29 CFR 519.6 - Terms and conditions of employment under full-time student certificates and under temporary...

Code of Federal Regulations, 2014 CFR

2014-07-01

... period in a conspicuous place or places in the establishment or at the farm readily visable to all... 40 hours a week when school is not in session, nor more than 20 hours a week when school is in session (apart from a full-time student's summer vacation), except that when a full-day school holiday...

29 CFR 519.6 - Terms and conditions of employment under full-time student certificates and under temporary...

Code of Federal Regulations, 2011 CFR

2011-07-01

... period in a conspicuous place or places in the establishment or at the farm readily visable to all... 40 hours a week when school is not in session, nor more than 20 hours a week when school is in session (apart from a full-time student's summer vacation), except that when a full-day school holiday...

29 CFR 519.6 - Terms and conditions of employment under full-time student certificates and under temporary...

Code of Federal Regulations, 2013 CFR

2013-07-01

... period in a conspicuous place or places in the establishment or at the farm readily visable to all... 40 hours a week when school is not in session, nor more than 20 hours a week when school is in session (apart from a full-time student's summer vacation), except that when a full-day school holiday...

29 CFR 519.6 - Terms and conditions of employment under full-time student certificates and under temporary...

Code of Federal Regulations, 2012 CFR

2012-07-01

... period in a conspicuous place or places in the establishment or at the farm readily visable to all... 40 hours a week when school is not in session, nor more than 20 hours a week when school is in session (apart from a full-time student's summer vacation), except that when a full-day school holiday...

A Time Profile of Mathematics in a "Gap Year" in Irish Secondary Schools

ERIC Educational Resources Information Center

Prendergast, Mark; O'Meara, Niamh

2016-01-01

The Irish education system is unique in an international context as it sets aside a full school year for a transition and youth development programme in the middle of secondary education. The Transition Year (TY) programme is an optional, full time programme offered in the majority of secondary schools. Each school designs its own programme,…

Beyond the School Gates: Can Full Service and Extended Schools Overcome Disadvantage?

ERIC Educational Resources Information Center

Cummings, Colleen; Dyson, Alan; Todd, Liz

2011-01-01

This book, for the first time ever, critically examines the role of full service and extended schools. The authors draw on their extensive international evaluations of this radical new phenomenon to ask: (1) What do extended or full service schools hope to achieve, and why should services based on schools be any more effective than services…

Attitudes and Perspectives of Teacher Performers on Pedagogy and Perceived Student Learning in the Elementary and Secondary School Music Classroom

ERIC Educational Resources Information Center

Vitale, John L.

2015-01-01

This study investigated the lives of three active music teacher performers and how their performing experience impacted pedagogy and perceived student learning in the classroom. At the time of data collection, one participant was a full-time elementary school music teacher, and the other two participants were full-time secondary school music…

32 CFR 1639.3 - Basis for classification in Class 2-D.

Code of Federal Regulations, 2013 CFR

2013-07-01

... instruction required for entrance into a recognized theological or divinity school in which he has been pre... in a recognized theological or divinity school; or (3) Who, having completed theological or divinity school, is a student in a full-time graduate program or is a full-time intern, and whose studies are...

32 CFR 1639.3 - Basis for classification in Class 2-D.

Code of Federal Regulations, 2012 CFR

2012-07-01

... instruction required for entrance into a recognized theological or divinity school in which he has been pre... in a recognized theological or divinity school; or (3) Who, having completed theological or divinity school, is a student in a full-time graduate program or is a full-time intern, and whose studies are...

32 CFR 1639.3 - Basis for classification in Class 2-D.

Code of Federal Regulations, 2014 CFR

2014-07-01

... instruction required for entrance into a recognized theological or divinity school in which he has been pre... in a recognized theological or divinity school; or (3) Who, having completed theological or divinity school, is a student in a full-time graduate program or is a full-time intern, and whose studies are...

Close It, Sell It, or Lease It: What to Do with That Old School.

ERIC Educational Resources Information Center

Schomp, Katherine W.

The Denver (Colorado) Board of Education has taken a number of steps to avoid closing schools. Among these are refiguring school capacities; providing full-time space for programs that do not always function full-time; providing additional private space for related services (psychological, social work, and nursing); expanding instructional…

Evaluation Report for the Project, Clinical-Guidance Services for Disadvantaged Pupils in Non-Public Schools, 1969-70.

ERIC Educational Resources Information Center

North, Robert D.; And Others

The main purpose of the program, funded under ESEA, Title I is to help pupils in non-public schools, located in disadvantaged areas cope with social, emotional or physical difficulties that interfere with academic progress. The field staff consisted of 30 full-time and 47 part-time guidance counselors, 18 full-time social workers, three full-time…

School nurses' role in asthma management, school absenteeism, and cost savings: a demonstration project.

PubMed

Rodriguez, Eunice; Rivera, Diana Austria; Perlroth, Daniella; Becker, Edmund; Wang, Nancy Ewen; Landau, Melinda

2013-12-01

With increasing budget cuts to education and social services, rigorous evaluation needs to document school nurses' impact on student health, academic outcomes, and district funding. Utilizing a quasi-experimental design, we evaluated outcomes in 4 schools with added full-time nurses and 5 matched schools with part-time nurses in the San Jose Unified School District. Student data and logistic regression models were used to examine predictors of illness-related absenteeism for 2006-2007 and 2008-2009. We calculated average daily attendance (ADA) funding and parent wages associated with an improvement in illness-related absenteeism. Utilizing parent surveys, we also estimated the cost of services for asthma-related visits to the emergency room (ER; N = 2489). Children with asthma were more likely to be absent due to illness; however, mean absenteeism due to illness decreased when full-time nurses were added to demonstration schools but increased in comparison schools during 2008-2009, resulting in a potential savings of $48,518.62 in ADA funding (N = 6081). Parents in demonstration schools reported fewer ER visits, and the estimated savings in ER services and parent wages were significant. Full-time school nurses play an important role in improving asthma management among students in underserved schools, which can impact school absenteeism and attendance-related economic costs. © 2013, American School Health Association.

Patterns of Success and Failure in the Transition from School to Work in Australia. Research Report.

ERIC Educational Resources Information Center

Lamb, Stephen; McKenzie, Phillip

Patterns of success and failure in the transition from school to work in Australia in the 1980s-1990s were examined by analyzing data from the Australian Youth Survey. Of those studied, 20% found full-time jobs upon leaving school and remained in full-time employment for the next 7 years, 13% obtained apprenticeships or traineeships leading to…

Participation during Out-of-School Time: Taking a Closer Look. Out-of-School Time Policy Commentary #6

ERIC Educational Resources Information Center

Yohalem, Nicole; Wilson-Ahlstrom, Alicia; Pittman, Karen

2004-01-01

This commentary examines the issue of youth participation in out-of-school time programs from two perspectives. It begins broadly with a youth-centered lens, by asking how children and youth spend their discretionary time and how time use patterns relate to outcomes. After painting a picture of the full out-of-school time landscape, this…

5 CFR 831.672 - Annuity for a child age 18 to 22 during full-time school attendance.

Code of Federal Regulations, 2011 CFR

2011-01-01

... Annuities § 831.672 Annuity for a child age 18 to 22 during full-time school attendance. (a) General... constitute prima facie evidence of a bona fide intent to return to school. (e) Benefits after age 22. (1) A... 5 Administrative Personnel 2 2011-01-01 2011-01-01 false Annuity for a child age 18 to 22 during...

5 CFR 831.672 - Annuity for a child age 18 to 22 during full-time school attendance.

Code of Federal Regulations, 2012 CFR

2012-01-01

... Annuities § 831.672 Annuity for a child age 18 to 22 during full-time school attendance. (a) General... constitute prima facie evidence of a bona fide intent to return to school. (e) Benefits after age 22. (1) A... 5 Administrative Personnel 2 2012-01-01 2012-01-01 false Annuity for a child age 18 to 22 during...

5 CFR 831.672 - Annuity for a child age 18 to 22 during full-time school attendance.

Code of Federal Regulations, 2014 CFR

2014-01-01

... Annuities § 831.672 Annuity for a child age 18 to 22 during full-time school attendance. (a) General... constitute prima facie evidence of a bona fide intent to return to school. (e) Benefits after age 22. (1) A... 5 Administrative Personnel 2 2014-01-01 2014-01-01 false Annuity for a child age 18 to 22 during...

5 CFR 831.672 - Annuity for a child age 18 to 22 during full-time school attendance.

Code of Federal Regulations, 2013 CFR

2013-01-01

... Annuities § 831.672 Annuity for a child age 18 to 22 during full-time school attendance. (a) General... constitute prima facie evidence of a bona fide intent to return to school. (e) Benefits after age 22. (1) A... 5 Administrative Personnel 2 2013-01-01 2013-01-01 false Annuity for a child age 18 to 22 during...

Psychosocial moderators of associations between life events and changes in physical activity after leaving high school.

PubMed

Simons, Dorien; Rosenberg, Michael; Salmon, Jo; Knuiman, Matthew; Granich, Joanna; Deforche, Benedicte; Timperio, Anna

2015-03-01

To examine 1) associations between life events and changes in leisure-time physical activity (LTPA) in school leavers and 2) whether these associations are moderated by psychosocial factors. Final year students (n=440) from high schools in rural Western Australia completed annual telephone interviews on three occasions; baseline (T1), one-year follow-up (T2; n=440) and two-year follow-up (T3; n=374). LTPA was measured using the Minnesota Leisure-time Physical Activity Questionnaire. Life events included moving out of home, working full-time and studying full-time. Psychosocial factors included enjoyment, self-efficacy, outcome expectations, club membership, and support from family and friends. Mixed linear regression models examined the effect of life events on changes in LTPA from T1 to T2 and T1 to T3. A decline in LTPA across all time points was observed. Those who continued full-time education had a smaller LTPA decline than those who did not. Those who were not a member of a sporting club at T1 had greater LTPA decline if they worked full-time at T2. There is a need for interventions to prevent declines in LTPA among school leavers, especially those who do not enter tertiary education. Encouraging sporting club membership during high school might be important. Copyright © 2015 Elsevier Inc. All rights reserved.

