Teacher Empowerment Depends on Needs, Expectations of Principals, Schools, Districts.

ERIC Educational Resources Information Center

Kirby, Peggy C.; And Others

1992-01-01

Based on 2 years' experience with 30 principals learning and applying a school-based, school-defined improvement procedure, this article discusses 3 sources of resistance to shared decision making presented in a principals' center environment: certain principals' personality characteristics, teaching staff composition in certain schools, and…

School-Based Practices and Programs That Promote Safe and Drug-Free Schools. CASE/CCBD Mini-Library Series on Safe, Drug-Free, and Effective Schools.

ERIC Educational Resources Information Center

Guthrie, Patricia M.

This monograph focuses on school-based practices and programs that promote safe and drug-free schools. It begins with a description of the key characteristics of schools with effective programs and provides a model for school-wide support. Necessary steps for developing an effective system of universal prevention are listed and include: (1)…

Oral health status and academic performance among Ohio third-graders, 2009-2010.

PubMed

Detty, Amber M R; Oza-Frank, Reena

2014-01-01

Although recent literature indicated an association between dental caries and poor academic performance, previous work relied on self-reported measures. This analysis sought to determine the association between academic performance and untreated dental caries (tooth decay) using objective measures, controlling for school-level characteristics. School-level untreated caries prevalence was estimated from a 2009-2010 oral health survey of Ohio third-graders. Prevalence estimates were combined with school-level academic performance and other school characteristics obtained from the Ohio Department of Education. Linear regression models were developed as a result of bivariate testing, and final models were stratified based upon the presence of a school-based dental sealant program (SBSP). Preliminary bivariate analysis indicated a significant relationship between untreated caries and academic performance, which was more pronounced at schools with an SBSP. After controlling for other school characteristics, the prevalence of untreated caries was found to be a significant predictor of academic performance at schools without an SBSP (P=0.001) but not at schools with an SBSP (P=0.833). The results suggest the association between untreated caries and academic performance may be affected by the presence of a school-based oral health program. Further research focused on oral health and academic performance should consider the presence and/or availability of these programs. © 2014 American Association of Public Health Dentistry.

To Be Alone or in a Group: An Exploration into How the School-Based Experiences Differ for Black Male Teachers across One Urban School District

ERIC Educational Resources Information Center

Bristol, Travis J.

2018-01-01

One urban district administered the Black Male Teacher Environment Survey (BMTES) to each of its Black male teachers to measure their school-based experiences. This article highlights descriptive statistics from the 86 Black male teacher respondents. Findings suggest that participants' background characteristics and school-based experiences varied…

School Enrollment--Social and Economic Characteristics of Students: October 2003. Population Characteristics, P20-554

ERIC Educational Resources Information Center

Shin, Hyon B.

2005-01-01

This report highlights school enrollment trends of the population aged 3 and older and the social and economic characteristics of the large and diverse student population, based on data collected in the Current Population Survey (CPS) conducted by the Census Bureau in October 2003. (Contains 5 figures and 5 tables.)

Family Involvement in School-Based Dysphagia Management

ERIC Educational Resources Information Center

Angell, Maureen E.; Bailey, Rita L.; Nicholson, Joanna K.; Stoner, Julia B.

2009-01-01

This article provides a practitioner-friendly synthesis of existing literature on family involvement in the management of dysphagia for school-age. Research reviewed includes family perspectives on programs, therapists, and characteristics that comprise effective family involvement in school-based dysphagia management programs. Also included are…

Correlates of State Enactment of Elementary School Physical Education Laws

PubMed Central

Monnat, Shannon M.; Lounsbery, Monica A.F.; Smith, Nicole J.

2014-01-01

Objective To describe variation in U.S. state elementary school physical education (PE) policies and to assess associations between state PE policy enactment and education funding, academic achievement, sociodemographic disadvantage, and political characteristics. Methods U.S. state laws regarding school PE time, staffing, curriculum, fitness assessment, and moderate-to-vigorous physical activity (MVPA) in 2012 were classified as strong/specific, weak/nonspecific, or none based on codified law ratings within the Classification of Laws Associated with School Students (C.L.A.S.S.). Laws were merged with state-level data from multiple sources. Logistic regression was used to determine associations between state characteristics and PE laws (N=51). Results Laws with specific PE and MVPA time requirements and evidence-based curriculum standards were more likely in states with low academic performance and in states with sociodemographically disadvantaged populations. School day length was positively associated with enacting a PE curriculum that referenced evidence-based standards. School funding and political characteristics were not associated with PE laws. Conclusions Limited time and high-stakes testing requirements force schools to prioritize academic programs, posing barriers to state passage of specific PE laws. To facilitate PE policy enactment, it may be necessary to provide evidence of how PE policies can be implemented within existing time and staffing structures. PMID:25230368

Correlates of state enactment of elementary school physical education laws.

PubMed

Monnat, Shannon M; Lounsbery, Monica A F; Smith, Nicole J

2014-12-01

To describe variation in U.S. state elementary school physical education (PE) policies and to assess associations between state PE policy enactment and education funding, academic achievement, sociodemographic disadvantage, and political characteristics. U.S. state laws regarding school PE time, staffing, curriculum, fitness assessment, and moderate-to-vigorous physical activity (MVPA) in 2012 were classified as strong/specific, weak/nonspecific, or none based on codified law ratings within the Classification of Laws Associated with School Students (C.L.A.S.S.). Laws were merged with state-level data from multiple sources. Logistic regression was used to determine associations between state characteristics and PE laws (N=51). Laws with specific PE and MVPA time requirements and evidence-based curriculum standards were more likely in states with low academic performance and in states with sociodemographically disadvantaged populations. School day length was positively associated with enacting a PE curriculum that referenced evidence-based standards. School funding and political characteristics were not associated with PE laws. Limited time and high-stake testing requirements force schools to prioritize academic programs, posing barriers to state passage of specific PE laws. To facilitate PE policy enactment, it may be necessary to provide evidence on how PE policies can be implemented within existing time and staffing structures. Copyright © 2014 Elsevier Inc. All rights reserved.

School Characteristics Influencing the Implementation of a Data-Based Decision Making Intervention

ERIC Educational Resources Information Center

van Geel, Marieke; Visscher, Adrie J.; Teunis, Bernard

2017-01-01

There is an increasing global emphasis on using data for decision making, with a growing body of research on interventions aimed at implementing and sustaining data-based decision making (DBDM) in schools. Yet, little is known about the school features that facilitate or hinder the implementation of DBDM. Based on a literature review, the authors…

The Importance of Sustainability for Rural Schools.

ERIC Educational Resources Information Center

Lawrence, Barbara Kent

This paper suggests that the fundamental characteristics of a sustainable community are economic security, ecological integrity, quality of life, and empowerment and responsibility. It also asserts that nurturing these characteristics within a rural school can forge stronger links to community, strengthen the local economic base, encourage…

Predicting Students' Academic Performance Based on School and Socio-Demographic Characteristics

ERIC Educational Resources Information Center

Thiele, Tamara; Singleton, Alexander; Pope, Daniel; Stanistreet, Debbi

2016-01-01

Students' trajectories into university are often uniquely dependent on school qualifications though these alone are limited as predictors of academic potential. This study endorses this, examining associations between school grades, school type, school performance, socio-economic deprivation, neighbourhood participation, sex and academic…

Outcomes mapping: a method for dental schools to coordinate learning and assessment based on desired characteristics of a graduate.

PubMed

Schneider, Galen B; Cunningham-Ford, Marsha A; Johnsen, David C; Eckert, Mary Lynn; Mulder, Michael

2014-09-01

This project, utilizing a seldom-used approach to dental education, was designed to define the desired characteristics of a graduating dental student; convert those characteristics to educational outcomes; and use those outcomes to map a dental school's learning and assessment programs, based on outcomes rather than courses and disciplines. A detailed rubric of the outcomes expected of a graduating dental student from this school was developed, building on Commission on Dental Accreditation (CODA) standards and the school's competencies. The presence of each characteristic in the rubric was mapped within and across courses and disciplines. To assess implementation of the rubric, members of two faculty committees and all fourth-year students were asked to use it to rate 1) the importance of each characteristic, 2) the extent to which the school teaches and assesses each, and 3) the extent to which each counts toward overall assessment of competence. All thirty-three faculty members (100 percent) on the committees participated, as did forty-six of the fifty-five students (84 percent). The groups gave high scores to the importance of each characteristic, especially for knowledge and technical competence (then separate categories but merged in the final rubric) and for self-assessment, as well as the extent to which they are being taught and assessed. Respondents most commonly named critical thinking as the area that should be emphasized more. Mapping the curriculum and creating its related database allow the faculty and administration to more systematically coordinate learning and assessment than was possible with a course-based approach.

The Characteristics, Benefits, and Problems Associated with Implementing DBAE.

ERIC Educational Resources Information Center

Day, Michael D.

1989-01-01

To investigate the characteristics, benefits, and problems associated with implementing Discipline-Based Art Education, the author accompanies two hypothetical secondary school principals on a visit to a high school involved in DBAE. The tour highlights state graduation requirements, instructional materials, and student evaluation methods related…

School and Community Predictors of Smoking: A Longitudinal Study of Canadian High Schools

PubMed Central

Watts, Allison; Brown, K. Stephen; Lee, Derrick; Sabiston, Catherine; Nykiforuk, Candace; Eyles, John; Manske, Steve; Campbell, H. Sharon; Thompson, Mary

2013-01-01

Objectives. We identified the most effective mix of school-based policies, programs, and regional environments associated with low school smoking rates in a cohort of Canadian high schools over time. Methods. We collected a comprehensive set of student, school, and community data from a national cohort of 51 high schools in 2004 and 2007. Hierarchical linear modeling was used to predict school and community characteristics associated with school smoking prevalence. Results. Between 2004 and 2007, smoking prevalence decreased from 13.3% to 10.7% in cohort schools. Predictors of lower school smoking prevalence included both school characteristics related to prevention programming and community characteristics, including higher cigarette prices, a greater proportion of immigrants, higher education levels, and lower median household income. Conclusions. Effective approaches to reduce adolescent smoking will require interventions that focus on multiple factors. In particular, prevention programming and high pricing for cigarettes sold near schools may contribute to lower school smoking rates, and these factors are amenable to change. A sustained focus on smoking prevention is needed to maintain low levels of adolescent smoking. PMID:23237165

School and community predictors of smoking: a longitudinal study of Canadian high schools.

PubMed

Lovato, Chris; Watts, Allison; Brown, K Stephen; Lee, Derrick; Sabiston, Catherine; Nykiforuk, Candace; Eyles, John; Manske, Steve; Campbell, H Sharon; Thompson, Mary

2013-02-01

We identified the most effective mix of school-based policies, programs, and regional environments associated with low school smoking rates in a cohort of Canadian high schools over time. We collected a comprehensive set of student, school, and community data from a national cohort of 51 high schools in 2004 and 2007. Hierarchical linear modeling was used to predict school and community characteristics associated with school smoking prevalence. Between 2004 and 2007, smoking prevalence decreased from 13.3% to 10.7% in cohort schools. Predictors of lower school smoking prevalence included both school characteristics related to prevention programming and community characteristics, including higher cigarette prices, a greater proportion of immigrants, higher education levels, and lower median household income. Effective approaches to reduce adolescent smoking will require interventions that focus on multiple factors. In particular, prevention programming and high pricing for cigarettes sold near schools may contribute to lower school smoking rates, and these factors are amenable to change. A sustained focus on smoking prevention is needed to maintain low levels of adolescent smoking.

The COMPASS study: a longitudinal hierarchical research platform for evaluating natural experiments related to changes in school-level programs, policies and built environment resources.

PubMed

Leatherdale, Scott T; Brown, K Stephen; Carson, Valerie; Childs, Ruth A; Dubin, Joel A; Elliott, Susan J; Faulkner, Guy; Hammond, David; Manske, Steve; Sabiston, Catherine M; Laxer, Rachel E; Bredin, Chad; Thompson-Haile, Audra

2014-04-08

Few researchers have the data required to adequately understand how the school environment impacts youth health behaviour development over time. COMPASS is a prospective cohort study designed to annually collect hierarchical longitudinal data from a sample of 90 secondary schools and the 50,000+ grade 9 to 12 students attending those schools. COMPASS uses a rigorous quasi-experimental design to evaluate how changes in school programs, policies, and/or built environment (BE) characteristics are related to changes in multiple youth health behaviours and outcomes over time. These data will allow for the quasi-experimental evaluation of natural experiments that will occur within schools over the course of COMPASS, providing a means for generating "practice based evidence" in school-based prevention programming. COMPASS is the first study with the infrastructure to robustly evaluate the impact that changes in multiple school-level programs, policies, and BE characteristics within or surrounding a school might have on multiple youth health behaviours or outcomes over time. COMPASS will provide valuable new insight for planning, tailoring and targeting of school-based prevention initiatives where they are most likely to have impact.

Does Successful School-Based Prevention of Bullying Influence Substance Use among 13- To 16-Year-Olds?

ERIC Educational Resources Information Center

Amundsen, Ellen J.; Ravndal, Edle

2010-01-01

Aim: To test whether the school-based Olweus prevention programme against bullying may have lasting effects on substance use, a hypothesis based on the characteristics of bullies having misconduct behaviour associated with substance use. Methods: The Olweus programme was introduced from grades 7 through 9 in four schools and monitored up to grade…

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

ERIC Educational Resources Information Center

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

2005-01-01

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

Psychometric characteristics of process evaluation measures for a school-based childhood obesity prevention study: Louisiana Health

USDA-ARS?s Scientific Manuscript database

Process evaluations of large-scale school based programs are necessary to aid in the interpretation of the outcome data. The Louisiana Health (LA Health) study is a multi-component childhood obesity prevention study for middle school children. The Physical Education (PEQ), Intervention (IQ), and F...

Fostering More Vibrant Schools

ERIC Educational Resources Information Center

Tschannen-Moran, Megan; Clement, Davis

2018-01-01

Drawing on their research in creating the Vibrant School Scale, Megan Tschannen-Moran and Davis Clement describe the three characteristics of vibrant schools: enlivened minds, emboldened voices, and playful learning. The authors also detail a four-step, strengths-based process called appreciative inquiry that can help school members have…

Goal Development Practices of Physical Therapists Working in Educational Environments.

PubMed

Wynarczuk, Kimberly D; Chiarello, Lisa A; Gohrband, Catherine L

2017-11-01

The aims of this study were to (1) describe the practices that school-based physical therapists use in developing student goals, and (2) identify facilitators and barriers to development of goals that are specific to participation in the context of the school setting. 46 school-based physical therapists who participated in a previous study on school-based physical therapy practice (PT COUNTS) completed a questionnaire on goal development. Frequencies and cross tabulations were generated for quantitative data. Open-ended questions were analyzed using an iterative qualitative analysis process. A majority of therapists reported that they frequently develop goals collaboratively with other educational team members. Input from teachers, related services personnel, and parents has the most influence on goal development. Qualitative analysis identified five themes that influence development of participation-based goals: (1) school-based philosophy and practice; (2) the educational environment, settings, and routines; (3) student strengths, needs, and personal characteristics; (4) support from and collaboration with members of the educational team; and (5) therapist practice and motivation. Goal development is a complex process that involves multiple members of the educational team and is influenced by many different aspects of practice, the school environment, and student characteristics.

Private Tutoring Intensity in Schools: A Comparison between High and Low Socio-Economic Schools

ERIC Educational Resources Information Center

Addi-Raccah, Audrey; Dana, Oshra

2015-01-01

Private tutoring (PT) is becoming a worldwide phenomenon. In Israel too, about a third of elementary school students participate in PT. Based on sociological and school quality considerations, we examined school characteristics that are associated with PT intensity at school. The data encompassed a random state wide sample of 389 Israeli…

Promoting Educational Resiliency in Youth with Incarcerated Parents: The Impact of Parental Incarceration, School Characteristics, and Connectedness on School Outcomes.

PubMed

Nichols, Emily B; Loper, Ann B; Meyer, J Patrick

2016-06-01

The United States has the highest incarceration rate in the world, and as a result, one of the largest populations of incarcerated parents. Growing evidence suggests that the incarceration of a parent may be associated with a number of risk factors in adolescence, including school drop out. Taking a developmental ecological approach, this study used multilevel modeling to examine the association of parental incarceration on truancy, academic achievement, and lifetime educational attainment using the National Longitudinal Survey of Adolescent Health (48.3 % female; 46 % minority status). Individual characteristics, such as school and family connectedness, and school characteristics, such as school size and mental health services, were examined to determine whether they significantly reduced the risk associated with parental incarceration. Our results revealed small but significant risks associated with parental incarceration for all outcomes, above and beyond individual and school level characteristics. Family and school connectedness were identified as potential compensatory factors, regardless of parental incarceration history, for academic achievement and truancy. School connectedness did not reduce the risk associated with parental incarceration when examining highest level of education. This study describes the school related risks associated with parental incarceration, while revealing potential areas for school-based prevention and intervention for adolescents.

Characteristics of School Districts That Participate in Rigorous National Educational Evaluations

ERIC Educational Resources Information Center

Stuart, Elizabeth A.; Bell, Stephen H.; Ebnesajjad, Cyrus; Olsen, Robert B.; Orr, Larry L.

2017-01-01

Given increasing interest in evidence-based policy, there is growing attention to how well the results from rigorous program evaluations may inform policy decisions. However, little attention has been paid to documenting the characteristics of schools or districts that participate in rigorous educational evaluations, and how they compare to…

Child Characteristics Associated with Outcome for Children with Autism in a School-Based Behavioral Intervention

ERIC Educational Resources Information Center

Pellecchia, Melanie; Connell, James E.; Kerns, Connor M.; Xie, Ming; Marcus, Steven C.; Mandell, David S.

2016-01-01

This study examined the extent to which clinical and demographic characteristics predicted outcome for children with autism spectrum disorder. Participants included 152 students with autism spectrum disorder in 53 kindergarten-through-second-grade autism support classrooms in a large urban public school district. Associations between child…

Experienced Primary School Teachers' Thoughts on Effective Teachers of Literacy and Numeracy

ERIC Educational Resources Information Center

Md-Ali, Ruzlan; Karim, Hamida Bee Bi Abdul; Yusof, Fahainis Mohd

2016-01-01

Purpose: This paper presents the characteristics of effective literacy and numeracy teachers within the current context of teaching in Malaysia from the viewpoints of a sample of trained and experienced primary school teachers of literacy and numeracy. The characteristics were established based on what the teachers perceived as important in…

Personnel Profile: Characteristics of Certified Public School Employees 1980-1981 through 1990-1991.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Div. of LEA Personnel Services.

This report provides information on selected characteristics of certified public school employees between 1980-81 and 1990-91. Information on certified personnel in 1989-90 was not available. Certified employees are grouped into function areas such as teachers, principals, guidance counselors, etc., based on each person's primary work assignment.…

A Project to Enhance Superintendents' Knowledge and Application of Characteristics of High Quality Teachers

ERIC Educational Resources Information Center

Pummill, Bret L.; Edson, Jerry C.; Loftin, Michelle M.; Robinson, Matthew A.

2011-01-01

This report describes a problem based learning project focusing on superintendents' knowledge of the characteristics of high quality teachers. Current research findings offer evidence teacher quality is an important school variable related to student achievement. School district leaders are faced with the problem of identifying the characteristics…

Characteristics of headaches in Japanese elementary and junior high school students: A school-based questionnaire survey.

PubMed

Goto, Masahide; Yokoyama, Koji; Nozaki, Yasuyuki; Itoh, Koichi; Kawamata, Ryou; Matsumoto, Shizuko; Yamagata, Takanori

2017-10-01

Few studies have investigated pediatric headaches in Japan. Thus, we examined the lifetime prevalence and characteristics of headaches among elementary and junior high school students in Japan. In this school-based study, children aged 6-15years completed a questionnaire based on the diagnostic criteria of the International Classification of Headache Disorders-3β to assess headache characteristics and related disability. Of the 3285 respondents, 1623 (49.4%) experienced headaches. Migraine and tension-type headaches (TTH) were reported by 3.5% and 5.4% of elementary school students, respectively, and by 5.0% and 11.2% of junior high school students. Primary headaches increased with age. Compared with TTH sufferers, the dominant triggers in migraine sufferers were hunger (odds ratio=4.7), sunny weather (3.3), and katakori (neck and shoulder pain) (2.5). Compared with TTH, migraine caused higher headache-related frustration (P=0.010) as well as difficulty concentrating (P=0.017). Migraine-related disability was greater among junior high school students (feeling fed up or irritated, P=0.028; difficulty concentrating, P=0.016). TTH-related disability was also greater among junior high school students (feeling fed up or irritated, P=0.035). Approximately half of the students who complained of headache-related disability were not receiving medical treatment. This is the first detailed study of headaches in Japanese children to include elementary school students. Nearly 50% of the school children reported headaches and the disruption of daily activities caused by migraine was higher among junior high students than elementary school students. Copyright © 2017 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Shopping for Schools or Shopping for Peers: Public Schools and Catchment Area Segregation

ERIC Educational Resources Information Center

Rowe, Emma E.; Lubienski, Christopher

2017-01-01

Market theory positions the consumer as a rational choice actor, making informed schooling choices on the basis of "hard" evidence of relative school effectiveness. Yet there are concerns that parents simply choose schools based on socio-demographic characteristics, thus leading to greater social segregation and undercutting the…

School-Based Management in Hong Kong: Centralizing or Decentralizing

ERIC Educational Resources Information Center

Pang, I-Wah

2008-01-01

This paper examined the debate on a reform of school-based management in Hong Kong, which was to set up the Incorporated Management Committee (IMC) to manage the subsidized school. The nature of the debate during legislation and the characteristics of the reform were examined. The advantages, disadvantages and the implications of the reform were…

Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students

ERIC Educational Resources Information Center

Lou, Shi-Jer; Tsai, Huei-Yin; Tseng, Kuo-Hung; Shih, Ru-Chu

2014-01-01

This study aims to explore the application of STEM-I (STEM-Imagination) project-based learning activities and its effects on the effectiveness, processes, and characteristics of STEM integrative knowledge learning and imagination development for female high school students. A total of 72 female high school students were divided into 18 teams.…

School-Based In-Service Teacher Training in Japan: Perspectives on Teachers' Professional Development.

ERIC Educational Resources Information Center

Arani, Mohammad Reza Sarkar

This paper uses the case study method to describe the characteristics of Japanese school-based inservice teacher training programs, which are designed to help teachers improve their competence and the quality of their teaching activities. Data come from observations of and interviews with teachers in classrooms within 10 public elementary schools.…

School-Based Extracurricular Activities, Personality, Self-Concept, and College Career Development Skills in Chinese Society

ERIC Educational Resources Information Center

Shiah, Yung-Jong; Huang, Ying; Chang, Frances; Chang, Chuan-Feng; Yeh, Lun-Chang

2013-01-01

In the present study, we examined in Chinese society the association of school-based extracurricular activities (SBEAs) in both high school and college with students' career development skills in college, as well as with various personality characteristics and self-concept. Each of 281 college students administered the Lai Personality Inventory,…

Associations among School Characteristics and Foodservice Practices in a Nationally Representative Sample of U.S. Schools

PubMed Central

Thomson, Jessica L.; Tussing-Humphreys, Lisa M.; Martin, Corby K.; LeBlanc, Monique M.; Onufrak, Stephen J.

2012-01-01

Objective Determine school characteristics associated with healthy/unhealthy foodservice offerings or healthy food preparation practices. Design Retrospective analysis of cross-sectional data. Setting Nationally representative sample of public and private elementary, middle and high schools. Participants 526 and 520 schools with valid data from the 2006 School Health Policies and Practices Study (SHPPS) Food Service School Questionnaire. Main Outcome Measure(s) Scores for healthy/unhealthy foodservice offerings and healthy food preparation practices. Analysis Multivariable regression to determine significant associations among school characteristics and offerings/preparation practices. Results Public schools and schools participating in USDA Team Nutrition reported more healthy offerings and preparation than private or non-participating schools, respectively. Elementary schools reported less unhealthy offerings than middle or high schools; middle schools reported less unhealthy offerings than high schools. Schools requiring foodservice managers to have a college education reported more healthy preparation while those requiring completion of a foodservice training program reported less unhealthy offerings and more healthy preparation than schools without these requirements. Conclusions and Implications Results suggest the school nutrition environment may be improved by requiring foodservice managers to hold a nutrition-related college degree and/or successfully pass a foodservice training program, and by participating in a school-based nutrition program, such as USDA Team Nutrition. PMID:22963956

The Effects of School-Based Discrimination on Adolescents of Color Sexual Health Outcomes: A Social Determinants Approach.

PubMed

Respress, Brandon N; Amutah-Onukagha, Ndidiamaka N; Opara, Ijeoma

2018-01-01

Social inequalities are at the heart of disparities in sexual health outcomes among African American and Latino/a adolescents living in the United States. Schools are typically the largest and primary context in youth development. School characteristics such as peer and teacher discrimination and school performance were examined to determine whether such characteristics predict sexual behavior in adolescents of color. This study utilized a representative sample of high school age students to assess sexual risk behavior. Findings indicate that there was a clear disparity in sexually transmitted infection diagnoses. School characteristics such as teacher discrimination and Grade Point Average were significant predictors to sexual risky behaviors among adolescents of color. The study adds to the literature in examining contextual factors that are associated with adolescent sexual risk behavior, and findings provide implications for future prevention work.

Contributions of Ecological School Mental Health Services to Students' Academic Success

ERIC Educational Resources Information Center

Doll, Beth; Spies, Rob; Champion, Allison

2012-01-01

This article describes an ecological framework for school mental health services that differs in important ways from existing service delivery models. The model is based on research describing ecological frameworks underlying students' school success. Ecological characteristics of schools and classrooms that promote academic success are described…

A Multi-Case Study of Professional Ethics in Alternative Education: Exploring Perspectives of Alternative School Administrators

ERIC Educational Resources Information Center

Duke, Richard T. RT, IV

2017-01-01

This qualitative case study explored perspectives of alternative school leaders regarding professional ethics and standards. The study researched two components of alternative school leadership: effective alternative school characteristics based on professional standards and making decisions around the best interests of students. This study…

Physical Education and Physical Activity: Results from the School Health Policies and Programs Study 2006

ERIC Educational Resources Information Center

Lee, Sarah M.; Burgeson, Charlene R.; Fulton, Janet E.; Spain, Christine G.

2007-01-01

Background: Comprehensive school-based physical activity programs consist of physical education and other physical activity opportunities including recess and other physical activity breaks, intramurals, interscholastic sports, and walk and bike to school initiatives. This article describes the characteristics of school physical education and…

Leading Schools of Excellence in Academics, Character, and Social-Emotional Development

ERIC Educational Resources Information Center

Bencivenga, Anthony S.; Elias, Maurice J.

2003-01-01

In the 21st century, students' character, social-emotional skills, and academic competencies will define school excellence. This article describes characteristics of visionary leadership for such schools based on settings already characterized by strengths in "EQ + IQ = Best Leadership Practices for Caring and Successful Schools." Core beliefs…

Characteristic Differences Between School-Based Health Centers With and Without Mental Health Providers: A Review of National Trends.

PubMed

Larson, Satu; Spetz, Joanne; Brindis, Claire D; Chapman, Susan

Minority racial/ethnic pediatric populations and those living in poverty are at greater risk of exposure to trauma, development of mental health disorders, and school failure yet are less likely to have access to mental health services (MHS). School-based health centers (SBHCs) staffed with mental health providers may be one strategy for decreasing health care disparities. Secondary analysis of the cross-sectional School-Based Health Alliance Census School Year 2010-2011 Report was conducted. Descriptive statistics and chi-square analysis were used to describe differences between SBHCs with and without onsite MHS. A total of 70% of SBHCs offered MHS. SBHCs with more resources, more students, a longer history, and state funding were more likely to offer MHS, and geographic location had no impact on service availability. Reviewing SBHC characteristics that enable inclusion of MHS may help stakeholders expand this model of care to address exposure to chronic childhood trauma. Published by Elsevier Inc.

The Potential of School-Linked Centers To Promote Adolescent Health and Development. Working Paper.

ERIC Educational Resources Information Center

Millstein, Susan G.

The future of school-linked adolescent health centers cannot be determined without further evaluation. The recent development of school-linked health centers stems from concerns about the special health needs of adolescents. Currently there are 125 school-based and school-linked centers in operation. Characteristics include the following: (1) most…

A Review of Effective Schools Research: The Message for Secondary Schools.

ERIC Educational Resources Information Center

Neufeld, Barbara; And Others

A summary and critique is presented on research of effective schools, based primarily on a review of the reviews written about that work. It is pointed out that the majority of research findings came from studies of elementary schools and focused upon the characteristics of effective schools for minority and poor students. Most research reviewed…

Looking beyond Harlem: International Insights for Area-Based Initiatives

ERIC Educational Resources Information Center

Miller, Peter M.; Gibson, Jordi Diaz; Balslev, Gitte Miller; Scanlan, Martin

2012-01-01

Purposeful and strategic connections between schools, families, and communities are critical characteristics of effective middle level education. Area-based initiatives (ABIs) have been particularly visible family-school-community policy developments in recent years--especially the federally funded "Promise Neighborhoods," which attempt…

Personnel Profile. Characteristics of Certified Public School Employees 1978-79 through 1986-87.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh.

A nine-year profile is presented of the characteristics of certified public school employees in North Carolina between 1978-79 and 1986-87. Certified employees are grouped into functional areas based upon each person's primary work assignment. The functional areas include: (1) teachers; (2) principals; (3) assistant principals; (4) central office…

Promising Outcomes in Teen Mothers Enrolled in a School-Based Parent Support Program and Child Care Center

ERIC Educational Resources Information Center

Sadler, Lois S.; Swartz, Martha K.; Ryan-Krause, Patricia; Seitz, Victoria; Meadows-Oliver, Mikki; Grey, Margaret; Clemmens, Donna A.

2007-01-01

Background: This study described a cohort of teen mothers and their children attending an urban high school with a parent support program and school-based child care center. Specific aims of the study were to describe maternal characteristics and outcomes, and child developmental and health outcomes. Methods: A volunteer sample of 65 adolescent…

A school-based peer-led smoking prevention intervention with extracurricular activities: the LILT-LdP cluster randomized controlled trial design and study population.

PubMed

Bosi, Sandra; Gorini, Giuseppe; Tamelli, Marco; Monti, Claudia; Storani, Simone; Carreras, Giulia; Martini, Andrea; Allara, Elias; Angelini, Paola; Faggiano, Fabrizio

2013-01-01

Few school programs are effective in preventing adolescents' tobacco smoking initiation. The "Lega contro i Tumori - Luoghi di Prevenzione" is a cluster randomized controlled trial designed to evaluate a school-based peer-led smoking prevention intervention with extracurricular activities for students aged 14-15 years. This paper presents the study design and the baseline characteristics of the study population. Twenty secondary schools located in the Reggio Emilia province took part in the study. Five schools were excluded because they already participated in smoking prevention interventions. The schools were randomized to control or intervention arms. The study population consisted of students attending the first grade. Components of the intervention included 1) the out-of-school "Smoking Prevention Tour" (SPT) at the "Luoghi di Prevenzione" Center, a 4-hour (4 sessions) extracurricular activity; 2) the "Smoke-free Schools" intervention, combining a life-skills-based peer-led intervention at school, an in-depth lesson on one of the SPT sessions, and enforcement surveillance of the school antismoking policy. Tobacco use was studied through a questionnaire administered before and 6 months after the intervention. Eleven high schools and 9 vocational secondary schools took part in the study for a total of 2,476 out of 3,050 eligible students (81.2%). The proportions of respondents in high schools and vocational secondary schools were 90.9% and 64.5%, respectively (P <0.001). Intervention and control arms showed a different distribution of gender and school type, whereas no difference was observed in any tobacco-use characteristic. This study is one of the few Italian trials to evaluate the effectiveness of a school-based program for preventing smoking initiation.

Education and Intergenerational Mobility in Singapore

ERIC Educational Resources Information Center

Ng, Irene Y. H.

2014-01-01

International research on the effects of educational regimes on intergenerational mobility suggests that Singapore's education system possesses characteristics that tend to decrease intergenerational mobility. These characteristics include ability-based and school-based streaming, privatization of basic and tertiary education, expansion of…

School-Based Adolescent Groups: The Sail Model.

ERIC Educational Resources Information Center

Thompson, John L.; And Others

The manual outlines the processes, policies, and actual program implementation of one component of a Minnesota program for emotionally disturbed adolescents (Project SAIL): the development of school-based therapy/intervention groups. The characteristics of SAIL students are described, and some considerations involved in providing group services…

National College Progression Rates: For High Schools Participating in the National Student Clearinghouse StudentTracker Service. High School Benchmarks

ERIC Educational Resources Information Center

National Student Clearinghouse, 2014

2014-01-01

This second annual report provides high school-to-college transition rates for graduates of public non-charter, public charter, and private high schools. For students of public non-charter high schools the rates are reported in 12 categories based on the school-level demographic and geographic characteristics. This timely and comprehensive data is…

Associations between Peer Harassment and School Risk and Protection Profiles

ERIC Educational Resources Information Center

Gloppen, Kari M.; Gower, Amy L.; McMorris, Barbara J.; Eisenberg, Marla E.

2017-01-01

Background: Peer harassment can have serious implications for students' success and well-being, and prevention programs need to consider the school context. This study aimed to: (1) identify groups of similar schools based on their risk and protective factors and demographic characteristics and (2) examine associations between school profiles and…

The Binational Schools: A Planning Base For Schools in Colombia and Haiti.

ERIC Educational Resources Information Center

Orr, Paul G.; Seaquist, Robert G.

This publication contains descriptive information on a group of seven American-type schools (N-12) in Colombia and Haiti. Chapter 1 establishes the historical context in an overview of the American school abroad, especially in Latin America. Included is discussion of the types, characteristics, origins, roles, and functions of these…

The Relationship between School-Level Characteristics and Implementation Fidelity of a Coordinated School Health Childhood Obesity Prevention Intervention

ERIC Educational Resources Information Center

Lederer, Alyssa M.; King, Mindy H.; Sovinski, Danielle; Seo, Dong-Chul; Kim, Nayoung

2015-01-01

Background: Curtailing childhood obesity is a public health imperative. Although multicomponent school-based programs reduce obesity among children, less is known about the implementation fidelity of these interventions. This study examines process evaluation findings for the Healthy, Energetic Ready, Outstanding, Enthusiastic, Schools (HEROES)…

Association Between School Policies and Built Environment, and Youth's Participation in Various Types of Physical Activities.

PubMed

Ward, Stephanie; Bélanger, Mathieu; Donovan, Denise; Caissie, Isabelle; Goguen, Julie; Vanasse, Allain

2015-07-01

School environmental characteristics may be associated with youth's participation in different types of physical activities (PAs). This study aimed to identify which school policies and built environmental characteristics were associated with participation in organized, nonorganized, individual, and group-based activities. This cross-sectional analysis included 776 students in grade 5 or 6 from 16 schools. The school environment was assessed through school-based questionnaires completed by school representatives. Types of PA and attainment of PA recommendations were obtained using self-administered student questionnaires. Associations between environment and student PA were examined using multilevel logistic regressions. Schools with favorable active commuting environments were positively associated with girls' participation in organized (odds ratio [OR] = 1.34, confidence interval [CI] = 1.04-1.74) and group-based PA (OR = 1.54, CI = 1.19-1.99) and with boys' odds of participating in individual activities (OR = 1.45, CI = 1.04-2.04). There was also a positive relationship between having a school environment favorable to active commuting and boys' odds of meeting PA recommendations (OR = 2.19, CI = 1.43-3.37). School policies supporting PA were positively associated with girls' odds of participating in nonorganized activities (OR = 1.18, CI = 1.00-1.40). School environments that favor active commuting may encourage participation in different types of PA. School policies promoting PA also may encourage girls to participate in organized activities. © 2015, American School Health Association.

Leading Good Schools to Greatness: Mastering What Great Principals Do Well

ERIC Educational Resources Information Center

Gray, Susan Penny; Streshly, William A.

2010-01-01

Great leaders are made, not born. Written by the authors of "From Good Schools to Great Schools," this sequel shows how great school leaders can be developed and how leaders can acquire the powerful personal leadership characteristics that the best administrators use to lead their schools to greatness. Based on sound strategies and the work of Jim…

The national sports safety in secondary schools benchmark (N4SB) study: defining athletic training practice characteristics.

PubMed

McLeod, Tamara C Valovich; Bliven, Kellie C Huxel; Lam, Kenneth C; Bay, R Curtis; Valier, Alison R Snyder; Parsons, John T

2013-01-01

Increased rates of sport participation and sport-related injury have led to greater emphasis on and attention to medical care of student-athletes in the secondary school setting. Access to athletic training services is seen as a critical factor for delivering adequate injury prevention and medical care to student-athletes. However, few data are available regarding practice characteristics of athletic trainers (ATs) in this setting. To characterize the practices of secondary school athletic trainers (ATs). Descriptive study. Web-based survey. A total of 17 558 ATs with current National Athletic Trainers' Association membership were identified for survey distribution. Of these, 4232 ATs indicated that they practiced in the secondary school setting, and 4045 completed some part of the survey. A Web-based survey was used to obtain demographic information about ATs and their secondary schools and characteristics of athletic training practice. Descriptive data regarding the athletic trainer's personal characteristics, secondary school characteristics, and practice patterns are reported as percentages and frequencies. Most respondents were in the early stages of their careers and relatively new to the secondary school practice setting. Nearly two-thirds (62.4%; n = 2522) of respondents had 10 or fewer years of experience as secondary school ATs, 52% (n = 2132) had been certified for 10 or fewer years, and 53.4% (n = 2164) had 10 or fewer years of experience in any practice setting. The majority of respondents (85%) worked in public schools with enrollment of 1000 to 1999 (35.5%) and with football (95.5%). More than half of respondents were employed directly by their school. Most respondents (50.6%) reported an athletic training budget of less than $4000. The majority of ATs performed evaluations (87.5%) on-site all of the time, with a smaller percentage providing treatments (73.3%) or rehabilitation (47.4%) services all of the time. This is the first study to describe secondary school athletic training that reflects national practice trends. To improve the quality of athletic training care and to support and improve current working conditions, the profession must examine how its members practice on a day-to-day basis.

Effects of Student Characteristics, Principal Qualifications, and Organizational Constraints for Assessing Student Achievement: A School Public Relations and Human Resources Concern

ERIC Educational Resources Information Center

Young, I. Phillip; Vang, Maiyoua; Young, Karen Holsey

2008-01-01

Standards-based student achievement scores are used to assess the effectiveness of public education and to have important implications regarding school public relations and human resource practices. Often overlooked is that these scores may be moderated by the characteristics of students, the qualifications of principals, and the restraints…

School Enrollment--Social and Economic Characteristics of Students: October 1977 (Advance Report). Current Population Reports. Population Characteristics. Series P-20, No. 321.

ERIC Educational Resources Information Center

Bureau of the Census (DOC), Suitland, MD.

This report presents a summary of recent trends in school and college enrollment based on the October 1977 Current Population Survey (CPS) and earlier surveys. Enrollment statistics representing growth and decline at various educational levels are evaluated in written summaries. Comparative and distributive enrollment statistics of the population…

The Prediction of Empathetic Tendency and Characteristic Trait of Collaboration on Humane Values in Secondary Education Students and the Examining to Those Characteristics

ERIC Educational Resources Information Center

Dereli, Esra; Aypay, Ayse

2012-01-01

The purpose of this study was to investigate the relationships among the empathic tendency, collaboration character trait, human values of student high school and whether high school students' empathic tendency, character trait of collaboration, human values differ based on qualifications of personnel ( gender, class levels, mother and father…

Associations among school characteristics and foodservice practices in a nationally representative sample of United States schools.

PubMed

Thomson, Jessica L; Tussing-Humphreys, Lisa M; Martin, Corby K; LeBlanc, Monique M; Onufrak, Stephen J

2012-01-01

Determine school characteristics associated with healthy/unhealthy food service offerings or healthy food preparation practices. Secondary analysis of cross-sectional data. Nationally representative sample of public and private elementary, middle, and high schools. Data from the 2006 School Health Policies and Practices Study Food Service School Questionnaire, n = 526 for Healthy and Unhealthy Offerings analysis; n = 520 for Healthy Preparation analysis. Scores for healthy/unhealthy foodservice offerings and healthy food preparation practices. Multivariable regression to determine significant associations among school characteristics and offerings/preparation practices. Public schools and schools participating in the United States Department of Agriculture (USDA) Team Nutrition reported more healthy offerings and preparation than private or nonparticipating schools, respectively. Elementary schools reported fewer unhealthy offerings than middle or high schools; middle schools reported fewer unhealthy offerings than high schools. Schools requiring foodservice managers to have a college education reported more healthy preparation, whereas those requiring completion of a foodservice training program reported fewer unhealthy offerings and more healthy preparation than schools without these requirements. Results suggest the school nutrition environment may be improved by requiring foodservice managers to hold a nutrition-related college degree and/or successfully pass a foodservice training program, and by participating in a school-based nutrition program, such as USDA Team Nutrition. Copyright © 2012 Society for Nutrition Education and Behavior. All rights reserved.

Assessing the environmental characteristics of cycling routes to school: a study on the reliability and validity of a Google Street View-based audit.

PubMed

Vanwolleghem, Griet; Van Dyck, Delfien; Ducheyne, Fabian; De Bourdeaudhuij, Ilse; Cardon, Greet

2014-06-10

Google Street View provides a valuable and efficient alternative to observe the physical environment compared to on-site fieldwork. However, studies on the use, reliability and validity of Google Street View in a cycling-to-school context are lacking. We aimed to study the intra-, inter-rater reliability and criterion validity of EGA-Cycling (Environmental Google Street View Based Audit - Cycling to school), a newly developed audit using Google Street View to assess the physical environment along cycling routes to school. Parents (n = 52) of 11-to-12-year old Flemish children, who mostly cycled to school, completed a questionnaire and identified their child's cycling route to school on a street map. Fifty cycling routes of 11-to-12-year olds were identified and physical environmental characteristics along the identified routes were rated with EGA-Cycling (5 subscales; 37 items), based on Google Street View. To assess reliability, two researchers performed the audit. Criterion validity of the audit was examined by comparing the ratings based on Google Street View with ratings through on-site assessments. Intra-rater reliability was high (kappa range 0.47-1.00). Large variations in the inter-rater reliability (kappa range -0.03-1.00) and criterion validity scores (kappa range -0.06-1.00) were reported, with acceptable inter-rater reliability values for 43% of all items and acceptable criterion validity for 54% of all items. EGA-Cycling can be used to assess physical environmental characteristics along cycling routes to school. However, to assess the micro-environment specifically related to cycling, on-site assessments have to be added.

Home Learning, Technology, and Tomorrow's Workplace.

ERIC Educational Resources Information Center

Rieseberg, Rhonda L.

1995-01-01

Discusses characteristics and trends of home schools and workplaces. Use of computers and computer applications (CD-ROMS, interactive software, and networking) in home schooling provides a compatible environment for future home-based businesses and telecommuting trends. Sidebars include information on home schools on line; standardized test…

Economic Modeling and Analysis of Educational Vouchers

ERIC Educational Resources Information Center

Epple, Dennis; Romano, Richard

2012-01-01

The analysis of educational vouchers has evolved from market-based analogies to models that incorporate distinctive features of the educational environment. These distinctive features include peer effects, scope for private school pricing and admissions based on student characteristics, the linkage of household residential and school choices in…

The Evaluation of School-Based Violence Prevention Programs: A Meta-Analysis

ERIC Educational Resources Information Center

Park-Higgerson, Hyoun-Kyoung; Perumean-Chaney, Suzanne E.; Bartolucci, Alfred A.; Grimley, Diane M.; Singh, Karan P.

2008-01-01

Background: Youth violence and related aggressive behaviors have become serious public health issues with physical, economic, social, and psychological impacts and consequences. This study identified and evaluated the characteristics of successful school-based violence prevention programs. Methods: Twenty-six randomized controlled trial (RCT),…

Family and Teacher Characteristics as Predictors of Parent Involvement in Education During Early Childhood Among Afro-Caribbean and Latino Immigrant Families.

PubMed

Calzada, Esther J; Huang, Keng-Yen; Hernandez, Miguel; Soriano, Erika; Acra, C Francoise; Dawson-McClure, Spring; Kamboukos, Dimitra; Brotman, Laurie

2015-10-01

Parent involvement is a robust predictor of academic achievement, but little is known about school- and home-based involvement in immigrant families. Drawing on ecological theories, the present study examined contextual characteristics as predictors of parent involvement among Afro-Caribbean and Latino parents of young students in urban public schools. Socioeconomic disadvantage was associated with lower home-based involvement. Several factors were associated with higher involvement, including parents' connection to their culture of origin and to U.S. culture, engagement practices by teachers and parent-teacher ethnic consonance (for Latinos only). Findings have implications for promoting involvement among immigrant families of students in urban schools.

An Investigation of Factors Influencing Student Use of Technology in K-12 Classrooms Using Path Analysis

ERIC Educational Resources Information Center

Ritzhaupt, Albert D.; Dawson, Kara; Cavanaugh, Cathy

2012-01-01

The purpose of this research was to examine the effects of teachers' characteristics, school characteristics, and contextual characteristics on classroom technology integration and teacher use of technology as mediators of student use of technology. A research-based path model was designed and tested based on data gathered from 732 teachers from…

Characteristics of health professions schools, public school systems, and community-based organizations in successful partnerships to increase the numbers of underrepresented minority students entering health professions education.

PubMed

Carline, Jan D; Patterson, Davis G

2003-05-01

To identify characteristics of health professions schools, public schools, and community-based organizations in successful partnerships to increase the number of underrepresented minority students entering health professions. The Robert Wood Johnson Foundation and the W. K. Kellogg Foundation funded the Health Professions Partnership Initiative program developed from Project 3000 by 2000 of the Association of American Medical Colleges. Semi-structured interviews were completed with awardees and representatives of the funding agencies, the national program office, and the national advisory committee between the fall of 2000 and the summer of 2002. Site visits were conducted at ten sites, with representatives of partner institutions, teachers, parents, and children. Characteristics that supported and hindered development of successful partnerships were identified using an iterative qualitative approach. Successful partnerships included professional schools that had a commitment to community service. Successful leaders could work in both cultures of the professional and public schools. Attitudes of respect and listening to the needs of partners were essential. Public school governance supported innovation. Happenstance and convergence of interests played significant roles in partnership development. The most telling statement was "We did it, together." This study identifies characteristics associated with smoothly working partnerships, and barriers to successful program development. Successful partnerships can form the basis on which educational interventions are built. The study is limited by the definition of success used, and its focus on one funded program. The authors were unable to identify outcomes in terms of numbers of children influenced by programs or instances in which lasting changes in health professions schools had occurred.

