultation. Vandalism costs decreased significantly (p less than .05) more in treatment than control schools, with an average reduction of 78.5% for all project schools. Rates of praise delivered by project teachers and other randomly selected teachers in the school increased significantly (p less than .05), and rates of off-task behavior by students decreased significantly (p less than .05) following treatment. The staff development model used in this study appeared to be both feasible and economical.
Food supply and actions to improve dietary behaviour of students - a comparison between secondary schools participating or not participating in the 'Healthy School Canteen Program'.

PubMed

Milder, Ivon E J; Mikolajczak, Jochen; van den Berg, Saskia W; van de Veen-van Hofwegen, Madelon; Bemelmans, Wanda J E

2015-02-01

(i) To identify determinants of participation in the 'Healthy School Canteen Program', a programme that encourages schools to set up their canteen in a way that promotes healthy dietary behaviour. (ii) To compare food supply and actions between participating and non-participating schools. (iii) To investigate what reasons schools have to increase attention for nutrition in the curriculum. A cross-sectional study based on information from questionnaires performed in 2010/2011. All secondary schools (age group 12-18 years) in the Netherlands (n 1145). Response was 33 % (n 375). Analyses included all schools with a canteen in which food is offered (28 %, n 325). None of the investigated determinants was associated with participation. Participating schools offered significantly (P < 0·001) more of eleven inventoried healthy foods (e.g. sandwiches, (butter)milk, fruit, light soft drinks, yoghurt and salad) than non-participating schools. However, there was no difference in the number of less healthy products offered (e.g. candy bars, cakes and regular soft drinks). Participating schools reported more often that they took actions to improve dietary behaviour and more often had a policy on nutrition. Participating schools more often increased attention for nutrition in the curriculum in recent years than non-participating schools (57 % v. 43 %, P = 0·01). Reported reasons were similar and included media attention, eating behaviour of students and 'overweight'. Schools that participate in the programme seemed to offer more healthy products in their canteens and took more actions to improve dietary behaviour than non-participating schools. However, at all schools less healthy foods were also available.
Regular-Soda Intake Independent of Weight Status Is Associated with Asthma among US High School Students

PubMed Central

Park, Sohyun; Blanck, Heidi M.; Sherry, Bettylou; Jones, Sherry Everett; Pan, Liping

2015-01-01

Limited research shows an inconclusive association between soda intake and asthma, potentially attributable to certain preservatives in sodas. This cross-sectional study examined the association between regular (nondiet)-soda intake and current asthma among a nationally representative sample of high school students. Analysis was based on the 2009 national Youth Risk Behavior Survey and included 15,960 students (grades 9 through 12) with data for both regular-soda intake and current asthma status. The outcome measure was current asthma (ie, told by doctor/nurse that they had asthma and still have asthma). The main exposure variable was regular-soda intake (ie, drank a can/bottle/glass of soda during the 7 days before the survey). Multivariable logistic regression was used to estimate the adjusted odds ratios for regular-soda intake with current asthma after controlling for age, sex, race/ethnicity, weight status, and current cigarette use. Overall, 10.8% of students had current asthma. In addition, 9.7% of students who did not drink regular soda had current asthma, and 14.7% of students who drank regular soda three or more times per day had current asthma. Compared with those who did not drink regular soda, odds of having current asthma were higher among students who drank regular soda two times per day (adjusted odds ratio = 1.28; 95% CI 1.02 to 1.62) and three or more times per day (adjusted odds ratio = 1.64; 95% CI 1.25 to 2.16). The association between high regular-soda intake and current asthma suggests efforts to reduce regular-soda intake among youth might have benefits beyond improving diet quality. However, this association needs additional research, such as a longitudinal examination. PMID:23260727
Regular-soda intake independent of weight status is associated with asthma among US high school students.

PubMed

Park, Sohyun; Blanck, Heidi M; Sherry, Bettylou; Jones, Sherry Everett; Pan, Liping

2013-01-01

Limited research shows an inconclusive association between soda intake and asthma, potentially attributable to certain preservatives in sodas. This cross-sectional study examined the association between regular (nondiet)-soda intake and current asthma among a nationally representative sample of high school students. Analysis was based on the 2009 national Youth Risk Behavior Survey and included 15,960 students (grades 9 through 12) with data for both regular-soda intake and current asthma status. The outcome measure was current asthma (ie, told by doctor/nurse that they had asthma and still have asthma). The main exposure variable was regular-soda intake (ie, drank a can/bottle/glass of soda during the 7 days before the survey). Multivariable logistic regression was used to estimate the adjusted odds ratios for regular-soda intake with current asthma after controlling for age, sex, race/ethnicity, weight status, and current cigarette use. Overall, 10.8% of students had current asthma. In addition, 9.7% of students who did not drink regular soda had current asthma, and 14.7% of students who drank regular soda three or more times per day had current asthma. Compared with those who did not drink regular soda, odds of having current asthma were higher among students who drank regular soda two times per day (adjusted odds ratio=1.28; 95% CI 1.02 to 1.62) and three or more times per day (adjusted odds ratio=1.64; 95% CI 1.25 to 2.16). The association between high regular-soda intake and current asthma suggests efforts to reduce regular-soda intake among youth might have benefits beyond improving diet quality. However, this association needs additional research, such as a longitudinal examination. Published by Elsevier Inc.
Bullying: who does what, when and where? Involvement of children, teachers and parents in bullying behavior.

PubMed

Fekkes, M; Pijpers, F I M; Verloove-Vanhorick, S P

2005-02-01

Bullying victimization is associated with several health issues. Prevention of bullying is therefore an important goal for health and education professionals. In the present study, 2766 children from 32 Dutch elementary schools participated by completing a questionnaire on bullying behavior, and the involvement of teachers, parents and classmates in bullying incidents. The results of this study show that bullying is still prevalent in Dutch schools. More than 16% of the children aged 9-11 years reported being bullied on a regular basis and 5.5% reported regular active bullying during the current school term. Almost half of the bullied children did not tell their teacher that they were being bullied. When teachers knew about the bullying, they often tried to stop it, but in many cases the bullying stayed the same or even got worse. With regard to active bullying, neither the majority of the teachers nor parents talked to the bullies about their behavior. Our results stress the importance of regular communication between children, parents, teachers and health care professionals with regard to bullying incidents. In addition, teachers need to learn effective ways to deal with bullying incidents. Schools need to adopt a whole-school approach with their anti-bullying interventions.
School, family and adolescent smoking.

PubMed

Yañez, Aina; Leiva, Alfonso; Gorreto, Lucia; Estela, Andreu; Tejera, Elena; Torrent, Maties

2013-01-01

The socio-cultural environment is an important factor involved with the onset of smoking during adolescence. Initiation of cigarette smoking occurs almost exclusively during this stage. In this context we aimed to analyze the association of school and family factors with adolescent smoking by a cross-sectional study of 16 secondary schools randomly selected from the Balearic Islands involved 3673 students and 530 teachers. The prevalence of regular smoking (at least one cigarette per week) was 4.8% among first year students, 11.6% among second year students, 14.1% among third year students, 20.9% among fourth year students and 22% among teachers. Among first and second year students, there were independent associations between regular smoking and adolescents' perception of being allowed to smoke at home, belonging to a single parent family, poor relationship with parents, poor academic performance, lack of interest in studies and teachers' perception of smoking in the presence of pupils. Among third and fourth year students, there were independent associations between regular smoking and poor relationship with parents, adolescents' perception of being allowed to smoke at home, poor academic performance, lack of control over student misbehavior and the school attended. The school policies and practices affect student related health behavior regarding smoking, independent of individual and family factors.

Mapping an HIV/STD prevention curriculum for Zambian in-school settings.

PubMed

Mpofu, Elias; Lawrence, Frank; Ngoma, Mary Shilalukey; Siziya, Seter; Malungo, Jacob R S

2008-04-01

HIV/AIDS poses grave risk to human development in sub-Saharan Africa. Evidence-based interventions that are rooted in local culture could help efforts to prevent threats to human development from HIV/AIDS. We used concept mapping (Concept System, 2006 ) to construct the components and content of a locally developed HIV/AIDS curriculum for use by secondary schools in Lusaka, Zambia. Participants were school counsellors (n = 14), youth health program officers (n = 7), and regular education teachers (n = 3) from the education, health, and youth development agencies in Lusaka, Zambia (males = 11; females = 13; mean age 38; SD = 15 years). Concept mapping yielded six statement clusters defining preliminary components of a locally grounded in-school HIV/AIDS prevention curriculum and the content items that define these components: (1) life skills education (18 items), (2) sexuality and reproductive health (10 items), (3) treatment, care and support (13 items), (4) counselling (12 items), (5) basic facts about HIV/AIDS (11 items), and (6) dissemination of information about HIV/AIDS (11 items). Zambian locally constructed constructs for an HIV/STD prevention curriculum overlap those promoted by public health programs in the country and internationally.
Nursery nutrition in Liverpool: an exploration of practice and nutritional analysis of food provided.

PubMed

Parker, Mike; Lloyd-Williams, Ffion; Weston, Gemma; Macklin, Julie; McFadden, Kate

2011-10-01

To explore nutrition and food provision in pre-school nurseries in order to develop interventions to promote healthy eating in pre-school settings. Quantitative data were gathered using questionnaires and professional menu analysis. In the community, at pre-school nurseries. All 130 nurseries across Liverpool were a sent questionnaire (38 % response rate); thirty-four menus were returned for analysis (26 % response rate). Only 21 % of respondents stated they had adequate knowledge on nutrition for pre-school children. Sixty-one per cent of cooks reported having received only a 'little' advice on healthy eating and this was often not specific to under-5 s nutrition. Fifty-seven per cent of nurseries did not regularly assess their menus for nutritional quality. The menu analysis revealed that all menus were deficient in energy, carbohydrate, Fe and Zn. Eighty-five per cent of nurseries had Na/salt levels which exceed guidelines. Nurseries require support on healthy eating at policy, knowledge and training levels. This support should address concerns relating to both menu planning and ingredients used in food provision and meet current guidelines on food provision for the under-5 s.
A SUGGESTED GUIDANCE PROGRAM FOR COMBATING SCHOOL "DROP-OUTS."

ERIC Educational Resources Information Center

Boys Club of New York, NY.

THE PROBLEM OF SCHOOL DROPOUTS WAS CAUSED BY CONSISTENT FAILURE TO ACHIEVE IN REGULAR SCHOOL WORK, GRADE RETENTION, READING802RETARDATI RETARDATION, AND POOR SELF-IMAGE. THE CLUB'S STAFF WOULD HELP SOLVE THIS PROBLEM THROUGH TEACHING, DIRECTING, AND COUNSELING BOYS IN THE AREAS OF HEALTH, COMPATIBILITY, RESPECT, STAYING IN SCHOOL, PLANNING…
A Response to Intervention Model to Promote School Attendance and Decrease School Absenteeism

ERIC Educational Resources Information Center

Kearney, Christopher A.; Graczyk, Patricia

2014-01-01

Background: Regular school attendance is foundational to children's success but school absenteeism is a common, serious, and highly vexing problem. Researchers from various disciplines have produced a rich yet diverse literature for conceptualizing problematic absenteeism that has led to considerable confusion and lack of consensus about a…
The Beverly Hills Community Looks at its Schools. Appendix II.

ERIC Educational Resources Information Center

Beverly Hills Unified School District, CA.

A questionnaire designed to determine community opinion of its schools is presented. The questionnaire contains five sections that relate to: number of years lived in the community; number of children in Beverly Hills District schools and grades in which enrolled; best sources of information concerning the schools; newspapers read regularly, and…
And the Survey Says...

ERIC Educational Resources Information Center

White, Susan C.

2016-01-01

Last month we highlighted our Quadrennial Survey of High School Physics Teachers. Using data from the survey, we have looked at the availability of high school physics. We report that about 95% of high school seniors attend a high school where physics is offered regularly--either every year or every other year. A U.S. Department of Education…
The Elementary School Guidance Counselor: A Developmental Model.

ERIC Educational Resources Information Center

Gum, Moy F.

The position taken is that elementary schools need a guidance program and an elementary school guidance counselor who is a regular member of a given school staff. However, it is advocated that elementary guidance should not be merely an extension of the secondary guidance program. The viewpoint taken here is that elementary guidance should be…
Comprehensive Profile of the San Antonio Indepentent School District 1983-1984.

ERIC Educational Resources Information Center

San Antonio Independent School District, TX.

This report presents statistical data about the San Antonio (Texas) Independent School District for the 1983-1984 school year. Trends for five or ten year groupings of past years are also presented. The report consolidates both district and individual school information from regular reports by the different district departments. The data is…
Students' Engaging School Experiences: A Precondition for Functional Inclusive Practice

ERIC Educational Resources Information Center

Palmgren, Marina Helena; Pyhältö, Kirsi; Soini, Tiina; Pietarinen, Janne

2017-01-01

Basic education strives to provide an equal education for all students, whether the students attend regular or special education. In this study, we explore seventh grade comprehensive school students' (N = 119) experiences of engaging and disengaging events at school and the points at which these events occur in their school career. The students…
Improving the Implementation and Effectiveness of Out-of-School-Time Tutoring

ERIC Educational Resources Information Center

Heinrich, Carolyn J.; Burch, Patricia; Good, Annalee; Acosta, Rudy; Cheng, Huiping; Dillender, Marcus; Kirshbaum, Christi; Nisar, Hiren; Stewart, Mary

2014-01-01

School districts are spending millions on tutoring outside regular school day hours for economically and academically disadvantaged students in need of extra academic assistance. Under No Child Left Behind (NCLB), parents of children in persistently low-performing schools were allowed to choose their child's tutoring provider, and together with…
Impacting Children's Health and Academic Performance through Comprehensive School Physical Activity Programming

ERIC Educational Resources Information Center

Brusseau, Timothy A.; Hannon, James C.

2015-01-01

Physical activity is associated with numerous academic and health benefits. Furthermore, schools have been identified as an ideal location to promote physical activity as most youth attend school regularly from ages 5-18. Unfortunately, in an effort to increase academic learning time, schools have been eliminating traditional activity…
Seward Park High School. Project Superemos, 1981-1982. O.E.E. Evaluation Report.

ERIC Educational Resources Information Center

Torres, Judith A.; And Others

Project Superemos, conducted at Seward Park High School in New York City, was implemented in order to supplement the school's instructional services in English as a Second Language, native language arts, and bilingual instruction. The project provided supportive services necessary for mainstreaming into the regular school curriculum approximately…
Mobile Technology in Hospital Schools: What Are Hospital Teachers' Professional Learning Needs?

