Influences of Developmental Contexts and Gender Differences on School Performance of Children and Adolescents

ERIC Educational Resources Information Center

Diniz, Eva; da Rosa Piccolo, Luciane; de Paula Couto, Maria Clara Pinheiro; Salles, Jerusa Fumagalli; Helena Koller, Silvia

2014-01-01

This study investigated children and adolescents' school performance over time focusing on two variables that may influence it: developmental context and gender. The sample comprised 627 participants (M[subscript age]?=?11.13, SD?=?1.8), 51% of them female, from grade one to eight, living either with family (n?=?474) or in care institutions…

Using Data Mining Techniques Examination of the Middle School Students' Attitude towards Mathematics in the Context of Some Variables

ERIC Educational Resources Information Center

Idil, Feriha Hande; Narli, Serkan; Aksoy, Esra

2016-01-01

The aim of this study is to examine middle school students' attitude towards mathematics in the context of their mathematic learning preferences using data mining which is data analysis methodology that has been successfully used in different areas including educational domains. "How do I actually learn?" questionnaire and attitude scale…

Language Learning Strategies, Course Grades, and Age in EFL Secondary School Learners

ERIC Educational Resources Information Center

Tragant, Elsa; Victori, Mia

2012-01-01

In studies dealing with language learning strategies in the school context, the variables of proficiency and age are often difficult to isolate since students accumulate more hours of foreign language instruction as they move up from grade to grade. This study aimed to deal with these two variables independently by analysing learning strategy use…

[Prediction of mathematics achievement: effect of personal, socioeducational and contextual variables].

PubMed

Rosário, Pedro; Lourenço, Abílio; Paiva, Olímpia; Rodrigues, Adriana; Valle, Antonio; Tuero-Herrero, Ellián

2012-05-01

Based upon the self-regulated learning theoretical framework this study examined to what extent students' Math school achievement (fifth to ninth graders from compulsory education) can be explained by different cognitive-motivational, social, educational, and contextual variables. A sample of 571 students (10 to 15 year old) enrolled in the study. Findings suggest that Math achievement can be predicted by self-efficacy in Math, school success and self-regulated learning and that these same variables can be explained by other motivational (ej., achievement goals) and contextual variables (school disruption) stressing this way the main importance of self-regulated learning processes and the role context can play in the promotion of school success. The educational implications of the results to the school levels taken are also discussed in the present paper.

Inequality in Black and White High School Students' Perceptions of School Support: An Examination of Race in Context.

PubMed

Bottiani, Jessika H; Bradshaw, Catherine P; Mendelson, Tamar

2016-06-01

Supportive relationships with adults at school are critical to student engagement in adolescence. Additional research is needed to understand how students' racial backgrounds interact with the school context to shape their perceptions of school support. This study employed multilevel, latent variable methods with a sample of Black and White students (N = 19,726, 35.8 % Black, 49.9 % male, mean age = 15.9) in 58 high schools to explore variation in perceived caring, equity, and high expectations by student race, school diversity, and socioeconomic context. The results indicated that Black students perceived less caring and equity relative to White students overall, and that equity and high expectations were lower in diverse schools for both Black and White students. Nonetheless, racial disparities were attenuated in more diverse schools. The findings point to the need for intervention to improve perceptions of school support for Black youth and for all students in lower income and more diverse schools.

Elementary Schools Where Students Succeed in Reading.

ERIC Educational Resources Information Center

Mosenthal, Jim; Lipson, Marjorie; Mekkelsen, Jane; Russ, Barbara; Sortino, Susan

A number of studies have demonstrated the existence of "effective" schools in comparison to other "ineffective" models. To identify the contexts for success, a study examined "teacher instructional" and "school" variables to characterize the complex of factors that might be needed to achieve high levels of…

Correlates of Prosocial Behaviors of Students in Ethnically and Racially Diverse Middle Schools

ERIC Educational Resources Information Center

Spivak, Asha Leah; White, Samantha Simmons; Juvonen, Jaana; Graham, Sandra

2015-01-01

This study examined the association between ethnicity-related context variables and the prosocial behavior of early adolescents in ethnically/racially diverse schools. Specifically, youths' perceptions of greater representation of same-ethnic peers at school, school support for ethnic diversity, and engagement in and valuing cross-ethnic contact…

Cross-Contextual Variability in Parents' and School Tutors' Conflict Resolution Styles and Positive Development

ERIC Educational Resources Information Center

Rodríguez-Ruiz, Beatriz; Rodrigo, María José; Martínez-González, Raquel-Amaya

2015-01-01

The authors examined how the variability in adult conflict resolution styles in family and school contexts was related to adolescents' positive development. Cluster analysis classified 440 fathers, 440 mothers, and 125 tutors into 4 clusters, based on self-reports of their conflict resolution styles. Adolescents exposed to Cluster 1 (inconsistency…

Commentary: Academic Enablers and School Learning.

ERIC Educational Resources Information Center

Keith, Timothy Z.

2002-01-01

This commentary presents academic enablers within the broader, overlapping context of school learning theory, including the theories of Carroll, Harnishfeger and Wiley, Walberg, and others. Multivariate models are needed to understand the influences of academic enabler and school learning variables on learning, as well as the influences of these…

Emerging adults without a driver's license engage in more transportation-related physical activity to school/work in certain environmental contexts.

PubMed

Kar, Indra Neal; Li, Kaigang; Haynie, Denise L; Simons-Morton, Bruce G

2017-03-01

The aim was to examine the moderation effect of driving licensure status on the association between different environmental contexts and transportation-related physical activity to and from school and/or work (TPA-SW) among emerging adults. The data were from Wave 4 (n=2026, year 2013) of the NEXT Generation Health Study, an annual assessment of a nationally representative cohort across the nine U.S. Census Divisions. The outcome variable, TPA-SW, was derived from walking or cycling as modes of travel to and from school and/or work. Environmental context variables included residence, college attendance, and work status. Driving licensure status indicated whether or not participants had an independent driver's license. Poisson regression models, adjusted for potential confounders, were used to test interactions between environmental context and driving licensure. There were significant interactions between environmental context and licensure. Interaction contrasts indicated that participants who did not have a driver's license engaged in more TPA-SW than their licensed counterparts if they were living at home (β=1.10, p<0.001), not attending school (β=0.73, p<0.001), attending a technical school/community college (β=1.13, p<0.001), working 1-30 hours/week (β=0.69, p<0.001), or working 30+hours/week (β=1.12, p<0.001). Among non-workers, those without a license engaged in less TPA-SW than participants with a license (β=-0.22, p=0.05). Among emerging adults in certain environmental contexts, delayed driver licensing may result in more physical activity with the possible tradeoff of less transportation mobility. Published by Elsevier Inc.

Emerging Adults without a Driver’s License Engage in More Transportation-Related Physical Activity to School/Work in Certain Environmental Contexts

PubMed Central

Kar, Indra Neal; Li, Kaigang; Haynie, Denise L.; Simons-Morton, Bruce G.

2017-01-01

The aim was to examine the moderation effect of driving licensure status on the association between different environmental contexts and transportation-related physical activity to and from school and/or work (TPA-SW) among emerging adults. The data were from Wave 4 (n = 2,026, year 2013) of the NEXT Generation Health Study, an annual assessment of a nationally representative cohort across the nine U.S. Census Divisions. The outcome variable, TPA-SW, was derived from walking or cycling as modes of travel to and from school and/or work. Environmental context variables included residence, college attendance, and work status. Driving licensure status indicated whether or not participants had an independent driver’s license. Poisson regression models, adjusted for potential confounders, were used to test interactions between environmental context and driving licensure. There were significant interactions between environmental context and licensure. Interaction contrasts indicated that participants who did not have a driver’s license engaged in more TPA-SW than their licensed counterparts if they were living at home (β = 1.10, p < 0.001), not attending school (β = 0.73, p < 0.001), attending a technical school/community college (β = 1.13, p < 0.001), working 1–30 hours/week (β = 0.69, p < 0.001), or working 30+ hours/week (β = 1.12, p < 0.001). Among nonworkers, those without a license engaged in less TPA-SW than participants with a license (β = − 0.22, p = 0.05). Among emerging adults in certain environmental contexts, delayed driver licensing may result in more physical activity with the possible tradeoff of less transportation mobility. PMID:28011136

Variables of the Family, School, and Social Environment Context That Determine Bullying in Adolescents in Medellín, Colombia, 2014

ERIC Educational Resources Information Center

Higuita-Gutiérrez, Luis Felipe; Cardona-Arias, Jaiberth Antonio

2017-01-01

This study determines the prevalence of bullying and the variables that explain the phenomenon in adolescents from educational institutions in Medellín. A survey involving school climate, family functionality, and bullying was applied in a representative sample of 3,460 adolescents. The information was analyzed with descriptive measures, Z-test,…

School, Occupation, Culture, and Family: The Impact of Parental Schooling on the Parent-Child Relationship.

ERIC Educational Resources Information Center

Laosa, Luis M.

1982-01-01

Hypothesized effects of school which determine parent behavior dispositions were found to have important consequences for a child's cognitive skills, learning strategies, and personality. A conceptual and empirical investigation was conducted in the context of ethnic diversity, individual variability, and educational and occupational equity. A…

The Attitudes of Secondary School Students toward School and Reading: A Comparison in Terms of Mother Tongue, Gender and Class Level

ERIC Educational Resources Information Center

Yildiz, Mustafa; Kiziltas, Yusuf

2018-01-01

It is important to determine whether the school attitude of secondary school students has an influence on the reading attitude. For this purpose, such a study was conducted at secondary school level. In addition, the extent to which such variables as mother tongue are determinative in this context has been examined.The objective of this study is…

Genetic and environmental influences on early literacy skills across school grade contexts.

PubMed

Haughbrook, Rasheda; Hart, Sara A; Schatschneider, Christopher; Taylor, Jeanette

2017-09-01

Recent research suggests that the etiology of reading achievement can differ across environmental contexts. In the US, schools are commonly assigned grades (e.g. 'A', 'B') often interpreted to indicate school quality. This study explored differences in the etiology of early literacy skills for students based on these school grades. Participants included twins drawn from the Florida Twin Project on Reading (n = 1313 pairs) aged 4 to 10 years during the 2006-07 school year. Early literacy skills were assessed with DIBELS subtests: Oral Reading Fluency (ORF), Nonsense Word Fluency (NWF), Initial Sound Fluency (ISF), Letter Naming Fluency (LNF), and Phoneme Segmentation Fluency (PSF). School grade data were retrieved from the Florida Department of Education. Multi-group analyses were conducted separately for subsamples defined by 'A' or 'non-A' schools, controlling for school-level socioeconomic status. Results indicated significant etiological differences on pre-reading skills (ISF, LNF, and PSF), but not word-level reading skills (ORF and NWF). There was a consistent trend of greater environmental influences on pre-reading skills in non-A schools, arguably representing 'poorer' environmental contexts than the A schools. Importantly, this is the case outside of resources linked with school-level SES, indicating that something about the direct environment on pre-reading skills in the non-A school context is more variable than for A schools. © 2016 John Wiley & Sons Ltd.

The effects of community factors on school participation in Turkey: A multilevel analysis

NASA Astrophysics Data System (ADS)

Gumus, Sedat

2014-05-01

Turkey, like many developing countries, is facing considerable problems in terms of low school attendance rates, late enrolment and early dropout of girls in particular. Numerous studies have already been conducted, both in Turkey and elsewhere, to determine the factors affecting school enrolment of boys and girls. Existing studies in Turkey, however, have focused extensively on the association between household-level factors and school participation, ignoring the role of the broader environment in which children live. Using a recent, large-scale and nationally representative data set, this paper investigates school participation at both primary and secondary levels in Turkey, giving specific attention to community- level factors. In taking into account socioeconomic context variables using the multilevel modelling method, this study contributes significantly to current school participation literature in Turkey. The author's findings highlight the importance of community/context factors in explaining low school enrolment in Turkey. The results of the study can help policy makers develop a systematic understanding of the relationship between socioeconomic context and school participation, and enable them to make more appropriate decisions for improving school participation across the country.

Variables Influencing Teacher Autonomy, Administrative Coordination, and Collaboration

ERIC Educational Resources Information Center

Prichard, Caleb; Moore, Jana E.

2016-01-01

Purpose: Schools often vary in how they balance teacher autonomy (TA) and administrative control, and research suggests that there may be several context-specific variables which may be influential. The purpose of this paper is to determine the influence of program variables on the level of TA, administrative coordination, and administration-staff…

School Context Matters: The Impacts of Concentrated Poverty and Racial Segregation on Childhood Obesity

ERIC Educational Resources Information Center

Piontak, Joy Rayanne; Schulman, Michael D.

2016-01-01

Background: Schools are important sites for interventions to prevent childhood obesity. This study examines how variables measuring the socioeconomic and racial composition of schools and counties affect the likelihood of obesity among third to fifth grade children. Methods: Body mass index data were collected from third to fifth grade public…

The Impact of Student Composition on Schools' Value-Added Performance: A Comparison of Seven Empirical Studies

ERIC Educational Resources Information Center

Timmermans, Anneke C.; Thomas, Sally M.

2015-01-01

In many countries, policy makers struggle with the development of value-added indicators of school performance for educational accountability purposes and in particular with the choice whether school context measured in the form of student composition variables should be included. This study investigates differences between 7 empirical studies…

School Context Matters: The Impacts of Concentrated Poverty and Racial Segregation on Childhood Obesity.

PubMed

Piontak, Joy Rayanne; Schulman, Michael D

2016-12-01

Schools are important sites for interventions to prevent childhood obesity. This study examines how variables measuring the socioeconomic and racial composition of schools and counties affect the likelihood of obesity among third to fifth grade children. Body mass index data were collected from third to fifth grade public school students by teachers from 317 urban and rural North Carolina schools in 38 counties. Multilevel models are used to examine county-, school-, and individual-level effects. Low concentrations of poverty at the school level are associated with lower odds of obesity. Schools in rural counties had significantly higher rates of obesity, net the other variables in the model. Students in minority-segregated schools had higher rates of obesity than those in more racially diverse schools, but the effect was not statistically significant once school-level poverty was controlled. Place-based inequalities are important determinants of health inequalities. The results of this study show that school-level variables related to poverty are important for understanding and confronting childhood obesity. © 2016, American School Health Association.

A school-level analysis of adolescent extracurricular activity, delinquency, and depression: the importance of situational context.

PubMed

Guest, Andrew M; McRee, Nick

2009-01-01

In this article we investigate the extent to which the relationship between extracurricular activities and youth development depends on situational contexts. Using a national sample including 13,466 youths in grades 7-12 across 120 schools, we conduct school-level analyses of the association between extracurricular activities, delinquency, and depression. Three main findings are reported. First, we observe near-normal distributions across schools in the proportions of delinquent or depressed youths involved in extracurricular activities, illustrating that extracurricular activities can be positive, neutral, or negative settings for youth development. Second, within individual schools we fail to uncover consistent associations in the propensity of delinquent or depressed youth to be involved with different types of extracurricular activities. Third, standard macro-level context variables do not explain the observed variations within or between schools. The results suggest that the relationships between extracurricular activities, delinquent conduct and depressive symptoms among youth ultimately depend more upon micro-level contextual factors than the type or content of the activities themselves.

[Behavioral gender differences in school relationships].

PubMed

Postigo Zegarra, Silvia; González Barrón, Remedios; Mateu Marqués, Carmen; Ferrero Berlanga, Javier; Martorell Pallás, Carmen

2009-08-01

Adolescents take on different social roles mediated by gender, which affect the development of their identity and the expression of school violence. The purpose of this work is to study the behavioral differences in bullying depending on gender. The sample (N=641) is aged between 12 and 16 years old. Personal variables are assessed by self-reports, and relational variables by sociometric measures. Results indicate a large incidence of bullying, peer rejection, and school maladjustment among boys. Girls report more relational aggressions, acceptance and social skills, but also higher personal maladjustment. Female victims are rejected the most. Gender differences seem more relevant in relational variables, suggesting the special importance of the relational context in bullying.

Influences on Children's Sharing in a Multicultural Setting.

ERIC Educational Resources Information Center

Stewart, Sunita Mahtani; McBride-Chang, Catherine

2000-01-01

Examined various potential contributors to sharing (parenting styles, context of identified versus anonymous sharing, and gender) among Caucasian and Asian second graders at an international school, also noting variables known to relate to sharing in young children (moral reasoning and empathy). Parenting styles, gender, and context all influenced…

Cultural Diversity and School Equity: A Model to Evaluate and Develop Educational Practices in Multicultural Education Contexts

ERIC Educational Resources Information Center

Aguado, Teresa; Ballesteros, Belen; Malik, Beatriz

2003-01-01

Cultural diversity in society is reflected in schools but it is seldom taken into account as an influential variable in the personal and social development of students. School culture transmits specific socio-cultural values (those of the dominant group), excluding other cultural features that are not in accordance with it. Certain educational…

Inside Student Government: The Variable Quality of High School Student Councils

ERIC Educational Resources Information Center

McFarland, Daniel; Starmanns, Carlos E.

2009-01-01

Background/Context: Student governments are the first direct experience that youth have of representative government. However, very little research has been done on student councils in spite of their ubiquity in American high schools and consistent references to their positive effects on the political socialization of youth.…

Student Victimization by Teachers in Taiwan: Prevalence and Associations

ERIC Educational Resources Information Center

Chen, Ji-Kang; Wei, Hsi-Sheng

2011-01-01

Objectives: This paper reports on the prevalence of student victimization by teachers in junior high schools in a Chinese cultural context (Taiwan) and examines how student demographic variables (gender, grade level, and family socioeconomic status) and school social experiences (student-teacher relationships and involvement with at-risk peers)…

A Cultural Political Economy of School Desegregation in Seattle

ERIC Educational Resources Information Center

Dumas, Michael J.

2011-01-01

Background/Context: School desegregation has been variably conceptualized as a remedy for racial injustice, a means toward urban (economic) revitalization, an opportunity to celebrate human diversity, and an attempt to more equally distribute educational resources. At the center of the debate over the years is the extent to which school…

A Holistic Model to Infer Mathematics Performance: The Interrelated Impact of Student, Family and School Context Variables

ERIC Educational Resources Information Center

Zhao, Ningning; Valcke, Martin; Desoete, Annemie; Zhu, Chang; Sang, Guoyuan; Verhaeghe, JeanPierre

2014-01-01

The present study aims at exploring predictors influencing mathematics performance. In particular, the study focuses on internal students' characteristics (gender, age, metacognitive experience, mathematics self-efficacy) and external contextual factors (GDP of school location, parents' educational level, teachers' educational level, and teacher…

Teachers' Responses to Bullying Incidents: Effects of Teacher Characteristics and Contexts

ERIC Educational Resources Information Center

Yoon, Jina; Sulkowski, Michael L.; Bauman, Sheri A.

2016-01-01

School is a critical context of bullying. This study investigated teacher responses to bullying incidents and the effects of individual and contextual variables on these responses. Participating teachers (N = 236) viewed streaming video vignettes depicting physical, verbal, and relational bullying and reported how they would respond to bullies and…

A Test of Biosocial Models of Adolescent Cigarette and Alcohol Involvement

ERIC Educational Resources Information Center

Foshee, Vangie A.; Ennett, Susan T.; Bauman, Karl E.; Granger, Douglas A.; Benefield, Thad; Suchindran, Chirayath; Hussong, Andrea M.; Karriker-Jaffe, Katherine J.; DuRant, Robert H.

2007-01-01

The authors test biosocial models that posit interactions between biological variables (testosterone, estradiol, pubertal status, and pubertal timing) and social context variables (family, peer, school, and neighborhood) in predicting adolescent involvement with cigarettes and alcohol in a sample of 409 adolescents in Grades 6 and 8. Models…

Family Relationships and Perfectionism in Middle-School Students

ERIC Educational Resources Information Center

DiPrima, Amy J.; Ashby, Jeffrey S.; Gnilka, Philip B.; Noble, Christina L.

2011-01-01

Several authors have suggested that perfectionism develops in the context of a person's family of origin. However, there are few empirical studies that address the relationship between family variables and perfectionism. This study examined the relationship between family variables and multidimensional perfectionism among a sample of 253…

Thinking Visually about Algebra

ERIC Educational Resources Information Center

Baroudi, Ziad

2015-01-01

Many introductions to algebra in high school begin with teaching students to generalise linear numerical patterns. This article argues that this approach needs to be changed so that students encounter variables in the context of modelling visual patterns so that the variables have a meaning. The article presents sample classroom activities,…

Adjustment problems in the family and school contexts, attitude towards authority, and violent behavior at school in adolescence.

PubMed

Musitu Ochoa, Gonzalo; Estévez Lopez, Estefania; Emler, Nicholas P

2007-01-01

This study analyzed the role of different but interrelated variables in the family and school contexts in relation to problems of violent behavior at school during adolescence. Participants were 1,068 students aged 11 to 16 (47% male) drawn from secondary schools in the Valencian Community (Spain). Statistical analyses were carried out using structural equation modeling. The model accounted for 32% of the variance in school violence. Results showed a direct association between quality of communication with father and teacher's expectations of the student with the adolescent's involvement in violent behavior at school. Moreover, findings showed indirect paths by which adolescents' self-concept (family and school domains), acceptance by peers, and attitude toward authority, seemed to be influenced by the quality of interactions with parent and teachers, and also were closely associated with violent behavior at school. Findings are discussed in relation to previous research on adolescent psychosocial adjustment and behavioral problems at school.

Problematic Internet use, maladaptive future time perspective and school context.

PubMed

Díaz-Aguado, María J; Martín-Babarro, Javier; Falcón, Laia

2018-05-01

Spain is among the European countries with the highest prevalence of adolescents at risk of Internet addiction, a problem that could be linked to youth unemployment and leaving education early. This research evaluated the role of three variables relative to school context on Problematic Internet Use (PIU) and on the relationship between PIU and Maladaptive Future Time Perspective (MFTP, defined as an excessive focus on the present and a fatalistic attitude towards the future, a variable that had not previously been studied in terms of its relationship to adolescents' PIU). The study was carried out with 1288 adolescents, aged 12 to 16 years old, enrolled at 31 secondary schools in Madrid, Spain. As expected, we found that MFTP and hostile treatment by teachers were associated with an increase in PIU, whereas school appreciation was associated with a decrease in PIU. In addition, hostile treatment by teachers had a moderate effect on the MFTP-PIU relationship. In order to prevent PIU it is important to foster confidence in adolescents in their own potential to build the future from the present through positive interaction with teachers, stimulating an appreciation of school within these digital natives' peer group culture.

Providing context to the implementation of health promoting schools: A case study.

PubMed

McIsaac, Jessie-Lee D; Mumtaz, Zubia; Veugelers, Paul J; Kirk, Sara F L

2015-12-01

Issues related to program context are important components of population health interventions and particularly among complex, adaptive initiatives in schools. Health Promoting Schools (HPS) is a global approach to support early development of healthy behaviors among children and youth. The purpose of this study was to explicate the practical and contextual processes that influenced implementation of HPS in schools in Nova Scotia (Canada). Using a case-study approach, data was collected using interviews (n=14) with principals, teachers and parents, observations collected during school visits and document review in five diverse schools. Case study schools reported a variety of HPS practices and three key themes emerged that provided context to the processes that facilitated their implementation. The results suggest that although school characteristics (theme 1), like staff allocation, physical location and resources, are important, these barriers can be mitigated by building organizational capacity (theme 2) and establishing a supportive school community culture (theme 3). The study provided insight to the variability in implementation by describing how contextual barriers were experienced and mitigated by schools. Establishing a broad system to support HPS, with collaboration across health and education sectors, could help to progress adoption, implementation and sustainability of HPS. Copyright © 2015 Elsevier Ltd. All rights reserved.

"On solid ground": family and school connectedness promotes adolescents' future orientation.

PubMed

Crespo, Carla; Jose, Paul E; Kielpikowski, Magdalena; Pryor, Jan

2013-10-01

The present study investigated the role of connectedness to the family and school contexts on future orientation of New Zealand adolescents. Participants were 1774 young people (51.9% female) aged between 9 and 16 years at time 1 of the study, who reported their connectedness to family and school and their perceptions of future orientation at three times of measurement one year apart. Structural equation modelling was used to test the combined role of family and school connectedness on future orientation over time. Findings supported a multiple mediation model in that adolescents' connectedness to family and school predicted more positive perceptions of future orientation both directly and indirectly via the effect of the context variables on each other. Copyright © 2013 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Bullying and associated factors among Brazilian adolescents: analysis of the National Adolescent School-based Health Survey (PeNSE 2012).

PubMed

Malta, Deborah Carvalho; do Prado, Rogério Ruscitto; Dias, Antônio José Ribeiro; Mello, Flavia Carvalho M; Silva, Marta Angelica Iossi; da Costa, Michelle Ralil; Caiaffa, Waleska Teixeira

2014-01-01

To estimate the prevalence of bullying from the victim's perspective in Brazilian school children and to analyze its association with individual and family context variables. An analysis of the data on 109,104 adolescents, obtained by the National Adolescent School-based Health Survey, held in schools in 2012, was carried out. An association model between bullying and explanatory variables was tested in different contexts: sociodemographic, risk behaviors, mental health and family context. Univariate and multivariate analyzes were performed, calculating the Odds Ratio and confidence intervals. The prevalence of bullying found in this study was of 7.2% (95%CI 6.6 - 7.8). A higher chance of bullying was found among male students (OR = 1.58; 95%CI 1.51 - 1.66), with an inverse relation between age and bullying, with the magnitude of risk among adolescents younger than 13 years of age being higher when compared to those with 16 years of age or more. Of individual risk behaviors, only being a smoker remained in the final model (OR = 1.11; 95%CI 1.01 - 1.23). Mental health variables associated with bullying were: feeling lonely (OR = 2.66; 95%CI 2.52 - 2.81), insomnia (OR = 1.92; 95%CI 1.80 - 2.05), not having friends (OR = 1.71; 95%CI 1.54 - 1.89), and, in the family context, those who skip class without telling their parents (OR = 1.13; 95%CI 1,07 - 1,19) and those who suffer physical abuse by family members (OR = 2.03; 95%CI 1.91 - 2.146). Bullying was associated to male students, younger, of black color, smokers, with mental health vulnerabilities and victims of domestic violence. This suggests the need for a holistic approach from education and health professionals, parents and the community in seeking measures for the prevention of bullying.

National Efforts to Bring Reform to Scale in High-Poverty Schools: Outcomes and Implications

ERIC Educational Resources Information Center

Borman, Geoffrey D.

2005-01-01

Education in the United States is a decentralized system composed of highly variable practices, programs, and school contexts. The primary technology of education, teaching, is highly complex and is typically designed and implemented by teachers who have traditionally enjoyed a great deal of autonomy and independence from regular inspection. The…

Classification Based on Hierarchical Linear Models: The Need for Incorporation of Social Contexts in Classification Analysis

ERIC Educational Resources Information Center

Vaughn, Brandon K.; Wang, Qui

2009-01-01

Many areas in educational and psychological research involve the use of classification statistical analysis. For example, school districts might be interested in attaining variables that provide optimal prediction of school dropouts. In psychology, a researcher might be interested in the classification of a subject into a particular psychological…

L2 Motivation, Anxiety and Self-Efficacy: The Interrelationship of Individual Variables in the Secondary School Context

ERIC Educational Resources Information Center

Piniel, Katalin; Csizér, Kata

2013-01-01

Our study describes the relationship of second language learning motivation, self-efficacy, and anxiety; that is, how motivation, cognition, and affect might interact during the process of second language learning. Questionnaire data were collected from 236 Hungarian students studying at various secondary schools. Structural equation modeling was…

Consideration of Culture and Context in School-Wide Positive Behavior Support: A Review of Current Literature

ERIC Educational Resources Information Center

Fallon, Lindsay M.; O'Keeffe, Breda V.; Sugai, George

2012-01-01

A review of the literature related to culture and student behavior reveals a number of interesting observations that are not surprising. First, culture is a difficult construct to define and has been defined variably over the years. Second, schools are becoming increasingly diverse, and evidence-based behavior management practices have been…

Explaining Technology Integration in K-12 Classrooms: A Multilevel Path Analysis Model

ERIC Educational Resources Information Center

Liu, Feng; Ritzhaupt, Albert D.; Dawson, Kara; Barron, Ann E.

2017-01-01

The purpose of this research was to design and test a model of classroom technology integration in the context of K-12 schools. The proposed multilevel path analysis model includes teacher, contextual, and school related variables on a teacher's use of technology and confidence and comfort using technology as mediators of classroom technology…

Further Analysis of Variables That Affect Self-Control with Aversive Events

ERIC Educational Resources Information Center

Perrin, Christopher J.; Neef, Nancy A.

2012-01-01

The purpose of this study was to examine variables that affect self-control in the context of academic task completion by elementary school children with autism. In the baseline assessment of Study 1, mathematics problem completion was shown to be an aversive event, and sensitivity to task magnitude, task difficulty, and delay to task completion…

Urban vs. Rural CLIL: An Analysis of Input-Related Variables, Motivation and Language Attainment

ERIC Educational Resources Information Center

Alejo, Rafael; Piquer-Píriz, Ana

2016-01-01

The present article carries out an in-depth analysis of the differences in motivation, input-related variables and linguistic attainment of the students at two content and language integrated learning (CLIL) schools operating within the same institutional and educational context, the Spanish region of Extremadura, and differing only in terms of…

Predicting ICT Integration into Classroom Teaching in Chinese Primary Schools: Exploring the Complex Interplay of Teacher-Related Variables

ERIC Educational Resources Information Center

Sang, Guoyuan; Valcke, Martin; van Braak, Johan; Tondeur, Jo; Zhu, Chang

2011-01-01

Available research has explored a wide variety of factors influencing information and communication technologies (ICT) adoption and integration in classroom teaching; however, existing research seldom centre on the combined impact of these variables. In addition, the little research available is set up in the Chinese context. The latter is…

Examining school effectiveness at the fourth grade: A hierarchical analysis of the Third International Mathematics and Science Study (TIMSS)

NASA Astrophysics Data System (ADS)

Stemler, Steven Edward

This study explored school effectiveness in mathematics and science at the fourth grade using data from IEA's Third International Mathematics and Science Study (TIMSS). Fourteen of the 26 countries participating in TIMSS at the fourth grade possessed sufficient between-school variability in mathematics achievement to justify the creation of explanatory models of school effectiveness while 13 countries possessed sufficient between-school variability in science achievement. Exploratory models were developed using variables drawn from student, teacher, and school questionnaires. The variables were chosen to represent the domains of student involvement, instructional methods, classroom organization, school climate, and school structure. Six explanatory models for each subject were analyzed using two-level hierarchical linear modeling (HLM) and were compared to models using only school mean SES as an explanatory variable. The amount of variability in student achievement in mathematics attributable to differences between schools ranged from 16% in Cyprus to 56% in Latvia, while the amount of between-school variance in science achievement ranged from 12% in Korea to 59% in Latvia. In general, about one-quarter of the variability in mathematics and science achievement was found to lie between schools. The research findings revealed that after adjusting for differences in student backgrounds across schools, the most effective schools in mathematics and science had students who reported seeing a positive relationship between hard work, belief in their own abilities, and achievement. In addition, more effective schools had students who reported less frequent use of computers and calculators in the classroom. These relationships were found to be stable across explanatory models, cultural contexts, and subject areas. This study has contributed a unique element to the literature by examining school effectiveness at the fourth grade across two subject areas and across 14 different countries. The results indicate that further exploration of the relationship between school effectiveness and student locus of control warrants serious consideration. Future research on school effectiveness is recommended, perhaps using trend data and looking at different grade levels.

Does the Neighborhood Context Alter the Link between Youth's After-School Time Activities and Developmental Outcomes? A Multilevel Analysis

ERIC Educational Resources Information Center

Fauth, Rebecca C.; Roth, Jodie L.; Brooks-Gunn, Jeanne

2007-01-01

This article examines links between different measures of after-school time activity participation (5 specific activities and breadth) on youth's developmental outcomes (anxiety/depression, delinquency, and substance use) over 6 years and whether these links are moderated by neighborhood-level variables. The sample (N = 1,315) of 9- and…

Outside-school physical activity participation and motivation in physical education.

PubMed

Shen, Bo

2014-03-01

Experience in non-school contexts can shape and reshape students' motivation and mediate their learning in school. Outside-school physical activity may provide students with an extensive cognitive and affective foundation and influence their motivation in physical education. Although a trans-contextual effect of physical education has been explored, very little empirical research has examined the impact from outside-school context to physical education. Using self-determination theory and a hierarchical model of motivation, this study was designed to examine the association between participation in organized outside-school physical activity programmes and self-determination process in physical education. Participants included 545 9th graders (305 males and 240 females, age range = 14-16 years, mean age = 14.66 years) enrolled in required physical education classes in three suburban high schools in a large Midwest metropolitan area in the United States. Self-determination variables were measured using relevant instruments, and information on organized outside-school physical activity experiences was gathered in a survey. Structural equation modelling analyses were conducted. Students who participated in organized outside-school physical activity programmes displayed overall higher motivation; however, the strength of associations among the self-determination variables (i.e., pathways from perceived autonomy support to relatedness, from autonomy to competence, and from self-determined motivation to in-class physical activity engagement) was stronger for their non-participant counterparts. There are dynamic relationships between participation in organized outside-school physical activity programmes and self-determination process in physical education. Physical educators need to identify, appreciate, and instructionally address individual students' differences during teaching and learning. © 2012 The British Psychological Society.

The Relationship Among School Safety, School Liking, and Students' Self-Esteem: Based on a Multilevel Mediation Model.

PubMed

Zhang, Xinghui; Xuan, Xin; Chen, Fumei; Zhang, Cai; Luo, Yuhan; Wang, Yun

2016-03-01

Perceptions of school safety have an important effect on students' development. Based on the model of "context-process-outcomes," we examined school safety as a context variable to explore how school safety at the school level affected students' self-esteem. We used hierarchical linear modeling to examine the link between school safety at the school level and students' self-esteem, including school liking as a mediator. The data were from the National Children's Study of China (NCSC), in which 6618 fourth- to fifth-grade students in 79 schools were recruited from 100 counties in 31 provinces in China. Multilevel mediation analyses showed that the positive relationship between school safety at the school level and self-esteem was partially mediated by school liking, controlling for demographics at both student and school levels. Furthermore, a sex difference existed in the multilevel mediation model. For boys, school liking fully mediated the relationship between school safety at the school level and self-esteem. However, school liking partially mediated the relationship between school safety at the school level and self-esteem among girls. School safety should receive increasing attention from policymakers because of its impact on students' self-esteem. © 2016, American School Health Association.

Contextual Risk Profiles and Trajectories of Adolescent Dating Violence Perpetration.

PubMed

Reyes, H Luz McNaughton; Foshee, Vangie A; Markiewitz, Nathan; Chen, May S; Ennett, Susan T

2018-04-09

Social ecological and developmental system perspectives suggest that interactions among factors within and across multiple contexts (e.g., neighborhood, peer, family) must be considered in explaining dating violence perpetration. Yet, to date, most extant research on dating violence has focused on individual, rather than contextual predictors, and used variable-centered approaches that fail to capture the configurations of factors that may jointly explain involvement in dating violence. The current study used a person-centered approach, latent profile analysis, to identify key configurations (or profiles) of contextual risk and protective factors for dating violence perpetration across the neighborhood, school, friend and family contexts. We then examine the longitudinal associations between these contextual risk profiles, assessed during middle school, and trajectories of psychological and physical dating violence perpetration across grades 8 through 12. Five contextual risk profiles were identified: school, neighborhood, and family risk; school and family risk; school and friend risk; school and neighborhood risk; and low risk. The highest levels of psychological and physical perpetration across grades 8 through 12 were among adolescents in the profile characterized by high levels of school, neighborhood, and family risk. Results suggest that early interventions to reduce violence exposure and increase social regulation across multiple social contexts may be effective in reducing dating violence perpetration across adolescence.

Promoting Modeling and Covariational Reasoning among Secondary School Students in the Context of Big Data

ERIC Educational Resources Information Center

Gil, Einat; Gibbs, Alison L.

2017-01-01

In this study, we follow students' modeling and covariational reasoning in the context of learning about big data. A three-week unit was designed to allow 12th grade students in a mathematics course to explore big and mid-size data using concepts such as trend and scatter to describe the relationships between variables in multivariate settings.…

The development of science achievement in middle and high school. Individual differences and school effects.

PubMed

Ma, Xin; Wilkins, Jesse L M

2002-08-01

Using data from the Longitudinal Study of American Youth (LSAY), hierarchical linear models (HLMs) were used to model the growth of student science achievement in three areas (biology, physical science, and environmental science) during middle and high school. Results showed significant growth in science achievement across all areas. The growth was quadratic across all areas, with rapid growth at the beginning grades of middle school but slow growth at the ending grades of high school. At the student level, socioeconomic status (SES) and age were related to the rate of growth in all areas. There were no gender differences in the rate of growth in any of the three areas. At the school level, variables associated with school context (school mean SES and school size) and variables associated with school climate (principal leadership, academic expectation, and teacher autonomy) were related to the growth in science achievement. Initial (Grade 7) status in science achievement was not associated with the rate of growth in science achievement among either students or schools in any of the three areas.

The grit effect: predicting retention in the military, the workplace, school and marriage

PubMed Central

Eskreis-Winkler, Lauren; Shulman, Elizabeth P.; Beal, Scott A.; Duckworth, Angela L.

2013-01-01

Remaining committed to goals is necessary (albeit not sufficient) to attaining them, but very little is known about domain-general individual differences that contribute to sustained goal commitment. The current investigation examines the association between grit, defined as passion and perseverance for long-term goals, other individual difference variables, and retention in four different contexts: the military, workplace sales, high school, and marriage. Grit predicted retention over and beyond established context-specific predictors of retention (e.g., intelligence, physical aptitude, Big Five personality traits, job tenure) and demographic variables in each setting. Grittier soldiers were more likely to complete an Army Special Operations Forces (ARSOF) selection course, grittier sales employees were more likely to keep their jobs, grittier students were more likely to graduate from high school, and grittier men were more likely to stay married. The relative predictive validity of grit compared to other traditional predictors of retention is examined in each of the four studies. These findings suggest that in addition to domain-specific influences, there may be domain-general individual differences which influence commitment to diverse life goals over time. PMID:24550863

The grit effect: predicting retention in the military, the workplace, school and marriage.

PubMed

Eskreis-Winkler, Lauren; Shulman, Elizabeth P; Beal, Scott A; Duckworth, Angela L

2014-01-01

Remaining committed to goals is necessary (albeit not sufficient) to attaining them, but very little is known about domain-general individual differences that contribute to sustained goal commitment. The current investigation examines the association between grit, defined as passion and perseverance for long-term goals, other individual difference variables, and retention in four different contexts: the military, workplace sales, high school, and marriage. Grit predicted retention over and beyond established context-specific predictors of retention (e.g., intelligence, physical aptitude, Big Five personality traits, job tenure) and demographic variables in each setting. Grittier soldiers were more likely to complete an Army Special Operations Forces (ARSOF) selection course, grittier sales employees were more likely to keep their jobs, grittier students were more likely to graduate from high school, and grittier men were more likely to stay married. The relative predictive validity of grit compared to other traditional predictors of retention is examined in each of the four studies. These findings suggest that in addition to domain-specific influences, there may be domain-general individual differences which influence commitment to diverse life goals over time.

School context, friendship ties and adolescent mental health: A multilevel analysis of the Korean Youth Panel Survey (KYPS).

PubMed

Kim, Harris Hyun-Soo

2015-11-01

Research on the social determinants of health suggests that interpersonal networks play a critical role in facilitating individual mental and physical well-being. Prior studies also indicate that ecological or contextual factors contribute to positive health outcomes. This study extends prior research by examining the factors associated with adolescent health in an Asian context. Based on the multilevel analysis of the Korean Youth Panel Survey (2006 & 2007), a longitudinal project funded by the Korean government, it investigates some of the key variables related to the mental health of Korean students. Much of previous research focuses on the functions of social capital. This study contributes to the social epidemiology literature by investigating the possible downside of network ties. Specifically, it asks whether having delinquent friends is associated with negative mental health experiences. In addition, little research has been conducted concerning the associations between adolescent health outcomes and school characteristics. This study moves in that direction by examining the relationship between mental well-being of students and a variety of school related variables (e.g., subjective attitude toward school and quality of relationship with peers and teachers). Hierarchical linear modeling shows that, among the social capital control variables, being properly integrated into the family and frequent peer interaction significantly add to mental health. At the individual (student) level only, ties to delinquent friends are negatively associated with mental health, while at both individual and contextual levels, school characteristics are positively related to adolescent subjective well-being. Copyright © 2015 Elsevier Ltd. All rights reserved.

Individual and school environment factors associated with overweight in adolescents of the municipality of Rio de Janeiro, Brazil.

PubMed

Cardoso, Letícia de Oliveira; de Castro, Inês Rugani Ribeiro; Gomes, Fabio da Silva; Leite, Iuri da Costa

2011-05-01

To identify the association of individual and school environment factors with overweight among adolescents. Cross-sectional study. Sociodemographic and behavioural information was collected using an anonymous self-administered questionnaire. Indicators on human and physical resources of the schools were based on information collected in interviews with school principals. Overweight was defined based on the BMI Z-score for age and sex recommended by WHO. Logistic regression models were used for statistical analysis. Rio de Janeiro, Brazil. By means of a two-stage (classrooms and students) probabilistic sampling, subjects comprised 1632 students enrolled in the last year of primary education of the municipal public school network, stratified by city region. The mean prevalence of overweight at schools was 17·2%, ranging from 0% to 50%. Adolescents more likely to be overweight were those who attended schools without knives and forks or ceramic/glass plates for students in the school refectory (prevalence odds ratio (POR) = 1·40; P = 0·04), those whose head of household had completed between 8 and 10 years of schooling (POR = 1·46; P = 0·03), those who did not live with both parents (POR = 1·24; P = 0·06) and those who had not practised physical activity outside school on at least 1 d in the 7 d before the study (POR = 1·56; P = 0·04). Sociodemographic and behavioural variables of adolescents and school characteristics were associated with overweight, confirming individual and context effects on this health disorder. Studies such as the present one, identifying variables in context, may support actions to prevent overweight among adolescents.

Characterization of Vulnerable and Resilient Spanish Adolescents in Their Developmental Contexts

PubMed Central

Moreno, Carmen; García-Moya, Irene; Rivera, Francisco; Ramos, Pilar

2016-01-01

Research on resilience and vulnerability can offer very valuable information for optimizing design and assessment of interventions and policies aimed at fostering adolescent health. This paper used the adversity level associated with family functioning and the positive adaptation level, as measured by means of a global health score, to distinguish four groups within a representative sample of Spanish adolescents aged 13–16 years: maladaptive, resilient, competent and vulnerable. The aforementioned groups were compared in a number of demographic, school context, peer context, lifestyles, psychological and socioeconomic variables, which can facilitate or inhibit positive adaptation in each context. In addition, the degree to which each factor tended to associate with resilience and vulnerability was examined. The majority of the factors operated by increasing the likelihood of good adaptation in resilient adolescents and diminishing it in vulnerable ones. Overall, more similarities than differences were found in the factors contributing to explaining resilience or vulnerability. However, results also revealed some differential aspects: psychological variables showed a larger explicative capacity in vulnerable adolescents, whereas factors related to school and peer contexts, especially the second, showed a stronger association with resilience. In addition, perceived family wealth, satisfaction with friendships and breakfast frequency only made a significant contribution to the explanation of resilience. The current study provides a highly useful characterization of resilience and vulnerability phenomena in adolescence. PMID:27458397

Linking Learning Contexts: The Relationship between Students’ Civic and Political Experiences and Their Self-Regulation in School

PubMed Central

Malafaia, Carla; Teixeira, Pedro M.; Neves, Tiago; Menezes, Isabel

2016-01-01

This paper considers the relationship between self-regulation strategies and youth civic and political experiences, assuming that out-of-school learning can foster metacognition. The study is based on a sample of 732 Portuguese students from grades 8 and 11. Results show that the quality of civic and political participation experiences, together with academic self-efficacy, are significant predictors of young people’s self-regulation, particularly regarding cognitive and metacognitive strategies (elaboration and critical thinking). Such effects surpass even the weight of family cultural and school variables, such as the sense of school belonging. Therefore, we argue that the pedagogical value of non-formal civic and political experiences is related to learning in formal pedagogical contexts. This is because civic and political participation with high developmental quality can stimulate higher-order cognitive engagement and, thus, contribute to the development of learning strategies that promote academic success. PMID:27199812

Linking Learning Contexts: The Relationship between Students' Civic and Political Experiences and Their Self-Regulation in School.

PubMed

Malafaia, Carla; Teixeira, Pedro M; Neves, Tiago; Menezes, Isabel

2016-01-01

This paper considers the relationship between self-regulation strategies and youth civic and political experiences, assuming that out-of-school learning can foster metacognition. The study is based on a sample of 732 Portuguese students from grades 8 and 11. Results show that the quality of civic and political participation experiences, together with academic self-efficacy, are significant predictors of young people's self-regulation, particularly regarding cognitive and metacognitive strategies (elaboration and critical thinking). Such effects surpass even the weight of family cultural and school variables, such as the sense of school belonging. Therefore, we argue that the pedagogical value of non-formal civic and political experiences is related to learning in formal pedagogical contexts. This is because civic and political participation with high developmental quality can stimulate higher-order cognitive engagement and, thus, contribute to the development of learning strategies that promote academic success.

Multiculturalism and subjective happiness as mediated by cultural and relational variables.

PubMed

Le, Thao N; Lai, Mary H; Wallen, Judy

2009-07-01

A diverse ethnic context and an increasing immigrant youth population will soon become the reality across the entire U.S. demographic landscape. Research has suggested that a multicultural context positively influences ethnic minority and immigrant youth by fostering ethnic identity and psychosocial development. However, it is unknown whether and how perceived multiculturalism can affect positive youth outcomes such as life satisfaction and subjective happiness. This study explored perceived school multiculturalism among 338 ethnic minority and immigrant youth, and found a positive relation between perceived school multiculturalism and subjective happiness with full mediation by ethnocultural empathy for African Americans, Asians, males, and females. Although school multiculturalism was also predictive of ethnocultural empathy for Hispanics, ethnocultural empathy in turn, was not significantly predictive of subjective happiness. Taken together, these results suggest that one way to facilitate psychological growth and flourishing among ethnic minority youth is to encourage multiculturalism in school settings.

Do schools differ in suicide risk? The influence of school and neighbourhood on attempted suicide, suicidal ideation and self-harm among secondary school pupils.

PubMed

Young, Robert; Sweeting, Helen; Ellaway, Anne

2011-11-17

Rates of suicide and poor mental health are high in environments (neighbourhoods and institutions) where individuals have only weak social ties, feel socially disconnected and experience anomie - a mismatch between individual and community norms and values. Young people spend much of their time within the school environment, but the influence of school context (school connectedness, ethos and contextual factors such as school size or denomination) on suicide-risk is understudied. Our aim is to explore if school context is associated with rates of attempted suicide and suicide-risk at age 15 and self-harm at age 19, adjusting for confounders. A longitudinal school-based survey of 1698 young people surveyed when aged 11, (primary school), 15 (secondary school) and in early adulthood (age 19). Participants provided data about attempted suicide and suicide-risk at age 15 and deliberate self-harm at 19. In addition, data were collected about mental health at age 11, social background (gender, religion, etc.), and at age 15, perception of local area (e.g. neighbourhood cohesion, safety/civility and facilities), school connectedness (school engagement, involvement, etc.) and school context (size, denomination, etc.). A dummy variable was created indicating a religious 'mismatch', where pupils held a different faith from their school denomination. Data were analysed using multilevel logistic regression. After adjustment for confounders, pupils attempted suicide, suicide-risk and self-harm were all more likely among pupils with low school engagement (15-18% increase in odds for each SD change in engagement). While holding Catholic religious beliefs was protective, attending a Catholic school was a risk factor for suicidal behaviours. This pattern was explained by religious 'mismatch': pupils of a different religion from their school were approximately 2-4 times more likely to attempt suicide, be a suicide-risk or self-harm. With several caveats, we found support for the importance of school context for suicidality and self-harm. School policies promoting school connectedness are uncontroversial. Devising a policy to reduce risks to pupils holding a different faith from that of their school may be more problematic.