Diversity in School Performance Feedback Systems

ERIC Educational Resources Information Center

Verhaeghe, Goedele; Schildkamp, Kim; Luyten, Hans; Valcke, Martin

2015-01-01

As data-based decision making is receiving increased attention in education, more and more school performance feedback systems (SPFSs) are being developed and used worldwide. These systems provide schools with data on their functioning. However, little research is available on the characteristics of the different SPFSs. Therefore, this study…

Find Meaning in Middle School Physical Education

ERIC Educational Resources Information Center

Pagnano, Karen

2006-01-01

The purpose of this article is to provide readers with several suggestions and ideas for promoting meaning and meaningfulness for middle school students in physical education based on their unique developmental characteristics. To help physical educators create movement experiences that are meaningful for middle school students, the author…

Deliberation and School-Based Curriculum Development--A Hong Kong Case Study

ERIC Educational Resources Information Center

Lam, Tak Shing John

2011-01-01

Background: Deliberative mode of curriculum development has been hailed as one effective way of developing school-based curriculum. Its participatory, egalitarian and discursive characteristics have helped to generate the much-needed synergy and ownership feeling among the curriculum team members that lead to curriculum success. Nevertheless there…

Cultivating Excellence: A Curriculum for Excellence in School Administration. V. School-Based Management.

ERIC Educational Resources Information Center

Lawson, John

This report is the fifth in a series on cultivating excellence in education for the purpose of training and retraining school leaders of the 1990s. The role of school administrators, and especially building principals; the characteristic administrative functions; the step-by-step procedures for implementation; and the advantages and possible…

Factors Associated with Middle School Students' Perceptions of the Quality of School-Based Sexual Health Education

ERIC Educational Resources Information Center

Byers, E. Sandra; Sears, Heather A.; Foster, Lyndsay R.

2013-01-01

This paper examines factors associated with middle school students' perceptions of the quality of the sexual health education (SHE) they received at school. Participants were 478 predominately White young people (256 girls, 222 boys) in grades 6-8 who completed a survey assessing their demographic characteristics; dating and sexual experience; and…

The Modernity of Sociocultural Context: Its Influence on the Functioning of the Public Schools.

ERIC Educational Resources Information Center

Stephenson, Robert S.

This paper reviews a number of studies which indicated that the sociocultural context wherein the schools function influences a great many school characteristics. The study was based on the general hypothesis that the structure and functioning of the public schools is influenced by the modernity of the sociocultural context which they serve.…

Urban Adolescents' Out-of-School Activity Profiles: Associations with Youth, Family, and School Transition Characteristics

ERIC Educational Resources Information Center

Pedersen, Sara

2005-01-01

This study applied individual growth trajectory analyses and person-oriented analysis to identify common profiles of out-of-school activity engagement trajectories among racially and ethnically diverse inner city teens (N = 1,430). On average, teens exhibited declining trajectories of participation in school-based and team sports activities and…

Different Types of Leadership Styles Found in School Districts, Both at the Building Level and District Level

ERIC Educational Resources Information Center

Fournier, John

2012-01-01

In American public education today, a school can become successful or unsuccessful based on leadership. In this age of school reform, it is only appropriate to determine common leadership characteristics among successful educational leaders so that appropriate leadership training and development can be part of school improvement. This dissertation…

The Protective Role of School Friendship Ties for Substance Use and Aggressive Behaviors among Middle School Students

ERIC Educational Resources Information Center

Forster, Myriam; Grigsby, Timothy J.; Bunyan, Alden; Unger, Jennifer Beth; Valente, Thomas William

2015-01-01

Background: Few studies have examined the interplay among quantifiable aspects of peer bonds, friendship types, personal characteristics, and behavioral outcomes in schools in distressed neighborhoods. The aim of this study was to identify compensatory and protective factors that can be promoted in school-based prevention programs. Methods: The…

Fidelity of After-School Program Implementation Targeting Adolescent Youth: Identifying Successful Curricular and Programmatic Characteristics

ERIC Educational Resources Information Center

Rajan, Sonali; Basch, Charles E.

2012-01-01

Background: This study consisted of a formative evaluation of an after-school health education program designed for adolescent females, entitled Girls on Track. Evidence-based after-school programs have potential to supplement the traditional school day, encourage social and emotional skill development, improve the quality of student health, and…

Association of School Characteristics and Implementation in the X:IT Study--A School-Randomized Smoking Prevention Program

ERIC Educational Resources Information Center

Bast, Lotus S.; Due, Pernille; Ersbøll, Annette K.; Damsgaard, Mogens T.; Andersen, Anette

2017-01-01

Background: Assessment of implementation is essential for the evaluation of school-based preventive activities. Interventions are more easily implemented in schools if detailed instructional manuals, lesson plans, and materials are provided; however, implementation may also be affected by other factors than the intervention itself--for example,…

Association of School Characteristics and Implementation in the X:IT Study-A School-Randomized Smoking Prevention Program.

PubMed

Bast, Lotus S; Due, Pernille; Ersbøll, Annette K; Damsgaard, Mogens T; Andersen, Anette

2017-05-01

Assessment of implementation is essential for the evaluation of school-based preventive activities. Interventions are more easily implemented in schools if detailed instructional manuals, lesson plans, and materials are provided; however, implementation may also be affected by other factors than the intervention itself-for example, school-level characteristics, such as principal support and organizational capacity. We examined school-level characteristics of schools in groups of high, medium, and low implementation of a smoking prevention intervention. The X:IT study is a school-randomized trial testing a multicomponent intervention to prevent smoking among adolescents. Our data came from electronic questionnaires completed by school coordinators at 96.1% of participating intervention schools (N = 49) at first follow -up. Schools that implemented the X:IT intervention to a medium or high degree had higher levels of administrative leadership (77.3% and 83.3% vs 42.9%), school climate/organizational health (95.5% and 91.7% vs 66.7%), mission-policy alignment (90.9% and 100.0% vs 71.4%), personnel expertise (81.8% and 75.0% vs 46.7%), school culture (77.3% and 91.7% vs 53.3%), positive classroom climate (91.4% and 96.2% vs 82.9%) compared with low implementation schools. Our findings highlight the importance of considering the school context in future health prevention initiatives. © 2017, American School Health Association.

A cross-sectional examination of school characteristics associated with overweight and obesity among grade 1 to 4 students

PubMed Central

2013-01-01

Background Excessive weight gain among youth is an ongoing public health concern. Despite evidence linking both policies and the built environment to adolescent and adult overweight, the association between health policies or the built environment and overweight are often overlooked in research with children. The purpose of this study was to examine if school-based physical activity policies and the built environment surrounding a school are associated with weight status among children. Methods Objectively measured height and weight data were available for 2,331 grade 1 to 4 students (aged 6 to 9 years) attending 30 elementary schools in Ontario, Canada. Student-level data were collected using parent reports and the PLAY-On questionnaire administered to students by study nurses. School-level policy data were collected from school administrators using the Physical Activity Module of the Healthy School Planner tool, and built environment data were provided by the Enhanced Points of Interest data resource. Multi-level logistic regression models were used to examine the school- and student-level characteristics associated with the odds of a student being overweight or obese. Results There was significant between-school random variation in the odds of a student being overweight [σ2μ0 = 0.274(0.106), p < 0.001], but not for being obese [σ2μ0 = 0.115(0.089)]. If a student attended a school that provided student access to a variety of facilities on and off school grounds during school hours or supported active transportation to and from school, he/she was less likely to overweight than a similar student attending a school without these policies. Characteristics of the built environment were not associated with overweight or obesity among this large cross-sectional sample of children. Conclusions This new evidence suggests that it may be wise to target obesity prevention efforts to schools that do not provide student access to recreation facilities during school hours or schools that do not support active transportation for students. Future research should evaluate if school-based overweight and obesity prevention programming might be improved if interventions selectively targeted the school characteristics that are putting students at the greatest risk. PMID:24139176

Creating a peaceful school learning environment: a controlled study of an elementary school intervention to reduce violence.

PubMed

Twemlow, S W; Fonagy, P; Sacco, F C; Gies, M L; Evans, R; Ewbank, R

2001-05-01

The impact of a manual-based antiviolence program on the learning climate in an elementary school over 4 years was compared with the outcome in a control school. The two schools were matched for demographic characteristics. The intervention in the experimental school was based on zero tolerance for bullying; the control school received only regular psychiatric consultation. Disciplinary and academic achievement data were collected in both schools. The experimental school showed significant reductions in discipline referrals and increases in scores on standardized academic achievement measures. A low-cost antiviolence intervention that does not focus on individual pathology or interfere with the educational process may improve the learning environment in elementary schools.

Bystander position taking in school bullying: the role of positive identity, self-efficacy, and self-determination.

PubMed

Tsang, Sandra K M; Hui, Eadaoin K P; Law, Bella C M

2011-01-01

School bullying has become an explicit, burgeoning problem challenging the healthy development of children and adolescents in Hong Kong. Many bullying prevention and intervention programs focus on victims and bullies, with bystanders treated as either nonexistent or irrelevant. This paper asserts that bystanders actually play pivotal roles in deciding whether the bullying process and dynamics are benign or adversarial. Bystanders' own abilities and characteristics often influence how they respond to victims and bullies. "P.A.T.H.S. to Adulthood: A Jockey Club Youth Enhancement Scheme" (P.A.T.H.S. = Positive Adolescent Training through Holistic Social Programmes) is an evidence-based positive youth development program which shows that primary intervention programs have constructive impacts on junior secondary school students' beliefs and behavior. This paper asserts that intrapsychic qualities, namely identity, self-efficacy, and self-determination, greatly influence how bystanders react in school bullying situations. The paper also explains how classroom-based educational programs based on the P.A.T.H.S. model have been designed to help junior secondary school students strengthen these characteristics, so that they can be constructive bystanders when they encounter school bullying.

Action Research and the Micropolitics in Schools

ERIC Educational Resources Information Center

Eilertsen, Tor-Vidar; Gustafson, Niklas; Salo, Petri

2008-01-01

This paper is based on the assumption that action research always affects the micropolitical balance characteristic of a certain school setting. The authors claim that micropolitics, that is the patterns of formal power and informal influence, has largely been neglected in the literature on action research in schools. This means that action…

Teachers' Readiness to Implement Nutrition Education Programs: Beliefs, Attitudes, and Barriers

ERIC Educational Resources Information Center

Perikkou, Anastasia; Kokkinou, Eleni; Panagiotakos, Demosthenes B.; Yannakoulia, Mary

2015-01-01

Teachers' attitudes about school food environments and their readiness to implement school-based nutrition programs were investigated. A total of 1,436 primary-school teachers filled out a questionnaire on their demographic and professional characteristics and their attitudes, beliefs, and barriers for implementing health educational programs. The…

Students' Critical Thinking Skills in a Thai ICT Schools Pilot Project

ERIC Educational Resources Information Center

Rumpagaporn, Methinee Wongwanich; Darmawan, I. Gusti Ngurah

2007-01-01

This study is exploratory, examining to what extent the Thai ICT (information and communication technology) schools have classroom learning environments that are associated with certain teacher characteristics using questionnaires, interview surveys, and computer-based classroom observations in order to collect data from 13 Thai ICT model schools.…

Evidence Based Education Request Desk. EBE #470

ERIC Educational Resources Information Center

Regional Educational Laboratory Southeast, 2009

2009-01-01

Research led by the Consortium on Chicago Public School Research (University of Chicago) and the Center for Social Organization of Schools (Johns Hopkins University), has identified specific indicators--students' academic characteristics--that provide early signals that students are on a path toward dropping out of high school. Measured at…

Effective Implementation of a Comprehension-Improvement Approach in Secondary Schools.

ERIC Educational Resources Information Center

Levine, Daniel U.; Sherk, John K.

This report describes in depth the implementation and impact of instructional strategies to improve students' comprehension skills at three diverse urban secondary schools. While activities and characteristics varied, educators at all three locations were implementing local variations of a school-improvement approach based on the use of the…

The School, Family, and Community Partnership Program: Initial Findings.

ERIC Educational Resources Information Center

Treder, David; Kutash, Krista; Duchnowski, Albert J.; Rudo, Zena; Sumi, W. Carl; Harris, Karen M.; Nelson, Steven L.

The School, Family, and Community Partnership Program is an integrated, school-based intervention for improving the outcomes of students served in classrooms for children who have emotional and behavioral disabilities. This report briefly describes the intervention, the characteristics of the children, and initial results of measuring fidelity to…

Principals' Participation Levels in Best Practices for School Improvement

ERIC Educational Resources Information Center

Stogdill, Christopher T.

2010-01-01

The purpose of this study was to identify Nebraska principal perceptions regarding the level of participation the AdvancED school improvement process. Further, the study identified differences among principals' knowledge, based on demographic characteristics of years of experience, size of school enrollments, and formal training in school…

An Exploratory Study of Creativity, Personality and Schooling Achievement

ERIC Educational Resources Information Center

Berlin, Noémi; Tavani, Jean-Louis; Beasançon, Maud

2016-01-01

We investigate the link between schooling achievement and creativity scores, controlling for personality traits and other individual characteristics. Our study is based on field data collected in a secondary school situated in a Parisian suburb. Four scores of creativity were measured on 9th graders. Verbal divergent thinking negatively predicts…

We Gain More Than We Give: Teaming in Middle Schools.

ERIC Educational Resources Information Center

Dickinson, Thomas S., Ed.; Erb, Thomas O., Ed.

Despite increases in the number of middle school using interdisciplinary team teaching, many are struggling to articulate a clear defense of their teaming work in light of confounding and conflicting public demands. This compilation examines teaming in middle schools--its characteristics, knowledge base, current concerns and future adaptations.…

Hispanic Students in American High Schools: Background Characteristics and Achievement. National Center for Education Statistics Bulletin.

ERIC Educational Resources Information Center

Peng, Samuel S.

Based on data from the High School and Beyond Study, a longitudinal study of high school sophomores and seniors, this report summarizes some of the study's findings on the differences between Hispanics and non-Hispanic blacks and whites in school delay, aspirations, test scores, language usage, and socioeconomic status. Tabular data indicate that:…

Equality of School Choice: A Study Applied to the Spanish Region of Aragón

ERIC Educational Resources Information Center

Mancebón-Torrubia, María Jesús; Ximénez-de-Embún, Domingo Pérez

2014-01-01

The aim of this paper is to test whether the distribution of students by social, cultural and racial characteristics is homogeneous between Spanish public schools (PS) and publicly subsidised private schools (PSPS) or whether segregation exists between the profile of pupils attending each type of school. The theoretical framework is based on the…

Family and Teacher Characteristics as Predictors of Parent Involvement in Education During Early Childhood Among Afro-Caribbean and Latino Immigrant Families

PubMed Central

Calzada, Esther J.; Huang, Keng-Yen; Hernandez, Miguel; Soriano, Erika; Acra, C. Francoise; Dawson-McClure, Spring; Kamboukos, Dimitra; Brotman, Laurie

2015-01-01

Parent involvement is a robust predictor of academic achievement, but little is known about school- and home-based involvement in immigrant families. Drawing on ecological theories, the present study examined contextual characteristics as predictors of parent involvement among Afro-Caribbean and Latino parents of young students in urban public schools. Socioeconomic disadvantage was associated with lower home-based involvement. Several factors were associated with higher involvement, including parents’ connection to their culture of origin and to U.S. culture, engagement practices by teachers and parent–teacher ethnic consonance (for Latinos only). Findings have implications for promoting involvement among immigrant families of students in urban schools. PMID:26417116

Functional Seating for School-Age Children with Cerebral Palsy: An Evidence-Based Tutorial

ERIC Educational Resources Information Center

Costigan, F. Aileen; Light, Janice

2011-01-01

Purpose: This tutorial is designed to teach speech-language pathologists (SLPs) best practices to support functional seating of children with cerebral palsy (CP) in the classroom and in school-based therapy sessions. This tutorial teaches SLPs to (a) recognize the positive effects of seating intervention, (b) identify the characteristics of…

Use of Language Sample Analysis by School-Based SLPs: Results of a Nationwide Survey

ERIC Educational Resources Information Center

Pavelko, Stacey L.; Owens, Robert E., Jr.; Ireland, Marie; Hahs-Vaughn, Debbie L.

2016-01-01

Purpose: This article examines use of language sample analysis (LSA) by school-based speech-language pathologists (SLPs), including characteristics of language samples, methods of transcription and analysis, barriers to LSA use, and factors affecting LSA use, such as American Speech-Language-Hearing Association certification, number of years'…

Management Practices: A Major Cause of Stress among Teachers.

ERIC Educational Resources Information Center

Mersky, Ronald

This research studies task-based stress among teachers in a rural setting. A 51-item instrument was administered to teachers in 12 schools to determine (1) the extent of differential reactions to a wide range of task-based teaching events, as correlated with situational characteristics (sex, age, elementary or secondary affiliation, school size);…

The Research Landscape of School-Based Sexuality Education: Systematic Mapping of the Literature

ERIC Educational Resources Information Center

Roien, Line Anne; Graugaard, Christian; Simovska, Venka

2018-01-01

Purpose: The purpose of this paper is to map and discuss the overall characteristics of international research on school-based sexuality education, published in academic journals, with a particular focus on the framing of non-conservative approaches including sexuality education research targeting young pupils 6-12 years of age.…

Zero-Base Budgeting: A Management Tool for School Districts.

ERIC Educational Resources Information Center

Bliss, Sam W.

To help school managers make more efficient use of educational resources, this handbook discusses and describes zero-base budgeting (ZBB). After a brief introductory chapter, the author explores the nature and characteristics of ZBB, gives a little of its historical background, notes its relationship to planning and to educational accountability,…

Vocal Abuse Prevention Practices: A National Survey of School-Based Speech-Language Pathologists.

ERIC Educational Resources Information Center

McNamara, Anne P.; Perry, Cecyle K.

1994-01-01

A national survey of 145 school-based speech-language pathologists found that more than 80% did not have vocal abuse prevention programs, primarily because of time constraints and low priority assigned to voice problems. Existing programs were primarily for elementary asymptomatic and symptomatic children. Characteristics associated with…

Practice-based research networks, part II: a descriptive analysis of the athletic training practice-based research network in the secondary school setting.

PubMed

Valovich McLeod, Tamara C; Lam, Kenneth C; Bay, R Curtis; Sauers, Eric L; Snyder Valier, Alison R

2012-01-01

Analysis of health care service models requires the collection and evaluation of basic practice characterization data. Practice-based research networks (PBRNs) provide a framework for gathering data useful in characterizing clinical practice. To describe preliminary secondary school setting practice data from the Athletic Training Practice-Based Research Network (AT-PBRN). Descriptive study. Secondary school athletic training facilities within the AT-PBRN. Clinicians (n = 22) and their patients (n = 2523) from the AT-PBRN. A Web-based survey was used to obtain data on clinical practice site and clinician characteristics. Patient and practice characteristics were obtained via deidentified electronic medical record data collected between September 1, 2009, and April 1, 2011. Descriptive data regarding the clinician and CPS practice characteristics are reported as percentages and frequencies. Descriptive analysis of patient encounters and practice characteristic data was performed, with the percentages and frequencies of the type of injuries recorded at initial evaluation, type of treatment received at initial evaluation, daily treatment, and daily sign-in procedures. The AT-PBRN had secondary school sites in 7 states, and most athletic trainers at those sites (78.2%) had less than 5 years of experience. The secondary school sites within the AT-PBRN documented 2523 patients treated across 3140 encounters. Patients most frequently sought care for a current injury (61.3%), followed by preventive services (24.0%), and new injuries (14.7%). The most common diagnoses were ankle sprain/strain (17.9%), hip sprain/strain (12.5%), concussion (12.0%), and knee pain (2.5%). The most frequent procedures were athletic trainer evaluation (53.9%), hot- or cold-pack application (26.0%), strapping (10.3%), and therapeutic exercise (5.7%). The median number of treatments per injury was 3 (interquartile range = 2, 4; range = 2-19). These preliminary data describe services provided by clinicians within the AT-PBRN and demonstrate the usefulness of the PBRN model for obtaining such data.

Adolescent smoking: effect of school and community characteristics.

PubMed

Lovato, Chris Y; Zeisser, Cornelia; Campbell, H Sharon; Watts, Allison W; Halpin, Peter; Thompson, Mary; Eyles, John; Adlaf, Edward; Brown, K Stephen

2010-12-01

A substantial challenge in addressing adolescent tobacco use is that smoking behaviors occur in complex environments that involve the school setting and larger community context. This study provides an integrated description of factors from the school and community environment that affect youth smoking and explains variation in individual smoking behaviors both within and across schools/communities. Data were collected from 82 randomly sampled secondary schools in five Canadian provinces (British Columbia, Manitoba, Ontario, Quebec, Newfoundland, and Labrador) during the 2003-2004 school year. Cross-sectional data were obtained from students; school administrators (school-based tobacco control policies and programs); and from observations in the community. In 2009, hierarchic logistic regression was used to model the role of individual, school, and community variables in predicting student smoking outcomes. Students who attended a school with a focus on tobacco prevention (OR=0.87, 95% CI=0.81, 0.94) and stronger policies prohibiting tobacco use (OR=0.92, 95% CI=0.88, 0.97) were less likely to smoke than students who attended a school without these characteristics. A student was more likely to smoke if a greater number of students smoked on the school periphery (OR=1.25, 95% CI=1.07, 1.47). Within the community, price per cigarette (OR=0.91, 95% CI=0.84, 0.99) and immigrants (OR=0.99, 95% CI=0.98, 0.99) were inversely related to students' smoking status. The results suggest that school and community characteristics account for variation in smoking levels across schools. Based on the current findings, the ideal school setting that supports low student smoking levels is located in a neighborhood where the cost of cigarettes is high, provides tobacco prevention education, and has a policy prohibiting smoking. Copyright © 2010 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

A Comparative Study of the Personality Characteristics of Primary-School Students with Learning Disabilities and Their Nonlearning Disabled Peers

ERIC Educational Resources Information Center

Gitanjali, Sharma

2004-01-01

This study examined the personality characteristics of 180 boys and girls of ages 8, 9, and 10 with learning disabilities (LD) in 3rd, 4th, and 5th grade in urban and rural primary schools of Andhrapradesh, India. The subjects were identified based on their scholastic achievement on a spelling dictation test, an oral reading test, a reading…

The Influence of Organizational Culture on School-Based Obesity Prevention Interventions: A Systematic Review of the Literature.

PubMed

Fair, Kayla N; Solari Williams, Kayce D; Warren, Judith; McKyer, E Lisako Jones; Ory, Marcia G

2018-06-01

Although the influence of organizational culture has been examined on a variety of student outcomes, few studies consider the influence that culture may have on school-based obesity prevention interventions. We present a systematic review of the literature to examine how elements of organizational culture may affect the adoption, implementation, and sustainability of school-based obesity prevention interventions. Fourteen studies examining the impact of organizational-level characteristics on school-based obesity prevention interventions were identified through the online databases EBSCO (CINAHL, ERIC, Agricola), Web of Science, Medline (PubMed), and Scopus. Five themes were identified as elements of organizational culture that influence the adoption, implementation, and sustainability of school-based obesity prevention interventions: organizational response to limited resources, value placed on staff training and professional development, internal support, organizational values, and school climate. Organizational culture can greatly influence the success of school-based obesity interventions. The collection of data related to organizational-level factors may be used to identify strategies for creating and sustaining a supportive environment for obesity prevention interventions in the school setting. © 2018, American School Health Association.

[Preschool familial environment and academic difficulties: A 10-year follow-up from kindergarten to middle school].

PubMed

Câmara-Costa, H; Pulgar, S; Cusin, F; Dellatolas, G

2016-02-01

The persistence of academic difficulties from childhood through adulthood has led researchers to focus on the identification of the early factors influencing children's subsequent achievement in order to improve the efficient screening of children who might be at risk of school failure. The foundations of academic achievement can be accurately traced back to the preschool years prior to children's entry in formal schooling and are largely influenced by environmental determinants. Importantly, some environmental conditions act as early risk factors undermining children's later academic achievement due to the well-established relation between underachievement and exposure to moderate to high levels of environmental risk. In the present study, we aimed to investigate the longitudinal effects of environment-level factors (sociodemographic and family characteristics) and early risk exposure at kindergarten on children's subsequent academic achievement at the end of middle school (grade 9). The sample of analysis comprised 654 kindergarteners aged 5-6 years (2001-2002 school year) followed through the end of middle school when they were aged 14-15 years (2010-2011 school year). At kindergarten, assessment included questionnaire-based measures of sociodemographic and family background characteristics. These included an original set of information pertaining to family background including parental nationality, education level, history of reading difficulties, type of early childcare, family situation, family size, and language-based bedtime routines, as well as individual-level factors such as children's first language, medical history, language delay, birth weight, age of walking onset, and gestation period. At grade 9, outcome measures were composed of children's results in the national evaluations performed at the end of middle school ("Diplôme National du Brevet"), or history of repetition for a second year of the same class. The results indicated that all family background characteristics at kindergarten were related to later academic outcomes at grade 9. From the original set of family characteristics, parental educational level, family situation, language-based bedtime routines, and type of early childcare significantly predicted later academic achievement at grade 9. Moreover, a multiple risk index score aggregating these specific family characteristics, together with three individual-level factors (gender, medical history, and language delay) was robustly and positively associated with an increased likelihood of school failure at the end of middle school. Unique to our study was the finding relative to the longitudinal association over a 10-year span of language-based bedtime routines with children's academic performance at the end of middle school. These findings underline the importance of including family background information in early surveillance procedures in order to improve the efficient screening of children who might be at risk of academic underachievement. Importantly, some of these contextual factors represent environmental characteristics that can be reversed early in life through appropriate and informed support to families. Moreover, the present work has important implications regarding the early detection of children who are at familial risk of underachievement, allowing the activation and promotion of adequate intervention strategies early in children's educational trajectories. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

Girls with Emotional Disturbance and a History of Arrest: Characteristics and School-Based Predictors of Arrest

ERIC Educational Resources Information Center

Gage, Nicholas A.; Josephs, Nikki L.; Lunde, Kimberly

2012-01-01

Research suggests that girls receiving special education services for Emotional Disturbance (ED) may have unique characteristics and needs. Similarly, juvenile justice research has identified unique characteristics of court-involved girls. This study examined characteristics of girls with ED and a history of arrest. Additionally, classroom-based…

Dating Violence in High School: A Profile of the Victims.

ERIC Educational Resources Information Center

Reuterman, Nicholas A.; Burcky, William D.

1989-01-01

Attempted to develop profile of victims of dating violence based on individual characteristics of female high school students (N=123). Found significant differences between subjects who had and had not experienced dating violence on urban/rural residency, suspension or expulsion from schools; type of academic program; family discipline techniques;…

Antecedents and Consequences of Residential Choice and School Transfer

ERIC Educational Resources Information Center

Falbo, Toni; Glover, Robert W.; Holcombe, W. Lee; Stokes, S. Lynne

2005-01-01

This article examines the antecedents and consequences of residential choice and school transfers within one of the eight largest urban school districts in Texas. This study is based on survey data from a representative sample of parents of K-12 students enrolled in this district. In addition to demographic characteristics of the family, the…

The Relationships between Organizational Learning Level, School Effectiveness and Organizational Citizenship Behavior

ERIC Educational Resources Information Center

Alanoglu, Müslim; Demirtas, Zülfü

2016-01-01

The aim of this research is to determine the relationships between organizational learning levels of high schools; organizational citizenship behavior of managers and teachers and effective school characteristics of them based on the opinions of managers and teachers. The population of the research consists of managers and teachers serving at high…

Effective Implementation of a Comprehension-Improvement Approach in Secondary Schools. Summary.

ERIC Educational Resources Information Center

Levine, Daniel U.; Sherk, John K.

This document summarizes a report on the implementation and impact of instructional strategies to improve students' comprehension skills at three diverse urban secondary schools. While activities and characteristics varied, educators at all three locations were implementing local variations of a school-improvement approach based on the use of the…

Selecting and Preparing Teachers and School Leaders to Improve Educational Outcomes

ERIC Educational Resources Information Center

Bastian, Kevin C.

2013-01-01

In the following three studies we explore ways to improve the quality of school-based personnel by identifying characteristics and training of effective teachers and principals. First, to enhance the selection and hiring of teachers into preparation programs and/or school districts, we examine whether teachers' non-cognitive characteristics…

The National Sports Safety in Secondary Schools Benchmark (N4SB) Study: Defining Athletic Training Practice Characteristics

PubMed Central

McLeod, Tamara C. Valovich; Bliven, Kellie C. Huxel; Lam, Kenneth C.; Bay, R. Curtis; Valier, Alison R. Snyder; Parsons, John T.

2013-01-01

Context: Increased rates of sport participation and sport-related injury have led to greater emphasis on and attention to medical care of student-athletes in the secondary school setting. Access to athletic training services is seen as a critical factor for delivering adequate injury prevention and medical care to student-athletes. However, few data are available regarding practice characteristics of athletic trainers (ATs) in this setting. Objective: To characterize the practices of secondary school athletic trainers (ATs). Design:  Descriptive study. Setting: Web-based survey. Patients or Other Participants: A total of 17 558 ATs with current National Athletic Trainers' Association membership were identified for survey distribution. Of these, 4232 ATs indicated that they practiced in the secondary school setting, and 4045 completed some part of the survey. Main Outcome Measure(s):  A Web-based survey was used to obtain demographic information about ATs and their secondary schools and characteristics of athletic training practice. Descriptive data regarding the athletic trainer's personal characteristics, secondary school characteristics, and practice patterns are reported as percentages and frequencies. Results: Most respondents were in the early stages of their careers and relatively new to the secondary school practice setting. Nearly two-thirds (62.4%; n = 2522) of respondents had 10 or fewer years of experience as secondary school ATs, 52% (n = 2132) had been certified for 10 or fewer years, and 53.4% (n = 2164) had 10 or fewer years of experience in any practice setting. The majority of respondents (85%) worked in public schools with enrollment of 1000 to 1999 (35.5%) and with football (95.5%). More than half of respondents were employed directly by their school. Most respondents (50.6%) reported an athletic training budget of less than $4000. The majority of ATs performed evaluations (87.5%) on-site all of the time, with a smaller percentage providing treatments (73.3%) or rehabilitation (47.4%) services all of the time. Conclusions: This is the first study to describe secondary school athletic training that reflects national practice trends. To improve the quality of athletic training care and to support and improve current working conditions, the profession must examine how its members practice on a day-to-day basis. PMID:23768120

The Relationship of High School Type to Persistence and Grade Point Average of First-Year Students at Faith-Based Liberal Arts Colleges

ERIC Educational Resources Information Center

Litscher, Kenneth Michael

2015-01-01

Based on previous research, there are several student characteristics that have been identified to affect academic success of first-year students in college. However, there are few studies that examine if the type of high school (public, private faith-based, private secular, or homeschool) from which a student graduates affects grade point average…

Condom provision and education in Minnesota public schools: a telephone survey of parents.

PubMed

Eisenberg, Marla E; Bernat, Debra H; Bearinger, Linda H; Resnick, Michael D

2009-09-01

Increasing correct and consistent condom use among sexually active adolescents continues to be a critical public health goal, with schools serving as key agents for achieving this goal through sexuality education and condom use provision. This research aims to describe the views of parents regarding school-based condom distribution and education programs, and examines how these views differ across demographic groups. Parents of school-age children in Minnesota were surveyed in telephone interviews (N = 1605; 63% participation) regarding their beliefs about condom availability and education. Chi-square tests of significance were used to detect differences in agreement with each statement for 10 demographic and personal characteristics. A majority of respondents held supportive views about condom availability and education programs. Strongest support centered on statements in the survey about teenagers needing information about condoms (86%) and showing actual condoms during classroom lessons (77%). Approximately two thirds of the parents agreed that school-based instruction about condoms should be "allowed" at the high school level (65%), and one fifth (21%) believed that this type of education should be "required." Support for condom availability and education programs differed significantly according to certain personal characteristics, with less supportive views from self-identified Born Again Christians and politically conservative parents. Public discourse regarding school-based sexuality education should include the viewpoints of parents of school-aged children as key stakeholders. Parents' perspectives provide unique and critical insights that school administrators and educators should consider as they develop educational and programmatic offerings regarding condoms.

Caregiver Factors Predicting Service Utilization among Youth Participating in a School-Based Mental Health Intervention

ERIC Educational Resources Information Center

Burnett-Zeigler, Inger; Lyons, John S.

2010-01-01

Large numbers of children and adolescents experience diagnosable psychiatric disturbances; however, the majority of those with need do not utilize mental health services. Characteristics of caregivers are important predictors of which youth will access and continue to use services over time. In recent years school-based mental health intervention…

Music Educator Vacancies in Faith-Based K-12 Schools in the United States: 2013-2014

ERIC Educational Resources Information Center

Hash, Phillip M.

2015-01-01

The purpose of this study was to analyze and summarize characteristics of music educator vacancies in faith-based K-12 schools in the United States for the 2013-2014 academic year. Data extracted from placement notices and supplemental sources included demographic information, job responsibilities, and employment requirements for 153 listings in…

Personal profile of medical students selected through a knowledge-based exam only: are we missing suitable students?

PubMed Central

Abbiati, Milena; Baroffio, Anne; Gerbase, Margaret W.

2016-01-01

Introduction A consistent body of literature highlights the importance of a broader approach to select medical school candidates both assessing cognitive capacity and individual characteristics. However, selection in a great number of medical schools worldwide is still based on knowledge exams, a procedure that might neglect students with needed personal characteristics for future medical practice. We investigated whether the personal profile of students selected through a knowledge-based exam differed from those not selected. Methods Students applying for medical school (N=311) completed questionnaires assessing motivations for becoming a doctor, learning approaches, personality traits, empathy, and coping styles. Selection was based on the results of MCQ tests. Principal component analysis was used to draw a profile of the students. Differences between selected and non-selected students were examined by Multivariate ANOVAs, and their impact on selection by logistic regression analysis. Results Students demonstrating a profile of diligence with higher conscientiousness, deep learning approach, and task-focused coping were more frequently selected (p=0.01). Other personal characteristics such as motivation, sociability, and empathy did not significantly differ, comparing selected and non-selected students. Conclusion Selection through a knowledge-based exam privileged diligent students. It did neither advantage nor preclude candidates with a more humane profile. PMID:27079886

Physical Therapy-Related Child Outcomes in School: An Example of Practice-Based Evidence Methodology.

PubMed

Effgen, Susan K; McCoy, Sarah Westcott; Chiarello, Lisa A; Jeffries, Lynn M; Bush, Heather

2016-01-01

To describe the use of practice-based evidence research methodology in a prospective, multisite observational study to investigate changes in students' participation in school activity, self-care, posture/mobility, recreation/fitness, and academic outcomes, and the relationships of these changes to characteristics of school-based physical therapy. One hundred nine physical therapists completed the training and data collection and 296 students, 5 to 12 years of age (mean age = 7.3 years) had 6 months of complete data. Therapists completed individualized (Goal Attainment Scaling) and standardized (School Function Assessment) outcome measures for students at the beginning and end of the school year and during the year collected weekly data on services to and on behalf of the students. This research design enabled the investigation of complex research questions related to school-based practice. The findings of this study, to be reported later, should influence school-based therapy by providing guidance related to what activities, interventions, and services influence student outcomes.

An Examination of School Choice and Fifth Grade Science Achievement in Florida

NASA Astrophysics Data System (ADS)

McLarnon, Tara Lynn

Over the past 20 years, a movement to offer greater access and choice in public education has begun to challenge the traditional attendance boundary school system. Public school choice provides an opportunity for parents who do not have the resources to change attendance boundaries but who want additional public school options. Proponents argue that increased competition incentivizes all schools to improve performance. The purpose of this study was to determine whether there were any potential relationships among school choice options and other inputs such as student characteristics when looking at student science achievement. Based on an education production function model, the study focused on the specific output of performance. A conceptual model looking at common inputs related to the outcome of student performance, identified five groups of inputs: school type, student characteristics, learning needs, school characteristics, and teacher quality. Rather than look across states, where policies affecting student performance differ, this study looked exclusively at one large state population. Subjects of the study were fifth grade students in the state of Florida. Utilizing three years of state science assessment data, the roles of school type, selected student demographics, and ELL status were examined using logistic regression and ordinary least squares analysis. Results indicated that, while some subpopulations of students performed better in different school types, school type alone was not a strong predictor of student science achievement.

The Effective Research-Based Characteristics of Professional Development of the National Science Foundation's GK-12 Program

ERIC Educational Resources Information Center

Cormas, Peter C.; Barufaldi, James P.

2011-01-01

This study investigates the effective research-based characteristics of professional development (ERBCPD) of the National Science Foundation's GK-12 Program--a program which partners institutions of higher education with local school districts and places science, technology, engineering, and mathematics graduates in the K-12 classroom with…

Development of Student Knowledge in Competence-Based Pre-Vocational Secondary Education

ERIC Educational Resources Information Center

Koopman, Maaike; Teune, Peter; Beijaard, Douwe

2011-01-01

The purpose of this study was to gain insight into the development of student knowledge in pre-vocational secondary education schools which differ in the manner and extent to which they have implemented characteristics of competence-based education. The implementation of these characteristics was examined using a teacher questionnaire and the…

School Regimes and Education Equity: Some Insights Based on PISA 2006

ERIC Educational Resources Information Center

Alegre, Miquel Angel; Ferrer, Gerard

2010-01-01

This paper aims to analyze the effects of certain characteristics of the educational systems on the social composition of schools. After accounting for significant effects of schools' social composition on student outcomes (this is confirmed on the basis of a multilevel analysis), we explore the impacts of distinct components of what we name…

How Much Hope Is Enough? Levels of Hope and Students' Psychological and School Functioning

ERIC Educational Resources Information Center

Marques, Susana C.; Lopez, Shane J.; Fontaine, Anne Marie; Coimbra, Susana; Mitchell, Joanna

2015-01-01

This study investigated the characteristics of students who report extremely high levels of hope. A sample of 682 students (ages 11-17) completed measures of hope, school engagement, life satisfaction, self-worth, and mental health. Academic achievement was obtained from students' school records. Based on their hope scores, students were divided…

Delayed Enrollment: Is It a Risk? Data Notes. Volume 7, Number 2, March-April 2012

ERIC Educational Resources Information Center

Clery, Sue

2012-01-01

This issue of "Data Notes" examines characteristics and three-year outcome differences between students who enroll in Achieving the Dream colleges immediately after high school and those who delay their enrollments. Recent high school graduates were identified based on the student's reported high school graduation year and the year the student…

Linking Project Evaluation and Goals-Based Teacher Evaluation: Evaluating the Accelerated Schools Project in South Carolina.

ERIC Educational Resources Information Center

Finnan, Christine; Davis, Sara Calhoun

This paper describes efforts to design an evaluation system that has as its primary objective helping schools effect positive change through the Accelerated Schools Project. Three characteristics were deemed essential: (1) that the evaluation be useful and meaningful; (2) that it be sensitive to local conditions; and (3) that evaluations of…

A Multilevel Study on Ethnic and Socioeconomic School Stratification and Health-Related Behaviors among Students in Stockholm

ERIC Educational Resources Information Center

Olsson, Gabriella; Fritzell, Johan

2015-01-01

Background: This study examines the extent to which high alcohol consumption, drug use, and delinquency vary between schools with different socioeconomic characteristics, over and above the pupil's own sociodemographic background. Methods: Analyses are based on data on 5484 ninth-grade students distributed over 93 schools in Stockholm, from the…

School Collective Efficacy and Bullying Behaviour: A Multilevel Study.

PubMed

Olsson, Gabriella; Låftman, Sara Brolin; Modin, Bitte

2017-12-20

As with other forms of violent behaviour, bullying is the result of multiple influences acting on different societal levels. Yet the majority of studies on bullying focus primarily on the characteristics of individual bullies and bullied. Fewer studies have explored how the characteristics of central contexts in young people's lives are related to bullying behaviour over and above the influence of individual-level characteristics. This study explores how teacher-rated school collective efficacy is related to student-reported bullying behaviour (traditional and cyberbullying victimization and perpetration). A central focus is to explore if school collective efficacy is related similarly to both traditional bullying and cyberbullying. Analyses are based on combined information from two independent data collections conducted in 2016 among 11th grade students ( n = 6067) and teachers ( n = 1251) in 58 upper secondary schools in Stockholm. The statistical method used is multilevel modelling, estimating two-level binary logistic regression models. The results demonstrate statistically significant between-school differences in all outcomes, except traditional bullying perpetration. Strong school collective efficacy is related to less traditional bullying perpetration and less cyberbullying victimization and perpetration, indicating that collective norm regulation and school social cohesion may contribute to reducing the occurrence of bullying.

School Collective Efficacy and Bullying Behaviour: A Multilevel Study

PubMed Central

Olsson, Gabriella; Låftman, Sara Brolin; Modin, Bitte

2017-01-01

As with other forms of violent behaviour, bullying is the result of multiple influences acting on different societal levels. Yet the majority of studies on bullying focus primarily on the characteristics of individual bullies and bullied. Fewer studies have explored how the characteristics of central contexts in young people’s lives are related to bullying behaviour over and above the influence of individual-level characteristics. This study explores how teacher-rated school collective efficacy is related to student-reported bullying behaviour (traditional and cyberbullying victimization and perpetration). A central focus is to explore if school collective efficacy is related similarly to both traditional bullying and cyberbullying. Analyses are based on combined information from two independent data collections conducted in 2016 among 11th grade students (n = 6067) and teachers (n = 1251) in 58 upper secondary schools in Stockholm. The statistical method used is multilevel modelling, estimating two-level binary logistic regression models. The results demonstrate statistically significant between-school differences in all outcomes, except traditional bullying perpetration. Strong school collective efficacy is related to less traditional bullying perpetration and less cyberbullying victimization and perpetration, indicating that collective norm regulation and school social cohesion may contribute to reducing the occurrence of bullying. PMID:29261114

Computer-based assistive technology device for use by children with physical disabilities: a cross-sectional study.

PubMed

Lidström, Helene; Almqvist, Lena; Hemmingsson, Helena

2012-07-01

To investigate the prevalence of children with physical disabilities who used a computer-based ATD, and to examine characteristics differences in children and youths who do or do not use computer-based ATDs, as well as, investigate differences that might influence the satisfaction of those two groups of children and youths when computers are being used for in-school and outside school activities. A cross-sectional survey about computer-based activities in and outside school (n = 287) and group comparisons. The prevalence of using computer-based ATDs was about 44 % (n = 127) of the children in this sample. These children were less satisfied with their computer use in education and outside school activities than the children who did not use an ATD. Improved coordination of the usage of computer-based ATDs in school and in the home, including service and support, could increase the opportunities for children with physical disabilities who use computer-based ATDs to perform the computer activities they want, need and are expected to do in school and outside school.

Design and validation of a standards-based science teacher efficacy instrument

NASA Astrophysics Data System (ADS)

Kerr, Patricia Reda

National standards for K--12 science education address all aspects of science education, with their main emphasis on curriculum---both science subject matter and the process involved in doing science. Standards for science teacher education programs have been developing along a parallel plane, as is self-efficacy research involving classroom teachers. Generally, studies about efficacy have been dichotomous---basing the theoretical underpinnings on the work of either Rotter's Locus of Control theory or on Bandura's explanations of efficacy beliefs and outcome expectancy. This study brings all three threads together---K--12 science standards, teacher education standards, and efficacy beliefs---in an instrument designed to measure science teacher efficacy with items based on identified critical attributes of standards-based science teaching and learning. Based on Bandura's explanation of efficacy being task-specific and having outcome expectancy, a developmental, systematic progression from standards-based strategies and activities to tasks to critical attributes was used to craft items for a standards-based science teacher efficacy instrument. Demographic questions related to school characteristics, teacher characteristics, preservice background, science teaching experience, and post-certification professional development were included in the instrument. The instrument was completed by 102 middle level science teachers, with complete data for 87 teachers. A principal components analysis of the science teachers' responses to the instrument resulted in two components: Standards-Based Science Teacher Efficacy: Beliefs About Teaching (BAT, reliability = .92) and Standards-Based Science Teacher Efficacy: Beliefs About Student Achievement (BASA, reliability = .82). Variables that were characteristic of professional development activities, science content preparation, and school environment were identified as members of the sets of variables predicting the BAT and BASA subscales. Correlations were computed for BAT, BASA, and demographic variables to identify relationships between teacher efficacy, teacher characteristics, and school characteristics. Further research is recommended to refine the instrument and apply its use to a larger sample of science teachers. Its further development also has significance for the enhancement of science teacher education programs.

Strength and Comprehensiveness of School Wellness Policies in Southeastern US School Districts.

PubMed

Cox, Melissa J; Ennett, Susan T; Ringwalt, Christopher L; Hanley, Sean M; Bowling, James M

2016-09-01

In 2004, Congress passed legislation mandating that all public school districts participating in federal school meal programs develop a school wellness policy (SWP) to direct efforts related to nutrition and physical activity. We examined the extent to which SWPs varied in comprehensiveness and strength in a representative sample of school districts in the southeastern United States, the area of the country with the highest rates of childhood obesity. Policies were assessed using an established 96-item coding tool by 2 raters to ascertain the comprehensiveness and strength of the policies as a whole, and across distinct subsections specified by federal legislation. In addition, variability in SWP comprehensiveness and strength was assessed based on district sociodemographic characteristics. Overall, SWPs in the southeastern states are weakly written, fragmented, and lack requirements necessary for healthy school environments. District size, which was the only sociodemographic factor related to policy characteristics, yielded an inverse association. To encourage continued promotion of healthy school environments, school districts will require technical support to improve the quality of their school wellness policies. © 2016, American School Health Association.

School-Based Caries Prevention, Tooth Decay, and the Community Environment.

PubMed

Ruff, R R; Niederman, R

2018-04-01

The school and community context can contribute to inequity in child oral health. Whether the school and community affect the effectiveness of school-based caries prevention is unknown. The association between the school and community environment and dental caries, as well as their moderating effects with school-based caries prevention, was assessed using multilevel mixed-effects regression. Data were derived from a 6-y prospective cohort study of children participating in a school-based caries prevention program. For the school and community, living in a dental-shortage area and the proportion of children receiving free or reduced lunch were significantly related to an increased risk of dental caries at baseline. Caries prevention was associated with a significant per-visit decrease in the risk of untreated caries, but the rate of total caries experience increased over time. Caries prevention was more effective in children who had prior dental care at baseline and in schools with a higher proportion of low socioeconomic status students. There was significant variation across schools in the baseline prevalence of dental caries and the effect of prevention over time, although effects were modest. The school and community environment have a direct impact on oral health and moderate the association between school-based caries prevention and dental caries. Knowledge Transfer Statement: School-based caries prevention can be an effective means to reduce oral health inequity by embedding dental care within schools. However, the socioeconomic makeup of schools and characteristics of the surrounding community can affect the impact of school-based care.