The Nature of Online Charter Schools: Evolution and Emerging Concerns

ERIC Educational Resources Information Center

Waters, Lisa Hasler; Barbour, Michael K.; Menchaca, Michael P.

2014-01-01

Online charter schools are unique among K-12 online learning options for students. They are full-time, public schools that combine online learning with traditional and home schooling practices. They are often chartered by a state agency, supported in full or in part with state funds and most often managed by a private educational management…

Conditional Cash Transfers and School Dropout Rates

ERIC Educational Resources Information Center

Dearden, Lorraine; Emmerson, Carl; Frayne, Christine; Meghir, Costas

2009-01-01

This paper evaluates a United Kingdom pilot study designed to test whether a means-tested conditional cash transfer paid to 16- to 18-year-olds for staying in full-time education is an effective way of reducing the proportion of school dropouts. The transfer's impact is substantial: In the first year, full-time education participation rates…

Full-Time Ability Grouping of Gifted Students: Impacts on Social Self-Concept and School-Related Attitudes

ERIC Educational Resources Information Center

Vogl, Katharina; Preckel, Franzis

2014-01-01

Positive socioemotional outcomes and developments represent important educational goals. Full-time ability grouping of gifted students has been criticized for potentially detrimental socioemotional effects. Therefore, in the present longitudinal study, we investigated whether or not social self-concepts and school-related attitudes and beliefs are…

School Nurses' Role in Asthma Management, School Absenteeism, and Cost Savings: A Demonstration Project

ERIC Educational Resources Information Center

Rodriguez, Eunice; Rivera, Diana Austria; Perlroth, Daniella; Becker, Edmund; Wang, Nancy Ewen; Landau, Melinda

2013-01-01

Background: With increasing budget cuts to education and social services, rigorous evaluation needs to document school nurses' impact on student health, academic outcomes, and district funding. Methods: Utilizing a quasi-experimental design, we evaluated outcomes in 4 schools with added full-time nurses and 5 matched schools with part-time nurses…

Impact of Cancer on Work and Education Among Adolescent and Young Adult Cancer Survivors

PubMed Central

Parsons, Helen M.; Harlan, Linda C.; Lynch, Charles F.; Hamilton, Ann S.; Wu, Xiao-Cheng; Kato, Ikuko; Schwartz, Stephen M.; Smith, Ashley W.; Keel, Gretchen; Keegan, Theresa H.M.

2012-01-01

Purpose To examine the impact of cancer on work and education in a sample of adolescent and young adult (AYA) patients with cancer. Patients and Methods By using the Adolescent and Young Adult Health Outcomes and Patient Experience Study (AYA HOPE)—a cohort of 463 recently diagnosed patients age 15 to 39 years with germ cell cancer, Hodgkin's lymphoma, non-Hodgkin's lymphoma, sarcoma, and acute lymphocytic leukemia from participating Surveillance, Epidemiology, and End Results (SEER) cancer registries—we evaluated factors associated with return to work/school after cancer diagnosis, a belief that cancer had a negative impact on plans for work/school, and reported problems with work/school after diagnosis by using descriptive statistics, χ2 tests, and multivariate logistic regression. Results More than 72% (282 of 388) of patients working or in school full-time before diagnosis had returned to full-time work or school 15 to 35 months postdiagnosis compared with 34% (14 of 41) of previously part-time workers/students, 7% (one of 14) of homemakers, and 25% (five of 20) of unemployed/disabled patients (P < .001). Among full-time workers/students before diagnosis, patients who were uninsured (odds ratio [OR], 0.21; 95% CI, 0.07 to 0.67; no insurance v employer-/school-sponsored insurance) or quit working directly after diagnosis (OR, 0.15; 95% CI, 0.06 to 0.37; quit v no change) were least likely to return. Very intensive cancer treatment and quitting work/school were associated with a belief that cancer negatively influenced plans for work/school. Finally, more than 50% of full-time workers/students reported problems with work/studies after diagnosis. Conclusion Although most AYA patients with cancer return to work after cancer, treatment intensity, not having insurance, and quitting work/school directly after diagnosis can influence work/educational outcomes. Future research should investigate underlying causes for these differences and best practices for effective transition of these cancer survivors to the workplace/school after treatment. PMID:22614977

Attrition of full-time faculty from schools of nursing with baccalaureate and graduate programs, 2010 to 2011.

PubMed

Fang, Di; Bednash, Geraldine D

2014-01-01

The shortage of qualified faculty has been consistently reported as a major barrier impeding acceptance of all qualified applicants into nursing programs. In addition to faculty recruitment, the attrition of faculty is also a concern for schools of nursing. In this study, we found that nationally 11.8% of full-time faculty who worked in 2010 left their full-time jobs by 2011. Nearly half of total attrition, or 5.7% of full-time faculty members, were related to leaving for nonacademic nursing positions, whereas another 20% of attrition, or 2.4% of full-time faculty, resulted from retirement. Nearly 20% of faculty egressions, or 2.2% of full-time faculty, was due to leaving for nursing administrative positions or full-time faculty positions in an academic setting. Leaving for part-time faculty positions made up slightly more than 10% of faculty attrition or 1.3% of full-time faculty. Our bivariate analysis identifies distinctive academic and demographic profiles of faculty who left full-time positions for different reasons, and our multivariate analysis further shows that different individual and institutional attributes are significantly associated with different types of attrition. Copyright © 2014 Elsevier Inc. All rights reserved.

Let Children Start School When They're Ready!

ERIC Educational Resources Information Center

Parsons, Cynthia

1985-01-01

Any given child should attend school full time when three parties agree that the time is right: the child, his or her parents, and the school officials. Arbitrary starting dates based on calendar age are outmoded and educationally unsound. (PGD)

Classroom Teachers' Perceptions of the Implementation and Effects of Full Inclusion.

ERIC Educational Resources Information Center

Sardo-Brown, Deborah; Hinson, Stephanie

1995-01-01

Describes a survey of 51 graduate students/full-time teachers at schools implementing full inclusion programs. Participants expressed their views concerning implementation methods, effects on instructional practices, community reactions, and advantages and disadvantages. Schools need to do a better job of explaining the rationale for full…

College or Training Programs: How to Decide. PACER Center ACTion Information Sheets. PHP-c115

ERIC Educational Resources Information Center

PACER Center, 2006

2006-01-01

A high school diploma opens the door to many exciting new options. These might include a first full-time job, or part-time or full-time attendance at a technical school, community college, or university. Students might want to obtain a certificate, an associate degree, or a diploma. With so many choices, it can be a challenge to decide which path…

"Opening" a New Kind of High School: The Story of the Open High School of Utah

ERIC Educational Resources Information Center

Tonks, DeLaina; Weston, Sarah; Wiley, David; Barbour, Michael K.

2013-01-01

The use of online learning at the primary and secondary school level is growing exponentially in the United States. Much of this growth is with full-time online schools, most of which are operated by for-profit companies that use proprietary online course content. In this article we trace the development of, and philosophy behind, a full-time…

29 CFR 519.16 - Terms and conditions of employment under full-time student certificates and under temporary...

Code of Federal Regulations, 2010 CFR

2010-07-01

... (apart from a full-time student's summer vacation), except that when a full-day school holiday occurs the... session for a student taking one or more courses during a summer or other vacation.) Whenever a full-time... 29 Labor 3 2010-07-01 2010-07-01 false Terms and conditions of employment under full-time student...

29 CFR 519.16 - Terms and conditions of employment under full-time student certificates and under temporary...

Code of Federal Regulations, 2011 CFR

2011-07-01

... (apart from a full-time student's summer vacation), except that when a full-day school holiday occurs the... session for a student taking one or more courses during a summer or other vacation.) Whenever a full-time... 29 Labor 3 2011-07-01 2011-07-01 false Terms and conditions of employment under full-time student...

Learning for the Working World: Vocational Training in the Federal Republic of Germany.

ERIC Educational Resources Information Center

Bildung und Wissenschaft, 1992

1992-01-01

The German education system is the responsibility of the 16 federal states. The federal government plays the leading role in regularizing the on-the-job section of occupational training in the dual system. Other forms of occupational training are full-time vocational schools and further full-time vocational training schools. The on-the-job part of…

Earlier time to aerobic exercise is associated with faster recovery following acute sport concussion

PubMed Central

Richards, Doug; Comper, Paul; Hutchison, Michael G.

2018-01-01

Objective To determine whether earlier time to initiation of aerobic exercise following acute concussion is associated with time to full return to (1) sport and (2) school or work. Methods A retrospective stratified propensity score survival analysis of acute (≤14 days) concussion was used to determine whether time (days) to initiation of aerobic exercise post-concussion was associated with, both, time (days) to full return to (1) sport and (2) school or work. Results A total of 253 acute concussions [median (IQR) age, 17.0 (15.0–20.0) years; 148 (58.5%) males] were included in this study. Multivariate Cox regression models identified that earlier time to aerobic exercise was associated with faster return to sport and school/work adjusting for other covariates, including quintile propensity strata. For each successive day in delay to initiation of aerobic exercise, individuals had a less favourable recovery trajectory. Initiating aerobic exercise at 3 and 7 days following injury was associated with a respective 36.5% (HR, 0.63; 95% CI, 0.53–0.76) and 73.2% (HR, 0.27; 95% CI, 0.16–0.45) reduced probability of faster full return to sport compared to within 1 day; and a respective 45.9% (HR, 0.54; 95% CI, 0.44–0.66) and 83.1% (HR, 0.17; 95% CI, 0.10–0.30) reduced probability of faster full return to school/work. Additionally, concussion history, symptom severity, LOC deleteriously influenced concussion recovery. Conclusion Earlier initiation of aerobic exercise was associated with faster full return to sport and school or work. This study provides greater insight into the benefits and safety of aerobic exercise within the first week of the injury. PMID:29668716

Earlier time to aerobic exercise is associated with faster recovery following acute sport concussion.