ERIC Educational Resources Information Center

McCarthy, Aidan; Maor, Dorit; McConney, Andrew

2017-01-01

The aim of this study was to identify hospital teachers' professional learning needs to enable effective use of mobile technology in hospital schools. Hospitalized students cannot attend their regular schools and as a result their educational progress and development can suffer. In an attempt to address this, hospital schools provide learning…
School Psychology 2010--Part 2: School Psychologists' Professional Practices and Implications for the Field

ERIC Educational Resources Information Center

Castillo, Jose M.; Curtis, Michael J.; Gelley, Cheryl

2012-01-01

Every 5 years, the National Association of School Psychologists (NASP) conducts a national study of the field. Surveys are sent to randomly selected regular members of NASP to gather information on school psychologists' demographic characteristics, context for professional practices, and professional practices. The latest iteration of the national…
The Effects of Career Magnet Schools. IEE Brief Number 22.

ERIC Educational Resources Information Center

Crain, Robert L.; Allen, Anna; Little, Judith Warren; Sullivan, Debora; Thaler, Robert; Quigley, Denise; Zellman, Gail

A research study compared graduates of career magnet programs to graduates of comprehensive high schools in a large metropolitan area. The career magnet programs studied are located either within regular comprehensive high schools or combined with other magnet programs to fill an entire building. Research was conducted through school records of…
Learning Outdoors: The Forest School Approach

ERIC Educational Resources Information Center

O'Brien, Liz

2009-01-01

This paper outlines the role that Forest School can play in children's development. With over 100 Forest Schools in England, 20 in Scotland and 20 in Wales, this concept is growing across Britain. Forest School involves children having regular contact with woodland over an extended period of time; it allows them to become familiar, and have…
Ambiguous Loss and Its Effects on Children: Implications and Interventions for School Counselors

ERIC Educational Resources Information Center

Guidry, K.; Simpson, C.; Test, T.; Bloomfield, C.

2013-01-01

School counselors are regularly tasked with managing student's emotions and behaviors that impede school performance. This daunting assignment can be overwhelming for school professionals. With the many diagnoses that may provide an explanation for dysfunctional behavior amongst students, the possibility of grief is frequently overlooked. The…
The Key Factors Affecting Students' Individual Interest in School Science Lessons

ERIC Educational Resources Information Center

Cheung, Derek

2018-01-01

Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students' individual interest in school science lessons. The…
Addressing Barriers to Learning. Volume 9, Number 2. Spring 2004

ERIC Educational Resources Information Center

Center for Mental Health in Schools at UCLA, 2004

2004-01-01

This issue of the quarterly newsletter of the Center for Mental Health in Schools includes the following features and regular segments: (1) Diversity and Professional Competence in Schools... a Mental Health Perspective; (2) Diversity Competence Relevant to Mental Health in Schools: Eliminating Disparities in School Practices; (3) Where it's…
[Sedentary leisure time and food consumption among Brazilian adolescents: the Brazilian National School-Based Adolescent Health Survey (PeNSE), 2009].

PubMed

Camelo, Lidyane do Valle; Rodrigues, Jôsi Fernandes de Castro; Giatti, Luana; Barreto, Sandhi Maria

2012-11-01

The objective of this paper was to investigate whether sedentary leisure time was associated with increased regular consumption of unhealthy foods, independently of socio-demographic indicators and family context. The analysis included 59,809 students from the Brazilian National School-Based Adolescent Health Survey (PeNSE) in 2009. The response variable was sedentary leisure time, defined as watching more than two hours of TV daily. The target explanatory variables were regular consumption of soft drinks, sweets, cookies, and processed meat. Odds ratios (OR) and 95% confidence limits (95%CI) were obtained by multiple logistic regression. Prevalence of sedentary leisure time was 65%. Regular consumption of unhealthy foods was statistically higher among students reporting sedentary leisure time, before and after adjusting for sex, age, skin color, school administration (public versus private), household assets index, and household composition. The results indicate the need for integrated interventions to promote healthy leisure-time activities and healthy eating habits among young people.

One School's Approach to Integration: Developing a Community Philosophy and Utilising an "In House" Educational Psychologist.

ERIC Educational Resources Information Center

Spalding, Bob; Florek, Anton

1988-01-01

The article describes a program at Connahs Quay High School in Wales (United Kingdom) which integrates 18 moderately disabled students and about 100 mildly disabled students into the regular school program. The support system includes a special needs coordinator, liaison with primary schools, and an active role by the school psychologist. (DB)
Neighborhood, route, and school environments and children's active commuting.

PubMed

Panter, Jenna R; Jones, Andrew P; Van Sluijs, Esther M F; Griffin, Simon J

2010-03-01

Walking and cycling to school represent an opportunity for children to achieve regular physical activity. These behaviors may be influenced by characteristics of the environment around homes and schools, yet few studies have quantified the potential associations between these two sets of factors. This study aims to assess whether objectively measured characteristics of the neighborhood, route, and school environments are associated with active commuting to school among children, and it explores whether distance acts as a moderator in this association. A cross-sectional study was conducted of 2012 children (899 boys and 1113 girls) aged 9-10 years attending 92 schools in the county of Norfolk, United Kingdom. Questionnaires were completed by children and parents during Summer 2007. Attributes around the home and children's route to school were assessed using a GIS. School environments were assessed using a newly developed school audit and via questionnaires completed by head teachers. Data were analyzed in 2008. Almost half of the children usually walked or cycled to school. Children who lived in a more deprived area and whose route to school was direct were less likely to walk or cycle to school, whereas those who had a higher density of roads in their neighborhood were more likely to walk. Further, children whose routes had a high density of streetlights were less likely to cycle to school. Distance did not moderate the observed associations. Objectively measured neighborhood and route factors are associated with walking and cycling to school. However, distance did not moderate the associations found here. Creating safe environments by improving urban design may influence children's commuting behavior. Intervention studies are needed to confirm the findings from this observational cross-sectional study. Copyright (c) 2010 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.
Large school bus design vehicle dimensions

DOT National Transportation Integrated Search

1998-09-01

A survey of United States school bus operators and manufacturers was conducted to define the larger sizes of school buses in regular use. A mid-60 passenger type-c bus (SB-C) and a mid-80 passenger type-D bus (SB-D) were selected as design vehicles. ...
Breaking the Code of Silence.

ERIC Educational Resources Information Center

Halbig, Wolfgang W.

2000-01-01

Schools and communities must break the adolescent code of silence concerning threats of violence. Schools need character education stressing courage, caring, and responsibility; regular discussions of the school discipline code; formal security discussions with parents; 24-hour hotlines; and protocols for handling reports of potential violence.…
Bookmobile Provides Home-Schoolers with Regular Library Period.

ERIC Educational Resources Information Center

Lockwood, Annette

1996-01-01

The bookmobile of Lancaster County Library (Pennsylvania) provides library services to the home schooled children of isolated, rural communities. Home schooling and bookmobile usage have increased proportionally, and bookmobiles act as "library periods" for the home schooled, provide materials to support curricula, and supply…
Fighting Violence without Violence.

ERIC Educational Resources Information Center

Rowicki, Mark A.; Martin, William C.

Violence is becoming the number one problem in United States schools. Approximately 20 percent of high school students regularly carry guns and other weapons. Several nonviolent measures are appropriate to reduce violence in schools; but only the implementation of multiple ideas and measures, not "quick fix" solutions, will curb…
Young People’s Use of E-Cigarettes across the United Kingdom: Findings from Five Surveys 2015–2017

PubMed Central

Bauld, Linda; MacKintosh, Anne Marie; Eastwood, Brian; Ford, Allison; Moore, Graham; Dockrell, Martin; Arnott, Deborah; Cheeseman, Hazel

2017-01-01

Concern has been expressed about the use of e-cigarettes among young people. Our study reported e-cigarette and tobacco cigarette ever and regular use among 11–16 year olds across the UK. Data came from five large scale surveys with different designs and sampling strategies conducted between 2015 and 2017: The Youth Tobacco Policy Survey; the Schools Health Research Network Wales survey; two Action on Smoking and Health (ASH) Smokefree Great Britain-Youth Surveys; and the Scottish Schools Adolescent Lifestyle and Substance Use Survey. Cumulatively these surveys collected data from over 60,000 young people. For 2015/16 data for 11–16 year olds: ever smoking ranged from 11% to 20%; regular (at least weekly) smoking between 1% and 4%; ever use of e-cigarettes 7% to 18%; regular (at least weekly) use 1% to 3%; among never smokers, ever e-cigarette use ranged from 4% to 10% with regular use between 0.1% and 0.5%; among regular smokers, ever e-cigarette use ranged from 67% to 92% and regular use 7% to 38%. ASH surveys showed a rise in the prevalence of ever use of e-cigarettes from 7% (2016) to 11% (2017) but prevalence of regular use did not change remaining at 1%. In summary, surveys across the UK show a consistent pattern: most e-cigarette experimentation does not turn into regular use, and levels of regular use in young people who have never smoked remain very low. PMID:28850065
Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings from the School Survey on Crime and Safety: 2003-04. First Look. NCES 2007-302

ERIC Educational Resources Information Center

Guerino, Paul; Hurwitz, Michael D.; Noonan, Margaret E.; Kaffenberger, Sarah M.

2006-01-01

This report presents findings on crime and violence in regular public schools in the United States, using data from the 2003--04 School Survey on Crime and Safety (SSOCS:2004). First administered in the 1999--2000 school year, SSOCS provides information about school crime-related topics from the perspective of school administrators. Developed by…
Mainstreaming the Visually Impaired Child.

ERIC Educational Resources Information Center

Calovini, Gloria, Ed.

Intended for school administrators and regular classroom teachers, the document presents guidelines for working with visually impaired students being integrated into regular classes. Included is a description of the special education program in Illinois. Sections cover the following topics: identification and referral of visually impaired…
The perception of science teachers on the role of student relationships in the classroom

NASA Astrophysics Data System (ADS)

Mattison, Cheryl Ann

With the increased accountability of educators comes the responsibility of the entire educational community to find ways in which we can help our students succeed in the classroom. In addition, it is important to discover what it takes to keep those students in school Many science teachers enter the profession unprepared to handle the regular classroom routine. Classroom management, grading, lesson planning, setting up labs, and the myriad of other obligations, can leave teachers overwhelmed and sometimes can get in the way of actually helping students be successful. This study investigated how science teachers viewed the importance of developing strong teacher/student relationships to the increase of student success in a science classroom. I attempted to answer 4 major questions: · How do science teachers in a select high school community view the role of interactive relationships in their classrooms and how that might impact their students? · How do science teachers in a select high school community believe they establish successful interactive relationships with their students? · What do science teachers in a select high school community believe are some of the outcomes of those relationships? · What do science teachers suggest to increase the teacher's ability to form good relationships with their students? A qualitative research method was used including observations, interviews and group discussions of 5 high school science teachers in a small urban school.
Estimation of High-Dimensional Graphical Models Using Regularized Score Matching

PubMed Central

Lin, Lina; Drton, Mathias; Shojaie, Ali

2017-01-01

Graphical models are widely used to model stochastic dependences among large collections of variables. We introduce a new method of estimating undirected conditional independence graphs based on the score matching loss, introduced by Hyvärinen (2005), and subsequently extended in Hyvärinen (2007). The regularized score matching method we propose applies to settings with continuous observations and allows for computationally efficient treatment of possibly non-Gaussian exponential family models. In the well-explored Gaussian setting, regularized score matching avoids issues of asymmetry that arise when applying the technique of neighborhood selection, and compared to existing methods that directly yield symmetric estimates, the score matching approach has the advantage that the considered loss is quadratic and gives piecewise linear solution paths under ℓ1 regularization. Under suitable irrepresentability conditions, we show that ℓ1-regularized score matching is consistent for graph estimation in sparse high-dimensional settings. Through numerical experiments and an application to RNAseq data, we confirm that regularized score matching achieves state-of-the-art performance in the Gaussian case and provides a valuable tool for computationally efficient estimation in non-Gaussian graphical models. PMID:28638498
Technical Adequacy of the SWPBIS Tiered Fidelity Inventory

ERIC Educational Resources Information Center

McIntosh, Kent; Massar, Michelle M.; Algozzine, Robert F.; George, Heather Peshak; Horner, Robert H.; Lewis, Timothy J.; Swain-Bradway, Jessica

2017-01-01

Full and durable implementation of school-based interventions is supported by regular evaluation of fidelity of implementation. Multiple assessments have been developed to evaluate the extent to which schools are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS). The "SWPBIS Tiered Fidelity…
The Angel Inside Went Sour.

ERIC Educational Resources Information Center

Rothman, Esther P.

The author describes her experiences as principal of the Livingston School for Girls (New York City) which was created for delinquent adolescents suspended from regular schools. Using specific incidents and personal interpretations, the author discusses the policy and objectives of the school through descriptions of the girls themselves,…
Teacher Turnover in Organizational Context: Staffing Stability in Los Angeles Charter, Magnet, and Regular Public Schools

ERIC Educational Resources Information Center

Newton, Xiaoxia A.; Rivero, Rosario; Fuller, Bruce; Dauter, Luke

2018-01-01

Background/Context: Studies that compare the achievement benefits of charter public schools versus traditional public schools (TPSs) yield quite uneven results. The quality and long-term commitment of teachers represent related mediators that may help to explain effective and ineffective charter schools. Early findings on the comparative rates of…
Get Organized! Time Management for School Leaders

ERIC Educational Resources Information Center

Buck, Frank

2008-01-01

Too often, time-management books target the business executive. Although it is true that those in the educational arena share many of the same challenges, it is also true that schools are unique places. This book is written for school leaders. Its scenarios specifically address the day-to-day situations school leaders face on a regular basis. This…
After-School Programs: A Potential Partner to Support Urban Youth

ERIC Educational Resources Information Center

Evans, Ashley; Leung, Brian P.