The Principal as a Key Actor in Promoting Teachers' Innovativeness--Analyzing the Innovativeness of Teaching Staff with Variance-Based Partial Least Square Modeling

ERIC Educational Resources Information Center

Buske, Ramona

2018-01-01

The study examines the correlation between collective innovativeness of the teaching staff and the principal's leadership style as well as additional school structure characteristics. The construct of collective innovativeness is examined as a precondition of successful school improvement processes driven by the teaching staff. Based on…

Mental Health Characteristics and Health-Seeking Behaviors of Adolescent School-Based Health Center Users and Nonusers

ERIC Educational Resources Information Center

Amaral, Gorette; Geierstanger, Sara; Soleimanpour, Samira; Brindis, Claire

2011-01-01

Background: The purpose of this study is to compare the mental health risk profile and health utilization behaviors of adolescent school-based health center (SBHC) users and nonusers and discuss the role that SBHCs can play in addressing adolescent health needs. Methods: The sample included 4640 students in grades 9 and 11 who completed the…

The Mediating Role of Autonomy, Psychological Empowerment, and Self-Realization in Explaining the Relationship between School-Based Factors and Postschool Outcomes

ERIC Educational Resources Information Center

Shogren, Karrie A.; Garnier Villarreal, Mauricio; Lang, Kyle; Seo, Hyojeong

2016-01-01

Secondary data analysis using the National Longitudinal Transition Study-2 dataset was conducted to examine the degree to which autonomy, psychological empowerment and self-realization (three of four essential characteristics of self-determination) play a mediating role in the relationship between school-based factors and postschool outcomes. The…

America's Overseas School System.

ERIC Educational Resources Information Center

Walling, Donovan R.

1985-01-01

Describes the history, size, location, administrative structure, curricula, accreditation, teacher and student characteristics, test administration and results, problems, and future expectations of the school system operated by the United States Department of Defense for 149,000 children of military personnel based outside the United States. (PGD)

Association between substance use and psychosocial characteristics among adolescents of the Seychelles.

PubMed

Alwan, Heba; Viswanathan, Bharathi; Rousson, Valentin; Paccaud, Fred; Bovet, Pascal

2011-10-11

We examined the associations between substance use (cigarette smoking, alcohol drinking, and cannabis use) and psychosocial characteristics at the individual and family levels among adolescents of the Seychelles, a rapidly developing small island state in the African region. A school survey was conducted in a representative sample of 1432 students aged 11-17 years from all secondary schools. Data came from a self-administered anonymous questionnaire conducted along a standard methodology (Global School-based Health Survey, GSHS). Risk behaviors and psychosocial characteristics were dichotomized. Association analyses were adjusted for a possible classroom effect. The prevalence of cigarette smoking, alcohol drinking and cannabis use was higher in boys than in girls and increased with age. Age-adjusted and multivariate analyses showed that several individual level characteristics (e.g. suicidal ideation and truancy) and family level characteristics (e.g. poor parental monitoring) were associated with substance use among students. Our results suggest that health promotion programs should simultaneously address multiple risk behaviors and take into account a wide range of psychosocial characteristics of the students at the individual and family levels.

Individual, school-related and family characteristics distinguish co-occurrence of drinking and depressive symptoms in very young adolescents.

PubMed

Salom, Caroline L; Kelly, Adrian B; Alati, Rosa; Williams, Gail M; Patton, George C; Williams, Joanne W

2016-07-01

Alcohol misuse and depressed mood are common during early adolescence, and comorbidity of these conditions in adulthood is associated with poorer health and social outcomes, yet little research has examined the co-occurrence of these problems at early adolescence. This study assessed risky and protective characteristics of pre-teens with concurrent depressed mood/early alcohol use in a large school-based sample. School children aged 10-14 years (n = 7289) from late primary and early secondary school classes in government, Catholic and independent sectors participated with parental consent in the cross-sectional Healthy Neighbourhoods Study. Key measures included depressed mood, recent alcohol use, school mobility, family relationship quality, school engagement and coping style. Multinomial logistic regression analyses were used to identify school and family-related factors that distinguished those with co-occurring drinking and depressive symptoms from those with either single condition. Gender and school-level interactions for each factor were evaluated. Co-occurring conditions were reported by 5.7% of students [confidence interval (CI)95 5.19, 6.19]. Recent drinkers were more likely than non-drinkers to have symptoms consistent with depression (odds ratio 1.80; CI95 1.58, 2.03). Low school commitment was associated with co-occurring drinking/depressive symptoms (odds ratio 2.86; CI95 2.25, 3.65 compared with null condition). This association appeared to be weaker in the presence of adaptive stress-coping skills (odds ratio 0.18; CI95 0.14, 0.23). We have identified factors that distinguish pre-teens with very early co-occurrence of drinking and depressed mood, and protective factors with potential utility for school-based prevention programmes targeting these conditions. [Salom CL, Kelly AB, Alati R, Williams GM, Patton GC, Williams JW. Individual, school-related and family characteristics distinguish co-occurrence of drinking and depressive symptoms in very young adolescents. Drug Alcohol Rev 2016;35:387-396]. © 2015 Australasian Professional Society on Alcohol and other Drugs.

School Enrollment in the United States: 2008. Population Characteristics

ERIC Educational Resources Information Center

Davis, Jessica W.; Bauman, Kurt

2011-01-01

This report discusses school enrollment levels and trends in the population aged 3 and older based on data collected in 2008 by the U.S. Census Bureau in the American Community Survey (ACS) and the Current Population Survey (CPS). This is the second report in a series of reports using both ACS and CPS data to discuss school enrollment. The two…

School Enrollment in the United States: 2006. Population Characteristics. Current Population Reports

ERIC Educational Resources Information Center

Davis, Jessica W.; Bauman, Kurt J.

2008-01-01

This report discusses school enrollment levels and trends in the population aged 3 and older based on data collected in 2006 by the U.S. Census Bureau in the American Community Survey (ACS) and the Current Population Survey (CPS). Historically, the CPS has been the only data source used to produce school enrollment reports. This is the first…

Disruptive Behaviour in School, Personality Characteristics, and Heart Rate (HR) Levels in 7- to 9-Year-Old Boys.

ERIC Educational Resources Information Center

Maliphant, Rodney; And Others

1990-01-01

Presents results of study of British elementary school boys aged seven to nine, comparing disruptive behavior to heart rate. Distinguishes this study from earlier ones that found relationship between low base heart rates and low reactivity to mild stress among high school boys. Reports that this study disproves prediction that results would be…

PACER Model: Skills and Personal Characteristics of Alternative Elementary Free School and Open School Teachers.

ERIC Educational Resources Information Center

Wardle, Francis

This essay outlines the skills and qualities that an alternative, open, elementary school teacher should possess. These criteria are based on the PACER model of 30 students, age 4 to 12, learning in an ungraded, unstructured environment. (The PACER model adheres to the idea that all experiences and all learning situations are of equal importance.)…

A Multigrade, Multiyear Statewide Examination of Reading Achievement: Examination of Reading Achievement Examining Variability between Districts, Schools, and Students

ERIC Educational Resources Information Center

Adelson, Jill L.; Dickinson, Emily R.; Cunningham, Brittany C.

2016-01-01

This brief examined the patterns of reading achievement using statewide data from all students (Grades 3-10) in multiple years to examine gaps based on student, school, and district characteristics. Results indicate reading achievement varied most between students within schools and that students' prior achievement was the strongest predictor of…

Teachers, Classrooms, and the Effects of School Desegregation on Effort in School: A "Second Generation" Study.

ERIC Educational Resources Information Center

Hawley, Willis D.

The focus of this inquiry is on the commitment students have to academic achievement. The model on which this analysis is based assumes that student effort in school is the product of several factors relating to parental influences, classroom structure, teacher behavior and peer norms and characteristics. In assessing the possibility of a linkage…

Developing android-based science instructional media to improve scientific literacy of junior high school students

NASA Astrophysics Data System (ADS)

Farida, I. I.; Jumadi; Wilujeng; Senam

2018-04-01

The aims of this study are: to develop android-based science instructional media and to reveal the characteristic, the quality, and the effectiveness of android-based science instructional media with global warming topic to increase junior high school students’ scientific literacy. This study is a development research. The instructional media were reviewed by a media expert, a material expert, science teachers, peer reviewers, and students. The data was collected using media evaluation questionnaires. The results of the study showed that: (1) the android-based science instructional media has characteristics including interesting visualization, easy to use, flexible, and practical, (2) the android-based science instructional media was appropriate for teaching, in terms of material evaluation aspects, media evaluation aspects, and based on student test results, and (3) the android-based science instructional media can effectively used for teaching.

Foods and beverages offered in US public secondary schools through the National School Lunch Program from 2011-2013: Early evidence of improved nutrition and reduced disparities.

PubMed

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

2015-09-01

To present data on trends in foods and beverages offered through the National School Lunch Program (NSLP) in public middle and high schools in the years immediately preceding and following implementation of new NSLP standards. From 2011 to 2013, primary data collection through the annual Youth, Education, and Society study involved use of mailed questionnaires to obtain data on NSLP meals from schools attended by nationally representative samples of US 8(th), 10(th), and 12(th) grade students (N=792 middle schools and 751 high schools). Each school was weighted to represent the percentage of target grade students enrolled, thus allowing analyses examining changes over time in the percentage of students enrolled in (attending) schools with specified NSLP measure outcomes, as well as disparities in NSLP measures based on school characteristics. Significantly more US secondary students attended schools with specified NSLP measures in 2013 than in 2011; increases were observed at both middle and high school levels. Increase rates for some NSLP measures were moderated by school characteristics; where this was the case, moderating associations decreased prior NSLP nutrition environment disparities that were especially evident in smaller schools and schools with higher percentages of minority students. Meaningful improvements have been made in the nutritional content of NSLP meals offered to US secondary students; these improvements have reduced prior NSLP meal disparities associated with school characteristics. Schools will need continued help with implementation and compliance monitoring in order to have the best opportunity to improve the nutrition environments for US students. Copyright © 2015 Elsevier Inc. All rights reserved.

A School-Based Multilevel Study of Adolescent Suicide Ideation in California High Schools.

PubMed

Benbenishty, Rami; Astor, Ron Avi; Roziner, Ilan

2018-05-01

To assess the between-school variation in suicide ideation and to estimate the contribution of school-level attributes, student-level characteristics, and 2 cross-level interactions (school by student) to student suicide ideation. A secondary analysis of the California Healthy Kids Survey in 2 large and representative samples of California high schools and students: 2009-2011 and 2011-2013. This is a population sample of all public high school students (grades 9 and 11) in California. Analyses were first conducted on surveys administered in the 2011-2013 academic years to 790 schools with 345 203 students and replicated on surveys administered in 2009-2011 to 860 schools with 406 313 students. School-level suicide ideation rates ranged between 4% and 67%, with a median of 19.3% and mean of 20.0% (SD, 5.7%). Student suicide ideation was explained by student-level characteristics (R 2  = .20) and to a larger extent by school-level attributes (R 2  = .55). Student-level characteristics predictive of suicide ideation included, sex, ethnic and racial affiliation, victimization, and perceptions of school climate. In both samples, school size and average level of academic achievement were not associated with rates of school suicide ideation. Schools with a larger number of girls and higher levels of victimization had higher rates of suicide ideation in both samples. The hypotheses regarding cross-level interactions were not confirmed. Differences among schools in student suicide ideation are meaningful. The findings suggest an emphasis on the role of schools in prevention programs, public health campaigns to reduce suicide, multilevel research, and theory development. Copyright © 2017 Elsevier Inc. All rights reserved.

Practice-Based Research Networks, Part II: A Descriptive Analysis of the Athletic Training Practice-Based Research Network in the Secondary School Setting

PubMed Central

McLeod, Tamara C. Valovich; Lam, Kenneth C.; Bay, R. Curtis; Sauers, Eric L.; Valier, Alison R. Snyder

2012-01-01

Context Analysis of health care service models requires the collection and evaluation of basic practice characterization data. Practice-based research networks (PBRNs) provide a framework for gathering data useful in characterizing clinical practice. Objective To describe preliminary secondary school setting practice data from the Athletic Training Practice-Based Research Network (AT-PBRN). Design Descriptive study. Setting Secondary school athletic training facilities within the AT-PBRN. Patients or Other Participants Clinicians (n = 22) and their patients (n = 2523) from the AT-PBRN. Main Outcome Measure(s) A Web-based survey was used to obtain data on clinical practice site and clinician characteristics. Patient and practice characteristics were obtained via deidentified electronic medical record data collected between September 1, 2009, and April 1, 2011. Descriptive data regarding the clinician and CPS practice characteristics are reported as percentages and frequencies. Descriptive analysis of patient encounters and practice characteristic data was performed, with the percentages and frequencies of the type of injuries recorded at initial evaluation, type of treatment received at initial evaluation, daily treatment, and daily sign-in procedures. Results The AT-PBRN had secondary school sites in 7 states, and most athletic trainers at those sites (78.2%) had less than 5 years of experience. The secondary school sites within the AT-PBRN documented 2523 patients treated across 3140 encounters. Patients most frequently sought care for a current injury (61.3%), followed by preventive services (24.0%), and new injuries (14.7%). The most common diagnoses were ankle sprain/strain (17.9%), hip sprain/strain (12.5%), concussion (12.0%), and knee pain (2.5%). The most frequent procedures were athletic trainer evaluation (53.9%), hot- or cold-pack application (26.0%), strapping (10.3%), and therapeutic exercise (5.7%). The median number of treatments per injury was 3 (interquartile range = 2, 4; range = 2–19). Conclusions These preliminary data describe services provided by clinicians within the AT-PBRN and demonstrate the usefulness of the PBRN model for obtaining such data. PMID:23068594

Prevalence and Characteristics of School Services for High School Students with Attention-Deficit/Hyperactivity Disorder

PubMed Central

Murray, Desiree W.; Molina, Brooke S.G.; Glew, Kelly; Houck, Patricia; Greiner, Andrew; Fong, Dalea; Swanson, James; Arnold, L. Eugene; Lerner, Marc; Hechtman, Lily; Abikoff, Howard B.; Jensen, Peter S.

2014-01-01

This study examines the prevalence and characteristics of services reported by school staff for 543 high school students participating in the 8 year follow-up of the multi-site Multimodal Treatment study of ADHD (MTA). Overall, 51.6% of students with a history of attention-deficit/hyperactivity disorder (ADHD) were receiving services through an Individualized Educational Plan (IEP) or a 504 plan, a rate higher than expected for this age group. Less than 5% of these had 504 plans; 35.5% attended special education classes. Very few services (except tutoring) were provided outside of an IEP or 504 plan. Almost all students with services received some type of academic intervention, whereas only half received any behavioral support or learning strategy. Less than one-fourth of interventions appear to be evidence-based. Students receiving services showed greater academic and behavioral needs than those not receiving services. Services varied based upon type of school, with the greatest number of interventions provided to students attending schools that only serve those with disabilities. Original MTA treatment randomization was unrelated to services, but cumulative stimulant medication and greater severity predicted more service receipt. Results highlight a need for accommodations with greater evidence of efficacy and for increased services for students who develop academic difficulties in high school. PMID:25506403

Yoga in school settings: a research review.

PubMed

Khalsa, Sat Bir S; Butzer, Bethany

2016-06-01

Research on the efficacy of yoga for improving mental, emotional, physical, and behavioral health characteristics in school settings is a recent but growing field of inquiry. This systematic review of research on school-based yoga interventions published in peer-reviewed journals offers a bibliometric analysis that identified 47 publications. The studies from these publications have been conducted primarily in the United States (n = 30) and India (n = 15) since 2005, with the majority of studies (n = 41) conducted from 2010 onward. About half of the publications were of studies at elementary schools; most (85%) were conducted within the school curriculum, and most (62%) also implemented a formal school-based yoga program. There was a high degree of variability in yoga intervention characteristics, including overall duration, and the number and duration of sessions. Most of these published research trials are preliminary in nature, with numerous study design limitations, including limited sample sizes (median = 74; range = 20-660) and relatively weak research designs (57% randomized controlled trials, 19% uncontrolled trials), as would be expected in an infant research field. Nevertheless, these publications suggest that yoga in the school setting is a viable and potentially efficacious strategy for improving child and adolescent health and therefore worthy of continued research. © 2016 New York Academy of Sciences.

Prevalence and Characteristics of School Services for High School Students with Attention-Deficit/Hyperactivity Disorder.

PubMed

Murray, Desiree W; Molina, Brooke S G; Glew, Kelly; Houck, Patricia; Greiner, Andrew; Fong, Dalea; Swanson, James; Arnold, L Eugene; Lerner, Marc; Hechtman, Lily; Abikoff, Howard B; Jensen, Peter S

2014-12-01

This study examines the prevalence and characteristics of services reported by school staff for 543 high school students participating in the 8 year follow-up of the multi-site Multimodal Treatment study of ADHD (MTA). Overall, 51.6% of students with a history of attention-deficit/hyperactivity disorder (ADHD) were receiving services through an Individualized Educational Plan (IEP) or a 504 plan, a rate higher than expected for this age group. Less than 5% of these had 504 plans; 35.5% attended special education classes. Very few services (except tutoring) were provided outside of an IEP or 504 plan. Almost all students with services received some type of academic intervention, whereas only half received any behavioral support or learning strategy. Less than one-fourth of interventions appear to be evidence-based. Students receiving services showed greater academic and behavioral needs than those not receiving services. Services varied based upon type of school, with the greatest number of interventions provided to students attending schools that only serve those with disabilities. Original MTA treatment randomization was unrelated to services, but cumulative stimulant medication and greater severity predicted more service receipt. Results highlight a need for accommodations with greater evidence of efficacy and for increased services for students who develop academic difficulties in high school.

School and Teacher Characteristics in Relationship to the Academic Performance of Elementary Schools in South Carolina

ERIC Educational Resources Information Center

Ray, Rhonda D.

2013-01-01

This correlation research study examined school and teacher characteristics in relationship to the academic performance of students in elementary schools in South Carolina. The school characteristics examined in this study were school size, poverty, minority level, and student teacher ratio. The teacher characteristics examined in this study were…

Toward an Institutional-Contingency View of School Organization.

ERIC Educational Resources Information Center

Talbert, Joan E.

Based on an institutional-contingency view, this study focuses on ways in which public and private school sectors in six San Francisco area counties embody different organizational logistics and authority principles, including rational-legal, traditional, and local-market. Results suggest that, among other characteristics, nonreligious private…

School-based programs to reduce sexual risk behaviors: a review of effectiveness.

PubMed Central

Kirby, D; Short, L; Collins, J; Rugg, D; Kolbe, L; Howard, M; Miller, B; Sonenstein, F; Zabin, L S

1994-01-01

This review was undertaken in recognition of the mounting public health and social problems associated with adolescent sexual behavior and the importance of basing school-affiliated programs designed to reduce sexual risk-taking behavior on sound research. The authors were commissioned by the Division of Adolescent and School Health within the Centers for Disease Control and Prevention, Public Health Service, to review carefully the research on these programs and to assess their impact on behavior. The authors identified 23 studies of school-based programs that were published in professional journals and measured program impact on behavior. They then summarized the results of those studies, identifying the distinguishing characteristics of effective programs, and citing important research questions to be addressed in the future. Not all sex and AIDS education programs had significant effects on adolescent sexual risk-taking behavior, but specific programs did delay the initiation of intercourse, reduce the frequency of intercourse, reduce the number of sexual partners, or increase the use of condoms or other contraceptives. These effective programs have the potential to reduce exposure to unintended pregnancy and sexually transmitted disease, including HIV infection. These programs should be replicated widely in U.S. schools. Additional research is needed to improve the effectiveness of programs and to clarify the most important characteristics of effective programs. PMID:8190857

Characteristics of Teacher Training in School-Based Physical Education Interventions to Improve Fundamental Movement Skills and/or Physical Activity: A Systematic Review.

PubMed

Lander, Natalie; Eather, Narelle; Morgan, Philip J; Salmon, Jo; Barnett, Lisa M

2017-01-01

Fundamental movement skill (FMS) competence is positively associated with physical activity (PA). However, levels of both FMS and PA are lower than expected. Current reviews of interventions to improve FMS and PA have shown that many school-based programs have achieved positive outcomes, yet the maintenance of these interventions is variable. Teachers play a central role in the success and longevity of school-based interventions. Despite the importance of teacher engagement, research into the nature and quality of teacher training in school-based PA and FMS interventions has received little attention. The aim of this systematic review was to investigate the type and quantity of teacher training in school-based physical education PA and/or FMS interventions, and to identify what role teacher training had on the intervention outcome. A systematic search of eight electronic databases was conducted. Publication date restrictions were not implemented in any database, and the last search was performed on 1 March 2015. School physical education-based interventions facilitated by a school teacher, and that included a quantitative assessment of FMS competence and/or PA levels were included in the review. The search identified 39 articles. Eleven of the studies measured FMS, 25 studies measured PA and three measured both FMS and PA. Nine of the studies did not report on any aspect of the teacher training conducted. Of the 30 studies that reported on teacher training, 25 reported statistically significant intervention results for FMS and/or PA. It appears that teacher training programs: are ≥ 1 day; provide comprehensive subject and pedagogy content; are framed by a theory or model; provide follow-up or ongoing support; and measure teacher satisfaction of the training, are more effective at improving student outcomes in FMS and/or PA. However, the provision of information regarding the characteristics of the teacher training was largely inadequate. Therefore, it was difficult to ascertain which teacher training characteristics were most important in relation to intervention effectiveness. It is clear that whilst teachers are capable of making substantial improvements in student outcomes in PA and FMS, the findings of this review suggest the teacher training component of school-based PA and/or FMS interventions is not only under-reported but is under-studied, and, perhaps as a result, the value of teacher training is not widely understood. What remains unclear, due to poor reporting, is what role teacher training is having on these outcomes.

The impact of a national poverty reduction program on the characteristics of sex partners among Kenyan adolescents.

PubMed

Rosenberg, Molly; Pettifor, Audrey; Thirumurthy, Harsha; Halpern, Carolyn Tucker; Handa, Sudhanshu

2014-02-01

Cash transfer programs have the potential to prevent the spread of HIV, particularly among adolescents. One mechanism through which these programs may work is by influencing the characteristics of the people adolescents choose as sex partners. We examined the four-year impact of a Kenyan cash transfer program on partner age, partner enrollment in school, and transactional sex-based relationships among 684 adolescents. We found no significant impact of the program on partner characteristics overall, though estimates varied widely by gender, age, schooling, and economic status. Results highlight the importance of context in exploring the potential HIV preventive effects of cash transfers.

Working Paper 5: American High Schools; Some Organizational Characteristics and Factors Related to Teacher Satisfaction, Counselor Satisfaction, and the Quality of Counseling Programs. Interim Report.

ERIC Educational Resources Information Center

Johnston, Lloyd D.; And Others

This working paper is the fifth in a series on Youth in Transition. Included are four papers plus comments on these papers. The findings are based on information gathered from approximately 2,000 high school teachers and 300 counselors. The teachers' and counselors' perceptions of the way our high schools are run and the impact of those schools on…

A Quantitative Examination of the Educational Technology Characteristics of Ohio Schools and Their Blue Ribbon Status

ERIC Educational Resources Information Center

Goon, Dean A.

2012-01-01

The purpose of this study was to analyze data from Ohio schools and the frequency of use of educational technology, a teacher's comfort level using technology, and a teacher's beliefs about the effect of educational technology on teaching and learning based upon the school's Blue Ribbon award status. The study used an ex-post facto, quantitative…

The Effects of a School-Based Nutrition Intervention on Fruit and Vegetable Preferences, Self-Efficacy, and Consumption among Low-Income, Hispanic and White Middle-School Students

ERIC Educational Resources Information Center

McCarthy, Erin; Wolff, Cindy; Bianco-Simeral, Stephanie; Crozier, Joseph; Goto, Keiko

2012-01-01

Purpose/Objectives: This study examined the effect of the Harvest of the Month (HOTM) nutrition education intervention program on middle-school students' fruit and vegetable preferences, self-efficacy and attitudes, and self-reported consumption. Perceptions of socio-environmental factors and demographic characteristics were also compared to…

The Empowering Schools Project: Identifying the Classroom and School Characteristics That Lead to Student Empowerment

ERIC Educational Resources Information Center

Kirk, Chris Michael; Lewis, Rhonda K.; Brown, Kyrah; Karibo, Brittany; Scott, Angela; Park, Elle

2017-01-01

In an education system marred by inequity, urban schools in the United States are faced with the challenge of helping students from marginalized groups succeed. While many strategies have been tried, most are built on deficit-based models that blame students and teachers for a lack of achievement and ignore the role of power within the school…

An Investigation of High School Seniors' Assertiveness Levels Based on Their Demographic Characteristics

ERIC Educational Resources Information Center

Çam, Ibrahim

2015-01-01

High school students who are in the development age or in the last class and have chance to win the university exams or disposal stage of the business life must also have a high level of assertiveness. In this context, the purpose of this research is to compare the assertiveness levels of high school seniors. The study group consists of 312 high…

Effects of Teacher Professional Characteristics on Student Achievement: An Investigation in Blended Learning Environment with Standards-Based Curriculum

ERIC Educational Resources Information Center

Çakir, Hasan; Bichelmeyer, Barbara A.

2016-01-01

Use of different teaching materials and curriculum for the same subjects is always a confounding factor in studies investigating teacher characteristics and student achievement. The purpose of this study is to understand the effects of different teacher qualities on student achievement in high schools with a standards-based curriculum delivered…

Association Between the Built Environment in School Neighborhoods With Physical Activity Among New York City Children, 2012

PubMed Central

Gray, Heewon Lee; Quinn, James; Rundle, Andrew G.; Contento, Isobel R.; Koch, Pamela A.

2016-01-01

Introduction The benefits of physical activity for health and well-being are well established, yet built environment characteristics in the school neighborhood may constrain students’ ability to engage in physical activity and contribute to the considerable variation in physical activity among students at different schools. Methods Baseline data from the Food, Health and Choices obesity prevention trial were used to create multilevel linear models of the relationship between fifth-grade students’ (n = 952) physical activity and related psychosocial factors and characteristics of the built environment of the school’s neighborhood (park access, public transportation density, total crime, and walkability), controlling for age and body mass index z scores. Results Total crime was inversely associated with boys’ light physical activity duration (β = −0.189; P = .02) and behavioral intention for physical activity (β = −0.178; P = .03). Boys’ habit strength for physical activity was positively associated with public transportation density (β = 0.375; P = .02) and negatively associated with total crime (β = −0.216; P = .01), explaining 67% of between-school variation. Girls’ frequency of light physical activity was positively associated with park access (β = 0.188; P = .04). Built environment characteristics explained 97% of the between-school variation in girls’ self-efficacy in walking for exercise. Conclusions Characteristics of the built environment surrounding schools were associated with and explain between-school variation in students’ physical activity and several theory-based psychosocial factors. Partnerships between public health practitioners, policy makers, and school administrators may be warranted to shape the school neighborhood, specifically to decrease crime rates and increase park access, to encourage physical activity in youth. PMID:27536902

A multi-level examination of school programs, policies and resources associated with physical activity among elementary school youth in the PLAY-ON study

PubMed Central

2010-01-01

Background Given the decline in physical activity (PA) levels among youth populations it is vital to understand the factors that are associated with PA in order to inform the development of new prevention programs. Many studies have examined individual characteristics associated with PA among youth yet few have studied the relationship between the school environment and PA despite knowing that there is variability in student PA levels across schools. Methods Using multi-level logistic regression analyses we explored the school- and student-level characteristics associated with PA using data from 2,379 grade 5 to 8 students attending 30 elementary schools in Ontario, Canada as part of the PLAY-Ontario study. Results Findings indicate that there was significant between-school random variation for being moderately and highly active; school-level differences accounted for 4.8% of the variability in the odds of being moderately active and 7.3% of the variability in the odds of being highly active. Students were more likely to be moderately active if they attended a school that used PA as a reward and not as discipline, and students were more likely to be highly active if they attended a school with established community partnerships. Important student characteristics included screen time sedentary behaviour, participating in team sports, and having active friends. Conclusion Future research should evaluate if the optimal population level impact for school-based PA promotion programming might be achieved most economically if intervention selectively targeted the schools that are putting students at the greatest risk for inactivity. PMID:20181010

The contribution of school environmental factors to individual and school variation in disordered weight control behaviors in a statewide sample of middle schools.

PubMed

Austin, S Bryn; Richmond, Tracy K; Spadano-Gasbarro, Jennifer; Greaney, Mary L; Blood, Emily A; Walls, Courtney; Wang, Monica L; Mezgebu, Solomon; Osganian, Stavroula K; Peterson, Karen E

2013-01-01

We investigated the contribution of school environmental factors to individual and school variation in disordered weight control behaviors (DWCB). Analyses were based on self-report data gathered from 18,567 middle-school students in 2005 and publicly available data on school characteristics. We observed large differences across schools in percent of students engaging in DWCB in the past month, ranging from less than 1% of the student body to 12%. School-neighborhood poverty was associated with higher odds of DWCB in boys. Preventive strategies need to account for wide variability across schools and environmental factors that may contribute to DWCB in early adolescence.

Study Protocol of MINI SALTEN: a technology-based multi-component intervention in the school environment targeting healthy habits of first grade children and their parents.

PubMed

Kovalskys, Irina; Rausch Herscovici, Cecile; Indart Rougier, Paula; De Gregorio, María José; Zonis, Luciana; Orellana, Liliana

2017-05-06

MINI SALTEN is a program developed to increase moderate to vigorous physical activity (PA) and improve eating habits at home and school in first grade children. It aims to assess the effects of a technology family-based and PA school-based intervention. The purpose of this manuscript is to describe the protocol design and the MINISALTEN intervention. This is cluster-randomized controlled trial designed to run from July 2015 to November 2016 in 12 public schools of the city of Buenos Aires, matched for socio-demographic characteristics. The intervention is based on two main components: (a) "active breaks" (AB): implemented during school breaks by a PA instructor; (b) "virtual" (V): web-based contents delivered to the families via a multiplatform application. Using a computer generated random sequence participants are allocated to one of four intervention conditions: (AB), (V), (AB + V), and control (C). Outcomes are measured at baseline and 12 months post intervention, and will include data collected from the child and her/his mother/father or guardian. Primary outcome measures are: PA and sedentary behaviour (measured with accelerometers). Secondary outcome measures related are: percentage of kilocalories (kcal) from added sugars, and from total and saturated fats; grams of fruits and vegetables; and number of snacks and kcal coming from their added sugars and total and saturated fats. Family socio-economic level, home environment, and school environment will also be assessed. Statistical analysis is on an intention-to-treat principle. Baseline characteristics are described using summary measures and mixed models (with school as random effect). The effect of the two interventions will be estimated using a generalized mixed linear model with link and distribution selected according to the type of outcome. Included random effects are: child (or mother/father or guardian) accounting for repeated measures; school accounting for cluster induced by school. The most parsimonious model for each outcome will be reported. The False Discovery Rate criterion will be used to correct for multiple testing in non-planned analyses. It is a pioneer assessment of the impact of a technology-based virtual intervention and a school-based PA program, designed to prevent obesity, and involving the parents at public schools of Buenos Aires. Current Controlled Trials ISRCTN58093412 . Registered March 14th, 2016 (retrospectively registered).

Program Intensity and Service Delivery Models in the Schools: SLP Survey Results

ERIC Educational Resources Information Center

Brandel, Jayne; Loeb, Diane Frome

2011-01-01

Purpose: School-based speech-language pathologists (SLPs) routinely work with team members to make recommendations regarding an intervention program's intensity and method of service delivery for children with speech and language impairments. In this study, student, SLP, and workplace characteristics that may influence SLPs' recommendations were…

Conceptual Connections in Teaching of Technical Education and Physics

ERIC Educational Resources Information Center

Antonijevic, Radovan

2006-01-01

This paper considers the main characteristics of contents' connections between technical education and physics curricula, in the sixth, seventh and eighth grade of the Serbian primary school. The undertaken logical and didactic analyses of interconnectedness between contents structure of the two school subjects are based upon comparisons which…

The Promise of a College Scholarship Transforms a District

ERIC Educational Resources Information Center

Ritter, Gary W.; Ash, Jennifer

2016-01-01

Promise programs are place-based scholarships, generally tied to a city or school district, offering near-universal access to all living in the "place." While Promise programs share some characteristics with other scholarship programs, they're unique because they seek to change communities and schools. Underlying such promise programs is…

School Readiness and Later Achievement: A French Canadian Replication and Extension

ERIC Educational Resources Information Center

Pagani, Linda S.; Fitzpatrick, Caroline; Archambault, Isabelle; Janosz, Michel

2010-01-01

We first replicated the data analytic strategy used in Duncan et al. (2007) with a population-based data set of French-speaking children from Quebec (Canada). Prospective associations were examined between cognitive, attention, and socioemotional characteristics underlying kindergarten school readiness and second grade math, reading, and general…

Understanding Qualities of Positive Relationship Dynamics between Adolescent Parents and Their School-Based Counselors

ERIC Educational Resources Information Center

Slater, Holli M.; Mitschke, Diane B.; Douthit, Paul

2011-01-01

This study used phenomenological methods to explore the experience of pregnant and parenting adolescents in a positive therapeutic relationship with a school counselor. Themes that emerged from semistructured interviews conducted with 36 adolescents in a teen parenting program identified relationship characteristics that strengthen the bond…

Factors Associated with Intentions to Engage in Vaginal Intercourse among Sexually Abstinent Missouri High School Freshmen

ERIC Educational Resources Information Center

Watts, Timothy; Wilson, Kelly L.; McNeill, Elisa B.; Rosen, Brittany L.; Moore, Nancy Daley; Smith, Matthew L.

2016-01-01

Background: We examine personal characteristics, alcohol consumption, normative beliefs, household factors, and extracurricular engagement associated with intentions to have intercourse before marriage among abstinent students. Methods: Data were analyzed from 245 freshmen enrolled in a school-based abstinence-only-until-marriage program. Two…

Changing How and What Children Learn in School with Computer-based Technologies.

ERIC Educational Resources Information Center

Roschelle, Jeremy M.; Pea, Roy D.; Hoadley, Christopher M.; Gordin, Douglas N.; Means, Barbara

2000-01-01

Explores how computer technology can help improve how and what children learn in school. Highlights several ways technology can enhance how children learn by supporting four fundamental characteristics of learning (active engagement, group participation, frequent interaction and feedback, and connections to real-world contexts). Additional…

The learning continuum of ecology based on teachers' opinion about student's level of competence and specific pedagogical learning material

NASA Astrophysics Data System (ADS)

Pramesti, Indah Cahaya; Subali, Bambang

2017-08-01

This study aims at designing learning continuum for developing a curriculum based on teachers' opinion about student's level of competence and specific pedagogical learning material on ecological aspect targeted for students of Primary and Secondary Education. This research is a descriptive research using survey methods. The researchers conducted a census by distributing questionnaires that had been validated from the aspects of construct validity and experts judgements to 147 natural science teachers at junior high school and 134 Biology teachers at senior high school as a population throughout 4 regencies and 1 city in Yogyakarta Special Region.. Data analysis techniques used descriptive analysis. In conclusion, teacher's opinion is influenced by curriculum that exist today. According to the opinions of Natural Science teachers at Junior High School, most of the ecological aspects such as characteristics of biomes, characteristics of ecosystems, characteristics of communities, characteristics of populations, etc. should be taught in grade VII with the level of competence: to understand (C2), while Biology teachers at Senior High School state that the ecological aspect should be taught in class X with the level of competence: to understand (C2), apply (C3) and analyze (C4). Teachers should be a privy in the formulation of the curriculum, so they're not only accept and apply the existing curriculum but also give opinions to improve the curriculum, especially in terms of ecology.

CASPer, an online pre-interview screen for personal/professional characteristics: prediction of national licensure scores.

PubMed

Dore, Kelly L; Reiter, Harold I; Kreuger, Sharyn; Norman, Geoffrey R

2017-05-01

Typically, only a minority of applicants to health professional training are invited to interview. However, pre-interview measures of cognitive skills predict for national licensure scores (Gauer et al. in Med Educ Online 21 2016) and subsequently licensure scores predict for performance in practice (Tamblyn et al. in JAMA 288(23): 3019-3026, 2002; Tamblyn et al. in JAMA 298(9):993-1001, 2007). Assessment of personal and professional characteristics, with the same psychometric rigour of measures of cognitive abilities, are needed upstream in the selection to health profession training programs. To fill that need, Computer-based Assessment for Sampling Personal characteristics (CASPer)-an on-line, video-based screening test-was created. In this paper, we examine the correlation between CASPer and Canadian national licensure examination outcomes in 109 doctors who took CASPer at the time of selection to medical school. Specifically, CASPer scores were correlated against performance on cognitive and 'non-cognitive' subsections of both the Medical Council of Canada Qualifying Examination (MCCQE) Parts I (end of medical school) and Part II (18 months into specialty training). Unlike most national licensure exams, MCCQE has specific subcomponents examining personal/professional qualities, providing a unique opportunity for comparison. The results demonstrated moderate predictive validity of CASPer to national licensure outcomes of personal/professional characteristics three to six years after admission to medical school. These types of disattenuated correlations (r = 0.3-0.5) are not otherwise predicted by traditional screening measures. These data support the ability of a computer-based strategy to screen applicants in a feasible, reliable test, which has now demonstrated predictive validity, lending evidence of its validation for medical school applicant selection.

Exploring the Characteristics of a Current Career Training Program at the United Arab Emirates University: A Study of Current Senior Students and Local Employers

ERIC Educational Resources Information Center

Alhawasin, Mohamed

2010-01-01

Collaborations between universities and businesses continue to be a vital and critical indicator of the transition in learning from school-based learning to work-based learning. Most jobs today require postsecondary education, forcing many high school students to enroll in a higher education institution in order to advance their careers. However,…

Empowering Head Start African American and Latino Families: Promoting Strengths-Based Parenting Characteristics through Child Parent Relationship Training--An Evidence-Based Group Parenting Program

ERIC Educational Resources Information Center

Sheely-Moore, Angela I.; Ceballos, Peggy L.

2011-01-01

With the tendency of low-income African American and Latino children identified at-risk for school readiness and school success compared to their early-childhood counterparts, Head Start personnel are challenged to examine the role of family strengths in the promotion of academic success for these populations. This article provides a rationale for…

Implementation of Biplot Analysis for Mapping Elementary and Junior High Schools in West Sumatra Based on National Examination Results 2016

NASA Astrophysics Data System (ADS)

Amalita, N.; Fitria, D.; Distian, V.

2018-04-01

National examination is an assessment of learning outcomes that aims to assess the achievement of graduate competence nationally. The result of the national examination is used as a mapping of educational issues in order to arrange the national education policy. Therefore the results of National Examination are used, also, as a reference for the admission of new students to continue their education to a higher level. The results of National Examination in West Sumatra in 2016 decreased from the previous year, both elementary schools (SD) and Junior High School level (SMP). This paper aims to determine the characteristics of the National Examination results in each regency / city in West Sumatra for elementary and junior levels by using Bi-plot analysis. The result of Bi-plot Analysis provides the information that the results of the National Examination of Regency / City in West Sumatra Province are quite diverse. At Junior High School level there are 9 of Regencies / Cities which have similar characteristics. English subjects are the greatest diversity among all of subjects. The calculation results of the correlation of each variable in junior high school level are positively correlated. The variables with positive correlation are mathematics that correlates with English. Based on the mark of National Examination for elementary school level in West Sumatra, there are 8 Regencies / Cities have similar characteristics. The correlations of each variable at the elementary level are positively correlated. The variables that have positive correlation are Sciences (IPA) with Language.

Associations Between Peer Harassment and School Risk and Protection Profiles.

PubMed

Gloppen, Kari M; Gower, Amy L; McMorris, Barbara J; Eisenberg, Marla E

2017-11-01

Peer harassment can have serious implications for students' success and well-being, and prevention programs need to consider the school context. This study aimed to: (1) identify groups of similar schools based on their risk and protective factors and demographic characteristics and (2) examine associations between school profiles and students' bullying involvement. Data came from 505 schools and 122,106 students who completed the 2013 Minnesota Student Survey. School-level risk and protective factors and demographic characteristics were included in a latent profile analysis (LPA) to identify profiles of schools. Multilevel logistic regression was used to assess associations between school profiles and peer harassment. Six qualitatively different school profiles were identified. Unadjusted models showed that schools with higher levels of risk had greater odds of peer harassment. However, after controlling for student-level risk and protection, regardless of school-level risk, students in metro-area schools with a more diverse student body reported lower odds of bullying involvement. These findings highlight the importance of the social environment into peer harassment. In addition to addressing student-level risk and protection, larger community factors and norms also need to be taken into account for developing, selecting, and implementing the most effective approaches to bullying prevention. © 2017, American School Health Association.

An Analysis of the Organizational Characteristics of the Minnesota Educational Effectiveness Program. The Minnesota Educational Effectiveness Program Research and Development Project.

ERIC Educational Resources Information Center

Saint Cloud State Univ., MN.

The Minnesota Educational Effectiveness Program (MEEP) was authorized by legislative act in 1983 and has been operational since 1984. MEEP is a school-based education improvement process. As of January 1991, MEEP serves 593 schools, representing 244, or 54 percent, of the 430 school districts in Minnesota. The design of the MEEP process is based…

Food Availability in School Stores in Seoul, South Korea After Implementation of Food- and Nutrient-Based Policies.

PubMed

Choi, Seul Ki; Frongillo, Edward A; Blake, Christine E; Thrasher, James F

2017-07-01

To improve school store food environments, the South Korean government implemented 2 policies restricting unhealthy food sales in school stores. A food-based policy enacted in 2007 restricts specific food sales (soft drinks); and a nutrient-based policy enacted in 2009 restricts energy-dense and nutrient-poor (EDNP) food sales. The purpose of the study was to assess how the 2 policies have changed the school store food environment. Foods sold in school stores in Seoul, South Korea were observed before (2006, 15 stores) and after (2013, 12 stores) implementation of the school store policies. Food availability in school stores in 2006 and 2013 was compared and EDNP food availability in 2013 was examined. When controlling the total number of foods sold in school stores and school characteristics, the mean number of soft drinks sold in a school store in 2013 (0.3 items) was significantly lower than in 2006 (1.9 items, p = .032). Soft drinks were still available in 50% of school stores observed in 2013, with all school stores selling EDNP foods in 2013. South Korean policies have had a modest influence on availability of unhealthy school store foods. Alternative strategies to improve school store food environments are needed. © 2017, American School Health Association.

Physical Activity and Screen-based Activity in Healthy Development of School-aged Children.

PubMed

Hamřík, Zdeněk; Bobáková, Daniela; Kalman, Michal; Veselská, Zuzana Dankulincová; Klein, Daniel; Gecková, Andrea Madarasová

2015-11-01

Physical and screen-based activity in adolescents plays a crucial role in future health outcomes. Therefore, the aim of the study was to examine the associations of physical activity and screen-based activity with behavioural and psychosocial characteristics of school-aged children. Data on 11, 13 and 15 years old elementary school pupils (N=9,014; mean age=13.59) who participated in the cross-sectional Health Behaviour in School-aged Children 2009/2010 study in the Czech Republic and the Slovak Republic were analyzed. The associations of vigorous physical activity and screen-based activity with substance use, violent behaviour, eating habits and school-related outcomes adjusted for age were explored using logistic regression. Vigorous physical activity was positively associated with some of the health-related behaviours (smoking, breakfast consumption, vegetable and fruit consumption) and school related outcomes (perceived school achievement and school pressure), with gender and country based differences. Screen-based activity was significantly associated with all examined health-related behaviours and school related outcomes with only some country and gender based differences. Vigorous physical activity is positively associated with healthy development of adolescents. Screen-based behaviour shows an inverse relationship with adolescents' healthy development, especially in the group of 11 and 13 years old children. Supporting physical activity conducive environments might lead to a reduction in screen-based behaviour in adolescents and should be highlighted in health-promoting strategies. Copyright© by the National Institute of Public Health, Prague 2015.

Women's decision-making autonomy and children's schooling in rural Mozambique.

PubMed

Luz, Luciana; Agadjanian, Victor

2015-03-24

Women's decision-making autonomy in developing settings has been shown to improve child survival and health outcomes. However, little research has addressed possible connections between women's autonomy and children's schooling. To examine the relationship between rural women's decision-making autonomy and enrollment status of primary school-age children living in their households and how this relationship differs by child's gender. The analysis uses data from a 2009 survey of rural households in four districts of Gaza province in southern Mozambique. Multilevel logistic models predict the probability of being in school for children between 6 and 14 years old. The results show a positive association of women's decision-making autonomy with the probability of being enrolled in primary school for daughters, but not for sons. The effect of women's autonomy is net of other women's characteristics typically associated with enrollment and does not mediate the effects of those characteristics. Based on the results, we argue that women with higher levels of decision-making autonomy may have a stronger preference for daughters' schooling and may have a greater say in making and implementing decisions regarding daughters' education, compared to women with lower autonomy levels. Results also illustrate a need for considering a broader set of autonomy-related characteristics when examining the effects of women's status on children's educational outcomes.

Chinese school teachers' organizational citizenship behavior (OCB): Predictors and outcomes.

PubMed

Li, Xia

2013-08-01

Teacher's organizational citizenship behavior (OCB) is a multifaceted construct that is critical to school effectiveness and to the education enterprise. Four hundred ninety-three teachers in eight different cities on the Chinese mainland were surveyed using the OCB scale developed by Bo Shiuan Cheng, a Taiwanese scholar. The antecedent and outcome variables of OCB were examined in this study. The results showed that the teachers' attitudinal characteristics of career satisfaction and career commitment, and the dispositional characteristic of locus of control, influenced teachers' OCB. In addition, teachers' OCB influenced their work performance as well as their career and organizational turnover intention. The implications of this study suggest a base of knowledge from which school administrators could enhance their school's organizational function and retain teachers. © 2013 The Institute of Psychology, Chinese Academy of Sciences and Wiley Publishing Asia Pty Ltd.

What Research Tells Us: Common Characteristics of Professional Learning that Leads to Student Achievement

ERIC Educational Resources Information Center

Blank, Rolf K.

2013-01-01

Today's education policy places a high priority on improving teacher quality and teaching effectiveness in U.S. schools. Standards-based professional learning requires teachers to have deep subject knowledge and the most effective pedagogy for teaching the subject. States and school districts are charged with establishing teacher professional…

Self Assessment Guidelines for Administrators of High School Cooperative Work Experience Programs.

ERIC Educational Resources Information Center

National Child Labor Committee, New York, NY.

A self-assessment questionnaire is presented in this document for use by high school administrators collecting information on which to base recommendations and plans for improving the effectiveness of cooperative work experience (CWE) programs. A format for assessment in each of the following areas is given: characteristics of students, staff, and…

Principal Self-Efficacy, Teacher Perceptions of Principal Performance, and Teacher Job Satisfaction

ERIC Educational Resources Information Center

Evans, Molly Lynn

2016-01-01

In public schools, the principal's role is of paramount importance in influencing teachers to excel and to keep their job satisfaction high. The self-efficacy of leaders is an important characteristic of leadership, but this issue has not been extensively explored in school principals. Using internet-based questionnaires, this study obtained…

Women Leaders in High-Poverty Community Schools: Work-Related Stress and Family Impact

ERIC Educational Resources Information Center

Lawson, Jennifer E.

2008-01-01

This qualitative study explores the experiences of women administrators in high-poverty community schools, investigating four women's perspectives on work demands and the impact on their families. Their work demands are related to the characteristics of impoverished communities, whereas their work resources are based on intrinsic rewards and…

Changes in the Composition of the Health Professions Applicant Pool: 1977-1987.