PubMed

Lawrence, David Wyndham; Richards, Doug; Comper, Paul; Hutchison, Michael G

2018-01-01

To determine whether earlier time to initiation of aerobic exercise following acute concussion is associated with time to full return to (1) sport and (2) school or work. A retrospective stratified propensity score survival analysis of acute (≤14 days) concussion was used to determine whether time (days) to initiation of aerobic exercise post-concussion was associated with, both, time (days) to full return to (1) sport and (2) school or work. A total of 253 acute concussions [median (IQR) age, 17.0 (15.0-20.0) years; 148 (58.5%) males] were included in this study. Multivariate Cox regression models identified that earlier time to aerobic exercise was associated with faster return to sport and school/work adjusting for other covariates, including quintile propensity strata. For each successive day in delay to initiation of aerobic exercise, individuals had a less favourable recovery trajectory. Initiating aerobic exercise at 3 and 7 days following injury was associated with a respective 36.5% (HR, 0.63; 95% CI, 0.53-0.76) and 73.2% (HR, 0.27; 95% CI, 0.16-0.45) reduced probability of faster full return to sport compared to within 1 day; and a respective 45.9% (HR, 0.54; 95% CI, 0.44-0.66) and 83.1% (HR, 0.17; 95% CI, 0.10-0.30) reduced probability of faster full return to school/work. Additionally, concussion history, symptom severity, LOC deleteriously influenced concussion recovery. Earlier initiation of aerobic exercise was associated with faster full return to sport and school or work. This study provides greater insight into the benefits and safety of aerobic exercise within the first week of the injury.

Growth and Performance of Fully Online and Blended K-12 Public Schools

ERIC Educational Resources Information Center

Gulosino, Charisse; Miron, Gary

2017-01-01

This study provides a census of full-time virtual schools and blended schools from 35 states. Specifically, it utilizes data visualization and exploratory data analysis to examine student demographics and school performance measures of virtual schools and blended schools operating in the 2014-15 school year. The school achievement measures for…

Institutional policies of U.S. medical schools regarding tenure, promotion, and benefits for part-time faculty.

PubMed

Socolar, R R; Kelman, L S; Lannon, C M; Lohr, J A

2000-08-01

To collect data on institutional policies regarding tenure, promotions, and benefits for part-time faculty at U.S. medical schools and determine the extent to which part-time work is a feasible or attractive option for academic physicians. In July 1996, the authors sent a 29-item questionnaire regarding tenure, promotions, and benefit policies for part-time faculty to respondents identified by the deans' offices of medical schools in the United States and Puerto Rico. Responses were analyzed using descriptive statistics and chi-square analyses. Respondents from 104 of 126 medical schools (83%) completed the questionnaire; 58 responded that their schools had written policies about tenure, promotion, or benefits for part-time faculty. Tenure. Of the 95 medical schools with tenure systems, 25 allowed part-time faculty to get tenure and 76 allowed for extending the time to tenure. Allowable reasons to slow the tenure clock included medical leave (65), maternity leave (65), paternity leave (54), other leave of absence (59). Only 23 allowed part-time status as a reason to slow the tenure clock. Policies written by the dean's office and from schools in the midwest or west were more favorable to part-time faculty's being allowed to get tenure. Promotions. The majority of respondents reported that it was possible for part-time faculty to serve as clinical assistant, assistant, associate, and full professors. Benefits. The majority of schools offered retirement benefits and health, dental, disability, and life insurance to part-time faculty, although in many cases part-time faculty had to buy additional coverage to match that of full-time faculty. Most medical schools do not have policies that foster tenure for part-time faculty, although many allow for promotion and offer a variety of benefits to part-time faculty.

29 CFR 519.17 - Records to be kept.

Code of Federal Regulations, 2011 CFR

2011-07-01

... schools not longer than the usual summer vacation, the acceptance by the institution of the full-time...-TIME STUDENTS AT SUBMINIMUM WAGES Institutions of Higher Education § 519.17 Records to be kept. (a) The employer shall designate each worker employed as a full-time student under a full-time student certificate...

29 CFR 519.17 - Records to be kept.

Code of Federal Regulations, 2010 CFR

2010-07-01

... schools not longer than the usual summer vacation, the acceptance by the institution of the full-time...-TIME STUDENTS AT SUBMINIMUM WAGES Institutions of Higher Education § 519.17 Records to be kept. (a) The employer shall designate each worker employed as a full-time student under a full-time student certificate...

29 CFR 519.6 - Terms and conditions of employment under full-time student certificates and under temporary...

Code of Federal Regulations, 2010 CFR

2010-07-01

... students shall not be permitted to work at subminimum wages for more than 8 hours a day, nor for more than 40 hours a week when school is not in session, nor more than 20 hours a week when school is in... (Continued) WAGE AND HOUR DIVISION, DEPARTMENT OF LABOR REGULATIONS EMPLOYMENT OF FULL-TIME STUDENTS AT...

Oakland Unified School District Community Schools: Understanding Implementation Efforts to Support Students, Teachers, and Families

ERIC Educational Resources Information Center

Fehrer, Kendra; Leos-Urbel, Jacob

2015-01-01

In 2010, Oakland Unified School District (OUSD) launched an initiative to transform all district schools into full service community schools. The community school design provides integrated supports to students and fosters a school climate conducive to academic, social, and emotional learning. Interventions span in-school and out-of-school time,…

Gender role stereotype and poor working condition pose obstacles for female doctors to stay in full-time employment: alumnae survey from two private medical schools in Japan.

PubMed

Izumi, Miki; Nomura, Kyoko; Higaki, Yuko; Akaishi, Yu; Seki, Masayasu; Kobayashi, Shizuko; Komoda, Takayuki; Otaki, Junji

2013-03-01

The shortage of physicians has become a serious problem in Japan. It has been pointed out that an increase in the number of female doctors may contribute to the aggravation of this shortage because it is known that women work fewer hours than male doctors. Here, we investigated how many female doctors had ever resigned from a full-time position, and elucidated the reasons why female doctors find it difficult to stay in full-time employment. An alumnae survey of 2 private medical schools was conducted in 2007. A self-administered questionnaire was sent to 1423 graduates and 711 responded with informed consent (response rate, 50%; mean age, 39 years). Overall, 55% of the respondents had previously resigned from full-time employment, of which 90% resigned within 10 years of graduating from medical school. The difficulty in balancing work, childbirth and child rearing (45%) were the top 2 reasons for resignation, followed by physical problems (12%) and long working hours (8%). Among those who resigned, only 33% returned to full-time employment. Women who had at least 1 child were only 30% of those who had never resigned and 84% of those who had previously resigned. The majority of study subjects, regardless of experience of resignation (88%), agreed that women should continue to work even after childbirth. In conclusion, the results of this study suggested that many female doctors resigned from a full-time position within 10 years of graduating from medical school, largely because of the gender role stereotype and poor working conditions.

The careers of women graduates from St Mary's Hospital Medical School, London, 1961--72.

PubMed

Shaw, H E

1979-07-01

The careers of women doctors who qualified from St Mary's Hospital Medical School between 1961 and 1972 inclusive have been studied. Thirty-eight per cent were in full-time work, 47% were working part-time, and 15% were not practising medicine at the time of the survey. Those working full-time were predominantly single women and married women with no children. With the birth of children most women stopped working for a time, and 38% of those whose children were all under school age were not working. However, 90% returned to medicine, usually to part-time jobs that were compatible with family responsibilities. Eighty-six per cent of the respondents held one or more postgraduate qualifications. More of those with higher qualifications were in full-time work than was the case for women with a basic medical degree only, and fewer were not practising medicine. An equal proportion of single and married women intended to make their career in general practice. Fewer married women than single women chose a hospital career, because the possibilities of part-time work in this field were seen as limited.

Correlates of Graduating with a Full-Time Job versus a Full-Time Job Consistent with Major

ERIC Educational Resources Information Center

Blau, Gary; Hill, Theodore L.; Halbert, Terry A.; Snell, Corinne; Atwater, Graig A.; Kershner, Ronald; Zuckerman, M. Michael

2016-01-01

This is an exploratory study that compares the correlates of securing a full-time job at graduation to securing a full-time job at graduation consistent with one's major. Results are drawn from a sample of 310 graduating business school seniors who filled out a Fall 2014 survey. Results showed three positive correlates to graduating with a…

School Nurses: An Investment in Student Achievement

ERIC Educational Resources Information Center

Maughan, Erin D.

2018-01-01

School nurses help students with the prevention and management of chronic physical and mental health issues, but not all schools have a full-time registered nurse on their staff. The author argues that investing in school nursing has benefits that extend beyond the school and into the community.

20 CFR 404.367 - When you are a “full-time elementary or secondary school student”.

Code of Federal Regulations, 2011 CFR

2011-04-01

...-time elementary or secondary school student if you meet all the following conditions: (a) You attend a... secondary school studentâ. 404.367 Section 404.367 Employees' Benefits SOCIAL SECURITY ADMINISTRATION FEDERAL OLD-AGE, SURVIVORS AND DISABILITY INSURANCE (1950- ) Old-Age, Disability, Dependents' and...

Intern Programs

Science.gov Websites

, engineering and computing. Working with Fermilab scientists or engineers, interns have an opportunity to four quarters at Fermilab, alternating periods of full-time study at their schools with full-time

The Use of Volunteers in School Health Services. Position Statement. Revised

ERIC Educational Resources Information Center

Rose, Kathleen C.; Blout, JoAnn; DiGregorio, Heiddy; Selekman, Janice

2012-01-01

It is the position of the National Association of School Nurses (NASN) that quality health care within the school environment can best be attained through the employment of a full-time registered professional school nurse (hereinafter referred to as school nurse) for each school building. The health services needed by students at school continue…

Smaller Places for Special People?

ERIC Educational Resources Information Center

Firlik, Russell

As school enrollments increase, schools will need to expand their facilities and playgrounds. School construction and expansion is a part of the "hidden curriculum" of schools and affects children's learning processes. When school expansion is combined with the move from half day to full day kindergarten and increasing the time children…

Learning and Earning: The Impact of Paid Employment on Young People in Full-Time Education.