2012-01-01

After-school programs (ASPs) are learning centers that provide enrichment opportunities after regular school hours. This article examines the value these programs can add to a child's educational day, especially for urban youth who are vulnerable during after-school hours. Quality ASPs can be part of the solution to help mitigate the effects of…
Disparities in Charter School Resources--The Influence of State Policy and Community

ERIC Educational Resources Information Center

Bodine, Edward; Fuller, Bruce; Gonzalez, Maria-Fernanda; Huerta, Luis; Naughton, Sandra; Park, Sandra; Teh, Laik Woon

2008-01-01

Recent findings show that students attending charter schools in the United States achieve at comparable or lower levels to those enrolled in regular public schools, perhaps due to uneven quality and disparities in the levels of resources acquired by charter schools. But little is known as to what state and local factors contribute to disparate…
Making The Case: A Fact Sheet on Children and Youth on Out-of-School Time

ERIC Educational Resources Information Center

Wellesley Centers for Women, 2006

2006-01-01

Research on school-age children (those between the ages of 5 and 12) indicates that an estimated 4 million regularly spend time without adult supervision. There is growing evidence that quality out-of-school opportunities matter, complementing environments created by schools and families and providing important "nutrients" that deter failure and…
School-Based Learning for Individual Diversity in Education: The SLIDE Project

ERIC Educational Resources Information Center

Harrington, Ingrid

2013-01-01

Whole-School Professional Development (PD) days held regularly in schools are designed to promote and up-skill school staff on relevant areas of educational policy and practice. An aim of PD days is to empower participants with new knowledges and skills, and to confirm that current practices and interpretations of education policy and procedure…
Life on the Bleeding Edge: Philosophy, Practice, and Public Relations in Charter Schools

ERIC Educational Resources Information Center

Perreault, George

2004-01-01

Charter schools represent one of the most intriguing developments within public education in the past decade. Although they vary widely among themselves and differ from regular public schools in some regards, they also show many similarities. Consequently, many of the public relations strategies that work for other schools should also be useful…

Addressing Barriers to Learning. Volume 12, Number 4. Fall 2007

ERIC Educational Resources Information Center

Center for Mental Health in Schools at UCLA, 2007

2007-01-01

Leaders concerned with advancing mental health in school need to focus on much more than just increasing clinical services. This issue of the quarterly newsletter of the Center for Mental Health in Schools includes the following features and regular segments: (1) Mental Health in Schools: Much More than Services for the Few; (2) Many Schools, Many…
Enhancing Collaboration between School Nurses and School Psychologists When Providing a Continuum of Care for Children with Medical Needs

ERIC Educational Resources Information Center

Hernández Finch, Maria E.; Finch, W. Holmes; Mcintosh, Constance E.; Thomas, Cynthia; Maughan, Erin

2015-01-01

Students who are medically involved often require sustained related services, regular care coordination, and case management to ensure that they are receiving a free and appropriate public education. Exploring the collaboration efforts of school psychologists and school nurses for meeting the educational and related services needs of these…
Math Coaching in a Rural School: Gaining Entry: A Vital First Step

ERIC Educational Resources Information Center

Hartman, Sara

2013-01-01

A growing trend across the nation, academic coaching is a popular way for schools to embed professional development within the regular school day. This article presents the findings of a yearlong qualitative case study of a rural school academic coach and her attempts to gain entry to teachers' classrooms to observe and guide their instructional…
Modeling the Relations among Parental Involvement, School Engagement and Academic Performance of High School Students

ERIC Educational Resources Information Center

Al-Alwan, Ahmed F.

2014-01-01

The author proposed a model to explain how parental involvement and school engagement related to academic performance. Participants were (671) 9th and 10th graders students who completed two scales of "parental involvement" and "school engagement" in their regular classrooms. Results of the path analysis suggested that the…
Career Awareness Program; Fruth Elementary School.

ERIC Educational Resources Information Center

Kelly, Julia; Gaujot, Carol

This is a report of a career education program, first conceived through a school assembly and initiated at Fruth Elementary School in grades K-6. The format used by the teachers correlates a phase of the world of work with regular school work. Some students and teachers from the Career Education Tech. Center participate in this program as do…
Forming Effective Partnerships to Facilitate Inclusion of Students with Vision Impairments: Perceptions of a Regular Classroom Teacher and an Itinerant Teacher

ERIC Educational Resources Information Center

Sharma, Umesh; Moore, Dennis; Furlonger, Brett; King, Brian Smyth; Kaye, Linda; Constantinou, Olga

2010-01-01

This qualitative study reports on the perceptions of a regular classroom teacher and an itinerant teacher about the challenges they faced in including a student with vision impairment in regular school in New South Wales, Australia. Some of the common strategies employed by both these teachers to address these challenges are discussed. (Contains 1…
Can use of healthcare services among 15-16-year-olds predict an increased level of high school dropout? A longitudinal community study.

PubMed

Homlong, Lisbeth; Rosvold, Elin O; Haavet, Ole R

2013-09-19

To study associations between healthcare seeking in 15-16-year-olds and high school dropout 5 years later. Longitudinal community study. Data from a comprehensive youth health survey conducted in 2000-2004, linked to data from national registries up to 2010. 13 964 10th grade secondary school students in six Norwegian counties. Logistic regression was used to compute ORs for high school dropout. The total proportion of students not completing high school 5 years after registering was 29% (girls 24%, boys 34%). Frequent attenders to school health services and youth health clinics at age 15-16 years had a higher dropout rate (37/48% and 45/71%), compared with those with no or moderate use. Adolescents referred to mental health services were also more likely to drop out (47/62%). Boys with moderate use of a general practitioner (GP) had a lower dropout rate (30%). A multiple logistic regression analysis, in which we adjusted for selected health indicators and sociodemographic background variables, revealed that seeking help from the youth health clinic and consulting mental health services, were associated with increased level of high school dropout 5 years later. Frequent attenders (≥4 contacts) had the highest odds of dropping out. Yet, boys who saw a GP and girls attending the school health services regularly over the previous year were less likely than their peers to drop out from high school. Adolescents who seek help at certain healthcare services can be at risk of dropping out of high school later. Health workers should pay particular attention to frequent attenders and offer follow-up when needed. However, boys who attended a GP regularly were more likely to continue to high school graduation, which may indicate a protective effect of having a regular and stable relationship with a GP.
32 CFR 901.21 - Notification of selection or nonselection.

Code of Federal Regulations, 2010 CFR

2010-07-01

.... Regular airmen in technical school completes all phases of training, if time permits, before reporting to... MILITARY TRAINING AND SCHOOLS APPOINTMENT TO THE UNITED STATES AIR FORCE ACADEMY Nomination Procedures and...
Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout.

PubMed

Boujut, Emilie; Dean, Annika; Grouselle, Amélie; Cappe, Emilie

2016-09-01

The inclusion of students with Autism Spectrum Disorder (ASD) in schools is a source of stress for teachers. Specialized teachers have, in theory, received special training. To compare the experiences of teachers dealing with students with ASD in different classroom environments. A total of 245 teachers filled out four self-report questionnaires measuring perceived stress, social support, coping strategies, and burnout. Specialized teachers perceive their teaching as a challenge, can count on receiving help from colleagues, use more problem-focused coping strategies and social support seeking behavior, and are less emotionally exhausted than teachers in regular classes. This study highlights that teachers in specialized schools and classes have better adjustment, probably due to their training, experience, and tailored classroom conditions.
A Qualitative Study on the Perceptions of High School Counselors as Student Advocates in Online Education

ERIC Educational Resources Information Center

Meisenburg, Terry James

2013-01-01

Advocacy for all students is an important tenet in current school counselor literature and has been recognized as a vital component in student success. With the increase of students who attend high school online learning programs that do not require regular attendance at a school site, the role of the high school counselor to advocate for these…
The District Agricultural Schools of Georgia. Bulletin, 1916, No. 44

ERIC Educational Resources Information Center

Lane, C. H.; Crosby, D. J.

1916-01-01

In most of the States some attempt is made to teach agriculture and rural domestic economy to boys and girls of high school age and over, whose advancement in the ordinary school subjects is of high school grade or less. In some States the attempt has be made to do this work only in the regular county, township, district, and village high schools,…
If We Build It, We Will Come: Impacts of a Summer Robotics Program on Regular Year Attendance in Middle School. Policy Brief

ERIC Educational Resources Information Center

Mac Iver, Martha Abele; Mac Iver, Douglas J.

2014-01-01

Recognizing the importance of both keeping middle school students engaged and improving their math skills, Baltimore City Public Schools (City Schools) developed a summer school STEM program involving not only math and science instruction but also the experience of building a robot and competing with those robots in a city-wide tournament.…
How to Improve Engineering Competencies for Students with Special Needs?

NASA Astrophysics Data System (ADS)

Maknun, J.; Barliana, M. S.; Cahyani, D.

2018-02-01

The problem of vocational education for Children with Special Needs (CSN) is not only about the service profile, spectrum relevance and competency level, but also the carrying capacity of educational facilities. In this regard, two important things are highlighted. First, the different characteristics of the design of educational facilities between regular and exceptional schools. Second, the distinctive characteristics of the design of the school facilities are extraordinary for general education (academic) and vocational education. The purpose of this study is to describe the level of suitability of the architectural design of educational facilities with the needs of vocational learning behavior for children with special needs in West Java, Indonesia. The entire research used the Education Research and Development (R & D) method of Developing the Architectural Facility Design Guide to Support the Vocational Competence of Crew Competence in accordance with the stages developed by Thiagarajan (1974) known as Four-D Model. To achieve the above objectives, then the stages of the R & D method that is done is the define, design and develop stage. Evaluation results show the infrastructure of education of Special School (SLB) Cicendo, Indonesia has met the standards set by the government, especially on aspects of land and building areas have met the standards. Most aspects of accessibility such as the basic size of space, pedestrian pathways, and doors have been met. But other aspects such as guiding lines, ram, ladders, toilets, showers, sinks, furniture and signs do not meet accessibility requirements. The conclusion is the educational infrastructure of the school in general has met the standards set by the government.
The importance of social sources of cigarettes to school students.

PubMed

Croghan, E; Aveyard, P; Griffin, C; Cheng, K K

2003-03-01

To discover the importance of social sources of tobacco to young people as opposed to commercial sources; to describe the peer market for cigarettes in schools and the consequences for young people of their involvement in it. Cross sectional questionnaire survey, one-to-one interviews, and focus groups. Seven schools in Birmingham, UK. All students in two randomly selected classes from each school completed the questionnaire, and never smokers, occasional smokers, and regular smokers were interviewed. Two thirds of occasional smokers and one quarter of regular smokers obtained cigarettes socially, mostly for free. A few smokers regularly bought their cigarettes from others. Among friendship groups, both smokers and non-smokers were involved in the exchange of cigarettes, often for money, which is a common activity. A few young people use the selling of cigarettes to fund their own smoking. Some young people, smokers and non-smokers, are involved in semi-commercial selling of cigarettes. All school students are aware of where to purchase cigarettes from non-friends, which is only used "in emergency" because of the high price. One school had a strong punishment policy for students caught with cigarettes. In this school, more people bought singles from the peer market and the price was higher. The passing and selling of cigarettes in school is a common activity, which from the young persons perspective, ensures that all share cross counter purchases. A few people are prepared to use the peer market for monetary gain and it appears to be responsive to external conditions. The peer market might mean that efforts to control illegal sales of cigarettes are not as effective as hoped.
Ten-Ways to Improve Principal-Parent Communication.

ERIC Educational Resources Information Center

Vann, Allan S.

1992-01-01

Principals can forge an effective home-school partnership by encouraging teachers to communicate regularly with parents, issuing a monthly principal's newsletter, writing a column in the parent organization's newsletter, hosting informal meetings with parents, issuing parent and student handbooks, and meeting regularly with the parent…
Finding Common Ground

ERIC Educational Resources Information Center

Benson, Jeffrey

2017-01-01

Regular education teachers and special educators shouldn't view their jobs as mutually exclusive, writes Jeffrey Benson in this article. He argues that all students benefit when both teachers form collaborative partnerships. Drawing on his four decades of experience in schools, Benson details how regular education teachers can incorporate ideas…
Prevalence of Autism Spectrum Disorders in Ecuador: A Pilot Study in Quito.

PubMed

Dekkers, Laura M S; Groot, Norbert A; Díaz Mosquera, Elena N; Andrade Zúñiga, Ivonne P; Delfos, Martine F

2015-12-01

This research presents the results of the first phase of the study on the prevalence of pupils with Autism Spectrum Disorder (ASD) in regular education in Quito, Ecuador. One-hundred-and-sixty-one regular schools in Quito were selected with a total of 51,453 pupils. Prevalence of ASD was assessed by an interview with the rector of the school or its delegate. Results show an extremely low prevalence of 0.11 % of pupils with any ASD diagnosis; another 0.21 % were suspected to have ASD, but were without a diagnosis. This low prevalence suggests that children and adolescents with ASD are not included in regular education in Quito. These results are discussed in the light of low diagnostic identification of ASD and low inclusion tolerance.
An audit of school oral health education program in a developing country

PubMed Central

Lawal, Folake B.; Taiwo, Juliana O.

2014-01-01

Objective: The increasing prevalence of oral diseases in children in developing countries is a major public health concern and creates the need to review various preventive strategies put in place on oral health promotion. In the absence of formal national programs, tertiary health institutions have adopted low-budget school oral education programs targeted at improving oral health awareness and behavioral changes in school children. The aim of this study was to review the school oral health education programs conducted by the Community Dentistry Unit of a tertiary hospital in a major city in Nigeria. Materials and Methods: An evaluation of the school oral health education programs conducted in the city over a 5-year period was done. Data collected included: venue of the program, the number of students and teachers educated in each school, screening and referrals, adequacy of teaching aids, desire for revisit, and barriers noted in its conduct. Results: A total of 104 oral health education programs were conducted during this period involving 16,248 participants. The majority (80%) of the schools visited were primary schools and 54% were privately owned. Over half of the programs was conducted on assembly grounds, 21% in classrooms, and 13% in school halls. Challenges encountered included: lack of audiovisual aids, transportation problems, inadequacy of screening tools, and insufficient promotional materials. All the schools visited requested for (subsequent) regular visitation. Conclusion: The study showed the feasibility of low-budget oral health education and willingness of schools to benefit from such programs. There are barriers to effective communication, which can be mitigated in order to achieve an optimal school oral health education program in a low resource setting. PMID:25452928
An audit of school oral health education program in a developing country.

PubMed

Lawal, Folake B; Taiwo, Juliana O

2014-11-01

The increasing prevalence of oral diseases in children in developing countries is a major public health concern and creates the need to review various preventive strategies put in place on oral health promotion. In the absence of formal national programs, tertiary health institutions have adopted low-budget school oral education programs targeted at improving oral health awareness and behavioral changes in school children. The aim of this study was to review the school oral health education programs conducted by the Community Dentistry Unit of a tertiary hospital in a major city in Nigeria. An evaluation of the school oral health education programs conducted in the city over a 5-year period was done. Data collected included: venue of the program, the number of students and teachers educated in each school, screening and referrals, adequacy of teaching aids, desire for revisit, and barriers noted in its conduct. A total of 104 oral health education programs were conducted during this period involving 16,248 participants. The majority (80%) of the schools visited were primary schools and 54% were privately owned. Over half of the programs was conducted on assembly grounds, 21% in classrooms, and 13% in school halls. Challenges encountered included: lack of audiovisual aids, transportation problems, inadequacy of screening tools, and insufficient promotional materials. All the schools visited requested for (subsequent) regular visitation. The study showed the feasibility of low-budget oral health education and willingness of schools to benefit from such programs. There are barriers to effective communication, which can be mitigated in order to achieve an optimal school oral health education program in a low resource setting.
Fostering Student Leadership: One School's Approach.