ERIC Educational Resources Information Center

Health Resources and Services Administration (DHHS/PHS), Rockville, MD. Bureau of Health Professions.

The report synthesizes and summarizes trends in the numbers and characteristics of persons who have applied to selected health professions schools (i.e., allopathic medicine, osteopathic medicine, dentistry, and veterinary medicine) from 1977 to 1987. It is based primarily on data made available by the professional associations of the schools and…

The Effect of Shared Decision-Making on the Improvement in Teachers' Job Development

ERIC Educational Resources Information Center

Chi Keung, Cheng

2008-01-01

Background: Teacher Participation in decision-making is one of the recommendations of school-based management and one of the key characteristics of an effective school. Although teacher participation in decision making is claimed to be correlated with their affective outcome, few researchers have been attempted to verify the predictive…

Use of Existing Data Bases in a Large Scale Correlational/Regression Study. for Period January 1977-January 1978.

ERIC Educational Resources Information Center

Greene, Jennifer C.; Kellogg, Theodore

Statewide assessment data available from two school years, two grade levels, and five sources (achievement tests; student, principal, and teacher questionnaires; and principal interviews), were aggregated to more closely investigate the relationship between student/school characteristics and student achievement. To organize this large number of…

Typologies for Effectiveness: Characteristics of Effective Teachers in Urban Learning Environments

ERIC Educational Resources Information Center

Robinson, Derrick; Lewis, Chance W.

2017-01-01

Despite increasing diversity in U.S. schools, the topic of teacher effectiveness remains to be dominated by a universal narrative. This study applies critical theory, critical race theory, and culturally responsive pedagogy to position teacher effectiveness as contextual to urban schools and relational to the asset-based view of the learner. This…

Students' approaches to medical school choice: relationship with students' characteristics and motivation.

PubMed

Wouters, Anouk; Croiset, Gerda; Schripsema, Nienke R; Cohen-Schotanus, Janke; Spaai, Gerard W G; Hulsman, Robert L; Kusurkar, Rashmi A

2017-06-12

The aim was to examine main reasons for students' medical school choice and their relationship with students' characteristics and motivation during the students' medical study. In this multisite cross-sectional study, all Year-1 and Year-4 students who had participated in a selection procedure in one of the three Dutch medical schools included in the study were invited to complete an online survey comprising personal data, their main reason for medical school choice and standard, validated questionnaires to measure their strength of motivation (Strength of Motivation for Medical School-Revised) and autonomous and controlled type of motivation (Academic Self-regulation Questionnaire). Four hundred seventy-eight students participated. We performed frequency analyses on the reasons for medical school choice and regression analyses and ANCOVAs to study their associations with students' characteristics and motivation during their medical study. Students indicated 'city' (Year-1: 24.7%, n=75 and Year-4: 36.0%, n=52) and 'selection procedure' (Year-1: 56.9%, n=173 and Year-4: 46.9%, n=68) as the main reasons for their medical school choice. The main reasons were associated with gender, age, being a first-generation university student, ethnic background and medical school, and no significant associations were found between the main reasons and the strength and type of motivation during the students' medical study. Most students had based their medical school choice on the selection procedure. If medical schools desire to achieve a good student-curriculum fit and attract a diverse student population aligning the selection procedure with the curriculum and taking into account various students' different approaches is important.

Opposites Detract: Middle School Peer Group Antipathies

PubMed Central

Laursen, Brett; Bukowski, William M.; Nurmi, Jari-Eri; Marion, Donna; Salmela-Aro, Katariina; Kiuru, Noona

2010-01-01

This study examines variability in patterns of peer group antipathy. Same-grade adolescent peer groups were identified from sociometric nominations of preferred affiliates in a community sample of 600 Finnish 9th grade middle school students (M = 15.0 years-old). Hierarchical linear modeling determined characteristics of youth in actor groups (nominators) that predicted antipathy for youth in target groups (nominatees) on the basis of target group characteristics. Most antipathies were based on dissimilarity between groups representing the mainstream culture and groups opposed to it. The higher a peer group's school burnout, the more its members disliked students in peer groups with higher school grades and students in peer groups with higher sports participation. Conversely, the higher a peer group's school grades, the more its members disliked students in peer groups with higher school burnout. Students in peer groups with less problem behavior disliked students in peer groups with more problem behavior. There was some evidence of rivalry within the mainstream culture: The higher a group's school grades, the more its members disliked those in groups whose members participated in sports. PMID:20378125

Exploring the Innovative Personality Characteristics among Teachers

ERIC Educational Resources Information Center

Othman, Nooraini

2016-01-01

The aim of this study is to explore the characteristics of innovative personality among teachers in Malaysia. Samples of the research were randomly selected among secondary school teachers in three districts in Malaysia. Research instrument was self-developed by the researchers based on interviews carried out with some resource persons who are…

Distributed Leadership as Work Redesign: Retrofitting the Job Characteristics Model

ERIC Educational Resources Information Center

Mayrowetz, David; Murphy, Joseph; Louis, Karen Seashore; Smylie, Mark A.

2007-01-01

In this article, we revive work redesign theory, specifically Hackman and Oldham's Job Characteristics Model (JCM), to examine distributed leadership initiatives. Based on our early observations of six schools engaged in distributed leadership reform and a broad review of literature, including empirical tests of work redesign theory, we retrofit…

Crime in Schools and Colleges: A Study of Offenders and Arrestees Reported via National Incident-Based Reporting System Data. The CARD Report: Crime Analysis, Research and Development Unit

ERIC Educational Resources Information Center

Noonan, James H.; Vavra, Malissa C.

2007-01-01

Data from a variety of sources about crime in schools and colleges and characteristics of the people who commit these offenses provide key input in developing theories and operational applications that can help combat crime in this nation's schools, colleges, and universities. Given the myriad of data available, the objective of this study is to…

Transition to school for children with autism spectrum disorder: A systematic review

PubMed Central

Marsh, Annabel; Spagnol, Vanessa; Grove, Rachel; Eapen, Valsamma

2017-01-01

AIM To identify factors that promote a positive start to school for children with autism spectrum disorder (ASD). METHODS Web of Science, MEDLINE, Scopus, and PsychINFO searches were conducted to identify literature published after 1991 and relevant to school transition processes in children with ASD. Twenty studies were deemed eligible for inclusion. These studies evaluated a range of factors including school readiness, parent and teacher perspectives on transition practices, characteristics of children with ASD that are associated with successful transition to school and the impact of school based intervention programs. RESULTS A review of these studies showed that children with ASD are less school ready emotionally than their peers and those children with ASD appear to have more externalising behaviours and self-regulation difficulties that affect their school engagement and their relationships with their teachers. There was a paucity of research looking at interventions targeting school readiness. However, school-based behavioural interventions appear to improve cognitive, language and daily living skills, but have less impact on socialisation and peer inclusion. CONCLUSION Children with ASD face more challenges transitioning to school, particularly with social interaction. Further development and implementation of specific school-based interventions is needed in order to assist children with autism to maximise their success in starting school. PMID:29043156

Head lice predictors and infestation dynamics among primary school children in Norway

PubMed Central

Birkemoe, Tone; Lindstedt, Heidi Heggen; Ottesen, Preben; Soleng, Arnulf; Næss, Øyvind; Rukke, Bjørn Arne

2016-01-01

Background. Health providers need to know which measures to take and children to prioritize in order to decrease costs associated with head lice infestations. Objective. Our aim was to determine the most important predictors for head lice and identify the major drivers of an infestation outbreak in a low-prevalence area. Methods. The study was based on three datasets of head lice prevalence (retrospective, point prevalence and prospective approach) from primary school children (ages 6–12) at 12 schools in Oslo, Norway. The tested predictors were siblings with lice, individual and household characteristics as well as class and school affiliation. Self-reported monthly incidences (prospective approach) of head lice were used to evaluate infestation dynamics. Results. Infested siblings strongly increased the odds of head lice infestation of school children (odds ratio 36, 26 and 7 in the three datasets) whereas having short hair halved the odds. Household characteristics were of minor importance, and class affiliation proved more important than school affiliation. Having head lice in one school term increased the odds of an infestation in the next, but this effect diminished over time. About 97% of all self-reported infestations were noted in two consecutive months or less. Conclusions. With the exception of hair length, we have found that individual and household characteristics are of minor importance to predict head lice infestations in a low-prevalence country and that unnoticed transmissions in school classes and families are likely to be the major driver upon outbreaks. PMID:26511728

Head lice predictors and infestation dynamics among primary school children in Norway.

PubMed

Birkemoe, Tone; Lindstedt, Heidi Heggen; Ottesen, Preben; Soleng, Arnulf; Næss, Øyvind; Rukke, Bjørn Arne

2016-02-01

Health providers need to know which measures to take and children to prioritize in order to decrease costs associated with head lice infestations. Our aim was to determine the most important predictors for head lice and identify the major drivers of an infestation outbreak in a low-prevalence area. The study was based on three datasets of head lice prevalence (retrospective, point prevalence and prospective approach) from primary school children (ages 6-12) at 12 schools in Oslo, Norway. The tested predictors were siblings with lice, individual and household characteristics as well as class and school affiliation. Self-reported monthly incidences (prospective approach) of head lice were used to evaluate infestation dynamics. Infested siblings strongly increased the odds of head lice infestation of school children (odds ratio 36, 26 and 7 in the three datasets) whereas having short hair halved the odds. Household characteristics were of minor importance, and class affiliation proved more important than school affiliation. Having head lice in one school term increased the odds of an infestation in the next, but this effect diminished over time. About 97% of all self-reported infestations were noted in two consecutive months or less. With the exception of hair length, we have found that individual and household characteristics are of minor importance to predict head lice infestations in a low-prevalence country and that unnoticed transmissions in school classes and families are likely to be the major driver upon outbreaks. © The Author 2015. Published by Oxford University Press.

Promising outcomes in teen mothers enrolled in a school-based parent support program and child care center.

PubMed

Sadler, Lois S; Swartz, Martha K; Ryan-Krause, Patricia; Seitz, Victoria; Meadows-Oliver, Mikki; Grey, Margaret; Clemmens, Donna A

2007-03-01

This study described a cohort of teen mothers and their children attending an urban high school with a parent support program and school-based child care center. Specific aims of the study were to describe maternal characteristics and outcomes, and child developmental and health outcomes. A volunteer sample of 65 adolescent mothers enrolled in the parent support program and their children were interviewed, surveyed, and assessed. Fifty-three mothers had children enrolled in the school-based child care center and 12 mothers had their children cared for by family members. Maternal characteristics assessed included self-esteem and depressive symptoms, social stressors and support, self-perceived parental competence, parent-child teaching interactions, and subsequent childbearing and maternal educational outcomes. Child outcomes included child developmental assessments and health outcomes. About 33% of teen mothers were mildly to moderately depressed and 39% of the sample had experienced transitional homelessness. Social support networks were small; in the past 12 months, mothers experienced a mean number of 13.2 +/- 11.9 negative life events. Maternal self-report measures and mother-child observation measures indicated positive levels of parental competence. Maternal educational outcomes were positive, and only 6% of mothers had subsequent childbirths within 2 years. The mean scores on developmental assessments of children fell within the normal range, although there were 7 children identified with developmental delays. For at-risk teen mothers, this parent support program and school-based child care setting appears to offer promising opportunities to help young mothers with parenting, avoid rapid subsequent pregnancies, and stay engaged with school, while their children are cared for in a close and safe environment.

Mediating Role of Self-Determination Constructs in Explaining the Relationship between School Factors and Postschool Outcomes

ERIC Educational Resources Information Center

Shogren, Karrie A.; Garnier Villarreal, Mauricio; Lang, Kyle; Seo, Hyojeong

2017-01-01

Secondary data analysis using the National Longitudinal Transition Study-2 data set was conducted to examine the degree to which autonomy, psychological empowerment, and self-realization (3 of 4 essential characteristics of self-determination) play a mediating role in the relationship between school-based factors and postschool outcomes. The…

Grammar School Students' Opinions on the Art Curriculum: An Estonian, Portuguese and Slovenian Comparative Study

ERIC Educational Resources Information Center

Zupancic, Tomaž; Köster, Annely; Torres de Eça, Teresa

2015-01-01

The article presents the attitude of grammar school students towards the art curriculum. It first provides an overview of the characteristics of contemporary art education, with an emphasis on the postmodern art curriculum and on linking course content with students' interests. The study is based on the descriptive and causal non-experimental…

The Academic Impact of Financial Stress on College Students

ERIC Educational Resources Information Center

Joo, So-Hyun; Durband, Dorothy Bagwell; Grable, John

2009-01-01

Staying in school and graduating on time is an important factor for students and their families. Greater financial burdens may lead students to reduce coursework or drop out of school for paid work. A Web-based survey (N = 503) was conducted in fall 2004 at a large public university to examine the characteristics of students who experienced…

Teachers' Perceptions of Their Working Conditions: How Predictive of Policy-Relevant Outcomes? Working Paper 33

ERIC Educational Resources Information Center

Ladd, Helen F.

2009-01-01

This quantitative study uses data from North Carolina to examine the extent to which survey based perceptions of working conditions are predictive of policy-relevant outcomes, independent of other school characteristics such as the demographic mix of the school's students. Working conditions emerge as highly predictive of teachers' stated…

Ethical Sensitivity of College Students in a Developing Country: Do Demographic Factors Matter?

ERIC Educational Resources Information Center

Ozdogan, F. Bahar; Eser, Zeliha

2007-01-01

This study investigates whether college students' ethical sensitivity and preferences for inclusion of ethics courses in their curriculum vary by their demographic characteristics such as gender, age, family income, and school status as to college major, grade and school ownership (state/private). Findings are based on responses to a 54-item…

No Sissy Boys Here: A Content Analysis of the Representation of Masculinity in Elementary School Reading Textbooks.

ERIC Educational Resources Information Center

Evans, Lorraine; Davies, Kimberly

2000-01-01

Investigated the portrayal of gender characteristics in elementary school textbooks, particularly masculine and feminine stereotypes, examining first, third, and fifth grade literature textbooks using an evaluative instrument based on the Bem Sex Role Inventory. Despite publisher's guidelines and Title IX, males are still portrayed primarily in a…

Youth Characteristics Associated with Intensity of Service Use in a School-Based Mental Health Intervention

ERIC Educational Resources Information Center

Burnett-Zeigler, Inger; Lyons, John S.

2012-01-01

Several epidemiological studies have reported that large numbers of children and adolescents suffer from diagnosable psychiatric conditions, however most of them do not receive treatment. The schools are a key setting where youth with mental health problems are identified and linked to treatment. In this study we examine the demographic and…

Body Learning: Examining the Processes of Skill Learning in Dance

ERIC Educational Resources Information Center

Bailey, Richard; Pickard, Angela

2010-01-01

This paper was stimulated by the authors' attempt to understand the process of skill learning in dance. Its stimulus was a period of fieldwork based at the Royal Ballet School in London, and subsequent discussions with the school's teachers and with academic colleagues about how it was that the young dancers developed their characteristic set of…

Testing the Digital Divide: Does Access to High-Quality Use of Technology in Schools Affect Student Achievement?

ERIC Educational Resources Information Center

Talley, Gregory Keith

2012-01-01

This study investigates the relationship between access, use of technology and student achievement in public middle schools in Maryland. The objective of this study was to determine whether a digital divide (differences in access and utilization of technology based on student characteristics of race, socioeconomic status, and gender) exists among…

Perceptions of children, parents, and teachers regarding whole-grain foods, and implications for a school-based intervention.

PubMed

Burgess-Champoux, Teri; Marquart, Len; Vickers, Zata; Reicks, Marla

2006-01-01

To identify perceptions of whole-grain foods and factors influencing intake by children, parents, and teachers as the basis for increasing intake by children within a school-based intervention. Focus group interviews with questions based on Social Cognitive Theory. After-school care programs in 4 elementary schools in a large metropolitan district in St. Paul, Minn. Seven, three and two focus group interviews with children (n = 40; grades K-6), parents (n = 18), and teachers (n = 11), respectively. Child and adult factors influencing intake of whole-grain foods, with a tasting activity to stimulate discussion. Qualitative data analysis procedures to generate common themes from encoded transcripts. Adults and children were positive about sensory characteristics of whole-grain products. Knowledge of ways to identify these foods was limited. Taste preferences strongly influenced selection of bread and cereals. Children suggested that new school foods should look and taste good, be familiar, and be promoted through sampling, peer influence, and incentives. Adults suggested a gradual increase in whole-grain content of school meals. Focus groups were useful in understanding perceptions regarding whole-grain foods and yielded valuable insight toward design of a school-based intervention.

The Geography of Inequality: Why Separate Means Unequal in American Public Schools*

PubMed Central

Logan, John R.; Minca, Elisabeta; Adar, Sinem

2013-01-01

Persistent school segregation does not only mean that children of different racial and ethnic backgrounds attend different schools, but their schools are also unequal in their performance. This study documents nationally the extent of disparities in school performance between schools attended by whites and Asians compared to blacks, Hispanics, and Native Americans. It further examines the geography of school inequality in two ways. First it analyzes the segregation of students between different types of school profiles based on racial composition, poverty and metropolitan location. Second it estimates the independent effects of these and other school and school district characteristics on school performance, identifying which aspects of school segregation are the most important sources of disadvantage. A focus on schools at the bottom of the distribution as in No Schools Left Behind would not ameliorate wide disparities between groups that are found run across the whole spectrum of school performance. PMID:24259754

Characteristics of the International Educator and the Strategic Role of Critical Incidents

ERIC Educational Resources Information Center

Savva, Maria

2015-01-01

This study explored the characteristics of the international educator through a qualitative analysis of initial decisions to teach abroad. Using interview data from 30 Anglophone educators based across three international schools in China and the Netherlands, the investigation looked beyond surface motives to explore the deeper values which…

How Rural and Nonrural Principals Differ in High Plains U.S. States

ERIC Educational Resources Information Center

Beesley, Andrea D.; Clark, Tedra F.

2015-01-01

This article discusses the characteristics of rural versus nonrural principals in the High Plains states. It is based on data from the Schools and Staffing Survey, examining the differences in preparation and experience and the extent to which characteristics of the rural principalship (perceptions of autonomy, workload, etc.) predicted retention.…

Behavioral Characteristics Rated by District Education Officers (DEOs) for Effective Principalship

ERIC Educational Resources Information Center

Ahmad, Imtiaz; Khawaja, Mumtaz; Hussain, Muhammad Ather; Panhwar, Uzma; Farshad, Muhammad

2017-01-01

The purpose of this study was to investigate, by means of quantitative research methods, District Education Officers (DEOs) perceptions regarding the behavioral characteristics of effective secondary school principals. The major findings were based on the results of the eight interviews conducted with DEOs. In an effort to determine the findings,…

Students’ approaches to medical school choice: relationship with students’ characteristics and motivation

PubMed Central

Croiset, Gerda; Schripsema, Nienke R.; Cohen-Schotanus, Janke; Spaai, Gerard W.G.; Hulsman, Robert L.; Kusurkar, Rashmi A.

2017-01-01

Objectives The aim was to examine main reasons for students’ medical school choice and their relationship with students’ characteristics and motivation during the students’ medical study. Methods In this multisite cross-sectional study, all Year-1 and Year-4 students who had participated in a selection procedure in one of the three Dutch medical schools included in the study were invited to complete an online survey comprising personal data, their main reason for medical school choice and standard, validated questionnaires to measure their strength of motivation (Strength of Motivation for Medical School-Revised) and autonomous and controlled type of motivation (Academic Self-regulation Questionnaire). Four hundred seventy-eight students participated. We performed frequency analyses on the reasons for medical school choice and regression analyses and ANCOVAs to study their associations with students’ characteristics and motivation during their medical study. Results Students indicated ‘city’ (Year-1: 24.7%, n=75 and Year-4: 36.0%, n=52) and ‘selection procedure’ (Year-1: 56.9%, n=173 and Year-4: 46.9%, n=68) as the main reasons for their medical school choice. The main reasons were associated with gender, age, being a first-generation university student, ethnic background and medical school, and no significant associations were found between the main reasons and the strength and type of motivation during the students’ medical study. Conclusions Most students had based their medical school choice on the selection procedure. If medical schools desire to achieve a good student-curriculum fit and attract a diverse student population aligning the selection procedure with the curriculum and taking into account various students’ different approaches is important. PMID:28624778

Community-level moderators of a school-based childhood sexual assault prevention program.

PubMed

Morris, Matthew C; Kouros, Chrystyna D; Janecek, Kim; Freeman, Rachel; Mielock, Alyssa; Garber, Judy

2017-01-01

Childhood sexual abuse (CSA) is highly prevalent and associated with a wide variety of negative mental and physical health outcomes. School-based CSA education and prevention programs have shown promise, but it is unclear to what extent community-level characteristics are related to their effectiveness. The present cluster randomized controlled trial evaluated community-level moderators of the Safe@Lastprogramcomparedtoawaitlistcontrolcondition.(*) Knowledge gains from pre- to post-intervention were assessed in 5 domains: safe versus unsafe people; safe choices; problem-solving; clear disclosure; and assertiveness. Participants were 1177 students (46% White, 26% African American, 15% Hispanic, 4% Asian American, 6% Other) in grades 1 through 6 from 14 public schools in Tennessee. Multilevel models accounting for the nesting of children within schools revealed large effect sizes for the intervention versus control across all knowledge domains (d's ranged from 1.56 to 2.13). The effectiveness of the program was moderated by mean per capita income and rates of substantiated cases of child abuse and neglect in the community. Intervention effects were stronger for youth living in lower as compared to higher income counties, and for youth attending schools in counties with lower as compared to higher abuse/neglect rates. Child characteristics (sex, race) did not moderate intervention effects. This research identified two community-level factors that predicted the effectiveness of a CSA education and prevention program designed to improve children's knowledge of personal safety skills. School-based CSA prevention programs may require modification for communities with higher rates of child abuse and neglect. Copyright © 2016 Elsevier Ltd. All rights reserved.

Community-level Moderators of a School-Based Childhood Sexual Assault Prevention Program

PubMed Central

Morris, Matthew C.; Kouros, Chrystyna D.; Janecek, Kim; Freeman, Rachel; Mielock, Alyssa; Garber, Judy

2016-01-01

Childhood sexual abuse (CSA) is highly prevalent and associated with a wide variety of negative mental and physical health outcomes. School-based CSA education and prevention programs have shown promise, but it is unclear to what extent community-level characteristics are related to their effectiveness. The present cluster randomized controlled trial evaluated community-level moderators of the Safe@Last program compared to a waitlist control condition. Knowledge gains from pre- to post-intervention were assessed in 5 domains: safe versus unsafe people; safe choices; problem-solving; clear disclosure; and assertiveness. Participants were 1,177 students (46% White, 26% African American, 15% Hispanic, 4% Asian American, 6% Other) in grades 1 through 6 from 14 public schools in Tennessee. Multilevel models accounting for the nesting of children within schools revealed large effect sizes for the intervention versus control across all knowledge domains (d’s ranged from 1.56 to 2.13). The effectiveness of the program was moderated by mean per capita income and rates of substantiated cases of child abuse and neglect in the community. Intervention effects were stronger for youth living in lower as compared to higher income counties, and for youth attending schools in counties with lower as compared to higher abuse/neglect rates. Child characteristics (sex, race) did not moderate intervention effects. This research identified two community-level factors that predicted the effectiveness of a CSA education and prevention program designed to improve children’s knowledge of personal safety skills. School-based CSA prevention programs may require modification for communities with higher rates of child abuse and neglect. PMID:27890344

Women’s decision-making autonomy and children’s schooling in rural Mozambique

PubMed Central

Luz, Luciana; Agadjanian, Victor

2015-01-01

BACKGROUND Women’s decision-making autonomy in developing settings has been shown to improve child survival and health outcomes. However, little research has addressed possible connections between women’s autonomy and children’s schooling. OBJECTIVE To examine the relationship between rural women’s decision-making autonomy and enrollment status of primary school-age children living in their households and how this relationship differs by child’s gender. METHODS The analysis uses data from a 2009 survey of rural households in four districts of Gaza province in southern Mozambique. Multilevel logistic models predict the probability of being in school for children between 6 and 14 years old. RESULTS The results show a positive association of women’s decision-making autonomy with the probability of being enrolled in primary school for daughters, but not for sons. The effect of women’s autonomy is net of other women’s characteristics typically associated with enrollment and does not mediate the effects of those characteristics. CONCLUSIONS Based on the results, we argue that women with higher levels of decision-making autonomy may have a stronger preference for daughters’ schooling and may have a greater say in making and implementing decisions regarding daughters’ education, compared to women with lower autonomy levels. Results also illustrate a need for considering a broader set of autonomy-related characteristics when examining the effects of women’s status on children’s educational outcomes. PMID:26491400

Are middle schools harmful? The role of transition timing, classroom quality and school characteristics.

PubMed

Holas, Igor; Huston, Aletha C

2012-03-01

Are middle schools ill-suited for early adolescents, or can school characteristics account for any differences in student functioning? Achievement, school engagement, and perceived competence of children starting middle schools in 5th and 6th grades were compared to those of their same-grade peers in elementary schools in a national, longitudinal sample (NICHD Study of Early Child Care and Youth Development, n = 855; 52% Female, 82% White). Classroom quality (observed and teacher-reported) and school characteristics (composition and size) were considered as explanations for any relationships between school-level and student functioning. Fifth grade middle school students did not differ from those in elementary school, but students entering middle school in 6th grade, compared to those in elementary school, experienced lower classroom quality, which in turn predicted slightly lower achievement. They also had lower school engagement, explained by larger school size. Classroom quality and school characteristics predicted youth functioning regardless of school type. We suggest reshaping the research and policy debate with renewed focus on classroom quality and school size instead of grade organization.

Prioritizing the School Environment in School Violence Prevention Efforts

PubMed Central

Burke, Jessica Griffin; Gielen, Andrea Carlson

2015-01-01

Background Numerous studies have demonstrated an association between characteristics of the school environment and the likelihood of school violence. However, little is known about the relative importance of various characteristics of the school environment or their differential impact on multiple violence outcomes. Methods Primarily African-American students (n=27) from Baltimore City high schools participated in concept mapping sessions, which produced interpretable maps of the school environment's contribution to school violence. Participants generated statements about their school environment's influence on school violence and with the assistance of quantitative methods grouped these statements according to their similarity. Participants provided information about the importance of each of these statements for the initiation, cessation, and severity of the violence that occurs at school. Results More than half of the 132 statements generated by students were rated as school environment characteristics highly important for the initiation, cessation, and/or severity of school violence. Participants identified students' own actions, expectations for disruptive behavior, and the environment outside the school as characteristics most important for the initiation and increased severity of violence that occurs in school. Participants had a more difficult time identifying school environment characteristics important for the cessation of school violence. Conclusion This study provides support from students for the role of the school environment in school violence prevention, particularly in preventing the initiation and reducing the severity of school violence. Schools can utilize the information presented in this paper to begin discussions with students and staff about prioritizing school environment changes to reduce school violence. PMID:21592128

Performance-Based Assessment: An Alternative Assessment Process for Young Gifted Children.

ERIC Educational Resources Information Center

Hafenstein, Norma Lu; Tucker, Brooke

Performance-based assessment provides an alternative identification method for young gifted children. A performance-based identification process was developed and implemented to select three-, four-, and five-year-old children for inclusion in a school for gifted children. Literature regarding child development, characteristics of young gifted…

Characteristics of Sports-Based Youth Development Programs

ERIC Educational Resources Information Center

Perkins, Daniel F.; Noam, Gil G.

2007-01-01

The term "sports-based youth development programs" is coined and defined in the context of the community youth development framework. Sports-based youth development programs are out-of-school-time programs that use a particular sport to facilitate learning and life skill development in youth. Community youth development programs use a community…

Using Biomimicry to Engage Students in a Design-Based Learning Activity

ERIC Educational Resources Information Center

Gardner, Grant E.

2012-01-01

I describe a design-based learning activity that utilizes the interdisciplinary content domain of biomimicry. Design-based learning requires student creativity and technological innovation to address novel science problems, characteristics of the nature of science not often addressed in schools. Alignment with national standards documents,…

Prevalence and correlates of physical fitness testing in U.S. schools--2000.

PubMed

Morrow, James R; Fulton, Janet E; Brener, Nancy D; Kohl, Harold W

2008-06-01

Because of the perceived lack of youth physical fitness and/or concerns for increased obesity, physical education teachers are interested in youth fitness and physical activity levels. Statewide mandates are being developed that require school-based teachers to complete physical fitness testing. Data from the nationally representative School Health Policies and Programs Study 2000 were analyzed to investigate the prevalence of fitness testing and the professional characteristics of fitness test users. Data were collected with teachers of either randomly selected classes in elementary schools and randomly selected required physical education courses in middle/junior high and senior high schools (N = 1,564). The prevalence of fitness test use is 65% across all school levels. Variables associated with physical fitness test usage were professionally oriented. Results showed that teachers in secondary schools (odds ratio [OR] = 2.25, 95% confidence interval [CI] = I.18-4.27), those with degrees in physical education/kinesiology-related disciplines (OR = 2.01, 95% CI = 1.11-3.63), and those who had completed staff development on physical fitness testing (OR = 3.22, 95% CI = 1.86-5.60) were more likely than respondents without these characteristics to engage in physical fitness testing. Results changed little when separate analyses were conducted for classes/courses in districts requiring versus not requiring fitness testing. Financial variables, including fitness-oriented facilities available, metropolitan location, and discretionary expenditures per student, were not associated with fitness test use. Results provided national prevalence of school-based physical fitness testing use in the U. S. and conveyed information about those who currently use physical fitness tests.

Student Socioeconomic Status and Gender: Impacts on School Counselors' Ratings of Student Personal Characteristics and School Counselors' Self-Efficacy

ERIC Educational Resources Information Center

Glance, Dorea E.

2012-01-01

This research focused on how students' socioeconomic status and gender impact school counselors' ratings of student personal characteristics and school counselor self-efficacy. While previous literature focuses on how students' socioeconomic status and gender impact school counselors' ratings of academic characteristics such as…

Work stress, role conflict, social support, and psychological burnout among teachers.

PubMed

Burke, R J; Greenglass, E

1993-10-01

This study examined a research model developed to understand psychological burnout among school-based educators. Data were collected from 833 school-based educators using questionnaires completed anonymously. Four groups of predictor variables identified in previous research were considered: individual demographic and situational variables, work stressors, role conflict, and social support. Some support for the model was found. Work stressors were strong predictors of psychological burnout. Individual demographic characteristics, role conflict, and social support had little effect on psychological burnout.

Role of students’ context in predicting academic performance at a medical school: a retrospective cohort study

PubMed Central

Thiele, Tamara; Pope, Daniel; Singleton, A; Stanistreet, D

2016-01-01

Objectives This study examines associations between medical students’ background characteristics (postcode-based measures of disadvantage, high school attended, sociodemographic characteristics), and academic achievement at a Russell Group University. Design Retrospective cohort analysis. Setting Applicants accepted at the University of Liverpool medical school between 2004 and 2006, finalising their studies between 2010 and 2011. Participants 571 students (with an English home postcode) registered on the full-time Medicine and Surgery programme, who successfully completed their medical degree. Main outcome measures Final average at year 4 of the medical programme (represented as a percentage). Results Entry grades were positively associated with final attainment (p<0.001). Students from high-performing schools entered university with higher qualifications than students from low-performing schools (p<0.001), though these differences did not persist at university. Comprehensive school students entered university with higher grades than independent school students (p<0.01), and attained higher averages at university, though differences were not significant after controlling for multiple effects. Associations between school type and achievement differed between sexes. Females attained higher averages than males at university. Significant academic differences were observed between ethnic groups at entry level and university. Neither of the postcode-based measures of disadvantage predicted significant differences in attainment at school or university. Conclusions The findings of this study suggest that educational attainment at school is a good, albeit imperfect, predictor of academic attainment at medical school. Most attainment differences observed between students either decreased or disappeared during university. Unlike previous studies, independent school students did not enter university with the highest grades, but achieved the lowest attainment at university. Such variations depict how patterns may differ between subjects and higher-education institutions. Findings advocate for further evidence to help guide the implementation of changes in admissions processes and widen participation at medical schools fairly. PMID:26969642

Role of students' context in predicting academic performance at a medical school: a retrospective cohort study.

PubMed

Thiele, Tamara; Pope, Daniel; Singleton, A; Stanistreet, D

2016-03-11

This study examines associations between medical students' background characteristics (postcode-based measures of disadvantage, high school attended, sociodemographic characteristics), and academic achievement at a Russell Group University. Retrospective cohort analysis. Applicants accepted at the University of Liverpool medical school between 2004 and 2006, finalising their studies between 2010 and 2011. 571 students (with an English home postcode) registered on the full-time Medicine and Surgery programme, who successfully completed their medical degree. Final average at year 4 of the medical programme (represented as a percentage). Entry grades were positively associated with final attainment (p<0.001). Students from high-performing schools entered university with higher qualifications than students from low-performing schools (p<0.001), though these differences did not persist at university. Comprehensive school students entered university with higher grades than independent school students (p<0.01), and attained higher averages at university, though differences were not significant after controlling for multiple effects. Associations between school type and achievement differed between sexes. Females attained higher averages than males at university. Significant academic differences were observed between ethnic groups at entry level and university. Neither of the postcode-based measures of disadvantage predicted significant differences in attainment at school or university. The findings of this study suggest that educational attainment at school is a good, albeit imperfect, predictor of academic attainment at medical school. Most attainment differences observed between students either decreased or disappeared during university. Unlike previous studies, independent school students did not enter university with the highest grades, but achieved the lowest attainment at university. Such variations depict how patterns may differ between subjects and higher-education institutions. Findings advocate for further evidence to help guide the implementation of changes in admissions processes and widen participation at medical schools fairly. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

What Works to Prevent Adolescent Smoking? A Systematic Review of the National Cancer Institute's Research-Tested Intervention Programs

ERIC Educational Resources Information Center

Sherman, Elyse J.; Primack, Brian A.

2009-01-01

Background: Cigarette use remains the leading preventable cause of death in the United States. Although school is an ideal setting for antismoking interventions, school-based programs have not been successful in the long term. The purpose of this study was to explore characteristics of programs deemed to be successful short-term Research-Tested…

Addressing Child Marriage and Adolescent Pregnancy as Barriers to Gender Parity and Equality in Education

ERIC Educational Resources Information Center

Psaki, Stephanie

2016-01-01

A girl's success in school--and after leaving school--is determined in part by the characteristics of and factors in her household and community. Many policies and programmes are based on an assumption that early marriage and adolescent pregnancy hamper continued progress toward gender equality in education. While education and age at marriage and…

All Students Are Not Equal: A Case Study of Geometry Teachers' Instructional Strategies When Trained in Multiple-Intelligence-Based Practices in Secondary Classrooms

ERIC Educational Resources Information Center

Davis, Cassandre Y.

2017-01-01

Over 50% of secondary students failed the geometry end-of-course test in a Florida school district, indicating a need to improve academic performance. Secondary school students' learning characteristics and the effectiveness of teachers' instructional strategies are imperative to educational success. In this qualitative case study, geometry…

Bridging the Ethnic Divide: Student and School Characteristics in African American, Asian-Descent, Latino, and White Adolescents' Cross-Ethnic Friend Nominations

ERIC Educational Resources Information Center

Hamm, Jill V.; Bradford Brown, B.; Heck, Daniel J.

2005-01-01

Based on the revised social contact theory, correlates of cross-ethnic friend nomination among 580 African American, 948 Asian-descent, 860 Latino, and 3986 White adolescents were examined. Socioeconomic and academic disparities between ethnic groups differentiated cross-ethnic friend nomination between schools for all groups but African…

Private Provision of Elementary Education in India: Findings of a Survey in Eight States

ERIC Educational Resources Information Center

Mehrotra, Santosh; Panchamukhi, Parthasarthi R.

2006-01-01

Private sector growth in education is the new neo-liberal mantra. Based on data generated by a representative sample survey in eight states, six of which account for two-thirds of the children out of school in India, this paper examines the private sector in elementary education in India, and compares its characteristics with government schools.…

School Connectedness in the Health Behavior in School-Aged Children Study: The Role of Student, School, and School Neighborhood Characteristics

ERIC Educational Resources Information Center

Thompson, Douglas R.; Iachan, Ronaldo; Overpeck, Mary; Ross, James G.; Gross, Lori A.

2006-01-01

School connectedness includes liking school and positive relations with teachers and peers. School connectedness is associated with a variety of positive health outcomes. The goal of this study was to identify characteristics of students, schools, and school neighborhoods that are related to school connectedness. In the Health Behavior in…

Schools, Their Spatial Distribution and Characteristics, and Fertility Limitation*

PubMed Central

Brauner-Otto, Sarah R.

2012-01-01

This paper investigates the complex relationship between various dimensions of women’s educational context and their later life contraceptive use. Using data from rural Nepal on all the schools that ever existed in one community, I create geographically weighted measures of school characteristics—specifically teacher and student characteristics—that capture exposure to the complete array of schools and investigate the direct relationship between these dimensions of school characteristics and contraceptive use. These analyses provide new information on the broader issue of how social context influences the adoption of innovative behaviors by exploring the wide-reaching effects of school characteristics on individuals. Findings show that the gender of teachers and of other students, and the level of teacher education are all related to women’s use of contraception; that increased exposure to these school characteristics throughout the study area, but not necessarily at the closest school, is related to higher rates of contraceptive use; and that school characteristics early in the life course can have long-term consequences for individual behavior. PMID:23162168

Prioritizing the school environment in school violence prevention efforts.

PubMed

Johnson, Sarah Lindstrom; Burke, Jessica G; Gielen, Andrea C

2011-06-01

Numerous studies have demonstrated an association between characteristics of the school environment and the likelihood of school violence. However, little is known about the relative importance of various characteristics of the school environment or their differential impact on multiple violence outcomes. Primarily African-American students (n = 27) from Baltimore City high schools participated in concept mapping sessions, which produced interpretable maps of the school environment's contribution to school violence. Participants generated statements about their school environment's influence on school violence and, with the assistance of quantitative methods, grouped these statements according to their similarity. Participants provided information about the importance of each of these statements for the initiation, cessation, and severity of the violence that occurs at school. More than half of the 132 statements generated by students were rated as school environment characteristics highly important for the initiation, cessation, and/or severity of school violence. Participants identified students' own actions, expectations for disruptive behavior, and the environment outside the school as the characteristics most important for the initiation and increased severity of violence that occurs in school. Participants had a more difficult time identifying school environment characteristics important for the cessation of school violence. This study provides support from students for the role of the school environment in school violence prevention, particularly in preventing the initiation and reducing the severity of school violence. Schools can utilize the information presented in this article to begin discussions with students and staff about prioritizing school environment changes to reduce school violence. © 2011, American School Health Association.

Success in introductory college physics: The role of gender, high school preparation, and student learning perceptions

NASA Astrophysics Data System (ADS)

Chen, Jean Chi-Jen

Physics is fundamental for science, engineering, medicine, and for understanding many phenomena encountered in people's daily lives. The purpose of this study was to investigate the relationships between student success in college-level introductory physics courses and various educational and background characteristics. The primary variables of this study were gender, high school mathematics and science preparation, preference and perceptions of learning physics, and performance in introductory physics courses. Demographic characteristics considered were age, student grade level, parents' occupation and level of education, high school senior grade point average, and educational goals. A Survey of Learning Preference and Perceptions was developed to collect the information for this study. A total of 267 subjects enrolled in six introductory physics courses, four algebra-based and two calculus-based, participated in the study conducted during Spring Semester 2002. The findings from the algebra-based physics courses indicated that participant's educational goal, high school senior GPA, father's educational level, mother's educational level, and mother's occupation in the area of science, engineering, or computer technology were positively related to performance while participant age was negatively related. Biology preparation, mathematics preparation, and additional mathematics and science preparation in high school were also positively related to performance. The relationships between the primary variables and performance in calculus-based physics courses were limited to high school senior year GPA and high school physics preparation. Findings from all six courses indicated that participant's educational goal, high school senior GPA, father's educational level, and mother's occupation in the area of science, engineering, or computer technology, high school preparation in mathematics, biology, and the completion of additional mathematics and science courses were positively related to performance. No significant performance differences were found between male and female students. However, there were significant gender differences in physics learning perceptions. Female participants tended to try to understand physics materials and relate the physics problems to real world situations while their male counterparts tended to rely on rote learning and equation application. This study found that participants performed better by trying to understand the physics material and relate physics problems to real world situations. Participants who relied on rote learning did not perform well.

A Multidimensional Perspective of College Readiness: Relating Student and School Characteristics to Performance on the ACT®. ACT Research Report Series 2015 (6)

ERIC Educational Resources Information Center

McNeish, Daniel M.; Radunzel, Justine; Sanchez, Edgar

2015-01-01

This study examined the contributions of students' noncognitive characteristics toward explaining performance on the ACT® test, over and above traditional predictors such as high school grade point average (HSGPA), coursework taken, and school characteristics. The sample consisted of 6,440 high school seniors from 4,541 schools who took the ACT in…

Student Speech Rights and the Special Characteristics of the School Environment

ERIC Educational Resources Information Center

Warnick, Bryan R.

2009-01-01

Since the "Tinker" decision, the Supreme Court has maintained that student First Amendment rights are modified by the "special characteristics of the school environment." The nature of these characteristics, however, has not been adequately investigated. The author proposes seven characteristics of schools that are relevant to…

Peer sexual harassment victimization at school: the roles of student characteristics, cultural affiliation, and school factors.

PubMed

Attar-Schwartz, Shalhevet

2009-07-01

This study examines the links between students' reports of sexual harassment victimization by peers and a number of individual and school contextual factors. It is based on a nationally representative sample of 16,604 students in Grades 7 through 11 in 327 schools across Israel who completed questionnaires during class. Hierarchical Linear Modeling was used to examine the links. Overall, approximately one in four students (25.6%) were victims of at least one unwanted and unwelcome act of harassment by peers (such as being touched or pinched in sexual manner) in the prior month. The most vulnerable groups were Israeli-Arab boys and students with negative perceptions of their school climate. The school correlates associated with higher levels of victimization were a higher share of students with less-educated parents, larger schools and classrooms, and negative school climate. The interactions between gender and school-related factors indicate that the gender patterns are different for Israeli-Arab and Jewish schools and for schools with different concentrations of students' families with low socioeconomic status. The study emphasizes the need for an ecological perspective in addressing school-based sexual harassment.

The Effectiveness of Full Day School System for Students’ Character Building

NASA Astrophysics Data System (ADS)

Benawa, A.; Peter, R.; Makmun, S.

2018-01-01

The study aims to put forward that full day school which was delivered in Marsudirini Elementary School in Bogor is effective for students’ character building. The study focused on the implementation of full day school system. The qualitative-based research method applied in the study is characteristic evaluation involving non-participant observation, interview, and documentation analysis. The result of this study concludes that the full day school system is significantly effective in education system for elementary students’ character building. The full day school system embraced the entire relevant processes based on the character building standard. The synergy of comprehensive components in instructional process at full day school has influenced the building of the students’ character effectively and efficiently. The relationship emerged between instructional development process in full day school system and the character building of the students. By developing instructional process through systemic and systematic process in full day school system, the support of stakeholders (leaders, human resources, students, parents’ role) and other components (learning resources, facilities, budget) provides a potent and expeditious contribution for character building among the students eventually.

Variation in obesity among American secondary school students by school and school characteristics.

PubMed

O'Malley, Patrick M; Johnston, Lloyd D; Delva, Jorge; Bachman, Jerald G; Schulenberg, John E

2007-10-01

Body mass index (BMI) is known to vary by individual characteristics, but little is known about whether BMI varies by school and by school characteristics. Nationally representative samples of United States schools and students are used to determine the extent to which BMI and percent of students at or above the 85th percentile of BMI vary by school and by school characteristics. Data from the 1991-2004 Monitoring the Future (MTF) study were analyzed in 2006 and 2007. A relatively small proportion of variance in BMI lies between schools; intraclass correlations are on the order of 3%. Still, this is sufficient variation to provide very different environments for students attending schools that are low versus high in average BMI. There is some modest variation by school type (public, Catholic private, non-Catholic private); school size (number of students in the sampled grade); region of the country; and population density. There is more variation as a function of school socioeconomic status (SES) and racial/ethnic composition of the school. School SES in particular was negatively associated with BMI levels, even after controlling individual-level SES and racial/ethnic status. The residual differences in BMI by school suggest that some characteristic of the school and/or community environment--perhaps cultural factors or peer role modeling or differences in school food, beverage, or physical education policies--facilitate obesity in schools with a high concentration of lower socioeconomic students, beyond individual-level factors.

Effective Charter and Traditional School Characteristics: Aligning Findings for Informed Policy Making

ERIC Educational Resources Information Center

Maas, Tricia; Lake, Robin

2015-01-01

This literature review compares the current knowledge about the characteristics of effective charter schools to findings from the broader body of effective school research. We find that lists of effectiveness characteristics from the charter and traditional literatures are well aligned: good schools seem to look the same, regardless of governance…

Middle School Characteristics That Predict Student Achievement, as Measured by the School-Wide California API Score

ERIC Educational Resources Information Center

Paredes, Josie Abaroa

2013-01-01

The purpose of this study was to investigate, through quantitative research, effective middle school characteristics that predict student achievement, as measured by the school-wide California API score. Characteristics were determined using an instrument developed by the Office of Superintendent of Public Instruction (OSPI), which asked middle…

Teaching Aquatic Science as Inquiry through Professional Development: Teacher Characteristics and Student Outcomes

ERIC Educational Resources Information Center

Duncan Seraphin, Kanesa; Harrison, George M.; Philippoff, Joanna; Brandon, Paul R.; Nguyen, Thanh Truc T.; Lawton, Brian E.; Vallin, Lisa M.

2017-01-01

We present an inquiry-based, aquatic science professional development (PD) for upper-elementary, middle, and high school teachers and examine changes in student outcomes in light of participating teachers' characteristics and the grade band of the students. Our study lends support to the assertion that inquiry- and content-focused PD, paired with…

Characteristics of Illinois School Districts That Employ School Nurses

ERIC Educational Resources Information Center

Searing, Lisabeth M.; Guenette, Molly

2016-01-01

Research indicates that school nursing services are cost-effective, but the National Association of School Nurses estimates that 25% of schools do not have a school nurse (SN). The purpose of this study was to identify the characteristics of Illinois school districts that employed SNs. This was a secondary data analysis of Illinois School Report…

A Pilot Study of Army Recruiters: Their Job Behaviors and Personal Characteristics

DTIC Science & Technology

1975-04-01

self -dlscription data, few charact-eristics wert, significantly related to * production records. Among the significant findings were the following: (1...Coristiuction of Critetion GrOuLps) Based ors Peer Nomination Data ..... 17 3 Characteristics Related to Recruiter Effectiveness: Self -Description...Master’s Thesis, U.S. Naval Postgraduate School, 196 1. 10 ’ . . - , - II Maler’ studied the Recruiter Self -Description Blank (RSDB) as a predictor of per

Physical, policy, and sociocultural characteristics of the primary school environment are positively associated with children's physical activity during class time.