ERIC Educational Resources Information Center

Davies, Peter

The first stage of research into the impact of part-time employment on young people in full-time education analyzed questionnaires from 555 young people aged 14-19 in 7 secondary schools and in 7 further education sector colleges in Britain. A literature review focused on issues involved in combining part-time employment and full-time education.…

Annual Report to the President and the Congress

DTIC Science & Technology

2000-01-01

rescheduled for a time in 2000. The Improved Response Programs effort is a set of indi- vidual technical investigations and exercises geared toward ...full-school local area networks in every school. • Full-day Kindergarten . Starting children in school early ensures greater student success in later...identified an annual procure- ment budget of roughly $60 billion as necessary in order to recapitalize defense equipment and the move toward a transformed

Prisoners of Time: Implementing a Block Schedule in the High School.

ERIC Educational Resources Information Center

Mistretta, Gerald M.; Polansky, Harvey B.

1997-01-01

A committee comprised of six veteran teachers, the principal, and one parent initiated East Lyme (Connecticut) High School's search for a workable school schedule. The alternative-day block schedule featured semester and full-year course formats, 85-minute time blocks, a 45-minute lunch/club/activity period, and a closed campus. A survey found…

How One School Librarian Became an Author

ERIC Educational Resources Information Center

Kerby, Mona

2010-01-01

Back when the author was the school librarian at Little Elementary School in Arlington, Texas, she started writing and publishing books for children. She had completed her master's and PhD in Library Science from Texas Woman's University while working full time, and when she finally finished, she had such well-honed time management skills that she…

Psychophysiological stress in high school teachers.

PubMed

Ritvanen, Tiina; Louhevaara, Veikko; Helin, Pertri; Halonen, Toivo; Hänninen, Osmo

2003-01-01

The aim of this study was to follow psychophysiological stress over a year with four repeated measurements in full-time employed high school teachers and to compare their results with those obtained in the part-time retired teachers, gardeners and rescue workers. The subjects consisted of 17 (10 females, 7 males) full-time and 9 part-time employed teachers (7 females and 2 males) in three high schools, 12 female gardeners and 13 male rescue workers. The data on job conditions, well-being, and psychosomatic symptoms were obtained by a questionnaire. The perceived stress was recorded using a visual analogue scale. The neuroendocrine reactivity was assessed by determining the diurnal urine excretion of epinephrine and norepinephrine. Electromyography of the trapezius muscle was recorded during working days in all subjects and in full-time teachers on one day in the holiday season. Blood pressure and heart rate were measured in the morning and in the afternoon. Psychophysiological stress in the full-time employed teachers was at similar levels on all three working days in December, March and November. Recovery from psychophysiological stress of working period was observed on summer holidays. Blood pressure, static muscle tension, perceived strain, psychosomatic symptoms and epinephrine level decreased significantly during the summer holidays as compared to the working days. The full-time employed teachers reported more perceived stress and psychosomatic symptoms than the part-time retired teachers or gardeners and rescue workers. Also static muscle activity was higher in full-time teachers than in rescue workers on the working days. More emphasis should be given to prevent psychophysiolocigal stress among teachers as well as to develop stress coping methods, and part-time working systems to facilitate work ability of aging teachers.

The road to an academic medicine career: a national cohort study of male and female U.S. medical graduates.

PubMed

Andriole, Dorothy A; Jeffe, Donna B

2012-12-01

To explore the relationship between gender and full-time faculty appointment in a national cohort of contemporary U.S. medical school graduates. The authors analyzed deidentified, individual records for the 1998-2004 national cohort of U.S. medical graduates using multivariate logistic regression to identify predictors of full-time faculty appointment through July 2009. They reported adjusted odds ratios (aOR) significant at P < .05. Of 66,889 graduates, 12,038 (18.0%) had held full-time faculty appointments. Among all graduates, women (aOR = 1.21) were more likely than men to have held faculty appointments. Among only male graduates, those who participated in research during college (aOR = 1.08), who entered medical school with greater planned career involvement in research (aOR = 1.08), and who authored/coauthored a research paper during medical school (aOR = 1.12) were more likely, and those with higher debt were less likely (aOR = 0.96), to have held faculty appointments. Among only faculty appointees, higher proportions of men than women had participated in medical school research electives (63.5% [3,899/6,138] versus 54.2% [3,197/5,900]; P < .001) and authored/coauthored research papers during medical school (44.1% [2,707/6,138] versus 33.6% [1,981/5,900]; P < .001); female faculty had reported higher debt at medical school graduation than had male faculty (P = .014). In this national cohort of U.S. medical graduates, women were more likely than men to have held full-time faculty appointments. However, male and female faculty appointees entered academic medicine with different research experiences and debt, possibly impacting their academic medicine career trajectories.

Case Study: POLYTECH High School, Woodside, Delaware.

ERIC Educational Resources Information Center

Southern Regional Education Board, Atlanta, GA.

POLYTECH High School in Woodside, Delaware, has gone from being among the worst schools in the High Schools That Work (HSTW) network to among the best. Polytech, which is now a full-time technical high school, has improved its programs and outcomes by implementing a series of organizational, curriculum, teaching, guidance, and leadership changes,…

29 CFR 519.7 - Records to be kept.

Code of Federal Regulations, 2013 CFR

2013-07-01

... records information from the school attended that the employee receives primarily daytime instruction at the physical location of the school in accordance with the school's accepted definition of a full-time student. During a period between attendance at different schools not longer than the usual summer vacation...

29 CFR 519.7 - Records to be kept.

Code of Federal Regulations, 2014 CFR

2014-07-01

... records information from the school attended that the employee receives primarily daytime instruction at the physical location of the school in accordance with the school's accepted definition of a full-time student. During a period between attendance at different schools not longer than the usual summer vacation...

29 CFR 519.7 - Records to be kept.

Code of Federal Regulations, 2012 CFR

2012-07-01

... records information from the school attended that the employee receives primarily daytime instruction at the physical location of the school in accordance with the school's accepted definition of a full-time student. During a period between attendance at different schools not longer than the usual summer vacation...

Faculty workload and collegial support related to proportion of part-time faculty composition.

PubMed

Adams, D A

1995-10-01

Part-time faculty use has become more prevalent in higher education in response to enrollment shifts and budgetary constraints. This descriptive, exploratory study used a mailed survey to investigate whether full-time nursing faculty perceptions of workload and collegial support differ with changes in the proportion of part-time faculty in Comprehensive I baccalaureate nursing programs. Workload was measured by Dick's Workload Instrument. Collegial support was measured by the Survey of Collegial Communication, adapted by Beyer, which was based on Likert's organizational model. Schools were partitioned into three strata based on the proportion of part-time faculty employed (low, medium, and high). A 30% sample of schools were randomly selected from each stratum (10 schools from each). Within each selected school, six full-time undergraduate faculty were chosen by their respective deans to participate. The total response rate was 89.4%. The results of this study did not support assertions about part-time faculty use in the literature and existing accreditation standards. Findings indicated that there were significant differences in reported total faculty workload when varying proportions of part-time faculty are employed. Faculty in nursing programs with medium proportions of part-time faculty reported higher average total workloads per week than faculty in programs with low and high proportions of part-timers. Another finding demonstrated that full-time faculty in nursing programs with high proportions of part-time faculty spend fewer hours in direct clinical supervision of their students when compared with faculty in the other two strata. There were, however, no differences in perceived collegial support among full-time faculty participants. It was recommended that further research be conducted to investigate specific workload differences found in this study using more precise quantitative measures. Communication and collegiality between part-time and full-time faculty should be further developed and researched under more controlled conditions. Case studies of arrangements that make part-time faculty use beneficial are needed. Other variables such as leadership style, scholarly productivity, and morale and their relationship to the proportion of part-time faculty employed in the nursing program should be investigated.

Characteristics, satisfaction, and engagement of part-time faculty at U.S. medical schools.

PubMed

Pollart, Susan M; Dandar, Valerie; Brubaker, Linda; Chaudron, Linda; Morrison, Leslie A; Fox, Shannon; Mylona, Elza; Bunton, Sarah A

2015-03-01

To describe the demographics of part-time faculty at U.S. medical schools and to examine their satisfaction with and perceptions of their workplace. Faculty from 14  Liaison Committee on Medical Education-accredited U.S. medical schools participated in the 2011-2012 Faculty Forward Engagement Survey. The authors calculated descriptive statistics of part-time faculty respondents and used ANOVA and t test analyses to assess significant differences between and among demographic groups. The survey yielded an overall response rate of 62% (9,600/15,490). Of the part-time faculty respondents, most had appointments in clinical departments (634/674; 94%) and were female (415/674; 62%). Just over 80% (384/474) reported a full-time equivalent of 0.5 or higher. The majority of part-time faculty respondents reported satisfaction with their department and medical school as a place to work (372/496 [75%] and 325/492 [66%]); approximately half agreed that their institution had clear expectations for part-time faculty (210/456; 46%) and provided the resources they needed (232/457; 51%). Significant differences existed between part- and full-time faculty respondents regarding perceptions of growth opportunities and compensation and benefits, with part-time faculty respondents feeling less satisfied in these areas. As institutions work to improve the satisfaction of full-time faculty, they should do the same for part-time faculty. Understanding why faculty choose part-time work is important in encouraging the recruitment and retention of the most talented faculty. The findings of this study indicate multiple opportunities to improve the satisfaction and engagement of part-time faculty.

42 CFR 62.2 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... all or part of the 12-month period from July 1 through June 30 during which an applicant is enrolled... which a full-time student retains eligibility to continue in attendance in school under the school's... the number of academic terms normally required at the school. If an individual is enrolled in a school...

Virtual School Counseling

ERIC Educational Resources Information Center

Osborn, Debra S.; Peterson, Gary W.; Hale, Rebecca R.