ERIC Educational Resources Information Center

Maher, Robert

1984-01-01

Lakeland High School in Shrub Oak, New York, uses a student-initiated course in leadership to develop students' responsibility. The year-long course is part of the regular curriculum, drawing on communication and reasoning skills. Each participant begins with self-development and proceeds to school and community service projects. (MCG)

Pueblo Community College, Dual Credit Handbook, 1998-99.

ERIC Educational Resources Information Center

Griffith, Mary

This Dual Credit Handbook from Pueblo Community College (CO) provides information and guidelines to assist instructors in meeting their assignment. These guidelines apply to dual credit courses offered to high school students during their regular school hours, for which students receive high school- and college-level credit simultaneously. This…
How Healthy Is Homeschool? An Analysis of Body Composition and Cardiovascular Disease Risk

ERIC Educational Resources Information Center

Kabiri, Laura S.; Mitchell, Katy; Brewer, Wayne; Ortiz, Alexis

2018-01-01

Background: Public school children regularly participate in school-based physical activity, physical education, and fitness testing. However, almost 2 million American children are homeschooled. The purpose of this research was to assess the body composition of elementary school-aged homeschool children and their corresponding cardiovascular…
Disaster Education in Australian Schools

ERIC Educational Resources Information Center

Boon, Helen J.; Pagliano, Paul J.

2014-01-01

Australia regularly suffers floods, droughts, bushfires and cyclones, which are predicted to increase and/or intensify in the future due to climate change. While school-aged children are among the most vulnerable to natural disasters, they can be empowered through education to prepare for and respond to disasters. School disaster education is…
"Homo High"

ERIC Educational Resources Information Center

Kilman, Carrie

2010-01-01

In Chicago's public school system, LGBT students were three times more likely than straight peers to miss school because of threats to their safety, according to 2003 districtwide survey; and students who face regular harassment were more like to drop out. In this article, the author shares her thoughts on the move of Chicago school officials to…
Prevention-Related Research Targeting African American Alternative Education Program Students

ERIC Educational Resources Information Center

Carswell, Steven B.; Hanlon, Thomas E.; Watts, Amy M.; O'Grady, Kevin E.

2014-01-01

This article reports on a program of research that examined the background, planning, implementation, and evaluation of an after-school preventive intervention program within an ongoing urban alternative education program targeting African American students referred to the school because of their problematic behavior in regular schools. The…
School Psychologists Working with Children Affected by Abuse and Neglect

ERIC Educational Resources Information Center

Dezen, Kristin A.; Gurl, Aaron; Ping, Jenn

2010-01-01

School psychologists encounter children regularly who have been affected by abuse and neglect. Maltreatment adversely affects the mental health status and academic achievement of youth, thereby making the topic an area of concern for school psychologists. More recently, child protection laws have been expanded to include mandatory child abuse…
Childhood Fears, Neurobehavioral Functioning and Behavior Problems in School-Age Children

ERIC Educational Resources Information Center

Kushnir, Jonathan; Sadeh, Avi

2010-01-01

The objective is to examine underlying associations between childhood fears, behavior problems and neurobehavioral functioning (NBF) in school-age children. Healthy, regular school children (N = 135), from second, fourth and sixth grade classes were assessed. Data regarding children's fears and behavioral problems were obtained with the Revised…
Routines in School Organizations: Creating Stability and Change

ERIC Educational Resources Information Center

Conley, Sharon; Enomoto, Ernestine K.

2005-01-01

Purpose: This paper presents routinized action theory as a way to examine the regular, habitual activities that occur in school organizations. Using this theoretical lens, school routines were analyzed in order to understand organizational stability and change. Design/methodology/approach: Using case study methods, three discrete cases are…
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,…
Evaluation of the Family/School Partnership Project, Year III, 1996-97.

ERIC Educational Resources Information Center

Kester, Donald L.; Plakos, John; Santos, Will

The report details the third-year evaluation of a transitional bilingual education project at Chester W. Nimitz Middle School in Huntington Park, California. The Family/School Partnership Project is designed to assist limited English proficient students in mastering English skills to transition to regular classroom activities by integrating…
The Learning Enrichment Service: A Triad-Based Secondary School Model for Enrichment Programming.

ERIC Educational Resources Information Center

Smyth, Elizabeth; And Others

1983-01-01

Three secondary teachers describe a school-wide support system for meeting the needs of gifted students in and beyond the regular classroom. A management team coordinates enrichment within the school and community while a computerized data bank of enrichment resources is accessible to all learners. (CL)
School Performance

ERIC Educational Resources Information Center

Lamas, Héctor A.

2015-01-01

The school performance study of students is, due to its relevance and complexity, one of the issues of major controversy in the educational research, and it has been given special attention in the last decades. This study is intended to show a conceptual approach to the school performance construct, contextualizing the reality in the regular basic…
Government and African Control of Education in the Bechuanaland Protectorate, 1928-48.

ERIC Educational Resources Information Center

Mgadla, P. T.

1995-01-01

Presents an in-depth portrait of the British government's educational policy in the Bechuanaland protectorate. The government systematized the primary school syllabus, regularized payment and training of teachers, and established cattle post schools. However, blatant discrimination favored support of European schools over African and little…
Educational Programming for Pupils with Neurologically Based Language Disorders. Final Report.

ERIC Educational Resources Information Center

Zedler, Empress Y.

To investigate procedures whereby schools may achieve maximal results with otherwise normal underachieving pupils with neurologically based language-learning disorders, 100 such subjects were studied over a 2-year period. Fifty experimental subjects remained in regular classes in school and received individualized teaching outside of school hours…
Facilitators of and Barriers to Model School Psychological Services

ERIC Educational Resources Information Center

Castillo, Jose M.; Arroyo-Plaza, Javier; Tan, Sim Yin; Sabnis, Sujay; Mattison, Amira

2017-01-01

This study examined facilitators of and barriers to comprehensive and integrated services. A national sample of 267 full-time practicing school psychologists who were Regular Members or Early Career Members of the National Association of School Psychologists participated. We administered a survey to participants that measured the extent to which…
Musicals Enrich Middle School Programs

ERIC Educational Resources Information Center

Thomas, Douglas D.; North, Rita

2005-01-01

An enriching fine arts program has long been advocated as an essential element of an effective middle school program. The vocal music program at Pleasant Hill (Missouri) Middle School supports student growth and development beyond the regular classroom. It supports students' existing skills and talents and provides opportunities for them to…
Caring for Children with Cystic Fibrosis: A Collaborative Clinical and School Approach

ERIC Educational Resources Information Center

Strawhacker, MaryAnn Tapper; Wellendorf, Joyce

2004-01-01

Earlier diagnosis and more effective treatments have improved both morbidity and mortality associated with cystic fibrosis, making regular school attendance a reality. School nurses have a unique opportunity to assist students with cystic fibrosis successfully manage their disease. Medical treatment for cystic fibrosis can be complex, leaving…
34 CFR 472.5 - What definitions apply?

Code of Federal Regulations, 2010 CFR

2010-07-01

... attendance under State law, and whose receipt of project services is expected to result in new employment... principally for the provision of vocational education to individuals who have completed or left high school... regular students both individuals who have completed high school and individuals who have left high school...
34 CFR 472.5 - What definitions apply?

Code of Federal Regulations, 2011 CFR

2011-07-01

... attendance under State law, and whose receipt of project services is expected to result in new employment... principally for the provision of vocational education to individuals who have completed or left high school... regular students both individuals who have completed high school and individuals who have left high school...
A Secondary Guy: Physically Disabled Teenagers in Secondary Schools.

ERIC Educational Resources Information Center

Doubt, Lorna; McColl, Mary Ann

2003-01-01

A phenomenological study of seven teenagers with physical disabilities attending a regular secondary school focused on social integration and the factors influencing it. Results showed extrinsic and intrinsic factors that facilitate or limit integration. Occupational therapists can ensure that schools are inclusive and that clients are capable of…

Physically active Chilean school kids perform better in language and mathematics.

PubMed

Correa-Burrows, Paulina; Burrows, Raquel; Ibaceta, Camila; Orellana, Yasna; Ivanovic, Daniza

2017-04-01

We examined the association between the engagement in regular physical activity (PA) and the academic performance (AP) of school-age children from Santiago Metropolitan Region. In a random sample of 1271 students (13.3 ± 2.3 years old) we measured regular PA, accounting for hours of weekly scheduled exercise, and AP, using national standardized tests scores in Language and Mathematics. Bivariate and multivariate regression analyses were used to model the relation between academic and health-related behaviors. Two outcomes were considered: (i) sufficiency according to the Ministry of Education and (ii) discretionary sufficiency (tests z-scores ≥50th percentile). About 80% of students were poorly engaged in scheduled exercise (<2 h per week). Devoting more than 4 h per week to scheduled exercise significantly increased the odds of reaching the official and discretionary sufficiency in both Language and Mathematics. Moderate engagement (2-4 h per week) just improved the odds of reaching the discretionary sufficiency standard. These results confirm the poor engagement in regular exercise at the school level. School kids with the highest allocation of time to scheduled exercise have better AP in Language and Mathematics. Our findings support the notion that academic and health-related behaviors are linked and, similarly, that school health programs may have positive effects on educational outcomes. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.
'To Boldly Go...' Building a Virtual Classroom

NASA Technical Reports Server (NTRS)

vandeVen, Ryan W.; Meurders, Mary F. E.

2008-01-01

The concept of a Exploration-Based Learning Environment has recently been introduced into the argument that technology can put students back into the field of real learning. IPN has set foot there, where no school has gone before, by actually building a Virtual Classroom.This paper is about our first step towards the Virtual Classroom: Experience-Based Learning by simulations. A field study on the processes involved when going from a regular educational setting to using simulations as part of the educational was done. We discuss eventual pitfalls and the role changes in education for both teacher and pupil, the importance of understanding the psychological process that the pupil goes through and the consequences this has for the guiding staff. Changes are not only necessary to keep up with the change but also to break through the vicious circle of what we call the trend of "Spectacle and Boredom" in education.
Regular Soda Policies, School Availability, and High School Student Consumption

PubMed Central

Terry-McElrath, Yvonne M.; Chriqui, Jamie F.; O’Malley, Patrick M.; Chaloupka, Frank J.; Johnston, Lloyd D.

2014-01-01

Background Beginning in the 2014–2015 school year, all U.S. schools participating in federally reimbursable meal programs are required to implement new nutrition standards for items sold in competitive venues. Multilevel mediation modeling examining direct, mediated, and indirect pathways between policy, availability, and student consumption might provide insight into possible outcomes of implementing aspects of the new standards. Purpose To employ multilevel mediation modeling using state- and school district–level policies mandating school soda bans, school soda availability, and student soda consumption. Methods The 2010–2012 Monitoring the Future surveys obtained nationally representative data on high school student soda consumption; school administrators provided school soda availability data. State laws and district policies were compiled and coded. Analyses conducted in 2014 controlled for state-, school-, and student-level characteristics. Results State–district–school models found that state bans were associated with significantly lower school soda availability (c, p<0.05) but district bans showed no significant associations. No significant direct, mediated, or indirect associations between state policy and student consumption were observed for the overall sample. Among African American high school students, state policy was associated directly with significantly lower school soda availability (a, p<0.01), and—indirectly through lower school availability—with significantly lower soda consumption (a*b, p<0.05). Conclusions These analyses indicate state policy focused on regular soda strongly affected school soda availability, and worked through changes in school availability to decrease soda consumption among African American students, but not the overall population. PMID:25576493
[Process and outcome evaluation of the school-based project "Students' enterprises for healthy nutrition"].

PubMed

Eichhorn, Christine; Loss, Julika; Nagel, Eckhard

2007-01-01

Most food consumed in German schools is unhealthy, and evaluations of school-based interventions to improve food habits are scarce. Our study evaluates implementation and impact of "Students' Enterprises for Healthy Nutrition", in which students offer healthy food to their school mates. Standardised questionnaires were obtained from the supervising teachers and 923 students (grade 5-10) from the 4 intervention schools, collecting information on implementation and acceptability of the intervention (process evaluation). Data on eating habits were collected from a cohort of 475 students before and 6 months after the implementation of the Students' Enterprises, using a modified, illustrated version of a 24-hour-recall questionnaire (outcome evaluation). 59% of the students appreciated the Students' Enterprises, which varied substantially between schools, and 7-27% regularly purchased their food there. Reasons for not using the Student's Enterprises were food provision from home, peer pressure, and costs. Besides, there were competing sources of food supply in each school. Data interpretation was difficult due to the heterogeneity of the Students' Enterprises and reduced program integrity. A separate analysis of the different schools showed the reduction of sweets consumption in one school; other improvements of eating habits were not shown. The Students' Enterprises represent a peer-based settings approach and were supported by the students and teachers. Further structural changes and educational means are needed to increase utilisation. Due to demand, the Enterprises' menus risk to be extended to unhealthy food, which may be countered with innovative strategies (e.g. subsidy for healthy food).
Interventions Employed in Regular Education Settings for Secondary Students with High Functioning Autism: A Meta-Analysis

ERIC Educational Resources Information Center

McKeithan, Glennda Kashner

2016-01-01

An increase has occurred in the number of students identified as having high functioning autism (HFA), who are being served in the regular education setting with their non-disabled peers. Many of these students have difficulty with academic and social expectations in this setting, and a minimal amount of information is available to educators…
Stability Properties of the Regular Set for the Navier-Stokes Equation

NASA Astrophysics Data System (ADS)

D'Ancona, Piero; Lucà, Renato

2018-06-01

We investigate the size of the regular set for small perturbations of some classes of strong large solutions to the Navier-Stokes equation. We consider perturbations of the data that are small in suitable weighted L2 spaces but can be arbitrarily large in any translation invariant Banach space. We give similar results in the small data setting.
Curriculum Adaptation for Inclusive Classrooms.

ERIC Educational Resources Information Center

Neary, Tom; And Others

This manual on curriculum adaptation for inclusive classrooms was developed as part of the PEERS (Providing Education for Everyone in Regular Schools) Project, a 5-year collaborative systems change project in California to facilitate the integration of students with severe disabilities previously at special centers into services at regular school…
Ending Special Educators' Isolation

ERIC Educational Resources Information Center

Hansen, Spencer D.