PubMed

Martin, Karen; Bremner, Alexandra; Salmon, Jo; Rosenberg, Michael; Giles-Corti, Billie

2014-03-01

The objective of this study was to develop a multidomain model to identify key characteristics of the primary school environment associated with children's physical activity (PA) during class-time. Accelerometers were used to calculate time spent in moderate-to-vigorous physical activity during class-time (CMVPA) of 408 sixth-grade children (mean ± SD age 11.1 ± 0.43 years) attending 27 metropolitan primary schools in Perth Western Australia. Child and staff self-report instruments and a school physical environment scan administered by the research team were used to collect data about children and the class and school environments. Hierarchical modeling identified key variables associated with CMVPA. The final multilevel model explained 49% of CMVPA. A physically active physical education (PE) coordinator, fitness sessions incorporated into PE sessions and either a trained PE specialist, classroom teacher or nobody coordinating PE in the school, rather than the deputy principal, were associated with higher CMVPA. The amount of grassed area per student and sporting apparatus on grass were also associated with higher CMVPA. These results highlight the relevance of the school's sociocultural, policy and physical environments in supporting class-based PA. Interventions testing optimization of the school physical, sociocultural and policy environments to support physical activity are warranted.

A multilevel examination of school and student characteristics associated with moderate and high levels of physical activity among elementary school students (Ontario, Canada).

PubMed

Hobin, Erin P; Leatherdale, Scott T; Manske, Steve R; Robertson-Wilson, Jennifer

2010-01-01

Schools represent an important environment for physical activity (PA) promotion among youth. Schools can promote PA through policies and programs but our understanding of how these school characteristics associate with student PA levels is largely unknown. Developing this understanding is critical for implementing new prevention interventions. The aim of this study was to identify the school- and student-related characteristics associated with moderate and high levels of PA in a sample of Ontario elementary schools. Using multi-level logistic regression analyses, we explored the school- and student-level characteristics associated with being moderately and highly active using data collected from administrators and from students in grades 5 to 8 at 30 elementary schools in Ontario. Students' PA levels, sex, grade, and the number of physical education classes per week were linked to school environment data--specifically, a school's chosen implementation model for daily physical activity and whether it offers intramural and interschool PA programming. Findings indicate that there was significant between-school variation for being moderately and highly active. Students were less likely to be moderately or highly active if they attended a school offering interschool PA programming. An important student characteristic positively associated with student PA levels included participating in at least two physical education classes per week. The residual differences in PA by school suggest that school-level characteristics facilitate higher levels of student PA beyond individual-level factors. Although most variation in student PA lies between students within schools, there is sufficient between-school variation to be of interest to practitioners and policy-makers.

Urban schools' teachers enacting project-based science

NASA Astrophysics Data System (ADS)

Tal, Tali; Krajcik, Joseph S.; Blumenfeld, Phyllis C.

2006-09-01

What teaching practices foster inquiry and promote students to learn challenging subject matter in urban schools? Inquiry-based instruction and successful inquiry learning and teaching in project-based science (PBS) were described in previous studies (Brown & Campione, [1990]; Crawford, [1999]; Krajcik, Blumenfeld, Marx, Bass, & Fredricks, [1998]; Krajcik, Blumenfeld, Marx, & Solloway, [1994]; Minstrell & van Zee, [2000]). In this article, we describe the characteristics of inquiry teaching practices that promote student learning in urban schools. Teaching is a major factor that affects both achievement of and attitude of students toward science (Tamir, [1998]). Our involvement in reform in a large urban district includes the development of suitable learning materials and providing continuous and practiced-based professional development (Fishman & Davis, in press; van Es, Reiser, Matese, & Gomez, [2002]). Urban schools face particular challenges when enacting inquiry-based teaching practices like those espoused in PBS. In this article, we describe two case studies of urban teachers whose students achieved high gains on pre- and posttests and who demonstrated a great deal of preparedness and commitment to their students. Teachers' attempts to help their students to perform well are described and analyzed. The teachers we discuss work in a school district that strives to bring about reform in mathematics and science through systemic reform. The Center for Learning Technologies in Urban Schools (LeTUS) collaborates with the Detroit Public Schools to bring about reform in middle-school science. Through this collaboration, diverse populations of urban-school students learn science through inquiry-oriented projects and the use of various educational learning technologies. For inquiry-based science to succeed in urban schools, teachers must play an important role in enacting the curriculum while addressing the unique needs of students. The aim of this article is to describe patterns of good science teaching in urban school.

Faculty career tracks at U.S. medical schools.

PubMed

Coleman, Michelle M; Richard, George V

2011-08-01

To describe faculty career tracks at U.S. MD-granting schools and explore which institutional characteristics are associated with the career tracks. Between 2008 and 2009, the authors sought the faculty policies of 129 accredited MD-granting U.S. medical schools, through online searching and requests to faculty affairs representatives. An inventory of tenured and nontenured career tracks was conducted in the areas of teaching, research, and clinical care. Career track data were analyzed according to institutional characteristics. Complete data were collected from 98 schools (76%). On average, schools offered 3.6 career tracks to all faculty (range 1-8). Of the 353 career tracks identified, 210 were nontenured. Overall, schools offered more research tracks than education or clinical tracks. Of the 79 schools with clearly defined career tracks, 78 offered at least one clinical track; 34 offered at least one education track. Approximately 25% of the clinical tracks were tenured; 41% of the education tracks were tenured. Of the 98 schools, 61% used modified titles for faculty pursuing nontenure tracks. Schools that offered more career tracks were more likely to use modified titles for their nontenured clinical and research faculty. Schools with a smaller faculty size offered a greater number of clinical tracks, whereas community-based schools offered fewer clinical tracks. Research-intensive schools provided significantly more tenured clinical tracks. There is great variation in faculty tracks and policies across institutions. This research may help institutions craft their own faculty policies and help students, residents, and faculty in making career decisions.

Project ESCAPE; A Performance-Based Teacher Education Program.

ERIC Educational Resources Information Center

Vigo County School Corp., Terre Haute, IN.

Project ESCAPE is sponsored by the Vigo County School Corporation of Terre Haute, Indiana, with the cooperation of Indiana State University. The unique characteristic of this project is that it is a competency-based teacher education program that has been created, tested, and implemented by practicing professional teachers. It is based on the…

Vegetable and fruit breaks in Australian primary schools: prevalence, attitudes, barriers and implementation strategies.

PubMed

Nathan, Nicole; Wolfenden, Luke; Butler, Michelle; Bell, Andrew Colin; Wyse, Rebecca; Campbell, Elizabeth; Milat, Andrew J; Wiggers, John

2011-08-01

School-based vegetable and fruit programs can increase student consumption of vegetables and fruit and have been recommended for adoption by Australian schools since 2005. An understanding of the prevalence and predictors of and the barriers to the adoption of school-based vegetable and fruit programs is necessary to maximize their adoption by schools and ensure that the health benefits of such programs to children are realized. The aim of this study was to determine Australian primary school Principals' attitudes and barriers to the implementation of vegetable and fruit breaks; the prevalence of vegetable and fruit breaks in schools and the implementation strategies used and associated with their recommended adoption (daily in at least 80% of classes). A random sample of 384 school Principals completed a 20-min telephone interview. While Principals were highly supportive of vegetable and fruit breaks, only 44% were implementing these to a recommended level. When controlling for all school characteristics, recommended vegetable and fruit break adoption was 1.9 and 2.2 times greater, respectively, in schools that had parent communication strategies and teachers trained. A substantial opportunity exists to enhance the health of children through the adoption of vegetable and fruit breaks in schools.

Classroom characteristics and implementation of a substance use prevention curriculum in European countries.

PubMed

Caria, Maria Paola; Faggiano, Fabrizio; Bellocco, Rino; Galanti, Maria Rosaria

2013-12-01

Partial implementation may explain modest effectiveness of many school-based preventive programmes against substance use. We studied whether specific characteristics of the class could predict the level of implementation of a curriculum delivered by class teachers in schools from some European countries. Secondary analysis of data from an evaluation trial. In seven European countries, 78 schools (173 classes) were randomly assigned to a 12-unit, interactive, standardized programme based on the comprehensive social influence model. Curriculum completeness, application fidelity, average unit duration and use of role-play were monitored using structured report forms. Predictors of implementation were measured by aggregating at class level information from the baseline student survey. Class size, gender composition, mean age, factors related to substance use and to affection to school were analysed, with associations estimated by multilevel regression models. Implementation was not significantly predicted by mean age, proportion of students with positive academic expectation or liking school. Proportion of boys was associated with a shorter time devoted to each unit [β = -0.19, 95% confidence intervals (CI) -0.32 to -0.06]. Class size was inversely related to application fidelity [Odds ratio (OR) 0.92, 95% CI 0.85 to 0.99]. Prevalence of substance use was associated with a decreased odds of implementing all the curriculum units (OR 0.81, 95% CI 0.65 to 0.99). Students' connectedness to their class was associated with increased odds of teachers using role-play (OR 1.52, 95% CI 1.03 to 2.29). Teachers' implementation of preventive programmes may be affected by structural and social characteristics of classes and therefore benefit from organizational strategies and teachers' training in class management techniques.

[Head masters' perception of school-based hostility in Alicante, Spain: a qualitative study].

PubMed

Martínez Fernández, Carmen; Hernández-Aguado, Ildefonso; Torres Cantero, Alberto M

2006-01-01

There is growing social concern about school violence but little is known about how this situation is experienced in the schools. The objective of this study was to know the perception that School's head masters have of the school-based hostility, on their causes, how they value current preventive strategies, and their recommendations to develop future preventive interventions. We conducted an exploratory study with 14 semistructured interviews of School's head masters. Interviews were conducted at the Schools between May and June 2003 in 1 independent school, 9 state comprehensive schools, and 4 other comprehensive schools within the city of Alicante. The perception of the head masters is that the prevalence of violence is low, more verbal than physical and within gender. They identify lack of punctuality, absenteeism and lack of interest as forms of hostility. As causes they identified age, family problems, school environment, society, media (TV and video-games) and poor language skills. Preventive methods in use were, on one hand, extra-lessons and transversal contents foreseen in the Education Law and common to all schools, and, on the other hand, ideological and pedagogical contents which were specific of some centres. Recommendations focused in demands for increased economic support and skilled human resources. School-based violence is not perceived as an alarming school issue, nor by its magnitude neither by the immediate causes and students' characteristics to which it is associated. A heavier emphasis is placed on external and environmental causes perceived as much more difficult to confront.

Teacher's Assessment of the Quality of Their Schools.

ERIC Educational Resources Information Center

Davis, Voyia

Thirty-eight teachers completed the Illinois Quality Schools Index Survey, which measured teachers' attitudes towards characteristics of quality schools. The majority of the teachers felt that the characteristics indicative of a quality school were often implemented in their school. Over half the teachers felt that their schools often or always…

The Influence of Personal Characteristics on Secondary School Teachers' Beliefs about School Guidance and Counselling Programs

ERIC Educational Resources Information Center

Aluede, Oyaziwo; Egbochuku, ELizabeth

2007-01-01

This paper investigated how personal characteristics of secondary school teachers influence their beliefs about their school guidance and counselling programs. Two hundred and sixteen senior secondary school teachers responded to the "Teachers Beliefs about School Guidance and Counselling Programs Inventory (TBSG &CI)". When…

Factors Influencing Teachers' Competence in Developing Resilience in Vulnerable Children in Primary Schools in Uasin Gishu County, Kenya

ERIC Educational Resources Information Center

Silyvier, Tsindoli; Nyandusi, Charles

2015-01-01

The purpose of the study was to assess the effect of teacher characteristics on their competence in developing resilience in vulnerable primary school children. A descriptive survey research design was used. This study was based on resiliency theory as proposed by Krovetz (1998). Simple random sampling was used to select a sample size of 108…

Safe and Effective Secondary Schools: The Boys Town Model. Preventing Violence, Building Respect, and Promoting Learning in the Classroom and Beyond.

ERIC Educational Resources Information Center

Davis, Jerry L., Ed.; Nelson, Cathy S., Ed.; Gauger, Elizabeth S., Ed.

This book presents useful information on types and levels of aggression, how conflicts escalate, early warning signs of violence, and characteristics of a safe school. Violence prevention techniques, many based on principles that form the foundation of the Boys Town Education Model, show educators and administrators how to calm an angry or…

Characteristics and Changes in the Mathematics Textbooks for the Secondary School in Argentina along 67 Years

ERIC Educational Resources Information Center

Llanos, Viviana Carolina; Otero, Maria Rita

2018-01-01

This work analyses the changes in the relationship between arguing and images from the mathematics textbooks for the secondary school in Argentina (students 12-17 years old) along 67 years. The textbooks have been published in the period 1940 thru 2007. The analysis is done by (N = 137) textbooks based on three metacategories in an inductive way.…

Development of Daily Activities in School-Age Children with Cerebral Palsy

ERIC Educational Resources Information Center

Smits, Dirk-Wouter; Ketelaar, Marjolijn; Gorter, Jan Willem; van Schie, Petra; Dallmeijer, Annet; Jongmans, Marian; Lindeman, Eline

2011-01-01

The purpose of this study was to describe the course of capabilities in self-care, mobility, and social function in school-age children with cerebral palsy (CP) and to investigate associations with CP-, child-, and family-characteristics. A clinic-based sample of children with CP (n = 116; 76 males, 40 females; mean age 6 y 3 mo, SD 12 mo) was…

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.

Teacher and School Characteristics and Their Influence on Curriculum Implementation

ERIC Educational Resources Information Center

Roehrig, Gillian H.; Kruse, Rebecca A.; Kern, Anne

2007-01-01

Reform-based curriculum materials have been suggested as a mechanism to make inquiry-based instruction more prevalent in secondary science classrooms, specifically when accompanied by comprehensive professional development (Loucks-Horsley, Hewson, Love, & Stiles, [1998]; Powell & Anderson, [2002]). This research examines the implementation of a…

Exploring Relationships: Teacher Characteristics and Student Learning in Physical Science

NASA Astrophysics Data System (ADS)

Close, Eleanor; Vokos, S.; Seeley, L.

2006-12-01

The Department of Physics and the School of Education at Seattle Pacific University, together with FACET Innovations, LLC, are beginning the second year of a five-year NSF TPC grant, Improving the Effectiveness of Teacher Diagnostic Skills and Tools. We are working in partnership with school districts in Washington State to identify and characterize widespread productive and unproductive modes of reasoning employed by both pre-college students and teachers on foundational topics in physical science. In the first year of the grant, base-line preand post-test data were collected from a large number (N 2300) of middle and high school students. We will discuss relationships between preand post-test results, student learning gains, and student and teacher characteristics. * Supported in part by NSF grant #ESI-0455796, The Boeing Corporation, and the SPU Science Initiative.

"For whom was it effective?" Moderators of the effect of a school-based intervention on potential physical activity determinants among Brazilian students.

PubMed

Barbosa Filho, Valter Cordeiro; da Silva, Kelly Samara; Mota, Jorge; Vieira, Neiva Francenely Cunha; Gubert, Fabiane do Amaral; Lopes, Adair da Silva

2017-04-01

Knowledge about the effects of school-based interventions on modifiable physical activity (PA) determinants (e.g., social support), and whether the intervention effect differs according to students' characteristics (e.g., age and gender) are relevant PA promotion topics. This study aims to answer these topics among Brazilian students. This cluster-randomized controlled trial was conducted with 548 students in the intervention group and 537 in the control group (51.5% of boys; aged 11-18years). The four-month intervention included strategies focused on training teachers, opportunities for PA in the school environment, and health education. Potential PA determinants (attitude, self-efficacy, support of friends, parents, and teachers, perceived neighborhood environment and PA facilities in school) and moderators (gender, age, socioeconomic status (SES), and PA level at baseline) were assessed using self-reported instrument. Height and weight were measured to estimate the students' body mass index (BMI) status. Generalized linear models were used. In general, there was a significant and positive intervention effect for attitude, support of friends and teachers for PA, as well as PA facilities in school; effect size was 0.29, 0.24, 0.34, and 0.29, respectively (P<0.05). Age (support of friends, parents and teachers, and PA facilities in school), SES (support of friends and PA facilities in school), and BMI status (support of friends) were moderators of the intervention effect on some outcomes. In conclusion, the intervention improved potential PA determinants, but some changes occurred differently according to students' characteristics. These findings should be considered in PA policies in the school context. This study is registered at Clinicaltrials.govNCT02439827. Copyright © 2017 Elsevier Inc. All rights reserved.

Predicting performance of junior doctors: Association of workplace based assessment with demographic characteristics, emotional intelligence, selection scores, and undergraduate academic performance.

PubMed

Carr, Sandra E; Celenza, Antonio; Mercer, Annette M; Lake, Fiona; Puddey, Ian B

2018-01-21

Predicting workplace performance of junior doctors from before entry or during medical school is difficult and has limited available evidence. This study explored the association between selected predictor variables and workplace based performance in junior doctors during their first postgraduate year. Two cohorts of medical students (n = 200) from one university in Western Australia participated in the longitudinal study. Pearson correlation coefficients and multivariate analyses utilizing linear regression were used to assess the relationships between performance on the Junior Doctor Assessment Tool (JDAT) and its sub-components with demographic characteristics, selection scores for medical school entry, emotional intelligence, and undergraduate academic performance. Grade Point Average (GPA) at the completion of undergraduate studies had the most significant association with better performance on the overall JDAT and each subscale. Increased age was a negative predictor for junior doctor performance on the Clinical management subscale and understanding emotion was a predictor for the JDAT Communication subscale. Secondary school performance measured by Tertiary Entry Rank on entry to medical school score predicted GPA but not junior doctor performance. The GPA as a composite measure of ability and performance in medical school is associated with junior doctor assessment scores. Using this variable to identify students at risk of difficulty could assist planning for appropriate supervision, support, and training for medical graduates transitioning to the workplace.

A synthesis of existing systematic reviews and meta-analyses of school-based behavioural interventions for controlling and preventing obesity.

PubMed

Khambalia, A Z; Dickinson, S; Hardy, L L; Gill, T; Baur, L A

2012-03-01

Schools are an attractive and popular setting for implementing interventions for children. There is a growing body of empirical research exploring the efficacy of school-based obesity prevention programs. While there have been several reviews on the topic, findings remain mixed. To examine the quality of evidence and compare the findings from existing systematic reviews and meta-analyses of school-based programs in the prevention and control of childhood obesity. This paper systematically appraises the methodology and conclusions of literature reviews examining the effectiveness of school-based obesity interventions published in English in peer-reviewed journals between January 1990 and October 2010. Eight reviews were examined, three meta-analyses and five systematic reviews. All of the reviews recognized that studies were heterogeneous in design, participants, intervention and outcomes. Intervention components in the school setting associated with a significant reduction of weight in children included long-term interventions with combined diet and physical activity and a family component. Several reviews also found gender differences in response to interventions. Of the eight reviews, five were deemed of high quality and yet limited evidence was found on which to base recommendations. As no single intervention will fit all schools and populations, further high-quality research needs to focus on identifying specific program characteristics predictive of success. © 2011 The Authors. obesity reviews © 2011 International Association for the Study of Obesity.

Greater ankle strength, anaerobic and aerobic capacity, and agility predict Ground Combat Military Occupational School graduation in female Marines.

PubMed

Allison, Katelyn Fleishman; Keenan, Karen A; Wohleber, Meleesa F; Perlsweig, Katherine A; Pletcher, Erin R; Lovalekar, Mita; Beals, Kim; Coleman, Lawrence C; Nindl, Bradley C

2017-11-01

Women can serve in all military occupational specialties (MOS); however, musculoskeletal and physiological characteristics that predict successful completion of ground combat MOS schools by female Marines are unknown. To determine which demographic, musculoskeletal, and physiological characteristics predict graduation from infantry and vehicle ground combat MOS schools in female Marines. Prospective cohort study. Prior to MOS school, the following were assessed in 62 female Marines (22.0±3.0yrs, 163.9±5.8cm, 63.4±7.2kg): isokinetic shoulder, trunk, and knee and isometric ankle strength; body composition; anaerobic power (AP)/capacity (AC); maximal oxygen uptake (VO 2 max); and field-based fitness tests (broad jump, medicine ball throw, pro-agility). Both absolute and normalized (%body mass: %BM) values were utilized for strength, AP, AC, and VO 2 max. Select tests from each Marine's most recent Physical Fitness Test (PFT: abdominal crunches, 3-mile run time) and Combat Fitness Test (CFT: Maneuver Under Fire, Movement to Contact) were recorded. Participants were classified as graduated (N=46) or did not graduate (N=16). Simple logistic regression was performed to determine predictors of MOS school graduation. Statistical significance was set a priori at α=0.05. Absolute and normalized ankle inversion and eversion strength, normalized anaerobic capacity, absolute and normalized VO 2 max, right pro-agility, and PFT 3-mile run time significantly predicted MOS school graduation (p<0.05). Greater ankle strength, better agility, and greater anaerobic and aerobic capacity are important for successful completion of ground combat MOS school in female Marines. Prior to entering ground combat MOS school, it is recommended that female Marines should train to optimize these mobility-centric characteristics. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

The Association between Overweight and School Policies on Physical Activity: A Multilevel Analysis among Elementary School Youth in the PLAY-On Study

ERIC Educational Resources Information Center

Leatherdale, Scott T.

2010-01-01

The objective is to examine school-level program and policy characteristics and student-level behavioural characteristics associated with being overweight. Multilevel logistic regression analysis were used to examine the school- and student-level characteristics associated with the odds of a student being overweight among 1264 Grade 5-8 students…

Who Goes to Graduate School? Tracking 2003 ACT®-Tested High School Graduates for More than a Decade. ACT Research Report Series, 2015 (2)

ERIC Educational Resources Information Center

Mattern, Krista; Radunzel, Justine

2015-01-01

Many students who earn a bachelor's degree also aspire to earn a graduate degree. In this study, we examined student and institutional characteristics that are related to graduate school enrollment. Student characteristics included demographic characteristics; high school performance measures, coursework taken, and extracurricular activities;…

Identifying Characteristics of a "Good School" in the British and Saudi Arabian Education Systems

ERIC Educational Resources Information Center

Alzahrani, Saeed Musaid H.; Hammersley-Fletcher, Linda; Bright, Geoff

2016-01-01

This study aims at establishing whether primary schools in the Saudi education system conform to the characteristics of what are referred to as "good schools" in the British education system. The findings established through this study show that only 43.75% of primary schools in Saudi conform to the characteristics of what are referred…

Prioritizing the School Environment in School Violence Prevention Efforts

ERIC Educational Resources Information Center

Johnson, Sarah Lindstrom; Burke, Jessica G.; Gielen, Andrea C.

2011-01-01

Background: Numerous studies have demonstrated an association between characteristics of the school environment and the likelihood of school violence. However, little is known about the relative importance of various characteristics of the school environment or their differential impact on multiple violence outcomes. Methods: Primarily…

America's Public School Kindergarten Teachers' Job Turnover and Associated Factors

ERIC Educational Resources Information Center

Yesil Dagli, Ummuhan

2012-01-01

This study examined the effects of teacher characteristics, perceived school climate and work conditions, and students' characteristics on public school kindergarten teachers' act of moving to another school, leaving the profession and staying in the same school. The data came from School and Staffing Survey (SASS) and the Teacher Follow-up Survey…

Student Media in U.S. Secondary Schools: Associations with School Demographic Characteristics

ERIC Educational Resources Information Center

Bobkowski, Piotr S.; Goodman, Mark; Bowen, Candace Perkins

2012-01-01

This study provides an up-to-date counting of student media in U.S. public high schools. The analysis underscores the importance of school demographic characteristics in predicting whether schools offer student media. The disparities identified here should inform how journalism schools, scholastic journalism organizations, funding agencies, and…

Freshman Year Dropouts: Interactions between Student and School Characteristics and Student Dropout Status

ERIC Educational Resources Information Center

Zvoch, Keith

2006-01-01

Data from a large school district in the southwestern United States were analyzed to investigate relations between student and school characteristics and high school freshman dropout patterns. Application of a multilevel logistic regression model to student dropout data revealed evidence of school-to-school differences in student dropout rates and…

School Leadership and Cyberbullying—A Multilevel Analysis

PubMed Central

Låftman, Sara B.; Östberg, Viveca; Modin, Bitte

2017-01-01

Cyberbullying is a relatively new form of bullying, with both similarities and differences to traditional bullying. While earlier research has examined associations between school-contextual characteristics and traditional bullying, fewer studies have focused on the links to students’ involvement in cyberbullying behavior. The aim of the present study is to assess whether school-contextual conditions in terms of teachers’ ratings of the school leadership are associated with the occurrence of cyberbullying victimization and perpetration among students. The data are derived from two separate data collections performed in 2016: The Stockholm School Survey conducted among students in the second grade of upper secondary school (ages 17–18 years) in Stockholm municipality, and the Stockholm Teacher Survey which was carried out among teachers in the same schools. The data include information from 6067 students distributed across 58 schools, linked with school-contextual information based on reports from 1251 teachers. Cyberbullying victimization and perpetration are measured by students’ self-reports. Teachers’ ratings of the school leadership are captured by an index based on 10 items; the mean value of this index was aggregated to the school level. Results from binary logistic multilevel regression models show that high teacher ratings of the school leadership are associated with less cyberbullying victimization and perpetration. We conclude that a strong school leadership potentially prevents cyberbullying behavior among students. PMID:29036933

School Leadership and Cyberbullying-A Multilevel Analysis.

PubMed

Låftman, Sara B; Östberg, Viveca; Modin, Bitte

2017-10-15

Cyberbullying is a relatively new form of bullying, with both similarities and differences to traditional bullying. While earlier research has examined associations between school-contextual characteristics and traditional bullying, fewer studies have focused on the links to students' involvement in cyberbullying behavior. The aim of the present study is to assess whether school-contextual conditions in terms of teachers' ratings of the school leadership are associated with the occurrence of cyberbullying victimization and perpetration among students. The data are derived from two separate data collections performed in 2016: The Stockholm School Survey conducted among students in the second grade of upper secondary school (ages 17-18 years) in Stockholm municipality, and the Stockholm Teacher Survey which was carried out among teachers in the same schools. The data include information from 6067 students distributed across 58 schools, linked with school-contextual information based on reports from 1251 teachers. Cyberbullying victimization and perpetration are measured by students' self-reports. Teachers' ratings of the school leadership are captured by an index based on 10 items; the mean value of this index was aggregated to the school level. Results from binary logistic multilevel regression models show that high teacher ratings of the school leadership are associated with less cyberbullying victimization and perpetration. We conclude that a strong school leadership potentially prevents cyberbullying behavior among students.

Spatial analysis on school environment characteristics in mangrove management based on local wisdom (Case study at Lhokseumawe, Aceh)

NASA Astrophysics Data System (ADS)

Susiloningtyas, Dewi; Handayani, Tuty; Amalia, Naila; Nadhira, Arum Ira

2017-01-01

After 2004 tsunami, lots of efforts have been made, such as building school and distributing mangrove forests. This study examines the perception of teachers and students about mangrove management which spread in the administrative area of Lhokseumawe to become a reference then applied as local education regarding mangrove after tsunami disaster. This paper was based on primary data taken using questionnaire with a predetermined analysis unit to interview teachers and students in the study area. The result presented with quantitative and descriptive analysis. The result is of the total number of junior high schools in the city of Lhokseumawe as many as 41 Public Schools, Private and Religious School, there are 31 schools with priority for local wisdom education implemented mangrove. The result is classified with 3 class. The school’s first priority is schools with a melee, with mangroves mangrove poor condition. Educational priority 2 is schools with close proximity to the mangrove and mangrove condition with moderate levels of damage. Schools with third priority are school with a close range, and mangrove good condition. Priority I as many as 18 schools, 10 schools priority II and 3 school for priority with learning competency standards that differ from each other.

Acculturative and Psychological Predictors of Academic-Related Outcomes Among Cambodian American High School Students

PubMed Central

Dinh, Khanh T.; Weinstein, Traci L.; Kim, Su Yeong; Ho, Ivy K.

2009-01-01

This study examined the acculturative and psychosocial predictors of academic-related outcomes among Cambodian American high school students from an urban school district in the state of Massachusetts. Student participants (N = 163) completed an anonymous survey that assessed demographic characteristics, acculturative experiences, intergenerational conflict, depression, and academic-related outcomes. The main results indicated that acculturative and psychosocial variables were significant predictors of academic-related outcomes. Specifically, students' Cambodian cultural orientation was positively associated with their beliefs about the utility of education and sense of school membership, while students' Anglo/White cultural orientation was positively associated with their grade point average, educational aspirations, and sense of school membership. Results also indicated that Cambodian cultural orientation was negatively associated with intergenerational conflict, which in turn was associated with depression. This study provides important information to developers of school-based and family-based prevention and intervention programs by highlighting the acculturative challenges and how academic success can be fostered for Cambodian American students. PMID:20011458

Prevalence, Characteristics, and Associations of Sexual Abuse with Sociodemographics and Consensual Sex in a Population-Based Sample of Swedish Adolescents

ERIC Educational Resources Information Center

Priebe, Gisela; Svedin, Carl Goran

2009-01-01

The purpose of this study was to investigate lifetime prevalence and characteristics of self-reported child sexual abuse and associations between child sexual abuse, gender, sociodemographic data, and consensual sexual experiences. A questionnaire was completed by 4,339 Swedish high school seniors. Three categories of child sexual abuse were…

Family and Teacher Characteristics as Predictors of Parent Involvement in Education during Early Childhood among Afro-Caribbean and Latino Immigrant Families

ERIC Educational Resources Information Center

Calzada, Esther J.; Huang, Keng-Yen; Hernandez, Miguel; Soriano, Erika; Acra, C. Francoise; Dawson-McClure, Spring; Kamboukos, Dimitra; Brotman, Laurie

2015-01-01

Parent involvement is a robust predictor of academic achievement, but little is known about school- and home-based involvement in immigrant families. Drawing on ecological theories, the present study examined contextual characteristics as predictors of parent involvement among Afro-Caribbean and Latino parents of young students in urban public…

ASL, Total Communication and Oralism: Identifying Shared Characteristics of School-Based Writing Intervention Programs for Deaf and Hard-of-Hearing Students, K-6

ERIC Educational Resources Information Center

Reed, Carolyn Mascia

2009-01-01

To be effective in providing a writing literacy program, regardless of communication approaches, educators should establish program-wide conditions that promote English writing literacy over time. The researcher's purpose for this study was to identify shared characteristics of writing intervention programs in three different communication school…

Post-Secondary Plans, Aspirations and Profile Characteristics of Grade Twelve Students in Manitoba, 1977-78.

ERIC Educational Resources Information Center

Russell, C. Neil; And Others

This survey examines post-secondary plans, aspirations, and characteristics of twelfth grade students in order to develop a medium range enrollment forecasting model of postsecondary education and to develop a data base on high school student aspirations. The survey is the third year of a three-year project undertaken in Manitoba, Canada.…

The Integration of technology in teaching mathematics

NASA Astrophysics Data System (ADS)

Muhtadi, D.; Wahyudin; Kartasasmita, B. G.; Prahmana, R. C. I.

2017-12-01

This paper presents the Transformation of Technological Pedagogical and Content Knowledge (TPACK) of three pre-service math teacher. They participate in technology-based learning modules aligned with teaching practice taught school and became characteristic of teaching method by using the mathematical software. ICT-based learning environment has been the demands in practice learning to build a more effective approach to the learning process of students. Also, this paper presents the results of research on learning mathematics in middle school that shows the influence of design teaching on knowledge of math content specifically.

Tinnitus school: an educational approach to tinnitus management based on a stress-reaction tinnitus model.

PubMed

Alpini, Dario; Cesarani, Antonio; Hahn, Ales

2007-01-01

Stress is a significant factor influencing the clinical course of tinnitus. The auditory system is particularly sensitive to the effects of various stress factors (chemical, oxidative, emotional, etc.). Different stages of reaction (alarm, resistance, exhaustion) lead to different characteristics of tinnitus and to different therapeutic approaches. Individual characteristics of stress reaction may explain different aspects of tinnitus in various patients with different responses to treatment, despite similar audiological and etiological factors. A model based on individual reactions to stress factors (stress-reaction tinnitus model, or SRTM) could explain tinnitus as an alarm signal. In each patient, stressors have to be identified during the alarm phase to prevent an evolution toward the resistance and exhaustion phases. In the exhaustion phase, chronic tinnitus is due to the organization of a paradoxical auditory memory and a pathologically shifted attention to tinnitus. The aim of our study is to describe a therapeutic proposal based on the SRTM by taking an educational approach to management of chronic tinnitus. The educational aspect is emphasized; thus, we named our approach tinnitus school. Selection of appropriate patients and follow-up is based on psychometrics of tinnitus and stress questionnaires, including a tinnitus reaction questionnaire, a tinnitus cognitive questionnaire, and a 20-item perceived stress questionnaire. Tinnitus school is a three-phase program: counseling, training, and home training. Training is based on a tinnitus-fitted physiotherapeutic protocol.

Design and validation of general biology learning program based on scientific inquiry skills

NASA Astrophysics Data System (ADS)

Cahyani, R.; Mardiana, D.; Noviantoro, N.

2018-03-01

Scientific inquiry is highly recommended to teach science. The reality in the schools and colleges is that many educators still have not implemented inquiry learning because of their lack of understanding. The study aims to1) analyze students’ difficulties in learning General Biology, 2) design General Biology learning program based on multimedia-assisted scientific inquiry learning, and 3) validate the proposed design. The method used was Research and Development. The subjects of the study were 27 pre-service students of general elementary school/Islamic elementary schools. The workflow of program design includes identifying learning difficulties of General Biology, designing course programs, and designing instruments and assessment rubrics. The program design is made for four lecture sessions. Validation of all learning tools were performed by expert judge. The results showed that: 1) there are some problems identified in General Biology lectures; 2) the designed products include learning programs, multimedia characteristics, worksheet characteristics, and, scientific attitudes; and 3) expert validation shows that all program designs are valid and can be used with minor revisions. The first section in your paper.

Characteristics of bias-based harassment incidents reported by a national sample of U.S. adolescents.

PubMed

Jones, Lisa M; Mitchell, Kimberly J; Turner, Heather A; Ybarra, Michele L

2018-06-01

Using a national sample of youth from the U.S., this paper examines incidents of bias-based harassment by peers that include language about victims' perceived sexual orientation, race/ethnicity, religion, weight or height, or intelligence. Telephone interviews were conducted with youth who were 10-20 years old (n = 791). One in six youth (17%) reported at least one experience with bias-based harassment in the past year. Bias language was a part of over half (52%) of all harassment incidents experienced by youth. Perpetrators of bias-based harassment were similar demographically to perpetrators of non-biased harassment. However, bias-based incidents were more likely to involve multiple perpetrators, longer timeframes and multiple harassment episodes. Even controlling for these related characteristics, the use of bias language in incidents of peer harassment resulted in significantly greater odds that youth felt sad as a result of the victimization, skipped school, avoided school activities, and lost friends, compared to non-biased harassment incidents. Copyright © 2018 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

School nutrition guidelines: overview of the implementation and evaluation.

PubMed

Gregorič, Matej; Pograjc, Larisa; Pavlovec, Alenka; Simčič, Marjan; Gabrijelčič Blenkuš, Mojca

2015-06-01

To holistically evaluate the extent of implementation of dietary guidelines in schools and present various monitoring systems. The study comprises three methods: (i) a cross-sectional survey (process evaluation); (ii) an indicator-based evaluation (menu quality); and (iii) a 5 d weighed food record of school lunches (output evaluation). Slovenian primary schools. A total 234 food-service managers from 488 schools completed a self-administrated questionnaire for process evaluation; 177 out of 194 randomly selected schools provided menus for menu quality evaluation; and 120 school lunches from twenty-four schools were measured and nutritionally analysed for output evaluation. The survey among food-service managers revealed high levels of implementation at almost all process evaluation areas of the guidelines. An even more successful implementation of these guidelines was found in relation to organization cultural issues as compared with technical issues. Differences found in some process evaluation areas were related to location, size and socio-economic characteristics of schools. Evaluation of school menu quality demonstrated that score values followed a normal distribution. Higher (better) nutrition scores were found in larger-sized schools and corresponding municipalities with higher socio-economic status. School lunches did not meet minimum recommendations for energy, carbohydrates or dietary fibre intake, nor for six vitamins and three (macro, micro and trace) elements. The implementation of the guidelines was achieved differently at distinct levels. The presented multilevel evaluation suggests that different success in implementation might be attributed to different characteristics of individual schools. System changes might also be needed to support and improve implementation of the guidelines.

School Psychology in Portugal: Practitioners' Characteristics and Practices

ERIC Educational Resources Information Center

Mendes, Sofia A.; Abreu-Lima, Isabel; Almeida, Leandro S.; Simeonsson, Rune J.

2014-01-01

Little empirical evidence is available on the professional characteristics and practices of school psychologists in Portugal. This study surveyed a total of 477 Portuguese school psychologists employed in public (80%) and private schools (20%). Portuguese school psychologists are described with regard to demographic, professional, and educational…

Contexts Matter: Selection in Means-Tested School Voucher Programs

ERIC Educational Resources Information Center

Hart, Cassandra M. D.

2014-01-01

This study examines public school characteristics, and public and private school market characteristics, associated with participation among elementary-aged students in a means-tested school voucher program in Florida. Participants are more likely than eligible nonparticipants to come from disadvantaged public schools on multiple dimensions. On…

The Effectiveness of Problem-Based Instruction: A Comparative Study of Instructional Methods and Student Characteristics

ERIC Educational Resources Information Center

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

2006-01-01

This study compared the effectiveness of problem-based learning (PBL) and traditional instructional approaches in developing high-school students' macroeconomics knowledge and examined whether PBL was differentially effective with students demonstrating different levels of four aptitudes: verbal ability, interest in economics, preference for group…

Generation Psy: Student Characteristics and Academic Achievement in a Three-Year Problem-Based Learning Bachelor Program

ERIC Educational Resources Information Center

de Koning, Bjorn B.; Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Smeets, Guus; van der Molen, Henk T.

2012-01-01

This study investigated the simultaneous impact of demographic, personality, intelligence, and (prior) study performance factors on students' academic achievement in a three-year academic problem-based psychology program. Information regarding students' gender, age, nationality, pre-university education, high school grades, Big Five personality…

Individual and School Organizational Factors that Influence Implementation of the PAX Good Behavior Game Intervention.

PubMed

Domitrovich, Celene E; Pas, Elise T; Bradshaw, Catherine P; Becker, Kimberly D; Keperling, Jennifer P; Embry, Dennis D; Ialongo, Nicholas

2015-11-01

Evidence-based interventions are being disseminated broadly in schools across the USA, but the implementation levels achieved in community settings vary considerably. The current study examined the extent to which teacher and school factors were associated with implementation dosage and quality of the PAX Good Behavior Game (PAX GBG), a universal classroom-based preventive intervention designed to improve student social-emotional competence and behavior. Specifically, dosage (i.e., number of games and duration of games) across the school year and quality (i.e., how well the game is delivered) of PAX GBG implementation across four time points in a school year were examined. Hierarchical linear modeling was used to examine the association between teacher-level factors (e.g., demographics, self-reports of personal resources, attitudes toward the intervention, and workplace perceptions) and longitudinal implementation data. We also accounted for school-level factors, including demographic characteristics of the students and ratings of the schools' organizational health. Findings indicated that only a few teacher-level factors were significantly related to variation in implementation. Teacher perceptions (e.g., fit with teaching style, emotional exhaustion) were generally related to dosage, whereas demographic factors (e.g., teachers' age) were related to quality. These findings highlight the importance of school contextual and proximal teacher factors on the implementation of classroom-based programs.

Modeling stability of growth between mathematics and science achievement during middle and high school.

PubMed

Ma, Xin; Ma, Lingling

2004-04-01

In this study, the authors introduced a multivariate multilevel model to estimate the consistency among students and schools in the rates of growth between mathematics and science achievement during the entire middle and high school years with data from the Longitudinal Study of American Youth (LSAY). There was no evident consistency in the rates of growth between mathematics and science achievement among students, and this inconsistency was not much influenced by student characteristics and school characteristics. However, there was evident consistency in the average rates of growth between mathematics and science achievement among schools, and this consistency was influenced by student characteristics and school characteristics. Major school-level variables associated with parental involvement did not show any significant impacts on consistency among either students or schools. Results call for educational policies that promote collaboration between mathematics and science departments or teachers.

Comparing Protective Factors and Resilience among Classroom-Based Teachers and Community-Based Educators

ERIC Educational Resources Information Center

Muller, Susan M.; Dodd, Amelia; Fiala, Kelly A.

2014-01-01

Attrition is a major problem for all areas of education. The presence of protective factors has been shown to promote resiliency, which might influence retention. This study was designed to examine characteristics associated with resiliency among a population of pre-service educators, public school teachers, and community-based health educators.…

Transformative Shifts in Art History Teaching: The Impact of Standards-Based Assessment

ERIC Educational Resources Information Center

Ormond, Barbara

2011-01-01

This article examines pedagogical shifts in art history teaching that have developed as a response to the implementation of a standards-based assessment regime. The specific characteristics of art history standards-based assessment in the context of New Zealand secondary schools are explained to demonstrate how an exacting form of assessment has…

Integrating Mathematical Modeling for Undergraduate Pre-Service Science Education Learning and Instruction in Middle School Classrooms

ERIC Educational Resources Information Center

Carrejo, David; Robertson, William H.

2011-01-01

Computer-based mathematical modeling in physics is a process of constructing models of concepts and the relationships between them in the scientific characteristics of work. In this manner, computer-based modeling integrates the interactions of natural phenomenon through the use of models, which provide structure for theories and a base for…

Introducing Inquiry-Based Methodologies during Initial Secondary Education Teacher Training Using an Open-Ended Problem about Chemical Change

ERIC Educational Resources Information Center

Rodríguez-Arteche, In~igo; Martínez-Aznar, M. Mercedes

2016-01-01

In this paper, the characteristics of an initial training program for secondary school physics and chemistry teachers are presented. This program is based on the resolution of professional problems, in order to develop preservice teachers' competencies for integrating inquiry-based science education (IBSE) into their future teaching. With this…

Reading and spelling skills in German third graders: Examining the role of student and context characteristics.

PubMed

von Suchodoletz, Antje; Larsen, Ross A A; Gunzenhauser, Catherine; Fäsche, Anika

2015-12-01

Educational processes and outcomes are influenced by a multitude of factors, including individual and contextual characteristics. Recently, studies have demonstrated that student and context characteristics may produce unique and cumulative effects on educational outcomes. The study aimed to investigate (1) the relative contribution of student, classroom, and school characteristics to reading fluency and orthographic spelling, (2) the relative contribution of specific predictors to reading fluency and orthographic spelling within the sets of student, classroom, and school characteristics, and (3) whether the contribution of student, classroom, and school characteristics differs for reading fluency and orthographic spelling. Participants were 789 German third-grade students from 56 classrooms in 34 schools. Students completed an intelligence test and a questionnaire assessing self-control. Reading fluency and orthographic spelling performance were assessed using standardized achievement tests. Multilevel structural equation modelling was used to control for the hierarchical structure of educational data. Variances in students' reading and spelling skills were in large part explained by student characteristics (>90%). Classroom and school characteristics yielded little variance. Student-level intelligence and self-control were significantly related to reading fluency. For orthographic spelling, student-level intelligence and self-control, class-average intelligence, and, at the school level, the socio-economic status of the school's neighbourhood were significant predictors. Future research needs to investigate relevant classroom and school factors that may directly and indirectly relate to academic outcomes. © 2015 The British Psychological Society.

Community and School Characteristics and Voter Behavior in Ohio Rural School District Property Tax Elections.

ERIC Educational Resources Information Center

Baker, Matt; McCracken, J. David

This study explores the relationships between the percentage of successful property tax issues and community and school characteristics in rural school districts in Ohio. Data were obtained for 74 rural school districts between 1984 and 1988; sources were government statistics and a questionnaire survey of school principals. The dependent variable…

Creating the New American School: A Principal's Guide to School Improvement. Transforming Schools.

ERIC Educational Resources Information Center

DuFour, Richard; Eaker, Robert

This book details the characteristics of schools that continue to provide their students with a good education. It integrates two important bodies of research in its findings: (1) the research on effective schools and the characteristics of effective schools; and (2) studies of effective business practices and the leadership behind those…

Gender Differences in Intrahousehold Schooling Outcomes: The Role of Sibling Characteristics and Birth-Order Effects

ERIC Educational Resources Information Center

Rammohan, Anu; Dancer, Diane

2008-01-01

In this paper we examine the influence of gender, sibling characteristics and birth order on the schooling attainment of school-age Egyptian children. We use multivariate analysis to simultaneously examine three different schooling outcomes of a child having "no schooling", "less than the desired level of schooling", and an…

Using modular psychotherapy in school mental health: Provider perspectives on intervention-setting fit

PubMed Central

Lyon, Aaron R.; Ludwig, Kristy; Romano, Evalynn; Koltracht, Jane; Stoep, Ann Vander; McCauley, Elizabeth

2013-01-01

Objective The “fit” or appropriateness of well-researched interventions within usual care contexts is among the most commonly-cited, but infrequently researched, factors in the successful implementation of new practices. The current study was initiated to address two exploratory research questions: (1) How do clinicians describe their current school mental health service delivery context? and (2) How do clinicians describe the fit between modular psychotherapy and multiple levels of the school mental health service delivery context? Method Following a year-long training and consultation program in an evidence-based, modular approach to psychotherapy, semi-structured qualitative interviews were conducted with seventeen school-based mental health providers to evaluate their perspectives on the appropriateness of implementing the approach within a system of school-based health centers. Interviews were transcribed and coded for themes using conventional and directed content analysis. Results Findings identified key elements of the school mental health context including characteristics of the clinicians, their practices, the school context, and the service recipients. Specific evaluation of intervention-setting appropriateness elicited many comments about both practical and value-based (e.g., cultural considerations) aspects at the clinician and client levels, but fewer comments at the school or organizational levels. Conclusions Results suggest that a modular approach may fit well with the school mental health service context, especially along practical aspects of appropriateness. Future research focused on the development of methods for routinely assessing appropriateness at different stages of the implementation process is recommended. PMID:24134063

Leadership Characteristics and Practices in South Carolina Charter Schools. REL 2017-188

ERIC Educational Resources Information Center

Rudo, Zena H.; Partridge, Mark A.

2016-01-01

Charter school stakeholders in South Carolina, including officials at the South Carolina Department of Education, personnel at the Public Charter School Alliance of South Carolina, and leaders of South Carolina charter schools, expressed interest in understanding the leadership characteristics and practices of charter school leaders across the…

Relationship of Teacher Training and School Characteristics to Middle School State Assessment Results

ERIC Educational Resources Information Center

Hall, Tina J.; Hicklin, Lori K.; French, Karen E.