2015-01-01

The advent of virtual schools opens doors to opportunity for delivery of student services via the Internet. Through the use of structured interviews with four practicing Florida virtual school counselors, and a follow-up survey, the authors examined the experiences and reflections of school counselors who are employed full time in a statewide…

School Library Journal's Spending Survey

ERIC Educational Resources Information Center

Farmer, Lesley; Shontz, Marilyn

2009-01-01

This year's "School Library Journal's" spending survey showed that, despite the recession, the vast majority of media centers around the country have retained their credentialed media specialists. For example, almost 85% of elementary schools and more than 95% of middle and high schools have a full-time certified librarian. In addition, salaries…

Virtual Ed. Faces Sharp Criticism

ERIC Educational Resources Information Center

Quillen, Ian

2011-01-01

It's been a rough time for the image of K-12 virtual education. Studies in Colorado and Minnesota have suggested that full-time online students are struggling to match the achievement levels of their peers in brick-and-mortar schools. Articles in "The New York Times" questioned not only the academic results for students in virtual schools, but…

5 CFR 831.672 - Annuity for a child age 18 to 22 during full-time school attendance.

Code of Federal Regulations, 2010 CFR

2010-01-01

... day student, of the academic or training program concerned. (2) A certification by an accredited... child who is a full-time student, and whose parent dies after the child's 22nd birthday but before the... she is a full-time student after the death of the parent until the termination date under paragraph (e...

5 CFR 843.410 - Annuity for a child age 18 to 22 during full-time school attendance.

Code of Federal Regulations, 2010 CFR

2010-01-01

... accepted as minimum for completion, by a full-time day student, of the academic or training program... student, and whose parent dies after the child's 22nd birthday but before the date the annuity terminates... to receive an annuity as a full-time student, the child must also meet all other requirements...

Variables Associated with Full-time Faculty Appointment among Contemporary U.S. Medical School Graduates: Implications for Academic Medicine Workforce Diversity

PubMed Central

Andriole, Dorothy A.; Jeffe, Donna B.; Hageman, Heather L.; Ephgrave, Kimberly; Lypson, Monica L.; Mavis, Brian; McDougle, Leon; Roberts, Nicole K.

2011-01-01

Purpose The authors sought to identify variables independently associated with full-time faculty appointment among recent medical graduates. Method With institutional review board approval, the authors developed a database of individualized records for six midwestern medical schools’ 1997–2002 graduates. Using multivariate logistic regression, they identified variables independently associated with full-time faculty appointment from among demographic, medical-school-related, and career-intention variables. They report adjusted odds ratios (OR) and 95% confidence intervals (CI). Results Of 1,965 graduates in the sample, 263 (13.4%) held full-time faculty appointments in 2007–2008, including 14.4% (123/853) of women graduates and 8.6% (17/198) of underrepresented minority (URM) graduates. Women (OR: 1.386, 95% CI: 1.023–1.878), MD/PhD program graduates (OR: 2.331, 95% CI: 1.160–4.683), and graduates who reported a career-setting preference for “full-time university faculty” on the Association of American Medical Colleges’ Graduation Questionnaire (OR: 3.164, 95% CI: 2.231–4.486) were more likely to have a full-time faculty appointment. Graduates who chose family medicine (OR: 0.433, 95% CI: 0.231–0.811) and surgical specialties (OR: 0.497, 95% CI: 0.249–0.994) were less likely to have a full-time faculty appointment. URM race/ethnicity was not independently associated with full-time faculty appointment (OR: 0.788; 95% CI: 0.452–1.375). Conclusions Efforts to increase representation of women graduates in academic medicine seem to have met with greater success than efforts to increase representation of URM graduates. Greater participation of URM students in MD/PhD programs and in interventions during medical school that promote interest in academic-medicine careers may increase URM graduates’ representation in academic medicine. PMID:20592523

Louisiana's High Schools: Being Redesigned with the Future in Mind. High School Redesign Commission Report. Summer 2006

ERIC Educational Resources Information Center

Louisiana Department of Education, 2006

2006-01-01

This report describes the importance of redesigned high schools to engage full high school communities in the deliberate rethinking of virtually everything, ranging from how time is used, to how adults are deployed, even to the "places"where learning occurs. Essentially, redesigned high schools: (1) have high expectations for all…

29 CFR 519.3 - Application for a full-time student certificate.

Code of Federal Regulations, 2011 CFR

2011-07-01

... students working outside of school hours in agriculture or in a retail or service establishment at wages... application must be made for each farm or establishment in which authority to employ full-time students at...

29 CFR 519.3 - Application for a full-time student certificate.

Code of Federal Regulations, 2013 CFR

2013-07-01

... students working outside of school hours in agriculture or in a retail or service establishment at wages... application must be made for each farm or establishment in which authority to employ full-time students at...

29 CFR 519.3 - Application for a full-time student certificate.

Code of Federal Regulations, 2012 CFR

2012-07-01

... students working outside of school hours in agriculture or in a retail or service establishment at wages... application must be made for each farm or establishment in which authority to employ full-time students at...

29 CFR 519.3 - Application for a full-time student certificate.

Code of Federal Regulations, 2014 CFR

2014-07-01

... students working outside of school hours in agriculture or in a retail or service establishment at wages... application must be made for each farm or establishment in which authority to employ full-time students at...

Mothers' part-time employment: associations with mother and family well-being.

PubMed

Buehler, Cheryl; O'Brien, Marion

2011-12-01

The associations between mothers' part-time employment and mother well-being, parenting, and family functioning were examined using seven waves of the NICHD Study of Early Child Care and Youth Development data (N = 1,364), infancy through middle childhood. Concurrent comparisons were made between families in which mothers were employed part time and both those in which mothers were not employed and those in which mothers were employed full time. Using multivariate analysis of covariance with extensive controls, results indicated that mothers employed part time had fewer depressive symptoms during the infancy and preschool years and better self-reported health at most time points than did nonemployed mothers. Across the time span studied, mothers working part time tended to report less conflict between work and family than those working full time. During their children's preschool years, mothers employed part time exhibited more sensitive parenting than did other mothers, and at school age were more involved in school and provided more learning opportunities than mothers employed full time. Mothers employed part time reported doing a higher proportion of child care and housework than mothers employed full time. Part-time employment appears to have some benefits for mothers and families throughout the child rearing years.

Does Independent Schools Funding Make a Mockery of the Public Schools Funding Formula? BCTF Research Report. RR2015-01 rev2

ERIC Educational Resources Information Center

White, Margaret; Kuehn, Larry

2015-01-01

This report describes the methodology used by the Ministry of Education to calculate per Full-Time Equivalent (FTE) student funding for independent schools and discusses the underlying inequities when the public school funding formula is applied to funding for private schools. Vancouver school district is provided as a case example to work through…

Virtual Schools in the U.S. 2013: Politics, Performance, Policy, and Research Evidence

ERIC Educational Resources Information Center

Miron, Gary; Horvitz, Brian; Gulosino, Charisse; Huerta, Luis; Rice, Jennifer King; Shafer, Sheryl Rankin; Cuban, Larry

2013-01-01

This national study, which comprehensively reviews 311 virtual schools operating in the United States, finds serious and systemic problems with the nation's full-time cyber schools. Despite virtual schools' track record of students falling behind their peers academically or dropping-out at higher rates, states and districts continue to expand…

An Analysis of Pennsylvania's Cyber Charter Schools. Issue Brief

ERIC Educational Resources Information Center

Jack, James; Sludden, John; Schott, Adam

2013-01-01

Pennsylvania's first cyber charter school opened in 1998, enrolling 44 full-time students. From this modest beginning, Pennsylvania's cyber charter sector has grown to 16 schools enrolling 35,000 students from all but one school district in the Commonwealth. Pennsylvania has one of the nation's most extensive cyber charter sectors, and six…

The Political Economy of Schooling. ESA845, The Economy of Schooling.

ERIC Educational Resources Information Center

Freeland, John

This volume, part of a series of mongraphs that explore the relationship between the economy and schooling, analyzes the economic influences contributing to current pressures for changes in secondary schooling in Australian society with particular attention to the long-term structural collapse of the full-time teenage labor market. After a brief…

Coping Strategies of Part-Time MBA Students: The Role of Boundary Management

ERIC Educational Resources Information Center

Dunagan, Marion

2012-01-01

Using the framework of boundary theory as applied to the work-life-school construct, the study focused on part-time MBA students who worked full-time, their tendency to segment or integrate their numerous roles, and the coping tactics they utilized in redistributing their efforts as they added graduate school to these roles. The research…

"The Prognosis, Doctor?"

ERIC Educational Resources Information Center

Everhart, Nancy

1998-01-01

Updates a 1994 report on school library staffing, highlighting states with the best and worst student/librarian ratios, states requiring full-time certified library media specialists, states with site-based management, states replacing librarians with technology specialists. Lists states requiring full-time specialists for elementary,…

The Case for an Arts-Based Curriculum

ERIC Educational Resources Information Center

Stuht, Amy Colcord; Gates, Janie Yuguchi

2007-01-01

Continuation schools were developed to enable students to continue earning a high school diploma while they worked, often full time, to support themselves and their families. Traditionally, continuation schools were home to poor teachers, narrowed curriculum and an unwelcoming culture. Intuitively, students attending today's continuation schools…

[Survey and analysis of radiation safety education at radiological technology schools].

PubMed

Ohba, Hisateru; Ogasawara, Katsuhiko; Aburano, Tamio

2004-10-01

We carried out a questionnaire survey of all radiological technology schools, to investigate the status of radiation safety education. The questionnaire consisted of questions concerning full-time teachers, measures being taken for the Radiation Protection Supervisor Qualifying Examination, equipment available for radiation safety education, radiation safety education for other departments, curriculum of radiation safety education, and related problems. The returned questionnaires were analyzed according to different groups categorized by form of education and type of establishment. The overall response rate was 55%, and there were statistically significant differences in the response rates among the different forms of education. No statistically significant differences were found in the items relating to full-time teachers, measures for Radiation Protection Supervisor Qualifying Examination, and radiation safety education for other departments, either for the form of education or type of establishment. Queries on the equipment used for radiation safety education revealed a statistically significant difference in unsealed radioisotope institutes among the forms of education. In terms of curriculum, the percentage of radiological technology schools which dealt with neither the shielding calculation method for radiation facilities nor with the control of medical waste was found to be approximately 10%. Other educational problems that were indicated included shortages of full-time teachers and equipment for radiation safety education. In the future, in order to improve radiation safety education at radiological technology schools, we consider it necessary to develop unsealed radioisotope institutes, to appoint more full-time teachers, and to educate students about risk communication.