Do schools differ in suicide risk? the influence of school and neighbourhood on attempted suicide, suicidal ideation and self-harm among secondary school pupils

PubMed Central

2011-01-01

Background Rates of suicide and poor mental health are high in environments (neighbourhoods and institutions) where individuals have only weak social ties, feel socially disconnected and experience anomie - a mismatch between individual and community norms and values. Young people spend much of their time within the school environment, but the influence of school context (school connectedness, ethos and contextual factors such as school size or denomination) on suicide-risk is understudied. Our aim is to explore if school context is associated with rates of attempted suicide and suicide-risk at age 15 and self-harm at age 19, adjusting for confounders. Methods A longitudinal school-based survey of 1698 young people surveyed when aged 11, (primary school), 15 (secondary school) and in early adulthood (age 19). Participants provided data about attempted suicide and suicide-risk at age 15 and deliberate self-harm at 19. In addition, data were collected about mental health at age 11, social background (gender, religion, etc.), and at age 15, perception of local area (e.g. neighbourhood cohesion, safety/civility and facilities), school connectedness (school engagement, involvement, etc.) and school context (size, denomination, etc.). A dummy variable was created indicating a religious 'mismatch', where pupils held a different faith from their school denomination. Data were analysed using multilevel logistic regression. Results After adjustment for confounders, pupils attempted suicide, suicide-risk and self-harm were all more likely among pupils with low school engagement (15-18% increase in odds for each SD change in engagement). While holding Catholic religious beliefs was protective, attending a Catholic school was a risk factor for suicidal behaviours. This pattern was explained by religious 'mismatch': pupils of a different religion from their school were approximately 2-4 times more likely to attempt suicide, be a suicide-risk or self-harm. Conclusions With several caveats, we found support for the importance of school context for suicidality and self-harm. School policies promoting school connectedness are uncontroversial. Devising a policy to reduce risks to pupils holding a different faith from that of their school may be more problematic. PMID:22093491

Exploring Mexican-origin intimate partner abuse survivors' help-seeking within their sociocultural contexts.

PubMed

Brabeck, Kalina M; Guzmán, Michele R

2009-01-01

Women's responses to partner abuse are shaped by their particular sociocultural contexts. In this study, quantitative data were collected from 75 Mexican-origin women who survived intimate partner abuse, to identify variables associated with help-seeking to survive relationship abuse. Help-seeking was defined as use of formal (e.g., shelter) and informal (e.g., family) sources. Variables included two cultural variables: machismo (i.e., adherence to traditional gender roles) and familismo (i.e., valuing family cohesion and reciprocity), and four sociostructural variables: income, education, English proficiency, and immigrant status. Results indicated participants with higher levels of familismo sought informal help more frequently than those with lower levels. Women with grade school education, no English proficiency, and undocumented status sought formal help less frequently than those not constrained by these barriers.

The Mediating Roles of Internal Context Variables in the Relationship between Distributed Leadership Perceptions and Continuous Change Behaviours of Public School Teachers

ERIC Educational Resources Information Center

Kondakci, Yasar; Zayim, Merve; Beycioglu, Kadir; Sincar, Mehmet; Ugurlu, Celal T

2016-01-01

This study aims at building a theoretical base for continuous change in education and using this base to test the mediating roles of two key contextual variables, knowledge sharing and trust, in the relationship between the distributed leadership perceptions and continuous change behaviours of teachers. Data were collected from 687 public school…

Integrating Algebra and Proof in High School: Students' Work with Multiple Variables and a Single Parameter in a Proof Context

ERIC Educational Resources Information Center

Martinez, Mara V.; Castro Superfine, Alison

2012-01-01

In the United States, researchers argue that proof is largely concentrated in the domain of high school geometry, thus providing students a distorted image of what proof entails, which is at odds with the central role that proof plays in mathematics. Despite the centrality of proof, there is a lack of studies addressing how to integrate proof into…

Students' personal traits, violence exposure, family factors, school dynamics and the perpetration of violence in Taiwanese elementary schools.

PubMed

Chen, Ji-Kang; Astor, Ron Avi

2011-02-01

School violence has become an international problem affecting the well-being of students. To date, few studies have examined how school variables mediate between personal and family factors and school violence in the context of elementary schools in Asian cultures. Using a nationally representative sample of 3122 elementary school students in Taiwan, this study examined a theoretical model proposing that negative personal traits, exposure to violence and parental monitoring knowledge have both direct influences as well as indirect influences mediated through school engagement, at-risk peers and poor student-teacher relationships on school violence committed by students against students and teachers. The results of a structural equation modeling analysis provided a good fit for the sample as a whole. The final model accounted for 32% of the variance for student violence against students and 21% for student violence against teachers. The overall findings support the theoretical model proposed in this study. Similar findings were obtained for both male and female students. The study indicated that to reduce school violence more effectively in the context of elementary schools, intervention may exclusively focus on improving students' within-school experiences and the quality of the students' relationships with teachers and school peers.

Associations of Neighborhood and School Socioeconomic and Social Contexts With Body Mass Index Among Urban Preadolescent Students

PubMed Central

Gilstad-Hayden, Kathryn; Rosenthal, Lisa; Eldahan, Adam; McCaslin, Catherine; Peters, Susan M.; Ickovics, Jeannette R.

2015-01-01

Objectives. We examined independent and synergistic effects of school and neighborhood environments on preadolescent body mass index (BMI) to determine why obesity rates nearly double during preadolescence. Methods. Physical measures and health surveys from fifth and sixth graders in 12 randomly selected schools in New Haven, Connecticut, in 2009 were matched to student sociodemographics and school- and residential census tract–level data, for a total of 811 urban preadolescents. Key independent variables included school connectedness, neighborhood social ties, and school and neighborhood socioeconomic status. We estimated cross-classified random-effects hierarchical linear models to examine associations between key school and neighborhood characteristics with student BMI. Results. Greater average connectedness felt by students to their school was significantly associated with lower BMI. This association was stronger among students living in neighborhoods with higher concentrations of affluent neighbors. Conclusions. How schools engage and support students may affect obesity rates preferentially in higher-income neighborhoods. Further research should explore the associations between multiple environments to which children are exposed and obesity-related behaviors and outcomes. This understanding of the multiple social–spatial contexts that children occupy has potential to inform comprehensive and sustainable child obesity prevention efforts. PMID:26469652

Schools and neighborhoods: organizational and environmental factors associated with crime in secondary schools.

PubMed

Limbos, Mary Ann P; Casteel, Carri

2008-10-01

While crime and violence in schools are derived primarily from factors external to schools, violent behavior may also be aggravated by factors in the school environment, including the physical environment, its educational and social climate, and its organizational capacity and composition. The objective of this study is to examine the effect of the school's organizational and educational environment on crime rates in secondary schools and to examine how neighborhood factors influence these relationships. School and neighborhood crime rates for 95 middle (MS) and high (HS) schools were calculated using data from the Los Angeles Unified School District (LAUSD) Police Department and Los Angeles Police Department, respectively. School-level organizational and educational variables, including the academic performance index (API), were obtained from the California Department of Education. A measure of neighborhood dilapidation was created using variables collected on a neighborhood environmental survey. Linear regression was used to examine the relationship between organizational and educational school variables and school crime rates. Community crime and dilapidation were added to the model to examine the influence of the school-community context relationships. HS had higher crime rates than MS. As the percentage of certified teachers and student to staff ratios increased, school crime decreased (p < .01). An API of below basic performance was significantly associated with increasing school crime rates (p < .05). Neighborhood crime was not significantly associated with school crime, although dilapidation was positively and significantly associated with school crime even after controlling for community crime (p < .05). Both school- and neighborhood-level factors were associated with increasing crime rates in secondary schools. School violence prevention efforts should include school and community partnerships to address these potentially modifiable factors.

Cortical response variability as a developmental index of selective auditory attention

PubMed Central

Strait, Dana L.; Slater, Jessica; Abecassis, Victor; Kraus, Nina

2014-01-01

Attention induces synchronicity in neuronal firing for the encoding of a given stimulus at the exclusion of others. Recently, we reported decreased variability in scalp-recorded cortical evoked potentials to attended compared with ignored speech in adults. Here we aimed to determine the developmental time course for this neural index of auditory attention. We compared cortical auditory-evoked variability with attention across three age groups: preschoolers, school-aged children and young adults. Results reveal an increased impact of selective auditory attention on cortical response variability with development. Although all three age groups have equivalent response variability to attended speech, only school-aged children and adults have a distinction between attend and ignore conditions. Preschoolers, on the other hand, demonstrate no impact of attention on cortical responses, which we argue reflects the gradual emergence of attention within this age range. Outcomes are interpreted in the context of the behavioral relevance of cortical response variability and its potential to serve as a developmental index of cognitive skill. PMID:24267508

Readiness of Teachers for Change in Schools

ERIC Educational Resources Information Center

Kondakci, Yasar; Beycioglu, Kadir; Sincar, Mehmet; Ugurlu, Celal Teyyar

2017-01-01

Theorizing on the role of teacher attitudes in change effectiveness, this study examined the predictive value of context (trust), process (social interaction, participative management and knowledge sharing) and outcome (job satisfaction and workload perception) variables for cognitive, emotional and intentional readiness of teachers for change.…

Determinants of Children's Health. Final Report.

ERIC Educational Resources Information Center

Grossman, Michael; And Others

The purpose of this research is to investigate empirically the determinants of children's health with particular reference to home and local environmental variables such as family income, parents' schooling, preventive medical care, and health manpower availability. Wherever possible, children's health is studied in the context of the…

Mexican American Adolescents’ Sleep Patterns: Contextual Correlates and Implications for Health and Adjustment in Young Adulthood

PubMed Central

Kuo, Sally I-Chun; Updegraff, Kimberly A.; Zeiders, Katharine H.; McHale, Susan M.; Umaña-Taylor, Adriana J.; De Jesús, Sue A. Rodríguez

2014-01-01

Late adolescence is a period of substantial risk for unhealthy sleep patterns. This study investigated the contextual correlates and health and adjustment implications of sleep patterns among Mexican American youth (N = 246; 51% female). We focused on Mexican American youth because they represent a large and rapidly increasing subgroup of the U.S. population that is at higher risk for health and adjustment problems; this higher risk may be explained, in part, by sleep patterns. Using data from 7 phone diary interviews conducted when youth averaged 18 years of age, we assessed average nighttime sleep duration and night-to-night variability in sleep duration. Guided by socio-ecological models, we first examined how experiences in the family context (time spent and quality of relationships with parents, parents’ familism values) and in extra-familial contexts (school, work, peers) were related to sleep duration and variability. The findings revealed that time spent in school, work, and with peers linked to less sleep. Further, conflict with mothers was related to greater sleep variability. Next, we tested the implications of sleep in late adolescence for health (perceived physical health, body mass index) and adjustment (depressive symptoms, risky behaviors) in young adulthood. These findings indicated that more sleep variability predicted relative decreases in health and increases in risky behaviors, and shorter sleep duration predicted relative decreases in poorer perceived health for males. The discussion highlights the significance of the transition to young adulthood as a target for sleep research and the importance of studying sleep within its socio-cultural context. PMID:25047598

The role of perceived well-being in the family, school and peer context in adolescents' subjective health complaints: evidence from a Greek cross-sectional study.

PubMed

Petanidou, Dimitra; Daskagianni, Evangelie; Dimitrakaki, Christine; Kolaitis, Gerasimos; Tountas, Yannis

2013-11-28

During adolescence children are usually confronted with an expanding social arena. Apart from families, schools and neighbourhoods, peers, classmates, teachers, and other adult figures gain increasing importance for adolescent socio-emotional adjustment. The aim of the present study was to investigate the extent to which Greek adolescents' perceived well-being in three main social contexts (family, school and peers) predicted self-reported Subjective Health Complaints. Questionnaires were administered to a Greek nation-wide, random, school-based sample of children aged 12-18 years in 2003. Data from 1.087 adolescents were analyzed. A hierarchical regression model with Subjective Health Complaints as the outcome variable was employed in order to i) control for the effects of previously well-established demographic factors (sex, age and subjective economic status) and ii) to identify the unique proportion of variance attributed to each context. Bivariate correlations and multicollinearity were also explored. As hypothesized, adolescents' perceived well-being in each of the three social contexts appeared to hold unique proportions of variance in self-reported Subjective Health Complaints, after controlling for the effects of sex, age and subjective economic status. In addition, our final model confirmed that the explained variance in SHC was accumulated from each social context studied. The regression models were statistically significant and explained a total of approximately 24% of the variance in Subjective Health Complaints. Our study delineated the unique and cumulative contributions of adolescents' perceived well-being in the family, school and peer setting in the explanation of Subjective Health Complaints. Apart from families, schools, teachers and peers appear to have a salient role in adolescent psychosomatic adjustment. A thorough understanding of the relationship between adolescents' Subjective Health Complaints and perceived well-being in their social contexts could not only lead to more effective tailored initiatives, but also to promote a multi- and inter-disciplinary culture in adolescent psychosomatic health.

The role of perceived well-being in the family, school and peer context in adolescents’ subjective health complaints: evidence from a Greek cross-sectional study

PubMed Central

2013-01-01

Background During adolescence children are usually confronted with an expanding social arena. Apart from families, schools and neighbourhoods, peers, classmates, teachers, and other adult figures gain increasing importance for adolescent socio-emotional adjustment. The aim of the present study was to investigate the extent to which Greek adolescents’ perceived well-being in three main social contexts (family, school and peers) predicted self-reported Subjective Health Complaints. Methods Questionnaires were administered to a Greek nation-wide, random, school-based sample of children aged 12–18 years in 2003. Data from 1.087 adolescents were analyzed. A hierarchical regression model with Subjective Health Complaints as the outcome variable was employed in order to i) control for the effects of previously well-established demographic factors (sex, age and subjective economic status) and ii) to identify the unique proportion of variance attributed to each context. Bivariate correlations and multicollinearity were also explored. Results As hypothesized, adolescents’ perceived well-being in each of the three social contexts appeared to hold unique proportions of variance in self-reported Subjective Health Complaints, after controlling for the effects of sex, age and subjective economic status. In addition, our final model confirmed that the explained variance in SHC was accumulated from each social context studied. The regression models were statistically significant and explained a total of approximately 24% of the variance in Subjective Health Complaints. Conclusions Our study delineated the unique and cumulative contributions of adolescents’ perceived well-being in the family, school and peer setting in the explanation of Subjective Health Complaints. Apart from families, schools, teachers and peers appear to have a salient role in adolescent psychosomatic adjustment. A thorough understanding of the relationship between adolescents’ Subjective Health Complaints and perceived well-being in their social contexts could not only lead to more effective tailored initiatives, but also to promote a multi- and inter-disciplinary culture in adolescent psychosomatic health. PMID:24283390

Change in physical education motivation and physical activity behavior during middle school.

PubMed

Cox, Anne E; Smith, Alan L; Williams, Lavon

2008-11-01

To test a mediational model of the relationships among motivation-related variables in middle-school physical education and leisure-time physical activity behavior. Sixth- and seventh-grade physical education students from five middle schools in the midwest United States completed a survey containing measures of study variables on two occasions, 1 year apart. Motivation-related constructs positively predicted leisure-time physical activity behavior. Enjoyment of activities in physical education and physical activity during class mediated the relationship between self-determined motivation in physical education and leisure-time physical activity. Perceived competence, autonomy, and relatedness were important antecedent variables in the model, with autonomy and relatedness showing less stability over time and positively predicting self-determined motivation. Students' leisure-time physical activity is linked to motivation-related experiences in physical education. Perceptions of competence, autonomy, and relatedness, self-determined motivation, enjoyment, and physical activity in the physical education setting directly or indirectly predict leisure-time physical activity. The associations suggest that more adaptive motivation corresponds to transfer of behavior across contexts. Also, the findings suggest that the efficacy of school-based physical activity interventions, within and outside of school, is linked to the degree of support for students' self-determined motivation.

Personal, relational and school factors associated with involvement in fights with weapons among school-age youth in Brazil: a multilevel ecological approach.

PubMed

Peres, Maria Fernanda Tourinho; Azeredo, Catarina Machado; de Rezende, Leandro Fórnias Machado; Zucchi, Eliana Miura; Franca-Junior, Ivan; Luiz, Olinda do Carmo; Levy, Renata Bertazzi

2018-06-08

To investigate the association between personal, relational and school factors with involvement in fights with weapon among Brazilian school-age youth. Using data from the Adolescent School-Based Health Survey 2015 (n = 102.072), we conducted multilevel logistic regression models. IFW was associated with female sex (OR = 0.45), and with older age (OR = 1.15), previous involvement in physical violence (OR = 2.05), history of peer verbal (OR = 1.14) and domestic victimization (OR = 2.11), alcohol use (OR = 2.42) and drug use (OR = 3.23). The relational variables (e.g., parent's supervision) were mostly negatively associated with IFW. At the school level, attending public school and attending schools in violent surroundings were both positively associated with IFW. The intraclass correlation coefficient estimated in the empty model showed that 5.77% of the variance of IFW was at school level. When all individual- and school-level variables were included in the model, the proportional changes in variance were 61.7 and 71.55%, respectively. IFW is associated with personal, relational and school factors. Part of the variance in IFW by school is explained by characteristics of the school context.

Informal Learning and Identity Formation in Online Social Networks

ERIC Educational Resources Information Center

Greenhow, Christine; Robelia, Beth

2009-01-01

All students today are increasingly expected to develop technological fluency, digital citizenship, and other twenty-first century competencies despite wide variability in the quality of learning opportunities schools provide. Social network sites (SNSs) available via the internet may provide promising contexts for learning to supplement…

Quantitative Reasoning in Environmental Science: A Learning Progression

ERIC Educational Resources Information Center

Mayes, Robert Lee; Forrester, Jennifer Harris; Christus, Jennifer Schuttlefield; Peterson, Franziska Isabel; Bonilla, Rachel; Yestness, Nissa

2014-01-01

The ability of middle and high school students to reason quantitatively within the context of environmental science was investigated. A quantitative reasoning (QR) learning progression was created with three progress variables: quantification act, quantitative interpretation, and quantitative modeling. An iterative research design was used as it…

Self-report surveys of student sleep and well-being: a review of use in the context of school start times.

PubMed

Ziporyn, Terra D; Malow, Beth A; Oakes, Kari; Wahlstrom, Kyla L

2017-12-01

A large body of literature supports the need to delay high school starting times to improve student health and well-being by allowing students an opportunity to get sufficient and appropriately timed sleep. However, a dearth of uniform and standardized tools has hampered efforts to collect data on adolescent sleep and related health behaviors that might be used to establish a need for, or to evaluate outcomes of, bell time delays. To assess validated tools available to schools and contrast them with tools that schools have actually used, we identified and reviewed published, validated self-report surveys of adolescent sleep and well-being, as well as unpublished surveys, used to assess student sleep and related health measures in US high schools considering later high school start times. Only three of the surveys reviewed had adequate psychometric properties and covered an appropriately wide range of health and academic questions to allow for discernment of outcomes in pre-post educational settings. The surveys exhibited marked variability in numerous areas, including focus, terminology, calculation of sleep duration, mode of administration, context of administration, and follow-up procedures. Our findings provide sleep researchers and school administrators with an overview of surveys that school districts have used, along with a deeper understanding of the challenges of choosing, designing, and administering self-report surveys in the context of changing school schedules. They also highlight the opportunities presented by these instruments to assess outcomes of delaying bell times, compare communities meaningfully, and establish the need for later school start times in individual school districts. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

Children's Self-Regulation and School Achievement in Cultural Contexts: The Role of Maternal Restrictive Control

PubMed Central

Weis, Mirjam; Trommsdorff, Gisela; Muñoz, Lorena

2016-01-01

Self-regulation can be developed through parent-child interactions and has been related to developmental outcomes, e.g., such as educational achievement. This study examined cross-cultural differences and similarities in maternal restrictive control, self-regulation (i.e., behavior and emotion regulation) and school achievement and relations among these variables in Germany and Chile. Seventy-six German and 167 Chilean fourth graders, their mothers, and their teachers participated. Mothers and teachers rated children's behavior regulation with a subscale of the Strengths and Difficulties Questionnaire. Children reported their use of emotion regulation strategies on the Questionnaire for the Measurement of Stress and Coping. Mothers rated maternal restrictive control by answering the Parenting Practice Questionnaire. School achievement was assessed by grades for language and mathematics. Results showed higher behavior regulation of German children in comparison to Chilean children and a higher preference of restrictive parental control in Chilean mothers than in German mothers. Regression analyses revealed positive relations between children's behavior regulation and school achievement in Germany and in Chile. Further, in both cultural contexts, maternal restrictive control was related negatively to behavior regulation and positively to anger-oriented emotion regulation. In sum, the study showed the central function of behavior regulation for school achievement underlining negative relations of maternal restrictive control with children's self-regulation and school achievement in diverse cultural contexts. Culturally adapted interventions related to parenting practices to promote children's behavior regulation may assist in also promoting children's school achievement. PMID:27303318

[Tobacco use in Brazilian school adolescents: association with mental health and family context].

PubMed

Zander Neves, Camila; Devicari Bueno, Claudine; Pires Felden, Giovana; Costa Irigaray, Mariane; Rivadeneira, María Fernanda; Oenning, Nágila Soares Xavier; Goulart, Bárbara N G

To study the association between aspects of mental health and the family context with tobacco experimentation and consumption among Brazilian schoolchildren. A cross-sectional study using data from the National Survey of Schoolchildren's Health in Brazil conducted on 109,104 schoolchildren from the ninth year of elementary school, day scholars in public and private schools in all Brazilian state capitals and the Federal District. Descriptive analysis of variables, bivariate and multivariate analyses were performed with logistic regression estimates, adjusted for socioeconomic variables, obtaining the odds ratio (OR) and 95% confidence interval (95%CI). Among the participants, 52.2% were female. Twenty point nine percent of the students reported having experimented with cigarettes at least once. Adolescents who experienced more often feelings of loneliness (OR: 2.07; 95%CI: 1.98-2.16), difficulty sleeping (OR: 2.37; 95%CI: 2.52-2.48) and lower social interaction (OR: 1.27; 95%CI: 1.26-1.32), were more likely to smoke, regardless of socioeconomic status. The schoolchildren of parents or caregivers (OR: 2.39; 95%CI: 2.29-2.49) who did not know what their children did in their free time (OR: 1.52; 95%CI: 1.46-1.59) were associated with more frequent cigarette smoking. An association was seen between aspects of mental health and the family context with the experimentation and consumption of tobacco in adolescents enrolled in the study in Brazil. These associations are independent of school type, sex and skin colour. It is important that programmes for the prevention of tobacco use in adolescence emphasise these findings. Copyright © 2017 SESPAS. Publicado por Elsevier España, S.L.U. All rights reserved.

Who Is Retained in First Grade? A Psychosocial Perspective

ERIC Educational Resources Information Center

Willson, Victor L.; Hughes, Jan N.

2009-01-01

A sample of 784 children with below-median literacy performance in kindergarten or at the beginning of grade 1 was assessed in 5 areas of psychological and social variables: academic competence, sociodemographic characteristics, social/emotional/behavioral characteristics, school context, and home environment. We examined the contribution of…

Spaces for Learning: Development and Validation of the School Physical and Campus Environment Survey

ERIC Educational Resources Information Center

Zandvliet, David; Broekhuizen, Avril

2017-01-01

The study of learning environments involves describing educational contexts and identifying empirical relationships among subject matter (curriculum), teaching practices and other environmental variables. In recent years, this has become a growing field of academic inquiry within elementary, secondary and post-secondary research. Investigations of…

Teacher Enthusiasm: Reviewing and Redefining a Complex Construct

ERIC Educational Resources Information Center

Keller, Melanie M.; Hoy, Anita Woolfolk; Goetz, Thomas; Frenzel, Anne C.

2016-01-01

The last review on teacher enthusiasm was 45 years ago, and teacher enthusiasm remains a compelling yet complex variable in the educational context. Since Rosenshine's ("School Review" 78:499-514, 1970) review, the conceptualizations, definitions, methodology, and results have only become more scattered, and several related constructs…

Goldilocks and the Three Variables

ERIC Educational Resources Information Center

Lowe, Graham

2006-01-01

When carrying out investigative work in the primary school, one often considers how familiar the children are with the context. This usually means considering the practical and life experiences the children have already had. However, it is also valuable to consider the children's literary experiences. Think about all the stories, novels, folk…

Are middle school mathematics teachers able to solve word problems without using variable?

NASA Astrophysics Data System (ADS)

Gökkurt Özdemir, Burçin; Erdem, Emrullah; Örnek, Tuğba; Soylu, Yasin

2018-01-01

Many people consider problem solving as a complex process in which variables such as x, y are used. Problems may not be solved by only using 'variable.' Problem solving can be rationalized and made easier using practical strategies. When especially the development of children at younger ages is considered, it is obvious that mathematics teachers should solve problems through concrete processes. In this context, middle school mathematics teachers' skills to solve word problems without using variables were examined in the current study. Through the case study method, this study was conducted with 60 middle school mathematics teachers who have different professional experiences in five provinces in Turkey. A test consisting of five open-ended word problems was used as the data collection tool. The content analysis technique was used to analyze the data. As a result of the analysis, it was seen that the most of the teachers used trial-and-error strategy or area model as the solution strategy. On the other hand, the teachers who solved the problems using variables such as x, a, n or symbols such as Δ, □, ○, * and who also felt into error by considering these solutions as without variable were also seen in the study.

Variations in killer whale food-associated calls produced during different prey behavioural contexts.

PubMed

Samarra, Filipa I P

2015-07-01

Killer whales produce herding calls to increase herring school density but previous studies suggested that these calls were made only when feeding upon spawning herring. Herring schools less densely when spawning compared to overwintering; therefore, producing herding calls may be advantageous only when feeding upon less dense spawning schools. To investigate if herding calls were produced across different prey behavioural contexts and whether structural variants occurred and correlated with prey behaviour, this study recorded killer whales when feeding upon spawning and overwintering herring. Herding calls were produced by whales feeding on both spawning and overwintering herring, however, calls recorded during overwintering had significantly different duration and peak frequency to those recorded during spawning. Calls recorded in herring overwintering grounds were more variable and sometimes included nonlinear phenomena. Thus, herding calls were not produced exclusively when feeding upon spawning herring, likely because the call increases feeding efficiency regardless of herring school density or behaviour. Variations in herding call structure were observed between prey behavioural contexts and did not appear to be adapted to prey characteristics. Herding call structural variants may be more likely a result of individual or group variation rather than a reflection of properties of the food source. Copyright © 2015. Published by Elsevier B.V.

Life satisfaction and student engagement in adolescents.

PubMed

Lewis, Ashley D; Huebner, E Scott; Malone, Patrick S; Valois, Robert F

2011-03-01

Situated within a positive psychology perspective, this study explored linkages between adolescent students' positive subjective well-being and their levels of engagement in schooling. Specifically, using structural equation modeling techniques, we evaluated the nature and directionality of longitudinal relationships between life satisfaction and student engagement variables. It was hypothesized that adolescents' life satisfaction and student engagement variables would show bidirectional relationships. To test this hypothesis, 779 students (53% female, 62% Caucasian) in a Southeastern US middle school completed a measure of global life satisfaction and measures of cognitive, emotional, and behavioral engagement at two time points, 5 months apart. A statistically significant bidirectional relationship between life satisfaction and cognitive engagement was found; however, non-significant relationships were found between life satisfaction and emotional and behavioral student engagement. The findings provide important evidence of the role of early adolescents' life satisfaction in their engagement in schooling during the important transition grades between elementary and high school. The findings also help extend the positive psychology perspective to the relatively neglected context of education.

Socio-Cultural Context and Bulling Others in Childhood

PubMed Central

Morcillo, Carmen; Ramos-Olazagasti, Maria A.; Blanco, Carlos; Sala, Regina; Canino, Glorisa; Bird, Hector; Duarte, Cristiane S.

2015-01-01

The objective of this epidemiological study was to examine, using an ecological perspective, which individual and distal contextual factors (familial, social and cultural) are associated with bullying other children across two different sites. Our sample included 1,271 Puerto Rican children 10 and older years of age at baseline residing in the South Bronx in New York and in the Standard Metropolitan Area in San Juan and Caguas, Puerto Rico. Bullying others was assessed through parents’ and children’s response to one item in the conduct disorder section of the Diagnostic Interview Schedule for Children Version IV (DISC IV). Child, family, social and cultural factors were examined as independent variables with bullying others as dependent variable in hierarchical models adjusting for gender, maternal education, poverty, single parent household and site. Prevalence of bullying others was 15.2% in South Bronx versus 4.6% in Puerto Rico (p<0.0001). Poor social adjustment and academic achievement, parental harsh discipline, negative school environment, exposure to violence, peer delinquency and level of acculturation in the child were all risk factors for bullying others. Child acculturation accounted for site differences in rates of bullying others. We conclude that, besides the school context, specific aspects of the community, family, and culture influence the development of bullying perpetration and should be targets for interventions and prevention programs. Minority youth living in at-risk contexts may benefit from contextually sensitive preventive interventions that address how assimilation into a high-risk context may increase involvement in bullying perpetration. PMID:26425057

Socio-Cultural Context and Bulling Others in Childhood.

PubMed

Morcillo, Carmen; Ramos-Olazagasti, Maria A; Blanco, Carlos; Sala, Regina; Canino, Glorisa; Bird, Hector; Duarte, Cristiane S

2015-08-01

The objective of this epidemiological study was to examine, using an ecological perspective, which individual and distal contextual factors (familial, social and cultural) are associated with bullying other children across two different sites. Our sample included 1,271 Puerto Rican children 10 and older years of age at baseline residing in the South Bronx in New York and in the Standard Metropolitan Area in San Juan and Caguas, Puerto Rico. Bullying others was assessed through parents' and children's response to one item in the conduct disorder section of the Diagnostic Interview Schedule for Children Version IV (DISC IV). Child, family, social and cultural factors were examined as independent variables with bullying others as dependent variable in hierarchical models adjusting for gender, maternal education, poverty, single parent household and site. Prevalence of bullying others was 15.2% in South Bronx versus 4.6% in Puerto Rico (p<0.0001). Poor social adjustment and academic achievement, parental harsh discipline, negative school environment, exposure to violence, peer delinquency and level of acculturation in the child were all risk factors for bullying others. Child acculturation accounted for site differences in rates of bullying others. We conclude that, besides the school context, specific aspects of the community, family, and culture influence the development of bullying perpetration and should be targets for interventions and prevention programs. Minority youth living in at-risk contexts may benefit from contextually sensitive preventive interventions that address how assimilation into a high-risk context may increase involvement in bullying perpetration.

Students' Appreciation of Expectation and Variation as a Foundation for Statistical Understanding

ERIC Educational Resources Information Center

Watson, Jane M.; Callingham, Rosemary A.; Kelly, Ben A.

2007-01-01

This study presents the results of a partial credit Rasch analysis of in-depth interview data exploring statistical understanding of 73 school students in 6 contextual settings. The use of Rasch analysis allowed the exploration of a single underlying variable across contexts, which included probability sampling, representation of temperature…

Dreams Fulfilled, Dreams Shattered: Determinants of Segmented Assimilation in the Second Generation

ERIC Educational Resources Information Center

Haller, William; Portes, Alejandro; Lynch, Scott M.

2011-01-01

We summarize prior theories on the adaptation process of the contemporary immigrant second generation as a prelude to presenting additive and interactive models showing the impact of family variables, school contexts and academic outcomes on the process. For this purpose, we regress indicators of educational and occupational achievement in early…

Perceived Teacher Affective Support in Relation to Emotional and Motivational Variables in Elementary School Science Classrooms in Turkey

ERIC Educational Resources Information Center

Sakiz, Gonul

2017-01-01

Background: In recent research, affective learning environments and affective support have been receiving increasing attention for their roles in stimulating students' learning outcomes. Despite its raising importance, little is known about affective support in educational contexts in developing countries. Moreover, international student…

Foreign Language Anxiety: A Study at Ufuk University Preparatory School

ERIC Educational Resources Information Center

Karabiyik, Ceyhun; Özkan, Neslihan

2017-01-01

The number of studies carried out regards the effects of certain demographic variables on Foreign Language Anxiety (FLA) is rather limited in the English as a foreign language (EFL) context. Besides, the findings of these studies yielded differential results. This study researched the levels of FLA exhibited by Turkish undergraduates and effects…

The Relationship between Teachers' Job Satisfaction and Loneliness at the Workplace

ERIC Educational Resources Information Center

Tabancali, Erkan

2016-01-01

Problem Statement: Emotional circumstances of the teachers are one of the most significant variables that determine their professional efforts and performance. In this context, some the research has shown that teachers' job satisfaction and loneliness at the school both have unique aspects. Gradually raising interest on loneliness and job…

Dreams Fulfilled and Shattered: Determinants of Segmented Assimilation in the Second Generation*

PubMed Central

Haller, William; Portes, Alejandro; Lynch, Scott M.

2013-01-01

We summarize prior theories on the adaptation process of the contemporary immigrant second generation as a prelude to presenting additive and interactive models showing the impact of family variables, school contexts and academic outcomes on the process. For this purpose, we regress indicators of educational and occupational achievement in early adulthood on predictors measured three and six years earlier. The Children of Immigrants Longitudinal Study (CILS), used for the analysis, allows us to establish a clear temporal order among exogenous predictors and the two dependent variables. We also construct a Downward Assimilation Index (DAI), based on six indicators and regress it on the same set of predictors. Results confirm a pattern of segmented assimilation in the second generation, with a significant proportion of the sample experiencing downward assimilation. Predictors of the latter are the obverse of those of educational and occupational achievement. Significant interaction effects emerge between these predictors and early school contexts, defined by different class and racial compositions. Implications of these results for theory and policy are examined. PMID:24223437

[Associations between socioeconomic status and self-rated health in northeast German rural communities in 1973, 1994, and 2004/2008].

PubMed

Röding, D; Beck, D; Elkeles, T

2013-10-01

This paper reports on selected results from the study "Health and Lifestyle in Rural Northeast Germany". A special characteristic of this study is the regional focus on peripheral rural communities and the trend study design. It was analyzed whether, and to what extent, associations exist between socioeconomic status and self-rated health in this regional context and over time. Thus, regression analyses were conducted using equivalent income, level of school education, and age as independent variables and self-rated health as the dependent variable. Analyses are based on paper-pencil surveys of the adult residents of 14 rural communities chosen at random in northeast Germany, performed in 1973, 1994, and 2004-2008. In all survey waves, a lower level of school education was associated with poor self-rated health. By contrast, associations between income and health were less consistent and constant over time. The associations between income and health are discussed as being specific to East Germany and as a consequence of social transformation in the context of reunification.

Life satisfaction in early adolescence: personal, neighborhood, school, family, and peer influences.

PubMed

Oberle, Eva; Schonert-Reichl, Kimberly A; Zumbo, Bruno D

2011-07-01

Drawing from an ecological assets framework as well as research and theory on positive youth development, this study examined the relationship of early adolescents' satisfaction with life to trait optimism and assets representing the social contexts in which early adolescents spend most of their time. Self-reports of satisfaction with life, optimism, and ecological assets in the school (school connectedness), neighborhood (perceived neighborhood support), family (perceived parental support), and peer group (positive peer relationships) were assessed in a sample of 1,402 4th to 7th graders (47% female) from 25 public elementary schools. Multilevel modeling (MLM) was conducted to analyze the variability in life satisfaction both at the individual and the school level. As hypothesized, adding optimism and the dimensions representing the ecology of early adolescence to the model significantly reduced the variability in life satisfaction at both levels of analysis. Both personal (optimism) and all of the ecological assets significantly and positively predicted early adolescents' life satisfaction. The results suggest the theoretical and practical utility of an assets approach for understanding life satisfaction in early adolescence.

Psychoactive substance use, family context and mental health among Brazilian adolescents, National Adolescent School-based Health Survey (PeNSE 2012).

PubMed

Malta, Deborah Carvalho; Oliveira-Campos, Maryane; do Prado, Rogério Ruscitto; Andrade, Silvania Suely Caribé; de Mello, Flávia Carvalho Malta; Dias, Antonio José Ribeiro; Bomtempo, Denise Birche

2014-01-01

To evaluate the association between the consumption of psychoactive substances (tobacco, alcohol and illicit drugs) and demographic variables, mental health and family context among school-aged children. The National Adolescent School-based Health Survey was held with a national sample of 109,104 students. Data regarding demographic variables, family background and mental health were collected. Logistic regression was used to evaluate the associations of interest. Multivariate analyses showed that alcohol consumption was higher among girls, drug experimentation was more frequent among boys and that there was no difference between sexes for smoking. Being younger and mulatto were negatively associated with the use of tobacco, alcohol and illicit drugs. Also negatively associated with such risk behaviors were characteristics of the family context represented by: living with parents, having meals together and parental supervision (when parents know what the child does in their free time). Moreover, characteristics of mental health such as loneliness and insomnia were positively associated with use of tobacco, alcohol and illicit drugs. Not having friends was positively associated with use of tobacco and illicit drugs and negatively associated with alcohol use. The study shows the protective effect of family supervision in the use of tobacco, alcohol and drugs and, on the contrary, the increasing use of substances according to aspects of mental health, such as loneliness, insomnia and the fact of not having friends. The study's findings may support actions from health and education professionals, as well as from the government and families in order to prevent the use of these substances by adolescents.

Predictors of an academic career on radiology residency applications.

PubMed

Grimm, Lars J; Shapiro, Lauren M; Singhapricha, Terry; Mazurowski, Maciej A; Desser, Terry S; Maxfield, Charles M

2014-05-01

To evaluate radiology residency applications to determine if any variables are predictive of a future academic radiology career. Application materials from 336 radiology residency graduates between 1993 and 2010 from the Department of Radiology, Duke University and between 1990 and 2010 from the Department of Radiology, Stanford University were retrospectively reviewed. The institutional review boards approved this Health Insurance Portability and Accountability Act-compliant study with a waiver of informed consent. Biographical (gender, age at application, advanced degrees, prior career), undergraduate school (school, degree, research experience, publications), and medical school (school, research experience, manuscript publications, Alpha Omega Alpha membership, clerkship grades, United States Medical Licensing Examination Step 1 and 2 scores, personal statement and letter of recommendation reference to academics, couples match status) data were recorded. Listing in the Association of American Medical Colleges Faculty Online Directory and postgraduation publications were used to determine academic status. There were 72 (21%) radiologists in an academic career and 264 (79%) in a nonacademic career. Variables associated with an academic career were elite undergraduate school (P = .003), undergraduate school publications (P = .018), additional advanced degrees (P = .027), elite medical school (P = .006), a research year in medical school (P < .001), and medical school publications (P < .001). A multivariate cross-validation analysis showed that these variables are jointly predictive of an academic career (P < .001). Undergraduate and medical school rankings and publications, as well as a medical school research year and an additional advanced degree, are associated with an academic career. Radiology residency selection committees should consider these factors in the context of the residency application if they wish to recruit future academic radiologists. Copyright © 2014 AUR. Published by Elsevier Inc. All rights reserved.

Density of tobacco retail outlets near schools and smoking behaviour among secondary school students.

PubMed

Scully, Maree; McCarthy, Molly; Zacher, Meghan; Warne, Charles; Wakefield, Melanie; White, Victoria

2013-12-01

To investigate whether the density of tobacco retail outlets near schools in Victoria, Australia, is associated with adolescent smoking behaviour. Cross-sectional survey data of 2,044 secondary school students aged 12-17 years was combined with tobacco outlet audit data. Associations between students' self-reported tobacco use and the density of tobacco outlets near schools was examined using multilevel logistic and negative binomial regression models, with cigarette price at local milk bars and key socio-demographic and school-related variables included as covariates. Increased tobacco retail outlet density was associated with a significant increase in the number of cigarettes smoked in the previous seven days among students who smoked in the past month (IRR=1.13; 95% CI 1.02-1.26), but not the odds of smoking in the past month in the larger sample (OR=1.06; 95% CI 0.90-1.24), after controlling for local mean price of cigarettes and socio-demographic and school-related variables. This study suggests there is a positive association between tobacco retail outlet density and cigarette consumption among adolescent smokers, but not smoking prevalence, in the Australian context. There is value in considering policy measures that restrict the supply of tobacco retail outlets in school neighbourhoods as a means of reducing youth cigarette consumption.

The Effect of a Communications Campaign on Middle School Students’ Nutrition and Physical Activity: Results of the HEALTHY Study

PubMed Central

SCHNEIDER, MARGARET; DEBAR, LYNN; CALINGO, ASHLEY; HALL, WILL; HINDES, KATIE; SLEIGH, ADRIANA; THOMPSON, DEBBE; VOLPE, STELLA L.; ZEVELOFF, ABBY; PHAM, TRANG; STECKLER, ALLAN

2013-01-01

The HEALTHY Study was a 3-year school-based intervention designed to change the behaviors of middle school students to reduce their risk for developing type 2 diabetes mellitus. This report examines the relation between exposure to communications campaign materials and behavior change among students in the HEALTHY intervention schools. Using data from campaign tracking logs and student interviews, the authors examined communications campaign implementation and exposure to the communications campaign as well as health behavior change. Campaign tracking documents revealed variability across schools in the quantity of communications materials disseminated. Student interviews confirmed that there was variability in the proportion of students who reported receiving information from the communication campaign elements. Correlations and regression analysis controlling for semester examined the association between campaign exposure and behavior change across schools. There was a significant association between the proportion of students exposed to the campaign and the proportion of students who made changes in health behavior commensurate with study goals. The results suggest that, in the context of a multifaceted school-based health promotion intervention, schools that achieve a higher rate of exposure to communication campaign materials among the students may stimulate greater health behavior change. PMID:23409792

Unpacking religious affiliation: Exploring associations between Christian children's religious cultural context, God image, and self-esteem across development.

PubMed

Smith, Erin I; Crosby, Robert G

2017-03-01

In developmental research, religiousness is typically measured with omnibus affiliation or attendance variables that underspecify how the religious cultural contexts and experiences that affiliation represents influence developmental outcomes. This study explores associations between five aspects of a religious cultural context (family religiosity, religious schooling, church-based relationships with peers and adults, and view of God) in 844 seven- to 12-year-old Christian children to examine how they differentially predict self-esteem. Results of a structural equation model (SEM) analysis indicated that God image and peer church relationships directly predicted self-esteem, whereas God image mediated the influence of adult church relationships and family religious practices on self-esteem. A multiple group SEM analysis met the criterion for weak, but not strong, evidence that self-esteem is more related to younger children's adult church relationships but older children's peer church relationships. God image tended to be more related to younger children's family religious practices but older children's adult church relationships. Implications for developmental researchers and practitioners are discussed. Statement of contribution What is already known on this subject? Religious affiliation is an omnibus variable representing multiple contexts of development. Self-esteem is an important outcome variable with different influences across development. Religious affiliation is associated with increased self-esteem. What does this study add? Children's experience in the contexts of religious affiliation influences development differently. It is not just affiliation, but specific religious contexts that influence children's self-esteem. The role of religious contexts in shaping children's self-esteem shifts across development. © 2016 The British Psychological Society.

Teacher Characteristics and Practices and Student Performance on Advanced Placement Examinations

ERIC Educational Resources Information Center

Glenn, James E.

2012-01-01

This study investigated AP U.S. History teacher characteristics, school and classroom context, instructional and assessment practices, and the relationship of all these variables with student achievement on the AP U.S. History Exam. The study sample consisted AP U.S. History teachers in the state of Georgia (N = 93) representing 14 of the state's…

From Consideration to Commitment: Factors in Adults' Decisions to Enroll in a Higher Education Degree Program

ERIC Educational Resources Information Center

Stein, David S.; Wanstreet, Constance; Trinko, Lynn A.

2011-01-01

This study identified factors associated with the decision to enroll in a higher education degree program. In the context of predicting enrollment in a workforce development credentialing program, this study identified six variables that are strongly related to the likelihood to enroll: time out of school; possibilities for intellectual, personal,…

The Relationship between the Perception of Distributed Leadership in Secondary Schools and Teachers' and Teacher Leaders' Job Satisfaction and Organizational Commitment

ERIC Educational Resources Information Center

Hulpia, Hester; Devos, Geert; Rosseel, Yves

2009-01-01

This study investigates the relation between distributed leadership, the cohesion of the leadership team, participative decision-making, context variables, and the organizational commitment and job satisfaction of teachers and teacher leaders. A questionnaire was administered to teachers and teacher leaders (n = 1770) from 46 large secondary…

[Determining the efficacy of a high-school life-skills' programme in Huancavelica, Peru].

PubMed

Choque-Larrauri, Raúl; Chirinos-Cáceres, Jesús Lorenzo

2009-01-01

Determining the efficacy of a life-skills' programme within the context of a school health promotion programme using teenagers from a high-school in the district of Huancavelica, Peru during school year 2006. This was non-equivalent experimental research with pre-test and post-test. The subjects consisted of 284 high school students. The variables analyzed were communication, self esteem, assertiveness, decision making, sex and age. There was a significant increase in the experimental group's communication and assertiveness skills' development. There were no significant differences in decision-making and self-esteem skills. The life-skills' programme was effective during one school year, especially in terms of learning and developing communication and assertiveness skills. However, self-esteem and decision-making skills did not present a statistically significance difference. Programme implementation must thus be redirected and the life-skills' programme should be implemented throughout all high-school years.

Variations in schools' commitment to health and implementation of health improvement activities: a cross-sectional study of secondary schools in Wales.

PubMed

Moore, Graham F; Littlecott, Hannah J; Fletcher, Adam; Hewitt, Gillian; Murphy, Simon

2016-02-10

Interventions to improve young people's health are most commonly delivered via schools. While young people attending the lowest socioeconomic status (SES) schools report poorer health profiles, no previous studies have examined whether there is an 'inverse care law' in school health improvement activity (i.e., whether schools in more affluent areas deliver more health improvement). Nor have other factors that may explain variations, such as leadership of health improvement activities, been examined at a population level. This paper examines variability in delivery of health improvement actions among secondary schools in Wales, and whether variability is linked to organisational commitment to health, socioeconomic status and school size. Of the 82 schools participating in the 2013/14 Health Behaviour in School-aged Children (HBSC) survey in Wales, 67 completed a questionnaire on school health improvement delivery structures and health improvement actions within their school. Correlational analyses explore associations of delivery of health improvement activity among schools in Wales with organisational commitment to health, socioeconomic context and school size. There is substantial variability among schools in organisational commitment to health, with pupil emotional health identified as a priority by 52 % of schools, and physical health by 43 %. Approximately half (49 %) report written action plans for pupil health. Based on composite measures, the quantity of school health improvement activity was greater in less affluent schools and schools reporting greater commitment to health. There was a consistent though non-significant trend toward more health improvement activity in larger schools. In multivariate analysis deprivation (OR = 1.06; 95 % CI = 1.01 to 1.12) and organisational commitment to health were significant independent predictors of the quantity of health improvement (OR = 1.60; 95 % CI = 1.15 to 2.22). There is no evidence of an 'inverse care law' in school health, with some evidence of more comprehensive, multi-level health improvement activity in more deprived schools. This large-scale, quantitative analysis supports previous smaller scale, qualitative studies/process evaluations that suggest that senior management team commitment to delivering health improvement, and formulating and reviewing progress against written action plans, are important for facilitating the delivery of comprehensive interventions.

Burnout in Special Needs Teachers at Kindergarten and Primary School: Investigating the Role of Personal Resources and Work Wellbeing

ERIC Educational Resources Information Center

De Stasio, Simona; Fiorilli, Caterina; Benevene, Paula; Uusitalo-Malmivaara, Lotta; Di Chiacchio, Carlo

2017-01-01

The purpose of the current study was to examine, within an integrative predictive model, the relative contributions of sociodemographic variables, personal resources, and work wellbeing to teacher burnout. The research was conducted with special education teachers at Italian preschools--a context in which few previous studies have been carried…

An Exploration of the Relationship between Readiness for Change and Organizational Trust in Turkish Public Schools

ERIC Educational Resources Information Center

Zayim, Merve; Kondakci, Yasar

2015-01-01

Readiness for change is one of the constructs that fosters positive behaviours, attitudes and thinking towards new adjustments on the part of employees. As one of the internal context variables, trust acts as a catalyst for supportive behaviours in times of change and uncertainty by reducing change related resistance and stress. Based on this…

Mechanical Sensors and Plastic Syringes to Verify the Gas Laws without Neglecting Friction

ERIC Educational Resources Information Center

Onorato, P.; Mascheretti, P.; De Ambrosis, A.