2007-01-01

This article talks about the "special" support that special educators need from administrators. Special educators need the same type of support that regular teachers receive. Pairing regular and special education teachers allows special education teachers to contribute to and receive support from the other teachers in a school. Ensuring that…
Inclusion: Who Really Benefits?

ERIC Educational Resources Information Center

Wilson-Younger, Dylinda

2009-01-01

Since the reauthorization of 2003, schools across the nation are mandated to educate students within the regular educational environment. What impact does this merger have on students and teachers? Who really benefits from this merger of regular education and special education? This article discusses the attitudes of general education teachers…
School-based surveys of malaria in Oromia Regional State, Ethiopia: a rapid survey method for malaria in low transmission settings

PubMed Central

2011-01-01

Background In Ethiopia, malaria transmission is seasonal and unstable, with both Plasmodium falciparum and Plasmodium vivax endemic. Such spatial and temporal clustering of malaria only serves to underscore the importance of regularly collecting up-to-date malaria surveillance data to inform decision-making in malaria control. Cross-sectional school-based malaria surveys were conducted across Oromia Regional State to generate up-to-date data for planning malaria control interventions, as well as monitoring and evaluation of operational programme implementation. Methods Two hundred primary schools were randomly selected using a stratified and weighted sampling frame; 100 children aged five to 18 years were then randomly chosen within each school. Surveys were carried out in May 2009 and from October to December 2009, to coincide with the peak of malaria transmission in different parts of Oromia. Each child was tested for malaria by expert microscopy, their haemoglobin measured and a simple questionnaire completed. Satellite-derived environmental data were used to assess ecological correlates of Plasmodium infection; Bayesian geostatistical methods and Kulldorff's spatial scan statistic were employed to investigate spatial heterogeneity. Results A total 20,899 children from 197 schools provided blood samples, two selected schools were inaccessible and one school refused to participate. The overall prevalence of Plasmodium infection was found to be 0.56% (95% CI: 0.46-0.67%), with 53% of infections due to P. falciparum and 47% due to P. vivax. Of children surveyed, 17.6% (95% CI: 17.0-18.1%) were anaemic, while 46% reported sleeping under a mosquito net the previous night. Malaria was found at 30 (15%) schools to a maximum elevation of 2,187 metres, with school-level Plasmodium prevalence ranging between 0% and 14.5%. Although environmental variables were only weakly associated with P. falciparum and P. vivax infection, clusters of infection were identified within Oromia. Conclusion These findings demonstrate the marked spatial heterogeneity of malaria in Oromia and, in general, Ethiopia, and provide a strong epidemiological basis for planning as well as monitoring and evaluating malaria control in a setting with seasonal and unstable malaria transmission. PMID:21288368
Elementary School Principals in Low Socio-Economic-Status Schools: A University-Based Research Programme Designed to Support Mandated Reform

ERIC Educational Resources Information Center

Archambault, Jean; Garon, Roseline

2012-01-01

This paper presents a reform initiative, the Supporting Montreal Schools Program (SMSP), created by the government of Quebec to assist 184 low socio-economic-status schools in Montreal implement seven reform strategies prescribed by the government. On a regular basis, the professional team of the SMSP engages in reflection and research with…
Compulsory School Attendance: What Research Says and What It Means for State Policy

ERIC Educational Resources Information Center

Whitehurst, Grover J.; Whitfield, Sarah

2012-01-01

During his 2012 State of the Union address, President Barack Obama offered several recommendations on education policy, including one specifying that all states increase the age of compulsory school attendance to 18. Approximately 25 percent of public school students in the U.S. don't obtain a regular high school diploma, a tragedy for them and a…
Perceptions of School Toilets as a Cause for Irregular Toilet Habits among Schoolchildren Aged 6 to 16 Years

ERIC Educational Resources Information Center

Lundblad, Barbro; Hellstrom, Anna-Lena

2005-01-01

Irregular bladder and bowel habits can contribute to urinary and bowel problems. Schoolchildren undergoing treatment for these problems often do not follow the recommendation of regular toilet visits at school, claiming negative perceptions of school toilets. This study examined 6- to 16-year-old schoolchildren's perceptions of school toilets and…
Career Education: Sample Lessons to Parallel the New York City Public Schools Senior High School Curriculum.

ERIC Educational Resources Information Center

State Project to Implement Career Education, New York, NY.

Lessons in this document are the product of a senior high school teachers' workshop sponsored by the State Project to Implement Career Education (SPICE) in New York City schools. These career education sample lessons, covering nine subject areas, are designed to be used along with regular curriculum materials and relate to self-awareness, career…
A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools

ERIC Educational Resources Information Center

Horner, Robert H.; Sugai, George; Smolkowski, Keith; Eber, Lucille; Nakasato, Jean; Todd, Anne W.; Esperanza, Jody

2009-01-01

We report a randomized, wait-list controlled trial assessing the effects of school-wide positive behavior support (SWPBS). An effectiveness analysis was conducted with elementary schools in Hawaii and Illinois where training and technical assistance in SWPBS was provided by regular state personnel over a 3-year period. Results document that the…
The Impact of Teacher Furloughs on Academic Achievement in Hawaii Public Schools

ERIC Educational Resources Information Center

Soares, Katina M.

2013-01-01

Due to budget shortfalls, teacher furloughs were imposed in 2009 in Hawaii Public Schools. The furloughs resulted in a 2009-2010 school year of 167 days as opposed to the regular school year of 180 days. The purpose of this causal-comparative study with a pretest-posttest design was to examine the found effects of those furloughs on academic…
Teachers' Views on Risk Factors for Problematic School Absenteeism in Swedish Primary School Students

ERIC Educational Resources Information Center

Gren-Landell, Malin; Ekerfelt Allvin, Cornelia; Bradley, Maria; Andersson, Maria; Andersson, Gerhard

2015-01-01

In the present online survey, 158 teachers in regular and special education teaching in grades six to nine were asked to rate the importance of probable reasons for problematic school absenteeism. On average, the teachers estimated that among their students, 19 students had presented with problematic school absenteeism over the last five years.…
Does the Discourse of Employer Linked Charter Schools Signal a Commitment to Work Force Development or Transformational Learning?

ERIC Educational Resources Information Center

Freeman, Eric; Lakes, Richard D.

2005-01-01

The latest model for educational reform emerging in the US vocational-technical delivery system is the employer linked charter school (ELCS). This emerging concept is viewed as a partnership between constituents in the regular school organization and employers who are directly involved in the school's design, governance, and delivery of learning…
A New Look at Some Pieces of Old Puzzles. Learnings from Schools and Teachers. Report No. 9016.

ERIC Educational Resources Information Center

Lieberman, Ann; Miller, Lynne

An overview is presented of research studies that reflect the realities that exist in elementary and secondary public education. Explorations of school culture cite behavioral and programmatic regularities that make up the school culture and the importance of school principals' roles. Focusing on the teachers and the ways things actually get done…
English Language Education in Formal and Cram School Contexts: An Analysis of Listening Strategy and Learning Style

ERIC Educational Resources Information Center

Chou, Mu-hsuan

2017-01-01

Formal English language education in Taiwan now starts at Year 3 in primary school, with an emphasis on communicative proficiency. In addition to formal education, attending English cram schools after regular school has become a common phenomenon for Taiwanese students. The main purpose of gaining additional reinforcement in English cram schools…

Advanced Course Completion Rates among New Mexico High School Students Following Changes in Graduation Requirements. REL 2018-278

ERIC Educational Resources Information Center

Booth, Eric; Shields, Joseph; Carle, Jill

2017-01-01

In 2008 New Mexico changed its graduation requirements for regular education high school students who completed more than their senior year of high school in a New Mexico public school. Students who entered high school in 2009 were the first to have to complete (pass with a D or better) at least one advanced course (a course designated by the New…
Elementary Science-Magnet School Student Attitudes toward Science as Measured by Selected National Assessment of Educational Progress Items and Achievement in Science: A Replication and Extension.

ERIC Educational Resources Information Center

Solomon, Alan; Rachild, Bruce

Attitudes toward science of magnet school students were compared with those of their counterparts in two regular schools. This study attempted to replicate the findings of a 1988 study by A. Solomon and J. Wroblewski involving the same magnet school, the John Moffett Neighborhood Elementary Science Magnet School located in North Philadelphia…
Cannabis Liberalization and Adolescent Cannabis Use: A Cross-National Study in 38 Countries

PubMed Central

Shi, Yuyan; Lenzi, Michela; An, Ruopeng

2015-01-01

Aims To assess the associations between types of cannabis control policies at country level and prevalence of adolescent cannabis use. Setting, Participants and Design Multilevel logistic regressions were performed on 172,894 adolescents 15 year of age who participated in the 2001/2002, 2005/2006, or 2009/2010 cross-sectional Health Behaviour in School-Aged Children (HBSC) survey in 38 European and North American countries. Measures Self-reported cannabis use status was classified into ever use in life time, use in past year, and regular use. Country-level cannabis control policies were categorized into a dichotomous measure (whether or not liberalized) as well as 4 detailed types (full prohibition, depenalization, decriminalization, and partial prohibition). Control variables included individual-level sociodemographic characteristics and country-level economic characteristics. Findings Considerable intra-class correlations (.15-.19) were found at country level. With respect to the dichotomized cannabis control policy, adolescents were more likely to ever use cannabis (odds ratio (OR) = 1.10, p = .001), use in past year (OR = 1.09, p = .007), and use regularly (OR = 1.26, p = .004). Although boys were substantially more likely to use cannabis, the correlation between cannabis liberalization and cannabis use was smaller in boys than in girls. With respect to detailed types of policies, depenalization was associated with higher odds of past-year use (OR = 1.14, p = .013) and regular use (OR = 1.23, p = .038), and partial prohibition was associated with higher odds of regular use (OR = 2.39, p = .016). The correlation between cannabis liberalization and regular use was only significant after the policy had been introduced for more than 5 years. Conclusions Cannabis liberalization with depenalization and partial prohibition policies was associated with higher levels of regular cannabis use among adolescents. The correlations were heterogeneous between genders and between short- and long-terms. PMID:26605550
Cabri 3D - assisted collaborative learning to enhance junior high school students’ spatial ability

NASA Astrophysics Data System (ADS)

Muntazhimah; Miatun, A.

2018-01-01

The main purpose of this quasi-experimental study was to determine the enhancement of spatial ability of junior high school students who learned through Cabri-3D assisted collaborative learning. The methodology of this study was the nonequivalent group that was conducted to students of the eighth grade in a junior high school as a population. Samples consisted one class of the experimental group who studied with Cabri-3D assisted collaborative learning and one class as a control group who got regular learning activity. The instrument used in this study was a spatial ability test. Analyzing normalized gain of students’ spatial ability based on mathemathical prior knowledge (MPK) and its interactions was tested by two-way ANOVA at a significance level of 5% then continued with using Post Hoc Scheffe test. The research results showed that there was significant difference in enhancement of the spatial ability between students who learnt with Cabri 3D assisted collaborative learning and students who got regular learning, there was significant difference in enhancement of the spatial ability between students who learnt with cabri 3D assisted collaborative learning and students who got regular learning in terms of MPK and there is no significant interaction between learning (Cabri-3D assisted collaborative learning and regular learning) with students’ MPK (high, medium, and low) toward the enhancement of students’ spatial abilities. From the above findings, it can be seen that cabri-3D assisted collaborative learning could enhance spatial ability of junior high school students.
Scientific data interpolation with low dimensional manifold model

NASA Astrophysics Data System (ADS)

Zhu, Wei; Wang, Bao; Barnard, Richard; Hauck, Cory D.; Jenko, Frank; Osher, Stanley

2018-01-01

We propose to apply a low dimensional manifold model to scientific data interpolation from regular and irregular samplings with a significant amount of missing information. The low dimensionality of the patch manifold for general scientific data sets has been used as a regularizer in a variational formulation. The problem is solved via alternating minimization with respect to the manifold and the data set, and the Laplace-Beltrami operator in the Euler-Lagrange equation is discretized using the weighted graph Laplacian. Various scientific data sets from different fields of study are used to illustrate the performance of the proposed algorithm on data compression and interpolation from both regular and irregular samplings.
Regular Education Initiative: The General Educator's Responsibility.

ERIC Educational Resources Information Center

Kolliopoulos, Theofani

This report discusses the Regular Education Initiative (REI) and how it is currently being implemented in a middle school in Illinois, how it potentially benefits students, and how to promote use of accommodations by all teachers. Accommodations and modification appropriate to the Individualized Education Programs (IEPs) of nine students with…
5 CFR 630.1202 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-01-01

...(n). An employee who must be absent from work to receive medical treatment for a serious health... relationship is not necessary. Incapacity means the inability to work, attend school, or perform other regular....” Reduced leave schedule means a work schedule under which the usual number of hours of regularly scheduled...
5 CFR 630.1202 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-01-01

...(n). An employee who must be absent from work to receive medical treatment for a serious health... relationship is not necessary. Incapacity means the inability to work, attend school, or perform other regular....” Reduced leave schedule means a work schedule under which the usual number of hours of regularly scheduled...
5 CFR 630.1202 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-01-01

...(n). An employee who must be absent from work to receive medical treatment for a serious health... relationship is not necessary. Incapacity means the inability to work, attend school, or perform other regular....” Reduced leave schedule means a work schedule under which the usual number of hours of regularly scheduled...
Multiple Drug-Use Patterns Among a Group of High School Students: Regular Users vs. Nonusers of Specific Drug Types

ERIC Educational Resources Information Center

Seffrin, John R.; Seehafer, Roger W.

1976-01-01

Although no cause-effect relationship can be shown, regular drug use seems to predispose one to further drug experimentation and use, while non-use of a particular drug seems to predispose one to non-use of other drugs. (Author/MB)
Evidence for Intact Memory-Guided Attention in School-Aged Children

ERIC Educational Resources Information Center

Dixon, Matthew L.; Zelazo, Philip David; De Rosa, Eve

2010-01-01

Visual scenes contain many statistical regularities such as the likely identity and location of objects that are present; with experience, such regularities can be encoded and can ultimately facilitate the deployment of spatial attention to important locations. Memory-guided attention has been extensively examined in adults with the "contextual…
Fun & Fitness with Balloons

ERIC Educational Resources Information Center

Farrell, Anne; Faigenbaum, Avery; Radler, Tracy

2010-01-01

The urgency to improve fitness levels and decrease the rate of childhood obesity has been at the forefront of physical education philosophy and praxis. Few would dispute that school-age youth need to participate regularly in physical activities that enhance and maintain both skill- and health-related physical fitness. Regular physical activity…
Spelling Acquisition in English and Italian: A Cross-Linguistic Study.