2017-01-01

Purpose: To examine the relationship between the South Carolina middle school physical education assessment results and the school characteristics. In addition, the relationship between teacher training attendance and student achievement were determined. Method: Student performance on four physical education indicators in 63 middle schools (and…

The Voices of School Counselors: Essential Characteristics of School Counselor Leaders

ERIC Educational Resources Information Center

Young, Anita; Dollarhide, Colette T.; Baughman, Amber

2015-01-01

The majority of school counselor leadership studies focus on quantitative data. The current study contributes to the limited qualitative research surrounding school counselor leadership. The analysis of an open-ended statement from a national study gives voice to school counselor perceptions about leadership characteristics pertinent to the…

Science on the Web: Secondary School Students' Navigation Patterns and Preferred Pages' Characteristics

NASA Astrophysics Data System (ADS)

Dimopoulos, Kostas; Asimakopoulos, Apostolos

2010-06-01

This study aims to explore navigation patterns and preferred pages' characteristics of ten secondary school students' searching the web for information about cloning. The students navigated the Web for as long as they wished in a context of minimum support of teaching staff. Their navigation patterns were analyzed using audit trail data software. The characteristics of their preferred Web pages were also analyzed using a scheme of analysis largely based on socio-linguistics and socio-semiotics approaches. Two distinct groups of students could be discerned. The first consisted of more competent students, who during their navigation visited fewer relevant pages, however of higher credibility and more specialized content. The second group consists of weaker students, who visited more pages, mainly of lower credibility and rather popularized content. Implications for designing educational web pages and teaching are discussed.

The Peculiarities of Forming Rural School Students' Healthy Living Skills after School and in Extracurricular Work by the Use of Information Innovation Technology

ERIC Educational Resources Information Center

Talgat, Daniarov; Kanat, Bazarbaev; Saltanat, Nyshnova; Akbota, Myrzakhanova

2012-01-01

If we turn to the educational views and ideas in the history of education, we see that the goals of education have an active and changeable specific historical characteristics. Specifying its state policy and ideology determine the social needs, based on natural, social and human development of objective laws. In this structure, there is a need…

Truancy as a Contextual and School-Related Problem: A Comparative Multilevel Analysis of Country and School Characteristics on Civic Knowledge among 14 Year Olds

ERIC Educational Resources Information Center

Claes, Ellen; Hooghe, Marc; Reeskens, Tim

2009-01-01

In recent years, various governments and education agencies have developed stricter policies to reduce truancy levels, mainly based on the argument that truancy is associated with risk behaviour, crime and substance abuse. In this article, we use a large, 28-nation comparative survey among 14 year olds to detect general patterns in consequences…

Job Characteristics and Mentoring in Pre-Schools: Mentoring Relationships among the Educational Staff When Challenged by Problem-Solving Tasks

ERIC Educational Resources Information Center

Waaland, Torbjorn

2013-01-01

Purpose: The purpose of this paper is to study the influence of problem-solving tasks on mentoring received, peer mentoring and mentoring provided. Design/methodology/approach: This cross-sectional survey was based on a questionnaire that was sent to a total of 435 employees from 29 pre-schools in Norway. A total of 284 responses were returned, a…

Changes in physical activity during the transition from primary to secondary school in Belgian children: what is the role of the school environment?

PubMed

De Meester, Femke; Van Dyck, Delfien; De Bourdeaudhuij, Ilse; Deforche, Benedicte; Cardon, Greet

2014-03-19

Key life periods have been associated with changes in physical activity (PA). This study investigated (1) how PA changes when primary school children transfer to secondary school, (2) if school environmental characteristics differ between primary and secondary schools and (3) if changes in school environmental characteristics can predict changes in PA in Belgian schoolchildren. Moderating effects of gender and the baseline level of PA were investigated for the first and third research question. In total, 736 children (10-13 years) of the last year of primary school participated in the first phase of this longitudinal study. Two years later, 502 of these children (68.2%) agreed to participate in the second phase. Accelerometers, pedometers and the Flemish Physical Activity Questionnaire were used to measure PA. School environmental characteristics were reported by the school principals. Cross-classified regression models were conducted to analyze the data. Self-reported active transport to school and accelerometer weekday moderate to vigorous PA (MVPA) increased after the transition to secondary school while self-reported extracurricular PA and total PA decreased. Pedometer weekday step counts decreased, but this decrease was only apparent among those who achieved the PA guidelines in primary school.Secondary schools scored higher on the school environmental characteristics: provision of sports and PA during lunch break, active schoolyards and playgrounds and health education policy but lower on sports and PA after-school than primary schools. Changes in the school environmental characteristics: active commuting to school, active schoolyards and playgrounds and health education policy resulted in changes in self-reported extracurricular PA, total PA , pedometer/accelerometer determined step counts and accelerometer determined MVPA. Moderating effects were found for baseline PA and gender. PA changed after the transition to secondary school. In general, secondary schools seem more likely to foster strategies to promote PA during school hours than primary schools who seem more likely to foster strategies to promote PA after school. Changes in school environmental characteristics may contribute to changes in PA. Thus, if confirmed in future studies, efforts are needed to implement these components in schools as early as possible to positively affect the change in PA.

Validity of Scientific Based Chemistry Android Module to Empower Science Process Skills (SPS) in Solubility Equilibrium

NASA Astrophysics Data System (ADS)

Antrakusuma, B.; Masykuri, M.; Ulfa, M.

2018-04-01

Evolution of Android technology can be applied to chemistry learning, one of the complex chemistry concept was solubility equilibrium. this concept required the science process skills (SPS). This study aims to: 1) Characteristic scientific based chemistry Android module to empowering SPS, and 2) Validity of the module based on content validity and feasibility test. This research uses a Research and Development approach (RnD). Research subjects were 135 s1tudents and three teachers at three high schools in Boyolali, Central of Java. Content validity of the module was tested by seven experts using Aiken’s V technique, and the module feasibility was tested to students and teachers in each school. Characteristics of chemistry module can be accessed using the Android device. The result of validation of the module contents got V = 0.89 (Valid), and the results of the feasibility test Obtained 81.63% (by the student) and 73.98% (by the teacher) indicates this module got good criteria.

Strengthening of Indonesia school of management in the 21st century through the implementation of school management system based information technology and communications integrated

NASA Astrophysics Data System (ADS)

Setiawan, Wawan; Munir, Senen, Syamsul Hadi; Nugroho, Eddy Prasetyo; Wihardi, Yaya; Nugraha, Eki

2017-05-01

Indonesia strengthening school management through the implementation of School Management System Based Information Technology and Communications (SMS-ICT) is intended to improve the performance of schools to accommodate the complexities of management in a computerized system that is simple but comprehensive so that it aligns with the era of the 21st century. School Management System Based Information and Communication Technology-based standards developed 12 education, adapted from 8 national standards into the system components that support the characteristics of 21st century schools. Twelfth system components include curriculum, Personal Development, Recruitment of New Student Services and Student Development, Education Labor and Education, Infrastructure, Leadership, School Management, Financing, Evaluation, and Social Communications. Development of the system is done through the stages of systematically covering Need Assessment, System Design, System Development, Testing Limited, Reveiw and Improvement, Testing Expanded, Finalize, and Packaging. SMS-ICT has gained Copyright and had seminars both nationally and internationally, and have been published by national journals, and in a book chapter. SMS-ICT applied to several schools in districy/city of West Java is based on cooperation with the Education Department of West Java. Implementation of School Management System as strengthening school management Indonesia shows the essential matters of school management. SMS-ICT managed to bring changes not only bring substantial improvements to the school how it should be managed, but also change the mindset of school leaders and teachers in ways of thinking and acting more professional in carrying out their respective duties. SMS-ICT managed as a unified system of governance that is integrated schools overall strategic component in an integrated system that implements ICT that has the capacity to process data and information quickly, accurately and reliably. SMS-ICT as a mainstay to foster confidence that their school is a superior school that can be presented and demonstrated significantly. School leaders have the managerial instrument to control and develop all essential aspects in a comprehensive school. Empowering ICT appropriately and productively in school management processes, not only as a substitute for a typewriter and not only as a display.

Limitations of studies on school-based nutrition education interventions for obesity in China: a systematic review and meta-analysis.

PubMed

Kong, Kaimeng; Liu, Jie; Tao, Yexuan

2016-01-01

School-based nutrition education has been widely implemented in recent years to fight the increasing prevalence of childhood obesity in China. A comprehensive literature search was performed using six databases to identify studies of school-based nutrition education interventions in China. The methodological quality and the risk of bias of selected literature were evaluated. Stratified analysis was performed to identify whether different methodologies influenced the estimated effect of the intervention. Seventeen articles were included in the analysis. Several of the included studies had inadequate intervention duration, inappropriate randomization methods, selection bias, unbalanced baseline characteristics between control and intervention groups, and absent sample size calculation. Overall, the studies showed no significant impact of nutrition education on obesity (OR=0.76; 95% CI=0.55-1.05; p=0.09). This can be compared with an OR of 0.68 for interventions aimed at preventing malnutrition and an OR of 0.49 for interventions aimed at preventing iron-deficiency anemia. When studies with unbalanced baseline characteristics between groups and selection bias in the study subjects were excluded, the impact of nutrition education on obesity was significant (OR=0.73; 95% CI=0.55-0.98; p=0.003). An analysis stratified according to the duration of intervention revealed that the intervention was effective only when it lasted for more than 2 years (OR=0.49, 95% CI=0.42-0.58; p<0.001). Studies of school-based nutrition education programs in China have some important limitations that might affect the estimated effectiveness of the intervention.

The influence of the physical environment and sociodemographic characteristics on children's mode of travel to and from school.

PubMed

Larsen, Kristian; Gilliland, Jason; Hess, Paul; Tucker, Patricia; Irwin, Jennifer; He, Meizi

2009-03-01

We examined whether certain characteristics of the social and physical environment influence a child's mode of travel between home and school. Students aged 11 to 13 years from 21 schools throughout London, Ontario, answered questions from a travel behavior survey. A geographic information system linked survey responses for 614 students who lived within 1 mile of school to data on social and physical characteristics of environments around the home and school. Logistic regression analysis was used to test the influence of environmental factors on mode of travel (motorized vs "active") to and from school. Over 62% of students walked or biked to school, and 72% from school to home. The likelihood of walking or biking to school was positively associated with shorter trips, male gender, higher land use mix, and presence of street trees. Active travel from school to home was also associated with lower residential densities and lower neighborhood incomes. Our findings demonstrate that active travel is associated with environmental characteristics and suggest that school planners should consider these factors when siting schools in order to promote increased physical activity among students.

The Influence of the Physical Environment and Sociodemographic Characteristics on Children's Mode of Travel to and From School

PubMed Central

Larsen, Kristian; Hess, Paul; Tucker, Patricia; Irwin, Jennifer; He, Meizi

2009-01-01

Objectives. We examined whether certain characteristics of the social and physical environment influence a child's mode of travel between home and school. Methods. Students aged 11 to 13 years from 21 schools throughout London, Ontario, answered questions from a travel behavior survey. A geographic information system linked survey responses for 614 students who lived within 1 mile of school to data on social and physical characteristics of environments around the home and school. Logistic regression analysis was used to test the influence of environmental factors on mode of travel (motorized vs “active”) to and from school. Results. Over 62% of students walked or biked to school, and 72% from school to home. The likelihood of walking or biking to school was positively associated with shorter trips, male gender, higher land use mix, and presence of street trees. Active travel from school to home was also associated with lower residential densities and lower neighborhood incomes. Conclusions. Our findings demonstrate that active travel is associated with environmental characteristics and suggest that school planners should consider these factors when siting schools in order to promote increased physical activity among students. PMID:19106422

[Problem-based learning, a strategy to employ it].

PubMed

Guillamet Lloveras, Ana; Celma Vicente, Matilde; González Carrión, Pilar; Cano-Caballero Gálvez, Ma Dolores; Pérez Ramírez, Francisca

2009-02-01

The Virgen de las Nieves University School of Nursing has adopted the methodology of Problem-Based Learning (ABP in Spanish acronym) as a supplementary method to gain specific transversal competencies. In so doing, all basic required/obligatory subjects necessary for a degree have been partially affected. With the objective of identifying and administering all the structural and cultural barriers which could impede the success or effectiveness of its adoption, a strategic analysis at the School was carried out. This technique was based on a) knowing the strong and weak points the School has for adopting the Problem-Based Learning methodology; b) describing the structural problems and necessities to carry out this teaching innovation; c) to discover the needs professors have regarding knowledge and skills related to Problem-Based Learning; d) to prepare students by informing them about the characteristics of Problem-Based Learning; e) to evaluate the results obtained by means of professor and student opinions, f) to adopt the improvements identified. The stages followed were: strategic analysis, preparation, pilot program, adoption and evaluation.

A longitudinal study of health professional students' attitudes towards interprofessional education at an American university.

PubMed

Wong, Risa Liang; Fahs, Deborah Bain; Talwalkar, Jaideep S; Colson, Eve R; Desai, Mayur M; Kayingo, Gerald; Balanda, Matthew; Luczak, Anthony G; Rosenthal, Marjorie S

2016-01-01

Efforts to improve interprofessional education (IPE) are informed by attitudes of health professional students, yet there are limited US data on student characteristics and experiences associated with positive attitudes towards IPE. A cohort of US medical, nursing, and physician associate students was surveyed in their first and third years, using the Readiness for Interprofessional Learning Scale and Interdisciplinary Education Perception Scale. Information was also collected on demographics and experiences during training. Health professional students differed in their attitudes towards IPE; characteristics associated with having more positive attitudes at both time points included being a nursing student, female, older, and having more previous healthcare experience. Students who participated in interprofessional extracurricular activities (particularly patient-based activities) during training reported more positive attitudes in the third year than those who did not participate in such activities. Based on these findings, schools may consider how student characteristics and participation in interprofessional extracurricular activities can affect attitudes regarding IPE. Building on the positive elements of this interprofessional extracurricular experience, schools may also want to consider service-learning models of IPE where students work together on shared goals.

Post-Secondary Plans, Aspirations and Profile Characteristics of Grade Ten and Eleven Students in Manitoba, 1977-78.

ERIC Educational Resources Information Center

Russell, C. Neil; And Others

This survey examines post-secondary plans, aspirations and characteristics of students in grades 10 and 11 in order to develop a medium range enrollment forecasting model for postsecondary education and to develop a data base on high school student aspirations. The survey is the third year of a three-year project undertaken in Manitoba, Canada.…

School Choice in Colorado Springs: The Relationship between Parental Decisions, Location and Neighbourhood Characteristics

ERIC Educational Resources Information Center

Theobald, Rebecca

2005-01-01

The influence of location as exemplified by neighbourhood factors and school characteristics on primary education is examined in the context of the school choice movement of the last two decades. The analysis incorporates statistical information about schools and population data from Census 2000 describing neighbourhoods and schools in one…

Associations among School Characteristics and Foodservice Practices in a Nationally Representative Sample of United States Schools

ERIC Educational Resources Information Center

Thomson, Jessica L.; Tussing-Humphreys, Lisa M.; Martin, Corby K.; LeBlanc, Monique M.; Onufrak, Stephen J.

2012-01-01

Objective: Determine school characteristics associated with healthy/unhealthy food service offerings or healthy food preparation practices. Design: Secondary analysis of cross-sectional data. Setting: Nationally representative sample of public and private elementary, middle, and high schools. Participants: Data from the 2006 School Health Policies…

Grades, Coursework, and Student Characteristics in High School Economics

ERIC Educational Resources Information Center

Rebeck, Ken; Walstad, William B.

2015-01-01

The authors use U.S. public and private high school transcripts to analyze grade distribution patterns in economics courses across student and school characteristics, and compare these grades to those earned in other selected high school courses. Results are reported for the 53 percent of 2009 high school graduates who took a basic economics…

Students enrolled in school-sponsored work programs: the effect of multiple jobs on workplace safety and school-based behaviors.

PubMed

Zierold, Kristina M; Appana, Savi; Anderson, Henry A

2011-08-01

Throughout the United States, over 70% of public schools with 12th grade offer school-sponsored work (SSW) programs for credit; 60% offer job-shadowing programs for students. Wisconsin offers a variety of work-based learning programs for students, including, but not limited to, job shadowing, internships, co-op education, and youth apprenticeship programs. No research has compared workplace injury and school-based behaviors in students enrolled in SSW programs who work only 1 job compared with those who work multiple jobs. A total of 6810 students in the 5 public health regions in Wisconsin responded to an anonymous questionnaire that was administered in 2003. The questionnaire asked about employment, injury, characteristics of injury, and school-based behaviors and performance. A total of 3411 high school students aged 14 to 18 reported they were employed during the school year. Among the working students, 13.5% were enrolled in a SSW program. Of the SSW students, 44% worked multiple jobs. SSW students who worked multiple jobs were more likely to do hazardous job tasks, to work after 11 PM, to work over 40 hours per week, to have a near-miss incident, to have a coworker injured, and to be injured at work. SSW students who are working multiple jobs are violating labor laws that put their safety and their school performance at risk. The responsibilities of employers and schools have to be addressed to ensure that SSW students are abiding by labor laws when working multiple jobs.

Fears of violence during morning travel to school.

PubMed

Wiebe, Douglas J; Guo, Wensheng; Allison, Paul D; Anderson, Elijah; Richmond, Therese S; Branas, Charles C

2013-07-01

Children's safety as they travel to school is a concern nationwide. We investigated how safe children felt from the risk of being assaulted during morning travel to school. Children between 10 and 18 years old were recruited in Philadelphia and interviewed with the aid of geographic information system (GIS) mapping software about a recent trip to school, situational characteristics, and how safe they felt as they travelled based on a 10-point item (1 = very unsafe, 10 = very safe). Ordinal regression was used to estimate the probability of perceiving different levels of safety based on transportation mode, companion type, and neighborhood characteristics. Among 65 randomly selected subjects, routes to school ranged from 7 to 177 minutes (median = 36) and .1-15.1 street miles (median = 1.9), and included between 1-5 transportation modes (median = 2). Among students interviewed, 58.5% felt less than very safe (i.e., <10) at some point while traveling to school and one-third (32.5%) of the total person time was spent feeling less than very safe. Nearly a quarter of students, or 24.6%, felt a reduction in safety immediately upon exiting their home. The probability of reporting a safety of >8, for example, was .99 while in a car and .94 while on foot but was .86 and .87 when on a public bus or trolley. Probability was .98 while with an adult but was .72 while with another child and .71 when alone. Also, perceived safety was lower in areas of high crime and high density of off-premise alcohol outlets. Efforts that target situational risk factors are warranted to help children feel safe over their entire travel routes to school. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Association of tic disorders with poor academic performance in central Spain: a population-based study.

PubMed

Cubo, Esther; Trejo, José; Ausín, Vanesa; Sáez, Sara; Delgado, Vanesa; Macarrón, Jesus; Cordero, José; Louis, Elan D; Kompoliti, Katie; Benito-León, Julián

2013-07-01

To analyze the association between tic disorders and poor academic performance in school-aged children. This was a cross-sectional, observational study conducted in a randomly selected sample of mainstream school-aged children (aged 6-16 years). The sampling frame included different types of schools and educational levels. Children with poor academic performance (eg, repeating a grade, special needs), and tic disorders (defined based on Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision criteria) were identified. Children with and without tics and children with and without poor academic performance were compared in terms of clinical features (ie, medical history and neurologic and psychiatric comorbidities), school, and environmental characteristics. Logistic regression analyses were performed using school performance (dependent variable) and tic disorders (independent variable), after adjusting for confounding variables. The study cohort comprised 1867 children (mean age, 10.9 + 2.9 years; 1007 males [53.9%]). Tics were present in 162 children (8.6%), and poor academic performance was noted in 223 (11.9%). Overall poor academic performance was associated with age (OR, 1.71; P < .0001), television viewing (OR, 5.33; P = .04), attention deficit hyperactivity disorder (OR, 1.38; P < .0001), and family history of school dysfunction (OR, 2.43; P = .02) and was negatively associated with higher IQ score (OR, 0.90; P < .0001) and tic disorders (OR, 0.29; P = .01). After adjusting for other covariates, the presence of tic disorders was not associated with poor academic performance in our cohort. Early academic support and modification of environmental characteristics are needed for children at higher risk for school dysfunction, to enhance academic performance. Copyright © 2013 Mosby, Inc. All rights reserved.

School Socioeconomic Composition and Adolescent Sexual Initiation in Malawi.

PubMed

Kim, Jinho

2015-09-01

Numerous studies have documented the determinants of sexual behavior among adolescents in less-developed countries, yet relatively little is known about the influence of social contexts such as school and neighborhood. Using two waves of data from a school-based longitudinal survey conducted in Malawi from 2011-13, this study advances our understanding of the relationship between school-level socioeconomic contexts and adolescents' sexual activity. The results from two-level multinomial logistic regression models suggest that high socioeconomic composition of the student body in school decreases the odds of initiation of sexual activity, independent of other important features of schools and individual-level characteristics. This study also finds that the association between school socioeconomic composition and sexual activity is statistically significant among male adolescents but not female adolescents, suggesting that schools' socioeconomic contexts may be more relevant to male adolescents' initiation of sexual activity. © 2015 The Population Council, Inc.

A survey of the sociodemographic and educational characteristics of oral health technicians in public primary health care teams in Minas Gerais, Brazil.

PubMed

Abreu, Mauro Henrique Nogueira Guimarães; Sanglard-Oliveira, Carla Aparecida; Jaruche, Abdul Rahman Mustafá; Mambrini, Juliana Vaz de Melo; Werneck, Marcos Azeredo Furquim; Lucas, Simone Dutra

2013-12-23

To describe some sociodemographic and educational characteristics of oral health technicians (OHTs) in public primary health care teams in the state of Minas Gerais, Brazil. A cross-sectional descriptive study was performed based on the telephone survey of a representative sample comprising 231 individuals. A pre-tested instrument was used for the data collection, including questions on gender, age in years, years of work as an OHT, years since graduation as an OHT, formal schooling, individual income in a month, and participation in continuing educational programmes. The descriptive statistic was developed and the formation of clusters, by the agglomerative hierarchy technique based on the furthest neighbour, was based on the age, years of work as an OHT, time since graduation as an OHT, formal schooling, individual income in a month, and participation in continuing educational programmes. Most interviewees (97.1%) were female. A monthly income of USD 300.00 to 600.00 was reported by 77.5% of the sample. Having educational qualifications in excess of their role was reported by approximately 20% of the participants. The median time since graduation was six years, and half of the sample had worked for four years as an OHT. Most interviewees (67.6%) reported having participated in professional continuing educational programmes. Two different clusters were identified based on the sociodemographic and educational characteristics of the sample. The Brazilian OHTs in public primary health care teams in the state of Minas Gerais are mostly female who have had little time since graduation, working experience, and formal schooling sufficient for professional practice.

A survey of the sociodemographic and educational characteristics of oral health technicians in public primary health care teams in Minas Gerais, Brazil

PubMed Central

2013-01-01

Background To describe some sociodemographic and educational characteristics of oral health technicians (OHTs) in public primary health care teams in the state of Minas Gerais, Brazil. Methods A cross-sectional descriptive study was performed based on the telephone survey of a representative sample comprising 231 individuals. A pre-tested instrument was used for the data collection, including questions on gender, age in years, years of work as an OHT, years since graduation as an OHT, formal schooling, individual income in a month, and participation in continuing educational programmes. The descriptive statistic was developed and the formation of clusters, by the agglomerative hierarchy technique based on the furthest neighbour, was based on the age, years of work as an OHT, time since graduation as an OHT, formal schooling, individual income in a month, and participation in continuing educational programmes. Results Most interviewees (97.1%) were female. A monthly income of USD 300.00 to 600.00 was reported by 77.5% of the sample. Having educational qualifications in excess of their role was reported by approximately 20% of the participants. The median time since graduation was six years, and half of the sample had worked for four years as an OHT. Most interviewees (67.6%) reported having participated in professional continuing educational programmes. Two different clusters were identified based on the sociodemographic and educational characteristics of the sample. Conclusions The Brazilian OHTs in public primary health care teams in the state of Minas Gerais are mostly female who have had little time since graduation, working experience, and formal schooling sufficient for professional practice. PMID:24365451

Universality properties of school-based preventive intervention targeted at cannabis use.

PubMed

Miovský, Michal; Voňková, Hana; Gabrhelík, Roman; Šťastná, Lenka

2015-02-01

This study aims to examine the effect of school-based preventive intervention on cannabis use in Czech adolescents with different levels of risk factors and provide evidence of its universality. A randomized controlled prevention trial with six waves was conducted over a period of 33 months. We used a two-level logistic random-intercept model for panel data; we first looked at the statistical significance of the effect of the intervention on cannabis use, controlling for the characteristics of the children and time dummies. Then we analyzed the effects of the interactions between the intervention and the characteristics of the children on cannabis use and related it to the definition of universal preventive interventions. The setting for the study was in basic schools in the Czech Republic in the years 2007-2010. A total of 1,874 sixth-graders (mean age 11.82 years) who completed the baseline testing. According to our results, the prevention intervention was effective. We found all the selected characteristics of the children to be relevant in relation to cannabis use, except their relationships with their friends. We showed empirically that the intervention is universal in two dimensions for the selected characteristics of the children. First, all adolescents who undergo the intervention are expected to benefit. Second, with respect to the effect of the intervention on cannabis use, the total level of individual risk of cannabis use is superior to the composition of the risk factors in the individual risk profile. We present indicative evidence that the drug prevention intervention may be considered a true universal preventive intervention.

School Self-Concept in Adolescents With Chronic Pain.

PubMed

Logan, Deirdre E; Gray, Laura S; Iversen, Christina N; Kim, Susan

2017-09-01

This study investigated school self-efficacy and sense of school membership (collectively "school self-concept") as potential influences on impaired school function among adolescents with chronic pain, including comparison of adolescents with primary pain to those with disease-based pain and pain-free peers. In all, 264 adolescents (12-17 years old) with primary pain conditions, juvenile idiopathic arthritis, or no pain completed measures of functional disability, school functioning, pain characteristics, and school self-concept, the Self-Efficacy Questionnaire for School Situations (SEQ-SS), and Psychological Sense of School Membership (PSSM). Both the SEQ-SS and PSSM demonstrated reliability and some validity, with the SEQ-SS more strongly supported. As a group, adolescents with primary pain conditions reported poorer school self-concept. School self-efficacy, but not school belongingness, predicted school functioning later in the school year. School self-concept, especially as assessed with the SEQ-SS, is relevant and important to assess when addressing school functioning in youth with chronic pain. © The Author 2017. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

Predictors of Middle School Students' Interest in Participating in an Incentive-Based Tobacco Prevention and Cessation Program in Connecticut

PubMed Central

Morean, Meghan E.; Camenga, Deepa R.; Kong, Grace; Cavallo, Dana A.; Schepis, Ty S.

2014-01-01

Behavioral incentives have been used to encourage smoking cessation in older adolescents, but the acceptability of incentives to promote a smoke-free lifestyle in younger adolescents is unknown. To inform the development of novel, effective, school-based interventions for youth, we assessed middle school students' interest in participating in an incentive-based tobacco abstinence program. We surveyed 988 students (grades 6–8) attending three Connecticut middle schools to determine whether interest in program participation varied as a function of (1) intrapersonal factors (i.e., demographic characteristics (sex, age, race), smoking history, and trait impulsivity) and/or (2) aspects of program design (i.e., prize type, value, and reward frequency). Primary analyses were conducted using multiple regression. A majority of students (61.8%) reported interest in program participation. Interest did not vary by gender, smoking risk status, or offering cash prizes. However, younger students, non-Caucasian students, behaviorally impulsive students, and students with higher levels of self-regulation were more likely to report interest. Inexpensive awards (e.g., video games) offered monthly motivated program interest. In sum, middle school students reported high levels of interest in an incentive-based program to encourage a tobacco-free lifestyle. These formative data can inform the design of effective, incentive-based smoking cessation and prevention programs in middle schools. PMID:25147747

Advanced Placement Course Enrollment and School-Level Characteristics

ERIC Educational Resources Information Center

Barnard-Brak, Lucy; McGaha-Garnett, Valerie; Burley, Hansel

2011-01-01

The current study examined access to Advanced Placement (AP) courses as a function of these school characteristics (e.g., percentage of ethnic minority and lower socioeconomic status) and then examined AP course enrollment as a function of both access to AP courses and these school characteristics. Using structural equation modeling techniques,…

Factors Affecting Underweight and Obesity Among Elementary School Children in South Korea.

PubMed

Lee, GyuYoung; Ham, Ok Kyung

2015-12-01

The purpose of the study was to determine factors associated with underweight and obesity in elementary school children in Korea. Study participants included 4,895 children attending 59 elementary schools across Korea. Children were grouped into underweight [< 5% body mass index (BMI)-for-age], normal weight (5%-85% BMI-for-age), and overweight/obese (≥ 85% BMI-for age). The questionnaire included demographic characteristics, health status, and diet and exercise behavior of children, and environmental characteristics of schools. Twelve percent of the children were overweight or obese. The results showed that demographic (age and gender), health status (atopic dermatitis and poor subjective health), and the characteristics of diet and exercise (unbalanced diet and diet experiences) were associated with underweight (p < .05), while demographic (age and gender), health status (poor subjective health), behavioral characteristics (fast food consumption and diet experiences), and school environmental characteristics (rural area) were associated with overweight/obesity (p < .05). Programs and interventions to reduce underweight and overweight/obesity in Korean elementary schools must consider behavioral and environmental characteristics of children. Copyright © 2015. Published by Elsevier B.V.

Study on Reform of College English Stratified Teaching Based on School-Based Characteristics

ERIC Educational Resources Information Center

Yang, Liu

2012-01-01

Considering the status quo of college English teaching, we implement stratified teaching, which reflects the idea of stratification in terms of teaching objects, teaching management, teaching process and assessment and evaluation, makes each students get development to the greatest extent in interactive teaching practice of teaching and learning…

Exploring the Argumentation Pattern in Modeling-Based Learning about Apparent Motion of Mars

ERIC Educational Resources Information Center

Park, Su-Kyeong

2016-01-01

This study proposed an analytic framework for coding students' dialogic argumentation and investigated the characteristics of the small-group argumentation pattern observed in modeling-based learning. The participants were 122 second grade high school students in South Korea divided into an experimental and a comparison group. Modeling-based…

Fostering Self-Determination in Higher Education: Identifying Evidence-Based Practices

ERIC Educational Resources Information Center

Getzel, Elizabeth Evans

2014-01-01

Research on the transition of students with disabilities and their post-school outcomes continues to move the field of special education in the direction of evidence-based practices. As special education professionals work to better recognize the impact of instructional and environmental characteristics to prepare youth for their transition, so…

Parent Characteristics, Economic Stress and Neighborhood Context as Predictors of Parent Involvement in Preschool Children's Education

ERIC Educational Resources Information Center

Waanders, Christine; Mendez, Julia L.; Downer, Jason T.

2007-01-01

This study examines factors related to three dimensions of parent involvement in preschool: school-based involvement, home-based involvement, and the parent-teacher relationship. Participants were 154 predominantly African American parents recruited from two Head Start programs. Results of bivariate and canonical correlation analyses support the…

Implementation and Sustainability of an Evidence-Based Program: Lessons Learned from the Prism Applied to "First Step to Success"

ERIC Educational Resources Information Center

Woodbridge, Michelle W.; Sumi, W. Carl; Yu, Jennifer; Rouspil, Kristen; Javitz, Harold S.; Seeley, John R.; Walker, Hill M.

2014-01-01

Although numerous studies address the efficacy of school-based interventions, fewer focus on how to support sustainability of interventions from the perspective of participants. To address this research gap, we use the Practical, Robust Implementation and Sustainability Model to examine how the characteristics of an evidence-based program interact…

School Safety, Severe Disciplinary Actions, and School Characteristics: A Secondary Analysis of the School Survey on Crime and Safety

ERIC Educational Resources Information Center

Han, Seunghee; Akiba, Motoko

2011-01-01

On the basis of a secondary analysis of survey data collected from 1,872 secondary school principals in the 2005-2006 School Survey on Crime and Safety, we examined the frequency of and reasons for severe disciplinary actions and the relationship between school characteristics and severe disciplinary actions. We found that severe disciplinary…

Effective Schools Programs: Their Extent and Characteristics. Briefing Report to the Chairman, Committee on Education and Labor, House of Representatives.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC. Div. of Human Resources.

A national study of effective schools programs provides information on the extent and characteristics of these programs in the nation's school districts and schools. A questionnaire was mailed to a random sample of 1,685 school district superintendents. Findings are representative of the approximately 16,000 local school districts in the nation.…

Learning from the best: Overcoming barriers to reforms-based elementary science teaching

NASA Astrophysics Data System (ADS)

Banchi, Heather May

This study explored the characteristics of elementary science teachers who employ reforms-based practices. Particular attention was paid to the consistency of teachers' practices and their beliefs, the impact of professional development experiences on practices, and how teachers mitigated barriers to reforms-based instruction. Understanding how successful elementary science teachers develop fills a gap in the science reforms literature. Participants included 7 upper elementary science teachers from six different schools. All schools were located within two suburban school districts in the south-Atlantic United States and data was collected during the spring of 2008. Data collection included use of the Reformed Teaching Observation Protocol (RTOP) to evaluate the level of reforms-based instruction, as well as 35 hours of classroom observation field notes and 21 hours of audio-taped teacher interviews. The variety of data sources allowed for triangulation of evidence. The RTOP was analyzed using descriptive statistics and classroom observations and interview data were analyzed using Erickson's (1986) guidelines for analytic induction. Findings indicated (a) reforms-based elementary science teaching was attainable, (b) beliefs and practices were consistent and both reflected reforms-based philosophies and practices, (c) formal professional development experiences were limited and did not foster reforms-based practices, (d) informal professional development pursued by teachers had a positive impact on practices, (e) barriers to reforms-based instruction were present but mitigated by strong beliefs and practical strategies like curriculum integration. These findings suggest that there are common, salient characteristics of reforms-based teachers' beliefs, practices, and professional development experiences. These commonalities contribute to an understanding of how reforms-based teachers develop, and inform efforts to move all elementary teachers in the direction of reforms-based science teaching.

The associations between water and sanitation and hookworm infection using cross-sectional data from Togo's national deworming program.

PubMed

Baker, Julia M; Trinies, Victoria; Bronzan, Rachel N; Dorkenoo, Ameyo M; Garn, Joshua V; Sognikin, Sêvi; Freeman, Matthew C

2018-03-01

Sustainable control of soil-transmitted helminths requires a combination of chemotherapy treatment and environmental interventions, including access to safe drinking water, sufficient water for hygiene, use of clean sanitation facilities, and handwashing (WASH). We quantified associations between home-, school-, and community-level WASH characteristics and hookworm infection-both prevalence and eggs per gram of stool (intensity)-among Togolese school children in the context of community-based chemotherapy treatments administered in the country from 2010 through 2014. We analyzed data from two surveys conducted by the Togo Ministry of Health: a school-based survey of students aged 6-9 years across Togo conducted in 2009 and a follow-up survey in 2015, after four to five years of preventive chemotherapy. Data were available for 16,473 students attending 1,129 schools in 2009 and for 16,890 students from 1,126 schools in 2015. Between surveys, children in study schools received 0 to 8 rounds of deworming chemotherapy treatments. Few WASH conditions (only unimproved drinking water) were found to be significantly associated with the presence or absence of hookworms in an individual; however, quantitative eggs per gram of feces was associated with availability of unimproved drinking water, availability of improved drinking water either on or off school grounds, having a handwashing station with water available, and access to a sex-separate non-private or private latrine. The association between school WASH conditions and hookworm infection or burden often depended on the 2009 prevalence of infection, as more WASH characteristics were found to be significant predictors of infection among schools with high underlying endemicity of hookworm. Our findings emphasize the complex and often inconsistent or unpredictable relationship between WASH and hookworm. Specifically, we found that while preventive chemotherapy appeared to dramatically reduce hookworm infection, WASH was associated with infection intensity.

School-Level Correlates of Adolescent Tobacco, Alcohol and Marijuana Use

PubMed Central

Hill, Danielle; Mrug, Sylvie

2016-01-01

Background School-level characteristics are related to students’ substance use, but little research systematically examined multiple school characteristics in relation to different types of substance use across grade levels. Objectives This study examines multiple school-level characteristics as correlates of students’ tobacco, alcohol, marijuana, and combined substance use across three grade levels. Methods Students (N = 23,615) from 42 urban and suburban middle schools and 24 high schools in the U.S. reported on their tobacco, alcohol, and marijuana use. Students’ mean age was 14 years; 47% were male, 53% African American and 41% Caucasian. School-level data included poverty, racial composition, academic achievement, student-teacher ratio, absenteeism, and school size. Multilevel logistic and Poisson regressions tested associations between school-level predictors and adolescent substance use in middle school, early high school and late high school. Results School-level poverty, more ethnic minority students, low achievement, and higher absenteeism were related to alcohol, marijuana and combined substance use, particularly at lower grade levels. By contrast, cigarette smoking was more prevalent in more affluent high schools with more White students. After adjusting for other school characteristics, absenteeism emerged as the most consistent predictor of student substance use. Conclusions/Importance Interventions addressing absenteeism and truancy in middle and high schools may help prevent student substance use. Schools serving poor, urban, and mostly minority students may benefit from interventions targeting alcohol and marijuana use, whereas interventions focusing on tobacco use prevention may be more relevant for schools serving more affluent and predominantly White students. PMID:26584423

School Facilities in Arizona: An Examination of the Relationships between and among School Facilities Characteristics and Educational Outcomes.

ERIC Educational Resources Information Center

2000

This report examines the relations between school design and student productivity and informs policy decisions. It contains three analytic sections: an analysis of school facilities characteristics and student productivity, a review of other research examining school facilities and student productivity, and an analysis of the need for school…

Evaluation of California's in-school tobacco use prevention education (TUPE) activities using a nested school-longitudinal design, 2003–2004 and 2005–2006

PubMed Central

Dent, Clyde; Abramsohn, Erin; Dietsch, Barbara; McCarthy, William J

2010-01-01

Background Current legislative language requires the California Department of Public Health, California Tobacco Control Program, to evaluate the effectiveness of the school-based Tobacco Use Prevention Education (TUPE) programme in California every 2 years. The objective of the study was to measure change and to identify the impact of school-based tobacco use prevention education activities on youth smoking prevalence and attitudes over time, spanning two school year surveys (2003–2004 and 2005–2006). Methods Evaluation focused on school-based tobacco use prevention activities in 57 schools (student sample size, n=16 833) that participated in the in-school administration of the 2003–2004 and 2005–2006 California Student Tobacco Surveys. Hierarchical linear models were used to predict student tobacco use and precursors to tobacco use. Results Overall, student tobacco use, intention to smoke, number of friends smoking and perceived smoking prevalence by peers increased as students moved through grades 9 and 10 to grades 11 and 12. TUPE-related activities showed a suggestive association (p=0.06) with reduced rate in student tobacco use between the two surveys after adjusting for other contextual factors such as each school's socioeconomic characteristics. Conclusions TUPE activities appears to be beneficial in reducing tobacco use in California high school students over time. Other contextual factors were important moderating influences on student tobacco use. PMID:20382650

The Thinking Process Of Field Independent Cognitive Style Of Junior High School Student In Defining Quadrilateral Concept

NASA Astrophysics Data System (ADS)

Rahaju, E. B.

2018-01-01

Defining a quadrilateral concept is one part of mathematics learning in junior high school. Defining a concept can be influenced by the concept’s image. While the image of the concept is influenced by the experience associated with the concept, the characteristics of the concept, the mental picture of the concept, and the reconstruction of the definition made by the person against a concept. The thinking process of a person in defining a concept is influenced by cognitive style. This study aimed to describe the thinking process of a student in defining the quadrilateral concept based on her cognitive style. The subject of this research was a student on grade VII with Field Independent cognitive style (FI). This research concludes that the subject of FI in defining quadrilateral concepts, begins by forming a sense through listing the characteristics of quadrilateral. In determining the characteristics of a quadrilateral, subjects tend to organize all quadrilateral models that have been grouped. This suggests that the subject of FI is easier to capture the similarities found in the models that have been grouped. Based on the characteristics, the subject can conclude to make a simple definition of a quadrilateral by eliminating one by one characteristic are not essential. Subjects can make definitions that meet necessary and sufficient conditions on square, rectangular, parallelogram and trapezoid.

Characteristics of School Districts That Participate in Rigorous National Educational Evaluations

PubMed Central

Stuart, Elizabeth A.; Bell, Stephen H.; Ebnesajjad, Cyrus; Olsen, Robert B.; Orr, Larry L.

2017-01-01

Given increasing interest in evidence-based policy, there is growing attention to how well the results from rigorous program evaluations may inform policy decisions. However, little attention has been paid to documenting the characteristics of schools or districts that participate in rigorous educational evaluations, and how they compare to potential target populations for the interventions that were evaluated. Utilizing a list of the actual districts that participated in 11 large-scale rigorous educational evaluations, we compare those districts to several different target populations of districts that could potentially be affected by policy decisions regarding the interventions under study. We find that school districts that participated in the 11 rigorous educational evaluations differ from the interventions’ target populations in several ways, including size, student performance on state assessments, and location (urban/rural). These findings raise questions about whether, as currently implemented, the results from rigorous impact studies in education are likely to generalize to the larger set of school districts—and thus schools and students—of potential interest to policymakers, and how we can improve our study designs to retain strong internal validity while also enhancing external validity. PMID:29276552

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

PubMed

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

2013-01-01

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

Characteristics of Intervention Research in School Psychology Journals: 2010-2014

ERIC Educational Resources Information Center

Villarreal, Victor; Castro, Maria J.; Umaña, Ileana; Sullivan, Jeremy R.

2017-01-01

The purpose of this study was to provide an updated content analysis of articles published in major journals of school psychology spanning the years 2010-2014, with an emphasis on intervention research (including intervention and participant characteristics). Six journals--"School Psychology Review," "School Psychology…

Spiritual Beliefs among Chinese Junior High School Students

ERIC Educational Resources Information Center

Lili, Tian; Shenghua, Jin

2006-01-01

Objective: To explore the characteristics of the spiritual beliefs among junior high school students. Method: 431 junior high school students are measured by Students' Basic Information Questionnaire (SBIQ) and Middle School Students' Spiritual Beliefs Questionnaire (MSSSBQ). Results: (1) The overall characteristics of the spiritual beliefs among…

Leadership Study in Hawaii--How Characteristics of Principals Affect the Schools.

ERIC Educational Resources Information Center

Araki, Charles T.

1982-01-01

Public and private school teachers in Hawaii were surveyed to obtain their perceptions of school organizational climate and principal leadership characteristics. In addition, data regarding the impact of school socioeconomic status and sex differences on leadership behavior were gathered and analyzed. (Author/MLF)

Discerning direct and mediated effects of ecological structures and processes on adolescents' educational outcomes.

PubMed

Benner, Aprile D; Graham, Sandra; Mistry, Rashmita S

2008-05-01

This short-term longitudinal study examined the relations among family and school characteristics, family-level processes (youth perceptions of parent-adolescent interactions), school-level processes (youth perceptions of school belonging, school climate), adolescents' school engagement, and later academic performance. Participants were an ethnically diverse, urban sample of 1,120 9th-grade students (M age = 14.6 years). The structural characteristics of families and schools influenced the proximal processes that occurred therein, and these proximal processes, in turn, influenced students' proximal (i.e., engagement) and distal educational outcomes (i.e., grades in school). Moreover, the structural characteristics of families and schools influenced proximal and distal outcomes indirectly through their influence on the proximal processes. The multimediated ecological model suggested that intervening at the process level may be a successful means of improving both adolescents' engagement in school and their subsequent school performance. (PsycINFO Database Record (c) 2008 APA, all rights reserved).

Disparities persist in nutrition policies and practices in Minnesota secondary schools

PubMed Central

Caspi, Caitlin Eicher; Davey, Cynthia; Nelson, Toben F.; Larson, Nicole; Kubik, Martha Y.; Coombes, Brandon; Nanney, Marilyn S.

2014-01-01

Access to healthy foods among secondary school students is patterned by individual-level socioeconomic status, but few studies have examined how school nutrition policies and practices are patterned by school-level characteristics. The objective of this study was to examine school nutrition policies and practices by school characteristics (location, racial/ethnic composition and free/reduced priced lunch eligibility [FRPL]) in Minnesota secondary schools between 2008 and 2012. Data from the 2008 to 2012 Minnesota School Health Profiles survey were used to assess school nutrition policies and practices, and National Center for Educational Statistics (NCES) data were used for school characteristics (n = 505 secondary schools). Nutrition policies and practices included: 1) the availability of low-nutrient, energy dense (LNED) items, 2) strategies to engage students in healthy eating, and 3) restrictions on advertisements of LNED products in areas around the school. Among school-level characteristics, school location was most strongly related to school nutrition policies. Across all years, city schools were less likely than town/rural schools to have vending machines/school stores [prevalence difference (PD)=13.7, 95% confidence interval (CI) -25.0,-2.3], and less likely to sell sports drinks (PD= -36.3, 95% CI: -51.8, -20.7). City schools were also more likely to prohibit advertisements for LNED products in school buildings (PD=17.7, 95% CI: 5.5, 29.9) and on school grounds (PD=15.6, 95% CI: 1.7, 29.5). Between 2008 and 2012 the prevalence of some healthy eating policies/practices (limiting salty snacks, offering taste testing, banning unhealthy food advertisements in school publications) declined in city schools only, where these policies/practices had previously been more common. Monitoring of these trends is needed to understand the impact of these policies on student outcomes across school settings. PMID:25441964

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

PubMed

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

2010-12-01

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

Testing the Cultural Differences of School Characteristics with Measurement Invariance

ERIC Educational Resources Information Center

Demir, Ergül

2016-01-01

In this study, it was aimed to model the school characteristics in multivariate structure, and according to this model, aimed to test the invariance of this model across five randomly selected countries and economies from PISA 2012 sample. It is thought that significant differences across group in the context of school characteristics have the…

The Social, Physical and Temporal Characteristics of Primary School Dining Halls and Their Implications for Children's Eating Behaviours

ERIC Educational Resources Information Center

Moore, Sue N.; Murphy, Simon; Tapper, Katy; Moore, Laurence

2010-01-01

Purpose: Social, physical and temporal characteristics are known to influence the eating experience and the effectiveness of nutritional policies. As the school meal service features prominently in UK nutritional and health promotion policy, the paper's aim is to investigate the characteristics of the primary school dining context and their…

A Phenomenology of Teacher and Parent Perceptions of the Characteristics of Effective Schools: Working toward a Shared Vision

ERIC Educational Resources Information Center

Sroufe, William David

2013-01-01

Research conducted at schools that have outperformed their counterparts points to specific characteristics that make them successful. These characteristics brought about the development of the effective schools correlates by Ronald Edmonds (1979). Various people from across the United States and in various occupations perceive these correlates…

Transmission characteristics of different students during a school outbreak of (H1N1) pdm09 influenza in China, 2009.