2010-01-01

Two experiments are proposed to study Boyle's law and the pressure law in a school laboratory. The peculiar feature of the experiments is that the value of the pressure and of the volume are obtained respectively by means of a force and a position sensor, thus allowing students to connect, in an experimental context, mechanics variables, such as…

Use of the K-ABC with Children in Zaire, Africa: An Evaluation of the Sequential-Simultaneous Processing Distinction within an Intercultural Context.

ERIC Educational Resources Information Center

Giordani, Bruno; And Others

1996-01-01

Evaluation of the Kaufman Assessment Battery for Children (K-ABC) with 130 primary school children in Zaire revealed three findings: (1) the distinction between sequential processing and simultaneous processing was valid; (2) the K-ABC discriminated effectively among grade levels, health and family environment variables, and tribal membership; and…

From the macro to the micro: a geographic examination of the community context and early adolescent problem behaviors.

PubMed

Chilenski, Sarah M

2011-12-01

This study examined how multiple dimensions and levels of the community context associated with early adolescent problem behaviors in rural communities. Four thousand, five hundred and nine eighth-grade students in 28 rural and small town school districts in two states participated in surveys regarding substance use and delinquency in 2005. Locations of alcohol retailers, tobacco retailers, youth-serving organizations, and student residences were geocoded. Associations of the number of proximal alcohol and tobacco retailers, and youth-serving organizations with an early-adolescent problem behavior index were tested in Nonlinear Mixed Models that controlled for multiple district-level and individual characteristics. Multi-level model results demonstrated that the number of alcohol and tobacco retail locations within a one-mile radius of each adolescent's home positively associated with student-reported problem behaviors above and beyond the influence of school district and individual characteristics. Results suggest that the proximal community context added significantly to the district context when understanding the occurrence of early adolescent problem behaviors. Recognizing this variability in geographically determined risk within a community will likely enhance the effectiveness of community prevention activities.

From the macro to the micro: A geographic examination of the community context and early adolescent problem behaviors

PubMed Central

Chilenski, Sarah M.

2013-01-01

This study examined how multiple dimensions and levels of the community context associated with early adolescent problem behaviors in rural communities. Four thousand, five hundred and nine eighth-grade students in 28 rural and small town school districts in two states participated in surveys regarding substance use and delinquency in 2005. Locations of alcohol retailers, tobacco retailers, youth-serving organizations, and student residences were geocoded. Associations of the number of proximal alcohol and tobacco retailers, and youth-serving organizations with an early-adolescent problem behavior index were tested in Nonlinear Mixed Models that controlled for multiple district-level and individual characteristics. Multi-level model results demonstrated that the number of alcohol and tobacco retail locations within a one-mile radius of each adolescent’s home positively associated with student-reported problem behaviors above and beyond the influence of school district and individual characteristics. Results suggest that the proximal community context added significantly to the district context when understanding the occurrence of early adolescent problem behaviors. Recognizing this variability in geographically determined risk within a community will likely enhance the effectiveness of community prevention activities. PMID:21336674

Social interactions and college enrollment: A combined school fixed effects/instrumental variables approach.

PubMed

Fletcher, Jason M

2015-07-01

This paper provides some of the first evidence of peer effects in college enrollment decisions. There are several empirical challenges in assessing the influences of peers in this context, including the endogeneity of high school, shared group-level unobservables, and identifying policy-relevant parameters of social interactions models. This paper addresses these issues by using an instrumental variables/fixed effects approach that compares students in the same school but different grade-levels who are thus exposed to different sets of classmates. In particular, plausibly exogenous variation in peers' parents' college expectations are used as an instrument for peers' college choices. Preferred specifications indicate that increasing a student's exposure to college-going peers by ten percentage points is predicted to raise the student's probability of enrolling in college by 4 percentage points. This effect is roughly half the magnitude of growing up in a household with married parents (vs. an unmarried household). Copyright © 2015 Elsevier Inc. All rights reserved.

[Sedentary leisure time and food consumption among Brazilian adolescents: the Brazilian National School-Based Adolescent Health Survey (PeNSE), 2009].

PubMed

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

2012-11-01

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

Social Interactions and College Enrollment: A Combined School Fixed Effects/Instrumental Variables Approach

PubMed Central

Fletcher, Jason M.

2015-01-01

This paper provides some of the first evidence of peer effects in college enrollment decisions. There are several empirical challenges in assessing the influences of peers in this context, including the endogeneity of high school, shared group-level unobservables, and identifying policy-relevant parameters of social interactions models. This paper addresses these issues by using an instrumental variables/fixed effects approach that compares students in the same school but different grade-levels who are thus exposed to different sets of classmates. In particular, plausibly exogenous variation in peers’ parents’ college expectations are used as an instrument for peers’ college choices. Preferred specifications indicate that increasing a student’s exposure to college-going peers by ten percentage points is predicted to raise the student’s probability of enrolling in college by 4 percentage points. This effect is roughly half the magnitude of growing up in a household with married parents (vs. an unmarried household). PMID:26004476

Adolescent health-risk behavior and community disorder.

PubMed

Wiehe, Sarah E; Kwan, Mei-Po; Wilson, Jeff; Fortenberry, J Dennis

2013-01-01

Various forms of community disorder are associated with health outcomes but little is known about how dynamic context where an adolescent spends time relates to her health-related behaviors. Assess whether exposure to contexts associated with crime (as a marker of community disorder) correlates with self-reported health-related behaviors among adolescent girls. Girls (N = 52), aged 14-17, were recruited from a single geographic urban area and monitored for 1 week using a GPS-enabled cell phone. Adolescents completed an audio computer-assisted self-administered interview survey on substance use (cigarette, alcohol, or marijuana use) and sexual intercourse in the last 30 days. In addition to recorded home and school address, phones transmitted location data every 5 minutes (path points). Using ArcGIS, we defined community disorder as aggregated point-level Unified Crime Report data within a 200-meter Euclidian buffer from home, school and each path point. Using Stata, we analyzed how exposures to areas of higher crime prevalence differed among girls who reported each behavior or not. Participants lived and spent time in areas with variable crime prevalence within 200 meters of their home, school and path points. Significant differences in exposure occurred based on home location among girls who reported any substance use or not (p 0.04) and sexual intercourse or not (p 0.01). Differences in exposure by school and path points were only significant among girls reporting any substance use or not (p 0.03 and 0.02, respectively). Exposure also varied by school/non-school day as well as time of day. Adolescent travel patterns are not random. Furthermore, the crime context where an adolescent spends time relates to her health-related behavior. These data may guide policy relating to crime control and inform time- and space-specific interventions to improve adolescent health.

The changing relationship between family size and educational attainment over the course of socioeconomic development: evidence from Indonesia.

PubMed

Maralani, Vida

2008-08-01

Many studies from developed countries show a negative correlation between family size and children's schooling, while results from developing countries show this association ranging from positive to neutral to negative, depending on the context. The body of evidence suggests that this relationship changes as a society develops, but this theory has been difficult to assess because the existing evidence requires comparisons across countries with different social structures and at different levels of development. The world's fourth most populous nation in 2007, Indonesia has developed rapidly in recent decades. This context provides the opportunity to study these relationships within the same rapidly developing setting to see if and how these associations change. Results show that in urban areas, the association between family size and children's schooling was positive for older cohorts but negative for more recent cohorts. Models using instrumental variables to address the potential endogeneity of fertility confirm these results. In contrast, rural areas show no significant association between family size and children's schooling for any cohort. These findings show how the relationship between family size and children's schooling can differ within the same country and change over time as contextual factors evolve with socioeconomic development.

Predictors of school engagement among same-sex and heterosexual adoptive parents of Kindergarteners.

PubMed

Goldberg, Abbie E; Smith, JuliAnna Z

2014-10-01

Little research has explored parental engagement in schools in the context of adoptive parent families or same-sex parent families. The current cross-sectional study explored predictors of parents' self-reported school involvement, relationships with teachers, and school satisfaction, in a sample of 103 female same-sex, male same-sex, and heterosexual adoptive parent couples (196 parents) of kindergarten-age children. Parents who reported more contact by teachers about positive or neutral topics (e.g., their child's good grades) reported more involvement and greater satisfaction with schools, regardless of family type. Parents who reported more contact by teachers about negative topics (e.g., their child's behavior problems) reported better relationships with teachers but lower school satisfaction, regardless of family type. Regarding the broader school context, across all family types, parents who felt more accepted by other parents reported more involvement and better parent-teacher relationships; socializing with other parents was related to greater involvement. Regarding the adoption-specific variables, parents who perceived their children's schools as more culturally sensitive were more involved and satisfied with the school, regardless of family type. Perceived cultural sensitivity mattered more for heterosexual adoptive parents' relationships with their teachers than it did for same-sex adoptive parents. Finally, heterosexual adoptive parents who perceived high levels of adoption stigma in their children's schools were less involved than those who perceived low levels of stigma, whereas same-sex adoptive parents who perceived high levels of stigma were more involved than those who perceived low levels of stigma. Our findings have implications for school professionals, such as school psychologists, who work with diverse families. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Predicting Parents’ School Engagement Among Lesbian, Gay, and Heterosexual Adoptive Parents of Kindergarteners

PubMed Central

Goldberg, Abbie E.; Smith, JuliAnna Z.

2014-01-01

Little research has explored parental engagement in schools in the context of adoptive parent families or same-sex parent families. The current cross-sectional study explored predictors of parents’ self-reported school involvement, relationships with teachers, and school satisfaction, in a sample of 103 female same-sex, male same-sex, and heterosexual adoptive parent couples (196 parents) of kindergarten-age children. Parents who reported more contact by teachers about positive or neutral topics (e.g., their child’s good grades) reported more involvement and greater satisfaction with schools, regardless of family type. Parents who reported more contact by teachers about negative topics (e.g., their child’s behavior problems) reported better relationships with teachers but lower school satisfaction, regardless of family type. Regarding the broader school context, across all family types, parents who felt more accepted by other parents reported more involvement and better parent–teacher relationships; socializing with other parents was related to greater involvement. Regarding the adoption-specific variables, parents who perceived their children’s schools as more culturally sensitive were more involved and satisfied with the school, regardless of family type. Perceived cultural sensitivity mattered more for heterosexual adoptive parents’ relationships with their teachers than it did for same-sex adoptive parents. Finally, heterosexual adoptive parents who perceived high levels of adoption stigma in their children’s schools were less involved than those who perceived low levels of stigma, whereas same-sex adoptive parents who perceived high levels of stigma were more involved than those who perceived low levels of stigma. Our findings have implications for school professionals, such as school psychologists, who work with diverse families. PMID:25267169

Country, School and Students Factors Associated with Extreme Levels of Science Literacy Across 25 Countries

NASA Astrophysics Data System (ADS)

Alivernini, F.; Manganelli, S.

2015-08-01

A huge gap in science literacy is between students who do not show the competencies that are necessary to participate effectively in life situations related to science and technology and students who have the skills which would give them the potential to create new technology. The objective of this paper is to identify, for 25 countries, distinct subgroups of students with characteristics that appear to be associated with this proficiency gap. Data were based on the answers of 46,131 PISA 2006 students with scores classified below level 2 or above level 4, as well as the answers of their principals to school questionnaire and the OECD indicators of the financial and human resources invested in education at the national level for secondary school. The dependent variable of the analysis was a dichotomous variable the values of which represent the two different groups of students. The independent variables were the OECD indicators, and the items and indices derived from the student and school questionnaires. The analysis was based on classification trees and the findings were replicated and extended by the means of a multilevel logistic regression model. The results show that very specific levels of teachers' salaries, parental pressure on schools, school size, awareness of environmental issues, science self-efficacy and socio-economic status have a very important role in predicting whether 15 year olds in OECD countries will belong to the lower or the highest proficiency groups as regards their aptitude in the context of life situations involving problems of a scientific nature.

Neighborhoods and Schools as Competing and Reinforcing Contexts for Educational Attainment

ERIC Educational Resources Information Center

Owens, Ann

2010-01-01

Scholars hypothesize that both neighborhood and school contexts influence educational attainment, but few have considered both contexts simultaneously. Using data from the National Longitudinal Study of Adolescent Health, the author analyzes how school and neighborhood contexts are jointly related to high school and college graduation. She finds…

The role of sex, self-perception, and school bonding in predicting academic achievement among middle class African American early adolescents.

PubMed

Eisele, Heather; Zand, Debra H; Thomson, Nicole Renick

2009-01-01

To date, little research has addressed within-group variables as predictors of academic achievement among middle-class African American youth. The present study helped fill this gap by investigating the role of sex, self-perceptions, and school bonding as predictors of academic success among 174 middle class early adolescent boys (n = 91) and girls residing in a large Midwestern city. Results of a path analysis indicated that gender identity fully mediated the relationship between biological sex and adolescents' perceptions of peer acceptance. Perceptions of peer acceptance were positively related to perceptions of behavior, which, in turn, were related to school bonding. School bonding was then related to academic achievement. The findings are discussed within the context of helping educators to better meet students' educational needs.

Not just numeracy and literacy: Theory of mind development and school readiness among low-income children.

PubMed

Cavadel, Elizabeth Woodburn; Frye, Douglas A

2017-12-01

The current study investigated the role of theory of mind development in school readiness among 120 low-income preschool and kindergarten children. A short-term longitudinal design was used to examine relations among theory of mind, the understanding of teaching, and learning behaviors and their collective role in children's literacy and numeracy skills at school entry. Results replicate differences in theory of mind development among low-income children as compared to typically studied, higher-income samples. Theory of mind and the combination of several sociocognitive variables successfully predicted concurrent relations with academic outcomes. Children's understanding of teaching predicted changes in literacy scores over time. Results are discussed in the context of what is known about theory of mind and sociocognitive development in school readiness. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Socio-Demographic, Social-Cognitive, Health-Related and Physical Environmental Variables Associated with Context-Specific Sitting Time in Belgian Adolescents: A One-Year Follow-Up Study.

PubMed

Busschaert, Cedric; Ridgers, Nicola D; De Bourdeaudhuij, Ilse; Cardon, Greet; Van Cauwenberg, Jelle; De Cocker, Katrien

2016-01-01

More knowledge is warranted about multilevel ecological variables associated with context-specific sitting time among adolescents. The present study explored cross-sectional and longitudinal associations of ecological domains of sedentary behaviour, including socio-demographic, social-cognitive, health-related and physical-environmental variables with sitting during TV viewing, computer use, electronic gaming and motorized transport among adolescents. For this longitudinal study, a sample of Belgian adolescents completed questionnaires at school on context-specific sitting time and associated ecological variables. At baseline, complete data were gathered from 513 adolescents (15.0±1.7 years). At one-year follow-up, complete data of 340 participants were available (retention rate: 66.3%). Multilevel linear regression analyses were conducted to explore cross-sectional correlates (baseline variables) and longitudinal predictors (change scores variables) of context-specific sitting time. Social-cognitive correlates/predictors were most frequently associated with context-specific sitting time. Longitudinal analyses revealed that increases over time in considering it pleasant to watch TV (p < .001), in perceiving TV watching as a way to relax (p < .05), in TV time of parents/care givers (p < .01) and in TV time of siblings (p < .001) were associated with more sitting during TV viewing at follow-up. Increases over time in considering it pleasant to use a computer in leisure time (p < .01) and in the computer time of siblings (p < .001) were associated with more sitting during computer use at follow-up. None of the changes in potential predictors were significantly related to changes in sitting during motorized transport or during electronic gaming. Future intervention studies aiming to decrease TV viewing and computer use should acknowledge the importance of the behaviour of siblings and the pleasure adolescents experience during these screen-related behaviours. In addition, more time parents or care givers spent sitting may lead to more sitting during TV viewing of the adolescents, so that a family-based approach may be preferable for interventions. Experimental study designs are warranted to confirm the present findings.

Socio-Demographic, Social-Cognitive, Health-Related and Physical Environmental Variables Associated with Context-Specific Sitting Time in Belgian Adolescents: A One-Year Follow-Up Study

PubMed Central

Busschaert, Cedric; Ridgers, Nicola D.; De Bourdeaudhuij, Ilse; Cardon, Greet; Van Cauwenberg, Jelle; De Cocker, Katrien

2016-01-01

Introduction More knowledge is warranted about multilevel ecological variables associated with context-specific sitting time among adolescents. The present study explored cross-sectional and longitudinal associations of ecological domains of sedentary behaviour, including socio-demographic, social-cognitive, health-related and physical-environmental variables with sitting during TV viewing, computer use, electronic gaming and motorized transport among adolescents. Methods For this longitudinal study, a sample of Belgian adolescents completed questionnaires at school on context-specific sitting time and associated ecological variables. At baseline, complete data were gathered from 513 adolescents (15.0±1.7 years). At one-year follow-up, complete data of 340 participants were available (retention rate: 66.3%). Multilevel linear regression analyses were conducted to explore cross-sectional correlates (baseline variables) and longitudinal predictors (change scores variables) of context-specific sitting time. Results Social-cognitive correlates/predictors were most frequently associated with context-specific sitting time. Longitudinal analyses revealed that increases over time in considering it pleasant to watch TV (p < .001), in perceiving TV watching as a way to relax (p < .05), in TV time of parents/care givers (p < .01) and in TV time of siblings (p < .001) were associated with more sitting during TV viewing at follow-up. Increases over time in considering it pleasant to use a computer in leisure time (p < .01) and in the computer time of siblings (p < .001) were associated with more sitting during computer use at follow-up. None of the changes in potential predictors were significantly related to changes in sitting during motorized transport or during electronic gaming. Conclusions Future intervention studies aiming to decrease TV viewing and computer use should acknowledge the importance of the behaviour of siblings and the pleasure adolescents experience during these screen-related behaviours. In addition, more time parents or care givers spent sitting may lead to more sitting during TV viewing of the adolescents, so that a family-based approach may be preferable for interventions. Experimental study designs are warranted to confirm the present findings. PMID:27936073

Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal

PubMed Central

Franco, Maria da Glória; Beja, Maria J.; Candeias, Adelinda; Santos, Natalie

2017-01-01

This study analyzes the relationship between emotion understanding and school achievement in children of primary school, considering age, gender, fluid intelligence, mother’s educational level and social competence. In this study participated 406 children of primary school. The instruments used were the Test of Emotion Comprehension, Colored Progressive Matrices of Raven, Socially Action and Interpersonal Problem Solving Scale. The structural equation model showed the relationship between the emotion understanding and school performance depends on a mediator variable that in the context of the study was designated social competence. Age appear as an explanatory factor of the differences found, the mother’s educational level only predicts significantly social emotional competence, fluid intelligence is a predictor of emotion understanding, school achievement and social emotional competence. Regarding the influence of sex, emotional understanding does not emerge as a significant predictor of social emotional competence in girls or boys. Multiple relationships between the various factors associated with school achievement and social emotional competence are discussed as well as their implications in promoting child development and school success. PMID:28861014

Overweight and Obesity in School Children of a Hill State in North India: Is the Dichotomy Urban-Rural or Socio-Economic? Results from a Cross-Sectional Survey.

PubMed

Bhargava, Madhavi; Kandpal, S D; Aggarwal, Pradeep; Sati, Hem Chandra

2016-01-01

Overweight and obesity are a public health problem in India not only in adults but also in children. The authors sought to estimate the prevalence of overweight and obesity in school-going children of 6-17 years of age and examine its demographic and dietary correlates in context of their urban-rural status and socio-economic status. In this cross-sectional survey height and weight were measured in 1266 school children in government and private schools of urban and rural areas. Dietary assessment was done using single day 24-hour dietary recall method. The data were analyzed using SPSS (IBM SPSS Statistics Version 19) and WHO AnthroPlus Software. Factorial ANOVA was used for testing interaction within and between subgroups for continuous variables and Chi-square test was used for categorical variables. It was found that the overall prevalence of overweight was 15.6% of which 5.4% were obese, with maximum prevalence in boys attending urban private schools. The mean caloric intake in the study population with 24-hour dietary recall method was 1558.2 kilocalories (SD: 428 kilocalories). Overweight and obesity is a significant problem in school-going children. Higher socio-economic status continues to remain an important driver of this epidemic in the younger generation and affects demographic and dietary determinants of this problem.

The role of school engagement in preventing adolescent delinquency and substance use: a survival analysis.

PubMed

Li, Yibing; Zhang, Wei; Liu, Jianjun; Arbeit, Miriam R; Schwartz, Seth J; Bowers, Edmond P; Lerner, Richard M

2011-12-01

The present study was designed to examine the effects of school engagement on risky behavior in adolescence. Using data from the 4-H Study of Positive Youth Development (PYD), a longitudinal study of U.S. adolescents, discrete-time survival analyses were conducted to assess the effect of behavioral and emotional school engagement on the initiation of drug use and delinquency. The current analyses used seven years of longitudinal data collected from youth and their parents. Results of discrete-time survival analysis indicated that, controlling for demographic variables, higher degrees of behavioral and emotional school engagement predicted a significantly lower risk of substance use and involvement in delinquency. Substance use prevention programs and other health-risk reduction programs should include components (i.e., adolescents' participation in and emotional attachment to school) to capitalize on the protective role of the school context against youth risk behavior. Copyright © 2011 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Psychosocial functioning and stress-processing of children with asthma in the school context: differences and similarities with children without asthma.

PubMed

Röder, Irma; Kroonenberg, Pieter M; Boekaerts, Monique

2003-01-01

To characterize children with asthma by their stress processing at school and their psychosocial functioning. To establish similarities and differences between children with and without asthma. Participants were 79 children with asthma and 359 children without asthma (ages 8-12). Children completed questionnaires on stress processing and their well-being at school. Parents filled in a questionnaire on behavior problems, and teachers provided data on school performance and absence rate. Children with asthma had higher scores on absence rates, teacher-rated well-being, internalizing behavior problems, occurrence of "rejection by peers," and use of aggression when coping with "problems with school work." However, using discriminant analyses, the groups could not reliably be distinguished from one another by these variables. Children with asthma are similar to other children with regard to their stress processing at school and their psychosocial functioning. The value of conducting multivariate analysis over several univariate tests is underscored.

The Effects of Social Context on Youth Outcomes: Studying Neighborhoods and Schools Simultaneously

ERIC Educational Resources Information Center

Brazil, Noli

2016-01-01

Background/Context: A long line of research has empirically examined the effects of social context on child and adolescent well-being. Scholars have paid particular attention to two specific levels of social context: the school and neighborhood. Although youths occupy these social contexts simultaneously, empirical research on schools and…

The Changing Relationship Between Family Size and Educational Attainment Over the Course of Socioeconomic Development: Evidence From Indonesia

PubMed Central

MARALANI, VIDA

2008-01-01

Many studies from developed countries show a negative correlation between family size and children’s schooling, while results from developing countries show this association ranging from positive to neutral to negative, depending on the context. The body of evidence suggests that this relationship changes as a society develops, but this theory has been difficult to assess because the existing evidence requires comparisons across countries with different social structures and at different levels of development. The world’s fourth most populous nation in 2007, Indonesia has developed rapidly in recent decades. This context provides the opportunity to study these relationships within the same rapidly developing setting to see if and how these associations change. Results show that in urban areas, the association between family size and children’s schooling was positive for older cohorts but negative for more recent cohorts. Models using instrumental variables to address the potential endogeneity of fertility confirm these results. In contrast, rural areas show no significant association between family size and children’s schooling for any cohort. These findings show how the relationship between family size and children’s schooling can differ within the same country and change over time as contextual factors evolve with socioeconomic development. PMID:18939668

Teacher Work Context and Parent Involvement in Urban High Schools of Choice.

ERIC Educational Resources Information Center

Bauch, Patricia A.; Goldring, Ellen B.

2000-01-01

Uses findings from previous studies of teacher work context to hypothesize that some features of the school workplace may contribute to greater parent involvement in urban high schools, especially home-school communication and parent volunteering. Discusses the roles of communal school organization and a context of caring. (SLD)

School Organizational Contexts, Teacher Turnover, and Student Achievement: Evidence from Panel Data. Working Paper

ERIC Educational Resources Information Center

Kraft, Matthew A.; Marinell, William H.; Yee, Darrick

2016-01-01

We study the relationship between school organizational contexts, teacher turnover, and student achievement in New York City (NYC) middle schools. Using factor analysis, we construct measures of four distinct dimensions of school contexts captured on the annual NYC School Survey. We identify credible estimates by isolating variation in…

[Keys to preventing accidents in children in the school context].

PubMed

Gabari Gambarte, M Inés; Sáenz Mendía, Raquel

2016-11-02

To learn about children's perception of the causes and prevention strategies involved in school accidents. The sample included 584 school children aged 8-9 years from Navarra. A mixed design was chosen by questionnaire with three open-response questions and one multiple-choice assessment. Analysis was performed in two phases: 1) qualitative development of categories and dimensions of the responses of narrative content, and 2) quantitative variables for recoding correlational analysis. 22 categories emerged, which make up three perceptual dimensions: 1) attribution of causality (5), 2) identification of mechanisms of avoidance (11), and 3) development of coping strategies (6). The correlation intra-variables portray varying degrees: on the one hand, moderate positive numbers (r>0.5) in allocating and identifying causality avoidance mechanisms and, on the other hand, high positive correlation values (r>0.7) referred to developing coping strategies. Children are able to identify accidents as a health problem. They question the multiplicity of elements involved and relate the origin and kind of accident to prevention and support mechanisms. Copyright © 2016 SESPAS. Publicado por Elsevier España, S.L.U. All rights reserved.

The role of context in preschool learning: a multilevel examination of the contribution of context-specific problem behaviors and classroom process quality to low-income children's approaches to learning.

PubMed

Domínguez, Ximena; Vitiello, Virginia E; Fuccillo, Janna M; Greenfield, Daryl B; Bulotsky-Shearer, Rebecca J

2011-04-01

Research suggests that promoting adaptive approaches to learning early in childhood may help close the gap between advantaged and disadvantaged children. Recent research has identified specific child-level and classroom-level variables that are significantly associated with preschoolers' approaches to learning. However, further research is needed to understand the interactive effects of these variables and determine whether classroom-level variables buffer the detrimental effects of child-level risk variables. Using a largely urban and minority sample (N=275) of preschool children, the present study examined the additive and interactive effects of children's context-specific problem behaviors and classroom process quality dimensions on children's approaches to learning. Teachers rated children's problem behavior and approaches to learning and independent assessors conducted classroom observations to assess process quality. Problem behaviors in structured learning situations and in peer and teacher interactions were found to negatively predict variance in approaches to learning. Classroom process quality domains did not independently predict variance in approaches to learning. Nonetheless, classroom process quality played an important role in these associations; high emotional support buffered the detrimental effects of problem behavior, whereas high instructional support exacerbated them. The findings of this study have important implications for classroom practices aimed at helping children who exhibit problem behaviors. Copyright © 2010 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Use of malaria RDTs in various health contexts across sub-Saharan Africa: a systematic review.

PubMed

Boyce, Matthew R; O'Meara, Wendy P

2017-05-18

The World Health Organization recommends parasitological confirmation of malaria prior to treatment. Malaria rapid diagnostic tests (RDTs) represent one diagnostic method that is used in a variety of contexts to overcome limitations of other diagnostic techniques. Malaria RDTs increase the availability and feasibility of accurate diagnosis and may result in improved quality of care. Though RDTs are used in a variety of contexts, no studies have compared how well or effectively RDTs are used across these contexts. This review assesses the diagnostic use of RDTs in four different contexts: health facilities, the community, drug shops and schools. A comprehensive search of the Pubmed database was conducted to evaluate RDT execution, test accuracy, or adherence to test results in sub-Saharan Africa. Original RDT and Plasmodium falciparum focused studies conducted in formal health care facilities, drug shops, schools, or by CHWs between the year 2000 and December 2016 were included. Studies were excluded if they were conducted exclusively in a research laboratory setting, where staff from the study team conducted RDTs, or in settings outside of sub-Saharan Africa. The literature search identified 757 reports. A total of 52 studies were included in the analysis. Overall, RDTs were performed safely and effectively by community health workers provided they receive proper training. Analogous information was largely absent for formal health care workers. Tests were generally accurate across contexts, except for in drug shops where lower specificities were observed. Adherence to RDT results was higher among drug shop vendors and community health workers, while adherence was more variable among formal health care workers, most notably with negative test results. Malaria RDTs are generally used well, though compliance with test results is variable - especially in the formal health care sector. If low adherence rates are extrapolated, thousands of patients may be incorrectly diagnosed and receive inappropriate treatment resulting in a low quality of care and unnecessary drug use. Multidisciplinary research should continue to explore determinants of good RDT use, and seek to better understand how to support and sustain the correct use of this diagnostic tool.

Peer Contexts in Schools: Avenues Toward Behavioral Health in Early Adolescence.

PubMed

Cappella, Elise; Hwang, Sophia H J

2015-01-01

Peer contexts play an important role in the behavioral health of early adolescents in schools. Behavioral health involves the observable academic and social behaviors that relate to and influence youths' subsequent health and development. Setting-level research on peer networks and social norms indicates these aspects of peer contexts vary by peer group, classroom, and school and dynamically relate to individual students' academic and social behaviors. Yet, although peer contexts are both influential and potentially malleable, little research examines the effects of school and classroom interventions on the development and maintenance of positive and productive peer contexts in schools. The current article identifies school structures and classroom processes theorized to directly or indirectly shift peer networks and social norms-and thereby increase the behavioral health of early adolescents in schools. We discuss the need for more rigorous and relevant research to better understand the role of schools and classrooms in strengthening these peer contexts and promoting behavioral health in early adolescence.

Identity Formation among Learners at a South African High School: Assessing the Interaction between Context and Identity

ERIC Educational Resources Information Center

Dawson, Marcelle C.

2007-01-01

In this article the relationship between identity and context is examined at a high school in Johannesburg, South Africa, which has, since 1995, been racially desegregated. Findings suggest that the identities of the learners are influenced not only by the immediate context of the school, but also by the past context of schooling in South Africa…

The impact of motivation and teachers' autonomy support on children's executive functions.

PubMed

Sosic-Vasic, Zrinka; Keis, Oliver; Lau, Maren; Spitzer, Manfred; Streb, Judith

2015-01-01

The present study investigates the interplay of executive functions, motivation, and teacher's autonomy support in school context. In a cross-sectional study design 208 students from different school types completed a standardized motivation questionnaire and processed two executive function tasks. All teachers who teach these students were asked about their autonomy supporting behavior by a standardized test. Multilevel analyses assessed the effects of the student's motivation and their teachers' autonomy support on student's executive functions. Our results show considerable relationships between these variables: high executive function capacities came along with teacher's autonomy support and student's intrinsic motivation styles, whereas low executive function capacities were related to external regulation styles. The results indicate the importance of autonomy support in school instruction and disclose the need to popularize the self-regulation approach.

Peer Victimization within the Ethnic Context of High School

ERIC Educational Resources Information Center

Felix, Erika D.; You, Sukkyung

2011-01-01

Risk for peer victimization varies by ethnicity, but few studies explore how the ethnic context of the school can affect this. Using a large sample of schools and high school students, we used hierarchical linear modeling to explore victimization risk by ethnicity within the ethnic context of the school. Models predicted total, physical, verbal,…

Family context and the physical activity of adolescents: comparing differences.

PubMed

Ramos, Cynthia Graciane Carvalho; Andrade, Roseli Gomes de; Andrade, Amanda Cristina de Souza; Fernandes, Amanda Paula; Costa, Dário Alves da Silva; Xavier, César Coelho; Proietti, Fernando Augusto; Caiaffa, Waleska Teixeira

2017-01-01

Family context plays an important role with regard to the physical activity (PA) of adolescents. Intense changes in family composition, including an increase of single-parent structures can affect behavior. To estimate the prevalence of PA, between boys and girls of 11-17 years old, and investigate its association with family context variables. A cross-sectional population-based study "The BH Health Study" was conducted in two health districts of Belo Horizonte. The outcome was PA (≥ 300 minutes/week), which was created from a score that combined time and frequency of cycling and walking to school and leisure time. The independent variables were family context, sociodemographic characteristics and nutritional status. Poisson regression was used with a robust variance and was stratified by gender. 1,015 adolescents participated, 52.8% of whom were male, with a mean age of 14 (± 1.9) years old. The prevalence of PA was 38.8% for girls and 54.5% for boys. Among girls, the family context variables were not significantly associated with PA. Boys were more active when there was an adult in the household reported who did PA (PR = 1.26; 95%CI 1.02 - 1.55) and when living with a single mother (PR = 1.63; 95%CI 1.01 - 2.63). It was also observed that boys that live with their mother and father (PR=1.90; 95%CI 1.06 - 3.41) or only with their mother (PR = 1.82; 95%CI 1.01 - 3.27) reported did PA more frequently in their free time. The presence of an active adult in the household, mainly the mother, appears to be an important factor associated with boys' PA.

Social Context Effects on School Effects.

ERIC Educational Resources Information Center

Hallinger, Philip; Murphy, Joseph

In this two-part paper, an attempt is made to examine the relationship between social contexts and effective schools and specifically to contribute to the development of a conceptual model for understanding how social contexts influence the operation of effective schools and student learning. In the first part, school effects research is drawn…

Conducting Research in Schools: A Practical Guide

ERIC Educational Resources Information Center

Alibali, Martha W.; Nathan, Mitchell J.

2010-01-01

Cognitive development unfolds in many contexts, and one of the most important of these contexts is school. Thus, understanding the school context is critical for understanding development. This article discusses some of the reasons why cognitive developmental researchers might wish to conduct research in schools, describes how to get started…

Self-regulation, motivation, and math achievement in middle school: variations across grade level and math context.

PubMed

Cleary, Timothy J; Chen, Peggy P

2009-10-01

The current study examined grade level, achievement group, and math-course-type differences in student self-regulation and motivation in a sample of 880 suburban middle-school students. Analysis of variance was utilized to assess group differences in student self-regulation and motivation, and linear regression analysis was used to identify variables that best predicted students' use of regulatory strategies. A key finding was that although seventh graders exhibited a more maladaptive self-regulation and motivation profile than sixth graders, achievement groups in seventh grade (high, moderate, low) were more clearly differentiated across both self-regulation and motivation than achievement groups in sixth grade. The pattern of achievement group differences also varied across math course type, as self-regulation and motivation processes more consistently differentiated achievement groups in advanced classes than regular math courses. Finally, task interest was shown to be the primary motivational predictor of students' use of regulatory strategies during math learning. The study highlights the importance of identifying shifting student motivation and self-regulation during the early middle school years and the potential role that context may have on these processes.

Key Factors for Providing Appropriate Medical Care in Secondary School Athletics: Athletic Training Services and Budget

PubMed Central

Wham, George S.; Saunders, Ruth; Mensch, James

2010-01-01

Abstract Context: Research suggests that appropriate medical care for interscholastic athletes is frequently lacking. However, few investigators have examined factors related to care. Objective: To examine medical care provided by interscholastic athletics programs and to identify factors associated with variations in provision of care. Design: Cross-sectional study. Setting: Mailed and e-mailed survey. Patients or Other Participants: One hundred sixty-six South Carolina high schools. Intervention(s): The 132-item Appropriate Medical Care Assessment Tool (AMCAT) was developed and pilot tested. It included 119 items assessing medical care based on the Appropriate Medical Care for Secondary School-Age Athletes (AMCSSAA) Consensus Statement and Monograph (test-retest reliability: r  =  0.89). Also included were items assessing potential influences on medical care. Presence, source, and number of athletic trainers; school size; distance to nearest medical center; public or private status; sports medicine supply budget; and varsity football regional championships served as explanatory variables, whereas the school setting, region of state, and rate of free or reduced lunch qualifiers served as control variables. Main Outcome Measure(s): The Appropriate Care Index (ACI) score from the AMCAT provided a quantitative measure of medical care and served as the response variable. The ACI score was determined based on a school's response to items relating to AMCSSAA guidelines. Results: Regression analysis revealed associations with ACI score for athletic training services and sports medicine supply budget (both P < .001) when controlling for the setting, region, and rate of free or reduced lunch qualifiers. These 2 variables accounted for 30% of the variance in ACI score (R2  =  0.302). Post hoc analysis showed differences between ACI score based on the source of the athletic trainer and the size of the sports medicine supply budget. Conclusions: The AMCAT offers an evaluation of medical care provided by interscholastic athletics programs. In South Carolina schools, athletic training services and the sports medicine supply budget were associated with higher levels of medical care. These results offer guidance for improving the medical care provided for interscholastic athletes. PMID:20064052

Children's Learning in Scientific Thinking: Instructional Approaches and Roles of Variable Identification and Executive Function

NASA Astrophysics Data System (ADS)

Blums, Angela

The present study examines instructional approaches and cognitive factors involved in elementary school children's thinking and learning the Control of Variables Strategy (CVS), a critical aspect of scientific reasoning. Previous research has identified several features related to effective instruction of CVS, including using a guided learning approach, the use of self-reflective questions, and learning in individual and group contexts. The current study examined the roles of procedural and conceptual instruction in learning CVS and investigated the role of executive function in the learning process. Additionally, this study examined how learning to identify variables is a part of the CVS process. In two studies (individual and classroom experiments), 139 third, fourth, and fifth grade students participated in hands-on and paper and pencil CVS learning activities and, in each study, were assigned to either a procedural instruction, conceptual instruction, or control (no instruction) group. Participants also completed a series of executive function tasks. The study was carried out with two parts--Study 1 used an individual context and Study 2 was carried out in a group setting. Results indicated that procedural and conceptual instruction were more effective than no instruction, and the ability to identify variables was identified as a key piece to the CVS process. Executive function predicted ability to identify variables and predicted success on CVS tasks. Developmental differences were present, in that older children outperformed younger children on CVS tasks, and that conceptual instruction was slightly more effective for older children. Some differences between individual and group instruction were found, with those in the individual context showing some advantage over the those in the group setting in learning CVS concepts. Conceptual implications about scientific thinking and practical implications in science education are discussed.

Supporting second grade lower secondary school students’ understanding of linear equation system in two variables using ethnomathematics

NASA Astrophysics Data System (ADS)

Nursyahidah, F.; Saputro, B. A.; Rubowo, M. R.

2018-03-01

The aim of this research is to know the students’ understanding of linear equation system in two variables using Ethnomathematics and to acquire learning trajectory of linear equation system in two variables for the second grade of lower secondary school students. This research used methodology of design research that consists of three phases, there are preliminary design, teaching experiment, and retrospective analysis. Subject of this study is 28 second grade students of Sekolah Menengah Pertama (SMP) 37 Semarang. The result of this research shows that the students’ understanding in linear equation system in two variables can be stimulated by using Ethnomathematics in selling buying tradition in Peterongan traditional market in Central Java as a context. All of strategies and model that was applied by students and also their result discussion shows how construction and contribution of students can help them to understand concept of linear equation system in two variables. All the activities that were done by students produce learning trajectory to gain the goal of learning. Each steps of learning trajectory of students have an important role in understanding the concept from informal to the formal level. Learning trajectory using Ethnomathematics that is produced consist of watching video of selling buying activity in Peterongan traditional market to construct linear equation in two variables, determine the solution of linear equation in two variables, construct model of linear equation system in two variables from contextual problem, and solving a contextual problem related to linear equation system in two variables.

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.…

The impact of motivation and teachers’ autonomy support on children’s executive functions

PubMed Central

Sosic-Vasic, Zrinka; Keis, Oliver; Lau, Maren; Spitzer, Manfred; Streb, Judith

2015-01-01

The present study investigates the interplay of executive functions, motivation, and teacher’s autonomy support in school context. In a cross-sectional study design 208 students from different school types completed a standardized motivation questionnaire and processed two executive function tasks. All teachers who teach these students were asked about their autonomy supporting behavior by a standardized test. Multilevel analyses assessed the effects of the student’s motivation and their teachers’ autonomy support on student’s executive functions. Our results show considerable relationships between these variables: high executive function capacities came along with teacher’s autonomy support and student’s intrinsic motivation styles, whereas low executive function capacities were related to external regulation styles. The results indicate the importance of autonomy support in school instruction and disclose the need to popularize the self-regulation approach. PMID:25762958

Social Norms in the Development of Adolescent Substance Use: A Longitudinal Analysis of the International Youth Development Study

PubMed Central

Eisenberg, Marla E.; Toumbourou, John W.; Catalano, Richard F.; Hemphill, Sheryl A.

2014-01-01

Identifying specific aspects of peer social norms that influence adolescent substance use may assist international prevention efforts. This study examines two aggregated measures of social norms in the school setting and their predictive association with substance (alcohol, tobacco and marijuana) use 2 years later in a large cross-national population-based cohort of adolescents. The primary hypothesis is that in Grade 7 both “injunctive” school norms (where students associate substance use with “coolness”) and “descriptive” norms (where student substance use is common) will predict Grade 9 substance use. Data come from the International Youth Development Study, including 2,248 students (51.2 % female) in the US and Australia attending 121 schools in Grade 7. Independent variables included injunctive norms (aggregating measures of school-wide coolness ratings of each substance use) and descriptive norms (aggregating the prevalence of school substance use) in Grade 7. Dependent variables included binge drinking and current use of alcohol, tobacco and marijuana in Grade 9. Associations between each type of school-wide social norm and substance use behaviors in Grade 9 were tested using multilevel logistic regression, adjusting for covariates. In unadjusted models, both injunctive and descriptive norms each significantly predicted subsequent substance use. In fully adjusted models, injunctive norms were no longer significantly associated with Grade 9 use, but descriptive norms remained significantly associated with tobacco and marijuana use in the expected direction. The findings identify descriptive social norms in the school context as a particularly important area to address in adolescent substance use prevention efforts. PMID:24633850

Instant Messaging in a Context of Virtual Schooling: Balancing the Affordances and Challenges

ERIC Educational Resources Information Center

Murphy, Elizabeth; Manzanares, Maria A. Rodriguez

2008-01-01

This article reports on a case study of Instant Messaging (IM) in a context of high-school virtual schooling. Data collection relied on interviews conducted with 20 participants in a context of high-school web-based instruction in Newfoundland and Labrador, Canada. The participants included e-teachers as well as other distance education personnel.…

Profiles of Kindergarten Classroom and Elementary School Contexts: Associations with the First-Grade Outcomes of Children Transitioning from Head Start

PubMed Central

Lee, Phyllis; Bierman, Karen L.

2018-01-01

Poor quality classroom and school contexts may impede the academic and behavioral adjustment of low-income students when they transition into kindergarten. Several studies have examined the impact of teacher-student interactions on student progress, whereas others have explored the impact of school-level adversity (e.g., student poverty, school achievement levels). Expanding on prior findings, this study used latent profile analysis to characterize kindergarten contexts in terms of both classroom teacher-student interaction quality and school-level adversity. Following 164 children longitudinally and accounting for functioning in Head Start prior to kindergarten entry, associations between kindergarten context profiles and first grade outcomes revealed that children who experienced dual-risk contexts in kindergarten (classrooms with poor quality teacher-student interactions in schools with high levels of adversity) demonstrated the greatest aggression and social difficulties in first grade. Associations between kindergarten context profiles and first grade academic outcomes were less clear. PMID:29731516

Players' perceptions of accountability factors in secondary school sports settings.

PubMed

Hastie, P A

1993-06-01

The purpose of this study was to gauge the extent to which students believed that the accountability strategies employed by their coaches had significant effects on their involvement in sports training sessions. Questionnaire data from 235 secondary school athletes were analyzed using linear structural relations to test a model of accountability hypothesized as operating in these coaching settings. The accountability strategy of active instruction was found to be a variable that significantly affected the students' valuing of their coaches as well as their task involvement. However, the rewards/consequences variable was not found to be a predictor of valuing or task involvement, suggesting that these athletes seemed more task oriented than reliant on external sanctions. The results of this study can only be generalized to team sport settings. Detailed examination needs to be made of the processes through which accountability factors operate for other contexts, including individual sports and competitive levels. Further research could also be undertaken into gender differences, especially in relation to the gender of coaches.

Exploring the Roles of Extracurricular Activity Quantity and Quality in the Educational Resilience of Vulnerable Adolescents: Variable- and Pattern-Centered Approaches

PubMed Central

Peck, Stephen C.; Roeser, Robert W.; Zarrett, Nicole; Eccles, Jacquelynne S.

2009-01-01

This longitudinal study examines how extracurricular activity involvement contributes to “educational resilience”—the unexpected educational attainments of adolescents who are otherwise vulnerable to curtailed school success due to personal- and social-level risks. Educationally vulnerable youth characterized by significant risks and an absence of assets were identified during early adolescence (approximately age 14) using measures of academic motivation, achievement, and mental health as well as family, school, and peer contexts. Using a mixture of variable- and pattern-centered analytic techniques, we investigate how both the total amount time that vulnerable youth spent in positive extracurricular activities and the specific pattern of their extracurricular activity involvement during late adolescence (approximately age 17) predict their subsequent enrollment in college during early adulthood (up through approximately age 21). Educational resilience was predicted uniquely by some, but not all, activity patterns. These results suggest that positive extracurricular activity settings afford vulnerable youth developmentally appropriate experiences that promote educational persistence and healthy development. PMID:19543445

Exploring the Roles of Extracurricular Activity Quantity and Quality in the Educational Resilience of Vulnerable Adolescents: Variable- and Pattern-Centered Approaches.

PubMed

Peck, Stephen C; Roeser, Robert W; Zarrett, Nicole; Eccles, Jacquelynne S

2008-01-01

This longitudinal study examines how extracurricular activity involvement contributes to "educational resilience"-the unexpected educational attainments of adolescents who are otherwise vulnerable to curtailed school success due to personal- and social-level risks. Educationally vulnerable youth characterized by significant risks and an absence of assets were identified during early adolescence (approximately age 14) using measures of academic motivation, achievement, and mental health as well as family, school, and peer contexts. Using a mixture of variable- and pattern-centered analytic techniques, we investigate how both the total amount time that vulnerable youth spent in positive extracurricular activities and the specific pattern of their extracurricular activity involvement during late adolescence (approximately age 17) predict their subsequent enrollment in college during early adulthood (up through approximately age 21). Educational resilience was predicted uniquely by some, but not all, activity patterns. These results suggest that positive extracurricular activity settings afford vulnerable youth developmentally appropriate experiences that promote educational persistence and healthy development.

An Observation on the Role of Context Variability in Free Recall

ERIC Educational Resources Information Center

Hicks, Jason L.; Marsh, Richard L.; Cook, Gabriel I.

2005-01-01

The authors conducted 3 experiments investigating the effect of context variability and word frequency on free recall. Context variability refers to the number of preexperimental contexts in which a given word is experienced. Both between-subjects and within-subjects manipulations of context variability demonstrated a distinct advantage for low…

Configurations of Site-Based Financial Leadership Practice within School Contexts

ERIC Educational Resources Information Center

Tegano, Sylvia

2009-01-01

This study employed an ethnographic perspective to generate a grounded theory that contributes to the understanding of financial leadership practice in four elementary school contexts: Non Title I School, Title I School, Empowerment School and Charter School. The literature, interviews, observations, document analysis, and review of relevant…

Rich Schools, Poor Schools. Hidden Resource Inequalities between Primary Schools

ERIC Educational Resources Information Center

Poesen-Vandeputte, Mayke; Nicaise, Ides

2015-01-01

Background: There has been relatively little analysis of school context including a large number of elements from the broader social, political and economic influences. However, primary schools in Flanders (Belgium) are supposed to consider their school context when implementing the Flemish policy on equal opportunities in education. Purpose: In…

School Identity in the Context of Alberta Charter Schools

ERIC Educational Resources Information Center

Thompson, Merlin; Gereluk, Dianne; Kowch, Eugene

2016-01-01

The central tenet of this investigation is that educational institutions possess their own school identity. Acknowledging that school identity is influenced by institutional mechanisms and personal dynamics, we examine school identity in the context of 13 Alberta charter schools. Narratives of 73 educational stakeholders across the network of…

High school students' representations and understandings of electric fields

NASA Astrophysics Data System (ADS)

Cao, Ying; Brizuela, Bárbara M.

2016-12-01

This study investigates the representations and understandings of electric fields expressed by Chinese high school students 15 to 16 years old who have not received high school level physics instruction. The physics education research literature has reported students' conceptions of electric fields postinstruction as indicated by students' performance on textbook-style questions. It has, however, inadequately captured student ideas expressed in other situations yet informative to educational research. In this study, we explore students' ideas of electric fields preinstruction as shown by students' representations produced in open-ended activities. 92 participant students completed a worksheet that involved drawing comic strips about electric charges as characters of a cartoon series. Three students who had spontaneously produced arrow diagrams were interviewed individually after class. We identified nine ideas related to electric fields that these three students spontaneously leveraged in the comic strip activity. In this paper, we describe in detail each idea and its situated context. As most research in the literature has understood students as having relatively fixed conceptions and mostly identified divergences in those conceptions from canonical targets, this study shows students' reasoning to be more variable in particular moments, and that variability includes common sense resources that can be productive for learning about electric fields.