PubMed

Marinelli, Chiara V; Romani, Cristina; Burani, Cristina; Zoccolotti, Pierluigi

2015-01-01

We examined the spelling acquisition in children up to late primary school of a consistent orthography (Italian) and an inconsistent orthography (English). The effects of frequency, lexicality, length, and regularity in modulating spelling performance of the two groups were examined. English and Italian children were matched for both chronological age and number of years of schooling. Two-hundred and seven Italian children and 79 English children took part in the study. We found greater accuracy in spelling in Italian than English children: Italian children were very accurate after only 2 years of schooling, while in English children the spelling performance was still poor after 5 years of schooling. Cross-linguistic differences in spelling accuracy proved to be more persistent than the corresponding ones in reading accuracy. Orthographic consistency produced not only quantitative, but also qualitative differences, with larger frequency and regularity effects in English than in Italian children.
Spelling Acquisition in English and Italian: A Cross-Linguistic Study

PubMed Central

Marinelli, Chiara V.; Romani, Cristina; Burani, Cristina; Zoccolotti, Pierluigi

2015-01-01

We examined the spelling acquisition in children up to late primary school of a consistent orthography (Italian) and an inconsistent orthography (English). The effects of frequency, lexicality, length, and regularity in modulating spelling performance of the two groups were examined. English and Italian children were matched for both chronological age and number of years of schooling. Two-hundred and seven Italian children and 79 English children took part in the study. We found greater accuracy in spelling in Italian than English children: Italian children were very accurate after only 2 years of schooling, while in English children the spelling performance was still poor after 5 years of schooling. Cross-linguistic differences in spelling accuracy proved to be more persistent than the corresponding ones in reading accuracy. Orthographic consistency produced not only quantitative, but also qualitative differences, with larger frequency and regularity effects in English than in Italian children. PMID:26696918
Belgian coca-cola-related outbreak: intoxication, mass sociogenic illness, or both?

PubMed

Gallay, A; Van Loock, F; Demarest, S; Van der Heyden, J; Jans, B; Van Oyen, H

2002-01-15

An epidemic of health complaints occurred in five Belgian schools in June 1999. A qualitative investigation described the scenario. The role of soft drinks was assessed by using a case-control study. Cases were students complaining of headache, dizziness, nausea, vomiting, abdominal pain, diarrhea, or trembling. Controls were students present at school on the day of the outbreak but not taken ill. An analysis was performed separately for school A, where the outbreak started, and was pooled for schools B-E. In school A, the attack rate (13.2%) was higher than in schools B-E (3.6%, relative risk = 3.6, 95% confidence interval (CI): 2.5, 5.3). Exclusive consumption of regular Coca-Cola (school A: odds ratio (OR) = 29.7, 95% CI: 1.32, 663.6; schools B-E: OR = 7.3, 95% CI: 2.9, 18.0) and low mental health score (school A: OR = 16.1, 95% CI: 1.3, 201.9; schools B-E: OR = 3.1, 95% CI: 1.5, 6.6) were independently associated with the illness. In schools B-E, consumption of Fanta, consumption of Coca-Cola light, and female gender were also associated with the illness. It seems reasonable to attribute the first cases of illness in school A to regular Coca-Cola consumption. However, mass sociogenic illness could explain the majority of the other cases.
Digital assist: A comparison of two note-taking methods (traditional vs. digital pen) for students with emotional behavioral disorders

NASA Astrophysics Data System (ADS)

Rody, Carlotta A.

High school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for students with emotional and behavioral disorders, five students participated in a single-subject, alternating treatment design study that compared the use of regular pens and digital pens to take notes during 21 lecture sessions. Behavior measures were threefold between the two interventions: (a) quantity of notes taken per minute during lectures, (b) quantity of notes or notations taken during review pauses, and (c) percent of correct responses on the daily comprehension quizzes. The study's data indicated that two students were inclined to take more lecture notes when using the digital pen. Two students took more notes with the regular pen. One student demonstrated no difference in her performance with either pen type. Both female students took more notes per minute, on average, than the three males regardless of pen type. During the review pause, three of the five students only added notes or notations to their notes when using the regular pen. The remaining two students did not add to their notes. Quiz scores differed in favor of the regular pen. All five participants earned higher scores on quizzes given during regular pen sessions. However, the differences were minor, and recommendations are made for specific training in note-taking, the pause strategy, and digital pen fluency which may produce different results for both note-taking and quiz scores.
Collaboration between team members in inclusive educational settings.

PubMed

Nochajski, Susan M

2002-01-01

SUMMARY The inclusion of students with disabilities into general education settings and programs has necessitated the development of integrated, collaborative service delivery models that are compatible with the goals and purpose of inclusive education. Although there is considerable theoretical literature on collaboration, there is minimal empirical data available on the process or its outcomes. The purpose of this exploratory study was to gain insight on the perspectives of regular and special educators, and occupational, physical, and speech-language therapists towards collaboration. Using a semi-structured interview, participants (n = 51) responded to questions concerning the definition, nature, and extent of collaboration in their school setting. Participants also responded to questions related to the advantages of, barriers towards, and strategies to promote collaboration. Participants typically defined collaboration as not a problem-solving process, but in terms of activities associated with it. Results indicate that participants believed collaboration was mutually beneficial for both students and team members. However, implementing a collaborative approach was problematic. Lack of administrative approval for time for planning meetings was the most frequently cited barrier to collaboration. Although 51.6% of the participants reported time available for collaborative planning by regular and special educators, only 21.5% of the participants reported this time being available for therapists to meet with educators. Education about collaboration, either in professional/preservice education programs or as continuing education, was recommended as a strategy to facilitate a collaborative approach. Although a collaborative approach is being used by therapists and educators more and more frequently, there is a need for research to validate its efficacy.
Federal High School Graduation Rate Policies and the Impact on Kansas

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Arkansas

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Alabama

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Connecticut

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Oregon

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Georgia

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Missouri

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Colorado

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on New Jersey

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Florida

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Illinois

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Ohio

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on New York

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Massachusetts

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Arizona

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on California

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Montana

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Kentucky

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Louisiana

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Maryland

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Alaska

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Idaho

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Maine

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Hawaii

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Oklahoma

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on New Hampshire

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on North Dakota

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on North Carolina

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Delaware

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Mississippi

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Indiana

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on New Mexico

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Minnesota

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Nebraska

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Nevada

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Federal High School Graduation Rate Policies and the Impact on Michigan

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Compost: The Rot Thing for Our Earth

ERIC Educational Resources Information Center

Estes, Fred; Fucigna, Carolee

2013-01-01

Fred Estes is a science teacher and lower school science coordinator at The Nueva School in Hillsborough, California. Carolee Fucigna is a prekindergarten teacher at The Nueva School in Hillsborough, California. Their year in the classroom regularly begins with starting a compost pile that serves as a focus for classroom research and science…
School Climate, Connectedness and Academic Achievement: Examining Positive Impacts from High School Mentoring Services

ERIC Educational Resources Information Center

Angus, Rebecca; Hughes, Thomas

2017-01-01

Schools regularly implement numerous programs to satisfy widespread expectations. Often, implementation is carried out with little follow-up examining data that could help refine or determine the ultimate worth of the intervention. Through utilization of both descriptive and empirical methods, this study delved into the long-term effectiveness of…
The Heart of School

ERIC Educational Resources Information Center

DiMartino, Joseph; Clarke, John H.

2008-01-01

Successful advisory programs have a number of things in common across a wide variety of schools. They all divide the student body into small groups, usually of 20 or fewer students, that meet regularly with an adult in the school community. In addition to this basic element, successful advisory programs have five other elements in common: (1) They…
Integrating Refugee Children.

ERIC Educational Resources Information Center

Vershok, Anna

2003-01-01

Notes that the Moscow Center for the Integration and Education of Refugee Children attempts to provide real schooling for refugee children displaced from the Chechen Republic. Suggests main task was to prepare the children for regular school, and to help them adapt to both their new school and their new home, Moscow. Hopes this experience may help…
Navigating the Challenges of Delivering Secondary School Courses by Videoconference

ERIC Educational Resources Information Center

Rehn, Nicole; Maor, Dorit; McConney, Andrew

2017-01-01

The purpose of this research is to unpack and learn from the experiences of teachers who deliver courses to remote secondary school students by videoconference. School districts are using videoconferencing to connect students and teachers who are separated geographically through regular live, real-time conferences. Previous studies have shown the…
Consequences of Physical Health and Mental Illness Risks for Academic Achievement in Grades K-12

ERIC Educational Resources Information Center

Joe, Sean; Joe, Emanique; Rowley, Larry L.

2009-01-01

Educational research, practice, and institutions regularly highlight the significance of factors outside of schooling that affect children's engagement and participation in classroom learning. The health of children and families is one such issue with implications for the quality of children's school experiences, treatment in school, and academic…
Everything They Ever Wanted to Know: Gathering Information for Public School Decision Makers.

ERIC Educational Resources Information Center

Jackson, Elaine E.

The Austin (Texas) Independent School District's Office of Research and Evaluation revised its surveying procedures in 1982. To reduce the demands on teachers and administrators, various surveys were consolidated and administered on a regular basis. Teachers and administrators were surveyed every fall and spring, high school students in winter,…

Structured Recess: Finding a Way to Make It Work

ERIC Educational Resources Information Center

Scudieri, Dena; Schwager, Susan

2017-01-01

Time is a highly contested resource in today's schools. Proactive physical educators and savvy school administrators are acknowledging the benefits of devoting time during the school day, beyond regular physical education classes, for students to engage in physical activity with an eye toward enhancing student's health and well-being, as well as…
Student Attendance: Research and Strategies. Research Brief

ERIC Educational Resources Information Center

Johnston, Howard

2005-01-01

What are the characteristics of successful student attendance programs for the high school? It is commonly believed and well supported by research that students who attend school regularly are more successful than those who do not. The challenge for high schools is to design and implement attendance policies and programs that monitor, encourage,…
Successful Attendance Policies and Programs. Research Brief

ERIC Educational Resources Information Center

Education Partnerships, Inc., 2012

2012-01-01

What steps can be taken to assure that High School students have the best attendance possible? It is commonly believed and well supported by research that students who attend school regularly are more successful than those who do not. The challenge for high schools is to design and implement attendance policies and programs that monitor,…
Mandatory Reporting and School Counselors: Reporting Laws, Obstacles, and Solutions

ERIC Educational Resources Information Center

Valkyrie, Karena T.; Creamer, D. Andrew; Vaughn, Leila

2008-01-01

Child abuse and neglect is a serious problem across our nation, and the consequences can be far reaching. Laws were enacted to address child abuse and identify mandatory reporters, including school counselors. In the literature, school counselors regularly report systemic and personal obstacles that influence their compliance with the mandatory…
Administrative Support and Its Mediating Effect on US Public School Teachers

ERIC Educational Resources Information Center

Tickle, Benjamin R.; Chang, Mido; Kim, Sunha

2011-01-01

This study examined the effect of administrative support on teachers' job satisfaction and intent to stay in teaching. The study employed a path analysis to the data of regular, full-time, public school teachers from the Schools and Staffing Survey teacher questionnaire. Administrative support was the most significant predictor of teachers' job…
Taking School Reform Success to "Scale": Governance and Leadership Issues in Two Restructuring Elementary Buildings.

ERIC Educational Resources Information Center

Goldman, Paul; Tindal, Gerald

This paper explores the difficulties of extending good, workable educational ideas to entire schools or districts. Two restructured schools that participated in a 4-year collaborative project that involved multi-age primary classrooms, inclusion of special-needs students in regular classrooms, and increasing specificity in assessing student…
School Health Guidelines to Promote Healthy Eating and Physical Activity: Executive Summary

ERIC Educational Resources Information Center

Centers for Disease Control and Prevention, 2011

2011-01-01

Schools play a critical role in improving the dietary and physical activity behaviors of students. Schools can create an environment supportive of students' efforts to eat healthily and be active by implementing policies and practices that support healthy eating and regular physical activity and by providing opportunities for students to learn…
Overcoming Barriers to Inclusion of Children with Disabilities in the Local Schools--A Blueprint for Change.

ERIC Educational Resources Information Center

Cohen, Matthew D.

Results of studying inclusion of Illinois students with disabilities in regular education are presented. The moral, educational, and legal bases for inclusion in public school general education were reviewed. Differences regarding planning and decision making for children with disabilities were investigated in three schools that were relatively…
School District Employment Reductions Slow. Get the Facts. #1

ERIC Educational Resources Information Center

Tallman, Mark

2012-01-01

Kansas school districts reduced employment by 327 full-time equivalent positions this school year, the smallest reduction in three years of cuts to district operating budgets. Districts reduced positions by 561 in FY 2010 and 1,626 in FY 2011. Districts eliminated nearly 400 "regular" teaching positions this year, but added 114 special…
Establishing and Assessing Two-Way Communication Between Parents and School.

ERIC Educational Resources Information Center

Lordeman, Ann; And Others

The purpose of this study was to determine whether or not a written, two-way home-school feedback program could be established on a regular basis. The study assessed the effectiveness of three feedback procedures for improvement of communication between parents of 600 middle school students involved in a Preparation through Responsive Educational…
Baltimore School District on Upward Swing

ERIC Educational Resources Information Center

Maxwell, Lesli A.

2009-01-01

Two years ago, only 150 students attended Holabird Elementary, then a K-5 school in the southeastern corner of this city. Competition from charters and from regular public schools in nearby Baltimore County had drained families from Holabird, a chronic underperformer. So when Andres A. Alonso, the chief executive officer of the Baltimore city…
Training Manual: Middle Schools. Vocational Strategies for Special Needs Students.

ERIC Educational Resources Information Center

Blanc, Doreen V.

Instructional materials presented in this teaching guide, one of five developed as part of the vocational strategies project, are intended to provide vocational services to mildly handicapped special needs students mainstreamed into regular schools at the middle school level. The skill development described is based on the belief that preparation…
And the Survey Says...

ERIC Educational Resources Information Center

White, Susan C.

2016-01-01

Since 1987, the Statistical Research Center at the American Institute of Physics has regularly conducted a survey of high school physics teachers. This September we're at it again. This fall, we will look for physics teachers at each of the 4,000+ schools with 12th grade in our nationally representative sample of public and private schools. We…
Ethical Leadership in Schools: Creating Community in an Environment of Accountability. Leadership for Learning Series

ERIC Educational Resources Information Center

Strike, Kenneth A.

2006-01-01

Discover the link between ethical leadership and successful educational communities! In an age of accountability and transparency, principals are held responsible for everything from test scores to school finances. Because of this increased accountability, school leaders must regularly confront difficult ethical dilemmas. This book teaches…
34 CFR 600.7 - Conditions of institutional ineligibility.