The Non-Traditional Student.

ERIC Educational Resources Information Center

Ely, Eileen E.

The non-traditional student, or adult learner, is making up the new majority in secondary education, creating several implications for community colleges. The average non-traditional student is an adult, age 25 or older, who has returned to school either full-time or part-time. The student must balance school with employment, family, and financial…

32 CFR 199.17 - TRICARE program.

Code of Federal Regulations, 2014 CFR

2014-07-01

... of age, or (B) Attains 23 years of age or ceases to pursue a full-time course of study prior to...-time course of study in a secondary school or in a full-time course of study in an institution of...-time course of study prior to attaining 23 years of age, if, at 21 years of age, the eligible surviving...

32 CFR 199.17 - TRICARE program.

Code of Federal Regulations, 2011 CFR

2011-07-01

... of age, or (B) Attains 23 years of age or ceases to pursue a full-time course of study prior to...-time course of study in a secondary school or in a full-time course of study in an institution of...-time course of study prior to attaining 23 years of age, if, at 21 years of age, the eligible surviving...

32 CFR 199.17 - TRICARE program.

Code of Federal Regulations, 2013 CFR

2013-07-01

... of age, or (B) Attains 23 years of age or ceases to pursue a full-time course of study prior to...-time course of study in a secondary school or in a full-time course of study in an institution of...-time course of study prior to attaining 23 years of age, if, at 21 years of age, the eligible surviving...

32 CFR 199.17 - TRICARE program.

Code of Federal Regulations, 2012 CFR

2012-07-01

... of age, or (B) Attains 23 years of age or ceases to pursue a full-time course of study prior to...-time course of study in a secondary school or in a full-time course of study in an institution of...-time course of study prior to attaining 23 years of age, if, at 21 years of age, the eligible surviving...

32 CFR 199.17 - TRICARE program.

Code of Federal Regulations, 2010 CFR

2010-07-01

... of age, or (B) Attains 23 years of age or ceases to pursue a full-time course of study prior to...-time course of study in a secondary school or in a full-time course of study in an institution of...-time course of study prior to attaining 23 years of age, if, at 21 years of age, the eligible surviving...

Elementary school parents'/guardians' perceptions of school health service personnel and the services they provide.

PubMed

Kirchofer, Gregg; Telljohann, Susan K; Price, James H; Dake, Joseph A; Ritchie, Martin

2007-11-01

The school nurse, the school social worker, and the school counselor play an important role in promoting the health of children. Health services in the school setting provide opportunities to appraise, protect, and promote student health. The purpose of this study was to identify parents' or caregivers' perceptions and beliefs regarding the importance of schools providing various health services to their elementary school-aged children. In addition, the study examined the levels of parental support for, perceptions of, and contact with school health service personnel. In 2005, a nationally representative random sample of 369 (51% return rate) parents of elementary school-aged children completed the questionnaire developed for this study. A majority of parents/caregivers reported that their child's school had a school nurse (78.8%) and counselor (60.5%), but only 22.6% reported their school had a social worker. A majority of parents/caregivers perceived full-time school nurses (86.3%), school counselors (78.6%), and school social workers (56.3%) as important or extremely important and that schools should be held responsible for having each in their child's elementary school. A majority of parents/caregivers were willing to pay an increase in yearly tax dollars to have full-time school health personnel. This study established a level of parental support for, perceptions of, and contact with school health service personnel. Parents were most supportive of school nurses and should be perceived as allies in ensuring job security.

20 CFR 628.710 - Period of program operation.

Code of Federal Regulations, 2011 CFR

2011-04-01

... be conducted during the school vacation period occurring duri the summer months. (b) An SDA operating... full-time basis may offer SYETP activities to participants in such a jurisdiction during the school vacation period(s) treated as the period(s) equivalent to a school summer vacation. ...

20 CFR 628.710 - Period of program operation.

Code of Federal Regulations, 2010 CFR

2010-04-01

... be conducted during the school vacation period occurring duri the summer months. (b) An SDA operating... full-time basis may offer SYETP activities to participants in such a jurisdiction during the school vacation period(s) treated as the period(s) equivalent to a school summer vacation. ...

A Community Health Approach to Asthma in the Schools

ERIC Educational Resources Information Center

Weiss-Randall, Debra

2014-01-01

Asthma is a leading cause of school absenteeism in the United States, especially in poor and minority communities, where prevalence and hospitalization rates are significantly higher than average. A community health approach can help poorer school districts hire full-time nurses and access other health resources.

Arabic in Australian Islamic Schools.

ERIC Educational Resources Information Center

Hall, Michael

1996-01-01

Presents census data on the Muslim population in Australia and overviews full-time independent Islamic schools offering a comprehensive education across the curriculum. Argues that these schools offer great potential for the successful development of Arabic language and cultural literacy skills required by Australian exporters and diplomats in the…

The Trade-Off between Child Labour and Schooling in India

ERIC Educational Resources Information Center

Rammohan, Anu

2014-01-01

In this paper, using the "2005-2006 National Family Health Survey" dataset from India, we study the likelihood of a school-age child working, combining work with schooling or being idle, rather than attending school full time. Our analysis finds that with the inclusion of household chores in the child labour definition, boys are…

Predictors of Absenteeism Severity in Truant Youth: A Dimensional and Categorical Analysis

ERIC Educational Resources Information Center

Skedgell, Kyleigh; Kearney, Christopher A.

2016-01-01

The present study examined the relationship between school absenteeism severity and specific clinical and family variables in middle and high school youth aged 11-19 years recruited from two truancy settings. School absenteeism severity was defined as a percentage of full school days missed from the current academic year at the time of assessment…

Fossil Ridge School Intermediate: Restructure the Culture--Transform the School

ERIC Educational Resources Information Center

Principal Leadership, 2013

2013-01-01

Ask a room full of sixth and seventh graders at Fossil Ridge Intermediate School in St. George, UT, to name their favorite part of the day and the answer is, in unison, always the same: REAL (respect, explore, achieve, lead) Time. This 35-minute block embedded into the school's schedule three days each week provides immediate, specific…

An Urban Schools-University Partnership that Prepares and Retains Quality Teachers for "High Need" Schools

ERIC Educational Resources Information Center

Helfeldt, John P.; Capraro, Robert M.; Capraro, Mary Margaret; Foster, Elizabeth; Carter, Norvella

2009-01-01

This article describes a full-time teaching internship program, where, in lieu of student teaching, interns serve as classroom teachers in urban area schools. Through a partnership between a university and participating school districts, all interns received intensive mentoring and induction during their first year. Among the program results, were…

Professional Careers for Women--An Opportunity for All. Information Bank Working Paper Number 2716.

ERIC Educational Resources Information Center

Allerton, Anne

Twenty-one women who were full- or part-time returning students of higher education in England, most at the Dorset Institute, were interviewed about their secondary schooling, age of leaving school, reason for disappointing examination results, career guidance given at school, parental influence, career aspirations, first job after leaving school,…

Prove It! Putting Together the Evidence-Based Practice Puzzle

ERIC Educational Resources Information Center

Little, Hannah Byrd

2015-01-01

Why is it important to prove that school libraries add value to the school program? The National Center for Education Statistics reports that 20 percent of U.S. public schools lack a full or part-time certified librarian (NCES 2013). In California the ratio of certified school librarians to students is 1:7,374 (California Department of Education…

38 CFR 17.607 - Obligated service.

Code of Federal Regulations, 2010 CFR

2010-07-01

... who, on that date, is a full-time VA employee working in a capacity for which the degree program... shall be reduced from that which a full-time student must serve in accordance with the proportion that the number of credit hours carried by the part-time student in any school year bears to the number of...

Job Sharing: An Alternative to Traditional Employment Patterns. ERS Information Aid.

ERIC Educational Resources Information Center

Block, Alan W.

In the face of declining enrollments and widespread reductions-in-force in school systems, job sharing can provide part-time positions for persons unable to work full-time and can allow some individuals to maintain their positions on a part-time basis as an alternative to being laid off. Job sharing can also benefit school systems by increasing…

The Number of Students Sent Home by School Nurses Compared to Unlicensed Personnel

ERIC Educational Resources Information Center

Pennington, Nicole; Delaney, Elizabeth

2008-01-01

Many schools across the United States do not have a full-time school nurse, resulting in care being provided by unlicensed school employees when children are sick or injured at school. The purpose of this study was to determine if there was a difference in the number of students sent home when ill or injured based on who assessed the student in…

Mothers’ Part-time Employment: Associations with Mother and Family Well-being

PubMed Central

Buehler, Cheryl; O’Brien, Marion

2011-01-01

The associations between mothers’ part-time employment and mother well-being, parenting, and family functioning were examined using seven waves of the NICHD Study of Early Child Care and Youth Development data (N = 1,364), infancy through middle childhood. Concurrent comparisons were made between families in which mothers were employed part time and both those in which mothers were not employed and those in which mothers were employed full time. Using multivariate analysis of covariance with extensive controls, results indicated that mothers employed part time had fewer depressive symptoms during the infancy and preschool years and better self-reported health at most time points than did nonemployed mothers. Across the time span studied, mothers working part time tended to report less conflict between work and family than those working full time. During their children’s preschool years, mothers employed part time exhibited more sensitive parenting than did other mothers, and at school age were more involved in school and provided more learning opportunities than mothers employed full time. Mothers employed part time reported doing a higher proportion of child care and housework than mothers employed full time. Part-time employment appears to have some benefits for mothers and families throughout the child-rearing years. PMID:22004432

34 CFR 686.2 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-07-01

...): (1) One complete school year, or two complete and consecutive half-years from different school years... full-time employment as a teacher. For an individual teaching in more than one school, the... performance for tests and assignments yielded a numeric equivalent of a 3.25 GPA on a 4.0 scale; and (ii) For...