Eating behaviour and its association with social living conditions and weight status among adolescent girls: results of the cross-sectional Berlin School Children's Cohort study.

PubMed

Bau, Anne-Madeleine; Krull, Sarah; Ernert, Andrea; Babitsch, Birgit

2011-10-01

To capture a more holistic picture of eating behaviour by investigating the impact of the social living conditions and weight status of parents and daughters on food consumption frequency, the context of meals and daily portion sizes. Cross-sectional Berlin School Children's Cohort study. A total of sixty-nine schools in Berlin (3 400 000 inhabitants, eastern Germany) participated in the present study. A total of 1519 girls aged 11-14 years were selected. Bi- and multivariate analyses were performed to examine the impact of age, migration background, socio-economic status (SES), parental education, family situation and the weight status of parents and daughters on three different eating behaviour scores according to nutritional recommendations. For the three dependent eating behaviour variables, different patterns of influencing factors emerged. Multivariate regression (model 1) revealed that low and middle SES, two-parent migration background and older age were significant risk factors. Meal context was also significantly influenced by living with a single parent. Similar results were obtained for the daily portion size scores and maternal overweight status was the most influential. Model 2 succeeded in showing that, within the composite variable of family SES, mothers' level of education was the dominant component. SES as a whole, and especially the component of mothers' level of education and two-parent migration background, was the strongest risk factor for an unfavourable eating pattern among adolescent girls. The results clearly indicated preventive potential. Using three different measures of eating behaviour simultaneously provided an in-depth understanding of general patterns and potential risk factors.

Understanding the Correlates of Face-to-Face and Cyberbullying Victimization Among U.S. Adolescents: A Social-Ecological Analysis.

PubMed

Hong, Jun Sung; Lee, Jungup; Espelage, Dorothy L; Hunter, Simon C; Patton, Desmond Upton; Rivers, Tyrone

2016-01-01

Using a national sample of 7,533 U.S. adolescents in grades 6-10, this study compares the social-ecological correlates of face-to-face and cyberbullying victimization. Results indicate that younger age, male sex, hours spent on social media, family socioeconomic status (SES; individual context), parental monitoring (family context), positive feelings about school, and perceived peer support in school (school context) were negatively associated with both forms of victimization. European American race, Hispanic/Latino race (individual), and family satisfaction (family context) were all significantly associated with less face-to-face victimization only, and school pressure (school context) was significantly associated with more face-to-face bullying. Peer groups accepted by parents (family context) were related to less cyberbullying victimization, and calling/texting friends were related to more cyberbullying victimization. Research and practice implications are discussed.

School Business Administration.

ERIC Educational Resources Information Center

Jordan, K. Forbis; And Others

This textbook reviews the principal concerns within each of 13 major responsibility areas in school business administration. The first chapter assesses the political, social, and economic context in which schools function and school administrators work. The role and function of the school business administrator within this context is addressed in…

Situations of violence experienced by students in the state capitals and the Federal District: results from the National Adolescent School-based Health Survey (PeNSE 2012).

PubMed

Malta, Deborah Carvalho; Mascarenhas, Márcio Dênis Medeiros; Dias, Antônio Ribeiro; do Prado, Rogério Ruscitto; Lima, Cheila Marina; da Silva, Marta Maria Alves; da Silva Júnior, Jarbas Barbosa

2014-01-01

To describe violent events experienced by school-aged adolescents in school, around the school and in the family context, and to compare the results of the National Adolescent School-based Health Survey of 2009 and 2012. Indicators related to violence involving teenagers were analyzed. The prevalence rates and confidence intervals of 95% were calculated for events of interest according to gender and type of school (public or private) and regions. Prevalence rates were: insecurity in the route between home-school (9.1%), insecurity in school (8.0%), physical assault in the last 12 months (18.2%), engaging in fights in the last 12 months (20.7%), fighting with a cold weapon (8.3%), fighting with firearms (6.9%), physical assault by a family member (11.6%) and having been seriously injured in the last 12 months (10.3%). The situations of violence were more prevalent among male students from public schools. The comparison with the 2009 survey showed increased prevalence in all the variables studied. Teenagers are exposed to different forms of violence, and the data from the National Survey of School Health can support the planning of preventive actions.

Harnessing complexity: taking advantage of context and relationships in dissemination of school-based interventions.

PubMed

Butler, Helen; Bowes, Glenn; Drew, Sarah; Glover, Sara; Godfrey, Celia; Patton, George; Trafford, Lea; Bond, Lyndal

2010-03-01

Schools and school systems are increasingly asked to use evidence-based strategies to promote the health and well-being of students. The dissemination of school-based health promotion research, however, offers particular challenges to conventional approaches to dissemination. Schools and education systems are multifaceted organizations that sit within constantly shifting broader contexts. This article argues that health promotion dissemination needs to be rethought for school communities as complex systems and that this requires understanding and harnessing the dynamic ecology of the sociopolitical context. In developing this argument, the authors draw on their experience of the dissemination process of a multilevel school-based intervention in a complex educational context. Building on this experience, they argue for the need to move beyond conventional dissemination strategies to a focus on active partnerships between developers and users of school-based intervention research and offer a conceptual tool for planning dissemination.

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 2014 Michigan Public High School Context and Performance Report Card

ERIC Educational Resources Information Center

Spalding, Audrey

2014-01-01

The 2014 Michigan Public High School Context and Performance Report Card is the Mackinac Center's second effort to measure high school performance. The first high school assessment was published in 2012, followed by the Center's 2013 elementary and middle school report card, which used a similar methodology to evaluate school performance. The…

Smuggling Authentic Learning into the School Context: Transitioning from an Innovative Elementary to a Conventional High School

ERIC Educational Resources Information Center

DePalma, Renee; Matusov, Eugene; Smith, Mark

2009-01-01

Context: What Varenne and McDermott described as "conventional schooling" is characterized by underlying values of competition and credentialism implicit in an unconscious, cultural framework for U.S. institutional schooling. Schools that define themselves in opposition to this cultural heritage consider themselves innovative schools and…

The effect of organisational context variables on employer attitudes toward employability of ex-offenders.

PubMed

Lukies, John; Graffam, Joseph; Shinkfield, Alison J

2011-05-01

The authors tested the premise that organisational context variables (i.e., size of organisation, industry type, location, and respondent's position in organisation) had significant effects on employer (N = 596) attitudes toward employability of ex-offenders. They also examined whether organisational context variables had an equivalent effect on employer attitudes to that of job-seeker criminal history and employer personal characteristics (e.g., respondent age and gender). Using linear regression (HLM 6.02a), organisational context variables were shown to have a significant effect on employer attitudes. In addition, organisational context variables had a significantly greater effect on employer attitudes than did employer personal characteristics. However, job-seeker criminal history contributed more to respondent ratings of ex-offender employability than did organisational context variables. The finding that judgements of employability are influenced by organisational context variables has implications for future research relevant to reintegration. Stakeholder attitudes toward the reintegration success of ex-offenders may be generally influenced by context variables.

Perceived teacher affective support in relation to emotional and motivational variables in elementary school science classrooms in Turkey

NASA Astrophysics Data System (ADS)

Sakiz, Gonul

2017-01-01

Background: In recent research, affective learning environments and affective support have been receiving increasing attention for their roles in stimulating students' learning outcomes. Despite its raising importance, little is known about affective support in educational contexts in developing countries. Moreover, international student assessment programmes (e.g. PISA and TIMSS) reveal poor science proficiency of students in most of those countries, which provokes the question of how to make positive changes in students' perspectives and attitudes in science.

CKP Hierarchy, Bosonic Tau Function and Bosonization Formulae

NASA Astrophysics Data System (ADS)

van de Leur, Johan W.; Orlov, Alexander Yu.; Shiota, Takahiro

2012-06-01

We develop the theory of CKP hierarchy introduced in the papers of Kyoto school [Date E., Jimbo M., Kashiwara M., Miwa T., J. Phys. Soc. Japan 50 (1981), 3806-3812] (see also [Kac V.G., van de Leur J.W., Adv. Ser. Math. Phys., Vol. 7, World Sci. Publ., Teaneck, NJ, 1989, 369-406]). We present appropriate bosonization formulae. We show that in the context of the CKP theory certain orthogonal polynomials appear. These polynomials are polynomial both in even and odd (in Grassmannian sense) variables.

Management of School Infrastructure in the Context of a No-Fee Schools Policy in Rural South African Schools: Lessons from the Field

ERIC Educational Resources Information Center

Marishane, Ramodikoe Nylon

2013-01-01

This study examines the management of school infrastructure in the context of the "no-fee schools" policy introduced in the South African education delivery system. Focusing on four rural schools, the study applied a qualitative method, which involved observation of infrastructure conditions prevailing at four selected schools and…

Parental involvement and academic performance: Less control and more communication.

PubMed

Fernández-Alonso, Rubén; Álvarez-Díaz, Marcos; Woitschach, Pamela; Suárez-Álvarez, Javier; Cuesta, Marcelino

2017-11-01

Parental involvement in the educational process is desirable, although more involvement does not guarantee better results. The aim of this research is to explore the relationship between styles of parental involvement at home and academic performance. A random sample of 26,543 Spanish students was used, with a mean age of 14.4 (SD = 0.75). Two thirds (66.2%) attended a publicly funded school; 49.7% were girls; 87.8% had Spanish nationality; and 73.5% were in the school year corresponding to their age. Different three-level hierarchical-linear models were fitted: student, school, and region (autonomous community). Students whose parents exhibited a more distal or indirect profile of family involvement tended to demonstrate better results than those from homes with a more controlling style. Parental involvement styles have an effect on achievement at an individual and school level, even after accounting for the effect of context or background variables. Given the importance of parental involvement in academic performance, schools should consider it in their family information and training policies. Schools which have more communicative family profiles tend to demonstrate lower levels of intra-school differences in students’ academic performance.

Friendship Group Position and Substance Use

PubMed Central

Osgood, D. Wayne; Feinberg, Mark E.; Wallace, Lacey N.; Moody, James

2014-01-01

This paper examines how an adolescent's position relative to cohesive friendship groups in the school-wide social network is associated with alcohol, tobacco, and marijuana use. We extend prior research in this area by refining the categories of group positions, using more extensive friendship information, applying newer analytic methods to identify friendship groups, and making strategic use of control variables to clarify the meaning of differences among group positions. We report secondary analyses of 6th through 9th grade data from the PROSPER study, which include approximately 9,500 adolescents each year from 27 school districts and 368 school grade cohort friendship networks. We find that core members of friendship groups were more likely to drink than isolates and liaisons, especially in light of their positive social integration in school, family, and religious contexts. Isolates were more likely to use cigarettes than core members, even controlling for all other factors. Finally, liaisons were more likely to use marijuana than core members. PMID:24389068

Defending Victims of Bullying in Early Adolescence: A Multilevel Analysis.

PubMed

Yun, Hye-Young; Graham, Sandra

2018-05-29

Adolescents' defending behaviors in school bullying situations is likely determined by individual characteristics, social status variables, and classroom/school contextual factors operating simultaneously in the peer ecology. However, there is little research on defending behavior that utilizes this multilevel approach. This study investigated how students' willingness to defend victims of bullying was affected by feelings of empathy, perceived popularity, and classroom-level perceived prosocial norms. Participants were 1373 adolescents (40% girls, Mage: 14 yrs) from 54 classrooms in six middle schools in South Korea. These youth reported on their feelings of empathy and how prosocial they perceived their classmates to be. Peer-ratings and peer nominations were used to estimate defending behaviors and which students were perceived as popular. Multilevel analyses showed that participants were more likely to defend victims when they had greater empathy and perceived popularity and when classroom-level prosocial norms were higher. The findings have implications for interventions to reduce school bullying and for studying defending behavior in multiple cultural contexts.

Extending the trans-contextual model in physical education and leisure-time contexts: examining the role of basic psychological need satisfaction.

PubMed

Barkoukis, Vassilis; Hagger, Martin S; Lambropoulos, George; Tsorbatzoudis, Haralambos

2010-12-01

The trans-contextual model (TCM) is an integrated model of motivation that aims to explain the processes by which agentic support for autonomous motivation in physical education promotes autonomous motivation and physical activity in a leisure-time context. It is proposed that perceived support for autonomous motivation in physical education is related to autonomous motivation in physical education and leisure-time contexts. Furthermore, relations between autonomous motivation and the immediate antecedents of intentions to engage in physical activity behaviour and actual behaviour are hypothesized. The purpose of the present study was to incorporate the constructs of basic psychological need satisfaction in the TCM to provide a more comprehensive explanation of motivation and demonstrate the robustness of the findings of previous tests of the model that have not incorporated these constructs. Students (N=274) from Greek secondary schools. Participants completed self-report measures of perceived autonomy support, autonomous motivation, and basic psychological need satisfaction in physical education. Follow-up measures of these variables were taken in a leisure-time context along with measures of attitudes, subjective norms, perceived behavioural control (PBC), and intentions from the theory of planned behaviour 1 week later. Self-reported physical activity behaviour was measured 4 weeks later. Results supported TCM hypotheses. Basic psychological need satisfaction variables uniquely predicted autonomous motivation in physical education and leisure time as well as the antecedents of intention, namely, attitudes, and PBC. The basic psychological need satisfaction variables also mediated the effects of perceived autonomy support on autonomous motivation in physical education. Findings support the TCM and provide further information of the mechanisms in the model and integrated theories of motivation in physical education and leisure time.

[Violence and mental health issues among Mexican adolescents that have considered or attempted cross-border migration].

PubMed

Chavez-Ayala, Ruben; Orozco-Núñez, Emanuel; Sánchez-Estrada, Marcela; Hernández-Girón, Carlos

2017-07-13

The aim of this study was to estimate the role of victimization by violence among Mexican adolescents that have considered or attempted migrating to the United States, including mental health variables (emotional self-esteem, self-esteem in school, depression, suicidal ideation, and attempted suicide) as mediators of the effects. The study used a cross-sectional design with a stratified cluster sample of 13,198 adolescents from the 2nd Mexican National Survey on Exclusion, Intolerance, and Violence in public schools in 2009. The analysis used the regression models proposed by Baron & Kenny. Prevalence of having considered or attempted cross-border migration was 23.1%. Mean age was 16.36 years. Female adolescents constituted 54.9% of the sample, and 56% were lower-income. Mental health variables that acted as partial mediators were suicidal ideation (35.9%), depression (19.2%), attempted suicide (17.7%), emotional self-esteem (6.2%), and self-esteem in school (3.4%) for moderate family violence, and emotional self-esteem (17.5%) for social rejection in school and suicidal ideation (8.1%) for physical harm in school. Female adolescents showed greater impact from mediators than men in considering or having attempted cross-border migration. The study discusses the importance of incorporating the prevention of violence in the social contexts studied here and incorporating mental health in dealing with violence in adolescents and in public health programs in transit areas for illegal migrants.

An Integrated Theatre Production for School Nutrition Promotion Program

PubMed Central

Bush, Robert; Box, Selina; McCallum, David; Khalil, Stephanie

2018-01-01

In the context of stubbornly high childhood obesity rates, health promotion activities in schools provide a potential avenue to improve children’s nutritional behaviours. Theatre production has a rich history as a health behaviour promotion strategy but lacks sound, outcome-based evaluation. This study evaluated the effect of an integrated, two-part, place-based theatre performance program with 212 students in five schools in a regional urban and semi-rural area. The program included a theatre performance and a healthy eating competition. A brief survey assessed student healthy eating knowledge and attitudes at three time points. Nutrition behaviour was measured by scoring the contents of children’s lunch boxes before, during and up to six weeks after the intervention. Statistical analysis tested change over time on five variables (Knowledge, Attitude, Sometimes foods, Everyday foods, Overall lunch box score). Results showed that both components of the integrated program improved nutrition knowledge and that the theatre performance improved children’s healthy eating attitudes. All three lunch box scores peaked after the integrated program and remained significantly higher than baseline at 4–6 weeks follow-up. Interaction effects were identified for school catchment area on four of the five dependent variables. Evaluation of this integrated theatre production program indicates the potential benefit of taking a “super-setting” approach. It demonstrates an effect from students taking home information they had learned and incorporating it into lunch box preparation. It also showed consistent effects for school geographical catchment. This study suggests that, with careful, theory-based design, theatre productions in schools can improve student nutritional activities. PMID:29498690

An Integrated Theatre Production for School Nutrition Promotion Program.

PubMed

Bush, Robert; Capra, Sandra; Box, Selina; McCallum, David; Khalil, Stephanie; Ostini, Remo

2018-03-02

In the context of stubbornly high childhood obesity rates, health promotion activities in schools provide a potential avenue to improve children's nutritional behaviours. Theatre production has a rich history as a health behaviour promotion strategy but lacks sound, outcome-based evaluation. This study evaluated the effect of an integrated, two-part, place-based theatre performance program with 212 students in five schools in a regional urban and semi-rural area. The program included a theatre performance and a healthy eating competition. A brief survey assessed student healthy eating knowledge and attitudes at three time points. Nutrition behaviour was measured by scoring the contents of children's lunch boxes before, during and up to six weeks after the intervention. Statistical analysis tested change over time on five variables (Knowledge, Attitude, Sometimes foods, Everyday foods, Overall lunch box score). Results showed that both components of the integrated program improved nutrition knowledge and that the theatre performance improved children's healthy eating attitudes. All three lunch box scores peaked after the integrated program and remained significantly higher than baseline at 4-6 weeks follow-up. Interaction effects were identified for school catchment area on four of the five dependent variables. Evaluation of this integrated theatre production program indicates the potential benefit of taking a "super-setting" approach. It demonstrates an effect from students taking home information they had learned and incorporating it into lunch box preparation. It also showed consistent effects for school geographical catchment. This study suggests that, with careful, theory-based design, theatre productions in schools can improve student nutritional activities.

School Burnout and Engagement in the Context of Demands-Resources Model

ERIC Educational Resources Information Center

Salmela-Aro, Katariina; Upadyaya, Katja

2014-01-01

Background: A four-wave longitudinal study tested the demands-resources model in the school context. Aim: To examine the applicability of the demands-resources to the school context. Method: Data of 1,709 adolescents were gathered, once during the transition from comprehensive to post-comprehensive education, twice during post-comprehensive…

The Rural Context and Post-Secondary School Enrollment: An Ecological Systems Approach

ERIC Educational Resources Information Center

Demi, Mary Ann; Coleman-Jensen, Alisha; Snyder, Anastasia R.

2010-01-01

This study uses an ecological systems framework to examine how indicators of individual, family, and school contexts are associated with post-secondary educational enrollment among a sample of rural youth. Structural equation modeling allows us to examine both direct and indirect effects of these contexts on school enrollment. Unique elements of…

Mexican-origin Early Adolescents' Ethnic Socialization, Ethnic Identity, and Psychosocial Functioning.

PubMed

Umaña-Taylor, Adriana J; O'Donnell, Megan; Knight, George P; Roosa, Mark W; Berkel, Cady; Nair, Rajni

2014-02-01

The current study examined how parental ethnic socialization informed adolescents' ethnic identity development and, in turn, youths' psychosocial functioning (i.e., mental health, social competence, academic efficacy, externalizing behaviors) among 749 Mexican-origin families. In addition, school ethnic composition was examined as a moderator of these associations. Findings indicated that mothers' and fathers' ethnic socialization were significant longitudinal predictors of adolescents' ethnic identity, although fathers' ethnic socialization interacted significantly with youths' school ethnic composition in 5 th grade to influence ethnic identity in 7 th grade. Furthermore, adolescents' ethnic identity was significantly associated with increased academic self-efficacy and social competence, and decreased depressive symptoms and externalizing behaviors. Findings support theoretical predictions regarding the central role parents play in Mexican-origin adolescents' normative developmental processes and adjustment and, importantly, underscore the need to consider variability that is introduced into these processes by features of the social context such as school ethnic composition.

Mexican-origin Early Adolescents’ Ethnic Socialization, Ethnic Identity, and Psychosocial Functioning

PubMed Central

Umaña-Taylor, Adriana J.; O’Donnell, Megan; Knight, George P.; Roosa, Mark W.; Berkel, Cady; Nair, Rajni

2013-01-01

The current study examined how parental ethnic socialization informed adolescents’ ethnic identity development and, in turn, youths’ psychosocial functioning (i.e., mental health, social competence, academic efficacy, externalizing behaviors) among 749 Mexican-origin families. In addition, school ethnic composition was examined as a moderator of these associations. Findings indicated that mothers’ and fathers’ ethnic socialization were significant longitudinal predictors of adolescents’ ethnic identity, although fathers’ ethnic socialization interacted significantly with youths’ school ethnic composition in 5th grade to influence ethnic identity in 7th grade. Furthermore, adolescents’ ethnic identity was significantly associated with increased academic self-efficacy and social competence, and decreased depressive symptoms and externalizing behaviors. Findings support theoretical predictions regarding the central role parents play in Mexican-origin adolescents’ normative developmental processes and adjustment and, importantly, underscore the need to consider variability that is introduced into these processes by features of the social context such as school ethnic composition. PMID:24465033

Mixed tenure communities as a policy instrument for educational outcomes in a deprived urban context?

PubMed

Robison, Oonagh; Kearns, Ade; Gray, Linsay; Bond, Lyndal; Henderson, Marion

2016-05-03

This article considers mixed community strategies, enacted through planning and regeneration policies, as a policy approach to the improvement of educational outcomes in schools. Analysis is undertaken of educational outcomes across secondary schools in Glasgow. The level of owner occupation in the catchment is positively associated with both examination results at S4 and positive destinations post-school, particularly at the more deprived end of the school spectrum. The results suggest that tenure mix may be both directly and indirectly related to school performance, with neighbourhood context effects not being entirely mediated through the school context.

The efficacy beliefs of preservice science teachers in professional development school and traditional school settings

NASA Astrophysics Data System (ADS)

Newsome, Demetria Lynn

Teachers' efficacy beliefs have been shown to correlate positively with to the successful implementation of science reform measures (National Research Council, 1996) and are context specific (Koul & Rubba, 1999). Studies on teacher efficacy in specific contexts have been conducted including the availability of resources and parent support (Tschannen-Moran & Hoy, 2002), classroom management (Emmer & Hickman, 1990; Raudenbush, Rowen, & Cheong, 1992); and institutional climate and behavior of the principal (Hoy & Woolfolk, 1993). The purpose of this study was to compare the science teaching efficacy beliefs of teacher interns prepared in professional development schools with those of student teachers prepared in traditional school settings. Other variables examined included academic level, academic major, and area of science concentration. Preservice science teacher efficacy beliefs were measured using the Science Teaching Efficacy Beliefs Instrument for Preservice Science Teachers, STEBI Form B (Enoch & Riggs, 1990) with demographic information being collected by an accompanying questionnaire. Analyses included scoring the surveys on two scales, Personal Science Teaching Efficacy Beliefs Scale and the Outcome Expectancy Scale, calculating descriptive statistics, as well as performing MANOVAS and correlations. Results indicate that preservice science teachers working in professional development schools exhibit higher personal science teaching efficacy beliefs. This finding corroborates previous studies on the efficacy beliefs of preservice teachers working in PDS schools (Long, 1996; Sandholtz & Dadlez, 2000). Results also show a strong correlation between the personal science teaching efficacy beliefs and the setting where student teaching takes place. In addition, significant differences were found in the personal science teaching efficacy beliefs between elementary education majors and science majors, science education majors, and secondary education majors. Findings of the study have implications for the design of preservice science teacher clinical experiences including providing longer, organized clinical experiences and preferential selection of preservice science teachers for PDS practicum assignments.

Reconceptualizing adolescent sexual behavior: beyond did they or didn't they?

PubMed

Whitaker, D J; Miller, K S; Clark, L F

2000-01-01

Adolescent sexual behavior is typically studied as a dichotomy: Adolescents have had sex or they have not. Broadening this view would lead to a greater understanding of teenagers' sexual behavior. Interview data from 907 high school students in Alabama, New York and Puerto Rico were used to examine the relationships between sexual experience and a variety of social, psychological and behavioral variables. Four groups of teenagers are compared: those who did not anticipate initiating sex in the next year (delayers), those who anticipated initiating sex in the next year (anticipators), those who had had one sexual partner (singles) and those who had had two or more partners (multiples). Compared with delayers, anticipators reported more alcohol use and marijuana use; poorer psychological health; riskier peer behaviors; and looser ties to family school and church. Similarly, multiples reported more alcohol and marijuana use, riskier peer behaviors and looser ties to family and school than singles. Risk behaviors, peer behaviors, family variables, and school and church involvement showed a linear trend across the four categories of sexual behavior. The traditional sex-no sex dichotomy obscures differences among sexually inexperienced teenagers and among adolescents who have had sex. Prevention efforts must be tailored to the specific needs of teenagers with differing sexual experiences and expectations, and must address the social and psychological context in which sexual experiences occur.

Overweight and Obesity in Portuguese Children: Prevalence and Correlates

PubMed Central

Gomes, Thayse Natacha; Katzmarzyk, Peter T.; dos Santos, Fernanda K.; Souza, Michele; Pereira, Sara; Maia, José A. R.

2014-01-01

There are widespread differences in overweight/obesity prevalence in children, and understanding the reasons for this is very important. The present study aims: (I) to conduct a meta-analysis on overweight/obesity prevalence in Portuguese children; (II) to identify differences in biological and behavioural characteristics between normal-weight and overweight/obese children; and (III) to investigate the importance of individual- and school-level correlates of variation in children’s BMI using multilevel modelling. A search was done for all published papers including Portuguese children during the last decade; further, 686 Portuguese children (9–11 years old) were sampled and their BMI, family income, maturity offset, nutritional habits, physical activity, sedentariness, sleep time, and school environment information were collected. Results showed a stabilization of overweight/obesity during the last decade, 30.6% (95%CI: 0.287–0.34) for boys, 28.4% (95%CI: 0.23–0.35) for girls, and 30.3% (95%CI: 0.27–0.34) for boys and girls together. Differences between weight groups were only found in individual-level biological traits. The multilevel analysis did not identify significant contributions of school-level variables to children’s BMI variation. In conclusion, no increase was found in the prevalence of overweight/obesity among Portuguese children since 2000. Normal-weight and overweight/obese children only differ in individual-level characteristics, and school context variables were not related to variation in BMI. PMID:25372884

Reform-based science teaching: A mixed-methods approach to explaining variation in secondary science teacher practice

NASA Astrophysics Data System (ADS)

Jetty, Lauren E.

The purpose of this two-phase, sequential explanatory mixed-methods study was to understand and explain the variation seen in secondary science teachers' enactment of reform-based instructional practices. Utilizing teacher socialization theory, this mixed-methods analysis was conducted to determine the relative influence of secondary science teachers' characteristics, backgrounds and experiences across their teacher development to explain the range of teaching practices exhibited by graduates from three reform-oriented teacher preparation programs. Data for this study were obtained from the Investigating the Meaningfulness of Preservice Programs Across the Continuum of Teaching (IMPPACT) Project, a multi-university, longitudinal study funded by NSF. In the first quantitative phase of the study, data for the sample (N=120) were collected from three surveys from the IMPPACT Project database. Hierarchical multiple regression analysis was used to examine the separate as well as the combined influence of factors such as teachers' personal and professional background characteristics, beliefs about reform-based science teaching, feelings of preparedness to teach science, school context, school culture and climate of professional learning, and influences of the policy environment on the teachers' use of reform-based instructional practices. Findings indicate three blocks of variables, professional background, beliefs/efficacy, and local school context added significant contribution to explaining nearly 38% of the variation in secondary science teachers' use of reform-based instructional practices. The five variables that significantly contributed to explaining variation in teachers' use of reform-based instructional practices in the full model were, university of teacher preparation, sense of preparation for teaching science, the quality of professional development, science content focused professional, and the perceived level of professional autonomy. Using the results from phase one, the second qualitative phase selected six case study teachers based on their levels of reform-based teaching practices to highlight teachers across the range of practices from low, average, to high levels of implementation. Using multiple interview sources, phase two helped to further explain the variation in levels of reform-based practices. Themes related to teachers' backgrounds, local contexts, and state policy environments were developed as they related to teachers' socialization experiences across these contexts. The results of the qualitative analysis identified the following factors differentiating teachers who enacted reform-based instructional practices from those who did not: 1) extensive science research experiences prior to their preservice teacher preparation; 2) the structure and quality of their field placements; 3) developing and valuing a research-based understanding of teaching and learning as a result of their preservice teacher preparation experiences; 4) the professional culture of their school context where there was support for a high degree of professional autonomy and receiving support from "educational companions" with a specific focus on teacher pedagogy to support student learning; and 5) a greater sense of agency to navigate their districts' interpretation and implementation of state polices. Implications for key stakeholders as well as directions for future research are discussed.

Honoring Dental Patients' Privacy Rule Right of Access in the Context of Electronic Health Records.

PubMed

Ramoni, Rachel B; Asher, Sheetal R; White, Joel M; Vaderhobli, Ram; Ogunbodede, Eyitope O; Walji, Muhammad F; Riedy, Christine; Kalenderian, Elsbeth

2016-06-01

A person's right to access his or her protected health information is a core feature of the U.S. Health Insurance Portability and Accountability Act (HIPAA) Privacy Rule. If the information is stored electronically, covered entities must be able to provide patients with some type of machine-readable, electronic copy of their data. The aim of this study was to understand how academic dental institutions execute the Privacy Rule's right of access in the context of electronic health records (EHRs). A validated electronic survey was distributed to the clinical deans of 62 U.S. dental schools during a two-month period in 2014. The response rate to the survey was 53.2% (N=33). However, three surveys were partially completed, and of the 30 completed surveys, the 24 respondents who reported using axiUm as the EHR at their dental school clinic were the ones on which the results were based (38.7% of total schools at the time). Of the responses analyzed, 86% agreed that clinical modules should be considered part of a patient's dental record, and all agreed that student teaching-related modules should not. Great variability existed among these clinical deans as to whether administrative and financial modules should be considered part of a patient record. When patients request their records, close to 50% of responding schools provide the information exclusively on paper. This study found variation among dental schools in their implementation of the Privacy Rule right of access, and although all the respondents had adopted EHRs, a large number return records in paper format.

The development of leisure boredom in early adolescence: Predictors and longitudinal associations with delinquency and depression.

PubMed

Spaeth, Michael; Weichold, Karina; Silbereisen, Rainer K

2015-10-01

The literature proposes that leisure boredom may systematically increase during adolescence. Moreover, some authors assume that this hypothesized developmental trend is associated with increases in youthful delinquency and depression. Individual dispositions (e.g., temperamental disinhibition) are believed to exacerbate the relationship between boredom and delinquency. This study investigated whether (1) leisure boredom really is an increasing phenomenon during early adolescence; (2) gender, temperamental disinhibition, shyness, family relationship quality, peer rejection, a deprived school context, and rural/urban living explain developmental variations in boredom; (3) boredom is longitudinally and reciprocally related to delinquency and depression; and (4) bored disinhibited adolescents are particularly likely to become delinquent and to use delinquent acts to mitigate boredom. Analyses were based on a German sample of school students (N = 722) who provided annual self-reports on study variables from age 10 to 14 years. Bivariate growth curve models captured correlations between developmental trajectories of boredom and delinquency/depression. Cross-lagged models examined reciprocal short-term associations. Analyses revealed a modest increase in leisure boredom during early adolescence. Disinhibition and qualities of proximal social contexts (family, peers, school) were related to boredom with peer rejection showing the most consistent longitudinal association. Boredom was developmentally associated with depression whereas longitudinal associations with delinquency were weaker and more short-term. Temperamentally disinhibited adolescents appeared to buffer leisure boredom by means of delinquency. Results support person-context models of leisure boredom with regard to its etiology and consequences. Findings further demonstrate that leisure boredom plays a prominent role in the developmental adaptation of adolescents. (c) 2015 APA, all rights reserved).

A Multi-Method Inquiry of the Practice and Context of Rural School Psychology

ERIC Educational Resources Information Center

Goforth, Anisa N.; Yosai, Erin R.; Brown, Jacqueline A.; Shindorf, Zachary R.

2017-01-01

This multi-method inquiry used (1) quantitative examination of context, characteristics, roles, and responsibilities of rural school psychologists compared to their suburban and urban counterparts and (2) qualitative examination of two focus groups of rural school psychologists. Results showed that rural school psychologists served more schools,…

Leadership and Context Connectivity: Merging Two Forces for Sustainable School Improvement

ERIC Educational Resources Information Center

Marishane, Nylon Ramodikoe

2016-01-01

School improvement is admittedly the main business of school leadership. However, while there is agreement on the importance of school improvement, sustaining this improvement remains a challenge. The challenge seems to lie in the disconnection between the leader and the context in which the school operates. This chapter presents contextual…

School Organizational Contexts, Teacher Turnover, and Student Achievement: Evidence From Panel Data

ERIC Educational Resources Information Center

Kraft, Matthew A.; Marinell, William H.; Shen-Wei Yee, Darrick

2016-01-01

We study the relationship between school organizational contexts, teacher turnover, and student achievement in New York City (NYC) middle schools. Using factor analysis, we construct measures of four distinct dimensions of school climate captured on the annual NYC School Survey. We identify credible estimates by isolating variation in…

Effects of Multiple Context and Cumulative Stress on Urban Children's Adjustment in Elementary School

ERIC Educational Resources Information Center

Morales, Julie R.; Guerra, Nancy G.

2006-01-01

Using longitudinal data collected over 2 years on a sample of 2,745 urban elementary school children (1st-6th graders, ages 6-11 years) from economically disadvantaged communities, effects of stressful experiences within 3 contexts (school, family, neighborhood), cumulative stress, and multiple context stress on 3 indices of children's adjustment…

Complementing the Australian Primary School Health and Physical Education (HPE) Curriculum: Exploring Children's HPE Learning Experiences within Varying School Ground Equipment Contexts

ERIC Educational Resources Information Center

Hyndman, Brendon; Mahony, Linda; Te Ava, Aue; Smith, Sue; Nutton, Georgie

2017-01-01

This paper unearths how primary school children experience and can complement the Australian HPE curriculum within three unique school ground equipment scenarios that include an "empty", "loose parts" and a "traditional" school ground context. Using direct observation, 490 scans were undertaken of the school grounds…

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

Mixed tenure communities as a policy instrument for educational outcomes in a deprived urban context?

PubMed Central

Robison, Oonagh; Kearns, Ade; Gray, Linsay; Bond, Lyndal; Henderson, Marion

2016-01-01

This article considers mixed community strategies, enacted through planning and regeneration policies, as a policy approach to the improvement of educational outcomes in schools. Analysis is undertaken of educational outcomes across secondary schools in Glasgow. The level of owner occupation in the catchment is positively associated with both examination results at S4 and positive destinations post-school, particularly at the more deprived end of the school spectrum. The results suggest that tenure mix may be both directly and indirectly related to school performance, with neighbourhood context effects not being entirely mediated through the school context. PMID:27499807

"Teachers Should Be like Second Parents": Affectivity, Schooling and Poverty in Mexico

ERIC Educational Resources Information Center

Blasco, Maribel

2004-01-01

The paper highlights the importance of affectivity in school retention in public secondary schools in Guadalajara, Mexico, in a socioeconomic context where the students themselves often decide whether to stay in school or to drop out. In such contexts, students' feelings towards the school and the teachers can become crucial in deciding whether to…

Reputation and Parental Logics of Action in Local School Choice Space in Finland

ERIC Educational Resources Information Center

Kosunen, Sonja

2014-01-01

Differences in reputation between schools and in classes within schools shape parental choice in the Finnish urban context, even if the differences in school performance and the risks of making a "bad" choice are relatively small. This study analyses the instrumental and expressive orders of schools in a specific educational context. Two…

Addressing Bullying Problems in Irish Schools and in Cyberspace: A Challenge for School Management

ERIC Educational Resources Information Center

Corcoran, Lucie; Mc Guckin, Conor

2014-01-01

Background: School management, in Ireland and also internationally, are currently faced with the problem of peer aggression among students both in a traditional school context and in a cyber context. Although Irish school principals are obliged to implement policy and procedures to counter bullying among students, there is a need for guidance that…

Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn

ERIC Educational Resources Information Center

Schwartz-Bloom, Rochelle D.; Halpin, Myra J.; Reiter, Jerome P.

2011-01-01

Few studies demonstrate the impact of teaching chemistry embedded in a context that has relevance to high school students. We build upon our prior work showing that pharmacology topics (i.e., drugs), which are inherently interesting to high school students, provide a useful context for teaching chemistry and biology. In those studies, teachers…

High School Religious Context and Reports of Same-Sex Attraction and Sexual Identity in Young Adulthood

ERIC Educational Resources Information Center

Wilkinson, Lindsey; Pearson, Jennifer

2013-01-01

The objectives of this study are to understand the association between high school religious context in adolescence and the reporting of same-sex attraction and sexual identity in young adulthood and how these associations vary by gender. Previous studies have considered how high school contexts shape the well-being of sexual minority youth, yet…

Does Context Matter? An Analysis of Training in Multicultural Assessment, Consultation, and Intervention between School Psychologists in Urban and Rural Contexts

ERIC Educational Resources Information Center

Newell, Markeda; Looser, Joshua

2018-01-01

The purpose of this study was to analyze the extent of training in multicultural assessment, intervention, and consultation of school psychologists in urban and rural contexts. Although there is greater cultural and sociodemographic diversity in urban settings as compared to rural settings, it is unknown whether school psychologists in urban…

Correlates of sedentary time in children: a multilevel modelling approach.

PubMed

Gomes, Thayse Natacha; dos Santos, Fernanda Karina; Santos, Daniel; Pereira, Sara; Chaves, Raquel; Katzmarzyk, Peter Todd; Maia, José

2014-08-30

Sedentary behaviour (SB) has been implicated as a potential risk factor for chronic disease. Since children spend most of their awake time in schools, this study aimed to identify individual- and school-level correlates of sedentary time using a multilevel approach, and to determine if these correlates have a similar effect in normal weight (NW) and overweight/obese (O/O) children. Sample comprised 686 Portuguese children aged 9-10 years from 23 schools that took part in the ISCOLE project. Actigraph GT3X + accelerometers were used 24 hours/day for 7 days to assess sedentary time (daily minutes <100 counts/min); BMI was computed and WHO cut-points were used to classify subjects as NW or O/O. Sex, BMI, number of siblings, family income, computer use on school days, and sleep time on school days were used as individual-level correlates. At the school level, school size (number of students), percentage of students involved in sports or physical activity (PA) clubs, school promotion of active transportation, and students' access to equipment outside school hours were used. All multilevel modelling analysis was done in SPSS, WINPEPI, and HLM. School-level correlates explain ≈ 6.0% of the total variance in sedentary time. Results (β ± SE) showed that boys (-30.85 ± 5.23), children with more siblings (-8.56 ± 2.71) and those who sleep more (-17.78 ± 3.06) were less sedentary, while children with higher family income were more sedentary (4.32 ± 1.68). At the school level, no variable was significantly correlated with sedentary time. Among weight groups, variables related to sedentary time in NW were sex, sleep time and family income, while in O/O sex, number of siblings and sleep time were significant correlates. No school-level predictors were significantly associated in either of the weight groups. Notwithstanding the relevance of the school environment in the reduction of children's sedentary time, individual and family characteristics played a more relevant role than the school context in this study.

Implementation of health promotion programmes in schools: an approach to understand the influence of contextual factors on the process?

PubMed

Darlington, Emily Joan; Violon, Nolwenn; Jourdan, Didier

2018-01-22

Implementing complex and multi-level public health programmes is challenging in school settings. Discrepancies between expected and actual programme outcomes are often reported. Such discrepancies are due to complex interactions between contextual factors. Contextual factors relate to the setting, the community, in which implementation occurs, the stakeholders involved, and the characteristics of the programme itself. This work uses realist evaluation to understand how contextual factors influence the implementation process, to result in variable programme outcomes. This study focuses on identifying contextual factors, pinpointing combinations of contextual factors, and understanding interactions and effects of such factors and combinations on programme outcomes on different levels of the implementation process. Schools which had participated in a school-based health promotion programme between 2012 and 2015 were included. Two sets of qualitative data were collected: semi-structured interviews with school staff and programme coordinators; and written documents about the actions implemented in a selection of four schools. Quantitative data included 1553 questionnaires targeting pupils aged 8 to 11 in 14 schools to describe the different school contexts. The comparison between what was expected from the programme (programme theory) and the outcomes identified in the field data, showed that some of the mechanisms expected to support the implementation of the programme, did not operate as anticipated (e.g. inclusion of training, initiation by decision-maker). Key factors which influenced the implementation process included, amongst other factors, the mode of introduction of the programme, home/school relationship, leadership of the management team, and the level of delegated power. Five types of interactions between contextual factors were put forward: enabling, hindering, neutral, counterbalancing and moderating effects. Recurrent combinations of factors were identified. Implementation was more challenging in vulnerable schools where school climate was poor. A single programme cannot be suited or introduced in the same manner in every context. However, key recurrent combinations of contextual factors could contribute to the design of implementation patterns, which could provide guidelines and recommendation for grass-root programme implementation.

Anti-Harassment Policies in Public Schools: How Vulnerable Are They?

ERIC Educational Resources Information Center

McCarthy, Martha

2002-01-01

Analyzes recent federal court decision striking down school anti-harassment policy on First Amendment grounds. Discusses freedom of expression rights in public setting as compared to public-school context. Argues decision incorrectly relies on law developed outside public-school context, unjustifiably finds violation of First Amendment, and may…

The Michigan Context and Performance Report Card: Public Elementary & Middle Schools, 2013

ERIC Educational Resources Information Center

Spalding, Audrey

2013-01-01

The Michigan Context and Performance Report Card measures school performance by adjusting standardized test scores to account for student background. Comparing schools using unadjusted test scores ignores the significant relationship between academic performance and student socioeconomic background--a dynamic outside a school's control. The…

A "Top-Down" Analysis of High School Teacher Motivation

ERIC Educational Resources Information Center

Ciani, Keith D.; Summers, Jessica J.; Easter, Matthew A.

2008-01-01

Classroom instruction may be affected by school contexts that are increasingly performance-driven because of legislative demands. Interpreting this as a need to investigate the relationships between school context and classroom practice, this study took a "top-down" approach by examining contextual elements of school goal structure and teacher…

Democracy Now? Race, Education, and Black Self-Determination

ERIC Educational Resources Information Center

Dixson, Adrienne

2011-01-01

Background/Context: The Supreme Court's June 2007 decision on the Parents Involved in Community Schools v. Seattle School District No. 1 (PICS) provides an important context for school districts and educational policy makers as they consider the role of race in school assignment. The PICS decision has been described as essentially…

Language approaches used with deaf pupils in Scottish schools: 2001-2004.

PubMed

Grimes, Marian; Thoutenhoofd, Ernst D; Byrne, Delma

2007-01-01

In this article we address "language approach" data as a key variable in quantitative, large-scale research on educational achievement, focusing on our work for the Achievements of Deaf Pupils in Scotland (ADPS) project. The complexity of approaches is addressed, with a particular focus on a "no-exclusion" model of service. In this context 3 years of language-related data are discussed, using constructions of language variables that take into account the variability in deaf pupils' hearing loss levels, types of provision, and professional practice. We see this as a necessary first step toward offering a nuanced context for understanding patterns in the educational outcomes among the ADPS population to be reported in a later article. The ADPS data on language approach can reveal general patterns at macro levels: our analysis suggests that, in Scotland, the extent and quality of British Sign Language/English provision may be determined more by local factors than by linguistic requirements and that ostensibly responsive policies can mask a limited spectrum for pupils and their families. However, the ADPS data are insufficiently sensitive to detailed and local variations to reflect the full complexity of language situations over time-a situation which represents an ongoing challenge for all long-term, large-scale studies.

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.

"It's Like Spiderman … with Great Power Comes Great Responsibility": School Autonomy, School Context and the Audit Culture

ERIC Educational Resources Information Center

Keddie, Amanda

2014-01-01

This paper explores issues of school autonomy within the context of the performative demands of the audit culture. The focus is on a case study of Clementine Academy, a large and highly diverse English secondary school. Specific situated, professional, material and external factors at the school were significant in shaping Clementine's response to…

Educating Today's School Social Workers: Are School Social Work Courses Responding to the Changing Context?

ERIC Educational Resources Information Center

Berzin, Stephanie Cosner; O'Connor, Sarah

2010-01-01

School social work takes place within the dynamic context of the educational landscape, yet research indicates that school social work practice has been slow to adjust to the demands of that landscape. Little research has assessed whether school social workers are being adequately prepared to address the educational shifts that underlie today's…

Exploring Marine Ecosystems with Elementary School Portuguese Children: Inquiry-Based Project Activities Focused on "Real-Life" Contexts

ERIC Educational Resources Information Center

Guilherme, Elsa; Faria, Cláudia; Boaventura, Diana

2016-01-01

The purpose of the study was to investigate how young students engage in an inquiry-based project driven by real-life contexts. Elementary school children were engaged in a small inquiry project centred on marine biodiversity and species adaptations. All activities included the exploration of an out-of-school setting as a learning context. A total…

Effects of Storylines Embedded within the Context-Based Approach on Pre-Service Primary School Teachers' Conceptions of Matter and Its States

ERIC Educational Resources Information Center

Demircioglu, Hülya; Ayas, Alipasa; Demircioglu, Gökhan; Özmen, Haluk

2015-01-01

In this study, the effect of the context-based approach on pre-service primary school teachers' understanding of matter and its states and their attitude towards chemistry was investigated. Using a simple experimental design, the study was conducted with 35 pre-service primary school teachers who were exposed to context-based material with…

Teachers as Advocates for School Improvement: The Role of Vision and the Impact of Context

ERIC Educational Resources Information Center

Rulli, Carolyn

2013-01-01

The classroom teacher with a vision and a desire to enact that vision has been identified in the research literature as a key player in school reform. The literature suggests that teacher advocacy for school improvement may be shaped by the context in which they work, and that differences between their vision and the reality of their context can…

Young People Whose Parents Are Separated or Divorced: A Case for Researching Their Experiences at the Intersection of Home and School

ERIC Educational Resources Information Center

Beausang, Judith; Farrell, Ann; Walsh, Kerryann

2012-01-01

Background: Young people whose parents are separated or divorced form a significant and increasing proportion of young people who attend school. To date, empirical research with young people whose parents are separated or divorced has tended to focus on either their household context, or their school context, rather than on both contexts together.…

The promotional role of school and community contexts for military students.

PubMed

Astor, Ron Avi; De Pedro, Kris Tunac; Gilreath, Tamika D; Esqueda, Monica C; Benbenishty, Rami

2013-09-01

This article examines how supportive public school environments can serve as a promotional context for the development of children and adolescents from military families. The authors integrate theory and research from multiple research strands (e.g., human development, studies of at-risk youth, educational reform, goodness of fit theory, and school climate) to outline how public schools can support the development of all children and adolescents. This article provides further support for the supposition that school climates and the social-ecological contexts surrounding a school (e.g., universities, communities, school districts) have the potential to protect at-risk children and adolescents from an array of negative social, emotional, and psychological outcomes. The authors draw linkages between these research domains and the development of military children and adolescents. Promotional civilian school environments embedded within supportive and inclusive contexts can create a social infrastructure that supports the development of military children and adolescents. The authors argue that this conceptual approach can create a foundation for interventions and research that focuses on schools as normative supportive developmental settings for military children and youth during challenging times of war (e.g., deployments and multiple school transitions). This article concludes with a discussion of future directions in research on the development of military children and adolescents. Based on a heuristic conceptual model that outlines areas needing further research, the authors call for a deeper theoretical and empirical integration of school climate and external contextual factors surrounding the school. Investigating the social and organizational dynamics within these contexts can result in a more comprehensive picture of the development of military children and adolescents.

Emotional expression in school context, social relationships, and academic adjustment in kindergarten.