Code of Federal Regulations, 2012 CFR

2012-07-01

... than fifty percent of its regular enrolled students had neither a high school diploma nor the recognized equivalent of a high school diploma, and the institution does not provide a four-year or two-year... high school and who are available for study in preparation for entering the labor market” under section...
High School Diploma Options That Meet Federal Graduation Rate Calculation Requirements. Education Trends

ERIC Educational Resources Information Center

Zinth, Jennifer

2018-01-01

Federal requirements stipulate that states and local education agencies annually calculate and report an Adjusted Cohort Graduation Rate, disaggregated by student group. The ACGR includes all students who graduate from high school in four years with a regular high school diploma, plus all students with the most significant cognitive disabilities…
School Provisions for Gifted, Talented and Able Students: A Response to Freeman

ERIC Educational Resources Information Center

Vidergor, Hava

2012-01-01

In this response to Joan Freeman's "A Quality of Giftedness," Have Vidergor states that provisions for gifted, talented, and excellent students should be offered by regular schools, taking into consideration levels of giftedness, offering a variety of interdisciplinary elective courses and subjects to about 20% of the school population,…
7 CFR 226.17a - At-risk afterschool care center provisions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... claim snacks during summer vacation, unless it is located in the attendance area of a school operating..., middle, or high school in which at least 50 percent of the enrolled children are certified eligible for... the regular school year. Afterschool meals may not be claimed during summer vacation, unless an at...
7 CFR 226.17a - At-risk afterschool care center provisions.

Code of Federal Regulations, 2013 CFR

2013-01-01

... claim snacks during summer vacation, unless it is located in the attendance area of a school operating..., middle, or high school in which at least 50 percent of the enrolled children are certified eligible for... the regular school year. Afterschool meals may not be claimed during summer vacation, unless an at...
Marrying Citizens and Educators in Decision Making

ERIC Educational Resources Information Center

Leighninger, Matt

2005-01-01

The growing attraction between citizens and educators can form the basis of a fruitful school-community relationship. This new way of connecting, in which large numbers of people meet regularly to talk about school issues and find solutions, goes far beyond blue-ribbon commissions and school-business partnerships. To make the marriage last,…

Design, Development and Implementation of a Middle School Computer Applications Curriculum.

ERIC Educational Resources Information Center

Pina, Anthony A.

This report documents the design, development, and implementation of computer applications curricula in a pilot program augmenting the regular curriculum for eighth graders at a private middle school. In assessing the needs of the school, a shift in focus was made from computer programming to computer application. The basic objectives of the…
Uncorrected refractive error and associated factors among primary school children in Debre Markos District, Northwest Ethiopia

PubMed Central

2014-01-01

Background Uncorrected Refractive Error is one of the leading cause amblyopia that exposes children to poor school performance. It refrain them from productive working lives resulting in severe economic and social loses in their latter adulthood lives. The objective of the study was to assess the prevalence of uncorrected refractive error and its associated factors among school children in Debre Markos District. Method A cross section study design was employed. Four hundred thirty two students were randomly selected using a multistage stratified sampling technique. The data were collected by trained ophthalmic nurses through interview, structured questionnaires and physical examinations. Snellens visual acuity measurement chart was used to identify the visual acuity of students. Students with visual acuity less than 6/12 had undergone further examination using auto refractor and cross-checked using spherical and cylindrical lenses. The data were entered into epi data statistical software version 3.1 and analyzed by SPSS version 20. The statistical significance was set at α ≤ 0.05. Descriptive, bivariate and multivariate analyses were done using odds ratios with 95% confidence interval. Result Out of 432 students selected for the study, 420 (97.2%) were in the age group 7–15 years. The mean age was 12 ± 2.1SD. Overall prevalence of refractive error was 43 (10.2%). Myopia was found among the most dominant 5.47% followed by astigmatism 1.9% and hyperopia 1.4% in both sexes. Female sex (AOR: 3.96, 95% CI: 1.55-10.09), higher grade level (AOR: 4.82, 95% CI: 1.98-11.47) and using computers regularly (AOR: 4.53, 95% CI: 1.58-12.96) were significantly associated with refractive error. Conclusion The burden of uncorrected refractive errors is high among primary schools children. Myopia was common in both sexes. The potential risk factors were sex, regular use of computers and higher grade level of students. Hence, school health programs should work on health information dissemination and eye health care services provision. PMID:25070579
Mobile phone ownership and use among school children in three Hungarian cities.

PubMed

Mezei, Gabor; Benyi, Maria; Muller, Agnes

2007-05-01

In spite of rapid worldwide increase in mobile phone use and public concerns about associated potential health effects, little is known about patterns of mobile phone ownership and use in the general population and among children. In April 2005, we conducted a survey of mobile phone ownership and use among fourth grade school children in three Hungarian cities. From 24 schools, 1301 student filled out a short, self-administered questionnaire on basic demographics, mobile phone ownership, pattern of mobile phone use, and after-school activities. Overall, 989 students (76%) owned a mobile phone. Three hundred thirteen students (24%) used a mobile phone daily to make phone calls, and an additional 427 students (33%) used mobile phones for phone calls at least several times per week. Sixty-six students (5%) sent text messages daily and an additional 308 students (24%) sent text messages at least several times per week. Girls, children with no siblings, children who were members of a sport club, and children who played computer games daily were more likely to own and use mobile phones regularly. A higher number of socially disadvantaged children in a class predicted lower likelihood of regular mobile phone use among children. Our results suggest that mobile phone ownership and regular use is highly prevalent among school children in Hungary. Due to rapid changes in ownership patterns follow up surveys will be required to obtain information on temporal trends and changes in mobile phone ownership and pattern of use among school children. (c) 2007 Wiley-Liss, Inc.
Curriculum renewal: Alignment of introductory pharmacy practice experiences with didactic course content.

PubMed

Nuffer, Wesley; Botts, Sheila; Franson, Kari; Gilliam, Eric; Knutsen, Randy; Nuffer, Monika; O'Brien, Elizabeth; Saseen, Joseph; Thompson, Megan; Vande Griend, Joseph; Willis, Robert

2017-11-01

The University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) used the opportunity of curriculum renewal to integrate knowledge and skills learned from didactic courses into the introductory pharmacy practice experiences (IPPEs) occurring simultaneously. This paper describes and evaluates the meaningful application of course content into IPPEs, and evaluates the success using qualitative feedback. Students entering the renewed curriculum starting in fall 2012 were provided a list of pharmacy skills and activities from didactic course directors that reinforced course content for that semester. The skills and activities were to be completed during the students' IPPE visits in the community or health systems settings, depending on the program year and semester. Students successfully completed course assignments during their IPPE course program. Not all activities could be completed as designed, and many required modification, including simulated experiences. Feedback from faculty and preceptor members of the school's experiential education committee demonstrated that these activities were valuable and improved learning of course material, but were challenging to implement. A renewed curriculum that mapped course assignments for completion in experiential settings was successfully established, after some modifications. The program was modified at regular intervals to improve the ability of preceptors to complete these activities in their individual practice environment. A balance between the school providing guidance on what activities students should perform and allowing unstructured independent learning with the preceptor is needed for an optimal experience. Copyright © 2017 Elsevier Inc. All rights reserved.
The achievement impact of the inclusion model on the standardized test scores of general education students

NASA Astrophysics Data System (ADS)

Garrett-Rainey, Syrena

The purpose of this study was to compare the achievement of general education students within regular education classes to the achievement of general education students in inclusion/co-teach classes to determine whether there was a significant difference in the achievement between the two groups. The school district's inclusion/co-teach model included ongoing professional development support for teachers and administrators. General education teachers, special education teachers, and teacher assistants collaborated to develop instructional strategies to provide additional remediation to help students to acquire the skills needed to master course content. This quantitative study reviewed the end-of course test (EoCT) scores of Grade 10 physical science and math students within an urban school district. It is not known whether general education students in an inclusive/co-teach science or math course will demonstrate a higher achievement on the EoCT in math or science than students not in an inclusive/co-teach classroom setting. In addition, this study sought to determine if students classified as low socioeconomic status benefited from participating in co-teaching classrooms as evidenced by standardized tests. Inferential statistics were used to determine whether there was a significant difference between the achievements of the treatment group (inclusion/co-teach) and the control group (non-inclusion/co-teach). The findings can be used to provide school districts with optional instructional strategies to implement in the diverse classroom setting in the modern classroom to increase academic performance on state standardized tests.
Guided by Principles. Shaping the State of California's Role in K-12 Public School Facility Funding. Full Policy Research Working Paper

ERIC Educational Resources Information Center

Vincent, Jeffrey M.; Gross, Liz S.

2015-01-01

K-12 public school facilities need regular investment to ensure student health and safety and support educational programming. Yet, the future of K-12 school facility funding in California is uncertain. A strong state-local partnership has existed that funded new construction, modernization, and other investments in public school facilities across…
Military Training of Youths of School Age in Foreign Countries. Bulletin, 1917, No. 25

ERIC Educational Resources Information Center

Jesien, W. S.

1917-01-01

The matter presented in this circular relates to the military training of youths of school age, conducted either as a part of the regular school work or by independent agencies. Military instruction, of the exact nature and to the same extent as that given to soldiers, is not found in the schools of any country of Europe except the special…
Children Who Won't Go to School (Separation Anxiety). Facts for Families. Number 7

ERIC Educational Resources Information Center

American Academy of Child & Adolescent Psychiatry (NJ1), 2011

2011-01-01

Going to school is usually an exciting and enjoyable event for young children. However, for some it can cause intense fear or panic. Parents should be concerned if their child regularly complains about feeling sick or often asks to stay home from school with minor physical complaints. Not wanting to go to school may occur at any time, but is most…
School-Based Support Teams, 1981-82 and 1982-83. E.H.A. Part B Flow-Through Entitlement. O.E.E. Evaluation Report.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn. Office of Educational Assessment.

The report documents the 1981-82 and 1982-83 cycles of School-Based Support Team (SBST) services administered by the New York City Public Schools Division of Special Education. SBSTs include school social workers, psychologists, and educational evaluators as core members and are intended to provide consultation and support to regular education…
An Evaluation of the Problems of Solid Wastes at Elementary Schools Depending on the Views of School Administrators

ERIC Educational Resources Information Center

Akbasli, Sait; Meydan, Ali

2010-01-01

The solid objects, kept away regularly to protect the school environment can be defined as solid wastes. This study aims to portray the aspects of the elementary school administrators relating to the recycling of solid wastes, developing and raising an awareness of teachers and students. This is a descriptive study and carried on with 11…
Approaches to Standard School Education Balanced with Psychological Care for Children during Disaster Recovery: From the Point of View of Class Management

ERIC Educational Resources Information Center

Kawamura, Shigeo

2013-01-01

Schools in the areas afflicted by an earthquake disaster of unprecedented scale, already faced with the challenge of simply carrying out regular school education, also struggled with the problem of how to ensure the necessary psychological care for the damaged children. With regard to this, I undertook school support based on the following…
Profiling interest of students in science: Learning in school and beyond

NASA Astrophysics Data System (ADS)

Dierks, Pay O.; Höffler, Tim N.; Parchmann, Ilka

2014-05-01

Background:Interest is assumed to be relevant for students' learning processes. Many studies have investigated students' interest in science; most of them however have not offered differentiated insights into the structure and elements of this interest. Purpose:The aim of this study is to obtain a precise image of secondary school students' interest for school and out-of-school learning opportunities, both formal and informal. The study is part of a larger project on measuring the students' Individual Concept about the Natural Sciences (ICoN), including self-efficacy, beliefs and achievements next to interest variables. Sample:Next to regular school students, a specific cohort will be analyzed as well: participants of science competitions who are regarded as having high interest, and perhaps different interest profiles than regular students. In the study described here, participants of the International Junior Science Olympiad (N = 133) and regular students from secondary schools (N = 305), age cohorts 10 to 17 years, participated. Design and methods:We adapted Holland's well-established RIASEC-framework to analyze if and how it can also be used to assess students' interest within science and in-school and out-of-school (leisure-time and enrichment) activities. The resulting questionnaire was piloted according to quality criteria and applied to analyze profiles of different groups (boys - girls, contest participants - non-participants). Results:The RIASEC-adaption to investigate profiles within science works apparently well for school and leisure-time activities. Concerning the interest in fostering measures, different emphases seem to appear. More research in this field needs to be done to adjust measures better to students' interests and other pre-conditions in the future. Contrasting different groups like gender and participation in a junior science contest uncovered specific interest profiles. Conclusions:The instrument seems to offer a promising approach to identify different interest profiles for different environments and groups of students. Based on the results, further studies will be carried out to form a solid foundation for the design of enrichment measures.
76 FR 53127 - Notice of Suspension and Commencement of Proposed Debarment Proceedings; Schools and Libraries...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-25

... . The text may also be purchased from the Commission's duplicating inspection and copying during regular... through August 2005 you offered and delivered $28,500 in bribes and kickbacks to various school officials...
Early Risers Benefit from Scholars Program.

ERIC Educational Resources Information Center

Jackson, Maria L.; Russell, Ernest L.

1987-01-01

The 7 O'Clock Scholars Program for gifted and talented students at Pontiac (Michigan) Central Senior High School brings speakers from a nearby university to speak to interested high school students during 50-minute sessions before regular classes begin. (PGD)
Supplementary tutoring in Trinidad and Tobago: Some implications for policy making

NASA Astrophysics Data System (ADS)

Barrow, Dorian A.; Lochan, Samuel N.

2012-06-01

Globally, private supplementary tutoring is a huge business and the practice is expanding rapidly in many regions of the world where it never existed before. In some of these regions it is posing a novel set of challenges for education planners and policy makers. The aim of this study was to examine the extent to which supplementary tutoring is impacting on the goals of the formal education system in Trinidad and Tobago (T&T). The participation rate in supplementary tutoring at primary school level in T&T was found to be high (88.2 per cent at Standard Five level), with the majority of the students being privately tutored by their regular school teachers. Their main motivation for taking private tutoring lessons was to try to secure a place in one of the few elite secondary schools in the country. The authors of this paper admit that there is no quick solution to the problem, especially if it is understood as a part of the process of cultural change. They contend that the key to breaking the elitist tradition lies in modifying public understanding about education and convincing parents and citizens at large that a wide range of options and opportunities exists outside the narrow confines of the old colonial economy and the old colonial schools.
The Body Mass Index of Adolescents Attending Seventh-Day Adventist Schools in Australia: 2001-2012.