34 CFR 686.2 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-07-01

...): (1) One complete school year, or two complete and consecutive half-years from different school years... full-time employment as a teacher. For an individual teaching in more than one school, the... performance for tests and assignments yielded a numeric equivalent of a 3.25 GPA on a 4.0 scale; and (ii) For...

34 CFR 686.2 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-07-01

...) One complete school year, or two complete and consecutive half-years from different school years... full-time employment as a teacher. For an individual teaching in more than one school, the... performance for tests and assignments yielded a numeric equivalent of a 3.25 GPA on a 4.0 scale; and (ii) For...

34 CFR 686.2 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-07-01

...): (1) One complete school year, or two complete and consecutive half-years from different school years... full-time employment as a teacher. For an individual teaching in more than one school, the... performance for tests and assignments yielded a numeric equivalent of a 3.25 GPA on a 4.0 scale; and (ii) For...

34 CFR 686.2 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-07-01

...): (1) One complete school year, or two complete and consecutive half-years from different school years... full-time employment as a teacher. For an individual teaching in more than one school, the... performance for tests and assignments yielded a numeric equivalent of a 3.25 GPA on a 4.0 scale; and (ii) For...

Certificated Personnel and Related Information, Fall 1997.

ERIC Educational Resources Information Center

Wamboldt, Martina

Information on Colorado's certificated school personnel and related information was gathered from the state's public school districts and Boards of Cooperative Services during fall 1997. This information shows that the fall 1997 average salary for Colorado's 37,840.9 full-time-equivalent (FTE) public school teachers was $37,240, which represented…

Facilitators of and Barriers to Model School Psychological Services

ERIC Educational Resources Information Center

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

2017-01-01

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

29 CFR 519.2 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... school hours and in any occupation declared hazardous by the Secretary of Labor (subpart E-1 of part 570... in agriculture of a full-time student outside school hours for the school district where such... parental or guardian consent or they may work on farms where their parents or guardians are employed, and...

29 CFR 519.2 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... school hours and in any occupation declared hazardous by the Secretary of Labor (subpart E-1 of part 570... in agriculture of a full-time student outside school hours for the school district where such... parental or guardian consent or they may work on farms where their parents or guardians are employed, and...

29 CFR 519.2 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... school hours and in any occupation declared hazardous by the Secretary of Labor (subpart E-1 of part 570... in agriculture of a full-time student outside school hours for the school district where such... parental or guardian consent or they may work on farms where their parents or guardians are employed, and...

AASL Position Statement on Appropriate Staffing for School Library Media Centers.

ERIC Educational Resources Information Center

Emergency Librarian, 1994

1994-01-01

Presents the AASL (American Association of School Librarians) position statement on appropriate staffing for school library media centers. Highlights include the need for full-time, certified library media specialists; support staff; ratio of professional staff to teacher and student populations; and district library media directors. (LRW)

24 CFR 585.4 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-04-01

... who has dropped out of high school,” “institution of higher education,” “limited-English proficiency... out of high school. (2) An exception of not more than 25 percent of all full-time participants is... educational needs despite attainment of a high school diploma or its equivalent. Private nonprofit...

24 CFR 585.4 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-04-01

... who has dropped out of high school,” “institution of higher education,” “limited-English proficiency... out of high school. (2) An exception of not more than 25 percent of all full-time participants is... educational needs despite attainment of a high school diploma or its equivalent. Private nonprofit...

24 CFR 585.4 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-04-01

... who has dropped out of high school,” “institution of higher education,” “limited-English proficiency... out of high school. (2) An exception of not more than 25 percent of all full-time participants is... educational needs despite attainment of a high school diploma or its equivalent. Private nonprofit...

Fla. Budget Threatens Online Ed. Mandate

ERIC Educational Resources Information Center

Manzo, Kathleen Kennedy

2009-01-01

As Florida school districts scramble to meet a looming state mandate to offer full-time online instruction for K-8 students, and as high school enrollments in such courses continue to climb, lawmakers are mulling restrictions and budget cuts for the state's nationally known virtual school. Together, online-learning advocates say, the growing…

STENOGRAPHIC, SECRETARIAL, AND RELATED OCCUPATIONS, A SUGGESTED CURRICULA GUIDE.

ERIC Educational Resources Information Center

Bureau of Adult, Vocational, and Technical Education (DHEW/OE), Washington, DC. Div. of Vocational and Technical Education.

THE PURPOSE OF THIS GUIDE IS TO ASSIST THOSE INVOLVED IN ADMINISTERING FULL-TIME, PART-TIME, REFRESHER AND UPGRADING, AND MANPOWER DEVELOPMENT AND TRAINING PROGRAMS IN STENOGRAPHIC, SECRETARIAL, AND RELATED OFFICE OCCUPATIONS IN HIGH SCHOOLS, POST-SECONDARY, AND SPECIAL SCHOOLS. IT WAS PREPARED BY C.E. LESLIE AND ASSOCIATES UNDER CONTRACTUAL…

Timetabling and Extracurricular Activities: A Study of Teachers' Attitudes towards Preparation Time

ERIC Educational Resources Information Center

Whiteley, Robert F.; Richard, George

2012-01-01

Many models of timetabling exist in secondary schools in Western educational jurisdictions. This study examines whether or not teachers teaching a full course load without preparation time during a semester are willing to volunteer to participate in extracurricular activities. This research was conducted in a rural school district in British…

Athletic Training Services in Public Secondary Schools: A Benchmark Study

PubMed Central

Pryor, Riana R.; Casa, Douglas J.; Vandermark, Lesley W.; Stearns, Rebecca L.; Attanasio, Sarah M.; Fontaine, Garrett J.; Wafer, Alex M.

2015-01-01

Context: Authors of the most recent study of athletic training (AT) services have suggested that only 42% of secondary schools have access to athletic trainers. However, this study was limited by a small sample size and was conducted more than 10 years ago. Objective: To determine current AT services in public secondary schools. Design: Cross-sectional study. Setting: Public secondary schools in the United States. Patients or Other Participants: A total of 8509 (57%) of 14 951 secondary schools from all 50 states and Washington, DC, responded to the survey. Main Outcome Measure(s): Data on AT services were collected for individual states, National Athletic Trainers' Association districts, and the nation. Results: Of the 8509 schools that responded, 70% (n = 5930) had AT services, including full-time (n = 3145, 37%), part-time (n = 2619, 31%), and per diem (n = 199, 2%) AT services, and 27% (n = 2299) had AT services from a hospital or physical therapy clinic. A total of 4075 of 8509 schools (48%) provided coverage at all sports practices. Eighty-six percent (2 394 284/2 787 595) of athletes had access to AT services. Conclusions: Since the last national survey, access to AT services increased such that 70% of respondent public secondary schools provided athletic trainers at sports games or practices. Approximately one-third of all public secondary schools had full-time athletic trainers. This number must increase further to provide appropriate medical coverage at athletic practices and games for secondary school athletes. PMID:25689559

The Role of School Nurses, Challenges, and Reactions to Delegation Legislation: A Qualitative Approach

ERIC Educational Resources Information Center

Lineberry, Michelle; Whitney, Elizabeth; Noland, Melody

2018-01-01

Passage of new laws, national standards regarding delegation, and the recommendation for at least one full-time nurse in every school have provided more visibility to the role of school nurses. Recent legislative amendments in Kentucky presented an opportunity to examine how the role of the school nurse is changing. Aims were to describe the (1)…

Intrusive Thought and Relativity Associated with Task Performance

DTIC Science & Technology

1995-01-23

currently living with a partner; Ninety percent of participants were full-time students, 8 percent were employed full-time, and 2 percent were unemployed ...employed full-time 2% unemployed 83% Caucasian 8% Asian 7% African American 2% Hispanic 80% some college 8% high school 5% college degree 5...Research, 11, 213--21B. Horowitz, M.J. (1969). Psychic trauma: Return of images after a stress film. Archives of General Psychiatry, 20, 552- 559

Inclusive education in Finland: present and future perspectives.

PubMed

Moberg, S; Zumberg, M

1994-12-01

The movement to integrate special education students into normal school classes started to develop in Finland in the 1960s. At the same time, the number of students labeled "special" in the Finnish comprehensive school system exploded from 2% to 17% of all school children. Presently, 84% of all special education placements are part-time placements. Special schools and special classes comprise 15% of all special education placements, while full inclusion is only 1% of all special education placements. Some factors affecting the current integration of special students and the development of integration are discussed.

Job Sharing in the Schools.

ERIC Educational Resources Information Center

Moorman, Barbara; And Others

Job sharing is defined as "two people sharing the responsibilities of one full-time position with salary and benefits prorated"; the concept focuses on positions usually offered only as full-time jobs, often in professional and managerial categories. This book is a guide for teachers and administrators on the implementation and use of…

29 CFR 519.3 - Application for a full-time student certificate.

Code of Federal Regulations, 2010 CFR

2010-07-01

... students working outside of school hours in agriculture or in a retail or service establishment at wages... Section 519.3 Labor Regulations Relating to Labor (Continued) WAGE AND HOUR DIVISION, DEPARTMENT OF LABOR... substantial probability of reducing the full-time employment opportunities of the other workers, an...

Factors Affecting Retention of First-Time, Full-Time Freshmen Students at Higher Education Institutions within the Appalachian College Association

ERIC Educational Resources Information Center

Swafford, Stacy James

2017-01-01

This study examined factors that may affect the retention of first-time, full-time college freshmen to sophomore year. Institutions in the Appalachian College Association (ACA) were invited to participate, and nine of the 35 member schools provided data. The research questions were (1) Is there a relationship between retention for students'…

Chapter 636, Voluntary Integration in Massachusetts. Successful Programs of Choice.