PubMed

Hernández, Maciel M; Eisenberg, Nancy; Valiente, Carlos; VanSchyndel, Sarah K; Spinrad, Tracy L; Silva, Kassondra M; Berger, Rebecca H; Diaz, Anjolii; Terrell, Nathan; Thompson, Marilyn S; Southworth, Jody

2016-06-01

This study evaluated direct relations of both kindergarteners' (N = 301) naturalistically observed emotion in 2 different school contexts and early kindergarten verbal competence to academic adjustment (i.e., standardized measures of academic achievement, teacher-reported academic skills, teacher-reported and observed school engagement) and if these relations were mediated by teacher-reported conflict with students and by peer acceptance. When controlling for verbal competence, positive emotions expressed in the classroom context positively directly predicted academic skills, whereas positive emotions expressed outside class (lunch/recess) negatively predicted academic skills. Negative emotions observed in the classroom context and during lunch/recess negatively predicted academic achievement. Positive emotions observed in both contexts indirectly predicted higher school engagement through its positive relation to peer acceptance; positive emotions expressed in lunch and recess indirectly predicted higher school engagement via lower teacher-student conflict. Negative emotions observed in both contexts also indirectly predicted lower school engagement via higher teacher-student conflict. Furthermore, verbal competence indirectly predicted higher academic adjustment via lower teacher-student conflict. Moreover, verbal competence moderated the association between peer acceptance (but not teacher-student conflict) and academic adjustment. Because verbal competence moderated the associations from peer competence, positive emotions in both contexts indirectly predicted higher academic adjustment via higher peer acceptance primarily for children with low, but not high, initial verbal competence. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Emotional Expression in School Context, Social Relationships, and Academic Adjustment in Kindergarten

PubMed Central

Hernández, Maciel M.; Eisenberg, Nancy; Valiente, Carlos; VanSchyndel, Sarah K.; Spinrad, Tracy L.; Silva, Kassondra M.; Berger, Rebecca H.; Diaz, Anjolii; Terrell, Nathan; Thompson, Marilyn S.; Southworth, Jody

2015-01-01

This study evaluated direct relations of both kindergarteners’ (N = 301) naturalistically observed emotion in two different school contexts and early kindergarten verbal competence to academic adjustment (i.e., standardized measures of academic achievement, teacher-reported academic skills, teacher-reported and observed school engagement) and if these relations were mediated by teacher-reported conflict with students and by peer acceptance. When controlling for verbal competence, positive emotions expressed in the classroom context positively directly predicted academic skills, whereas positive emotions expressed outside class (lunch/recess) negatively predicted academic skills. Negative emotions observed in the classroom context and during lunch/recess negatively predicted academic achievement. Positive emotions observed in both contexts indirectly predicted higher school engagement through its positive relation to peer acceptance; positive emotions expressed in lunch and recess indirectly predicted higher school engagement via lower teacher–student conflict. Negative emotions observed in both contexts also indirectly predicted lower school engagement via higher teacher–student conflict. Furthermore, verbal competence indirectly predicted higher academic adjustment via lower teacher–student conflict. Moreover, verbal competence moderated the association between peer acceptance (but not teacher–student conflict) and academic adjustment. Because verbal competence moderated the associations from peer competence, positive emotions in both contexts indirectly predicted higher academic adjustment via higher peer acceptance primarily for children with low, but not high, initial verbal competence. PMID:26751629

Dimensions rurales-urbaines de la gestion scolaire en contexte de décroissance des clientèles et des compression budgétaires

NASA Astrophysics Data System (ADS)

Crespo, Manuel; Haché, Jean B.; Desranleau, Claude

1985-12-01

Using data collected in a provincial poll and provided by the Ministry of Education of Quebec, this article analyzes the impact of the urban-rural variable on different aspects of the management of school commissions at a time of economic recession and population decrease. The reduction in school enrollees as much as that of the educational personnel is more considerable in the urban environment than the rural one. When analyzing the consequences of management strategies in all assessments the decrease in enrolments and the urban-rural variable show constant results. Although some of these effects are direct, in most cases, however, they tend to be indirect because of the decrease in the number of staff members. In general, the consequences of management are less positive in the urban environment than in the rural one. Finally, according to the respondents the quality of the service linked to teaching has deteriorated more so in the urban environment than compared to the rural one.

Atwood's machine as a tool to introduce variable mass systems

NASA Astrophysics Data System (ADS)

de Sousa, Célia A.

2012-03-01

This article discusses an instructional strategy which explores eventual similarities and/or analogies between familiar problems and more sophisticated systems. In this context, the Atwood's machine problem is used to introduce students to more complex problems involving ropes and chains. The methodology proposed helps students to develop the ability needed to apply relevant concepts in situations not previously encountered. The pedagogical advantages are relevant for both secondary and high school students, showing that, through adequate examples, the question of the validity of Newton's second law may even be introduced to introductory level students.

Studies of Physical Education in the United States Using SOFIT: A Review.

PubMed

McKenzie, Thomas L; Smith, Nicole J

2017-12-01

An objective database for physical education (PE) is important for policy and practice decisions, and the System for Observing Fitness Instruction Time (SOFIT) has been identified as an appropriate surveillance tool for PE across the nation. The purpose of this review was to assess peer-reviewed studies using SOFIT to study K-12 PE in U.S. schools. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses informed the review, and 10 databases were searched for English-language articles published through 2016. A total of 704 records identifying SOFIT were located, and 137 full texts were read. Two authors reviewed full-text articles, and a data extraction tool was developed to select studies and main topics for synthesis. Twenty-nine studies that included direct observations of 12,256 PE lessons met inclusion criteria; 17 were conducted in elementary schools, 9 in secondary schools, and 3 in combined-level schools. Inconsistent reporting among studies was evident, including not all identifying the number of classes and teachers involved. All studies reported student physical activity, but fewer reported observer reliabilities (88%), lesson context (76%), teacher behavior (38%), and PE dosage (34%). The most frequently analyzed independent variables were teacher preparation (48%), lesson location (38%), and student gender (31%). SOFIT can be used reliably in diverse settings. Inconsistent reporting about study procedures and variables analyzed, however, limited comparisons among studies. Adherence to an established protocol and more consistent reporting would more fully enable the development of a viable database for PE in U.S. schools.

School Grades, School Context and University Degree Performance: Evidence from an Elite Scottish Institution

ERIC Educational Resources Information Center

Lasselle, Laurence; McDougall-Bagnall, Jonathan; Smith, Ian

2014-01-01

This paper investigates degree classification outcomes for students with SQA Higher qualifications at an elite Scottish university. Students are characterised according to a new indicator based on their secondary school's academic performance relative to the national (Scottish) average. The results show that our school context indicator provides…

The Dragon in School Backyards: The Influence of Mandated Testing on School Contexts and Educators' Narrative Knowing

ERIC Educational Resources Information Center

Craig, Cheryl J.

2004-01-01

Researched in the narrative inquiry tradition, this article examines the influence of state-mandated accountability testing on Eagle High School's dramatically shifting context and the embodied knowledge held and expressed by principal, Henry Richards, and the Eagle teachers. Through carefully unpacking Richards's dragon in school backyards…

Teacher Working Conditions in Charter Schools and Traditional Public Schools: A Comparative Study

ERIC Educational Resources Information Center

Ni, Yongmei

2012-01-01

Background/Context: Teachers affect student performance through their interaction with students in the context of the classrooms and schools where teaching and learning take place. Although it is widely assumed that supportive working conditions improve the quality of instruction and teachers' willingness to remain in a school, little is known…

Protective Family Factors in the Context of Neighborhood: Promoting Positive School Outcomes

ERIC Educational Resources Information Center

Woolley, Michael E.; Grogan-Kaylor, Andrew

2006-01-01

Three developmental contexts--school, neighborhood, and family--influence school outcomes. The focus of the current investigation was on the promotive role of 4 family factors--family satisfaction, family support, family integration, and home academic culture--on 3 school outcomes. These outcomes included student self-reported sense of school…

Ahead of the Curve: Implementation Challenges in Personalized Learning School Models

ERIC Educational Resources Information Center

Bingham, Andrea J.; Pane, John F.; Steiner, Elizabeth D.; Hamilton, Laura S.

2018-01-01

In the current educational context, school models that leverage technology to personalize instruction have proliferated, as has student enrollment in, and funding of, such school models. However, even the best laid plans are subject to challenges in design and practice, particularly in the dynamic context of a school. In this collective case…

Creative Educational Practices for Inclusion

ERIC Educational Resources Information Center

Piske, Fernanda Hellen Ribeiro; Stoltz, Tania; Machado, Jarci

2014-01-01

Inclusion of gifted students depends on several aspects to happen in the school context, and one of the most important aspects to include these children at school is creative educational practices. Teaching with art is a good possibility to make children feel motivated to attend school. In the school context, the inclusion of these children could…

Putting School Reform in Its Place: Social Geography, Organizational Social Capital, and School Performance

ERIC Educational Resources Information Center

Holme, Jennifer Jellison; Rangel, Virginia Snodgrass

2012-01-01

For decades, policymakers and researchers have struggled to understand the reasons that schools in disadvantaged contexts have relatively more trouble responding successfully to reform demands. This analysis extends theory regarding the challenges of school change in disadvantaged contexts by illustrating how the internal resources that schools…

"School Banding": Principals' Perspectives of Teacher Professional Development in the School-Based Management Context

ERIC Educational Resources Information Center

Lee, Daphnee Hui Lin; Chiu, Chi Shing

2017-01-01

Purpose: The purpose of this paper is to explore how principals' leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach: The case study is situated within the context of school-based management, comprising reflective…

Consistency of Nature of Science Views across Scientific and Socio-Scientific Contexts

ERIC Educational Resources Information Center

Khishfe, Rola

2017-01-01

The purpose of the investigation was to investigate the consistency of NOS views among high school students across different scientific and socio-scientific contexts. A total of 261 high school students from eight different schools in Lebanon participated in the investigation. The schools were selected based on different geographical areas in…

Physical activity school intervention: context matters.

PubMed

Guldager, J D; Andersen, P T; von Seelen, J; Leppin, A

2018-06-01

School-based interventions for increasing physical activity among children are widespread, however there is still a lack of knowledge about how school context factors are linked to implementation quality and effectiveness of programmes. The aim of this paper is to examine teacher-perceived effectiveness of a Danish national classroom-based health programme 'Active Around Denmark' and in particular, to investigate whether perceptions vary as a function of school social context factors. After completion of the programme all teachers (N = 5.892) received an electronic questionnaire. 2.097 completed the questionnaire (response rate 36%) and 1.781 datasets could be used for analysis. The teachers were asked about their perceptions of changes in children's attitudes towards and levels of physical activity after the competition. Our results indicated that certain contextual factors, such as schools' prioritization of health promotion, teachers' support by their school principal in implementation as well as teacher's satisfaction with the school' physical environment made a significant difference in teacher-perceived effectiveness. To conclude, teacher-perceived effectiveness of the health programme does vary as a function of school social context factors.

The effect of normative context variability on recognition memory.

PubMed

Steyvers, Mark; Malmberg, Kenneth J

2003-09-01

According to some theories of recognition memory (e.g., S. Dennis & M. S. Humphreys, 2001), the number of different contexts in which words appear determines how memorable individual occurrences of words will be: A word that occurs in a small number of different contexts should be better recognized than a word that appears in a larger number of different contexts. To empirically test this prediction, a normative measure is developed, referred to here as context variability, that estimates the number of different contexts in which words appear in everyday life. These findings confirm the prediction that words low in context variability are better recognized (on average) than words that are high in context variability. (c) 2003 APA, all rights reserved

Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students.

PubMed

Oberle, Eva; Schonert-Reichl, Kimberly A

2016-06-01

The purpose of this study was to explore the link between classroom teachers' burnout levels and students' physiological stress response. Drawing from a stress-contagion framework, we expected higher levels of teacher burnout to be related to elevated cortisol levels in elementary school students (N = 406, 50% female, Mean age = 11.26, SD = .89). Classroom teacher burnout was assessed with the Maslach Burnout Inventory modified for teachers. Salivary cortisol was collected as an indicator of students' hypothalamic-pituitary-adrenal (HPA) functioning. We collected salivary cortisol in children at 9 a.m., 11:30 a.m., and 2 p.m. in the classroom setting. Using Multilevel Modeling, we found that children's morning cortisol levels significantly varied between classrooms (10% variability). Higher levels of classroom teacher burnout significantly predicted the variability in morning cortisol. Teacher burnout reduced the unexplained variability in cortisol at the classroom level to 4.6%. This is the first study to show that teachers' occupational stress is linked to students' physiological stress regulation. We discuss the present findings in the context of potential stress contagion in the classroom, considering empirical and practical relevance. Copyright © 2016 Elsevier Ltd. All rights reserved.

The practice of bullying among Brazilian schoolchildren and associated factors, National School Health Survey 2015.

PubMed

Mello, Flávia Carvalho Malta; Silva, Jorge Luiz da; Oliveira, Wanderlei Abadio de; Prado, Rogério Ruscitto do; Malta, Deborah Carvalho; Silva, Marta Angélica Iossi

2017-09-01

This study explored associations between bullying and sociodemographic, mental health and risk behavior variables in school age children. This cross-sectional survey analyzed data from the National School Health Survey (PeNSE 2015). A multiple logistic regression analysis checked for factors associated with bullying. Nineteen point eight percent (95%CI 10.5 - 20.0) of the students claimed they practiced bullying. The practice of bullying was more common among students enrolled in private schools, those living with their parents, and those whose mothers have more years of schooling and are gainfully employed (28.1% CI 27.3-28.8). In terms of mental health characteristics, bullying was more common among those feeling alone, suffering from insomnia and with no friends. Looking at family characteristics, those reporting they are physically punished by family members (33.09% CI 33.1-34.6) and miss school without telling their family (28.4% 95% CI 27.9-29.0) are more likely to practice bullying. Bullying was more frequent among those reporting tobacco, alcohol and drug use, and among students claiming to have had sexual relations. The data shows that bullying is significant and interferes in school children's health and the teaching-learning process. This must be addressed looking at youth as protagonists and in an inter-sectoral context.

Gay guys using gay language: friendship, shared values and the intent-context-effect matrix.

PubMed

McCormack, Mark; Wignall, Liam; Morris, Max

2016-12-01

This article draws on in-depth interviews with 35 openly gay male undergraduates from four universities in England to develop an understanding of the changing nature of language related to homosexuality. In addition to finding a diminution in the prevalence of homophobic language, we demonstrate that participants maintain complex and nuanced understandings of phrases that do not use homophobic pejoratives, such as 'that's so gay'. The majority of participants rejected the notion that these phrases are inherently homophobic, instead arguing that the intent with which they are said and the context in which they are used are vital in understanding their meaning and effect. We conceptualize an intent-context-effect matrix to understand the interdependency of these variables. Highlighting the situated nature of this matrix, we also demonstrate the importance of the existence of shared norms between those saying and hearing the phrase when interpreting such language. © London School of Economics and Political Science 2016.

Modifiable lifestyle behavior patterns, sedentary time and physical activity contexts: a cluster analysis among middle school boys and girls in the SALTA study.

PubMed

Marques, Elisa A; Pizarro, Andreia N; Figueiredo, Pedro; Mota, Jorge; Santos, Maria P

2013-06-01

To analyze how modifiable health-related variables are clustered and associated with children's participation in play, active travel and structured exercise and sport among boys and girls. Data were collected from 9 middle-schools in Porto (Portugal) area. A total of 636 children in the 6th grade (340 girls and 296 boys) with a mean age of 11.64 years old participated in the study. Cluster analyses were used to identify patterns of lifestyle and healthy/unhealthy behaviors. Multinomial logistic regression analysis was used to estimate associations between cluster allocation, sedentary time and participation in three different physical activity (PA) contexts: play, active travel, and structured exercise/sport. Four distinct clusters were identified based on four lifestyle risk factors. The most disadvantaged cluster was characterized by high body mass index, low high-density lipoprotein cholesterol and cardiorespiratory fitness and a moderate level of moderate to vigorous PA. Everyday outdoor play (OR=1.85, 95%CI 0.318-0.915) and structured exercise/sport (OR=1.85, 95%CI 0.291-0.990) were associated with healthier lifestyle patterns. There were no significant associations between health patterns and sedentary time or travel mode. Outdoor play and sport/exercise participation seem more important than active travel from school in influencing children's healthy cluster profiles. Copyright © 2013 Elsevier Inc. All rights reserved.

Schools, Schooling, and Children's Support of Their Aging Parents.

PubMed

Brauner-Otto, Sarah R

2009-10-01

Intergenerational transfers play an important role in individuals' lives across the life course. In this paper I pull together theories on intergenerational transfers and social change to inform our understanding of how changes in the educational context influence children's support of their parents. By examining multiple aspects of a couple's educational context, including husbands' and wives' education and exposure to schools, this paper provides new information on the mechanisms through which changes in social context influence children's support of their parents. Using data from a rural Nepalese area I use multilevel logistic regression to estimate the relationship between schooling, exposure to schools, and the likelihood of couples giving to their parents. I find that both schooling and exposure to schools itself have separate, opposite effects on support of aging parents. Higher levels of schooling for husbands was associated with a higher likelihood of having given support to husbands' parents. On the other hand, increased exposure to schools for husbands and wives was associated with a lower likelihood of having given to wives' parents. Findings constitute evidence that multiple motivations for intergenerational support exist simultaneously and are related to social context through different mechanisms.

Analysis of Secondary School Students’ Algebraic Thinking and Math-Talk Learning Community to Help Students Learn

NASA Astrophysics Data System (ADS)

Nurhayati, D. M.; Herman, T.; Suhendra, S.

2017-09-01

This study aims to determine the difficulties of algebraic thinking ability of students in one of secondary school on quadrilateral subject and to describe Math-Talk Learning Community as the alternative way that can be done to overcome the difficulties of the students’ algebraic thinking ability. Research conducted by using quantitative approach with descriptive method. The population in this research was all students of that school and twenty three students as the sample that was chosen by purposive sampling technique. Data of algebraic thinking were collected through essay test. The results showed the percentage of achievement of students’ algebraic thinking’s indicators on three aspects: a) algebra as generalized arithmetic with the indicators (conceptually based computational strategies and estimation); b) algebra as the language of mathematics (meaning of variables, variable expressions and meaning of solution); c) algebra as a tool for functions and mathematical modelling (representing mathematical ideas using equations, tables, or words and generalizing patterns and rules in real-world contexts) is still low. It is predicted that because the secondary school students was not familiar with the abstract problem and they are still at a semi-concrete stage where the stage of cognitive development is between concrete and abstract. Based on the percentage achievement of each indicators, it can be concluded that the level of achievement of student’s mathematical communication using conventional learning is still low, so students’ algebraic thinking ability need to be improved.

Using an adaptive expertise lens to understand the quality of teachers' classroom implementation of computer-supported complex systems curricula in high school science

NASA Astrophysics Data System (ADS)

Yoon, Susan A.; Koehler-Yom, Jessica; Anderson, Emma; Lin, Joyce; Klopfer, Eric

2015-05-01

Background: This exploratory study is part of a larger-scale research project aimed at building theoretical and practical knowledge of complex systems in students and teachers with the goal of improving high school biology learning through professional development and a classroom intervention. Purpose: We propose a model of adaptive expertise to better understand teachers' classroom practices as they attempt to navigate myriad variables in the implementation of biology units that include working with computer simulations, and learning about and teaching through complex systems ideas. Sample: Research participants were three high school biology teachers, two females and one male, ranging in teaching experience from six to 16 years. Their teaching contexts also ranged in student achievement from 14-47% advanced science proficiency. Design and methods: We used a holistic multiple case study methodology and collected data during the 2011-2012 school year. Data sources include classroom observations, teacher and student surveys, and interviews. Data analyses and trustworthiness measures were conducted through qualitative mining of data sources and triangulation of findings. Results: We illustrate the characteristics of adaptive expertise of more or less successful teaching and learning when implementing complex systems curricula. We also demonstrate differences between case study teachers in terms of particular variables associated with adaptive expertise. Conclusions: This research contributes to scholarship on practices and professional development needed to better support teachers to teach through a complex systems pedagogical and curricular approach.

Research as Relationship: Ethics and School-University Collaboration.

ERIC Educational Resources Information Center

Vare, Jonatha W.

This paper illustrates a researcher/teacher's "situated," (using the workplace as a cultural context) and "gendered" (following the female's subjective preference for context and relationship) understanding of ethics and school-university collaboration. It discusses two ethical issues that arise when school and university…

Teacher Turnover in Organizational Context: Staffing Stability in Los Angeles Charter, Magnet, and Regular Public Schools

ERIC Educational Resources Information Center

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

2018-01-01

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

"The Biggest Problem": School Leaders' Covert Construction of Latino ELL Families--Institutional Racism in a Neoliberal Schooling Context

ERIC Educational Resources Information Center

Briscoe, Felecia M.

2014-01-01

This critical discourse analysis focuses upon the discursive construction of Latino English language learners (ELL) identity within a Texas neoliberal schooling context. Qualitative content analysis was used to examine the construction of Latino ELL identities in the discourses of Texas school leaders practicing under the aegis of neoliberal…

The School Food Plan and the Social Context of Food in Schools

ERIC Educational Resources Information Center

Hart, Caroline Sarojini

2016-01-01

This paper explores the social context of food practices in primary schools in England based on research conducted in 2013-2014 as part of the Sheffield School Food Project. Drawing on the capability approach, and social quality theory, the theoretical framework informed a research methodology enabling exploration of ways in which food practices…

Variation by Gender in Abu Dhabi High School Students' Interests in Physics

ERIC Educational Resources Information Center

Badri, Masood; Mazroui, Karima Al; Al Rashedi, Asma; Yang, Guang

2016-01-01

Abu Dhabi high school students' interest in physics in different contexts was investigated with a survey conducted in connection with the international project, The Relevance of Science Education (ROSE). The sample consisted of 2248 students in public and private schools. Means of most items that belong to the school physics context for both girls…

Nagging, Noobs and New Tricks--Students' Perceptions of School as a Context for Digital Technology Use

ERIC Educational Resources Information Center

Bulfin, Scott; Johnson, Nicola; Nemorin, Selena; Selwyn, Neil

2016-01-01

While digital technology is an integral feature of contemporary education, schools are often presumed to constrain and compromise students' uses of technology. This paper investigates students' experiences of school as a context for digital technology use. Drawing upon survey data from three Australian secondary schools (n = 1174), this paper…

Leadership for Coping with and Adapting to Policy Change in Deprived Contexts: Lessons from School Principals

ERIC Educational Resources Information Center

Bhengu, Thamsanqa Thulani; Myende, Phumlani Erasmus

2016-01-01

This paper explores what, from school principals' perspectives, constitutes leadership for coping with and adapting to policy change within deprived school contexts. Using qualitative interpretive research, we drew from the practices of five principals that were purposively selected from a broader study, which focused on school principals'…

A Global Study of the Practice and Impact of Distributed Instructional Leadership in International Baccalaureate (IB) Schools

ERIC Educational Resources Information Center

Hallinger, Philip; Lee, Moosung

2012-01-01

Over the last half century, international schools have come to represent an increasingly important sector in the changing global education context. International Baccalaureate (IB) schools in particular, and international schools more generally, can be viewed as specific types of educational contexts for leadership practice. In this article we…

Relationships of Social Context and Identity to Problem Behavior among High-Risk Hispanic Adolescents

PubMed Central

Schwartz, Seth J.; Mason, Craig A.; Pantin, Hilda; Wang, Wei; Brown, C. Hendricks; Campo, Ana; Szapocznik, José

2008-01-01

The present study was designed to examine the extent to which (a) family and school functioning and (b) personal and ethnic identity is associated with conduct problems, drug use, and sexual risk taking in a sample of 227 high-risk Hispanic adolescents. Adolescents participated in the study with their primary parents, who were mostly mothers. Adolescents completed measures of family and school functioning, personal and ethnic identity, conduct problems, and drug use. Parents completed measures of family functioning and adolescent conduct problems. Results indicated that school functioning and personal identity confusion were related to alcohol use, illicit drug use, and sexual risk taking indirectly through adolescent reports of conduct problems. Adolescent reports of family functioning were related to alcohol use, illicit drug use, and sexual risk taking through school functioning and conduct problems. Results are discussed in terms of the problem behavior syndrome and in terms of the finding of relative independence of contextual and identity variables vis-à-vis conduct problems, substance use, and sexual risk taking. PMID:19412356

Long Live Love. The implementation of a school-based sex-education program in the Netherlands

PubMed Central

Schutte, Lisette; Meertens, Ree M.; Mevissen, Fraukje E. F.; Schaalma, Herman; Meijer, Suzanne; Kok, Gerjo

2014-01-01

Implementation of health education programs is often inadequately considered or not considered at all in planning, developing and evaluating interventions. With the focus being predominantly on the adoption stage, little is known about the factors influencing the implementation and continuation stages of the diffusion process. This study contributes to the understanding of factors that promote or impede each stage of the diffusion process in the school setting using the sex education program Long Live Love (LLL) as an example. A survey integrating different diffusion-related concepts was completed by 130 teachers. Results showed that teacher curriculum-related beliefs were associated with all stages in the diffusion process. Although adoption of LLL was predominantly related to teacher curriculum-related beliefs, implementation completeness and fidelity and continued use of LLL were also enhanced by contextual factors, namely teacher training and interactive context variables (school policy, governing body support and student response), respectively. The results of this study can be used to optimize the adoption, implementation and continuation of school-based (sexual) health promotion programs. PMID:24817522

Some Sociological Contexts for Consideration When Designing a School Puberty/Sexuality Curriculum

ERIC Educational Resources Information Center

Collier-Harris, Christine A.; Goldman, Juliette D. G.

2017-01-01

Sociological contexts are key factors in education and schooling. Contemporary contexts of world-view, or "Weltanschauungen," such as human rights, public health, demographics, biosocial factors including earlier puberty and a developmentalist approach, and technological connectivity, warrant significant professional consideration by…

Social network influences on smoking, drinking and drug use in secondary school: centrifugal and centripetal forces.

PubMed

Fletcher, Adam; Bonell, Chris

2013-06-01

We explore how school experiences and social networks structure young people's substance use in different institutional contexts. The concepts of 'selection' and 'influence' are situated within the context of bounded agency, counter-school cultures and Bourdieusian notions of capital. We employed individual and group interviews, network-mapping, and observations at two contrasting English secondary schools. Both schools were characterised by extended social network structures that appeared to influence patterns of substance use, although the mechanisms via which this occurred varied according to school context. At Grange House school (suburban context) a minority of students from disadvantaged families were alienated by the attainment-focused regime, marginalised by a strong peer-led centrifugal force pushing them outwards, and substance use was an alternative source of bonding and identity for these students. In contrast, at North Street a centripetal force operated whereby the majority of students were pulled towards highly-visible, normative markers of 'safe', 'road culture', such as cannabis use and gang-involvement, as they attempted to fit in and survive in an inner-city school environment. We conclude that health inequalities may be reproduced through these distinctive centrifugal and centripetal forces in different institutional contexts, and this should be the focus of quantitative examination in the UK and elsewhere. © 2013 The Authors. Sociology of Health & Illness © 2013 Foundation for the Sociology of Health & Illness/John Wiley & Sons Ltd.

Individualism and socioeconomic diversity at school as related to perceptions of the frequency of peer aggression in fifteen countries.

PubMed

Menzer, Melissa M; Torney-Purta, Judith

2012-10-01

The purpose of this study was to examine two aspects of context for peer aggression: national individualism and distributions of socioeconomic status in the school. School administrators for each school reported on their perceptions of the frequency of bullying and violence in their school. The sample comprised 990 school principals/headmasters from nationally representative samples of schools in 15 countries surveyed as part of the larger IEA Civic Education Study (Torney-Purta, Lehmann, Oswald, & Schulz, 2001). A national context of individualism was associated with violence but not bullying. Schools with high socioeconomic diversity had more bullying than homogeneously low or high socioeconomic status schools. In addition, diverse schools had more violence than affluent schools. Results suggest that bullying and violence should be investigated as separate constructs. Furthermore, contexts, such as national culture and school socioeconomic diversity, are important in understanding the prevalence of bullying and violence in schools internationally. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Family and school socioeconomic disadvantage: interactive influences on adolescent dating violence victimization.

PubMed

Spriggs, Aubrey L; Halpern, Carolyn Tucker; Herring, Amy H; Schoenbach, Victor J

2009-06-01

Although low socioeconomic status has been positively associated with adult partner violence, its relationship to adolescent dating violence remains unclear. Further, few studies have examined the relationship between contextual disadvantage and adolescent dating violence, or the interactive influences of family and contextual disadvantage. Guided by social disorganization theory, relative deprivation theory, and gendered resource theory, we analyzed data from the U.S. National Longitudinal Study of Adolescent Health (1994-1996) to explore how family and school disadvantage relate to dating violence victimization. Psychological and minor physical victimization were self-reported by adolescents in up to six heterosexual romantic or sexual relationships. Family and school disadvantage were based on a principal component analysis of socioeconomic indicators reported by adolescents and parents. In weighted multilevel random effects models, between-school variability in dating violence victimization was proportionately small but substantive: 10% for male victimization and 5% for female victimization. In bivariate analyses, family disadvantage was positively related to victimization for both males and females; however, school disadvantage was only related to males' physical victimization. In models adjusted for race/ethnicity, relative age within the school, and mean school age, neither family nor school disadvantage remained related to males' victimization. For females, family disadvantage remained significantly positively associated with victimization, but was modified by school disadvantage: family disadvantage was more strongly associated with dating violence victimization in more advantaged schools. Findings support gendered resource theory, and suggest that status differentials between females and their school context may increase their vulnerability to dating violence victimization.

Aspects of science engagement, student background, and school characteristics: Impacts on science achievement of U.S. students

NASA Astrophysics Data System (ADS)

Grabau, Larry J.

Science achievement of U.S. students has lagged significantly behind other nations; educational reformers have suggested science engagement may enhance this critical measure. The 2006 Program for International Student Assessment (PISA) was science-focused and measured science achievement along with nine aspects of science engagement: science self-efficacy, science self-concept, enjoyment of science, general interest in learning science, instrumental motivation for science, future-oriented science motivation, general value of science, personal value of science, and science-related activities. I used multilevel modeling techniques to address both aspects of science engagement and science achievement as outcome variables in the context of student background and school characteristics. Treating aspects of science engagement as outcome variables provided tests for approaches for their enhancement; meanwhile, treating science achievement as the outcome variable provided tests for the influence of the aspects of science engagement on science achievement under appropriate controls. When aspects of science engagement were treated as outcome variables, gender and father's SES had frequent (significant) influences, as did science teaching strategies which focused on applications or models and hands-on activities over-and-above influences of student background and other school characteristics. When science achievement was treated as the outcome variable, each aspect of science engagement was significant, and eight had medium or large effect sizes (future-oriented science motivation was the exception). The science teaching strategy which involved hands-on activities frequently enhanced science achievement over-and-above influences of student background and other school characteristics. Policy recommendations for U.S. science educators included enhancing eight aspects of science engagement and implementing two specific science teaching strategies (focus on applications or models and hands-on activities). Focused implementation of these research findings could enhance both science engagement and science achievement of U.S. students. I identified five keylimitations of my research project: the age of the dataset, the lack of racial/ethnic identifiers, the low proportion of student-level variance accounted for by multilevel models with aspects of science engagement as outcome variables, the lack of class-level measures, and the lack of inclusion of students' epistemological and fixed/flexible beliefs. These limitations provide opportunities for further investigations into these critical issues in science education.

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.

School Culture and Postgraduate Professional Development: Delineating the "Enabling School"

ERIC Educational Resources Information Center

Arthur, Linet; Marland, Harriet; Pill, Amanda; Rea, Tony

2010-01-01

The culture of the "enabling school" is investigated within the context of the government's policy of continuing professional development and postgraduate professional development for teachers in England. This context is problematised by considering teachers' conceptualisations of their professional autonomy, status and personal…

Preservice Teachers' Understanding of Variable

ERIC Educational Resources Information Center

Brown, Sue; Bergman, Judy

2013-01-01

This study examines the research on middle school students' understanding of variables and explores preservice elementary and middle school teachers' knowledge of variables. According to research studies, middle school students have limited understanding of variables. Many studies have examined the performance of middle school students and offered…

The Context of Secondary School Discipline: Discipline as Control

ERIC Educational Resources Information Center

Hewitson, M. T.

1977-01-01

Discipline is viewed in its broad organizational context as control of behavior. The context of secondary school discipline is analyzed in both its theoretical and practical aspects. Available from: Australian College of Education, 916 Swanston Street, Carlton, Victoria 3053, Australia, $2.50 single copy. (Author/MLF)

Classroom climate indicators and attitudes towards foreigners.

PubMed

Gniewosz, Burkhard; Noack, Peter

2008-10-01

The school has been described as an important socialization agent in the process of political development. But the mechanism concerning how school contributes to political development has rarely been investigated. In this study we focus on contextual variables, i.e., classroom climate indicators that are seen as important aspects of the context in which adolescent development takes place. The study was based on the total of 1312 German students. In multilevel analyses, we regressed students' reports on intolerant attitudes towards foreigners on background characteristics as well as on the perceived classroom climate. Fairness in the classroom as perceived by the individual student was found to be negatively related to intolerance and achievement pressure was positively related. Students attending the high college-bound track reported less antiforeigner attitudes as did students where parents had a more sophisticated educational background. The results are discussed proposing schools to provide an open climate as a contextual framework for the development of tolerant attitudes among adolescents.

The Sustainability of Comprehensive School Reform Models in Changing District and State Contexts

ERIC Educational Resources Information Center

Datnow, Amanda

2005-01-01

This article addresses the sustainability of comprehensive school reform (CSR) models in the face of turbulent district and state contexts. It draws on qualitative data gathered in a longitudinal case study of six CSR models implemented in 13 schools in one urban district. Why do reforms sustain in some schools and not in others? How do changing…

Ethnic Identity Construction in the Schooling Context: A Case Study of a Tibetan Neidi Boarding School in China

ERIC Educational Resources Information Center

Zhiyong, Zhu

2007-01-01

This article reviews the studies concerning ethnic identity construction in the schooling context. Next, it outlines a conceptual framework about theories of ethnic identity. Finally, it demonstrates a case study of ethnic identity construction of Neidi Tibet School with data collection and analysis. (Contains 1 note, 2 tables, and 2 figures.)

Successful School Leadership in Sweden and the US: Contexts of Social Responsibility and Individualism

ERIC Educational Resources Information Center

Merchant, Betty; Arlestig, Helene; Garza, Encarnacion; Johansson, Olof; Murakami-Ramalho, Elizabeth; Tornsren, Monika

2012-01-01

Purpose: The purpose of this cross-cultural study of schools in Sweden and Texas is to examine the cultural contexts of schools in both settings, and the leadership role of principals in creating and sustaining inclusive schools for diverse populations. Design/methodology/approach: The data were drawn from two studies; the first involving school…

The Michigan Context and Performance Report Card: Public Elementary and Middle Schools, 2015

ERIC Educational Resources Information Center

Spalding, Audrey; DeGrow, Ben

2016-01-01

This is the Mackinac Center's fourth school report card and covers elementary and middle schools. A similar report card was published in 2013, and this edition includes two years' worth of new data. A unique characteristic of this report card is that takes into consideration the "context" of a school when assessing its performance.…

The Regulation of Corporal Punishment: Examining the Legal Context in Order To Clarify the Options for the Small or Rural School.

ERIC Educational Resources Information Center

Rathbone, Charles H.; Hyman, Ronald T.

This paper examines legislation, court decisions, and state and local policies affecting the use of corporal punishment in schools, and speculates on the particular context presented by small or rural schools. There are no universally applicable federal statutes dealing with corporal punishment in schools. Decisions by the Supreme Court and…

The Frog Pond Revisited: High School Academic Context, Class Rank, and Elite College Admission

ERIC Educational Resources Information Center

Espenshade, Thomas J.; Hale, Lauren E.; Chung, Chang Y.

2005-01-01

In this article, the authors test a "frog-pond" model of elite college admission proposed by Attewell, operationalizing high school academic context as the secondary school-average SAT score and number of Advanced Placement tests per high school senior. Data on more than 45,000 applications to three elite universities show that a high…

Societal Issues and School Practices: An Ethnographic Investigation of the Social Context of School Computer Use.

ERIC Educational Resources Information Center

Friedman, Batya

This study examines the relationship between societal forces and school computer use in the context of two issues surrounding computer technology: computer property and computer privacy. Four types of data were collected from district administrators, principals, computer teachers, and students over a 9-month period in a high school with a broad,…

Prosocial behavior and childhood trajectories of internalizing and externalizing problems: The role of neighborhood and school contexts.

PubMed

Flouri, Eirini; Sarmadi, Zahra

2016-02-01

This study investigated the role of the interaction between prosocial behavior and contextual (school and neighborhood) risk in children's trajectories of externalizing and internalizing problems at ages 3, 5, and 7. The sample was 9,850 Millennium Cohort Study families who lived in England when the cohort children were aged 3. Neighborhood context was captured by the proportion of subsidized (social rented) housing in the neighborhood and school context by school-level achievement. Even after adjustment for child- and family-level covariates, prosocial behavior was related both to lower levels of problem behavior at school entry and to its trajectory before and after. Neighborhood social housing was related to the trajectory of problem behavior, and school-level achievement to lower levels of problem behavior at school entry. The negative association between prosocial and problem behavior was stronger for children attending low-performing schools or living in disadvantaged neighborhoods. The adverse "effect" of low prosocial behavior, associated with low empathy and guilt and with constricted emotionality, on internalizing and externalizing problems appears to be exacerbated in high-risk contexts. PsycINFO Database Record (c) 2016 APA, all rights reserved.

A Response to Deborah Meier.

ERIC Educational Resources Information Center

Sarason, Seymour

1998-01-01

Meier is no bleeding-heart liberal who oversimplifies difficulties involved in creating classrooms and schools reflective of productive learning contexts. Larger system of school governance is inimical to creating such contexts. In his book "How Schools Might Be Governed and Why" (Teacher's College Press, 1997), author argues that the…

Parent Involvement and Student Performance: The Influence of School Context

ERIC Educational Resources Information Center

McNeal, Ralph B., Jr.

2015-01-01

Researchers focusing on parent involvement continue to concentrate their efforts on the relationship between involvement and student performance in isolation of the school context in which involvement occurs. This research outlines an ecology of involvement and how this social context affects parent involvement and student performance. Relying on…

Parenting and Temperament Influence on School Success in 9–13 Year Olds

PubMed Central

Checa, Purificación; Abundis-Gutierrez, Alicia

2017-01-01

Children spend a lot of time with their parents who are the first agents that educate them. The parenting style implemented in the family influences other contexts outside home such as the school. There is evidence that a positive parenting style has an influence on school success. However, there are other variables related to school success, for example, temperament. The influence of parenting decreases with age as children develop abilities to self-regulate without parents' external control. The aim of the present study was to evaluate the contribution of parenting style and temperament in 9–13 years old children on both academic performance and school adjustment skills. Our hypothesis was that not only parenting style is crucial to academic performance and school adjustment, but also temperament plays an important role in them. We used a Parenting Guide line questionnaire to evaluate parenting style, Early Adolescence Temperament Questionnaire-R to evaluate temperament; Health Resources Inventory to assess children's school adjustment, and academic grades, as indicator of academic performance. We were interested in testing whether or not the effect of parenting style on academic performance and school adjustment was mediated by temperament. We found that emotional and behavioral regulation mediates the relation between parenting and academic performance. These findings inform of the relevance of child's temperament on school success. Implications for education are discussed with emphasis on the importance of understanding students' temperament to promote school adjustment and good academic performance. PMID:28446886

Parenting and Temperament Influence on School Success in 9-13 Year Olds.

PubMed

Checa, Purificación; Abundis-Gutierrez, Alicia

2017-01-01

Children spend a lot of time with their parents who are the first agents that educate them. The parenting style implemented in the family influences other contexts outside home such as the school. There is evidence that a positive parenting style has an influence on school success. However, there are other variables related to school success, for example, temperament. The influence of parenting decreases with age as children develop abilities to self-regulate without parents' external control. The aim of the present study was to evaluate the contribution of parenting style and temperament in 9-13 years old children on both academic performance and school adjustment skills. Our hypothesis was that not only parenting style is crucial to academic performance and school adjustment, but also temperament plays an important role in them. We used a Parenting Guide line questionnaire to evaluate parenting style, Early Adolescence Temperament Questionnaire-R to evaluate temperament; Health Resources Inventory to assess children's school adjustment, and academic grades, as indicator of academic performance. We were interested in testing whether or not the effect of parenting style on academic performance and school adjustment was mediated by temperament. We found that emotional and behavioral regulation mediates the relation between parenting and academic performance. These findings inform of the relevance of child's temperament on school success. Implications for education are discussed with emphasis on the importance of understanding students' temperament to promote school adjustment and good academic performance.

Role of Communication in the Context of Educating Children with Attention-Deficit/Hyperactivity Disorder: Parents' and Teachers' Perspectives

ERIC Educational Resources Information Center

Koro-Ljungberg, Mirka; Bussing, Regina; Wilder, JeffriAnne; Gary, Faye

2011-01-01

Recent school policies increasingly support "parent-integrated" school environments, which benefit from effective parent-school collaborations and strong communication skills to ensure optimal educational outcomes. However, invisible disabilities, such as attention-deficit/hyperactivity disorder, provide unique sociopolitical contexts that shape…

Schooling Closer to Home: Desegregation Policy and Neighborhood Contexts

ERIC Educational Resources Information Center

Goldring, Ellen; Cohen-Vogel, Lora; Smrekar, Claire; Taylor, Cynthia

2006-01-01

This article uses census data, information collected by health and police departments, and GIS mapping software to analyze the neighborhood contexts surrounding schools in one Southern school district. When courts lifted Nashville's desegregation order in 1999, the district agreed to implement a new student assignment plan geared toward…

Inquiry-Based Instruction: Does School Environmental Context Matter?

ERIC Educational Resources Information Center

Pea, Celestine H.

2012-01-01

In a larger study on teachers' beliefs about science teaching, one component looks at how school environmental context factors influence inquiry-based science instruction. Research shows that three broad categories of school environmental factors (human, sociocultural, design) impact inquiry-based teaching in some way. A mixed-method, sequential,…

Promoting Competence and Resilience in the School Context

ERIC Educational Resources Information Center

Masten, Ann S.; Herbers, Janette E.; Cutuli, J. J.; Lafavor, Theresa L.

2008-01-01

Four decades of research on resilience in young people provide compelling data and models for applications in the school context. Resilience theory and findings are highly congruent with Strengths-Based School Counseling (SBSC) as formulated by Galassi and Akos (2007). In this article, resilience is defined in relation to competence in…

Schools as Developmental Contexts during Adolescence

ERIC Educational Resources Information Center

Eccles, Jacquelynne S.; Roeser, Robert W.

2011-01-01

Considerable strides have been made in the past decade in recognizing the centrality of the cultural context of schooling to adolescent development. In this review, adopting a developmental systems conceptualization of schooling, we focus on selected new research findings from the past decade regarding how (a) teachers, curricular tasks, and…

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…

Romantic Experiences of Homeland and Diaspora South Asian Youth: Westernizing Processes of Media and Friends

ERIC Educational Resources Information Center

Dhariwal, Amrit; Connolly, Jennifer

2013-01-01

The current study examined 1316 South Asian youth socialized in progressively Westernized contexts: "traditional" Indian homeland single-sex schools, "transitional" Indian homeland co-educational schools, and the immigrant "diaspora" in Canadian schools. Results showed youth in the three contexts were similar on…

Gendered-peer relationships in educational contexts.

PubMed

Martin, Carol Lynn; Fabes, Richard A; Hanish, Laura D

2014-01-01

The goals of this chapter are to discuss the theories and evidence concerning the roles of gendered-peer interactions and relationships in children's lives at school. We begin by discussing the tendency of boys and girls to separate into same-sex peer groups and consider the theories and evidence concerning how gender segregation occurs and how peers influence children's learning and development. We then turn to the important and understudied question of why some children have more exposure to same-sex peers than others. We consider factors that contribute to variability in children's experiences with gender segregation such as the types of schools children attend and the kinds of classroom experiences they have with teachers. Finally, we review new evidence concerning the cognitive and affective factors that illustrate that children are actively involved in constructing the social world that surrounds them.

Comparative Comparison of Implementing School-Based Management in Developed Countries in the Historical Context: From Theory to Practice

ERIC Educational Resources Information Center

Moradi, Saeid; Beidokhti, Aliakbar Amin; Fathi, Kourosh

2016-01-01

This paper aims to study the comparative comparison of implementing school-based management in developed countries in the historical context: from theory to practice. School-based management is not by itself and objective but a valuable tool in order to reach sagacity, capabilities and the enthusiasm from most people having shares in school.…

Formal and Informal Context Factors as Contributors to Student Engagement in a Guided Discovery-Based Program of Game Design Learning

ERIC Educational Resources Information Center

Reynolds, Rebecca; Chiu, Ming Ming

2013-01-01

This paper explored informal (after-school) and formal (elective course in-school) learning contexts as contributors to middle-school student attitudinal changes in a guided discovery-based and blended e-learning program in which students designed web games and used social media and information resources for a full school year. Formality of the…

Supporting Early Adolescent Learning and Social Strengths: Promoting Productive Contexts for Students At-Risk for EBD during the Transition to Middle School

ERIC Educational Resources Information Center

Farmer, Thomas W.; Hamm, Jill V.; Petrin, Robert A.; Robertson, Dylan; Murray, Robert A.; Meece, Judith L.; Brooks, Debbie Sprott

2010-01-01

This study involved a pilot examination of the impact of the Supporting Early Adolescent Learning and Social Strengths (SEALS) model on the 6th grade academic and social context following the transition to middle school. Two middle schools from a high poverty Appalachian school district were randomly assigned to the intervention and control…

Can Schools Be Autonomous in a Centralised Educational System?: On Formal and Actual School Autonomy in the Italian Context

ERIC Educational Resources Information Center

Agasisti, Tommaso; Catalano, Giuseppe; Sibiano, Piergiacomo

2013-01-01

Purpose: The purpose of this paper is to examine the difference between formal and real school autonomy in the Italian educational system. The Italian case is characterised by low levels of school autonomy. It is interesting to consider whether heterogeneity of patterns is possible in this context. A description of this heterogeneity is provided…

Data-Based School Improvement: The Role of Principals and School Supervisory Authorities within the Context of Low-Stakes Mandatory Proficiency Testing in Four German States

ERIC Educational Resources Information Center

Ramsteck, Carolin; Muslic, Barbara; Graf, Tanja; Maier, Uwe; Kuper, Harm

2015-01-01

Purpose: The purpose of this paper is to investigate how principals and school supervisory authorities understand and use feedback from mandatory proficiency tests (VERA) in the low-stakes context of Germany. For the analysis, the authors refer to a theoretical model of schools that differentiates between Autonomous and Managed Professional…

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

Context matters: emergent variability in an effectiveness trial of online teaching modules.

PubMed

Ellaway, Rachel H; Pusic, Martin; Yavner, Steve; Kalet, Adina L

2014-04-01

Conducting research in real life settings (effectiveness studies) can introduce many confounding factors. Efficacy studies seek to control for researcher bias and data quality rather than considering how the efficacy of an intervention is changed by the contexts in which it is used. Relatively little is known about the impact of context on educational interventions, in particular on multimedia learning. An effectiveness study to understand implementation variance of online educational modules in surgery clerkships was conducted in six US medical schools participating in an efficacy trial of different multimedia designs. Student and teacher experiences were captured through focus groups and one-to-one interviews with trial participants and their teachers. Audio-recordings of these sessions were transcribed and analysed using grounded theory techniques. Differences were identified in student and teacher perceptions of how the educational intervention had been implemented and how its uptake had been influenced by context-dependent factors: (i) the intervention was implemented in different ways to suit different educational contexts and this influenced how students and teachers responded to it; (ii) the ways students and teachers interacted with, and behaved around, the intervention influenced its uptake; (iii) the way the intervention was perceived by students and teachers influenced its uptake; and (iv) the medium and design of the intervention had a directing influence on its uptake. It was observed that each institutional context formed a complex educational ecology. The intervention became interwoven with different educational ecologies so that it could no longer be considered a stable variable across the study. We suggest that researchers should conduct implementation-profiling studies in advance of any intervention-based research to account for the constructing nature of educational ecologies on their interventions and in doing so to more clearly differentiate between efficacy and effectiveness studies. © 2014 John Wiley & Sons Ltd.