PubMed

Craig, Bevan A; Morton, Darren P; Kent, Lillian M; Butler, Terry L; Rankin, Paul M; Price, Kevin R

2017-08-01

We examined the body mass index (BMI) of students attending Seventh-day Adventist (Adventist) schools in Australia in 2001 and 2012. A total of 3069 students attending Adventist schools in Australia responded to a health and lifestyle survey in 2001 (N = 1335) and 2012 (N = 1734). The survey captured self-reported height and weight, demographics (age, sex, year level, religion), and select health behaviors. Compared with national norms, lower rates of overweight and obesity were observed in the study cohort, but higher rates of underweight. There was no change in the mean BMI of the students attending Adventist schools in Australia from 2001 to 2012. Regression analyses indicated that a lower BMI was associated with age, sex, more regularly eating breakfast, consuming less soft drink, and having a regular exercise program. The students reported a high consumption of fruits, vegetables, and whole grains compared with Australian national norms, and 29% claimed to be vegetarian. Students attending Adventist schools appear to have a lower prevalence of overweight and obesity than the secular population, but a higher prevalence of underweight. The mechanisms through which Adventist schools may influence student's BMI warrants further investigation. © 2017, American School Health Association.
Gilles de la Tourette's syndrome in special education schools: a United Kingdom study.

PubMed

Eapen, V; Robertson, M M; Zeitlin, H; Kurlan, R

1997-06-01

In order to determine the prevalence of tic disorders in children with severe school problems requiring a residential facility and comparison groups of children in regular day schools, we performed direct clinical examinations for the presence of tics and Gilles de la Tourette's syndrome (GTS) in 20 children from a residential school for emotional and behavioral difficulties (EBD); 25 children from a residential school for learning disabilities; 17 "problem" children (PC) (identified by teachers as having academic or behaviour problems) and 19 normal children (NC) selected at random (using random numbers) from a regular school. Of the EBD students, 65% were judged to have definite tics as compared with 24% of students with learning difficulties (P < 0.05), 6% of PC (P < 0.003) and none of the NC (P < 0.0006) group. Most of the affected students met diagnostic criteria for GTS. Our findings suggest that GTS is commonly associated with the need for special education and that this association is particularly robust for children with severe school problems. In these children, the presence of tics may be an indicator of an underlying dysfunction of neurological development.
Objectively measured physical activity in Danish after-school cares: Does sport certification matter?

PubMed

Domazet, S L; Møller, N C; Støckel, J T; Ried-Larsen, M

2015-12-01

Inactivity and more sedentary time predominate the daily activity level of many of today's children. In Denmark, certified sport after-school cares have been established in order to increase children's daily physical activity (PA) level. This cross-sectional study aimed to investigate the activity level among participants in certified sport after-school cares vs regular after-school cares. The study was carried out in 2011 in 10 after-school cares (5 sport/5 regular) throughout Denmark, whereof 475 children aged 5-11 years participated. PA level was assessed using Actigraph GT3X and GT3X+ activity monitors worn by the children for at least 8 consecutive days. Anthropometry and cardiorespiratory fitness were measured as well. A multivariate regression analysis was carried out to check for the differences in the PA level across the two care systems. However, there did not appear to be any differences in overall PA or in time-specific day parts (e.g., during after-school care). The activity levels were quite similar across after-school cares and were mutually high during time spent in the care facility. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Dark chocolate for children's blood pressure: randomised trial.

PubMed

Chan, Eunice K; Quach, Jon; Mensah, Fiona K; Sung, Valerie; Cheung, Michael; Wake, Melissa

2012-07-01

Higher adult blood pressure, even without hypertension, predicts cardiovascular outcomes, and is predicted by childhood blood pressure. Regular dark chocolate intake lowers blood pressure in adults, but effects in children are unknown. To examine the feasibility of school-based provision of dark chocolate and its short-term efficacy in reducing mean group blood pressure. 194 children (aged 10-12 years) were randomised by class to intervention (7 g dark chocolate daily for 7 weeks, n=124) or control (n=70) groups; 98% and 93% provided baseline and follow-up measurements, respectively. Intervention and control students had similar systolic (mean difference 1.7 mm Hg, 95% CI -0.6 to 4.1) and diastolic (-1.2 mm Hg, 95% CI -3.6 to 1.3) blood pressure, anthropometry and well-being at outcome. Results show that providing dark chocolate is feasible and acceptable in the school setting. For a definitive trial, the authors recommend a larger sample, endovascular function measures, and consideration of higher antioxidant 'dose' by virtue of duration and/or content.
The Big-Fish-Little-Pond Effect for Academic Self-Concept, Test Anxiety, and School Grades in Gifted Children.

PubMed

Zeidner; Schleyer

1999-10-01

This study reports data extending work by Marsh and colleagues on the "big-fish-little-pond effect" (BFLPE). The BFLPE hypothesizes that it is better for academic self-concept to be a big fish in a little pond (gifted student in regular reference group) than to be a small fish in a big pond (gifted student in gifted reference group). The BFLPE effect was examined with respect to academic self-concept, test anxiety, and school grades in a sample of 1020 gifted Israeli children participating in two different educational programs: (a) special homogeneous classes for the gifted and (b) regular mixed-ability classes. The central hypothesis, deduced from social comparison and reference group theory, was that academically talented students enrolled in special gifted classes will perceive their academic ability and chances for academic success less favorably compared to students in regular mixed-ability classes. These negative self-perceptions, in turn, will serve to deflate students' academic self-concept, elevate their levels of evaluative anxiety, and result in depressed school grades. A path-analytic model linking reference group, academic self-concept, evaluative anxiety, and school performance, was employed to test this conceptualization. Overall, the data lend additional support to reference group theory, with the big-fish-little-pond effect supported for all three variables tested. In addition, academic self-concept and test anxiety were observed to mediate the effects of reference group on school grades. Copyright 1999 Academic Press.

The Link between Nutrition and Physical Activity in Increasing Academic Achievement

ERIC Educational Resources Information Center

Asigbee, Fiona M.; Whitney, Stephen D.; Peterson, Catherine E.

2018-01-01

Background: Research demonstrates a link between decreased cognitive function in overweight school-aged children and improved cognitive function among students with high fitness levels and children engaging in regular physical activity (PA). The purpose of this study was to examine whether regular PA and proper nutrition together had a significant…
Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students' Mathematical Abilities

ERIC Educational Resources Information Center

An, Song; Capraro, Mary Margaret; Tillman, Daniel A.

2013-01-01

This article presents exploratory research investigating the way teachers integrate music into their regular mathematics lessons as well as the effects of music-mathematics interdisciplinary lessons on elementary school students' mathematical abilities of modeling, strategy and application. Two teachers and two classes of first grade and third…
Programming-Languages as a Conceptual Framework for Teaching Mathematics

ERIC Educational Resources Information Center

Feurzeig, Wallace; Papert, Seymour A.

2011-01-01

Formal mathematical methods remain, for most high school students, mysterious, artificial and not a part of their regular intuitive thinking. The authors develop some themes that could lead to a radically new approach. According to this thesis, the teaching of programming languages as a regular part of academic progress can contribute effectively…
Mainstreaming: Educable Mentally Retarded Children in Regular Classes.

ERIC Educational Resources Information Center

Birch, Jack W.

Described in the monograph are mainstreaming programs for educable mentally retarded (EMR) children in six variously sized school districts within five states. It is noted that mainstreaming is based on the principle of educating most children in the regular classroom and providing special education on the basis of learning needs rather than…
Supports for Children with Disabilities in Regular Education Classrooms: An Account of Different Perspectives in Flanders

ERIC Educational Resources Information Center

Mortier, Kathleen; Van Hove, Geert; De Schauwer, Elisabeth

2010-01-01

This paper presents the experiences and interpretations of children, parents, teachers and support persons concerning the implementation of supports in regular school environments in Flanders, Belgium. The data were gathered through observations, interviews and focus group meetings. Those multiple perspectives provide insights into the complexity…
Simulated Administration of a Regular Guidance Operation (SARGO).

ERIC Educational Resources Information Center

Fredrickson, Ronald H.; Popken, Charles F.

Simulated Administration of a Regular Guidance Operation (SARGO) is a program for the training of directors of guidance and pupil personnel services. The objective of SARGO is to prepare directors of guidance services to: (1) prepare a written description of a pupil personnel program; (2) interact with a school administrator to clarify role…
Social Participation and Friendship Quality of Students with Special Educational Needs in Regular Greek Primary Schools

ERIC Educational Resources Information Center

Avramidis, Elias; Avgeri, Georgia; Strogilos, Vasilis

2018-01-01

The study addresses the social participation of integrated students with special educational needs (SEN) in upper primary regular classes in Greece alongside their perceptions of best friend quality. Social participation was defined as consisting of four key dimensions: students' acceptance by classmates, friendships, social self-perceptions, and…
Commonsense Methods for Children with Special Educational Needs: Strategies for the Regular Classroom. Fourth Edition.

ERIC Educational Resources Information Center

Westwood, Peter

This book is designed to provide teachers with an immediate and comprehensive source of practical strategies for meeting children's special needs in regular classrooms. Chapter 1 explores issues relating to children with general and specific learning difficulties. It discusses inclusive schooling and special educational needs, factors associated…
Student, Teacher, Professor: Three Perspectives on Online Education

ERIC Educational Resources Information Center

Pearcy, Mark

2014-01-01

Today, a third of American children regularly use computer tablets, while over 40% use smartphones and 53% regularly use laptops in their home. While this is encouraging there is still considerable debate about the shape and direction technology should take in school, particularly online education making it necessary for educators to change in…
Scientific data interpolation with low dimensional manifold model

DOE PAGES

Zhu, Wei; Wang, Bao; Barnard, Richard C.; ...

2017-09-28

Here, we propose to apply a low dimensional manifold model to scientific data interpolation from regular and irregular samplings with a significant amount of missing information. The low dimensionality of the patch manifold for general scientific data sets has been used as a regularizer in a variational formulation. The problem is solved via alternating minimization with respect to the manifold and the data set, and the Laplace–Beltrami operator in the Euler–Lagrange equation is discretized using the weighted graph Laplacian. Various scientific data sets from different fields of study are used to illustrate the performance of the proposed algorithm on datamore » compression and interpolation from both regular and irregular samplings.« less
Scientific data interpolation with low dimensional manifold model

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

Zhu, Wei; Wang, Bao; Barnard, Richard C.

Here, we propose to apply a low dimensional manifold model to scientific data interpolation from regular and irregular samplings with a significant amount of missing information. The low dimensionality of the patch manifold for general scientific data sets has been used as a regularizer in a variational formulation. The problem is solved via alternating minimization with respect to the manifold and the data set, and the Laplace–Beltrami operator in the Euler–Lagrange equation is discretized using the weighted graph Laplacian. Various scientific data sets from different fields of study are used to illustrate the performance of the proposed algorithm on datamore » compression and interpolation from both regular and irregular samplings.« less
Data Integrity: Backup

ERIC Educational Resources Information Center

Bergren, Martha Dewey

2005-01-01

School nurses and health office staff have an ethical and legal obligation to protect the integrity of electronic student health records. Various sources, both accidental and malicious, can threaten student health data. School nurses must employ regular and reliable methods to back up student health data.
Indicators of School Crime and Safety: 2012. NCES 2013-036/NCJ 241446

ERIC Educational Resources Information Center

Robers, Simone; Kemp, Jana; Truman, Jennifer

2013-01-01

Establishing reliable indicators of the current state of school crime and safety across the nation and regularly updating and monitoring these indicators is important in ensuring the safety of our nation's students. This is the aim of "Indicators of School Crime and Safety." This report is the fifteenth in a series of annual publications…
Alcohol, Tobacco, and Other Drug Misuse Prevention and Cessation Programming for Alternative High School Youth: A Review

ERIC Educational Resources Information Center

Sussman, Steve; Arriaza, Bridget; Grigsby, Timothy J.

2014-01-01

Background: Relative to youth in regular high schools, alternative high school (AHS) youth are at high risk for alcohol, tobacco, and other drug (ATOD) misuse. Prevention and cessation efforts are needed for this population. Methods: A systematic, exhaustive literature search was completed to identify ATOD misuse prevention and cessation research…
Handling Students with ADHD Syndrome in Regular Elementary Schools

ERIC Educational Resources Information Center

Opic, Siniša; Kudek Miroševic, Jasna

2011-01-01

The aim of this longitudinal research is to explore the way teachers treat students with diagnosed ADHD syndrome within the process of education. The research has been conducted on a sample of 45 students, medically diagnosed with ADHD and attending five elementary schools in the area of the city of Zagreb, school year 2008./2009, and 45 control…
Making Interdisciplinary Connections to Your School Gardening Program. Education in Blossom: The School Garden-Community Partnership.

ERIC Educational Resources Information Center

Eames-Sheavly, Marcia

1998-01-01

Proposes that it is critical for children to understand and appreciate plants, and that gardening can be integrated into the regular school curriculum. Gives examples of "pizza garden" and flower garden projects related to math, science, language arts, creative arts, nutrition and health, physical education, Earth stewardship, music, social…
School-Based Learning for Individual Diversity in Education: The SLIDE Project

ERIC Educational Resources Information Center

Harrington, Ingrid

2013-01-01

Whole-School Professional Development (PD) days held regularly in schools are designed to promote and up-skill teaching and administrative staff on relevant areas of educational policy and practice. An aim of PD days is to empower participants with new knowledges and skills, and to confirm that current practices and interpretations of education…
Meeting the Needs of Gifted and Talented (GATE) Middle School Students in Two Southern California Public School Districts

ERIC Educational Resources Information Center

Khalaj-Le Corre, Monica

2013-01-01

In the light of budget reduction, some southern California public school districts have elected to continue serving their identified gifted and talented (GATE) population through GATE programs. Researchers, who purport acceleration, are concerned that the gifted and talented student who will remain in the regular classroom without cluster groups…
India: A Myriad of Cultures. Three Learning Modules for Middle School Students.

ERIC Educational Resources Information Center

Jassim, Charlene

Three learning modules designed for middle school students by a middle school teacher are presented in this document. The three modules are designed to supplement the regular textbook program for teaching about India. They are specifically created to fulfill the needs and interests of 11- to 14-year-old students. The modules contain elements of…
Bullying in Students with and without Hearing Loss

ERIC Educational Resources Information Center

Pinquart, Martin; Pfeiffer, Jens P.

2015-01-01

While bullying is a common phenomenon at schools in general, very few studies have addressed bullying in students with hearing impairment. This study assessed being bullied and bullying others in 181 adolescents from German schools for students who are deaf and hard of hearing, and in 259 hearing peers from regular schools. Students who are deaf…

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