PubMed

Wang, Ligui; Chu, Chenyi; Yang, Guang; Hao, Rongzhang; Li, Zhenjun; Cao, Zhidong; Qiu, Shaofu; Li, Peng; Wu, Zhihao; Yuan, Zhengquan; Xu, Yuanyong; Zeng, Dajun; Wang, Yong; Song, Hongbin

2014-08-07

Many outbreaks of A(H1N1)pdm09 influenza have occurred in schools with a high population density. Containment of school outbreaks is predicted to help mitigate pandemic influenza. Understanding disease transmission characteristics within the school setting is critical to implementing effective control measures. Based on a school outbreak survey, we found almost all (93.7%) disease transmission occurred within a single grade, only 6.3% crossed grades. Transmissions originating from freshmen exhibited a star-shaped network; other grades exhibited branch- or line-shaped networks, indicating freshmen have higher activity and are more likely to cause infection. R0 for freshmen, calculated as 2.04, estimated as 2.76, was greater than for other grades (P < 0.01). Without intervention, the estimated number of cases was much greater when the outbreak was initiated by freshmen than by other grades. Furthermore, the estimated number of cases required to be under quarantine and isolation for freshmen was less than that of equivalent other grades. So we concluded that different grades have different transmission mode. Freshmen were the main facilitators of the spread of A(H1N1)pdm09 influenza during this school outbreak, so control measures (e.g. close contact isolation) priority used for freshmen would likely have effectively reduced spread of influenza in school settings.

Schools and Labor Market Outcomes. EQW Working Papers WP33.

ERIC Educational Resources Information Center

Crawford, David L.; And Others

The relationship between school characteristics and labor market outcomes was examined through a literature review and an econometric analysis of the effects of various characteristics of the schooling experience on students' labor market performance after high school. Data from the National Center on Education Statistics' longitudinal survey of…

Geometrical Sense Making: Findings of Analysis Based on the Characteristics of the van Hiele Theory among a Sample of South African Grade 10 Learners

ERIC Educational Resources Information Center

Alex, Jogymol K.; Mammen, Kuttickattu J.

2016-01-01

This paper reports on one part of a large study which attempted to identify the linguistic and hierarchical characteristics of van Hiele theory amongst grade 10 learners. The sample consisted of a total of 359 participants from five purposively selected schools from Mthatha District in the Eastern Cape Province of South Africa. The performance of…

Completion in Vocational and Academic Upper Secondary School: The Importance of School Motivation, Self-Efficacy, and Individual Characteristics

ERIC Educational Resources Information Center

Daehlen, Marianne

2017-01-01

A vast amount of research is devoted to identifying factors that predict early school leaving. However, there is no simple explanation because the results show that young people leave education prematurely for various reasons, such as their level of school involvement, their background characteristics and different school systems. This article…

Interventions to improve executive functioning and working memory in school-aged children with AD(H)D: a randomised controlled trial and stepped-care approach.

PubMed

van der Donk, Marthe L A; Hiemstra-Beernink, Anne-Claire; Tjeenk-Kalff, Ariane C; van der Leij, Aryan V; Lindauer, Ramón J L

2013-01-11

Deficits in executive functioning are of great significance in attention-deficit/hyperactivity disorder (ADHD). One of these executive functions, working memory, plays an important role in academic performance and is often seen as the core deficit of this disorder. There are indications that working memory problems and academic performance can be improved by school-oriented interventions but this has not yet been studied systematically. In this study we will determine the short- and long-term effects of a working memory--and an executive function training applied in a school situation for children with AD(H)D, taking individual characteristics, the level of impairment and costs (stepped-care approach) into account. The study consists of two parts: the first part is a randomised controlled trial with school-aged children (8-12 yrs) with AD(H)D. Two groups (each n = 50) will be randomly assigned to a well studied computerized working memory training 'Cogmed', or to the 'Paying attention in class' intervention which is an experimental school-based executive function training. Children will be selected from regular -and special education primary schools in the region of Amsterdam, the Netherlands. The second part of the study will determine which specific characteristics are related to non-response of the 'Paying attention in class' intervention. School-aged children (8-12 yrs) with AD(H)D will follow the experimental school-based executive function training 'Paying attention in class' (n = 175). Academic performance and neurocognitive functioning (primary outcomes) are assessed before, directly after and 6 months after training. Secondary outcome measures are: behaviour in class, behaviour problems and quality of life. So far, there is limited but promising evidence that working memory - and other executive function interventions can improve academic performance. Little is know about the applicability and generalization effects of these interventions in a classroom situation. This study will contribute to this lack of information, especially information related to real classroom and academic situations. By taking into account the costs of both interventions, level of impairment and individual characteristics of the child (stepped-care approach) we will be able to address treatment more adequately for each individual in the future. Nederlands Trial Register NTR3415.

Do Israeli health promoting schools contribute to students' healthy eating and physical activity habits?

PubMed

Hayek, Samah; Tessler, Riki; Bord, Shiran; Endevelt, Ronit; Satran, Carmit; Livne, Irit; Khatib, Mohammed; Harel-Fisch, Yosi; Baron-Epel, Orna

2017-10-04

The Israeli Health Promoting School Network (HPSN) is actively committed to enhancing a healthy lifestyle for the entire school population. This study aimed to explore the contribution of school participation in the HPSN and students' individual characteristics to healthy eating and physical activity habits among Israeli school children aged 10-12 years. A cross-sectional survey was conducted among 4166 students in grades 4-6 from 28 schools. The schools were selected from a sample of HPSN affiliated and non-HPSN schools. The contribution of individual characteristics (grade, gender and subjective self-reported health education activities at school) and school characteristics (school type, population group, deprivation score) to healthy eating and physical activity habits was analyzed using multi-level hierarchical models. Multi-level analysis indicated that student's individual characteristic was significantly associated with healthy eating and physical activity habits. The subjective self-reported health education received at school was statistically significant factor associated with students' health behaviors. The school's affiliation with the HPSN was not associated with higher healthy eating and physical activity scores after adjusting for individual factors. These findings suggest that Israeli HPSN schools do not contribute to children's health behaviors more than other schools. Therefore, health promoting activities in HPSN schools need to be improved to justify their recognition as members of the HPS network and to fulfill their mission. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

School socioeconomic composition and adolescent sexual initiation in Malawi

PubMed Central

Kim, Jinho

2015-01-01

While numerous studies have documented the determinants of sexual behavior among adolescents in less developed countries, relatively little is known about the influence of social contexts such as school and neighborhood. Using two waves of data from a school-based longitudinal survey conducted in Malawi from 2011 to 2013, this study advances our understanding of the relationship between school-level socioeconomic contexts and adolescents’ sexual activity. The results from two-level multinomial logistic regression models suggest that high socioeconomic composition of the student body in school decreases the odds of initiating sexual activity, independently of other important features of schools as well as individual-level characteristics. This study also finds that the association between school socioeconomic composition and sexual activity is statistically significant only among males, but not females, suggesting that school’s socioeconomic contexts may be more relevant to male adolescents’ initiation of sexual activity. PMID:26347090

Elementary school participation in the United States Department of Agriculture's Team Nutrition program is associated with more healthful school lunches.

PubMed

Ohri-Vachaspati, Punam; Turner, Lindsey; Chaloupka, Frank J

2013-01-01

To assess school-level characteristics associated with Team Nutrition (TN) program participation, and compare the availability of food items in school lunches in participating vs nonparticipating schools. Cross-sectional study with a nationally representative sample of 2,489 elementary schools in the United States. A mail-back survey was used to collect school administrator-reported annual data on availability of selected healthful and unhealthful lunch items between 2006-2007 and 2009-2010. Multivariate regression analyses was used to predict the availability of food items in school lunches based on TN participation. Team Nutrition participation was higher among schools in the south, in rural areas, and in states with stronger nutrition policies. Program participation was higher in schools with mostly low-income students and where a dietitian was on staff. Participating schools were more likely to offer healthful items and less likely to serve unhealthful items during lunch. The TN program has the potential to help schools offer healthier school meals. Copyright © 2013 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

National Seminar on the Diffusion of New Instructional Materials and Practices. 4.0 Characteristics of the School: What Are the Characteristics of Schools That Discourage or Encourage the Introduction and Use of New Ideas?

ERIC Educational Resources Information Center

Social Science Education Consortium, Inc., Boulder, CO.

Characteristics of schools that discourage or encourage the introduction and use of new ideas are discussed in this working paper of the National Seminar on the Diffusion of New Instructional Materials and Practices. Conference participants consider these questions: Does the school need to have a sound history of use of innovation before it is…

Ascertaining educational outcomes after assessment in children with learning disorders.

PubMed

Waber, Deborah P; Boiselle, Ellen C; Girard, Jonathan M; Amaral, Joseph L; Forbes, Peter W

2017-01-01

To survey educational outcomes after an interdisciplinary, neuropsychologically based team assessment for learning disorders. Parents of 137 children who underwent a comprehensive interdisciplinary neuropsychologically based assessment for learning problems completed an online survey one to four years later. Questions pertained broadly to school outcomes: positive or negative school responses, changes in special education services, and parental perceptions about the helpfulness of those services. These outcomes were examined in relation to demographic characteristics and parent satisfaction with the evaluation. We also obtained recent performance on state-based academic testing for descriptive purposes. Parents reported that schools generally responded positively (78%), and 70% reported that their children had access to more or different special education services after the evaluation. Parents nearly uniformly (98%) viewed these services as helpful. Positive changes in education services were related to income (lower income received more services, p < .05) and parent satisfaction with the evaluation (p < .05). The intensity of special education services was strongly related to performance on state-based testing (p < .0001-p < .01). School response is a relatively objective and meaningful metric of educational outcome after neuropsychologically based evaluation for children with learning problems.

Barriers to and facilitators of walking and bicycling to school: formative results from the non-motorized travel study.

PubMed

Ahlport, Kathryn N; Linnan, Laura; Vaughn, Amber; Evenson, Kelly R; Ward, Dianne S

2008-04-01

Barriers to and facilitators of walking and bicycling to school were explored through 12 focus groups made up of fourth- and fifth-grade students and their parents who lived near their respective schools. The barriers and facilitators reported by parents and children generally fell into one of three categories: intrapersonal and interpersonal characteristics of parents and children, environmental characteristics of the neighborhood, and environmental and policy characteristics of the school. Findings indicate that a supportive environment is a necessary but insufficient condition to increase walking and biking to school. Initiatives to increase active school travel may need to include multiple levels of intervention to be effective.

Administrator Training and Development: Conceptual Model.

ERIC Educational Resources Information Center

Boardman, Gerald R.

A conceptual model for an individualized training program for school administrators integrates processes, characteristics, and tasks through theory training and application. Based on an application of contingency theory, it provides a system matching up administrative candidates' needs in three areas (administrative process, administrative…

School Characteristics and Experiences of African American, Hispanic/Latino, and Native American Youth in Rural Communities: Relation to Educational Aspirations

ERIC Educational Resources Information Center

Irvin, Matthew J.; Byun, Soo-yong; Meece, Judith L.; Reed, Karla S.; Farmer, Thomas W.

2016-01-01

The primary purpose of this study was to examine differences in the school characteristics and experiences of African American, Hispanic/Latino, and Native American youth in rural high schools as well as their relation to educational aspirations. We also investigated the characteristics and experiences of students and their families given that…

Substance Use, Distress, and Adolescent School Networks

PubMed Central

McLeod, Jane D.; Uemura, Ryotaro

2012-01-01

This study examined the associations of substance use, psychological distress, and mental health services receipt with the structure and content of adolescent school-based networks. Using data from the National Longitudinal Study of Adolescent Health, we found that substance use was associated with receiving more, but making fewer, peer nominations. It also was associated with less favorable network characteristics, such as low GPA. Services receipt was associated with receiving and making fewer nominations, less favorable network characteristics, and a lower likelihood of reciprocated best friendships. Psychological distress had fewer significant associations. All associations were modest in magnitude. Our results suggest the importance of considering multiple indicators of socioemotional problems and multiple dimensions of social networks in research on adolescent peer relations. PMID:23066337

An Examination of Digital Game-Based Situated Learning Applied to Chinese Language Poetry Education

ERIC Educational Resources Information Center

Chen, Hong-Ren; Lin, You-Shiuan

2016-01-01

By gradually placing more importance on game-based education and changing learning motivation by applying game-playing characteristics, students' learning experiences can be enhanced and a better learning effect can be achieved. When teaching the content of Chinese poetry in Taiwanese junior high schools, most teachers only explain the meaning of…

Latent Profile Analysis of Sixth Graders Based on Teacher Ratings: Association with School Dropout

ERIC Educational Resources Information Center

Orpinas, Pamela; Raczynski, Katherine; Peters, Jaclyn Wetherington; Colman, Laura; Bandalos, Deborah

2015-01-01

The goal of this study was to identify meaningful groups of sixth graders with common characteristics based on teacher ratings of assets and maladaptive behaviors, describe dropout rates for each group, and examine the validity of these groups using students' self-reports. The sample consisted of racially diverse students (n = 675) attending sixth…

Silencing Linguistic Diversity: The Extent, the Determinants and Consequences of the Monolingual Beliefs of Flemish Teachers

ERIC Educational Resources Information Center

Pulinx, Reinhilde; Van Avermaet, Piet; Agirdag, Orhan

2017-01-01

This article aims to deepen our understanding of the dynamic interaction between language policies, school characteristics and teachers' beliefs about monolingualism. The study takes place in Flanders (Belgium), a region characterized by educational policies which are based on a stringent monolingual ideology. Based on a survey of 775 teachers…

Internet addiction based on personality characteristics of high school students in kerman, iran.

PubMed

Zamani, Bibi Eshrat; Abedini, Yasamin; Kheradmand, Ali

2011-01-01

The new phenomenon of Internet addiction among teenagers and young adults is one of the modern addictions in industrial and post-industrial societies. The purpose of this research was to predict the Internet addiction based on the personality characteristics of high school students in Kerman. This research was a descriptive correlational study. The statistical population included 538 male and female students in the second grade of high school in Kerman during 2010. The subjects were randomly selected by multistage clustering. Data was collected by two questionnaires including the five-factor Revised NEO Personality Inventory and the Internet dependency questionnaire. The data was analyzed using ANOVA test and multivariable regression analysis. The findings showed a significant relationship between the personality trait of emotional stability and academic fields, i.e. students with higher emotional stability experience less negative emotions when confronting with problems. Therefore, it is less likely for them to alleviate the negative emotions by the extreme and obsessed usage of the Internet. In addition, it appears that the students with high extroversion scores prefer social, face to face interactions with other people to interaction with the virtual world. Conversely, more introvert students avoid interactions with other people due to their shyness. Thus, they communicate with the virtual world more. Three personality traits of loyalty, emotional stability, and extroversion are the most significant predictors of Internet addiction in high school students.

The effect of family processes on school achievement as moderated by socioeconomic context.

PubMed

Oxford, Monica L; Lee, Jungeun Olivia

2011-10-01

This longitudinal study examined a model of early school achievement in reading and math, as it varies by socioeconomic context, using data from the NICHD Study of Early Child Care and Youth Development. A conceptual model was tested that included features of family stress, early parenting, and school readiness, through both a single-group analysis and also a multiple-group analysis. Latent profile analysis was used to identify subgroups of more advantaged and less advantaged families. Family stress and parenting were shown to operate differently depending on the socioeconomic context, whereas child-based school readiness characteristics were shown to operate similarly across socieodemographic contexts. Implications for intervention are discussed. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

High School CPR/AED Training in Washington State.

PubMed

Salvatierra, Gail G; Palazzo, Steven J; Emery, Allison

2017-05-01

Describe the rates of CPR/AED training in high schools in the state of Washington after passage of legislation mandating CPR/AED training. A web-based survey was sent to administrators at 660 public and private high schools in the state of Washington. The survey was completed by 148 schools (22%); 64% reported providing CPR training and 54% provided AED training. Reported barriers to implementation included instructor availability, cost, and a lack of equipment. Descriptive statistics were used to describe the sample characteristics and implementation rates. Mandates without resources and support do not ensure implementation of CPR/AED training in high schools. Full public health benefits of a CPR mandate will not be realized until barriers to implementation are identified and eliminated through use of available, accessible public health resources. © 2016 Wiley Periodicals, Inc.

The research school of Marie Curie in the Paris faculty, 1907-14.

PubMed

Davis, J L

1995-07-01

As the most famous woman scientist of the twentieth century, there has been no shortage of books and articles on the life and career of Marie Curie (1867-1934). Her role as director of a laboratory-based research school in the new scientific field of radioactivity, a field which embraced both chemistry and physics, however, has never been examined. In recent years, there has been a growing interest in the question of research schools, and Morrell, Ravetz, Geison, and Klosterman, amongst others, have written on this subject. Using, in part, the methodology of Morrell, this paper investigates the role of Marie Curie as a school director in the Paris Faculty in the years 1907-14, examining the work and characteristics of her school and assessing her effectiveness as a director.

Comparing Private Schools and Public Schools Using Hierarchical Linear Modeling. NCES 2006-461

ERIC Educational Resources Information Center

Braun, Henry; Jenkins, Frank; Grigg, Wendy

2006-01-01

The goal of the study was to examine differences in mean National Assessment of Educational Progress (NAEP) reading and mathematics scores between public and private schools when selected characteristics of students and/or schools were taken into account. Among the student characteristics considered were gender, race/ethnicity, disability status,…

Characteristics of School Leadership Teams in Highly Effective Elementary Schools in Southern California

ERIC Educational Resources Information Center

Lewis, Ryan M.

2013-01-01

Purpose: The purpose of the study is to identify the task and relationship behaviors and processes used by school leadership teams identified as effective. In addition, the study will identify similar characteristics across effective teams. Methodology:The participants in the present study were 12 school leadership teams from highly effective…

Effects of Selected Nonmusical Characteristics and Band Festival Participation, Scores, and Literature Difficulty

ERIC Educational Resources Information Center

Perrine, William M.

2016-01-01

The purpose of this study was to examine potential validity concerns regarding the use of music festival scores as an element of value-added assessment practices mandated by federal education policy. Nonmusical school and band characteristics of band size, school enrollment, school percentage of minority enrollment, and school percentage of…

Tailoring Consultation in Organization Development for Particular Schools. An Occasional Paper.

ERIC Educational Resources Information Center

Schmuck, Richard; And Others

This paper discusses characteristics of school organizations and strategies of organization development (OD) consultation as they relate to organizational change in schools. The basic premise of the paper is that any OD intervention in a school should be a somewhat unique series of events specifically tailored to the needs and characteristics of…

Case Study of Professional Learning Community Characteristics in an Egyptian Private School

ERIC Educational Resources Information Center

Kenoyer, Faith E.

2012-01-01

This case study of an Egyptian school sought to explore staff perceptions of which characteristics of a professional learning community, as posited by Hord (1997), were found in ABC School's culture. Educational staff (52 (100%)) completed the School Professional Staff as Learning Community Questionnaire (SPSLCQ) and 18 (35%) educational staff…

Student Benefits from School Farm Activities as Perceived by Administrators and Instructors.

ERIC Educational Resources Information Center

Williams, David L.; McCarthy, David A.

1985-01-01

Describes a study designed to determine characteristics of school farms operated by vocational agriculture departments in four states, identify how the farms are utilized, identify personal and situational characteristics of school farm teachers and administrators, and identify benefits to students of the school farms as perceived by teachers and…

School Psychology Recruitment Research Characteristics and Implications for Increasing Racial and Ethnic Diversity

ERIC Educational Resources Information Center

Proctor, Sherrie L.; Romano, Maria

2016-01-01

Shortages of school psychologists and the underrepresentation of minorities in school psychology represent longstanding concerns. Scholars recommend that one way to address both issues is to recruit individuals from racially and ethnically diverse backgrounds into school psychology. The purpose of this study was to explore the characteristics and…

Report on High School Characteristic Index Study at John Marshall High School - 1970.

ERIC Educational Resources Information Center

Newman, Wilfred

The High School Characteristic Index (H.S.C.I.) was employed at a high school in Rochester to measure students' perceptions, as well as teachers' ability to predict students' perceptions, after black-white violence occurred in May, 1970. The 1970 results were compared with 1966 results of the H.S.C.I. at the same high school when a different…

A Quantitative Assessment of Texas House Bill 505: College Dual Credit Courses and Academic Success among High School Students

ERIC Educational Resources Information Center

Klimitchek, Michelle Leigh

2017-01-01

Texas House Bill 505 expanded dual credit programs to include high school freshmen and sophomores. This study examined the relationship of high school student characteristics and academic success in first attempt dual credit courses. Characteristics refer to year in high school, gender, and high school size. Success is passing scores in English,…

PROJECT TALENT, IDENTIFICATION, DEVELOPMENT, AND UTILIZATION OF HUMAN TALENTS--SELECTED PUPIL AND SCHOOL CHARACTERISTICS IN RELATION TO PERCENTAGE OF NEGROES IN SCHOOL ENROLLMENT. FINAL REPORT.

ERIC Educational Resources Information Center

BURKET, GEORGE R.; FLANAGAN, JOHN C.

CONSISTING MAINLY OF TABLES, THIS REPORT PRESENTS THE FINDINGS OF A STATISTICAL STUDY WHICH EXAMINED THE DIFFERENCES AND SIMILARITIES AMONG 733 PROJECT TALENT SENIOR HIGH SCHOOLS WITH VARYING PROPORTIONS OF NEGRO ENROLLMENT. THE FACTORS STUDIED IN THESE SCHOOLS WERE EDUCATIONAL OUTCOMES, SCHOOL PRACTICES, STUDENT BODY CHARACTERISTICS, AND SCHOOL…

Mental health of Aboriginal children and adolescents in violent school environments: protective mediators of violence and psychological/nervous disorders.

PubMed

Kaspar, Violet

2013-03-01

The effect of school violence on mental health was examined among 12,366 Aboriginal children and adolescents, primarily First Nations, Métis, and Inuit residing off reservations in the Canadian provinces and territories. Analyses were based on the 2006 Aboriginal Peoples' Survey, a postcensal national survey of Aboriginal youth aged 6-14 years. More than one-fifth of students in the sample attended schools where violence was perceived as a problem. The occurrence of psychological or nervous disorders was about 50% higher among students exposed to school violence than among other students. School violence was a significant predictor of mental health difficulties, irrespective of socioeconomic and demographic characteristics. Virtually the entire effect was mediated by interpersonal processes, or negative quality of parent-child and peer relationships, while the effect was not explained by cultural detachment through lack of interactions with Elders and traditional language ability/use. Results underscored school violence as a significant public health concern for Aboriginal elementary and high school students, and the need for evidence-based mental health interventions for at-risk populations. Copyright © 2012 Elsevier Ltd. All rights reserved.

Influence of school organizational characteristics on the outcomes of a school health promotion program.

PubMed

Cullen, K W; Baranowski, T; Baranowski, J; Hebert, D; deMoor, C; Hearn, M D; Resnicow, K

1999-11-01

Researchers assessed the possible moderating effects of school organizational characteristics (school climate, school health, and job satisfaction) on outcomes of a teacher health behavior change program. Thirty-two public schools were matched and randomly assigned either to treatment or control conditions. Organizational, dietary, and physiologic data were collected from third to fifth grade teachers over three years. Treatment schools received a teacher wellness program for two years. Psychometrics of most organizational scales achieved acceptable levels of reliability. Mixed model analyses were conducted to test for moderating effects. Treatment schools with high organizational climate and health scores reported higher fruit and juice and vegetable consumption at Year 2 compared with intervention schools with low scores. Treatment schools with high job satisfaction scores reported higher fruit and juice and lower-fat food consumption at Year 3 compared with intervention schools with low scores. These measures may be used as a tool to assess the environment in which school health promotion programs are presented. Future interventions may need to be tailored to the organizational characteristics of schools.

Use of Stakeholder Focus Groups to Define the Mission and Scope of a new Department of Population Health.

PubMed

Tierney, William M

2018-04-09

The focus and funding of US healthcare is evolving from volume to value-based, and healthcare leaders, managers, payers, and researchers are increasingly focusing on managing populations of patients. Simultaneously, there is increasing interest in getting "upstream" from disease management to promote health and prevent disease. Hence, the term "population health" has both clinical and community-based connotations relevant to the tripartite mission of US medical schools. To seek broad input for the strategic development of the Department of Population Health in a new medical school at a tier 1 research university. Focus groups with facilitated consensus development. Eighty-one persons representing the Dell Medical School and other schools at the University of Texas at Austin, city/county government, community nonprofit organizations, and faculty from other local university schools along with selected national academic leaders. Focus groups with subsequent consensus development of emphases identified premeeting by participants by e-mail exchanges. The resulting departmental strategic plan included scope of work, desired characteristics of leaders, and early impact activities in seven areas of interest: community engagement and health equity, primary care and value-based health, occupational and environment medicine, medical education, health services and community-based research, health informatics and data analysis, and global health. Medical schools should have a primary focus in population, most effectively at the departmental level. Engaging relevant academic and community stakeholders is an effective model for developing this emerging discipline in US medical schools.

Individual class evaluation and effective teaching characteristics in integrated curricula.

PubMed

Hwang, Jung Eun; Kim, Na Jin; Song, Meiying; Cui, Yinji; Kim, Eun Ju; Park, In Ae; Lee, Hye In; Gong, Hye Jin; Kim, Su Young

2017-12-12

In an integrated curriculum, multiple instructors take part in a course in the form of team teaching. Accordingly, medical schools strive to manage each course run by numerous instructors. As part of the curriculum management, course evaluation is conducted, but a single, retrospective course evaluation does not comprehensively capture student perception of classes by different instructors. This study aimed to demonstrate the need for individual class evaluation, and further to identify teaching characteristics that instructors need to keep in mind when preparing classes. From 2014 to 2015, students at one medical school left comments on evaluation forms after each class. Courses were also assessed after each course. Their comments were categorized by connotation (positive or negative) and by subject. Within each subject category, test scores were compared between positively and negatively mentioned classes. The Mann-Whitney U test was performed to test group differences in scores. The same method was applied to the course evaluation data. Test results for course evaluation showed group difference only in the practice/participation category. However, test results for individual class evaluation showed group differences in six categories: difficulty, main points, attitude, media/contents, interest, and materials. That is, the test scores of classes positively mentioned in six domains were significantly higher than those of negatively mentioned classes. It was proved that individual class evaluation is needed to manage multi-instructor courses in integrated curricula of medical schools. Based on the students' extensive feedback, we identified teaching characteristics statistically related to academic achievement. School authorities can utilize these findings to encourage instructors to develop effective teaching characteristics in class preparation.

The Characteristics of the Effective Teacher in Cyprus Public High School: The Students' Perspective.

ERIC Educational Resources Information Center

Koutsoulis, Michalis

This study examined the teacher characteristics that students considered important in defining teacher effectiveness, focusing on human characteristics, communication skills, and teaching and production characteristics. Students from 25 high schools in Cyprus completed the Classroom Culture Description Questionnaire. Overall, students listed 94…

The Characteristics and Experiences of Beginning Teachers in Seven Northeast and Islands Region States and Nationally. Issues & Answers. REL 2012-No. 133

ERIC Educational Resources Information Center

Lacireno-Paquet, Natalie; Bocala, Candice; Fronius, Trevor; Phillips, Dave

2012-01-01

This study describes the characteristics and experiences of beginning public school teachers in the Northeast and Islands Region states and compares them with the characteristics and experiences of beginning teachers nationally using data from the 2007/08 Schools and Staffing Survey. This study uses data from the 2007/08 Schools and Staffing…

Cybervictimization among preadolescents in a community-based sample in Canada: Prevalence and predictors.

PubMed

Mobin, Ahmad; Feng, Cindy Xin; Neudorf, Cory

2018-01-22

To examine the prevalence and predictors associated with cybervictimization among preadolescents in a community-based sample from Canada. Data were drawn from a cohort of 5783 students of grades 5-8, aged 9-14 from 109 elementary schools at the Saskatoon Health Region, Saskatchewan of Canada based on the Student Health Survey in the year of 2010-2011. Multivariate logistic regression with the generalized estimating equation was used to determine the individual and contextual factors associated with self-reported cybervictimization. Of the 5783 school children, 5611 (97.0%) responded to the question regarding cybervictimization. Among those respondents, 572 (10.2%) reported being cyberbullied at least once in the past four weeks. The students most likely to be victimized by cyberbullying were girls, students in grades 7 and 8 compared with grade 5, Aboriginal students compared to non-Aboriginal students, those who had lived part of their life outside of Canada compared with those who lived all of their life in Canada, those who reported drinking alcohol in the past, those who reported very elevated depressive symptoms, those who were traditionally bullied, those who had low self-esteem, and those who had a poor relationship with their parents. School-level variation in cyberbullying victimization is negligible. School neighbour-level deprivation is not significant after adjusting for individual-level characteristics and parent-child relationship. Our findings identified important characteristics of preadolescents with higher susceptibility to cybervictimization in a Canadian setting, which can be used to develop intervention strategies for mitigating cybervictimization among the study population.

Creating a school nutrition environment index and pilot testing it in elementary and middle schools in urban South Korea

PubMed Central

Kwon, Kwang-il; Kweon, Soon Ju; Wang, Youfa; Gittelsohn, Joel

2017-01-01

BACKGROUND/OBJECTIVES The role of a school's nutrition environment in explaining students' eating behaviors and weight status has not been examined in an Asian setting. The purpose of this study was to create a school nutrition environment index and to pilot test the index in elementary and middle schools in urban South Korea. SUBJECTS/METHODS This study used a mixed-methods approach. Environment assessment tools were developed based on formative research, which comprised literature reviews, in-depth interviews, and focus group discussions. Key elements from the formative research were included in the assessment tool, which consisted of a structured survey questionnaire for school dietitians. Fifteen school dietitians from 7 elementary and 8 middle schools in Seoul completed the questionnaire. RESULTS The formative research revealed four main sections that guided a summary index to assess a school's nutrition environment: resource availability, education and programs, dietitians' perceptions and characteristics, and school lunch menu. Based on the literature reviews and interviews, an index scoring system was developed. The total possible score from the combined four index sections was 40 points. From the 15 schools participating in the pilot survey, the mean school nutrition-environment index was 22.5 (standard deviation ± 3.2; range 17-28). The majority of the schools did not offer classroom-based nutrition education or nutrition counseling for students and parents. The popular modes of nutrition education were school websites, posters, and newsletters. CONCLUSIONS This paper illustrates the process used to develop an instrument to assess a school's nutrition environment. Moreover, it presents the steps used to develop a scoring system for creation of a school nutrition environment index. As pilot testing indicated the total index score has some variation across schools, we suggest applying this instrument in future studies involving a larger number of schools. Future studies with larger samples will allow investigation of the validity and reliability of this newly developed tool. PMID:28989577

Creating a school nutrition environment index and pilot testing it in elementary and middle schools in urban South Korea.

PubMed

Park, Sohyun; Kwon, Kwang-Il; Kweon, Soon Ju; Wang, Youfa; Gittelsohn, Joel

2017-10-01

The role of a school's nutrition environment in explaining students' eating behaviors and weight status has not been examined in an Asian setting. The purpose of this study was to create a school nutrition environment index and to pilot test the index in elementary and middle schools in urban South Korea. This study used a mixed-methods approach. Environment assessment tools were developed based on formative research, which comprised literature reviews, in-depth interviews, and focus group discussions. Key elements from the formative research were included in the assessment tool, which consisted of a structured survey questionnaire for school dietitians. Fifteen school dietitians from 7 elementary and 8 middle schools in Seoul completed the questionnaire. The formative research revealed four main sections that guided a summary index to assess a school's nutrition environment: resource availability, education and programs, dietitians' perceptions and characteristics, and school lunch menu. Based on the literature reviews and interviews, an index scoring system was developed. The total possible score from the combined four index sections was 40 points. From the 15 schools participating in the pilot survey, the mean school nutrition-environment index was 22.5 (standard deviation ± 3.2; range 17-28). The majority of the schools did not offer classroom-based nutrition education or nutrition counseling for students and parents. The popular modes of nutrition education were school websites, posters, and newsletters. This paper illustrates the process used to develop an instrument to assess a school's nutrition environment. Moreover, it presents the steps used to develop a scoring system for creation of a school nutrition environment index. As pilot testing indicated the total index score has some variation across schools, we suggest applying this instrument in future studies involving a larger number of schools. Future studies with larger samples will allow investigation of the validity and reliability of this newly developed tool.

Proprietary Schools and Student Financial Aid.

ERIC Educational Resources Information Center

Wilms, Wellford W.

1983-01-01

Literature concerning U.S. proprietary vocational schools and student financial aid is reviewed, focusing on public and interprofessional attitudes, industry reforms, the schools as businesses, enrollments, student characteristics, program characteristics and costs, completions, job placement, earnings, federal student aid, aid recipients, and…

Characteristics of school-based health services associated with students' mental health.

PubMed

Denny, Simon; Howie, Hamish; Grant, Sue; Galbreath, Ross; Utter, Jennifer; Fleming, Theresa; Clark, Terryann

2018-01-01

Objective School-based health services (SBHS) have been shown to improve access to mental health services but the evidence of their effectiveness on students' mental health is lacking. Our objective was to examine associations between variation in the provision of SBHS and students' mental health. Methods A cross-sectional analysis of a nationally representative health and well-being survey of 8500 New Zealand high school students conducted in March-November 2012. Students' mental health is related to data on school health services obtained from clinic leaders and clinicians from 90 participating high schools. Results After adjustment for socio-demographic differences in students between schools, increasing levels of services were associated with progressively lower levels of student-reported depressive symptoms (p = 0.002), emotional and behavioural difficulties (p = 0.004) and suicidality (p = 0.008). Services with greater levels of nursing hours (p = 0.02) and those that performed routine, comprehensive psychosocial assessments (p = 0.01) were both associated with lower levels of student-reported depressive symptoms. Greater levels of nursing hours and doctor hours were associated with lower self-reported suicidality among students. Conclusions Although a causal association between school-based health services and students' mental health cannot be demonstrated, these findings support the benefit of such services and the need for a cluster randomized trial.

Understanding Schools as High-Reliability Organizations: An Exploratory Examination of Teachers' and School Leaders' Perceptions of Success

ERIC Educational Resources Information Center

Lorton, Juli A.; Bellamy, G. Thomas; Reece, Anne; Carlson, Jill

2013-01-01

Drawing on research on high-reliability organizations, this interviewbased qualitative case study employs four characteristics of such organizations as a lens for analyzing the operations of one very successful K-5 public school. Results suggest that the school had processes similar to those characteristic of high-reliability organizations: a…

Certain Characteristics of iSchools Compared to Other LIS Programs

ERIC Educational Resources Information Center

Wedgeworth, Robert

2013-01-01

This dissertation compares 17 iSchools and 36 other LIS schools that offer the ALA-accredited Master's degree program according to certain characteristics. The study compiles quantitative and qualitative data on 32 variables and sub-variables drawn from the schools' web sites, ALISE 2010 Statistical Report, and Elsevier's SCOPUS…

The Relationship between Principal Leadership and Teacher Collaboration in Turkish Primary Schools: A Multilevel Analysis

ERIC Educational Resources Information Center

Gumus, Sedat; Bulut, Okan; Bellibas, Mehmet Sukru

2013-01-01

The purpose of the current study is to reveal the relationship between the specific leadership behaviors of principals and teacher collaboration in Turkish primary schools, controlling for several school characteristics, such as school size and average class size, and the demographic characteristics of teachers, such as level of education and…

Development of Program for Enhancing the Ideal Desirable Characteristic of Basic School Administrators

ERIC Educational Resources Information Center

Khakhlong, Chettha; Julsuwan, Suwat; Somprach, Kanokorn; Khangpheng, Samrit

2015-01-01

The objective of this research is to develop a program for enhancing ideal desirable characteristic of basic school administrators. An in-depth interview was done with experts. The opinions of school administrators, assistant school administrators, and teachers as the chiefs of academic work were found out. A total of 330 persons participated in…

Packing Up for the Moon: Human Exploration Project Engineering Design Challenge. Design, Build and Evaluate. A Standards-Based Middle School Unit Guide. Engineering By Design: Advancing Technological Literacy--A Standards-Based Program Series

ERIC Educational Resources Information Center

NASA Educator Resource Center at Marshall Space Flight Center, 2007

2007-01-01

The Human Exploration Project (HEP) units have several common characteristics. All units: (1) Are based upon the Technological Literacy standards (ITEA, 2000/2002); (2) Coordinate with Science (AAAS, 1993) and Mathematics standards (NCTM, 2000); (3) Utilize a standards-based development approach (ITEA, 2005); (4) Stand alone and coordinate with…

Teachers' conceptions of learning and teaching in student-centred medical curricula: the impact of context and personal characteristics.

PubMed

Jacobs, Johanna C G; van Luijk, Scheltus J; van der Vleuten, Cees P M; Kusurkar, Rashmi A; Croiset, Gerda; Scheele, Fedde

2016-09-21

Gibbs and Coffey (2004) have reported that teaching practices are influenced by teachers' conceptions of learning and teaching. In our previous research we found significant differences between teachers' conceptions in two medical schools with student-centred education. Medical school was the most important predictor, next to discipline, gender and teaching experience. Our research questions for the current study are (1) which specific elements of medical school explain the effect of medical school on teachers' conceptions of learning and teaching? How? and (2) which contextual and personal characteristics are related to conceptions of learning and teaching? How? Individual interviews were conducted with 13 teachers of the undergraduate curricula in two medical schools. Previously their conceptions of learning and teaching were assessed with the COLT questionnaire. We investigated the meanings they attached to context and personal characteristics, in relation to their conceptions of learning and teaching. We used a template analysis. Large individual differences existed between teachers. Characteristics mentioned at the medical school and curriculum level were 'curriculum tradition', 'support by educational department' and 'management and finances'. Other contextual characteristics were 'leadership style' at all levels but especially of department chairs, 'affordances and support', 'support and relatedness', and 'students' characteristics'. Personal characteristics were 'agency', 'experience with PBL (as a student or a teacher)','personal development', 'motivation and work engagement'and 'high content expertise'. Several context and personal characteristics associated with teachers' conceptions were identified, enabling a broader view on faculty development with attention for these characteristics, next to teaching skills.

Active commuting to and from school among Swedish children--a national and regional study.

PubMed

Johansson, Klara; Laflamme, Lucie; Hasselberg, Marie

2012-04-01

Active commuting to school by walking or cycling can have positive impact on children's health and development. The study investigates the prevalence of active commuting to school in Sweden, a setting where it is facilitated and promoted; and how active commuting varies according to socio-demographic and socio-economic characteristics. Self-reports from a national sample of Swedish children (11- to 15-year-olds, n = 4415) and a regional one from Stockholm County (13-year-olds, n = 1008) on transport to school were compared. The association that active commuting has with socio-demographic (gender, school grade, Swedish origin, type of housing, urbanicity in the local area), and socio-economic characteristics (household socio-economic status, family car ownership) was studied using logistic regression, controlling for car ownership and urbanicity, respectively. Active commuting was high (62.9% in the national sample) but decreased with age-76% at the age of 11 years, 62% at the age of 13 years and 50% at the age of 15 years-whereas public transport increased (19-43%). Living in an apartment or row-house (compared with detached house) and living in a medium-sized city (compared with a metropolitan area) was associated with active commuting. In urban areas, active commuting was more common in worker households compared with intermediate- to high-level salaried employees. Active commuting is common but decreases with age. Active commuting differed based on housing and urbanicity but not based on gender or Swedish origin, and impact of socio-economic factors differed depending on level of urbanicity.

Disparities persist in nutrition policies and practices in Minnesota secondary schools.

PubMed

Caspi, Caitlin E; Davey, Cynthia; Nelson, Toben F; Larson, Nicole; Kubik, Martha Y; Coombes, Brandon; Nanney, Marilyn S

2015-03-01

Access to healthy foods among secondary school students is patterned by individual-level socioeconomic status, but few studies have examined how school nutrition policies and practices are patterned by school-level characteristics. The objective of our study was to examine school nutrition policies and practices by school characteristics (eg, location, racial/ethnic composition, and free/reduced priced lunch eligibility) in Minnesota secondary schools between 2008 and 2012. Data from the 2008 to 2012 Minnesota School Health Profiles survey were used to assess school nutrition policies and practices, and National Center for Educational Statistics data were used for school characteristics (n=505 secondary schools). Nutrition policies and practices included the availability of low-nutrient, energy dense (LNED) items, strategies to engage students in healthy eating, and restrictions on advertisements of LNED products in areas around the school. Among school-level characteristics, school location was most strongly related to school nutrition policies. Across all years, city schools were less likely than town/rural schools to have vending machines/school stores (prevalence difference [PD] -13.7, 95% CI -25.0 to -2.3), and less likely to sell sport drinks (PD -36.3, 95% CI -51.8 to -20.7). City schools were also more likely to prohibit advertisements for LNED products in school buildings (PD 17.7, 95% CI 5.5 to 29.9) and on school grounds (PD 15.6, 95% CI 1.7 to 29.5). Between 2008 and 2012, the prevalence of some healthy eating policies/practices (eg, limiting salty snacks, offering taste testing, and banning unhealthy food advertisements in school publications) declined in city schools only, where these policies/practices had previously been more common. Monitoring of these trends is needed to understand the influence of these policies on student outcomes across school settings. Copyright © 2015 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Availability of reproductive healthcare services at schools and subsequent birth outcomes among adolescent mothers

PubMed Central

Madkour, Aubrey Spriggs; Xie, Yiqiong; Harville, Emily Wheeler

2016-01-01

BACKGROUND Adverse birth outcomes are more common among adolescent versus adult mothers, but little is known about school-based services that may improve birth outcomes in this group. METHODS Data from Waves I and IV of the National Longitudinal Study of Adolescent Health were analyzed. Girls and women who gave birth to singleton live infants after Wave I and before age 20, were still in secondary school while pregnant, and had complete data (N=402) were included. Mothers reported infants’ birthweight and gestational age. School administrators reported whether family planning counseling, diagnostic screening (including sexually transmitted diseases [STDs]), STD treatment, and prenatal/postpartum healthcare were provided on-site at school at Wave I. Multilevel models adjusted for individual and school characteristics were conducted. RESULTS Few schools offered reproductive healthcare services on-site. In multilevel analyses, availability of family planning counseling (Est. β=0.21, 95% confidence interval [CI] 0.04, 0.38) and prenatal/postpartum healthcare (Est. β=0.21, 95% CI 0.02, 0.40) were significantly associated with increased infant birthweight. No services examined were significantly associated with increased gestational age. CONCLUSIONS Some school-based reproductive health services may improve subsequent birth outcomes among adolescent mothers. Future analyses should examine the mechanisms by which services impact birth outcomes. PMID:27246673

Effectiveness of E-Learning for Students Vocational High School Building Engineering Program

NASA Astrophysics Data System (ADS)

Soeparno; Muslim, Supari

2018-04-01

Implementation of vocational learning in accordance with the 2013 curriculum must meet the criteria, one of which is learning to be consistent with advances in technology and information. Technology-based learning in vocational commonly referred to as E-Learning, online (in the network) and WBL (Web-Based Learning). Facts on the ground indicate that based learning technology and information on Vocational High School of Building Engineering is still not going well. The purpose of this research is to know: advantages and disadvantages of learning with E-Learning, conformity of learning with E-Learning with characteristics of students on Vocational High School of Building Engineering and effective learning method based on E-Learning for students on Vocational High School of Building Engineering. Research done by literature method, get the following conclusion as follow: the advantages of E-Learning is learning can be done anywhere and anytime, efficient in accessing materials and tasks, ease of communication and discussion; while the shortage is the need for additional costs for good internet access and lack of social interaction between teachers and students. E-learning is appropriate to basic knowledge competencies, and not appropriate at the level of advanced competencies and skills. Effective E-Learning Based Learning Method on Vocational High School of Building Engineering is a Blended method that is a mix between conventional method and e-learning.

Influence of Classroom and School Climate on Teacher Perceptions of Student Problem Behavior

PubMed Central

O’Brennan, Lindsey M.; Bradshaw, Catherine P.; Furlong, Michael J.

2014-01-01

Reducing student problem behavior remains a leading concern for school staff, as disruptive and aggressive behavior interferes with student achievement and the school climate. However, the multi-systemic nature of schools makes it difficult for researchers and practitioners to identify factors influencing to students’ behavior. The current study examined student problem behavior through an ecological lens by taking into account individual (e.g., gender, ethnicity, prosocial behavior), classroom (e.g., class size, average classroom behavior), and school-level factors (e.g., location, school climate). Using data from 37 elementary schools, 467 classrooms, and 8,750 students, a series of hierarchical linear models was tested. Multilevel analyses revealed that while individual student characteristics had the largest influence on problem behavior, average prosocial behavior and concentration problems of students within the classroom, as well as teacher perceptions of the school climate significantly related to how students behaved. These findings support the use of classroom-based intervention programs to reduce student problem behavior. PMID:25346779

Students’ errors in solving combinatorics problems observed from the characteristics of RME modeling

NASA Astrophysics Data System (ADS)

Meika, I.; Suryadi, D.; Darhim

2018-01-01

This article was written based on the learning evaluation results of students’ errors in solving combinatorics problems observed from the characteristics of Realistic Mathematics Education (RME); that is modeling. Descriptive method was employed by involving 55 students from two international-based pilot state senior high schools in Banten. The findings of the study suggested that the students still committed errors in simplifying the problem as much 46%; errors in making mathematical model (horizontal mathematization) as much 60%; errors in finishing mathematical model (vertical mathematization) as much 65%; and errors in interpretation as well as validation as much 66%.

Physical Activity of Malaysian Primary School Children: Comparison by Sociodemographic Variables and Activity Domains.

PubMed

Wong, Jyh Eiin; Parikh, Panam; Poh, Bee Koon; Deurenberg, Paul

2016-07-01

This study describes the physical activity of primary school children according to sociodemographic characteristics and activity domains. Using the Malaysian South East Asian Nutrition Surveys data, 1702 children aged 7 to 12 years were included in the analysis. Physical activity was reported as a total score and categorized into low, medium, and high levels based on Physical Activity Questionnaire for Older Children. Higher overall activity scores were found in boys, younger age, non-Chinese ethnicity, and normal body mass index category. Sex, age, and ethnicity differences were found in structured or organized, physical education, and outside-of-school domain scores. Transport-related scores differed by age group, ethnicity, household income, and residential areas but not among the three physical activity levels. Participation of girls, Chinese, and older children were low in overall and almost all activity domains. Sociodemographic characteristics are important factors to consider in increasing the different domains of physical activity among Malaysian children. © 2016 APJPH.