The School Improvement Policy Context in Trinidad and Tobago

ERIC Educational Resources Information Center

James, Freddy

2014-01-01

There have been appeals within the educational change (EC) and school improvement (SI) literature for research to explore more non-westernized and developing country contexts (Dimmock, 2000; Harris, 2009; Harris & Chrispeels, 2006; McMahon, 2006). This article is a response to those appeals. The study maps the SI educational policy contexts of…

Rethinking the Cultural Context of Schooling Decisions in Disadvantaged Neighborhoods: From Deviant Subculture to Cultural Heterogeneity

ERIC Educational Resources Information Center

Harding, David J.

2011-01-01

The literature on neighborhood effects on schooling theorizes that neighborhood cultural context is an important mechanism generating such effects. However, explanations that rely on subcultural theories, such as oppositional culture, have met with considerable criticism on empirical grounds, and no alternative account of the cultural context of…

School as a Context for "Othering" Youth and Promoting Cultural Assets

ERIC Educational Resources Information Center

Borrero, Noah E.; Yeh, Christine J.; Cruz, Crivir I.; Suda, Jolene F.

2012-01-01

Background/Context: Schools are cultural contexts that have the power and potential to promote students' cultural assets or "other" youth in a way that keeps them from creating meaningful academic identities. In this study, we build on existing research and theory by defining "othering" as a personal, social, cultural, and…

Headteachers' Readings of and Responses to Disadvantaged Contexts: Evidence from English Primary Schools

ERIC Educational Resources Information Center

Lupton, Ruth; Thrupp, Martin

2013-01-01

Existing research demonstrates the impact of context on school organisation and management, curriculum and pedagogy and on student peer relations. New developments in English education policy will devolve more responsibility for dealing with these issues to headteachers. Headteachers' readings of their contexts and the responses that they make are…

The Impact of Gender, Socioeconomic Status and Home Language on Primary School Children’s Reading Comprehension in KwaZulu-Natal

PubMed Central

Völkel, Gabriela; Seabi, Joseph; Cockcroft, Kate; Goldschagg, Paul

2016-01-01

The current study constituted part of a larger, longitudinal, South African-based study, namely, The Road and Aircraft Noise Exposure on Children’s Cognition and Health (RANCH—South Africa). In the context of a multicultural South Africa and varying demographic variables thereof, this study sought to investigate and describe the effects of gender, socioeconomic status and home language on primary school children’s reading comprehension in KwaZulu-Natal. In total, 834 learners across 5 public schools in the KwaZulu-Natal province participated in the study. A biographical questionnaire was used to obtain biographical data relevant to this study, and the Suffolk Reading Scale 2 (SRS2) was used to obtain reading comprehension scores. The findings revealed that there was no statistical difference between males and females on reading comprehension scores. In terms of socioeconomic status (SES), learners from a low socioeconomic background performed significantly better than those from a high socioeconomic background. English as a First Language (EL1) speakers had a higher mean reading comprehension score than speakers who spoke English as an Additional Language (EAL). Reading comprehension is indeed affected by a variety of variables, most notably that of language proficiency. The tool to measure reading comprehension needs to be standardized and administered in more than one language, which will ensure increased reliability and validity of reading comprehension scores. PMID:26999169

The Impact of Gender, Socioeconomic Status and Home Language on Primary School Children's Reading Comprehension in KwaZulu-Natal.

PubMed

Völkel, Gabriela; Seabi, Joseph; Cockcroft, Kate; Goldschagg, Paul

2016-03-15

The current study constituted part of a larger, longitudinal, South African-based study, namely, The Road and Aircraft Noise Exposure on Children's Cognition and Health (RANCH-South Africa). In the context of a multicultural South Africa and varying demographic variables thereof, this study sought to investigate and describe the effects of gender, socioeconomic status and home language on primary school children's reading comprehension in KwaZulu-Natal. In total, 834 learners across 5 public schools in the KwaZulu-Natal province participated in the study. A biographical questionnaire was used to obtain biographical data relevant to this study, and the Suffolk Reading Scale 2 (SRS2) was used to obtain reading comprehension scores. The findings revealed that there was no statistical difference between males and females on reading comprehension scores. In terms of socioeconomic status (SES), learners from a low socioeconomic background performed significantly better than those from a high socioeconomic background. English as a First Language (EL1) speakers had a higher mean reading comprehension score than speakers who spoke English as an Additional Language (EAL). Reading comprehension is indeed affected by a variety of variables, most notably that of language proficiency. The tool to measure reading comprehension needs to be standardized and administered in more than one language, which will ensure increased reliability and validity of reading comprehension scores.

Teacher, peer and parent autonomy support in physical education and leisure-time physical activity: A trans-contextual model of motivation in four nations.

PubMed

Hagger, Martin; Chatzisarantis, Nikos L D; Hein, Vello; Soós, István; Karsai, István; Lintunen, Taru; Leemans, Sofie

2009-07-01

An extended trans-contextual model of motivation for health-related physical activity was tested in samples from four nations. The model proposes a motivational sequence in which perceived autonomy support from teachers in a physical education (PE) context and from peers and parents in a leisure-time physical activity context predict autonomous motivation, intentions and physical activity behaviour in a leisure-time context. A three-wave prospective correlational design was employed. High-school pupils from Britain, Estonia, Finland and Hungary completed measures of perceived autonomy support from PE teachers, autonomous motivation in both contexts, perceived autonomy support from peers and parents, attitudes, subjective norms, perceived behavioural control and intentions from the Theory of Planned Behaviour (TPB), and measures of behaviour and past behaviour in a leisure-time context. Path-analyses controlling for past behaviour supported trans-contextual model hypotheses across all samples. Effects of perceived autonomy support from peers and parents on leisure-time autonomous motivation were small and inconsistent, while effects on TPB variables were stronger. There was a unique effect of perceived autonomy support from PE teachers on leisure-time autonomous motivation. Findings support the model, which provides an explanation of the processes by which perceived autonomy support from different sources affects health-related physical activity motivation across these contexts.

School Psychology in Rural Contexts: Ethical, Professional, and Legal Issues

ERIC Educational Resources Information Center

Edwards, Lynn M.; Sullivan, Amanda L.

2014-01-01

Delivering psychological services in rural communities presents a number of unique challenges for practitioners relative to their peers in urban and suburban communities. In this article, the authors describe the current context of rural schools and examine the ethical and legal issues school psychologists may face when practicing in rural…

Successful Secondary School Principalship in Disadvantaged Contexts from a Leadership for Learning Perspective

ERIC Educational Resources Information Center

Moral, Cristina; Martín-Romera, Ana; Martínez-Valdivia, Estefanía; Olmo-Extremera, Marta

2018-01-01

The paper we present here is part of the International Successful School Principalship Project (ISSPP), which is designed to analyse the characteristic traits of successful leadership in different contexts and countries [Day, C., and K. Leithwood. 2007. "Successful School Leadership in Times of Change." Dordrecht: Springer-Kluwer; Day,…

Context Matters: Principals' Sensemaking of Teacher Hiring and On-the-Job Performance

ERIC Educational Resources Information Center

Ingle, Kyle; Rutledge, Stacey; Bishop, Jennifer

2011-01-01

Purpose: School principals make sense of multiple messages, policies, and contexts within their school environments. The purpose of this paper is to examine specifically how school leaders make sense of hiring and subjective evaluation of on-the-job teacher performance. Design/methodology/approach: This qualitative study drew from 42 interviews…

Science for All: Empowering Elementary School Teachers

ERIC Educational Resources Information Center

Plonczak, Irene

2008-01-01

This article addresses issues that are related to the empowerment of elementary teachers through teaching and learning science in socially and culturally meaningful contexts. It is based on the analysis of the attitudes and relationship to science of 10 elementary school teachers from inner city schools in Caracas, Venezuela. In the context of a…

Leading in Disadvantaged Zimbabwean School Contexts: Female School Heads' Experiences of Emotional Labour

ERIC Educational Resources Information Center

Zikhali, Joyce; Perumal, Juliet

2016-01-01

This qualitative multiple case study explored the sources of emotional stress experienced by 12 female Zimbabwean primary heads leading in socio-economic disadvantaged schools in Masvingo District and their attempts to alleviate the challenges that the children from these disadvantaged contexts presented them with. Data was generated through…

Genetic and Environmental Influences on Early Literacy Skills across School Grade Contexts

ERIC Educational Resources Information Center

Haughbrook, Rasheda; Hart, Sara A.; Schatschneider, Christopher; Taylor, Jeanette

2017-01-01

Recent research suggests that the etiology of reading achievement can differ across environmental contexts. In the US, schools are commonly assigned grades (e.g. "A," "B") often interpreted to indicate school quality. This study explored differences in the etiology of early literacy skills for students based on these school…

Mindfulness in Practice: Considerations for Implementation of Mindfulness-Based Programming for Adolescents in School Contexts

ERIC Educational Resources Information Center

Lawlor, Molly Steward

2014-01-01

Schools are considered one of the primary settings in which prevention and intervention initiatives can be implemented successfully, reaching a large number of young people. Especially when promoting social and emotional learning (SEL), many adolescents benefit from universal programs implemented in the school context. This chapter embeds…

Sex, Race/Ethnicity, and Context in School-Associated Student Homicides

ERIC Educational Resources Information Center

Kaufman, Joanne M.; Hall, Jeffrey E.; Zagura, Michelle

2012-01-01

This study assessed the importance of sex, race/ethnicity, and geographic context for incidents of school-associated student homicides between July 1, 1994 and June 30, 1999, covering 5 academic years. Using data from the Centers for Disease Control and Prevention School Associated Violent Deaths Study (n = 125 incidents), we compared percentages…

A Review of Research Evidence on the Antecedents of Transformational Leadership

ERIC Educational Resources Information Center

Sun, Jingping; Chen, Xuejun; Zhang, Sijia

2017-01-01

As the most-studied form of leadership across disciplines in both Western and Chinese contexts, transformational school leadership has the potential to suit diverse national and cultural contexts. Given the growing evidence showing the positive effects of transformational leadership on various school outcomes as it relates to school environment,…

Early Years Swimming: A Way of Supporting School Transitions?

ERIC Educational Resources Information Center

Jorgensen, Robyn

2016-01-01

Informal learning contexts may provide opportunities for adding capital to young children in their years prior to schooling. This paper explores the potential of the early-years swim context to add capital to young children that may position them favourably for the transition to school. Using Bourdieu's notion of capital, the paper discusses the…

Presence in Context: Teachers' Negotiations with the Relational Environment of School

ERIC Educational Resources Information Center

Stieha, Vicki; Raider-Roth, Miriam

2012-01-01

This inquiry research builds on the theory of presence in teaching (Rodgers and Raider-Roth 2006) adding nuanced understandings of how school contexts play into teachers' abilities to support students' learning. Findings are drawn from multiple interviews with five veteran middle school teachers, teachers' written work, and field observations.…

The Significance of Relationships: Academic Engagement and Achievement among Newcomer Immigrant Youth

ERIC Educational Resources Information Center

Suarez-Orozco, Carola; Pimentel, Allyson; Martin, Margary

2009-01-01

Background/Context: Newcomer immigrant students are entering schools in the United States in unprecedented numbers. As they enter new school contexts, they face a number of challenges in their adjustment. Previous literature suggested that relationships in school play a particularly crucial role in promoting socially competent behavior in the…

Sunday School Revisited: An Alternative to Christian Education of the Church Today?

ERIC Educational Resources Information Center

Song, Nam Soon

2013-01-01

This article attempts to demonstrate similarities between the socioeconomic, cultural, and religious contexts of 18th-century England and 21st-century Canada. Revisiting the Sunday School movement in 18th-century England provides insights for the development of renewed Sunday School models in the current Canadian context of transnational…

Marginal Returns: Re-Thinking Mobility and Educational Benefit in Contexts of Chronic Poverty

ERIC Educational Resources Information Center

Maddox, Bryan

2010-01-01

As a result of chronic poverty many people in South Asia experience poor quality schooling, interrupted schooling, or no schooling at all. People affected by poverty face multiple constraints on wellbeing, which typically include informal employment, low wages and poor health. In such contexts the benefits and, more specifically, the…

Church of England Schools as Centres for Religious Abuse or Avenues for Religious Nurture? (The Rights of Children to Encounter Faith in the School Context)

ERIC Educational Resources Information Center

Worsley, Howard

2008-01-01

After an overview of the British context in 2005 and its ambivalent attitude to Church schools, this article explores the issues of potential religious abuse, alongside a preferred holistic Christian discipleship. The final section explains how Church schools can operate in a way that encourages Christian nurture and prevent religious abuse. The…

Boys, girls, and the school cultural environment: Teachers' judgment and students' values.

PubMed

Aelenei, Cristina; Darnon, Céline; Martinot, Delphine

2017-01-01

Due to gender socialization, girls are more likely to endorse self-transcendence values (e.g., helping people) compared to boys, whereas boys are more likely to endorse self-enhancement values (e.g., wanting to be in charge) compared to girls. In two studies, we investigated teachers' judgment regarding the display of these values in school and students' endorsement of the self-transcendence and self-enhancement values in two contexts: home and school. In Study 1 (N = 240), teachers evaluated a student perceived as strongly endorsing the self-transcendence values more positively compared to a student perceived as strongly endorsing the self-enhancement values, regardless of the student's gender. In Study 2 (N = 151), boys endorsed the self-enhancement values more than the self-transcendence values at home, whereas the opposite occurred in the school context. Girls did not vary across contexts, endorsing the self-transcendence values more than the self-enhancement values in both contexts. Possible consequences on boys' school-related outcomes are discussed.

Chinese Adolescents' Reasoning about Democratic and Authority-Based Decision Making in Peer, Family, and School Contexts.

ERIC Educational Resources Information Center

Helwig, Charles C.; Arnold, Mary Louise; Tan, Dingliang; Boyd, Dwight

2003-01-01

This study explored judgments and reasoning of Chinese 13- to 18-year-olds regarding making decisions involving children in peer, family, and school contexts. Findings indicated that judgments and reasoning about decision-making varied by social context and by the decision under consideration. Evaluations of procedures became more differentiated…

Shifting the Zone of Mediation in a Suburban New Immigrant Destination: Community Boundary Spanners and School District Policymaking

ERIC Educational Resources Information Center

Brezicha, Kristina; Hopkins, Megan

2016-01-01

This paper explores the context of reception for immigrant students and English learners in one medium-sized suburban school district in the northeastern United States. Using qualitative methods, the authors describe how, despite a troubling context of reception emerging from a normative and political community context that harbored resentment…

Full Service Extended Schools and Educational Inequality in Urban Contexts--New Opportunities for Progress?

ERIC Educational Resources Information Center

Raffo, Carlo; Dyson, Alan

2007-01-01

This paper examines the extent to which the UK government's full service extended schools programme has the capacity to ameliorate educational inequality in urban contexts. It starts by examining a variety of explanatory narratives for educational inequality in urban contexts in the UK and suggests that the dynamics of social exclusion created by…

Contextual Leadership Practices: The Case of a Successful School Principal in Malaysia

ERIC Educational Resources Information Center

Noman, Mohammad; Awang Hashim, Rosna; Shaik Abdullah, Sarimah

2018-01-01

The study of context-based leadership practices has gained currency during the last decade. This study aims to complement the recent efforts of researchers in identifying the context-based leadership practices of successful school leaders, and deliberating how these practices are enacted within their own unique contexts. An in-depth case study was…

Protecting children from myopia: a PMT perspective for improving health marketing communications.

PubMed

Lwin, May O; Saw, Seang-Mei

2007-01-01

This research examined the predictive utility of the protection motivation theory (PMT) model for myopia prevention amongst children. An integrative model for myopia prevention behavior of parents was first developed in the context of theory and survey instruments then refined using information gathered from two focus groups. Empirical data then was collected from parents of primary school children in Singapore, a country with one of the highest rates of myopia in the world, and analyzed using structural equation modeling (SEM). Our findings revealed that coping appraisal variables were more significantly associated with protection motivation, relative to threat appraisal variables. In particular, perceived self-efficacy was the strongest predictor of parental intention to enforce good visual health behaviors, while perceived severity was relatively weak. Health marketing communications and public policy implications are discussed.

Joint Contributions of Peer Acceptance and Peer Academic Reputation to Achievement in Academically At Risk Children: Mediating Processes

PubMed Central

Chen, Qi; Hughes, Jan N.; Liew, Jeffrey; Kwok, Oi-Man

2010-01-01

The longitudinal relationships between two dimensions of peer relationships and subsequent academic adjustment were investigated in a sample of 543 relatively low achieving children (M = 6.57 years at Year 1, 1st grade). Latent variable SEM was used to test a four stage model positing indirect effects of peer acceptance and peer academic reputation (PAR) assessed in Year 2 on academic achievement in Year 5, via the effects of the peer relationships variables on perceived academic competence in Year 3 and effortful engagement in Year 4. As expected, the effect of PAR on engagement was partially mediated by perceived academic competence, and the effect of perceived academic competence on achievement was partially mediated by engagement. In the context of PAR, peer acceptance did not contribute to the mediating variables or to achievement. Findings provide a clearer understanding of the processes by which early peer-relationships influence concurrent and future school-related outcomes. Implications for educational practice and future research are discussed. PMID:21113406

Drug awareness in adolescents attending a mental health service: analysis of longitudinal data.

PubMed

Arnau, Jaume; Bono, Roser; Díaz, Rosa; Goti, Javier

2011-11-01

One of the procedures used most recently with longitudinal data is linear mixed models. In the context of health research the increasing number of studies that now use these models bears witness to the growing interest in this type of analysis. This paper describes the application of linear mixed models to a longitudinal study of a sample of Spanish adolescents attending a mental health service, the aim being to investigate their knowledge about the consumption of alcohol and other drugs. More specifically, the main objective was to compare the efficacy of a motivational interviewing programme with a standard approach to drug awareness. The models used to analyse the overall indicator of drug awareness were as follows: (a) unconditional linear growth curve model; (b) growth model with subject-associated variables; and (c) individual curve model with predictive variables. The results showed that awareness increased over time and that the variable 'schooling years' explained part of the between-subjects variation. The effect of motivational interviewing was also significant.

Children's and adults' interpretation of covariation data: Does symmetry of variables matter?

PubMed

Saffran, Andrea; Barchfeld, Petra; Sodian, Beate; Alibali, Martha W

2016-10-01

In a series of 3 experiments, the authors investigated the influence of symmetry of variables on children's and adults' data interpretation. They hypothesized that symmetrical (i.e., present/present) variables would support correct interpretations more than asymmetrical (i.e., present/absent) variables. Participants were asked to judge covariation in a series of data sets presented in contingency tables and to justify their judgments. Participants in Experiments 1 and 2 were elementary school children (Experiment 1: n = 52 second graders, n = 44 fourth graders; Experiment 2: n = 50 second graders). Participants in Experiment 3 were adults (n = 62). In Experiment 1, children in the symmetrical variables condition performed better than those in the asymmetrical variables condition. Children in the symmetrical variables condition judged more data patterns correctly and they more frequently justified their choices by referring to the complete table. Experiment 2 ruled out the possibility that this effect was caused by differences in question format. Even when question format was held constant, second graders performed better with symmetrical variables. Experiment 3 showed that adults' data interpretation is also affected by symmetry of variables. Collectively, these results indicate that symmetry of variables affects interpretation of covariation data. The authors argue that symmetrical variables provide a context for meaningful comparison. With asymmetrical variables, the importance of the comparison is less salient. Thus, the symmetry of variables should be considered by researchers as well as educators. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The Home-School Interface in Religious and Moral Formation: The Irish Case

ERIC Educational Resources Information Center

Darmody, Merike; Lyons, Maureen; Smyth, Emer

2016-01-01

With the student body across Europe becoming more diverse, the issue of religious education in schools has come to receive greater attention. In the context of the specific historical and institutional context of the Irish primary educational system, this paper addresses aspects of the religious and moral formation of primary school children. The…

Differentiated Function of School in Socio-Culturally Disadvantaged Context: A Constructivist Grounded Theory Study from Turkey

ERIC Educational Resources Information Center

Caliskan, Zuhal Zeybekoglu; Simsek, Hasan; Kondakci, Yasar

2017-01-01

This study analyses the functioning of a school as a social system in an atypical context with the purpose of generating propositions to tackle educational problems confronted by socially and economically disadvantaged groups attending these schools. Adopting the constructivist grounded theory, the analysis suggests that there is a kind of…

Caring in a Technology-Mediated Online High School Context

ERIC Educational Resources Information Center

Velasquez, Andrea; Graham, Charles R.; Osguthorpe, Richard

2013-01-01

The objective of this study was to describe how caring is experienced in the technology-mediated context of the Open High School in Utah, an online charter high school. Two female teachers, two male students, and two female students were interviewed three times over 9 months regarding their experience of caring teacher-student interactions. Data…

Global Literacy in Local Learning Contexts: Connecting Home and School. Routledge Research in International and Comparative Education

ERIC Educational Resources Information Center

Mount-Cors, Mary Faith

2016-01-01

Based on qualitative research focused on literacy and health from three schools in coastal Kenya, this book examines country, school, and family contexts to develop a dual-generation maternal-child model for literacy learning and to connect local-specific phenomena with national and international policy arenas. In contrast to international…

Towards Collective Work and Responsibility: Sources of Support within a Freedom School Teacher Community

ERIC Educational Resources Information Center

Jackson, Tambra O.

2009-01-01

Alternative and parallel schooling contexts such as the Children's Defense Fund Freedom Schools[R] provide educational experiences for U.S. K-12 students grounded in notions of social justice and culturally responsive teaching. College-aged young adults known as "servant-leader interns" are the teachers in this context. In this article, the author…

Considering the Social Context of Schools: A Framework for Investigating New Teacher Induction

ERIC Educational Resources Information Center

Pogodzinski, Ben

2012-01-01

This work presents a conceptual framework rooted in social capital theory which can be utilized to guide future research of new teacher induction, as well as inform school and district leaders about important elements of a school's social context which may mediate the effects of new teacher induction. Specifically, this work elaborates on the…

Informality of Teaching and Learning in Nonformal Schools: Socio-Cultural Processes as Mesosystems of Student Development

ERIC Educational Resources Information Center

Shohel, M. Mahruf C.; Howes, Andrew J.

2008-01-01

The flexible environment of nonformal primary schools in a community context in Bangladesh facilitates the individual development of young people who would otherwise be excluded from the school system. This paper aims to explore the features of institutional and wider context which support this nonformal learning environment, as well as…

School Contexts and "Acting White": Peer Networks of Somali Immigrant Youths in an Afrocentric Charter School

ERIC Educational Resources Information Center

Lee, Moosung; Madyun, Na'im; Lam, Beatrice Oi-yeung; Jumale, Mustafa

2014-01-01

We examine whether the "acting white" labeling practice and subsequent peer isolation exist (or do not exist) within Somali immigrant adolescents, one of the most underresearched black immigrant student groups, and what school contexts are associated with their presence (or absence). Using a case study, we found that high-achieving…

Diversity, Situated Social Contexts, and College Enrollment: Multilevel Modeling to Examine Student, High School, and State Influences

ERIC Educational Resources Information Center

Kim, Dongbin; Nuñez, Anne-Marie

2013-01-01

Whether and where students begin college after high school profoundly affects their degree completion and ultimate educational attainment. Students' college access is influenced not only by individual characteristics, but also by economic, social, and schooling contexts. Accordingly, using data from the Educational Longitudinal Study, 2002…

A School-Level Analysis of Adolescent Extracurricular Activity, Delinquency, and Depression: The Importance of Situational Context

ERIC Educational Resources Information Center

Guest, Andrew M.; McRee, Nick

2009-01-01

In this article we investigate the extent to which the relationship between extracurricular activities and youth development depends on situational contexts. Using a national sample including 13,466 youths in grades 7-12 across 120 schools, we conduct school-level analyses of the association between extracurricular activities, delinquency, and…

An Examination of the Moderating Effects of the High School Socioeconomic Context on College Enrollment

ERIC Educational Resources Information Center

Engberg, Mark E.; Wolniak, Gregory C.

2014-01-01

Drawing on a nationally representative sample of high school seniors from the Educational Longitudinal Survey of 2002 (ELS), this study examines the influence of the high school socioeconomic context on students' decisions to attend two-and four-year postsecondary institutions. The results provide evidence of resource imbalances based on…

Plurality or Linearity: What Is the Experience of Emerging as a School Leader in the English Context?

ERIC Educational Resources Information Center

Fox, Alison

2016-01-01

This study in an English context focused on the development of teachers identified as "emergent" school leaders. It explored the aspirations and experiences of such leaders, applying a sociocultural view of identity development. Five participants from across school phases, backgrounds and ages were interviewed and generated participant…

The Effect of Family Processes on School Achievement as Moderated by Socioeconomic Context

ERIC Educational Resources Information Center

Oxford, Monica L.; Lee, Jungeun Olivia

2011-01-01

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…

The Effects of Word Frequency and Context Variability in Cued Recall

ERIC Educational Resources Information Center

Criss, Amy H.; Aue, William R.; Smith, Larissa

2011-01-01

Normative word frequency and context variability affect memory in a range of episodic memory tasks and place constraints on theoretical development. In four experiments, we independently manipulated the word frequency and context variability of the targets (to-be-generated items) and cues in a cued recall paradigm. We found that high frequency…

Daily School Context of Adolescents' Single Best Friendship and Adjustment.

PubMed

Witkow, Melissa R; Rickert, Nicolette P; Cullen, Laura E

2017-01-01

Research on adolescent best friendships typically focuses on school-based friendships, ignoring important differences between classroom-based and out-of-school friendships. With data from 156 ninth-grade students, many of whom named more than 1 best friend across the 14-day period, the authors examined associations between the daily school context of one's best friendship and adjustment. Benefits of in-grade best friendships were found in academic engagement when a composite was assessed across the 2-week period. Daily findings were more complex and were different between weekends and school days. Out-of-grade best friends were named more frequently on weekends, and on weekend days in which they named an out-of-school best friend participants spent more time with that friend but felt like less of a good student. Implications for our understanding of friendship context and for the measurement of friendship itself are discussed.

Consultation and participation with children in healthy schools: choice, conflict and context.

PubMed

Duckett, Paul; Kagan, Carolyn; Sixsmith, Judith

2010-09-01

In this paper we report on our use of a participatory research methodology to consult with children in the UK on how to improve pupil well-being in secondary schools, framed within the wider social policy context of healthy schools. We worked with children on the selection of our research methods and sought to voice the views of children to a local education authority to improve the design of school environments. The consultation process ultimately failed not because the children were unforthcoming with their views on either methods or on well-being in schools, but because of difficulties in how their views were received by adults. We show how the socio-economic, cultural and political context in which those difficulties were set might have led to the eventual break down of the consultation process, and we draw out a number of possible implications for consultative and participatory work with children in school settings.

Inventories of psychological skills for athletic clubs and school life.

PubMed

Ueno, Kohei

2014-02-01

Some students who participate in athletic activities transfer the skills acquired in a sports context into other areas of life, while others do not. To identify the specific skills that are transferred or not from sports to the school environment, two inventories were developed: the "Psychological Skills Inventory for Athletic Clubs" and the "Psychological Skills Inventory for School Life." These inventories enable a comparison of skills in a sport context with skills in a school context. In the first stage, 307 Japanese first-year university students who had participated in high school athletic clubs volunteered to take part in a survey to develop these inventories. Analyses indicated that both inventories comprised identical subscales of intrapersonal and interpersonal skills. In the second stage, the reliability and validity of these inventories was confirmed for 531 Japanese high school students who were members of athletic clubs for sports such as soccer and baseball.

The role of gender identity in adolescents' antisocial behavior.

PubMed

Moreira Trillo, Vanesa; Mirón Redondo, Lourdes

2013-01-01

Analysis of the relevance of the variables sex and gender to explain delinquency is a topic of growing interest in Criminology. This study tests a model of juvenile delinquency that integrates gender identity, the association with deviant peers, and a lack of attachment to conventional contexts. We used a sample of 970 adolescents of both sexes, representative of the urban population, between 12 and 18 years, attending public schools in Galicia (Spain). The results of path analysis confirm that: a) weak attachment to conventional contexts, and belonging to a deviant groups are precedents for deviation of adolescents of both sexes; b) these contexts also contribute to the development of gender identity; and c) gender identity affects the likelihood of deviation: femininity tends to reduce this behavior, and masculinity (in particular, negatively valued masculinity) contributes to increase it. These findings support the adequacy of including gender identity in the explanatory models of delinquency. They also suggest the need to reconsider the role of conventional settings in the socialization of masculinity and, therefore, in the genesis of adolescent delinquency of both sexes.

Increasing Specificity of Correlate Research: Exploring Correlates of Children’s Lunchtime and After-School Physical Activity

PubMed Central

Stanley, Rebecca M.; Ridley, Kate; Olds, Timothy S.; Dollman, James

2014-01-01

Background The lunchtime and after-school contexts are critical windows in a school day for children to be physically active. While numerous studies have investigated correlates of children’s habitual physical activity, few have explored correlates of physical activity occurring at lunchtime and after-school from a social-ecological perspective. Exploring correlates that influence physical activity occurring in specific contexts can potentially improve the prediction and understanding of physical activity. Using a context-specific approach, this study investigated correlates of children’s lunchtime and after-school physical activity. Methods Cross-sectional data were collected from 423 South Australian children aged 10.0–13.9 years (200 boys; 223 girls) attending 10 different schools. Lunchtime and after-school physical activity was assessed using accelerometers. Correlates were assessed using purposely developed context-specific questionnaires. Correlated Component Regression analysis was conducted to derive correlates of context-specific physical activity and determine the variance explained by prediction equations. Results The model of boys’ lunchtime physical activity contained 6 correlates and explained 25% of the variance. For girls, the model explained 17% variance from 9 correlates. Enjoyment of walking during lunchtime was the strongest correlate for both boys and girls. Boys’ and girls’ after-school physical activity models explained 20% variance from 14 correlates and 7% variance from the single item correlate, “I do an organised sport or activity after-school because it gets you fit”, respectively. Conclusions Increasing specificity of correlate research has enabled the identification of unique features of, and a more in-depth interpretation of, lunchtime and after-school physical activity behaviour and is a potential strategy for advancing the physical activity correlate research field. The findings of this study could be used to inform and tailor gender-specific public health messages and interventions for promoting lunchtime and after-school physical activity in children. PMID:24809440

Will they stay fit and healthy? A three-year follow-up evaluation of a physical activity and health intervention in Polish youth.

PubMed

Bronikowski, Michal; Bronikowska, Malgorzata

2011-11-01

In this paper we evaluate the sustainability of changes of involvement in physical activity. The paper examines the effectiveness of a model aiming at influencing the frequency of leisure time physical activity, physical fitness and body constituency in youth. The baseline of this study was a randomly selected sample of 13 year olds who participated in an intervention programme carried out in three schools in Poznan in 2005-08. From a total of 199 adolescent boys a subsample of 38 individuals from the experimental group and 34 from the control group were followed for 15 months after the interventional programme finished. From 170 girls, a subsample of 33 from the experimental group and 32 girls from the control group were also randomly selected for the follow-up study. Among the variables monitored were: physical fitness, body constituency, and frequency of leisure time physical activity. All the variables were monitored in pre-test, post-test and follow-up examinations. It was established that 15 months after the end of the interventional programme boys and girls from the intervention groups maintained a higher level of leisure time physical activity than their control group peers, and similarly in the case of selected health-related components of physical fitness. No distinctive differences were found in the case of body constituency, though, apart from muscle mass and the sum of skinfolds in girls. The study exposed an increase in leisure time physical activity in time and a positive influence on selected components of health-related variables. The findings confirm the effectiveness of a multi-level intervention programme involving self-determined out-of-school physical activity planning for school-age youths, indicating the importance of personal and social context.

Sleep variability and fatigue in adolescents: Associations with school-related features.

PubMed

Matos, M G; Gaspar, T; Tomé, G; Paiva, T

2016-10-01

This study aims to evaluate the influences of sleep duration and sleep variability (SleepV), upon adolescents' school-related situations. The Health Behaviour in School-Aged Children (HBSC) survey is based on a self-completed questionnaire. The participants were 3164 pupils (53.7% girls), attending the 8th and 10th grades, 14.9 years old, and were inquired about subjective sleep duration during the week and weekends, SleepV, fatigue, difficulties in sleep initiation, school achievement, feelings towards schools, pressure with school work and skipping classes. Multiple regression models used, as dependent variables: (a) school achievement, (b) disliking school, (c) pressure with school work and (d) skipping classes, using as independent variables, each of the remaining school-related variables, fatigue, total sleep duration and difficulties in sleep initiation. The average sleep duration in the week and during weekdays was lower than recommended for these age groups, and almost half of students had high SleepV between weekdays and weekends. A logistic model revealed that the absence of SleepV was associated with lower perception of school work pressure, less frequent skipping classes, more infrequent fatigue and more infrequent difficulties in sleep initiation. Poor sleep quality, SleepV and insufficient sleep duration affected negatively school-related variables. © 2015 International Union of Psychological Science.

Identifying Context Variables in Research.

ERIC Educational Resources Information Center

Piazza, Carolyn L.

1987-01-01

Identifies context variables in written composition from theoretical perspectives in cognitive psychology, sociology, and anthropology. Considers how multiple views of context from across the disciplines can build toward a broader definition of writing. (JD)

Lessons Learned in Evaluating a Multisite, Comprehensive Teen Dating Violence Prevention Strategy: Design and Challenges of the Evaluation of Dating Matters: Strategies to Promote Healthy Teen Relationships.

PubMed

Niolon, Phyllis Holditch; Taylor, Bruce G; Latzman, Natasha E; Vivolo-Kantor, Alana M; Valle, Linda Anne; Tharp, Andra T

2016-03-01

This paper describes the multisite, longitudinal cluster randomized controlled trial (RCT) design of the evaluation of the Dating Matters: Strategies to Promote Healthy Relationships initiative, and discusses challenges faced in conducting this evaluation. Health departments in 4 communities are partnering with middle schools in high-risk, urban communities to implement 2 models of teen dating violence (TDV) prevention over 4 years. Schools were randomized to receive either the Dating Matters comprehensive strategy or the "standard of care" strategy (an existing, evidence-based TDV prevention curriculum). Our design permits comparison of the relative effectiveness of the comprehensive and standard of care strategies. Multiple cohorts of students from 46 middle schools are surveyed in middle school and high school, and parents and educators from participating schools are also surveyed. Challenges discussed in conducting a multisite RCT include site variability, separation of implementation and evaluation responsibilities, school retention, parent engagement in research activities, and working within the context of high-risk urban schools and communities. We discuss the strengths and weaknesses of our approaches to these challenges in the hopes of informing future research. Despite multiple challenges, the design of the Dating Matters evaluation remains strong. We hope this paper provides researchers who are conducting complex evaluations of behavioral interventions with thoughtful discussion of the challenges we have faced and potential solutions to such challenges.

Lessons Learned in Evaluating a Multisite, Comprehensive Teen Dating Violence Prevention Strategy: Design and Challenges of the Evaluation of Dating Matters: Strategies to Promote Healthy Teen Relationships

PubMed Central

Niolon, Phyllis Holditch; Taylor, Bruce G.; Latzman, Natasha E.; Vivolo-Kantor, Alana M.; Valle, Linda Anne; Tharp, Andra T.

2018-01-01

Objective This paper describes the multisite, longitudinal cluster randomized controlled trial (RCT) design of the evaluation of the Dating Matters: Strategies to Promote Healthy Relationships initiative, and discusses challenges faced in conducting this evaluation. Method Health departments in 4 communities are partnering with middle schools in high-risk, urban communities to implement 2 models of teen dating violence (TDV) prevention over 4 years. Schools were randomized to receive either the Dating Matters comprehensive strategy or the “standard of care” strategy (an existing, evidence-based TDV prevention curriculum). Our design permits comparison of the relative effectiveness of the comprehensive and standard of care strategies. Multiple cohorts of students from 46 middle schools are surveyed in middle school and high school, and parents and educators from participating schools are also surveyed. Results Challenges discussed in conducting a multisite RCT include site variability, separation of implementation and evaluation responsibilities, school retention, parent engagement in research activities, and working within the context of high-risk urban schools and communities. We discuss the strengths and weaknesses of our approaches to these challenges in the hopes of informing future research. Conclusions Despite multiple challenges, the design of the Dating Matters evaluation remains strong. We hope this paper provides researchers who are conducting complex evaluations of behavioral interventions with thoughtful discussion of the challenges we have faced and potential solutions to such challenges. PMID:29607239

TEEN DATING VIOLENCE: THE INFLUENCE OF FRIENDSHIPS AND SCHOOL CONTEXT

PubMed Central

Giordano, Peggy C.; Kaufman, Angela; Manning, Wendy D.; Longmore, Monica A.

2015-01-01

Prior research has examined parental and peer influences on teen dating violence (TDV), but fewer studies have explored the role of broader social contexts. Using data from the Toledo Adolescent Relationships Study (TARS), the present research examines the effect of variations in school context on teen dating violence perpetration, while taking into account parental, peer, and demographic factors. Drawing on interview data from 955 adolescents across 32 different schools, results indicate that net of parents’ and friends’ use of violence, the normative climate of schools, specifically school-level teen dating violence, is a significant predictor of respondents’ own violence perpetration. School-level dating norms (non-exclusivity in relationships) also contribute indirectly to the odds of experiencing TDV. However, a more general measure of school-level violence toward friends is not strongly related to variations in TDV, suggesting the need to focus on domain-specific influences. Implications for theories emphasizing social learning processes and for TDV prevention efforts are discussed. PMID:26412905

What Would Grade 8 to 10 Learners Prefer as Context for Mathematical Literacy? The Case of Masilakele Secondary School

ERIC Educational Resources Information Center

Julie, Cyril; Mbekwa, Monde

2005-01-01

Contexts are currently enjoying much prominence in school mathematics. Generally, the contextual issues and situations learners are exposed to and deal with in Mathematical Literacy are, with good reason, determined by curriculum, learning resource and test designers. This article reports on a study that investigated contexts that learners would…

"When He's around His Brothers ... He's Not so Quiet": The Private and Public Worlds of School-Aged Children with Speech Sound Disorder

ERIC Educational Resources Information Center

McLeod, Sharynne; Daniel, Graham; Barr, Jacqueline

2013-01-01

Children interact with people in context: including home, school, and in the community. Understanding children's relationships within context is important for supporting children's development. Using child-friendly methodologies, the purpose of this research was to understand the lives of children with speech sound disorder (SSD) in context.…

Physical activity in normal-weight and overweight youth: associations with weight teasing and self-efficacy.

PubMed

Losekam, Stefanie; Goetzky, Benjamin; Kraeling, Svenja; Rief, Winfried; Hilbert, Anja

2010-08-01

To examine self-reported physical activity with regard to weight teasing and self-efficacy. Within a cross-sectional study, 321 overweight and normal-weight students, consisting of 51% girls (n = 161) and 49% boys (n = 160) at a mean age of 12.22 years (SD = 1.07), were sampled from German secondary schools. The Perception of Teasing Scale, the Physical Self-Efficacy Scale, and the Leipzig Lifestyle Questionnaire for Adolescents were used to assess experiences with weight-related teasing, self-efficacy, physical activity and social context variables. Self-efficacy, weight teasing and social context variables were related to physical activity within the full sample (R(2) = 0.433). More frequent weight teasing was associated with decreased physical activity in boys, but not in girls. Overweight participants reported more frequent weight teasing experiences and less self-efficacy than participants of normal weight (all p < 0.001), but there was no difference in physical activity (p > 0.05).There were large correlations between self-efficacy and physical activity (r = 0.614, p < 0.01), and medium correlations for male sex and physical activity (r = 0.298, p < 0.01). Weight teasing and self-efficacy were negatively correlated (r = -0.190, p < 0.05). These results suggest that self-efficacy and an encouraging social context are beneficial to physical activity while weight teasing experiences are detrimental. Interventions against weight teasing in youth are needed. Copyright © 2010 S. Karger AG, Basel.

An ethnographic study of participant roles in school bullying.

PubMed

Gumpel, Thomas P; Zioni-Koren, Vered; Bekerman, Zvi

2014-01-01

An ethnographic study in a 10th grade remedial class was undertaken in order to discern patterns of school bullying. Twenty 10th graders were observed over the course of one academic year as they interacted with their peers and teachers. The observations helped us identify dispositional and situational factors which influenced participant roles. In-depth interviews of students involved in school bullying showed how participants interpreted and explained their classroom behaviors. The analysis of the data gathered allowed the identification of four main actor roles recognized in the existing literature on bullying-the pure victim, the pure bully, the provocative-victim, and the bystander-as well as the differentiation between aggressive bullies and the bully managers. Most roles fluctuated according to specific circumstances and often appeared to be moderated by the teacher's management style and contextual variables. Some pupils assumed different roles in different contexts, sometimes changing roles within or between episodes. Teacher personality and style also had an impact on the frequencies and types of aggression and victimization. The use of an ethnographic research paradigm is discussed as an important supplement to positivistic studies of school bullying. © 2014 Wiley Periodicals, Inc.

Partnerships for Active Children in Elementary Schools (PACES): First year process evaluation.

PubMed

Egan, Cate A; Webster, Collin; Weaver, R Glenn; Brian, Ali; Stodden, David; Russ, Laura; Nesbitt, Danielle; Vazou, Spyridoula

2018-04-01

Movement integration (MI) is a strategy within comprehensive school physical activity programs (CSPAP). School-university partnerships are recommended to leverage teachers' capacity to use MI. A mixed method process evaluation was conducted of the first year of implementing Partnerships for Active Children in Elementary Schools (PACES). Classroom teachers (N=12) from four schools participated. Data were collected in Fall 2014 (baseline) and Spring 2015 (∼ four months of intervention) using the System for Observing Student Movement in Academic Routines and Transitions and semi-structured interviews. There were no significant differences between intervention classrooms and control classrooms MI promotion. Differences approaching significance (U=5, p=0.04, d=1.2) were observed when comparing classrooms that received two (community of practice, community-based participatory research) or three components (two components plus service learning) of the intervention and classrooms that received one (community of practice) or no components. Qualitative findings revealed that teachers in classrooms that were more successful responded more favorably to the intervention components than teachers in classrooms that were less successful. Quantitative and qualitative results supported the effectiveness of community-based participatory research as a component of PACES. This study provides information about MI process variables in the context of a CSPAP intervention. Copyright © 2017 Elsevier Ltd. All rights reserved.

School level contextual factors are associated with the weight status of adolescent males and females.

PubMed

Richmond, Tracy K; Subramanian, S V

2008-06-01

To determine whether school context influences the BMI of adolescent males and females. Our sample was 17,007 adolescents (aged 12-19) from the National Longitudinal Study of Adolescent Health (Add Health). We used gender-stratified multilevel modeling to examine the contribution of schools to the overall variance in adolescent BMIs, calculated from self-reported weight and height. We then examined the associations of individual attributes with BMI after controlling for the average BMI of the school and the association of two school-level variables with BMI. Participants attended schools that were segregated by race/ethnicity and socioeconomic status (SES). In females, when controlling only for individual-level attributes, individual household income was inversely associated (beta = -0.043, P = 0.01) while Hispanic (beta = 0.89, P < 0.001) and black (beta = 1.61, P < 0.001) race/ethnicity were positively associated with BMI. In males, Hispanic (beta = 0.67, P < 0.001) race/ethnicity was positively associated with BMI; there was no difference in the BMIs of blacks compared with whites (beta = 0.24, P = 0.085). After controlling for the school racial/ethnic makeup and the school level median household income, the relationship between individual race/ethnicity and BMI was attenuated in both male and female adolescents. Higher school level median household income was associated with lower individual BMIs in adolescent girls (gamma = -0.37, P < 0.001) and boys (gamma = -0.29, P < 0.001) suggesting a contextual effect of the school. Male and female adolescents attending schools with higher median household incomes have on average lower BMIs. Resources available to or cultural norms within schools may constitute critical mechanisms through which schools impact the BMI of their students.

Does the school performance variable used in the International Health Behavior in School-Aged Children (HBSC) Study reflect students' school grades?

PubMed

Felder-Puig, Rosemarie; Griebler, Robert; Samdal, Oddrun; King, Matthew A; Freeman, John; Duer, Wolfgang

2012-09-01

Given the pressure that educators and policy makers are under to achieve academic standards for students, understanding the relationship of academic success to various aspects of health is important. The international Health Behavior in School-Aged Children (HBSC) questionnaire, being used in 41 countries with different school and grading systems, has contained an item assessing perceived school performance (PSP) since 1986. Whereas the test-retest reliability of this item has been reported previously, we determined its convergent and discriminant validity. This cross-sectional study used anonymous self-report data from Austrian (N = 266), Norwegian (N = 240), and Canadian (N = 9,717) samples. Students were between 10 and 17 years old. PSP responses were compared to the self-reported average school grades in 6 subjects (Austria) or 8 subjects (Norway), respectively, or to a general, 5-category-based appraisal of most recent school grades (Canada). Correlations between PSP and self-reported average school grade scores were between 0.51 and 0.65, representing large effect sizes. Differences between the median school grades in the 4 categories of the PSP item were statistically significant in all 3 samples. The PSP item showed predominantly small associations with some randomly selected HBSC items or scales designed to measure different concepts. The PSP item seems to be a valid and useful question that can distinguish groups of respondents that get good grades at school from those that do not. The meaning of PSP may be context-specific and may have different connotations across student populations from different countries with different school systems. © 2012, American School Health Association.

Multiple contexts and adolescent body mass index: Schools, neighborhoods, and social networks.

PubMed

Evans, Clare R; Onnela, Jukka-Pekka; Williams, David R; Subramanian, S V

2016-08-01

Adolescent health and behaviors are influenced by multiple contexts, including schools, neighborhoods, and social networks, yet these contexts are rarely considered simultaneously. In this study we combine social network community detection analysis and cross-classified multilevel modeling in order to compare the contributions of each of these three contexts to the total variation in adolescent body mass index (BMI). Wave 1 of the National Longitudinal Study of Adolescent to Adult Health is used, and for robustness we conduct the analysis in both the core sample (122 schools; N = 14,144) and a sub-set of the sample (16 schools; N = 3335), known as the saturated sample due to its completeness of neighborhood data. After adjusting for relevant covariates, we find that the school-level and neighborhood-level contributions to the variance are modest compared with the network community-level (σ(2)school = 0.069, σ(2)neighborhood = 0.144, σ(2)network = 0.463). These results are robust to two alternative algorithms for specifying network communities, and to analysis in the saturated sample. While this study does not determine whether network effects are attributable to social influence or selection, it does highlight the salience of adolescent social networks and indicates that they may be a promising context to address in the design of health promotion programs. Copyright © 2016 Elsevier Ltd. All rights reserved.

Effects of parenting style on personal and social variables for Asian adolescents.

PubMed

Ang, Rebecca P

2006-10-01

Impact of perceived parenting style on adolescents' self-reliance, interpersonal relations, sense of inadequacy, and attitude to school, after controlling for effects of adolescents' self-esteem, was examined in a sample of 548 Asian adolescents. Fathers' perceived parenting style was significantly associated with adolescents' sense of inadequacy for the entire sample as well as for Chinese adolescents. Fathers' perceived parenting style was also significantly associated with Malay adolescents' self-reliance. Mothers' perceived parenting style was significant only for Malay adolescents' attitude to school. The meaning and consequences of parenting styles, in particular, the authoritarian parenting style, and the differential impact of paternal parenting style versus maternal parenting style on adolescent outcomes in an Asian context will be discussed. Implications for educators and mental health practitioners working with adolescents and their families will also be explored. (c) 2007 APA, all rights reserved

Psychopathology among senior secondary school students in Ilesa, south western Nigeria.

PubMed

Fatoye, F O; Morakinyo, O

2003-09-01

The prevalence rate of psychopathology and the relationship between psychopathology and some socio-demographic variables and consolidated current drug use were studied in 600 randomly selected senior secondary school students in Ilesa, south-western Nigeria. The 30-item version of the General Health Questionnaire and the WHO student drug use questionnaire were administered for the study. The findings revealed that the prevalence of psychopathology among the study population was 39.5%. There were significant positive associations between psychopathology and belonging to low socio-economic status, coming from a polygamous family and self-rated poor academic performance. The results also showed that although psychopathology was commoner amongst respondents who were engaged in current use of psychoactive substances than those who were not, the difference was not significant. The implications of these findings within the context of the limitations of the study and the importance of effective preventive and therapeutic student mental health services are discussed.

Predicting the fear of assault at school and while going to and from school in an adolescent population.

PubMed

Alvarez, A; Bachman, R

1997-01-01

Recent research investigating the fear of crime has shown that when crime and behavior-specific measures of fear are utilized, the young are more likely than the elderly to be the most fearful. Research investigating the etiology of fear within adolescent populations, however, remains very limited. Using a sample of over 10,000 junior high and high school students from a supplement to the National Crime Victimization Survey, this paper examines the factors contributing to students' fear of assault both at school and while going to and from school. Results indicate that recent victimization experiences, the presence of a violent subculture at the school (e.g., gang presence and attacks on teachers) and availability of drugs/alcohol were related to fear in both contexts. The predictability of fear from individual characteristics, however, was context specific. Contrary to findings from earlier research, it was found that young females were not more fearful than their male counterparts in all contexts. While they were more fearful of an attack while going to and from school, there were no differences in fear levels while at school between males and females after controlling for other environmental and experiential factors. Conclusions largely support the contention that fear is a rational calculation based on objective criteria. Moreover, results underscore the need for more specificity when operationalizing the context and content of fearfulness.

Does Cognitive Behavioural Therapy in the Context of a Rural School Mental Health Programme Have an Impact on Academic Outcomes?

ERIC Educational Resources Information Center

Michael, Kurt D.; Albright, Abby; Jameson, John Paul; Sale, Rafaella; Massey, Cameron; Kirk, Alex; Egan, Theresa

2013-01-01

Given the prevalence of mental health difficulties among children and adolescents, schools have become a suitable context for providing psychological services to those who may otherwise go untreated. The co-occurrence of mental health impairments and academic problems has been widely cited, and many school mental health (SMH) programmes have begun…

Do Incentive-Based Programs Improve Teacher Quality and Student Achievement? An Analysis of Implementation in 12 Urban Charter Schools

ERIC Educational Resources Information Center

Kaimal, Girija; Jordan, Will J.

2016-01-01

Context: Policymakers have increasingly advocated for incentive-based approaches for improving urban schools. Purpose of the study: Few studies have examined the implementation of incentive based approaches in the urban charter school context. This paper presents research findings from a 4-year longitudinal study of the implementation of a…

Profiles of Kindergarten Classroom and Elementary School Contexts: Associations with the First-Grade Outcomes of Children Transitioning from Head Start

ERIC Educational Resources Information Center

Lee, Phyllis; Bierman, Karen L.

2016-01-01

Poor-quality classroom and school contexts may impede the academic and behavioral adjustment of low-income students when they transition into kindergarten. Several studies have examined the impact of teacher-student interactions on student progress, whereas others have explored the impact of school-level adversity (e.g., student poverty, school…

Immediacy and Distance in Teacher Talk--A Comparative Case Study in German Elementary- and Outdoor School-Teaching

ERIC Educational Resources Information Center

Sahrakhiz, Sarah

2017-01-01

This case study examines authentic speech acts by a German primary school teacher in the classroom context and the outdoor learning location of a forest. The study will compare the degree of linguistic immediacy or distance in these two contexts, respectively. Once a week, the class is doing "outdoor school" ["Draußenschule"]…

Adolescent Identity Formation in the Context of Vocationally Oriented Special Needs Schools

ERIC Educational Resources Information Center

Jacobs, Carmelita; Collair, Lynette

2017-01-01

Adolescence is a phase that is associated with important identity-relevant issues. Shaping a clear sense of identity is an important step in developing a healthy psychosocial disposition, and the school is an important context where this can happen. In this article, we explore how adolescents who had attended a special needs school of skills in…

Teachers' Views of the School Community Support in the Context of a Science Curricular Reform

ERIC Educational Resources Information Center

Deslandes, Rollande; Barma, Sylvie; Massé-Morneau, Julie

2016-01-01

This study examines teachers' perceptions and comprehension of their school community support for change in implementing a new teaching approach in science and technology in the context of a reform initiative at the secondary level. It is part of a two-year research-intervention conducted with science teachers from a private school. Data was first…

Bullying and Victimisation in School Children: The Role of Social Identity, Problem-Solving Style, and Family and School Context

ERIC Educational Resources Information Center

Cassidy, Tony

2009-01-01

The relationship between social identity, family and school context, problem-solving style, self-esteem, health behaviour, psychological distress, and victimisation, was explored in a quasi-experimental survey of 461 children aged between 11 and 15 years old. There was a high prevalence of victimisation (29%) in the group and 44% of those…

"He Is Intelligent but Different": Stakeholders' Perspectives on Children on the Autism Spectrum in an Urban Indian School Context

ERIC Educational Resources Information Center

Taneja Johansson, Shruti

2014-01-01

This article explores stakeholders' awareness of autism and their perspectives on children with autism, in an urban Indian school context. Using an interpretive framework, the article draws on interview data from a study conducted in Kolkata. Findings indicated varying but limited awareness of autism among school staff. Teachers instead described…

The Leadership of Multi-Ethnic Schools: What We Know and Don't Know about Values-Driven Leadership

ERIC Educational Resources Information Center

Dimmock, Clive

2005-01-01

For too long, leadership has been researched and written about without taking account of context and societal culture. This article takes as its context under researched multi-ethnic urban schools, and looks at leadership--specifically five successful head teacher case studies--of these schools. The research project that it reports was carried out…

Putting Students' Views of School Safety into Context: A Comparison of Adolescent Personal Safety across Locations in Israel

ERIC Educational Resources Information Center

Yablon, Yaacov Boaz; Addington, Lynn A.

2010-01-01

While previous research suggests that students feel safe at school, little attention has been given to studying adolescent feelings of safety in various locations. Such direct comparisons would provide a context for evaluating and better understanding students' perceptions of safety at school. The present study examines this issue by comparing…

Writing in Context: Reluctant Writers and Their Writing at Home and at School

ERIC Educational Resources Information Center

Gardner, Paul

2013-01-01

This study investigated the engagement with writing of reluctant writers in the contexts of home and school. A structured and semi-structured survey method was used to capture responses from 106 reluctant writers in 9 primary schools (age range 6--9 year olds) in the UK. Findings show that although these students were deemed to be reluctant…

How Do School Leaders Navigate ICT Educational Reform? Policy Learning Narratives from a Singapore Context

ERIC Educational Resources Information Center

Chua Reyes, Vicente

2015-01-01

The purpose of this research inquiry focuses on how school leaders "make sense" of educational reform in their local contexts. In order to do this, an exploratory qualitative case study of two schools that took part in policy reform initiatives directed at ubiquitous use of information communication and technology (ICT) in the Singapore…

The Meritocratic Ideal in Education Systems: The Mechanisms of Academic Distinction in the International Context

ERIC Educational Resources Information Center

Torres, Leonor Lima; Quaresma, Maria Luisa

2017-01-01

The state school lives immersed in the tension between democratic purposes and the ideals of merit and selectivity. In this context, state schools establish instruments of public praise for students who stand out academically or in other dimensions. We propose to map the rituals of academic distinction in Portuguese state schools and to discuss…

The Storm and Stress (or Calm) of Early Adolescent Self-Concepts: Within- and Between-Person Variability

PubMed Central

Molloy, Lauren E.; Ram, Nilam; Gest, Scott D.

2014-01-01

This study uses intraindividual variability and change methods to test theoretical accounts of self-concept and its change across time and context, and the developmental implications of this variability. The five-year longitudinal study of 541 youth in a rural Pennsylvania community from 3rd through 7th grade included twice-yearly assessments of self-concept (academic and social), corresponding external evaluations of competence (e.g., teacher-rated academic skills, peer-nominated “likeability”), and multiple measures of youths' overall adjustment. Multiphase growth models replicate previous research, suggesting significant decline in academic self-concept during middle school, but modest growth in social self-concept from 3rd through 7th grade. Next, a new contribution is made to the literature by quantifying the amount of within-person variability (i.e., “lability”) around these linear self-concept trajectories as a between-person characteristic. Self-concept lability was found to associate with a general profile of poorer competence and adjustment, and to predict poorer academic and social competence at the end of 7th grade above and beyond level of self-concept. Finally, there was substantial evidence that wave-to-wave changes in youths' self-concepts correspond to teacher and peer evaluations of youths' competence, that attention to peer feedback may be particularly strong during middle school, and that these relations may be moderated by between-person indicators of youths' general adjustment. Overall, findings highlight the utility of methods sensitive to within-person variation for clarifying the dynamics of youths' self-system development. PMID:21928883

Authentic early experience in Medical Education: a socio-cultural analysis identifying important variables in learning interactions within workplaces.

PubMed

Yardley, Sarah; Brosnan, Caragh; Richardson, Jane; Hays, Richard

2013-12-01

This paper addresses the question 'what are the variables influencing social interactions and learning during Authentic Early Experience (AEE)?' AEE is a complex educational intervention for new medical students. Following critique of the existing literature, multiple qualitative methods were used to create a study framework conceptually orientated to a socio-cultural perspective. Study participants were recruited from three groups at one UK medical school: students, workplace supervisors, and medical school faculty. A series of intersecting spectra identified in the data describe dyadic variables that make explicit the parameters within which social interactions are conducted in this setting. Four of the spectra describe social processes related to being in workplaces and developing the ability to manage interactions during authentic early experiences. These are: (1) legitimacy expressed through invited participation or exclusion; (2) finding a role-a spectrum from student identity to doctor mindset; (3) personal perspectives and discomfort in transition from lay to medical; and, (4) taking responsibility for 'risk'-moving from aversion to management through graded progression of responsibility. Four further spectra describe educational consequences of social interactions. These spectra identify how the reality of learning is shaped through social interactions and are (1) generic-specific objectives, (2) parallel-integrated-learning, (3) context specific-transferable learning and (4) performing or simulating-reality. Attention to these variables is important if educators are to maximise constructive learning from AEE. Application of each of the spectra could assist workplace supervisors to maximise the positive learning potential of specific workplaces.

The "Generacion Diez" after-school program and Latino parent involvement with schools.

PubMed

Riggs, Nathaniel R; Medina, Carmen

2005-11-01

The current study examines associations between participation in after-school programs and change in Latino parent involvement with schools. Hierarchical linear regression analyses demonstrated that parents of children who had higher after-school program attendance rates were significantly more likely to report increases in the quality of relationships with their children's teachers, frequency of parent-teacher contact, and engagement with their children's schooling over a two-year period. However, greater home educator contacts were related to decreases in quality and quantity of parent-school involvement. A primary implication is that attendance in school-based after-school programs may draw parents into children's regular-day school context. Editors' Strategic Implications The authors illustrate the promising practice of using after-school programs to promote parent involvement and to help integrate the often disparate family and school contexts for Latino children.

Concreteness and Item-to-List Context Associations in the Free Recall of Items Differing in Context Variability

ERIC Educational Resources Information Center

Marsh, Richard L.; Meeks, J. Thadeus; Hicks, Jason L.; Cook, Gabriel I.; Clark-Foos, Arlo

2006-01-01

Context variability can be defined as the number of preexperimental contexts in which a given concept appears. Following M. Steyvers and K. J. Malmberg's (2003) work, the authors have shown that concepts that are experienced in fewer preexperimental contexts generally are better remembered in episodic memory tasks than concepts that are …

Context effects on second-language learning of tonal contrasts.

PubMed

Chang, Charles B; Bowles, Anita R

2015-12-01

Studies of lexical tone  learning generally focus on monosyllabic contexts, while reports of phonetic learning benefits associated with input variability are based largely on experienced learners. This study trained inexperienced learners on Mandarin tonal contrasts to test two hypotheses regarding the influence of context and variability on tone  learning. The first hypothesis was that increased phonetic variability of tones in disyllabic contexts makes initial tone  learning more challenging in disyllabic than monosyllabic words. The second hypothesis was that the learnability of a given tone varies across contexts due to differences in tonal variability. Results of a word learning experiment supported both hypotheses: tones were acquired less successfully in disyllables than in monosyllables, and the relative difficulty of disyllables was closely related to contextual tonal variability. These results indicate limited relevance of monosyllable-based data on Mandarin learning for the disyllabic majority of the Mandarin lexicon. Furthermore, in the short term, variability can diminish learning; its effects are not necessarily beneficial but dependent on acquisition stage and other learner characteristics. These findings thus highlight the importance of considering contextual variability and the interaction between variability and type of learner in the design, interpretation, and application of research on phonetic learning.

Changes in developmental contexts as predictors of transitions in HIV-risk behaviors among young men who have sex with men (YMSM).

PubMed

Wong, Carolyn F; Schrager, Sheree M; Chou, Chih-Ping; Weiss, George; Kipke, Michele D

2013-06-01

Emerging adulthood is a transitional time often marked by instability in many areas of life, including residential status, work, school, and romantic relationships. The purpose of this study is to examine transitions in HIV-risk related behaviors among a cohort of ethnically-diverse young men who have sex with men (YMSM) and to reveal how changes in developmental contexts during emerging adulthood might be associated with these behavioral changes. Hidden Markov models were used to examine movement across different stages of behavioral risk-taking over time. Semi-annual surveys were administered across 2 years; analyses included those with at least three of the five waves of data. Results indicated substantial movement at the individual-level transitions. Additionally, high variability in sexual risk, alcohol misuse, and illicit drug-risk behaviors was predicted by age, ethnicity, and correlates of emerging adulthood, such as residential status, work, post-secondary school enrollment, and primary-relationship status. Findings provide evidence of great change in risky behaviors among YMSM during this pivotal time, particularly among those who actively experiment in varying levels of risk-taking. In order to prevent experimental behaviors from evolving into more serious risk, interventions must consider ways to assist YMSM to adjust to life changes brought on by emerging adulthood.

Attractor States in Teaching and Learning Processes: A Study of Out-of-School Science Education.

PubMed

Geveke, Carla H; Steenbeek, Henderien W; Doornenbal, Jeannette M; Van Geert, Paul L C

2017-01-01

In order for out-of-school science activities that take place during school hours but outside the school context to be successful, instructors must have sufficient pedagogical content knowledge (PCK) to guarantee high-quality teaching and learning. We argue that PCK is a quality of the instructor-pupil system that is constructed in real-time interaction. When PCK is evident in real-time interaction, we define it as Expressed Pedagogical Content Knowledge (EPCK). The aim of this study is to empirically explore whether EPCK shows a systematic pattern of variation, and if so whether the pattern occurs in recurrent and temporary stable attractor states as predicted in the complex dynamic systems theory. This study concerned nine out-of-school activities in which pupils of upper primary school classes participated. A multivariate coding scheme was used to capture EPCK in real time. A principal component analysis of the time series of all the variables reduced the number of components. A cluster revealed general descriptions of the components across all cases. Cluster analyses of individual cases divided the time series into sequences, revealing High-, Low-, and Non-EPCK states. High-EPCK attractor states emerged at particular moments during activities, rather than being present all the time. Such High-EPCK attractor states were only found in a few cases, namely those where the pupils were prepared for the visit and the instructors were trained.

Parent involvement in school: English speaking versus Spanish speaking families.

PubMed

Lee, Sang Min; Thorn, Antoinette; Bloomdahl, Susana Contreras; Ha, Jung Hee; Nam, Suk Kyung; Lee, Jayoung

2012-07-01

The purpose of the present study was to explore the relationships between three predictor variables (attitude toward school, parent-child communication, and school commitment action) and the criterion variable (parent involvement) in a representative sample and to examine if these relationships were consistent across three groups (English speaking Caucasian family, English speaking Latino family, and Spanish speaking Latino families). Using a national database (N = 9.841), multi-group SEM analyses were conducted to investigate the relationship between three predictor variables and the criterion variable in three family groups. While all three predictor variables significantly predicted parent involvement in English speaking Caucasian and Latino families, only two variables (parent-child communication and school commitment actions), significantly predicted parent involvement in Spanish speaking Latino families. The results of this study suggest that when administrators, teachers and counselors in school strive to share specific school-related information with Latino families, Spanish speaking families are more likely to become involved with schools.

Some ways in which neighborhoods, nuclear families, friendship groups, and schools jointly affect changes in early adolescent development.

PubMed

Cook, Thomas D; Herman, Melissa R; Phillips, Meredith; Settersten, Richard A

2002-01-01

This study assessed some ways in which schools, neighborhoods, nuclear families, and friendship groups jointly contribute to positive change during early adolescence. For each context, existing theory was used to develop a multiattribute index that should promote successful development. Descriptive analyses showed that the four resulting context indices were only modestly intercorrelated at the individual student level (N = 12,398), but clustered more tightly at the school and neighborhood levels (N = 23 and 151 respectively). Only for aggregated units did knowing the developmental capacity of any one context strongly predict the corresponding capacity of the other contexts. Analyses also revealed that each context facilitated individual change in a success index that tapped into student academic performance, mental health, and social behavior. However, individual context effects were only modest in size over the 19 months studied and did not vary much by context. The joint influence of all four contexts was cumulatively large, however, and because it was generally additive in form, no constellation of contexts was identified whose total effect reliably surpassed the sum of its individual context main effects. These results suggest that achieving significant population changes in multidimensional student growth during early adolescence most likely requires both theory and interventions that are explicitly pan-contextual.

Playing in School or at Home? An Exploration of the Effects of Context on Educational Game Experience

ERIC Educational Resources Information Center

De Grove, Frederik; Van Looy, Jan; Neys, Joyce; Jansz, Jeroen

2012-01-01

The goal of this study is to gain insight into the effects of context on educational game experience. Using a quasi-experimental setup, it compares the playing and learning experiences of adolescent players of the awareness-raising game PING in a domestic (N=135) and a school (N=121) context. Results indicate that both gaming (identification,…

The Social Costs of Academic Success across Ethnic Groups

PubMed Central

Fuller-Rowell, Thomas E.; Doan, Stacey N.

2010-01-01

This study explores the longitudinal association between academic achievement and social acceptance across ethnic groups in a nationally representative sample of adolescents (N = 13,570; Mage = 15.5 years). The effects of school context are also considered. Results show that African American and Native American adolescents experience greater social costs with academic success than Whites. Pertaining to school context, findings suggest that the differential social consequences of achievement experienced by African Americans are greatest in more highly achieving schools, but only when these schools have a smaller percentage of Black students. Students from Mexican decent also showed differential social costs with achievement in particular contexts. The implications of these findings to theory, policy, and future research are discussed. PMID:21077858

Predicting students' physical activity and health-related well-being: a prospective cross-domain investigation of motivation across school physical education and exercise settings.

PubMed

Standage, Martyn; Gillison, Fiona B; Ntoumanis, Nikos; Treasure, Darren C

2012-02-01

A three-wave prospective design was used to assess a model of motivation guided by self-determination theory (Ryan & Deci, 2008) spanning the contexts of school physical education (PE) and exercise. The outcome variables examined were health-related quality of life (HRQoL), physical self-concept (PSC), and 4 days of objectively assessed estimates of activity. Secondary school students (n = 494) completed questionnaires at three separate time points and were familiarized with how to use a sealed pedometer. Results of structural equation modeling supported a model in which perceptions of autonomy support from a PE teacher positively predicted PE-related need satisfaction (autonomy, competence, and relatedness). Competence predicted PSC, whereas relatedness predicted HRQoL. Autonomy and competence positively predicted autonomous motivation toward PE, which in turn positively predicted autonomous motivation toward exercise (i.e., 4-day pedometer step count). Autonomous motivation toward exercise positively predicted step count, HRQoL, and PSC. Results of multisample structural equation modeling supported gender invariance. Suggestions for future work are discussed.

Predictive Value of Social Skills in Living Together at Primary School. Analysis in a Cultural Diversity Context

ERIC Educational Resources Information Center

Herrera Torres, Lucía; Bravo Antonio, Iván

2012-01-01

Coexistence at school stands out as one of the main goals in today's education (Carretero, 2008; Ortega, 2007). The aim of this study developed within a cultural diversity context is to identify the specific dimensions of social skills through which the different elements favouring or hindering coexistence at school can be predicted. A total of…

Enhancing the Effects of Teacher Attunement to Student Peer Group Affiliations on the School Social-Affective Context: Promotive Effects of the SEALS Intervention

ERIC Educational Resources Information Center

Hamm, Jill V.

2011-01-01

The purpose of this study was to examine teachers' attunement to student peer group affiliations as a factor in students' experiences of the school social-affect context. First, the author and her colleagues hypothesize that teacher attunement will be greater in intervention versus control schools following initial SEALS training. Second, they…

Questioning the Separation of In-School from Out-of-School Contexts for Literacy Learning: An Interview with Donna E. Alvermann

ERIC Educational Resources Information Center

Alvermann, Donna E.; Moore, David W.

2011-01-01

Donna E. Alvermann, Distinguished Research Professor of Language and Literacy Education at the University of Georgia in Athens, received recognitions and honors as a scholar/leader in adolescent literacy. Her thoughts about contexts for literacy learning challenge that the divide between in- and out-of-school literacy learning is real and needs…

High School Students Debate the Use of Embryonic Stem Cells: The Influence of Context on Decision-Making

ERIC Educational Resources Information Center

Molinatti, Gregoire; Girault, Yves; Hammond, Constance

2010-01-01

The present study analyzes decision-making and argumentation by high school students in a debate situation on a socioscientific issue, the use of embryonic stem cells in research and therapy. We tested the influence on the debates of two different contexts. Adolescent students at the high school level in the same grade (mean age 16.4 years) from…

Middle-Class Families and School Choice: Freedom versus Equity in the Context of a "Local Education Market"

ERIC Educational Resources Information Center

Reinoso, Antonio Olmedo

2008-01-01

This article analyses the impact of social class on the process of school choice in Spain from the viewpoint of middle-class families. This practice must be seen in the framework of the new social context generated by the information society. The article begins by briefly describing changes in school choice policies in Spain. For a wider…

Signs of Resistance: Peer Learning of Sign Languages within "Oral" Schools for the Deaf

ERIC Educational Resources Information Center

Anglin-Jaffe, Hannah

2013-01-01

This article explores the role of the Deaf child as peer educator. In schools where sign languages were banned, Deaf children became the educators of their Deaf peers in a number of contexts worldwide. This paper analyses how this peer education of sign language worked in context by drawing on two examples from boarding schools for the deaf in…

An Exploration of the Relationships between Student Racial Background and the School Sub-Contexts of Office Discipline Referrals: A Critical Race Theory Analysis

ERIC Educational Resources Information Center

Anyon, Yolanda; Lechuga, Chalane; Ortega, Debora; Downing, Barbara; Greer, Eldridge; Simmons, John

2018-01-01

A growing body of research indicates that exclusionary school discipline practices disproportionately impact students of color. Some scholars have theorized that racial disparities likely vary across school sub-contexts, as implicit bias in perceptions of student behavior may be more influential in locations where students and adults have weaker…

Personal Best (PB) Goal Structure, Individual PB Goals, Engagement, and Achievement: A Study of Chinese- and English-Speaking Background Students in Australian Schools

ERIC Educational Resources Information Center

Martin, Andrew J.; Collie, Rebecca J.; Mok, Magdalena M. C.; McInerney, Dennis M.

2016-01-01

Background: Prior cross-cultural research with students in different national contexts (Australia and China) has shown consistency in the extent to which individual personal best (PB) goals are associated with engagement at school. Aims: This study extends this work to a multicultural context, assessing perceived PB goal structure in school and…

"It's Part of the Fabric": Creating Context for the Successful Involvement of an Outside Expert of Jewish Early Childhood Education in School Change

ERIC Educational Resources Information Center

Brody, David L.; Gorsetman, Chaya R.

2013-01-01

The effectiveness of outside experts in professional development in Jewish schools has been questioned in light of scholarly critique of this approach. This case study examines the sociocultural context of one such long-term project aimed at school improvement through early childhood (EC) curriculum development. The research identifies cultural…

"Everyone Was Really Happy to See Me!" The Importance of Friendships in the Return to School of Children with Chronic Illness

ERIC Educational Resources Information Center

Dockett, Sue

2004-01-01

One of the features of the Starting School Research Project (Perry, Dockett & Howard, 2000) has been the study of multiple experiences of the transition to school. An ecological model of transition highlights the significance of context and the ways in which context influences experiences and is influenced by the participants in these experiences.…

A Latent Class Growth Analysis of School Bullying and Its Social Context: The Self-Determination Theory Perspective

ERIC Educational Resources Information Center

Lam, Shui-fong; Law, Wilbert; Chan, Chi-Keung; Wong, Bernard P. H.; Zhang, Xiao

2015-01-01

The contribution of social context to school bullying was examined from the self-determination theory perspective in this longitudinal study of 536 adolescents from 3 secondary schools in Hong Kong. Latent class growth analysis of the student-reported data at 5 time points from grade 7 to grade 9 identified 4 groups of students: bullies (9.8%),…

The Role and Role Context of the Lebanese School Principal: Toward a Culturally Grounded Understanding of the Principalship

ERIC Educational Resources Information Center

Akkary, Rima Karami

2014-01-01

This study provides empirical data about the role and work context of the school principal in the Lebanon. The study applied grounded theory methods in collecting and analysing the data. The data were collected through a series of open-ended interviews with 53 secondary school principals, and focus group interviews with 8 principals from public as…

Personal Belief in a Just World, Experience of Teacher Justice, and School Distress in Different Class Contexts

ERIC Educational Resources Information Center

Peter, Felix; Dalbert, Claudia; Kloeckner, Nils; Radant, Matthias

2013-01-01

The study examined the meaning of personal belief in a just world and students' experience of their teachers' behavior toward them personally for school distress in different class contexts. The study involved 827 secondary school students from 61 classes (grades 9 to 11). Analyses revealed that the more the students believed in a…

Recursive Model of a Methodical Competency Formation of a High School Teacher in the Context of Competency-Based Education

ERIC Educational Resources Information Center

??lekhina, ??rina Borisovna

2015-01-01

The present study examines the professional development problems of a high school teacher. A high school teacher is both a scientist and a teacher. Teaching and research activities are integrated by using methodical activity. Methodical competency of a teacher is defined as a basis in the context of Competence-based Education. The methodical…

Ionic Liquids as a Basis Context for Developing High school Chemistry Teaching Materials

NASA Astrophysics Data System (ADS)

Hernani; Mudzakir, A.; Sumarna, O.

2017-02-01

This research aims to produce a map of connectedness highschool chemical content with the context of the modern chemical materials applications based on ionic liquids. The research method is content analysis of journal articles related to the ionic liquid materials and the textbooks of high school chemistry and textbooks of general chemistry at the university. The instrument used is the development format of basic text that connect and combine content and context. The results showed the connectedness between: (1) the context lubricants ionic liquid with the content of ionic bonding, covalent bonding, metal bonding, interaction between the particles of matter, the elements of main group, the elements of transition group, and the classification of macromolecules; (2) the context of fuel cell electrolite with the content of ionic bonding, covalent bonding, metal bonding, interaction between the particles of matter, Volta cell, and electrolysis cell; (3) the contect of nanocellulose with the content of ionic bonding, covalent bonding, metal bonding, interaction between the particles of matter, colloid, carbon compound, and the classification of macromolecules; and (4) the context of artificial muscle system with the content of ionic bond, covalent bond, metal bonding, interaction between the particles of matter, hydrocarbons, electrolytes and non-electrolytes, and the classification of macromolecules. Based on the result of this content analysis, the context of ionic liquid is predicted can be utilized for the enrichment of high school chemistry and has the potential to become teaching material’s context of high school chemistry in the future.

Education and Health Matters: School Nurse Interventions, Student Outcomes, and School Variables

ERIC Educational Resources Information Center

Wolfe, Linda C.

2013-01-01

This paper presents findings from a quantitative, correlational study that examined selected school nursing services, student academic outcomes, and school demographics. Ex post facto data from the 2011-2012 school year of Delaware public schools were used in the research. The selected variables were school nurse interventions provided to students…

Situational and Intrapersonal Predictors of School and Life Satisfaction of Elementary School Students

ERIC Educational Resources Information Center

Drost, Amy Linden

2012-01-01

This study examined predictors of school and life satisfaction of fifth-grade students. Two situational predictor variables (school climate and school stress) and two intrapersonal predictor variables (locus of control and academic self-concept) were examined. It was hypothesized that positive school climate, low levels of school stress, internal…

What matters in the classroom: A structural model of standards-based scientific literacy

NASA Astrophysics Data System (ADS)

Shive, Louise E.

For over two decades educators and policy makers have been particularly concerned with student achievement in the wake of A Nation at Risk. A majority of studies indicates that students' family background has the strongest influence on achievement, although characteristics of their teachers and schools have significant impact as well. This study considered achievement in science in particular, investigating the influence of alterable factors within the classroom on students' gains in scientific literacy. Scientific literacy included three elements: content knowledge, scientific process skills, and attitude towards science. Based on a review of the literature on student achievement, a structural equation model was constructed with five latent variables: teacher's education, instructional practices, teacher's attitudes, school's context, and students' scientific literacy. The model was tested using data from the five-month implementation of a standards-based integrated text/technology/laboratory program, Biology: Exploring Life. The sixteen biology teachers completed two pre-implementation surveys, and 664 of their students completed the three pretests and the corresponding posttests. The initial model did not fit well (chi2(80) = 2784.16; chi 2/df = 34.80; GFI = .70; IFI = .49; CFI = .49) and was inadmissible due to the presence of negative variances. After revision of the model, fit improved somewhat (chi2(53) = 1623.97; chi 2/df = 30.64; GFI = .77; IFI = .65; CFI = .65), although a negative variance migrated and persisted. The total effects were greatest for the teacher's attitudes (largely indirect, mediated through instructional practices), followed by school's context, and instructional practices. Teacher's education had the lowest total effects due to almost equal but opposite direct effects (positive) and indirect effects (mediated through instructional practices and teacher's attitudes). The investigator concluded that alterable factors such as teachers' attitudes, instructional practices, and classroom context can influence students' gains in scientific literacy within a standards-based integrated text/technology/laboratory program.

Cross-continental comparison of the association between the physical environment and active transportation in children: a systematic review.

PubMed

D'Haese, Sara; Vanwolleghem, Griet; Hinckson, Erica; De Bourdeaudhuij, Ilse; Deforche, Benedicte; Van Dyck, Delfien; Cardon, Greet

2015-11-26

The purpose of this systematic review was to determine the relationship between a wide range of physical environmental characteristics and different contexts of active transportation in 6- to 12-year-old children across different continents. A systematic search was conducted in six databases (Pubmed, Web of Science, Cinahl, SportDiscus, TRIS and Cochrane) resulting in 65 papers, eligible for inclusion. The investigated physical environmental variables were grouped into six categories: walkability, accessibility, walk/cycle facilities, aesthetics, safety, recreation facilities. The majority of the studies were conducted in North America (n = 35), Europe (n = 17) and Australia (n = 11). Active transportation to school (walking or cycling) was positively associated with walkability. Walking to school was positively associated with walkability, density and accessibility. Evidence for a possible association was found for traffic safety and all forms of active transportation to school. No convincing evidence was found for associations between the physical environment and active transportation during leisure. General safety and traffic safety were associated with active transportation to school in North America and Australia but not associated with active transportation to school in Europe. The physical environment was mainly associated with active transportation to school. Continent specific associations were found, indicating that safety measures were most important in relation to active commuting to school in North America and Australia. There is a need for longitudinal studies and studies conducted in Asia, Africa and South-America and studies focusing specifically on active transportation during leisure.

Moderation, mediation - or even both? School climate and the association between peer and adolescent alcohol use.

PubMed

Tomczyk, Samuel; Isensee, Barbara; Hanewinkel, Reiner

2015-12-01

Ample studies discuss the enhancing effects of peer drinking on student alcohol use. In addition, there is vast research on school climate impact on student alcohol use. Though these two areas are intertwined for most young adolescents, it is heretofore not completely clear, in what way these characteristics functionally interact and affect drinking behavior. In a longitudinal study, we analyzed a sample of 2490 German adolescents (Mage=13.32, SD=0.57, range=8-13) from 5th (fall 2010) to 8th (fall 2013) grade. We discerned mediating (class climate) and moderating (school organization variables) functions of school on the association between peer and adolescent alcohol use, and finally combined them in direct effect moderated mediation models for a variety of outcomes (lifetime alcohol use, frequency and amount of drinking, binge drinking), adjusting for possible confounders. Class climate mediated a small significant part of the association between peer and adolescent alcohol use (1.8-2.4%), with the exception of lifetime drinking. Student-teacher ratio and percentage of at-risk students significantly moderated the peer-adolescent association, with the latter having an enhancing and the first having a buffering effect. School life serves as an important context of adolescent development and as such, seems to have direct and indirect effects on behavior and health. Future research should pay attention to differentiating effects of school climate and include both forms of operationalization when analyzing school effects on student behavior. Copyright © 2015 Elsevier Ltd. All rights reserved.

Profiles of Adolescents' Perceptions of Democratic Classroom Climate and Students' Influence: The Effect of School and Community Contexts.

PubMed

Reichert, Frank; Chen, Jiaxin; Torney-Purta, Judith

2018-06-01

Students' learning experiences and outcomes are shaped by school and classroom contexts. Many studies have shown how an open, democratic classroom climate relates to learning in the citizenship domain and helps nurture active and engaged citizens. However, little research has been undertaken to look at how such a favorable classroom climate may work together with broader school factors. The current study examines data from 14,292 Nordic eighth graders (51% female) who had participated in the International Civic and Citizenship Education Study in 2009, as well as contextual data from 5,657 teachers and 618 principals. Latent class analysis identifies profiles of students' perceptions of school context, which are further examined with respect to the contextual correlates at the school level using two-level fixed effects multinomial regression analyses. Five distinct student profiles are identified and labeled "alienated", "indifferent", "activist", "debater", and "communitarian". Compared to indifferent students, debaters and activists appear more frequently at schools with relatively few social problems; being in the communitarian group is associated with aspects of the wider community. Furthermore, being in one of these three groups (and not in the indifferent group) is more likely when teachers act as role models by engaging in school governance. The results are discussed within the framework of ecological assets and developmental niches for emergent participatory citizenship. The implications are that adults at school could enhance multiple contexts that shape adolescents' developmental niches to nurture active and informed citizens for democracies.

School bullying: its nature and ecology.

PubMed

Espelage, Dorothy L; De La Rue, Lisa

2011-11-04

Recent youth suicides only highlight a persistent problem in schools - bullying and sustained peer victimization. Being a target or victim of bullying has long been recognized has having short- and long-term psychological effects on children and adolescents across the world today. School bullying is one of the most significant public health concerns facing children and adolescents. Involvement in the social phenomena of school bullying is often explained as emerging from a wide range of risk and protective factors within the social-ecology of youth. The social-ecological model posits that bullying behaviors are shaped by various interrelated contexts including individual characteristics, family, peers and the school environment. Research is reviewed to highlight the correlates of bullying involvement across these context using social-ecological and social-learning frameworks. Meta-analytic studies are reviewed on the short- and long-term impact of bullying involvement and efficacy of bullying prevention programs. Specific recommendations for prevention planning and future research efforts are provided. Bullying is a multi-faceted issue, which is best understood in the larger social context in which it occurs. Individual characteristics of students contribute to bullying involvement when students have families that promote violence, teachers that ignore or dismiss bullying, schools that have negative climates and students who socialize with friends who bully. These social contexts need to be targeted in bully prevention programs to reduce bullying and peer victimization in schools.

A social ecological assessment of physical activity among urban adolescents.

PubMed

Yan, Alice Fang; Voorhees, Carolyn C; Beck, Kenneth H; Wang, Min Qi

2014-05-01

To examine the physical, social and temporal contexts of physical activity, as well as sex variations of the associations among 314 urban adolescents. Three-day physical activity recall measured contextual information of physical activities. Logistic regressions and generalized estimating equation models examined associations among physical activity types and contexts, and sex differences. Active transportation was the most common physical activity. Home/neighborhood and school were the most common physical activity locations. School was the main location for organized physical activity. Boys spent more time on recreational physical activity, regardless of the social context, compared to girls. The average physical activity level was significantly lower for girls than for boys after school. Physical activity promotion interventions need to target physical activity environments and social contexts in a sex-specific manner.

Tryin' to Make It during the Transition from High School: The Role of Family Obligation Attitudes and Economic Context for Latino-Emerging Adults

ERIC Educational Resources Information Center

Sanchez, Bernadette; Esparza, Patricia; Colon, Yari; Davis, Katrina E.

2010-01-01

The aim of the current study was to examine the role of familial and economic context in the decisions and behaviors of low-income, urban Latinos during the transition from high school. Thirty-two Latino emerging adults who graduated from a public high school participated in one-on-one in-depth interviews about their transition. Participants…

Family context and externalizing correlates of childhood animal cruelty in adjudicated delinquents.

PubMed

Walters, Glenn D; Noon, Alexandria

2015-05-01

The purpose of this study was to determine whether childhood animal cruelty is primarily a feature of family context or of externalizing behavior. Twenty measures of family context and proactive (fearlessness) and reactive (disinhibition) externalizing behavior were correlated with the retrospective accounts of childhood animal cruelty provided by 1,354 adjudicated delinquents. A cross-sectional analysis revealed that all 20 family context, proactive externalizing, and reactive externalizing variables correlated significantly with animal cruelty. Prospective analyses showed that when the animal cruelty variable was included in a regression equation with the 10 family context variables (parental arguing and fighting, parental drug use, parental hostility, and parental knowledge and monitoring of offspring behavior) or in a regression equation with the five reactive externalizing variables (interpersonal hostility, secondary psychopathy, weak impulse control, weak suppression of aggression, and short time horizon), it continued to predict future violent and income (property + drug) offending. The animal cruelty variable no longer predicted offending, however, when included in a regression equation with the five proactive externalizing variables (early onset behavioral problems, primary psychopathy, moral disengagement, positive outcome expectancies for crime, and lack of consideration for others). These findings suggest that while animal cruelty correlates with a wide range of family context and externalizing variables, it may serve as a marker of violent and nonviolent offending by virtue of its position on the proactive subdimension of the externalizing spectrum. © The Author(s) 2014.

Understanding the Importance of Context: A Qualitative Study of a Location-Based Exergame to Enhance School Childrens Physical Activity.

PubMed

Robertson, Judy; Jepson, Ruth; Macvean, Andrew; Gray, Stuart

2016-01-01

Many public health interventions are less effective than expected in 'real life settings', yet little work is undertaken to understand the reasons why. The effectiveness of complex public health interventions can often be traced back to a robust programme theory (how and why an intervention brings about a change in outcome(s)) and assumptions that are made about the context in which it is implemented. Understanding whether effectiveness (or lack thereof) is due to the intervention or the context is hugely helpful in decisions about whether to a) modify the intervention; b) modify the context; c) stop providing the intervention. Exergames-also known as Active Video Games or AVGS-are video games which use the player's bodily movements as input and have potential to increase physical activity in children. However, the results of a recent pilot randomised controlled trial (RCT) of a location-based exergame (FitQuest) in a school setting were inconclusive; no significant effect was detected for any of the outcome measures. The aim of this study was to explore whether the programme theory for FitQuest was correct with respect to how and why it would change children's perceptions of physical activity (PA) and exercise self-efficacy in the school setting. A further aim was to investigate the features of the school setting (context) that may impact on FitQuest's implementation and effectiveness. Qualitative data (gathered during the RCT) were gathered from interviews with teachers and children, and observation of sessions using FitQuest. Thematic analysis indicated that whilst children enjoyed playing the game, engaged with goal setting within the game context and undertook low to vigorous physical activity, there were significant contextual factors that prevented it from being played as often as intended. These included environmental factors (e.g. size of the playground), school factors (cancellations due to other activities), school technology policy (rules relating to mobile phone usage) and teacher factors (engagement with the intervention). A revised logic model for the FitQuest intervention indicates how both the design of exergame technology (intervention) and features of the school environment (context) could be improved to increase chances of effectiveness in the future.

Examining school-based hygiene facilities: a quantitative assessment in a Ghanaian municipality.

PubMed

Appiah-Brempong, Emmanuel; Harris, Muriel J; Newton, Samuel; Gulis, Gabriel

2018-05-02

The crucial role of adequate water, sanitation and hygiene (WASH) facilities in influencing children's handwashing behaviour is widely reported. Report from UNICEF indicates a dearth of adequate data on WASH facilities in schools, especially in the developing world. This study sought to contribute to building the evidence-base on school hygiene facilities in Ghana. The study further explored for possible associations and differences between key variables within the context of school water, sanitation and hygiene. Data was collected from 37 junior high schools using an observational checklist. Methods of data analysis included a Scalogram model, Fisher's exact test, and a Student's t-test. Results of the study showed a facility deficiency in many schools: 33% of schools had students washing their hands in a shared receptacle (bowl), 24% had students using a single cotton towel to dry hands after handwashing, and only 16% of schools had a functional water facility. Furthermore, results of a proportion test indicated that 83% of schools which had functional water facilities also had functional handwashing stations. On the other hand, only 3% of schools which had functional water facilities also had a functional handwashing stations. A test of difference in the proportions of the two sets of schools showed a statistically significant difference (p < 0.001). In addition, 40% of schools which had financial provisions for water supply also had functional handwashing stations. On the other hand, only 7% of schools which had financial provisions for water supply also had functional handwashing stations. There was a statistically significant difference in the proportions of the two sets of schools (p = 0.02). We conclude that it is essential to have a financial provision for water supply in schools as this can potentially influence the existence of a handwashing station in a school. An intervention by government, educational authorities and civil society organisations towards enabling schools in low resource areas to have a sustainable budgetary allocation for WASH facilities would be timely.

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

PubMed

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

2018-02-14

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

School and Neighborhood Predictors of Physical Fitness in Elementary School Students.

PubMed

Kahan, David; McKenzie, Thomas L

2017-06-01

We assessed the associations of 5 school and 7 neighborhood variables with fifth-grade students achieving Healthy Fitness Zone (HFZ) or Needs Improvement-Health Risk (NI-HR) on aerobic capacity (AC) and body composition (BC) physical fitness components of the state-mandated FITNESSGRAM ® physical fitness test. Data for outcome (physical fitness) and predictor (school and neighborhood) variables were extracted from various databases (eg, Data Quest, Walk Score ® ) for 160 schools located in San Diego, California. Predictor variables that were at least moderately correlated (|r| ≥ .30) with ≥1 outcome variables in univariate analyses were retained for ordinary least squares regression analyses. The mean percentages of students achieving HFZ AC (65.7%) and BC (63.5%) were similar (t = 1.13, p = .26), while those for NI-HR zones were significantly different (AC = 6.0% vs BC = 18.6%; t = 12.60, p < .001). Correlations were greater in magnitude for school than neighborhood demographics and stronger for BC than AC. The school variables free/reduced-price lunch (negative) and math achievement (positive) predicted fitness scores. Among neighborhood variables, percent Hispanic predicted failure of meeting the HFZ BC criterion. Creating school and neighborhood environments conducive to promoting physical activity and improving fitness is warranted. © 2017, American School Health Association.

Enlightening Globalization: An Opportunity for Continuing Education

ERIC Educational Resources Information Center

Reimers, Fernando

2009-01-01

Globalization presents a new social context for educational institutions from elementary schools to universities. In response to this new context, schools and universities are slowly changing their ways. These changes range from altering the curriculum so that students understand the process of globalization itself, or developing competencies…

[Eating Disorders in Female High School Students: Educational and Migration Background, School-Related Stress and Performance-Orientated Classes].

PubMed

Grüttner, M

2018-02-01

Many adolescents and young adults, especially young females, suffer from eating disorders or problematic nutrition behavior. Children and adolescents with migration background as well as from a lower social class are more likely to have eating disorders 1. Although schools are an important context in these age groups, there is a lack of scientific inquiry concerning the relationship between schooling and eating disorders. The present study investigates the relationship between performance-related stress at school and eating disorders while controlling for personnel and familial resources. Interview data on the 7 th grade high school students from the National Educational Panel Study (NEPS)* starting cohort 3 are used. The dependent variable is based on the SCOFF questionnaire. Logistic regressions are calculated using information from students and parents. Performance-related stress at school is operationalized by the negative deviation of realistic from idealistic educational aspirations (EA) and unfulfilled social expectations (SE), performance-oriented class climate is operationalized by students' perception of the performance-orientation of the teacher (PT) and the expectations of classmates (EC). The results point towards an increased risk of suffering from an eating disorder due to performance-related school stress (EA: AME: 0.18; p<0.001; SE: AME: 0.12; p<0.05) and performance-oriented class climate (PT: AME: 0.05; p<0.1; EC: AME: 0.15, p<0.01). They partly explain the relation between both migration background and educational background and eating disorders. In order to prevent eating disorders in female high school students, attention should be paid to performance-orientation experienced at school and in the social background, and improved individual support for disadvantaged students should be made available. © Georg Thieme Verlag KG Stuttgart · New York.

School Functioning of a Particularly Vulnerable Group: Children and Young People in Residential Child Care

PubMed Central

González-García, Carla; Lázaro-Visa, Susana; Santos, Iriana; del Valle, Jorge F.; Bravo, Amaia

2017-01-01

A large proportion of the children and young people in residential child care in Spain are there as a consequence of abuse and neglect in their birth families. Research has shown that these types of adverse circumstances in childhood are risk factors for emotional and behavioral problems, as well as difficulties in adapting to different contexts. School achievement is related to this and represents one of the most affected areas. Children in residential child care exhibit extremely poor performance and difficulties in school functioning which affects their transition to adulthood and into the labor market. The main aim of this study is to describe the school functioning of a sample of 1,216 children aged between 8 and 18 living in residential child care in Spain. The specific needs of children with intellectual disability and unaccompanied migrant children were also analyzed. Relationships with other variables such as gender, age, mental health needs, and other risk factors were also explored. In order to analyze school functioning in this vulnerable group, the sample was divided into different groups depending on school level and educational needs. In the vast majority of cases, children were in primary or compulsory secondary education (up to age 16), this group included a significant proportion of cases in special education centers. The rest of the sample were in vocational training or post-compulsory secondary school. Results have important implications for the design of socio-educative intervention strategies in both education and child care systems in order to promote better school achievement and better educational qualifications in this vulnerable group. PMID:28725205

Future orientation, school contexts, and problem behaviors: a multilevel study.

PubMed

Chen, Pan; Vazsonyi, Alexander T

2013-01-01

The association between future orientation and problem behaviors has received extensive empirical attention; however, previous work has not considered school contextual influences on this link. Using a sample of N = 9,163 9th to 12th graders (51.0 % females) from N = 85 high schools of the National Longitudinal Study of Adolescent Health, the present study examined the independent and interactive effects of adolescent future orientation and school contexts (school size, school location, school SES, school future orientation climate) on problem behaviors. Results provided evidence that adolescent future orientation was associated independently and negatively with problem behaviors. In addition, adolescents from large-size schools reported higher levels of problem behaviors than their age mates from small-size schools, controlling for individual-level covariates. Furthermore, an interaction effect between adolescent future orientation and school future orientation climate was found, suggesting influences of school future orientation climate on the link between adolescent future orientation and problem behaviors as well as variations in effects of school future orientation climate across different levels of adolescent future orientation. Specifically, the negative association between adolescent future orientation and problem behaviors was stronger at schools with a more positive climate of future orientation, whereas school future orientation climate had a significant and unexpectedly positive relationship with problem behaviors for adolescents with low levels of future orientation. Findings implicate the importance of comparing how the future orientation-problem behaviors link varies across different ecological contexts and the need to understand influences of school climate on problem behaviors in light of differences in psychological processes among adolescents.

Career Preparedness and School Achievement of Portuguese Children: Longitudinal Trend Articulations

PubMed Central

Oliveira, Íris M.; Taveira, Maria do Céu; Porfeli, Erik J.

2017-01-01

Social Cognitive Career Theory suggests that students' preparedness for the school-to-work transition is a developmental process. Middle school children explore various careers, obtain feedback about their academic progress, and develop career self-efficacy and outcome expectations. These processes advance provisional educational/occupational goals. The literature has suggested articulations between career and academic development and how both vary across demographic characteristics, but longitudinal studies linking these processes are scarce. This study tested articulations between career preparedness and academic achievement during middle school years and employed gender and geographical location as potential moderators affecting the linkage between career and school domains. Participants included 429 children (47.8% girls) from northern (69.5%) and central Portugal (30.5%) followed across four occasions of measurement (MageWave1 = 10.23, SD = 0.50). Data was collected with school records, the Multidimensional Scales of Perceived Self-Efficacy, Career Exploratory Outcome Expectations Scale, Childhood Career Exploration Inventory and Childhood Career Development Scale. Average and orthnormalized linear, quadratic and cubic trends were computed. Pearson correlation coefficients suggested positive and statistically significant associations between career exploratory outcome expectations and academic achievement average trends. Career planning and self-efficacy expectations were negatively associated with academic achievement quadratic trends. Multiple linear regression models suggested that career exploratory outcome expectations and career planning were respectively statistically significant predictors of the average and quadratic trends of academic achievement. Gender moderated the association between the career variables and academic achievement linear trends as well as the relation of career planning and self-efficacy with academic achievement cubic trends. Additionally, the geographical location moderated the association between the average trend of career exploratory outcome expectations and academic achievement as well as tended to moderate the relation between the career variables and academic achievement quadratic trends. Future research could seek to explore the role of context in shaping the trajectories and linkages between career and academic progress with a more representative sample of participants from a broader array of geographical locations. This study advances extant literature by affirming the longitudinal relationship between the school and work domains in youth, which might sustain practices aimed at fostering students' career preparedness and academic achievement. PMID:28484413

Career Preparedness and School Achievement of Portuguese Children: Longitudinal Trend Articulations.