STEM Career Cluster Engineering and Technology Education pathway in Georgia: Perceptions of Georgia engineering and technology education high school teachers and CTAE administrators as measured by the Characteristics of Engineering and Technology Education survey

NASA Astrophysics Data System (ADS)

Crenshaw, Mark VanBuren

This study examined the perceptions held by Georgia Science, Technology, Engineering, and Mathematics (STEM) Career Cluster Engineering and Technology Education (ETE) high school pathway teachers and Georgia's Career, Technical and Agriculture Education (CTAE) administrators regarding the ETE pathway and its effect on implementation within their district and schools. It provides strategies for ETE teaching methods, curriculum content, STEM integration, and how to improve the ETE pathway program of study. Current teaching and curricular trends were examined in ETE as well as the role ETE should play as related to STEM education. The study, using the Characteristics of Engineering and Technology Education Survey, was conducted to answer the following research questions: (a) Is there a significant difference in the perception of ETE teaching methodology between Georgia ETE high school teachers and CTAE administrators as measured by the Characteristics of Engineering and Technology Education Survey? (b) Is there a significant difference in the perception of ETE curriculum content between Georgia ETE high school teachers and CTAE administrators as measured by the Characteristics of Engineering and Technology Education Survey? (c) Is there a significant difference in the perception of STEM integration in the ETE high school pathway between Georgia ETE high school teachers and CTAE administrators as measured by the Characteristics of Engineering and Technology Education Survey? and (d) Is there a significant difference in the perception of how to improve the ETE high school pathway between Georgia ETE high school teachers and CTAE administrators as measured by the Characteristics of Engineering and Technology Education Survey? Suggestions for further research also were offered.

On the contribution of height to predict lung volumes, capacities and diffusion in healthy school children of 10-17 years.

PubMed

Gupta, C K; Mishra, G; Mehta, S C; Prasad, J

1993-01-01

Lung volumes, capacities, diffusion and alveolar volumes with physical characteristics (age, height and weight) were recorded for 186 healthy school children (96 boys and 90 girls) of 10-17 years age group. The objective was to study the relative importance of physical characteristics as regressor variables in regression models to estimate lung functions. We observed that height is best correlated with all the lung functions. Inclusion of all physical characteristics in the models have little gain compared to the ones having just height as regressor variable. We also find that exponential models were not only statistically valid but fared better compared to the linear ones. We conclude that lung functions covary with height and other physical characteristics but do not depend upon them. The rate of increase in the functions depend upon initial lung functions. Further, we propose models and provide ready reckoners to give estimates of lung functions with 95 per cent confidence limits based on heights from 125 to 170 cm for the age group of 10 to 17 years.

College and school of pharmacy characteristics associated with US News and World Report rankings.

PubMed

Schlesselman, Lauren; Coleman, Craig I

2013-04-12

OBJECTIVE. To determine the association between characteristics of colleges and schools of pharmacy and their rankings according to US News and World Report. METHODS. The 2008 US News and World Report, mean ranking scores (ranging from 2.0 to 5.0) for 78 US colleges and schools of pharmacy were compared with college and school characteristics, including academic program, students, faculty, and scholarship. The adjusted difference in mean ranking score associated with each characteristic was determined using a multivariate mixed linear regression model. RESULTS. The most powerful identified predictors of mean ranking score included the amount of grant funding (National Institutes of Health [NIH] and non-NIH funding) a college or school of pharmacy received and the yearly publication rates of its department of pharmacy (p≤0.001 for both). The adjusted mean ranking scores for colleges and schools receiving >$5 million and $1 million to $5 million in scholarly grant funding were respectively 0.77 and 0.26 points higher than those receiving none. Adjusted mean ranking scores for colleges and schools whose departments of pharmacy practice had publishing rates of >20 papers and 11 to 20 papers were respectively 0.40 and 0.17 points higher than those publishing ≤10 (p<0.05 for both). CONCLUSION. The characteristic of colleges and schools of pharmacy most associated with US News and World Report rankings appears to be their scholarly productivity.

Impact of school peanut-free policies on epinephrine administration.

PubMed

Bartnikas, Lisa M; Huffaker, Michelle F; Sheehan, William J; Kanchongkittiphon, Watcharoot; Petty, Carter R; Leibowitz, Robert; Hauptman, Marissa; Young, Michael C; Phipatanakul, Wanda

2017-08-01

Children with food allergies spend a large proportion of time in school but characteristics of allergic reactions in schools are not well studied. Some schools self-designate as peanut-free or have peanut-free areas, but the impact of policies on clinical outcomes has not been evaluated. We sought to determine the effect of peanut-free policies on rates of epinephrine administration for allergic reactions in Massachusetts public schools. In this retrospective study, we analyzed (1) rates of epinephrine administration in all Massachusetts public schools and (2) Massachusetts public school nurse survey reports of school peanut-free policies from 2006 to 2011 and whether schools self-designated as "peanut-free" based on policies. Rates of epinephrine administration were compared for schools with or without peanut-restrictive policies. The percentage of schools with peanut-restrictive policies did not change significantly in the study time frame. There was variability in policies used by schools self-designated as peanut-free. No policy was associated with complete absence of allergic reactions. Both self-designated peanut-free schools and schools banning peanuts from being served in school or brought from home reported allergic reactions to nuts. Policies restricting peanuts from home, served in schools, or having peanut-free classrooms did not affect epinephrine administration rates. Schools with peanut-free tables, compared to without, had lower rates of epinephrine administration (incidence rate per 10,000 students 0.2 and 0.6, respectively, P = .009). These data provide a basis for evidence-based school policies for children with food allergies. Further studies are required before decisions can be made regarding peanut-free policies in schools. Copyright © 2017 American Academy of Allergy, Asthma & Immunology. Published by Elsevier Inc. All rights reserved.

Competency-Based Adult Vocational Education Programs: A National Survey. Research and Development Series No. 131.

ERIC Educational Resources Information Center

Russell, Earl B.; And Others

A national survey was conducted to identify the characteristics of specific competency-based adult vocational programs in both the public and private sectors. Through a variety of procedures approximately 1,900 persons were nominated as contacts for program information on all day and/or evening non-credit programs in any type of school or training…

Does a More Centrally Located School Promote Walking to School? Spatial Centrality in School-Neighborhood Settings.

PubMed

Kim, Hyung Jin; Lee, Chanam

2016-05-01

A public elementary school has traditionally functioned as an important center of a neighborhood, but this role has diminished with sprawling urban developments. Despite the large number of studies of children's walking to/from school (WTS), the school's location in relation to the larger neighborhood context has not been fully explored. This study is to examine the relationship between school's spatial centrality and children's WTS in urban, suburban and rural settings. this study used school travel tally (11,721 students), environment audit, GIS and census data from 71 elementary school/neighborhoods in Texas, and employed the closeness centrality index to estimate a school's spatial centrality. Data were collected from 2009-2012. After controlling for neighborhood characteristics, it was found that more centrally located schools are likely to have higher proportions of WTS in the neighborhoods. And, among urban, suburban and rural settings, urban schools were the most and rural schools were the least likely to be centrally-located in the neighborhoods. The findings offer implications on school and community planning policies that can help promote WTS. Spatial centrality measures can be effective tools to identify environmental factors in complex urban networks related to human behaviors and community-based activities.

School Based Assessment of Attention Deficit Disorders.

ERIC Educational Resources Information Center

Carter, Susanne

This paper analyzes and synthesizes information on assessment of attention deficit disorder (ADD), to provide guidance to states as they formulate policies and practices. The paper presents an overview of ADD from an educational perspective, focusing on student characteristics, developmental patterns, and coexisting disorders. Schoolwide…

Interdisciplinary Dimensions in Entrepreneurship

ERIC Educational Resources Information Center

Levenburg, Nancy M.; Lane, Paul M.; Schwarz, Thomas V.

2006-01-01

Entrepreneurship programs and courses are offered by many business schools to support students who aspire to start, own, and operate businesses. Although these offerings are directed primarily toward business majors, based on data the authors collected from over 700 students, many nonbusiness majors also possess entrepreneurial characteristics and…

Biochemistry Textbooks for Effective Learning.

ERIC Educational Resources Information Center

Vella, F.

1992-01-01

Suggests that more attention be paid by biochemistry textbook authors to the breadth of contemporary learning strategies, given the fact that an increasing number of medical schools have adopted an integrated, self-paced, problem-based curriculum. Discusses the theoretical characteristics desirable in the ideal biochemistry textbook. (JJK)

Is Anyone Listening?

ERIC Educational Resources Information Center

Reid, Neil

To remedy the lack of well-planned developmental listening programs and adequate listening instruction in New Zealand schools, the New Zealand Council for Educational Research has produced this research-based teacher guide. The following materials are included: objectives for the reading program, including seven characteristics of a good listener;…

An Analysis of Effects of Background Variables on Student Achievement Based on the CTD Survey Data.

ERIC Educational Resources Information Center

Tolgyesi, Miklos

1985-01-01

Factors contributing to achievement were investigated as part of Hungary's Curriculum Theory Department (CTD-80) national assessment. Parent's education and occupation and student's sex predicted achievement results. School characteristics did not predict achievement or attitudes. (Author/GDC)

Describing Characteristics of Pennsylvania's "Schools to Watch®": Focusing on Social Equity and Developmental Responsiveness

ERIC Educational Resources Information Center

Parke, Carol S.; Generett, Gretchen Givens; de Almeida Ramos, Renata

2017-01-01

The purpose of this study was to understand how schools address two specific criteria of the Schools to Watch® (STW) program: Social equity and developmental responsiveness. Descriptions of replicable practices, program/school characteristics, and initiatives created by each of the STW sites in Pennsylvania were analyzed. The data also includes…

2010 Data Standards Manual Student Background Characteristics. For Use by Schools and School Systems Test Administration Authorities and Assessment Contractors. Fifth Edition

ERIC Educational Resources Information Center

Ministerial Council for Education, Early Childhood Development and Youth Affairs (NJ1), 2009

2009-01-01

The process of collecting student background information from parents using nationally agreed definitions of student background characteristics began in 2005. The original edition of this manual, titled "Data Implementation Manual for Enrolments for the 2005 and 2006 School Years," was prepared to assist schools and systems in modifying…

A Multidimensional Approach to Determinants of Computer Use in Primary Education: Teacher and School Characteristics

ERIC Educational Resources Information Center

Tondeur, J.; Valcke, M.; van Braak, J.

2008-01-01

The central aim of this study was to test a model that integrates determinants of educational computer use. In particular, the article examines teacher and school characteristics that are associated with different types of computer use by primary school teachers. A survey was set up, involving 527 teachers from 68 primary schools in Flanders. A…

Social and Psychological Characteristics of Greek Secondary School Students with Learning Difficulties

ERIC Educational Resources Information Center

Zafiriadis, Kiriakos; Livaditis, Miltos; Xenitidis, Kiriakos; Diamanti, Miranta; Tsatalmpasidou, Evgenia; Sigalas, Ioannis; Polemikos, Nikitas

2005-01-01

In Greece there is an almost total lack of special education after the primary school (6th grade). This is a descriptive study that aimed to examine social, academic and psychological characteristics of secondary school students with a history of special placement during primary school. It compared 86 students with a placement (group A) with their…

School Smoking Policy Characteristics and Individual Perceptions of the School Tobacco Context: Are They Linked to Students' Smoking Status?

ERIC Educational Resources Information Center

Sabiston, Catherine M.; Lovato, Chris Y.; Ahmed, Rashid; Pullman, Allison W.; Hadd, Valerie; Campbell, H. Sharon; Nykiforuk, Candace; Brown, K. Stephen

2009-01-01

The purpose of this study was to explore individual- and school-level policy characteristics on student smoking behavior using an ecological perspective. Participants were 24,213 (51% female) Grade 10-11 students from 81 schools in five Canadian provinces. Data were collected using student self-report surveys, written policies collected from…

Characteristics of Competitive Pressure Created by Charter Schools: Charter Schools, Their Impact on Traditional Public Districts and the Role of District Leadership

ERIC Educational Resources Information Center

Cummins, Cathy

2014-01-01

This mixed methods sequential explanatory designed study applied the economic theory of marketplace competition as a way to frame superintendents' perceptions of the characteristics of students and parents seeking charter schools. Although studies on charter schools are abundant, there is limited literature on this particular aspect of market…

The Social Ecology of U.S. Law Schools.

ERIC Educational Resources Information Center

Richards, James M., Jr.

1987-01-01

The factorial ecology paradigm was applied to law schools, yielding four factors: scholarly orientation, practicality, public control, and minority emphasis. Law school characteristics were correlated with characteristics of the states that constitute their "habitats," yielding a meaningful pattern of moderate to strong relationships.…

Normal Science Education and its Dangers: The Case of School Chemistry

NASA Astrophysics Data System (ADS)

Van Berkel, Berry; De Vos, Wobbe; Verdonk, Adri H.; Pilot, Albert

We started the Conceptual Structure of School Chemistry research project, a part of which is reported on here, with an attempt to solve the problem of the hidden structure in school chemistry. In order to solve that problem, and informed by previous research, we performed a content analysis of school chemistry textbooks and syllabi. This led us to the hypothesis that school chemistry curricula are based on an underlying, coherent structure of chemical concepts that students are supposed to learn for the purpose of explaining and predicting chemical phenomena. The elicited comments and criticisms of an International Forum of twenty-eight researchers of chemical education, though, refuted the central claims of this hypothesis. This led to a descriptive theory of the currently dominant school chemistry curriculum in terms of a rigid combination of a specific substantive structure, based on corpuscular theory, a specific philosophical structure, educational positivism, and a specific pedagogical structure, involving initiatory and preparatory training of future chemists. Secondly, it led to an explanatory theory of the structure of school chemistry - based on Kuhn's theory of normal science and scientific training - in which dominant school chemistry is interpreted as a form of normal science education. Since the former has almost all characteristics in common with the latter, dominant school chemistry must be regarded as normal chemistry education. Forum members also formulated a number of normative criticisms on dominant school chemistry, which we interpret as specific dangers of normal chemistry education, complementing Popper's discussion of the general dangers of normal science and its teaching. On the basis of these criticisms, it is argued that normal chemistry education is isolated from common sense, everyday life and society, history and philosophy of science, technology, school physics, and from chemical research.

Effects of a School-Based Social Skills Training Program for Adolescents with Autism Spectrum Disorder and Intellectual Disability.

PubMed

Plavnick, Joshua B; Kaid, Tiffany; MacFarland, Mari C

2015-09-01

Social deficits are a core characteristic of individuals with autism spectrum disorders and co-occurring intellectual disabilities (ASD-ID). Despite persistence of these deficits into adolescence, few social skills interventions have been empirically evaluated for older individuals with ASD-ID. The present investigation adapted an efficacious protocol for adolescents with ASD, video-based group instruction (VGI), and extended the procedure to 4 adolescents in a public high school setting. A multiple probe across behaviors design demonstrated the effectiveness of VGI for teaching novel social behavior to three of the four participants, with mixed outcomes for the fourth participant. Long-term maintenance was observed for two participants, though generalization outcomes were mixed. The results support using VGI within high school curricula for some adolescents with ASD-ID.

Closing the Achievement Gap on ACT & SAT

ERIC Educational Resources Information Center

Anderson, David

2010-01-01

Research has focused on four groups of factors and the achievement gap: (1) student characteristics (high school GPA, attendance patterns, courses taken in high school, participation in extra-curricular activities, etc.); (2) family characteristics (family structure, in home, parents' level of education, mobility, etc.); (3) school-based…

DNA Microarray Wet Lab Simulation Brings Genomics into the High School Curriculum

PubMed Central

Zanta, Carolyn A.; Heyer, Laurie J.; Kittinger, Ben; Gabric, Kathleen M.; Adler, Leslie

2006-01-01

We have developed a wet lab DNA microarray simulation as part of a complete DNA microarray module for high school students. The wet lab simulation has been field tested with high school students in Illinois and Maryland as well as in workshops with high school teachers from across the nation. Instead of using DNA, our simulation is based on pH indicators, which offer many ideal teaching characteristics. The simulation requires no specialized equipment, is very inexpensive, is very reliable, and takes very little preparation time. Student and teacher assessment data indicate the simulation is popular with both groups, and students show significant learning gains. We include many resources with this publication, including all prelab introductory materials (e.g., a paper microarray activity), the student handouts, teachers notes, and pre- and postassessment tools. We did not test the simulation on other student populations, but based on teacher feedback, the simulation also may fit well in community college and in introductory and nonmajors' college biology curricula. PMID:17146040

Family- and Neighborhood-Level Factors as Predictors of Conduct Problems in School among Young, Urban, Minority Children

PubMed Central

Palamar, Joseph J.; Calzada, Esther J.; Theise, Rachelle; Huang, Keng-Yen; Petkova, Eva; Brotman, Laurie Miller

2017-01-01

Minority children attending schools in urban socioeconomically disadvantaged neighborhoods are at high risk for conduct problems. Although a number of family and neighborhood characteristics have been implicated in the onset and progression of conduct problems, there remains incomplete understanding of the unique contributions of poverty-related factors early in development. This prospective study of 298 black public school children considered family- and neighborhood-level predictors of teacher-reported conduct problems from pre-kindergarten through first grade. Results from multi-level analyses indicate that percentage of poor residents in a student’s neighborhood made a robust independent contribution to the prediction of development of conduct problems, over and above family- and other neighborhood-level demographic factors. For children of single parents, the percentage of black residents in the neighborhood also predicted the development of conduct problems. School-based interventions to prevent conduct problems should consider impact for children at highest risk based on neighborhood poverty. PMID:24673380

Family- and Neighborhood-Level Factors as Predictors of Conduct Problems in School among Young, Urban, Minority Children.

PubMed

Palamar, Joseph J; Calzada, Esther J; Theise, Rachelle; Huang, Keng-Yen; Petkova, Eva; Brotman, Laurie Miller

2015-01-01

Minority children attending schools in urban socioeconomically disadvantaged neighborhoods are at high risk for conduct problems. Although a number of family and neighborhood characteristics have been implicated in the onset and progression of conduct problems, there remains incomplete understanding of the unique contributions of poverty-related factors early in development. This prospective study of 298 black public school children considered family- and neighborhood-level predictors of teacher-reported conduct problems from pre-kindergarten through first grade. Results from multi-level analyses indicate that percentage of poor residents in a student's neighborhood made a robust independent contribution to the prediction of development of conduct problems, over and above family- and other neighborhood-level demographic factors. For children of single parents, the percentage of black residents in the neighborhood also predicted the development of conduct problems. School-based interventions to prevent conduct problems should consider impact for children at highest risk based on neighborhood poverty.

DNA microarray wet lab simulation brings genomics into the high school curriculum.

PubMed

Campbell, A Malcolm; Zanta, Carolyn A; Heyer, Laurie J; Kittinger, Ben; Gabric, Kathleen M; Adler, Leslie; Schulz, Barbara

2006-01-01

We have developed a wet lab DNA microarray simulation as part of a complete DNA microarray module for high school students. The wet lab simulation has been field tested with high school students in Illinois and Maryland as well as in workshops with high school teachers from across the nation. Instead of using DNA, our simulation is based on pH indicators, which offer many ideal teaching characteristics. The simulation requires no specialized equipment, is very inexpensive, is very reliable, and takes very little preparation time. Student and teacher assessment data indicate the simulation is popular with both groups, and students show significant learning gains. We include many resources with this publication, including all prelab introductory materials (e.g., a paper microarray activity), the student handouts, teachers notes, and pre- and postassessment tools. We did not test the simulation on other student populations, but based on teacher feedback, the simulation also may fit well in community college and in introductory and nonmajors' college biology curricula.

The Influence of Students' Pre-College Characteristics, High School Experiences, College Expectations, and Initial Enrollment Characteristics on Degree Attainment

ERIC Educational Resources Information Center

Pike, Gary R.; Hansen, Michele J.; Childress, Janice E.

2014-01-01

The present research examined the extent to which pre-college characteristics, high school experiences, college expectations, and initial enrollment characteristics were related to graduation from college. Data from admission applications, the "ACT Compass" survey, and initial enrollment measures for Fall 2004 and Fall 2005 first-time…

Closing the Academic Achievement Gap on the California High School Exit Exam (CAHSEE) through Professional Learning Communities (PLC) Characteristics

ERIC Educational Resources Information Center

Buenrostro, Samuel

2012-01-01

Purpose: The purpose of this study was to determine the degree of importance that DuFour's nine characteristics of highly effective schools have on closing the academic achievement gap on the California High School Exit Exam, as perceived by high school principals. The study also examined the strategies believed to be most important in developing…

A Comparison of Teachers' Perceptions of Principal Effectiveness in National Blue Ribbon Schools and Matched Sets of Selected Non-Blue Ribbon Schools in Pennsylvania

ERIC Educational Resources Information Center

Giffing, Ryan Robert

2010-01-01

With a focus on leadership, this study examines the leadership characteristics of principals in schools that are recognized as National Blue Ribbon Schools by the United States Department of Education. This mixed methodology study utilizes the causal comparative method to compare what teachers consider to be effective leadership characteristics of…

A Multi-Level Examination of the Association between Older Social Models in the School Environment and Overweight and Obesity among Younger Students

ERIC Educational Resources Information Center

Leatherdale, Scott T.; Papadakis, Sophia

2011-01-01

Few studies have examined how school characteristics are associated with obesity. The purpose of this study was to examine the student- and school-level characteristics associated with being overweight and obese among 12,049 students in grades 9 and 10 ("junior students") attending 76 secondary schools in Ontario, Canada. The sample was…

Pupil Home Background Characteristics and Academic Performance in Senior Secondary Schools: A Case Study of Selected Secondary Schools in Kitwe District, Zambia

ERIC Educational Resources Information Center

Kakumbi, Zonic; Samuel, Elizabeth B.; Mulendema, Peter J.

2016-01-01

The purpose of this research was to investigate pupil background characteristics and academic performance in senior secondary schools in Kitwe district with a view of recommending on how to improve pupils' performance. The study was conducted in Kitwe district because in the past years pupils' performance in senior secondary schools has been…

Benefits, Challenges, Characteristics and Instructional Approaches in an El Sistema Inspired After-School String Program Developed as a University-School Partnership in the United States

ERIC Educational Resources Information Center

Hopkins, Michael; Provenzano, Anthony M.; Spencer, Michael S.

2017-01-01

The purpose of this study was to examine the benefits, challenges, program characteristics and instructional approaches of an El Sistema inspired (ESI) after-school string program developed as a university-school partnership. Case study methodology was used to examine the program. Fifth-grade students received 75 minutes of after-school…

How Student and School Characteristics Are Associated with Performance on the Maine High School Assessment. Issues & Answers. REL 2011-No. 102

ERIC Educational Resources Information Center

Hoyle, Craig D.; O'Dwyer, Laura M.; Chang, Quincy

2011-01-01

The Maine Department of Education wanted to use longitudinal data from its data system to better understand whether and how student and school characteristics are associated with student performance on the state-mandated Maine High School Assessment (MHSA). It was particularly interested in understanding the factors associated with changes in test…

How Student and School Characteristics Are Associated with Performance on the Maine High School Assessment. Summary. Issues & Answers. REL 2011-No. 102

ERIC Educational Resources Information Center

Hoyle, Craig D.; O'Dwyer, Laura M.; Chang, Quincy

2011-01-01

The Maine Department of Education wanted to use longitudinal data from its data system to better understand whether and how student and school characteristics are associated with student performance on the state-mandated Maine High School Assessment (MHSA). It was particularly interested in understanding the factors associated with changes in test…

Music Taste Groups and Problem Behavior

ERIC Educational Resources Information Center

Mulder, Juul; ter Bogt, Tom; Raaijmakers, Quinten; Vollebergh, Wilma

2007-01-01

Internalizing and externalizing problems differ by musical tastes. A high school-based sample of 4159 adolescents, representative of Dutch youth aged 12 to 16, reported on their personal and social characteristics, music preferences and social-psychological functioning, measured with the Youth Self-Report (YSR). Cluster analysis on their music…

Parent-Reported Predictors of Adolescent Panic Attacks.

ERIC Educational Resources Information Center

Hayward, Chris; Wilson, Kimberly A.; Lagle, Kristy; Killen, Joel D.; Taylor, C. Barr

2004-01-01

Objective: To identify parent-reported risk factors for adolescent panic attacks. Method: Structured diagnostic interviews were obtained from 770 parents of participants in a school-based risk factor study for adolescent panic. Parent-reported risk factors assessed included characteristics of the child (negative affect, separation anxiety disorder…

The Rural School Principalship: Unique Challenges, Opportunities.

ERIC Educational Resources Information Center

Hill, Jonathan

1993-01-01

Presents findings based on author's research and experience as principal in California's Mojave Desert. Five basic characteristics distinguish the rural principalship: lack of an assistant principal or other support staff; assumption of other duties, including central office tasks, teaching, or management of another site; less severe student…

Runaway Reaction: Solving for X.

ERIC Educational Resources Information Center

Bartz, Solveig A.

2003-01-01

This article examines the runaway reaction as it was displayed by Barry, a 14-year-old eighth-grade boy with learning disabilities. It identifies some of the common characteristics of this response and proposes school intervention methods. Functional behavioral assessments and strength-based assessments are encouraged, along with using strategy…

Special Education Teachers' Attitudes and Perceptions of Teamwork

ERIC Educational Resources Information Center

Malone, D. Michael; Gallagher, Peggy A.

2010-01-01

One hundred and eighty-four special education teachers serving school-based intervention teams completed the "Attitudes About Teamwork Survey", the "Team Characteristics Survey", and the "Team Process Perception Survey". Respondents' regard for the team process in planning and implementing supports for children with disabilities was generally…

Characteristics of Innovation in K12 International Schools in Asia

ERIC Educational Resources Information Center

Hale, Jessica A.

2017-01-01

This qualitative phenomenological study explored identifying characteristics and necessary components of educational innovation in K12 international schools in Asia. Two research questions guided the exploration of observed characteristics of innovation and global leader's perceptions of components of innovation. The findings suggested observed…

Enhancing the relationship and improving communication between adolescents and their health care providers: a school based intervention by medical students.

PubMed

Towle, Angela; Godolphin, William; Van Staalduinen, Samantha

2006-08-01

To develop, implement and evaluate a workshop to help adolescents develop independent and active relationships with their physicians. A needs-assessment survey informed the development of a workshop delivered by medical student volunteers and incorporated into the career and personal planning curriculum of high schools in Vancouver, Canada. Over a 6-year period, 64 workshops were delivered by 181 medical students to 1651 high school students in six schools. The workshop is acceptable, do-able, effective and sustainable, characteristics that arise from the mutual benefits to all the groups involved: the medical school, the school board, the medical students, the high school teachers and students. The workshop provides a model for providing health care education to adolescents in the community. Teaching adolescents the importance of good doctor-patient communication encourages them to take ongoing responsibility for their health care and is an alternative route to direct health care education.

Academic Readiness for College: The Role of School Administrators

ERIC Educational Resources Information Center

Lee, Chul; Kim, Eunyoung

2010-01-01

The study utilized the National Education Longitudinal Study of 1988 (NELS:88) to identify which characteristics of academically effective high schools are key determinants of students' academic readiness for college. A multilevel analysis shows that high school characteristics affect student preparation for college in four core subject areas:…

Schools, Their Spatial Distribution and Characteristics, and Fertility Limitation

ERIC Educational Resources Information Center

Brauner-Otto, Sarah R.

2012-01-01

This article investigates the complex relationship between various dimensions of women's educational context and their contraceptive use later in life. Using data from rural Nepal on all the schools that ever existed in one community, I create geographically weighted measures of school characteristics--specifically teacher and student…

Students with Emotional Disturbances: How Can School Counselors Serve?

ERIC Educational Resources Information Center

Miller, Lynne Guillot; Rainey, John S.

2008-01-01

Students with Emotional Disturbances (ED) possess unique characteristics that require additional care from school counselors, teachers, and other school personnel. Information pertaining to the prevalence of ED among students and the common characteristics of students with ED is reviewed. Additionally, ideas and effective approaches that will aid…

A Comparison of Nationally Ranked High Schools and Their Music Curricula

ERIC Educational Resources Information Center

Kelly, Steven N.; Heath, Julia D.

2015-01-01

This study compared selected musical, educational, and social characteristics of high schools ranked highest in "Newsweek" and "U.S. News & World Report." Questions addressed were (a) How are the top-ranked schools similar or different in educational, musical, and social characteristics? (b) What music courses are offered…

The Role of Biographical Characteristics in Preservice Classroom Teachers' School Physical Activity Promotion Attitudes

ERIC Educational Resources Information Center

Webster, Collin A.; Monsma, Eva; Erwin, Heather E.

2010-01-01

Recommendations for increasing children's daily physical activity (PA) call on classroom teachers to assume an activist role at school. This study examined relationships among preservice classroom teachers' (PCT; n = 247) biographical characteristics, perceptions and attitudes regarding school PA promotion (SPAP). Results indicated participants…

School Choice with Chinese Characteristics

ERIC Educational Resources Information Center

Wu, Xiaoxin

2012-01-01

This paper explores the major characteristics of school choice in the Chinese context. It highlights the involvement of cultural and economic capital, such as choice fees, donations, prize-winning certificates and awards in gaining school admission, as well as the use of social capital in the form of "guanxi". The requirement for these…

A Logistic Regression Analysis of Score Sending and College Matching among High School Students

ERIC Educational Resources Information Center

Oates, Krystle S.

2015-01-01

College decisions are often the result of a variety of influences related to student background characteristics, academic characteristics, college preferences and college aspirations. College counselors recommend that students choose a variety of schools, especially schools where the general student body matches the academic achievement of…

Characteristics of Effective School Leaders and Their Administrative Context.

ERIC Educational Resources Information Center

Richards, Janet C.; And Others

Findings from a study that examined effective administrators of schools for the visual and performing arts with respect to personality characteristics, leadership style, and administrative context are presented in this paper. Questionnaires mailed to 36 administrators of schools for the visual and performing arts in the United States and Canada…

Internet Addiction Based on Personality Characteristics of High School Students in Kerman, Iran

PubMed Central

Zamani, Bibi Eshrat; Abedini, Yasamin; Kheradmand, Ali

2011-01-01

Background The new phenomenon of Internet addiction among teenagers and young adults is one of the modern addictions in industrial and post-industrial societies. The purpose of this research was to predict the Internet addiction based on the personality characteristics of high school students in Kerman. Methods This research was a descriptive correlational study. The statistical population included 538 male and female students in the second grade of high school in Kerman during 2010. The subjects were randomly selected by multistage clustering. Data was collected by two questionnaires including the five-factor Revised NEO Personality Inventory and the Internet dependency questionnaire. The data was analyzed using ANOVA test and multivariable regression analysis. Findings The findings showed a significant relationship between the personality trait of emotional stability and academic fields, i.e. students with higher emotional stability experience less negative emotions when confronting with problems. Therefore, it is less likely for them to alleviate the negative emotions by the extreme and obsessed usage of the Internet. In addition, it appears that the students with high extroversion scores prefer social, face to face interactions with other people to interaction with the virtual world. Conversely, more introvert students avoid interactions with other people due to their shyness. Thus, they communicate with the virtual world more. Conclusion Three personality traits of loyalty, emotional stability, and extroversion are the most significant predictors of Internet addiction in high school students. PMID:24494121

Epidemiological characteristics of sudden cardiac arrest in schools.

PubMed

Nishiuchi, Tatsuya; Hayashino, Yasuaki; Iwami, Taku; Kitamura, Tetsuhisa; Nishiyama, Chika; Kajino, Kentaro; Nitta, Masahiko; Hayashi, Yasuyuki; Hiraide, Atsushi

2014-08-01

The present study aimed to clarify the incidence and outcomes of sudden cardiac arrests in schools and the clinically relevant characteristics of individuals who experienced sudden cardiac arrests. We obtained data on sudden cardiac arrests that occurred in schools between January 1, 2005 and December 31, 2009 from the database of the Utstein Osaka Project, a population-based observational study on out-of-hospital cardiac arrests in Osaka, Japan. The data were analyzed to show the epidemiological features of sudden cardiac arrests in schools in conjunction with prehospital documentation. In total, 44 cases were registered as sudden cardiac arrests in schools during the study period. Of these, 34 cases had nontraumatic cardiac arrests. Twenty-one cases (62%) had pre-existing cardiac diseases and/or collapsed during physical exercise. Twenty-three cases (68%) presented with ventricular fibrillation or pulseless ventricular tachycardia, with cases of survival 1 month after cardiac arrest and those having favourable neurological outcome (Cerebral Performance Category 1 or 2) being 12 (52%) and 10 (43%), respectively. The incidence of sudden cardiac arrests in students was 0.23 per 100,000 persons per year, ranging from 0.08 in junior high school to 0.64 in high school. The incidence of sudden cardiac arrests in school faculty and staff was 0.51 per 100,000 persons per year, a rate approximately 2 times of that observed in the students. Although sudden cardiac arrests in schools is rare, they majorly occurred in individuals with cardiac diseases and/or during physical exercise and presented as ventricular fibrillation or pulseless ventricular tachycardia observed initially as cardiac arrhythmia. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Support for school-based sexuality education among South Carolina voters.

PubMed

Lindley, L L; Reininger, B M; Vincent, M L; Richter, D L; Saunders, R P; Shi, L

1998-05-01

A random-digit dialed telephone survey was conducted in a traditionally conservative southern state to determine the level of support for sexuality education in the public schools including support for specific sexuality education topics, the earliest grade level at which each topic should be taught, and the amount of instruction time required for sexuality education in the high schools. Survey data were obtained from 534 South Carolina registered voters in late January/early February 1997. Results demonstrated that most South Carolina registered voters: 1) supported sexuality education in the public schools; 2) supported instruction on a variety of sexuality education topics; 3) supported instruction at all grade levels, especially beginning in middle school; and 4) believed instruction time for sexuality education in the high schools should either remain the same or be increased. In addition, a significant increase in support for sexuality education occurred from the beginning of the survey to the end, suggesting that the instrument itself may have served as an educational tool for respondents. The characteristics of registered voters who supported sexuality education at the beginning of the survey and at the end were examined and compared. These results may assist in the development of educational and marketing strategies designed to build support for school-based sexuality education programs in South Carolina and elsewhere.

Functional seating for school-age children with cerebral palsy: an evidence-based tutorial.

PubMed

Costigan, F Aileen; Light, Janice

2011-04-01

This tutorial is designed to teach speech-language pathologists (SLPs) best practices to support functional seating of children with cerebral palsy (CP) in the classroom and in school-based therapy sessions. This tutorial teaches SLPs to (a) recognize the positive effects of seating intervention, (b) identify the characteristics of functional seating that may produce these positive effects, and (c) realize their role in supporting functional seating for school-age children with CP. The research reporting positive effects of seating intervention for school-age children with CP is presented according to the International Classification of Functioning, Disability and Health (World Health Organization, 2001). Recommended guidelines for functional seating for school-age children with CP are gleaned from the research evidence. The specific role of the SLP in providing functional seating for children with CP is then discussed. Seating intervention may produce positive body structure and function, activities, and participation effects for school-age children with CP when appropriate equipment is provided for weight bearing, the pelvis is positioned for stability and mobility, and the body is properly aligned. SLPs can support functional seating for school-age children with CP by communicating with professionals with seating expertise and by invoking and monitoring recommended guidelines for children with basic and complex seating needs, respectively.

Reducing stigma in high school youth.

PubMed

Koller, M; Stuart, H

2016-08-01

We evaluated 21 contact-based education interventions in 5047 Canadian high school students and identified student characteristics associated with success. We used a one-group pretest/posttest design with standardized instruments to measure changes in behavioural intent. Variability across interventions was assessed using meta-analysis, and a mixed-effects logistic regression was used to identify student characteristics. Interventions were heterogeneous (I(2)  = 62.4%) but generally successful. The odds of getting an A grade was 2.57 times greater on the posttest than the pretest (95% CI = 2.18, 3.03). Males were less likely to achieve a passing score overall; however, males who self-disclosed a mental illness were more likely to pass. Three percent of students experienced a large drop in social acceptance following the intervention. These were more likely to be male [OR = 1.5 (95% CI = 1.0, 2.1)]. Contact-based education is a promising practice for reducing stigma in high school students, although the field would benefit from fidelity criteria to reduce variation across interventions. Males and females react differently to antistigma programming; particularly those with self-reported mental illnesses and a small proportion may become more intolerant. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

School and local authority characteristics associated with take-up of free school meals in Scottish secondary schools, 2014

PubMed Central

Chambers, Stephanie; Dundas, Ruth; Torsney, Ben

2016-01-01

School meals are an important state-delivered mechanism for improving children’s diets. Scottish local authorities have a statutory duty to provide free school meals (FSM) to families meeting means-testing criteria. Inevitably take-up of FSM does not reach 100%. Explanations put forward to explain this include social stigma, as well as a more general dissatisfaction amongst pupils about lack of modern facilities and meal quality, and a preference to eat where friends are eating. This study investigated characteristics associated with take-up across Scottish secondary schools in 2013–2014 using multilevel modelling techniques. Results suggest that stigma, food quality and the ability to eat with friends are associated with greater take-up. Levels of school modernisation appeared less important, as did differences between more urban or rural areas. Future studies should focus on additional school-level variables to identify characteristics associated with take-up, with the aim of reducing the number of registered pupils not taking-up FSM. PMID:28191363

School and local authority characteristics associated with take-up of free school meals in Scottish secondary schools, 2014.

PubMed

Chambers, Stephanie; Dundas, Ruth; Torsney, Ben

2016-01-02

School meals are an important state-delivered mechanism for improving children's diets. Scottish local authorities have a statutory duty to provide free school meals (FSM) to families meeting means-testing criteria. Inevitably take-up of FSM does not reach 100%. Explanations put forward to explain this include social stigma, as well as a more general dissatisfaction amongst pupils about lack of modern facilities and meal quality, and a preference to eat where friends are eating. This study investigated characteristics associated with take-up across Scottish secondary schools in 2013-2014 using multilevel modelling techniques. Results suggest that stigma, food quality and the ability to eat with friends are associated with greater take-up. Levels of school modernisation appeared less important, as did differences between more urban or rural areas. Future studies should focus on additional school-level variables to identify characteristics associated with take-up, with the aim of reducing the number of registered pupils not taking-up FSM.

College and School of Pharmacy Characteristics Associated With US News and World Report Rankings

PubMed Central

Coleman, Craig I.

2013-01-01

Objective. To determine the association between characteristics of colleges and schools of pharmacy and their rankings according to US News and World Report. Methods. The 2008 US News and World Report, mean ranking scores (ranging from 2.0 to 5.0) for 78 US colleges and schools of pharmacy were compared with college and school characteristics, including academic program, students, faculty, and scholarship. The adjusted difference in mean ranking score associated with each characteristic was determined using a multivariate mixed linear regression model. Results. The most powerful identified predictors of mean ranking score included the amount of grant funding (National Institutes of Health [NIH] and non-NIH funding) a college or school of pharmacy received and the yearly publication rates of its department of pharmacy (p≤0.001 for both). The adjusted mean ranking scores for colleges and schools receiving >$5 million and $1 million to $5 million in scholarly grant funding were respectively 0.77 and 0.26 points higher than those receiving none. Adjusted mean ranking scores for colleges and schools whose departments of pharmacy practice had publishing rates of >20 papers and 11 to 20 papers were respectively 0.40 and 0.17 points higher than those publishing ≤10 (p<0.05 for both). Conclusion. The characteristic of colleges and schools of pharmacy most associated with US News and World Report rankings appears to be their scholarly productivity. PMID:23610473

Effects of Using Teams Games Tournaments (TGT) Cooperative Technique for Learning Mathematics in Secondary Schools of Bangladesh

ERIC Educational Resources Information Center

Salam, Abdus; Hossain, Anwar; Rahman, Shahidur

2015-01-01

Games-based learning has captured the interest of educationists and industrialists who seek to reveal the characteristics of computer games as perceived by some to be a potentially effective approach for teaching and learning. Despite this interest in using games-based learning, there is a dearth of studies on the context of gaming and education…

Problem-Based Learning: Instructor Characteristics, Competencies, and Professional Development

DTIC Science & Technology

2011-01-01

cognitive learning objectives addressed by student -centered instruction . For instance, experiential learning , a variation of which is used at the...based learning in grade school science or mathematics . However, the measures could be modified to focus on adult PBL (or student -centered learning ... student -centered learning methods, the findings should generalize across instructional methods of interest to the Army. Further research is required

Race, class and gender in engineering education: A quantitative investigation of first year enrollment

NASA Astrophysics Data System (ADS)

Phillips, Canek Moises Luna

Research explanations for the disparity across both race and gender in engineering education has typically relied on a deficit model, whereby women and people of color lack the requisite knowledge or psychological characteristics that Whites and men have to become engineers in sufficient numbers. Instead of using a deficit model approach to explain gender and race disparity, in the three studies conducted for this dissertation, I approach gender and race disparity as the result of processes of segregation linked to the historic and on-going perpetuation of systemic sources of oppression in the United States. In the first study, I investigate the relationship between the odds ratios of women and men enrolled in first year US engineering programs and institutional characteristics. To do this, I employ linear regression to study data from the American Society of Engineering Education (ASEE) and the National Center for Education Statistics (NCES) to quantify relationships between odds ratios and institutional characteristics. Results of the linear regression models showed significant relationships between the cost of universities and university selectivity and the odds ratios of women choosing engineering. I theorize how the results could be related to the operation of occupational segregation in engineering, particularly how class-based markers have been historically used by women to overcome gender-based segregation in engineering. In the second study, I examine longitudinal patterns of race, gender, and intersectional combinations of race and gender in enrollments of students in first year engineering programs across the United States (US). Using enrollment data from the American Society of Engineering Education and California Post-Secondary Education Commission, I construct measures of segregation to study how trends in the disparity of students by race could be related to increases in public school segregation nationally over the past 25 years. I found that as public school segregation levels increased nationally, underrepresentation of Black and Hispanics and overrepresentation of White and Asian students has moved further toward the extremes in first year engineering programs compared to these groups’ shares of high school enrollment. I conclude that the study of public school segregation and its effect on racial disparity needs greater attention, as well as that the investigation I conducted serves as a beginning towards pushing back on deficit model explanations of race and gender disparity in engineering. In the third study, I return to the investigation of odds ratios and institutional characteristics, constructing odds ratios using ASEE and NCES data based on the odds of enrollment in first year engineering programs between Asian, Black, and Hispanic students compared to White students. I again quantify the relationships between odds ratios and institutional characteristics using linear regression models and discuss results using theory based in the perspective of occupational segregation. In this case, results were inconclusive leading me to conclude that other variables that I did not consider, such as the segregation levels of schools that students come from before enrollment, should be considered as I develop my own future study into the topic.

The feminization of school hypothesis called into question among junior and high school students.

PubMed

Verniers, Catherine; Martinot, Delphine; Dompnier, Benoît

2016-09-01

The feminization of school hypothesis suggests that boys underachieve in school compared to girls because school rewards feminine characteristics that are at odds with boys' masculine features. The feminization of school hypothesis lacks empirical evidence. The aim of this study was to test this hypothesis by examining the extent to which school demands are actually associated with female more than male students. A large sample of 1,954 students (1,115 girls and 839 boys) from grades seven, nine, 10, and 12 took part in the study. The participants were asked to rate the extent to which various characteristics valued in the school setting were exhibited by girls or boys who succeed in school. Three sets of characteristics related to school success emerged from the analyses: compliance, assertiveness, and effort/intelligence. Compliance and effort/intelligence were associated with the girls more than with the boys, while assertiveness was associated with the boys more than with the girls. The feminization of school hypothesis received weak support. This study discusses the limits of this hypothesis to explain boys' underachievement in comparison with girls. © 2016 The British Psychological Society.

School-based internet obesity prevention programs for adolescents: a systematic literature review.

PubMed

Whittemore, Robin; Chao, Ariana; Popick, Rachel; Grey, Margaret

2013-03-01

In response to the childhood obesity epidemic, numerous studies on school-based Internet obesity prevention interventions have been conducted. The purpose of this systematic review is to describe, synthesize, and evaluate the research on school-based Internet obesity prevention programs for adolescents. Medline, CINAHL, and PsycInfo were searched from January 1995 to August 2012 to locate relevant studies. Ninety-one reports were initially identified, with 12 meeting the inclusion criteria. Studies had variable control groups, program content, and sample characteristics. Though few authors reported on implementation processes or body mass index (BMI) outcomes, the majority of studies were effective in improving health behaviors in the short term. Most studies were judged to have a high or unclear risk of bias in at least two domains, thus the quality of evidence for this body of literature is moderate. Further research is needed to examine programs of longer duration, optimal dose and timing of programs, cost-effectiveness, and mediators and moderators of intervention outcomes.

Predicting Students' Skills in the Context of Scientific Inquiry with Cognitive, Motivational, and Sociodemographic Variables

NASA Astrophysics Data System (ADS)

Nehring, Andreas; Nowak, Kathrin H.; Belzen, Annette Upmeier zu; Tiemann, Rüdiger

2015-06-01

Research on predictors of achievement in science is often targeted on more traditional content-based assessments and single student characteristics. At the same time, the development of skills in the field of scientific inquiry constitutes a focal point of interest for science education. Against this background, the purpose of this study was to investigate to which extent multiple student characteristics contribute to skills of scientific inquiry. Based on a theoretical framework describing nine epistemological acts, we constructed and administered a multiple-choice test that assesses these skills in lower and upper secondary school level (n = 780). The test items contained problem-solving situations that occur during chemical investigations in school and had to be solved by choosing an appropriate inquiry procedure. We collected further data on 12 cognitive, motivational, and sociodemographic variables such as conceptual knowledge, enjoyment of chemistry, or language spoken at home. Plausible values were drawn to quantify students' inquiry skills. The results show that students' characteristics predict their inquiry skills to a large extent (55%), whereas 9 out of 12 variables contribute significantly on a multivariate level. The influence of sociodemographic traits such as gender or the social background becomes non-significant after controlling for cognitive and motivational variables. Furthermore, the performance advance of students from upper secondary school level can be explained by controlling for cognitive covariates. We discuss our findings with regard to curricular aspects and raise the question whether the inquiry skills can be considered as an autonomous trait in science education research.

The Boulder Valley Internet Project: Teachers Mentoring Teachers.

ERIC Educational Resources Information Center

Sherry, Lorraine; Lawyer-Brook, Dianna

The Boulder Valley Internet Project (BVIP) was begun as a collaborative venture between the University of Colorado at Boulder and the Boulder Valley School District. The project's organizing aims of integrating Internet-based activities into curriculum and instruction have not been met fully due to the inhibiting characteristics of education…

Insect Keepers

ERIC Educational Resources Information Center

Moore, Virginia J.; Chessin, Debby A.; Theobald, Becky

2010-01-01

Insects are fascinating creatures--especially when you and your students get up close and personal with them! To that end, the authors facilitated an inquiry-based investigation with an emphasis on identification of the different types of insects found in the school yard, their characteristics, their habitat, and what they eat, while engaging the…

A Continuing Education Program on Attention Deficit/Hyperactivity Disorder.

ERIC Educational Resources Information Center

Kallas, Anmarie; Reeve, Ron E.; Welch, Ann B.; Wright, James V.

1997-01-01

Describes the four modules of a project for enhancing the knowledge and skills of educators to better serve children with attention deficits, and the inservice personnel-preparation program based on these modules. Modules focus on characteristics and identification, model school programs, effective classroom interventions, and policy and…

Educational Access in Bangladesh. Country Policy Brief

ERIC Educational Resources Information Center

Ahmed, Manzoor

2008-01-01

This Policy Brief describes and explains patterns of access to schooling in Bangladesh. It outlines types of educational provision and provides some basic statistics on access, vulnerability and exclusion, as well as insights into the characteristics of those denied access. It is based on findings from the "Country Analytic Review on Access…