PubMed

Oliveira, Íris M; Taveira, Maria do Céu; Porfeli, Erik J

2017-01-01

Social Cognitive Career Theory suggests that students' preparedness for the school-to-work transition is a developmental process. Middle school children explore various careers, obtain feedback about their academic progress, and develop career self-efficacy and outcome expectations. These processes advance provisional educational/occupational goals. The literature has suggested articulations between career and academic development and how both vary across demographic characteristics, but longitudinal studies linking these processes are scarce. This study tested articulations between career preparedness and academic achievement during middle school years and employed gender and geographical location as potential moderators affecting the linkage between career and school domains. Participants included 429 children (47.8% girls) from northern (69.5%) and central Portugal (30.5%) followed across four occasions of measurement ( M ageWave1 = 10.23, SD = 0.50). Data was collected with school records, the Multidimensional Scales of Perceived Self-Efficacy, Career Exploratory Outcome Expectations Scale, Childhood Career Exploration Inventory and Childhood Career Development Scale. Average and orthnormalized linear, quadratic and cubic trends were computed. Pearson correlation coefficients suggested positive and statistically significant associations between career exploratory outcome expectations and academic achievement average trends. Career planning and self-efficacy expectations were negatively associated with academic achievement quadratic trends. Multiple linear regression models suggested that career exploratory outcome expectations and career planning were respectively statistically significant predictors of the average and quadratic trends of academic achievement. Gender moderated the association between the career variables and academic achievement linear trends as well as the relation of career planning and self-efficacy with academic achievement cubic trends. Additionally, the geographical location moderated the association between the average trend of career exploratory outcome expectations and academic achievement as well as tended to moderate the relation between the career variables and academic achievement quadratic trends. Future research could seek to explore the role of context in shaping the trajectories and linkages between career and academic progress with a more representative sample of participants from a broader array of geographical locations. This study advances extant literature by affirming the longitudinal relationship between the school and work domains in youth, which might sustain practices aimed at fostering students' career preparedness and academic achievement.

Sex, race/ethnicity, and context in school-associated student homicides.

PubMed

Kaufman, Joanne M; Hall, Jeffrey E; Zagura, Michelle

2012-08-01

This study assessed the importance of sex, race/ethnicity, and geographic context for incidents of school-associated student homicides between July 1, 1994 and June 30, 1999, covering 5 academic years. Using data from the Centers for Disease Control and Prevention School Associated Violent Deaths Study (n = 125 incidents), we compared percentages and medians of victim, offender, motive, and school characteristics for incidents by geographic context and race/ethnicity of the offenders. Most incidents involved urban areas (53.6%), Black and Latino offenders and victims, moderately high youth poverty, and male on male violence (77.6%) driven by disputes and gang-related motives. Suburban area incidents (31.2%) often involved offenders and victims of a different race/ethnicity (51.3%). Multiple victims and White offenders were more common in rural areas (15.2%). More than 50% of the rural incidents involved male offenders and female victims. White offender incidents more often included multiple victims and female victims while Black and Latino offenders more often included single victims of the same sex. These results emphasize the utility of an incident-based analysis of school-associated student homicides in highlighting important variations by intersections of sex, race/ethnicity, and geographic context.

The Effects of Home-School Dissonance on African American Male High School Students

ERIC Educational Resources Information Center

Brown-Wright, Lynda; Tyler, Kenneth Maurice

2010-01-01

The current study examined associations between home-school dissonance and several academic and psychological variables among 80 African American male high school students. Regression analyses revealed that home-school dissonance significantly predicted multiple academic and psychological variables, including amotivation, academic cheating,…

Violence and Disorder, School Climate, and PBIS: The Relationship among School Climate, Student Outcomes, and the Use of Positive Behavioral Interventions and Supports

ERIC Educational Resources Information Center

Eacho, Thomas Christopher

2013-01-01

The primary purpose of this study was to examine the relationship between school climate and student outcome variables. The secondary purpose was to examine the relationship between the use of Positive Behavioral Interventions and Supports (PBIS) and the same student outcome variables. Variables depicting student perceptions of school climate,…

Mandarin-Speaking Children's Speech Recognition: Developmental Changes in the Influences of Semantic Context and F0 Contours.

PubMed

Zhou, Hong; Li, Yu; Liang, Meng; Guan, Connie Qun; Zhang, Linjun; Shu, Hua; Zhang, Yang

2017-01-01

The goal of this developmental speech perception study was to assess whether and how age group modulated the influences of high-level semantic context and low-level fundamental frequency ( F 0 ) contours on the recognition of Mandarin speech by elementary and middle-school-aged children in quiet and interference backgrounds. The results revealed different patterns for semantic and F 0 information. One the one hand, age group modulated significantly the use of F 0 contours, indicating that elementary school children relied more on natural F 0 contours than middle school children during Mandarin speech recognition. On the other hand, there was no significant modulation effect of age group on semantic context, indicating that children of both age groups used semantic context to assist speech recognition to a similar extent. Furthermore, the significant modulation effect of age group on the interaction between F 0 contours and semantic context revealed that younger children could not make better use of semantic context in recognizing speech with flat F 0 contours compared with natural F 0 contours, while older children could benefit from semantic context even when natural F 0 contours were altered, thus confirming the important role of F 0 contours in Mandarin speech recognition by elementary school children. The developmental changes in the effects of high-level semantic and low-level F 0 information on speech recognition might reflect the differences in auditory and cognitive resources associated with processing of the two types of information in speech perception.

The Attitudes of First Year Senior Secondary School Students toward Their Science Classes in the Sudan

NASA Astrophysics Data System (ADS)

Lado, Longun Moses

This study examined the influence of a set of relevant independent variables on students' decision to major in math or science disciplines, on the one hand, or arts or humanities disciplines, on the other. The independent variables of interest in the study were students' attitudes toward science, their gender, their socioeconomic status, their age, and the strength and direction of parents' and peers' influences on their academic decisions. The study answered five research questions that concerned students' intention in math or science, the association between students' attitudes and their choice to major in math or science, the extent to which parents' and peers' perspectives influence students' choice of major, and the influence of a combination of relevant variables on students' choice of major. The scholarly context for the study was literature relating to students' attitudes toward science and math, their likelihood of taking courses or majoring in science or math and various conditions influencing their attitudes and actions with respect to enrollment in science or math disciplines. This literature suggested that students' experiences, their gender, parents' and peers' influence, their socio-economic status, teachers' treatment of them, school curricula, school culture, and other variables may influence students' attitudes toward science and math and their decision regarding the study of these subjects. The study used a questionnaire comprised of 28 items to elicit information from students. Based upon cluster sampling of secondary schools, the researcher surveyed 1000 students from 10 secondary schools and received 987 responses. The researcher used SPSS to analyze students' responses. Descriptive statistics, logistic regression, and multiple regression analyses to provide findings that address the study's research questions. The following are the major findings from the study: (1) The instrument used to measure students' attitudes toward science and mathematics was not highly reliable, perhaps contributing to an attenuation of the relationship between attitude toward science and mathematics and choice of a science or mathematics major (rather than an arts or humanities major). (2) Far more students than the researcher had anticipated provided responses indicating that they planned to major in a science or mathematics discipline rather than an arts or humanities discipline. (3) Students' attitudes towards math and science were more favorable than the researcher anticipated based on findings from previous related studies. This result suggests the possibility of social desirability bias in students' responses. (4) Three significant predicator variables contributed to a significant logistic regression equation in which choice of science or mathematics major was the dependent variable: gender (negative association), attitude toward science and math (positive association), and peer influence 1 (positive association). Gender was the strongest predictor. (5) Five significant predictor variables contributed to a significant multiple linear regression equation in which attitude toward science and mathematics was the dependent variable: peer influence 1 (positive association), parent influence 1 (positive association), parent influence 2 (positive association), books in home (positive association), and peer influence 2 (positive association). The results reveal that among the targeted variables (gender, attitude, peer influence 1, peer influence 2, parent influence 1, parent influence 2, books in home, and age) only gender, peer influence 1, and attitude were significant predictors of students' major in math or science.

Workplace Learning in Pakistani Schools: A Myth or Reality?

ERIC Educational Resources Information Center

Nawab, Ali

2011-01-01

Purpose: Literature on workplace learning emphasizes that learning should be continually generated and negotiated in the workplace. How does this concept unfold in the developing context? This paper aims at understanding teachers' workplace learning and the conditions which influence such learning in a private school of Pakistani context.…

Can Neighbor Attributes Predict School Absences?

ERIC Educational Resources Information Center

Gottfried, Michael A.

2014-01-01

Recent evidence suggests that the neighborhood context, particularly for urban youth, can influence a range of outcomes. This study makes contributions to the field by examining how the neighborhood context directly relates to missing school. To do so, this study employs a large-scale, longitudinal data set of multilevel observations for entire…

Understanding the Social Context of School Health Promotion Program Implementation

ERIC Educational Resources Information Center

Cargo, Margaret; Salsberg, Jon; Delormier, Treena; Desrosiers, Serge; Macaulay, Ann C.

2006-01-01

Purpose: Although implementation fidelity is an important component in the evaluation of school health promotion programs, it assumes that teaching is the most relevant teacher role. To understand the social context of program implementation, a qualitative study was undertaken with the aim of identifying the schoolteacher's role in implementing…

When Do Girls Prefer Football to Fashion? An Analysis of Female Underachievement in Relation to "Realistic" Mathematics Context.

ERIC Educational Resources Information Center

Boaler, Jo

1994-01-01

Reports on a study of the move away from abstract calculations toward "mathematics in context" among 50 British female secondary school students. Discusses implications of findings in relation to reported female underachievement and disinterest in school mathematics. (CFR)

Advocating for Social Justice: The Context for Change in School Psychology

ERIC Educational Resources Information Center

Rogers, Margaret R.; O'Bryon, Elisabeth C.

2008-01-01

Inequalities and disparities abound in U.S. society. Research studies reveal that across the contexts of people's lives--in the workplace, the home, churches, banking and lending, health care, criminal justice system, and schools--unevenness and disparities exist across racial, gender, sexual orientation, language background, ability, and…

Beliefs about Learning, Self-Regulated Strategies and Text comprehension among Chinese Children

ERIC Educational Resources Information Center

Law, Yin-Kum; Chan, Carol K. K.; Sachs, John

2008-01-01

Background: Most studies have investigated college and high school students' epistemological beliefs in Western contexts, with few studies examining how beliefs about learning are related to children's strategies and comprehension in the Chinese cultural context. Aims: The present study investigated Chinese elementary school children's beliefs…

Social Contexts in Adolescent Smoking: Does School Policy Matter?

ERIC Educational Resources Information Center

Piontek, D.; Buehler, A.; Rudolph, U.; Metz, K.; Kroeger, C.; Gradl, S.; Floeter, S.; Donath, C.

2008-01-01

According to an ecological perspective in psychology and in line with social cognitive theory, smoking behaviour is determined by different social contexts (for example, peers, family and school) providing adolescents with important role models. This paper investigates the effects of personal characteristics as well as family, peer and school…

Typologies of Family Functioning and Children's Adjustment during the Early School Years

ERIC Educational Resources Information Center

Sturge-Apple, Melissa L.; Davies, Patrick T.; Cummings, E. Mark

2010-01-01

Guided by family systems theory, the present study sought to identify patterns of family functioning from observational assessments of interparental, parent-child, and triadic contexts. In addition, it charted the implications for patterns of family functioning for children's developmental trajectories of adjustment in the school context across…

Administrative Context and Novice Teacher-Mentor Interactions

ERIC Educational Resources Information Center

Pogodzinski, Ben

2015-01-01

Purpose: Mentoring can improve novice teacher effectiveness and reduce teacher attrition, yet the depth and breadth of mentoring can vary greatly within and between schools. The purpose of this paper is to identify the extent to which a school's administrative context is associated with the focus and frequency of novice teacher-mentor…

Storytelling as Action: Constructing Masculinities in a School Context.

ERIC Educational Resources Information Center

Moita-Lopes, Luiz Paulo

2003-01-01

Examines how masculinities were constructed in a Brazilian mother tongue fifth grade classroom, highlighting stories students told one another in this context. An ethnographic approach allowed naturally occurring stories to be audiotaped. Stories told in schools helped construct hegemonic masculinity by drawing on coherent systems available in…

Differences in Kindergartners' Participation and Regulation Strategies across Time and Instructional Contexts

ERIC Educational Resources Information Center

Neitzel, Carin; Connor, Lisa

2017-01-01

This study addressed questions about the function of children's various participation and regulation strategies in different instructional contexts and at different points in time in school. The developmental trajectories of kindergartners' academic participation and regulation strategy selection and use across the school year in teacher-directed…

Examining the Complexities of School-Museum Partnerships

ERIC Educational Resources Information Center

Gupta, Preeti; Adams, Jennifer; Kisiel, James; Dewitt, Jennifer

2010-01-01

We examine the research conducted by Kang, Anderson and Wu by discussing it in a larger context of science museum-school partnerships. We review how the disconnect that exists between stakeholders, the historical and cultural contexts in which formal and informal institutions are situated, and ideas of globalization, mediate the success for…

Electronic and School-Based Victimization: Unique Contexts for Adjustment Difficulties during Adolescence

ERIC Educational Resources Information Center

Fredstrom, Bridget K.; Adams, Ryan E.; Gilman, Rich

2011-01-01

Previous research suggests that school-based and electronic victimization have similar negative consequences, yet it is unclear whether these two contexts offer overlapping or unique associations with adolescents' adjustment. 802 ninth-graders (43% male, mean age = 15.84 years), majority being Caucasian (82%), completed measures assessing the…

"Circumstance and Proper Timing": Context and the Construction of a Standards Framework for School Principals' Performance.

ERIC Educational Resources Information Center

Louden, William; Wildy, Helen

1999-01-01

Professional standards for school principals typically describe an ideal performance in a generalized context. This article describes an alternative method of developing a standards framework, combining qualitative vignettes with probabilistic measurement techniques to provide essential or ideal performance qualities with contextually rich…

Temporal Withdrawal Behaviors in an Educational Policy Context

ERIC Educational Resources Information Center

Rosenblatt, Zehava; Shapira-Lishchinsky, Orly

2017-01-01

Purpose: The purpose of this paper is to investigate the differential relations between two teacher withdrawal behaviors: work absence and lateness, and two types of school ethics: organizational justice (distributive, procedural) and ethical climate (formal, caring), all in the context of school turbulent environment. Design/methodology/approach:…

Designing the Learning Context in School for Talent Development

ERIC Educational Resources Information Center

Hertzog, Nancy B.

2017-01-01

This article explores the learning context for talent development in public schools. Total aspects of the environment from physical space, affective elements, and pedagogical approaches affect learning. How teachers believe and perceive their roles as teachers influence instructional design and decision making. In this article, the optimal…

Leading Multiethnic Schools: A New Understanding of Muslim Youth Identity

ERIC Educational Resources Information Center

Shah, Saeeda

2006-01-01

In the context of emigration, immigration, international mobility and globalization, the management contexts of education sites are undergoing deep and sensitive changes making challenging demands on educational leaders. Multiethnic/multicultural schools are emerging as a long-term phenomenon in countries such as Britain against the backdrop of…

Exploring Rural Contexts with Digital Storytelling

ERIC Educational Resources Information Center

Wake, Donna G.

2012-01-01

This article describes rural middle school students' exploration of their identity and their rural contexts through the vehicle of digital storytelling. Participants included 40 7th and 40 9th grade students at two rural schools in the Southeast United States. Students worked in shared writing groups to create digital stories expressing their…

Portfolio of New Schools.

ERIC Educational Resources Information Center

Inform, 2002

2002-01-01

Describes the building designs of Virginia's Frost Montessori School, Pole Green Elementary School in Hanover County, and five elementary schools in Carroll County. Describes the educational context, design goals, and architects. Also includes photographs. (EV)

Self-Efficacy, Attachment Style and Service Delivery of Elementary School Counseling

ERIC Educational Resources Information Center

Ernst, Kimberly; Bardhoshi, Gerta; Lanthier, Richard P.

2017-01-01

This study explored the relationships between demographic variables, self-efficacy and attachment style with a range of performed and preferred school counseling activities in a national sample of elementary school counselors (N = 515). Demographic variables, such as school counselor experience and American School Counselor Association (ASCA)…

Influence of School-Level Variables on Aggression and Associated Attitudes of Middle School Students

ERIC Educational Resources Information Center

Henry, David B.; Farrell, Albert D.; Schoeny, Michael E.; Tolan, Patrick H.; Dymnicki, Allison B.

2011-01-01

This study sought to understand school-level influences on aggressive behavior and related social cognitive variables. Participants were 5106 middle school students participating in a violence prevention project. Predictors were school-level norms opposing aggression and favoring nonviolence, interpersonal climate (positive student-teacher…

Predicting Middle School Students' Use of Web 2.0 Technologies out of School Using Home and School Technological Variables

ERIC Educational Resources Information Center

Hughes, Joan E.; Read, Michelle F.; Jones, Sara; Mahometa, Michael

2015-01-01

This study used multiple regression to identify predictors of middle school students' Web 2.0 activities out of school, a construct composed of 15 technology activities. Three middle schools participated, where sixth- and seventh-grade students completed a questionnaire. Independent predictor variables included three demographic and five computer…

Child Conduct Problems across Home and School Contexts: A Person-Centered Approach

PubMed Central

Sulik, Michael J.; Blair, Clancy; Greenberg, Mark

2018-01-01

To examine patterns of conduct problems across the home and school context, we used latent class analysis to analyze primary caregivers' and teachers' ratings on the conduct problems subscale of the Strengths and Difficulties Questionnaire (R. Goodman, 1997) in the Family Life Project (N = 1,292), a prospective study of child development in rural and small town contexts. We found a similar four-class solution at five and seven years of age. In decreasing prevalence, the following classes were identified: (1) low symptoms reported by both informants (low cross-context); (2) high parent-reported symptoms, low teacher-reported symptoms (home context); (3) low parent-reported symptoms, moderate teacher-reported symptoms (school context); and (4) high symptoms reported by both informants (high cross-context). Classes exhibited stability from age five to age seven: children were more likely to remain in the same class than to transition to a different class, and longitudinal stability was especially high for children in the low cross-context class at age 5. A number of child and family characteristics measured in early childhood (executive function, verbal ability, poverty-related risk, sensitive parenting, and parental depressive symptoms) were associated with class membership at age five and age seven, but were generally not associated with longitudinal transitions between classes. PMID:29720784

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.

Correlates of compliance with recommended levels of physical activity in children.

PubMed

Gomes, Thayse Natacha; Katzmarzyk, Peter T; Hedeker, Donald; Fogelholm, Mikael; Standage, Martyn; Onywera, Vincent; Lambert, Estelle V; Tremblay, Mark S; Chaput, Jean-Philippe; Tudor-Locke, Catrine; Sarmiento, Olga; Matsudo, Victor; Kurpad, Anura; Kuriyan, Rebecca; Zhao, Pei; Hu, Gang; Olds, Timothy; Maher, Carol; Maia, José

2017-11-28

The purpose of this study was to describe children's daily compliance with moderate-to-vigorous physical activity (MVPA) recommendations across a week in different parts of the world, and to identify individual- and school-level correlates that may explain differences in daily MVPA compliance. The sample included 6553 children aged 9-11 years from 12 countries, and multilevel statistical analyses were used, including both child- and school-level variables. Most children did not comply with the MVPA guidelines on a daily basis: Chinese children complied the least, whereas Finnish, Australian, Colombian, UK, and Kenyan children complied the most. Boys (rate ratio [RR] = 1.47) and children with higher unhealthy diet scores (RR = 1.08) complied more, but overweight/obese children (RR = 0.81), earlier maturing children (RR = 0.93), and those who spent more time in screen activities (RR = 0.98) and sleeping (RR = 0.96) had the lowest compliance. At the school level, children with access to playground or sport equipment (RR = 0.88, for both) tended to comply less, whereas those with access to a gymnasium outside the school hours complied more with the MVPA guidelines (RR = 1.14). Significant between-country differences in children's daily MVPA compliance were observed, reflecting not only site characteristics, but also the importance of individual traits and local school contexts.

Influence of Family Structure and School Variables on Behavior Disorders of Children

ERIC Educational Resources Information Center

Lindholm, Byron W.; And Others

1977-01-01

This study examined the influence of family structure and school variables on behavior disorders of children (N=1,162). Results indicated grade in school, sex, social class, ordinal position in the family, and teacher were important variables in the determination of behavior disorders. (Author)

Intra-Personal and Extra-Personal Predictors of Suicide Attempts of South Korean Adolescents

ERIC Educational Resources Information Center

Lee, Ji-Young; Bae, Sung-Man

2015-01-01

The purpose of this study was to explore significant variables predicting adolescent suicidal attempts. Socio-environmental variables such as gender, school record, school grade, school adaptation, and family intimacy together with intra-individual variables including depression, anxiety, delinquency, stress, and self-esteem were considered as…

Migration background and childhood overweight in the Hannover Region in 2010-2014: a population-based secondary data analysis of school entry examinations.

PubMed

Zhou, Yusheng; von Lengerke, Thomas; Walter, Ulla; Dreier, Maren

2018-05-01

Overweight and obesity constitute a global epidemic with rates that are increasing rapidly in children. The aim of the present study was to examine ethnic differences in the prevalence of overweight in pre-school children in a multicultural context. Data were collected from a compulsory school entry examination in the Hannover Region, Germany (n = 50,716) from 2010 to 2014. The prevalence of overweight (including pre-obesity and obesity status) and obesity was estimated using a German national reference. The migration status of the children was based on the parent's migration history. Multivariable logistic and hierarchical multinomial regression analyses were performed to identify factors associated with the overweight, pre-obesity, and obesity status. The prevalence of overweight was significantly higher among migrant children (12.7%) than among the non-migrant children (6.9%). After adjusting for socioeconomic and child development variables, migration background was strongly associated with weight status. The Turkish migrant children showed the highest odds of being pre-obesity (OR 2.05, 95%CI 1.7-2.56) and obesity (OR 2.09, 95%CI 1.67-2.77) compared to non-migrant children. Ethnic and social inequalities exist in childhood overweight among pre-school children in the Hannover Region. Thus, appropriate interventions targeting high-risk migrant groups are needed. What is Known: • The current trend of prevalence rates in Germany for overweight and obesity of pre-school children is becoming stable. • Prevalence of overweight and obesity is clearly higher among migrant children than among non-migrant children. What is New: • This article reveals ethnic variance among different migrant groups. • Turkish migrant children have a higher rate of prevalence even compared to other migrant groups. • Length of child day care attendance fails to exert a strong influence on overweight after adjusting for socio-economic and child development variables.

Construct Validation of a Measure to Assess Sustainability of School-Wide Behavior Interventions

ERIC Educational Resources Information Center

Hume, Amanda; McIntosh, Kent

2013-01-01

This study assessed aspects of construct validity of the School-wide Universal Behavior Sustainability Index-School Teams (SUBSIST), a measure evaluating critical features of the school context related to sustainability of school-wide interventions. Participants at 217 schools implementing School-wide Positive Behavior Support (SWPBS) were…

Typologies of family functioning and children's adjustment during the early school years.

PubMed

Sturge-Apple, Melissa L; Davies, Patrick T; Cummings, E Mark

2010-01-01

Guided by family systems theory, the present study sought to identify patterns of family functioning from observational assessments of interparental, parent-child, and triadic contexts. In addition, it charted the implications for patterns of family functioning for children's developmental trajectories of adjustment in the school context across the early school years. Two-hundred thirty-four kindergarten children (129 girls and 105 boys; mean age = 6.0 years, SD = 0.50 at Wave 1) and their parents participated in this multimethod, 3-year longitudinal investigation. As expected, latent class analyses extracted 3 primary typologies of functioning including: (a) cohesive, (b) enmeshed, and (c) disengaged families. Furthermore, family patterns were differentially associated with children's maladaptive adjustment trajectories in the school context. The findings highlight the developmental utility of incorporating pattern-based approaches to family functioning.

Leadership for Primary Schools: An Examination of Innovation within an Austrian Educational Context

ERIC Educational Resources Information Center

Heißenberger, Petra

2016-01-01

This study examined relationships between the work of innovative school principals and innovative primary schools determined by defining eight areas of school leadership: Instructional Development, Classroom Management, School Organization, Social Interaction, Personnel Development, Cooperation, Infrastructure and School Marketing. A questionnaire…

Exploring the Social Integration of Sexual Minority Youth Across High School Contexts

PubMed Central

Martin-Storey, Alexa; Cheadle, Jacob E.; Skalamera, Julie; Crosnoe, Robert

2014-01-01

Mental health disparities between sexual minority and other youth have been theorized to result in part from the effects of the stigmatization on social integration. Stochastic actor-based modeling was applied to complete network data from two high schools in the National Longitudinal Study of Adolescent Health (mean age =15 years, n=2,533). Same-sex attracted youth were socially marginalized in a smaller predominantly White school but not in a larger, more racially diverse school. For both schools, homophily was a critical network feature, and could represent social support for and social segregation of such youth. These findings emphasize school context in studying the social lives of sexual minority youth and suggest that youth may be better off socially in larger and more diverse schools. PMID:25689110

Access to Schooling in a Post-Apartheid South Africa: Linking Concepts to Context

NASA Astrophysics Data System (ADS)

Fataar, Aslam

1997-07-01

This paper focuses on the policy issue of expanding schooling in a post-apartheid South Africa. The Project of placing about two million children of school-going age in school is viewed as central to the rebuilding of South Africa. The paper argues that this project should be located within the peculiar history of this country's educational underdevelopment. Challenging the constraining influence of the New Right context should be central in conceptualising the provision of expanded school access. Access policy should be based on a notion of educational development that is linked to the overall socioeconomic development of this society. The view is promoted in this paper that a policy of quantitative expansion of schooling should not ignore the quality of such schooling.

Parental Attachment and Adolescents' Perception of School Alienation: The Mediation Role of Self-Esteem and Adjustment.

PubMed

Kocayörük, Ercan; Şimşek, Ömer Faruk

2016-01-01

The present study examined the relationship between adolescents' attachment to parents and their feelings of alienation in the school context by considering the mediating role of adjustment and self-esteem. It was proposed that the degree of attachment to one's parents was associated with adjustment and self-esteem, which in turn predicted possible school alienation. A total of 227 students completed self-report measures on parental attachment, adjustment, self-esteem, and alienation from school. Results were consistent with the attachment theory and related literature that posits that (a) secure attachment to parents was associated with adjustment and self-esteem, (b) secure attachment to parents was negatively associated with feelings of school alienation, and (c) adjustment and self-esteem were a crucial mediators between attachment to parents and school alienation. In addition to enhanced adjustment, the self-esteem of adolescents may be an additional factor in reducing alienation at school. The results also supported the mediator role of self-esteem in the relationship between attachment to parents and adjustment. Finally, the relationship between self-esteem and school alienation were shown to be fully mediated by adjustment. The results were discussed in the context of responsibilities of teachers and school counselors, which may provide both students and parents with the skills to improve social functioning in the school context.

Rethinking Dental School Admission Criteria: Correlation Between Pre-Admission Variables and First-Year Performance for Six Classes at One Dental School.

PubMed

Rowland, Kevin C; Rieken, Susan

2018-04-01

Admissions committees in dental schools are charged with the responsibility of selecting candidates who will succeed in school and become successful members of the profession. Identifying students who will have academic difficulty is challenging. The aim of this study was to determine the predictive value of pre-admission variables for the first-year performance of six classes at one U.S. dental school. The authors hypothesized that the variables undergraduate grade point average (GPA), undergraduate science GPA (biology, chemistry, and physics), and Dental Admission Test (DAT) scores would predict the level of performance achieved in the first year of dental school, measured by year-end GPA. Data were collected in 2015 from school records for all 297 students in the six cohorts who completed the first year (Classes of 2007 through 2013). In the results, statistically significant correlations existed between all pre-admission variables and first-year GPA, but the associations were only weak to moderate. Lower performing students at the end of the first year (lowest 10% of GPA) had, on average, lower pre-admission variables than the other students, but the differences were small (≤10.8% in all categories). When all the pre-admission variables were considered together in a multiple regression analysis, a significant association was found between pre-admission variables and first-year GPA, but the association was weak (adjusted R 2 =0.238). This weak association suggests that these students' first-year dental school GPAs were mostly determined by factors other than the pre-admission variables studied and has resulted in the school's placing greater emphasis on other factors for admission decisions.

The Role of School Context in Implementing a Statewide Anti-Bullying Policy and Protecting Students

PubMed Central

Hall, William J.; Chapman, Mimi V.

2016-01-01

Bullying is a significant problem in U.S. schools. Policies have been developed to reduce bullying, yet policy implementation by educators is an essential yet difficult and complex process. Few studies have investigated factors that act as barriers to or facilitators of bullying policy implementation and teacher protection of students. This study examined the influence of school context on educators’ capacity to implement a statewide bullying law and protect students from bullying following the enactment of the policy. Data were collected from 505 educators in 324 schools. School administrators tended to rate fidelity of policy implementation and teacher protection of students higher than teachers, education support professionals, and student service professionals. Policy implementation fidelity scores were higher in high schools than elementary schools. School size and the prevalence of student suspensions were inversely related to implementation fidelity. Higher levels of teacher protection were reported in elementary schools.

The Role of School Context in Implementing a Statewide Anti-Bullying Policy and Protecting Students.

PubMed

Hall, William J; Chapman, Mimi V

2018-06-01

Bullying is a significant problem in U.S. schools. Policies have been developed to reduce bullying, yet policy implementation by educators is an essential yet difficult and complex process. Few studies have investigated factors that act as barriers to or facilitators of bullying policy implementation and teacher protection of students. This study examined the influence of school context on educators' capacity to implement a statewide bullying law and protect students from bullying following the enactment of the policy. Data were collected from 505 educators in 324 schools. School administrators tended to rate fidelity of policy implementation and teacher protection of students higher than teachers, education support professionals, and student service professionals. Policy implementation fidelity scores were higher in high schools than elementary schools. School size and the prevalence of student suspensions were inversely related to implementation fidelity. Higher levels of teacher protection were reported in elementary schools.

Separating boys and girls and increasing weight? Assessing the impacts of single-sex schools through random assignment in Seoul

PubMed Central

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

2015-01-01

A growing body of research reports associations of school contexts with adolescents’ weight and weight-related behaviors. One interesting, but under-researched, dimension of school context that potentially matters for adolescents’ weight is the gender composition. If boys and girls are separated into single-sex schools, they might be less concerned about physical appearance, which may result in increased weight. Utilizing a unique setting in Seoul, Korea where students are randomly assigned to single-sex and coeducational schools within school districts, we estimate causal effects of single-sex schools on weight and weight-related behaviors. Our results show that students attending single-sex schools are more likely to be overweight, and that the effects are more pronounced for girls. We also find that girls in single-sex schools are less likely to engage in strenuous activities than their coeducational counterparts. PMID:25863424

Separating boys and girls and increasing weight? Assessing the impacts of single-sex schools through random assignment in Seoul.

PubMed

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

2015-06-01

A growing body of research reports associations of school contexts with adolescents' weight and weight-related behaviors. One interesting, but under-researched, dimension of school context that potentially matters for adolescents' weight is the gender composition. If boys and girls are separated into single-sex schools, they might be less concerned about physical appearance, which may result in increased weight. Utilizing a unique setting in Seoul, Korea where students are randomly assigned to single-sex and coeducational schools within school districts, we estimate causal effects of single-sex schools on weight and weight-related behaviors. Our results show that students attending single-sex schools are more likely to be overweight, and that the effects are more pronounced for girls. We also find that girls in single-sex schools are less likely to engage in strenuous activities than their coeducational counterparts. Copyright © 2015 Elsevier Ltd. All rights reserved.

Evaluation of the Olweus Bully Prevention Program in an Urban School System in the USA.

PubMed

Farrell, Albert D; Sullivan, Terri N; Sutherland, Kevin S; Corona, Rosalie; Masho, Saba

2018-06-14

This study evaluated the Olweus Bully Prevention Program (OBPP) in urban middle schools serving a mostly African American student population. Participants were 1791 students from three communities with high rates of crime and poverty. We evaluated the impact of the OBPP using a multiple-baseline experimental design in which we randomized the order and timing of intervention activities across three schools. We assessed the frequency of violence and victimization using self-report and teachers' ratings of students collected every 3 months over 5 years. Initiation of the OBPP was associated with reductions in teachers' ratings of students' frequency of aggression, with effects emerging in different years of implementation for different forms of aggression. Whereas reductions in teachers' ratings of students' verbal and relational aggression and victimization were evident during the second implementation year, reductions in physical aggression did not appear until the third year. Effects were consistent across gender and schools, with variability across grades for relational and verbal aggression and victimization. In contrast, there were no intervention effects on students' reports of their behavior. Positive outcomes for teachers', but not students' ratings, suggest the intervention's effects may have been limited to the school context. Variation in when effects emerged across outcomes suggests that changes in physical aggression may require more sustained intervention efforts. The intervention was also associated with increases in teachers' concerns about school safety problems, which may indicate that teachers were more attuned to recognizing problem behaviors following exposure to the OBPP.

Attractor States in Teaching and Learning Processes: A Study of Out-of-School Science Education

PubMed Central

Geveke, Carla H.; Steenbeek, Henderien W.; Doornenbal, Jeannette M.; Van Geert, Paul L. C.

2017-01-01

In order for out-of-school science activities that take place during school hours but outside the school context to be successful, instructors must have sufficient pedagogical content knowledge (PCK) to guarantee high-quality teaching and learning. We argue that PCK is a quality of the instructor-pupil system that is constructed in real-time interaction. When PCK is evident in real-time interaction, we define it as Expressed Pedagogical Content Knowledge (EPCK). The aim of this study is to empirically explore whether EPCK shows a systematic pattern of variation, and if so whether the pattern occurs in recurrent and temporary stable attractor states as predicted in the complex dynamic systems theory. This study concerned nine out-of-school activities in which pupils of upper primary school classes participated. A multivariate coding scheme was used to capture EPCK in real time. A principal component analysis of the time series of all the variables reduced the number of components. A cluster revealed general descriptions of the components across all cases. Cluster analyses of individual cases divided the time series into sequences, revealing High-, Low-, and Non-EPCK states. High-EPCK attractor states emerged at particular moments during activities, rather than being present all the time. Such High-EPCK attractor states were only found in a few cases, namely those where the pupils were prepared for the visit and the instructors were trained. PMID:28316578

Using Cross-Classified Multilevel Models to Disentangle School and Neighborhood Effects: An Example Focusing on Smoking Behaviors among Adolescents in the United States

PubMed Central

Dunn, Erin C.; Richmond, Tracy K.; Milliren, Carly E.; Subramanian, S.V.

2015-01-01

Background Despite much interest in understanding the influence of contexts on health, most research has focused on one context at a time despite the reality that individuals have simultaneous memberships in multiple settings. Method Using the example of smoking behavior among adolescents in the National Longitudinal Study of Adolescent Health, we applied cross-classified multilevel modeling (CCMM) to examine fixed and random effects for schools and neighborhoods. We compared the CCMM results with those obtained from a traditional multilevel model (MLM) focused on either the school and neighborhood separately. Results In the MLMs, 5.2% of the variation in smoking was due to differences between neighborhoods (when schools were ignored) and 6.3% to differences between schools (when neighborhoods were ignored). However in the CCMM examining neighborhood and school variation simultaneously, the neighborhood-level variation was reduced to 0.4%. Conclusion Results suggest that using MLM, instead of CCMM, could lead to overestimating the importance of certain contexts and could ultimately lead to targeting interventions or policies to the wrong settings. PMID:25579227

Drinking, Socioemotional Functioning, and Academic Progress in Secondary School

PubMed Central

Crosnoe, Robert; Benner, Aprile D.; Schneider, Barbara

2017-01-01

Secondary schools are sites of academic instruction but also contexts of socioemotional development, and the intertwining of these two functions has consequences for adolescents’ future health and education. Drawing on nationally representative data from the National Longitudinal Study of Adolescent Health (n = 8,271), this study explored the bidirectional associations among indicators of adolescents’ alcohol use and their feelings of social integration at school. Socioemotional problems did not predict increased drinking over time, but drinking predicted declining socioemotional functioning, with negative implications for adolescents’ academic grades by the end of high school. These associations, however, were conditioned by aspects of school context, with drinkers feeling more marginalized in schools characterized by dense networks with low rates of drinking. PMID:22556380

Overweight in men and women among urban area residents: individual factors and socioeconomic context.

PubMed

Andrade, Roseli Gomes de; Chaves, Otaviana Cardoso; Costa, Dário Alves da Silva; Andrade, Amanda Cristina de Souza; Bispo, Stephanie; Felicissimo, Monica Faria; Friche, Amélia Augusta de Lima; Proietti, Fernando Augusto; Xavier, César Coelho; Caiaffa, Waleska Teixeira

2015-11-01

The present study aimed to evaluate factors associated with overweight among adults living in urban areas, with the income of the census tract as a context variable. The survey assessed individuals from two health districts of Belo Horizonte, Minas Gerais State, Brazil. Excess weight was determined by body mass index > 25kg/m2. Multilevel logistic regression was used. The sample comprised 2,935 individuals aged 20 to 60 years. The prevalence of overweight was 52.3% (95%CI: 49.9-54.8), similar between men and women. Higher schooling proved to be protective against overweight in women and a risk for men. Living in census tracts with higher income was associated with excess weight only in males. Report of the consumption of diet soft drinks was positively associated with overweight in both sexes. The occurrence of this event seems to be influenced by different factors or to interrelate differently in men and women.

Pathways to serious dieting: significant insights from discontinuity.

PubMed

Huon, G F; Lim, J; Walton, C J; Hayne, A M; Gunewardene, A I

2000-12-01

This paper outlines a strategy for systematically examining the discontinuity in pathways to serious dieting. Eight hundred and twenty-three adolescent females were recruited from six high schools in metropolitan Sydney, Australia. They completed a battery of measures that assessed perceived social influences to diet, predisposition to conformity, protective skills, aspects of positive familial context, and dieting-related attitudes and status. Testing took place over two occasions approximately 10 months apart. Family context, protective skills, and a predisposition to conformity were found to differentiate the vulnerable girls who reported high levels of social influence from those who did not. However, those variables did not differentiate those with high social influence who seriously diet from nondieters. Body mass index, drive for thinness, and body dissatisfaction differentiated all of the comparison groups tested. Age did not consistently differentiate these groups. The findings can tell us what seems to protect girls who appear susceptible to social influences from becoming serious dieters. Copyright 2000 by John Wiley & Sons, Inc.

The Predictive Power of Leadership to the Perception of School Trust

ERIC Educational Resources Information Center

Babaoglan, Emine

2016-01-01

The leadership of school principal and trust to school is important organizational variable for pleasure of school stakeholders and effectiveness of them. In this research these two variables are inquired according to school principal and vice principal perception. The purpose of this research is to determine predictive power of leadership to the…

Development and Testing of an Initial Model of Curricular Leadership Culture in Middle Schools

ERIC Educational Resources Information Center

Adams, Jerry

2007-01-01

Effective school studies, for the most part, have focused on different individual school-level independent variables influencing student achievement and have largely neglected examining contextual variables within the school or school community that may evolve as a result of responding to statewide accountability pressures, including examining how…

The Effects of Budget, Delegation, and Other Variables on the Future of School Nursing

ERIC Educational Resources Information Center

Tetuan, Theresa M.; Akagi, Cynthia G.

2004-01-01

The purpose of this exploratory research study was to survey Kansas school nurses to determine the impact of budget, delegation, and other variables on the future of school nursing. Issues of education and certification status, educational budget, delegation, school nurse-to-student ratio, number of school buildings assigned, Metropolitan…

Transforming Turnaround Schools in China: A Review

ERIC Educational Resources Information Center

Liu, Peng

2017-01-01

This article reviews the literature on how Chinese turnaround schools are improved in practice. It starts by defining turnaround schools in the Chinese context, and then discusses the essential reasons why such schools exist. Approaches to improving turnaround schools, successful experiences of transforming turnaround schools, and the challenges…

Pupil-class determinants of aggressive and victim behaviour in pupils.

PubMed

Mooij, T

1998-09-01

Aggressive behaviour in pupils is expressed in, e.g., bullying, sexual harassment, and violence. Different kinds of variables could be relevant in explaining a pupil's aggressive or victim behaviour. To develop a multilevel theoretical and empirical explanation for different kinds of aggressive and victim behaviour displayed by pupils in a classroom and school environment. A national survey was carried out to identify different kinds of aggressive and victim behaviour displayed by pupils and to assess other variables related to pupils, classes, and schools. A total of 1998 pupils from 100 third and fourth year classes attending 71 different secondary schools took part in the research. Data were analysed by a series of secondary multilevel analyses using the MLA-program. Being a boy, being more extravert, being more disagreeable, coming across fewer teachers with positive teaching behaviour, and attending a lower type of secondary school, help explain why someone is a perpetrator as such. Being a boy, being more disagreeable, being more emotionally unstable, being open to new ideas, and seeing more teachers as being strict, function as explanatory pupil variables for victim behaviour. Other pupil level variables determine more specific aggressive and victim behaviour aspects. Various other class level and school level variables are relevant, too. Personal and environmental pupil variables are more important than class variables but class variables are in turn more important than school variables in explaining a pupil's aggressive and victim behaviour.

Personal, Family and School Influences on Secondary Pupils' Feelings of Safety at School, in the School Surroundings and at Home

ERIC Educational Resources Information Center

Mooij, Ton

2012-01-01

Different types of variables seem to influence school safety and a pupil's feelings of safety at school. The research question asks which risk and promotive variables should be integrated in a theoretical model to predict a pupil's feelings of safety at school, in the school surroundings and at home; what the outcomes are of an empirical check of…

Characteristics of health-promoting schools from Iranian adolescents' point of view.

PubMed

Shahhosseini, Zohreh; Simbar, Masoumeh; Ramezankhani, Ali

2016-05-01

Although characteristics of health-promoting schools are mentioned in the World Health Organization guidelines, different countries need to design more details of indicators for assessing these schools according to their social and cultural context. The aim of this study was to investigate characteristics of health-promoting schools from Iranian adolescent girls' point of view. In this cross-sectional study, 2010 middle school and high school female adolescents were selected from randomly selected schools in Mazandaran province, Iran. They completed a self-completion questionnaire around their views about characteristics of health- promoting schools. Data were analyzed using descriptive statistics and an independent t-test. It is revealed that from Iranian adolescents' point of view the most important feature of health-promoting schools was the schools with no stressful exams and where notices are kindly given to students for their mistakes. The results suggest that there is a need for more measurable standards of health-promoting schools based on the socio-cultural context of both developing and developed countries.

Social Stratification and Adolescent Overweight in the United States: How Income and Educational Resources Matter across Families and Schools*

PubMed Central

Martin, Molly A.; Frisco, Michelle L.; Nau, Claudia; Burnett, Kristin

2012-01-01

The current study examines how poverty and education in both the family and school contexts influence adolescent weight. Prior research has produced an incomplete and often counterintuitive picture. We develop a framework to better understand how income and education operate alone and in conjunction with each other across families and schools. We test it by analyzing data from Wave 1 of the U.S.-based National Longitudinal Study of Adolescent Health (N= 16,133 in 132 schools) collected in 1994–1995. Using hierarchical logistic regression models and parallel indicators of family- and school-level poverty and educational resources, we find that at the family-level, parent’s education, but not poverty status, is associated with adolescent overweight. At the school-level, the concentration of poverty within a school, but not the average level of parent’s education, is associated with adolescent overweight. Further, increases in school poverty diminish the effectiveness of adolescents’ own parents’ education for protecting against the risks of overweight. The findings make a significant contribution by moving beyond the investigation of a single socioeconomic resource or social context. The findings push us to more fully consider when, where, and why money and education matter independently and jointly across health-related contexts. PMID:22240451

Neighborhoods, Schools, and Academic Achievement: A Formal Mediation Analysis of Contextual Effects on Reading and Mathematics Abilities.

PubMed

Wodtke, Geoffrey T; Parbst, Matthew

2017-10-01

Although evidence indicates that neighborhoods affect educational outcomes, relatively little research has explored the mechanisms thought to mediate these effects. This study investigates whether school poverty mediates the effect of neighborhood context on academic achievement. Specifically, it uses longitudinal data from the Panel Study of Income Dynamics, counterfactual methods, and a value-added modeling strategy to estimate the total, natural direct, and natural indirect effects of exposure to an advantaged rather than disadvantaged neighborhood on reading and mathematics abilities during childhood and adolescence. Contrary to expectations, results indicate that school poverty is not a significant mediator of neighborhood effects during either developmental period. Although moving from a disadvantaged neighborhood to an advantaged neighborhood is estimated to substantially reduce subsequent exposure to school poverty and improve academic achievement, school poverty does not play an important mediating role because even the large differences in school composition linked to differences in neighborhood context appear to have no appreciable effect on achievement. An extensive battery of sensitivity analyses indicates that these results are highly robust to unobserved confounding, alternative model specifications, alternative measures of school context, and measurement error, which suggests that neighborhood effects on academic achievement are largely due to mediating factors unrelated to school poverty.

Social stratification and adolescent overweight in the United States: how income and educational resources matter across families and schools.

PubMed

Martin, Molly A; Frisco, Michelle L; Nau, Claudia; Burnett, Kristin

2012-02-01

The current study examines how poverty and education in both the family and school contexts influence adolescent weight. Prior research has produced an incomplete and often counterintuitive picture. We develop a framework to better understand how income and education operate alone and in conjunction with each other across families and schools. We test it by analyzing data from Wave 1 of the U.S.-based National Longitudinal Study of Adolescent Health (N = 16,133 in 132 schools) collected in 1994-1995. Using hierarchical logistic regression models and parallel indicators of family- and school-level poverty and educational resources, we find that at the family-level, parent's education, but not poverty status, is associated with adolescent overweight. At the school-level, the concentration of poverty within a school, but not the average level of parent's education, is associated with adolescent overweight. Further, increases in school poverty diminish the effectiveness of adolescents' own parents' education for protecting against the risks of overweight. The findings make a significant contribution by moving beyond the investigation of a single socioeconomic resource or social context. The findings push us to more fully consider when, where, and why money and education matter independently and jointly across health-related contexts. Copyright © 2011 Elsevier Ltd. All rights reserved.

Education for Global Citizenship: Teacher Agency and Curricular Structure in Ontario Schools

ERIC Educational Resources Information Center

Schweisfurth, Michele

2006-01-01

As a multicultural nation with aspirations to an international peacekeeping role, Canada makes an interesting context in which to study global citizenship education. This article is based on research conducted in Ontario schools. It examines how individual teachers have prioritized global citizenship issues in their teaching, in the context of…

A Case Study of Dilemmas Encountered When Connecting Middle School Mathematics Instruction to Relevant Real World Examples

ERIC Educational Resources Information Center

Sugimoto, Amanda T.; Turner, Erin E.; Stoehr, Kathleen J.

2017-01-01

The pedagogical practice of connecting mathematical content to real world contexts, particularly contexts relevant to students' knowledge and experiences, can positively impact student motivation as well as promote conceptual understanding. However, little is known about how middle school teachers actually make relevant world connections, and more…

Religion, Schooling, Community, and Security: Exploring Transitions and Transformations in England

ERIC Educational Resources Information Center

Lundie, David

2017-01-01

Education is a complex social practice. In the United Kingdom context, schooling is further nested within the complex social practices of community governance, quasi-market public choice, and religion. This essay explores the shifting definitions of community and education in the context of the Counter Terrorism and Security Act 2015, which places…