ERIC Educational Resources Information Center

Spier, Adele W.; And Others

A statewide study was conducted to identify and describe successful voluntary school desegregation programs funded under Chapter 636, a 1974 amendment to Massachussets' Racial Imbalance Law. Programs selected were of four types: (1) school-based (elementary, middle, and high); (2) school system- or district-wide; (3) part-time and full-time…

Virtual Schools Report 2016: Directory and Performance Review

ERIC Educational Resources Information Center

Miron, Gary; Gulosino, Charisse

2016-01-01

This 2016 report is the fourth in an annual series of National Education Policy Center (NEPC) reports on the fast-growing U.S virtual school sector. This year's report provides a comprehensive directory of the nation's full-time virtual and blended learning school providers. It also pulls together and assesses the available evidence on the…

32 CFR 1639.6 - Considerations relevant to granting or denying claims for Class 2-D.

Code of Federal Regulations, 2012 CFR

2012-07-01

... a recognized theological or divinity school in which he has been pre-enrolled; or (3) Current... a recognized theological or divinity school; or (4) Current certification to the effect that the registrant, having completed theological or divinity school, is satisfactorily pursuing a full-time graduate...

32 CFR 1639.6 - Considerations relevant to granting or denying claims for Class 2-D.

Code of Federal Regulations, 2014 CFR

2014-07-01

... a recognized theological or divinity school in which he has been pre-enrolled; or (3) Current... a recognized theological or divinity school; or (4) Current certification to the effect that the registrant, having completed theological or divinity school, is satisfactorily pursuing a full-time graduate...

32 CFR 1639.6 - Considerations relevant to granting or denying claims for Class 2-D.

Code of Federal Regulations, 2011 CFR

2011-07-01

... a recognized theological or divinity school in which he has been pre-enrolled; or (3) Current... a recognized theological or divinity school; or (4) Current certification to the effect that the registrant, having completed theological or divinity school, is satisfactorily pursuing a full-time graduate...

32 CFR 1639.6 - Considerations relevant to granting or denying claims for Class 2-D.

Code of Federal Regulations, 2013 CFR

2013-07-01

... a recognized theological or divinity school in which he has been pre-enrolled; or (3) Current... a recognized theological or divinity school; or (4) Current certification to the effect that the registrant, having completed theological or divinity school, is satisfactorily pursuing a full-time graduate...

32 CFR 1639.6 - Considerations relevant to granting or denying claims for Class 2-D.

Code of Federal Regulations, 2010 CFR

2010-07-01

... a recognized theological or divinity school in which he has been pre-enrolled; or (3) Current... a recognized theological or divinity school; or (4) Current certification to the effect that the registrant, having completed theological or divinity school, is satisfactorily pursuing a full-time graduate...

Self-Reflection and Math Performance in an Online Learning Environment

ERIC Educational Resources Information Center

Choi, Jinnie; Walters, Alyssa; Hoge, Pat

2017-01-01

According to recent reports, K-12 full-time virtual school students have shown lower performance in math than their counterparts in brick-and-mortar schools. However, research is lacking in what kind of programmatic interventions virtual schools might be particularly well-suited to provide to improve math performance. Engaging students in…

Why I Make Books

ERIC Educational Resources Information Center

Mayers, Leah

2009-01-01

In this article, the author relates how she discovered that she was a book and paper artist after she had been kicked out of two high schools, went to art school, had a degree in Political Science and Women's Studies, had another one in Education, and was teaching school full time. After she constructed and stitched her first multisection…

Guide to Policies and Contracts on Job Sharing in the Schools.

ERIC Educational Resources Information Center

Moorman, Barbara; And Others

Job Sharing--two persons sharing one full-time position--is becoming increasingly popular in the nation's schools. This guide provides information on policies and contracts and collective bargaining implications, based on practices in California, where the job sharing is allowed in 27 percent of the school districts. Provisions of policies and…

Administrative Support and Its Mediating Effect on US Public School Teachers

ERIC Educational Resources Information Center

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

2011-01-01

This study examined the effect of administrative support on teachers' job satisfaction and intent to stay in teaching. The study employed a path analysis to the data of regular, full-time, public school teachers from the Schools and Staffing Survey teacher questionnaire. Administrative support was the most significant predictor of teachers' job…

Design-Construct Method Saves Time and Money in New School Building

ERIC Educational Resources Information Center

Modern Schools, 1972

1972-01-01

Describes the Lottie M. Schmidt Elementary School in New Baltimore, Michigan, completed in 154 days. Designed to a price rather than priced to a design, the school was built at considerable savings over modular approaches -- and the modest price also covered furniture, electric heating/cooling, carpeting, full masonry construction, concrete slab…

20 CFR 216.74 - When a child is a full-time elementary or secondary school student.

Code of Federal Regulations, 2010 CFR

2010-04-01

... particular school is the student's only reasonable alternative; or (2) The student's medical condition... student's medical condition prevents him or her from scheduling 20 hours per week, the Board may request that the student provide appropriate medical evidence or a statement from the school; or (3) The...

Medical School Salary Study, 1971-72.

ERIC Educational Resources Information Center

Association of American Medical Colleges, Washington, DC.

The Association of American Medical Colleges presents the results of their Annual Salary Questionnaire for medical school faculties for the fiscal year 1971-72. Ninety-five schools submitted returns and salaries of 4,930 basic scientists and 11,941 clinical scientists are reported in the survey. The areas covered include strict full-time faculty…

Medical School Salary Study, 1970-71.

ERIC Educational Resources Information Center

Association of American Medical Colleges, Washington, DC.

The Association of American Medical Colleges conducted a survey by means of a questionnaire in 1970-71 to determine the salaries of medical school faculties. Ninety-three schools submitted returns; salaries for 4,366 basic scientists and 12,701 clinical scientists are reported. The areas covered include strict full-time faculty by department, and…

School District Employment Reductions Slow. Get the Facts. #1

ERIC Educational Resources Information Center

Tallman, Mark

2012-01-01

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

Even! But No Longer Odd

ERIC Educational Resources Information Center

Ramaswami, Rama

2009-01-01

With hundreds of K-12 schools routinely offering online courses, the idea of a full-time virtual school is no longer as outlandish as it once may have seemed. Thanks to giant improvements in technology and the quality of their academic instruction, most virtual schools now hold a trump card they had not possessed: credibility. "There were…

Complete Interview Procedures for Hiring School Personnel

ERIC Educational Resources Information Center

Gagnon Jr, William L.

2003-01-01

Most school districts do not have a full time human resources administrator to conduct interviews and this important task most often becomes the responsibility of the building principal or a department head. Here is a guide designed for hiring employees, both professional staff as well as non-professional, in public, parochial, or private schools.…

The Relationship between Playworks Participation and Student Attendance in Two School Districts

ERIC Educational Resources Information Center

Leos-Urbel, Jacob; Sanchez, Monika

2015-01-01

Playworks is a program that aims to create "safe, inclusive school environments where kids can grow, lead, and thrive" (Playworks, 2013a). Through trained, full-time coaches focused on recess in low-income elementary schools across the country, Playworks provides opportunities for inclusive play, and physical activity. Based on prior…

Affordable Health Benefits for Part-Time School Employees

ERIC Educational Resources Information Center

Dickhart, Russ

2005-01-01

According to the U.S. Census Bureau, about 45 million Americans do not have health insurance. What's surprising is the majority of those individuals are actually employed. Part-time workers make up a full 15 percent of the uninsured population and school systems have a share of that group. Every day in the United States, approximately 10 percent…

Faculty's Role in the Retention of Nontraditional Undergraduate Students

ERIC Educational Resources Information Center

Dutcher, Gail Lynam

2016-01-01

Nontraditional students are students who are at least 25 years old and attend school on a part-time basis. They also have one or more of the following characteristics: delayed enrollment in higher education, full-time work, financially independent, have dependents, are single parents, and do not have a high school diploma (Choy, 2002). Retention…

Athletic Trainer Services in Public and Private Secondary Schools.

PubMed

Pike, Alicia M; Pryor, Riana R; Vandermark, Lesley W; Mazerolle, Stephanie M; Casa, Douglas J

2017-01-01

 The presence of athletic trainers (ATs) in secondary schools to provide medical care is crucial, especially with the rise in sports participation and resulting high volume of injuries. Previous authors have investigated the level of AT services offered, but the differences in medical care offered between the public and private sectors have not been explored.  To compare the level of AT services in public and private secondary schools.  Concurrent mixed-methods study.  Public and private secondary schools in the United States.  A total of 10 553 secondary schools responded to the survey (8509 public, 2044 private).  School administrators responded to the survey via telephone or e-mail. Descriptive statistics depict national data. Open-ended questions were evaluated through content analysis.  A greater percentage of public secondary schools than private secondary schools hired ATs. Public secondary schools provided a higher percentage of full-time, part-time, and clinic AT services than private secondary schools. Only per diem AT services were more frequent in the private sector. Regardless of the extent of services, reasons for not employing an AT were similar between sectors. Common barriers were budget, school size, and lack of awareness of the role of an AT. Unique to the public sector, remote location was identified as a challenge faced by some administrators.  Both public and private secondary schools lacked ATs, but higher percentages of total AT services and full-time services were available in the public sector. Despite differences in AT services, both settings provided a similar number of student-athletes with access to medical care. Barriers to hiring ATs were comparable between public and private secondary schools; however, remote location was a unique challenge for the public sector.

Athletic Trainer Services in Public and Private Secondary Schools

PubMed Central

Pike, Alicia M.; Pryor, Riana R.; Vandermark, Lesley W.; Mazerolle, Stephanie M.; Casa, Douglas J.

2017-01-01

Context: The presence of athletic trainers (ATs) in secondary schools to provide medical care is crucial, especially with the rise in sports participation and resulting high volume of injuries. Previous authors have investigated the level of AT services offered, but the differences in medical care offered between the public and private sectors have not been explored. Objective: To compare the level of AT services in public and private secondary schools. Design: Concurrent mixed-methods study. Setting: Public and private secondary schools in the United States. Patients or Other Participants: A total of 10 553 secondary schools responded to the survey (8509 public, 2044 private). Main Outcome Measure(s): School administrators responded to the survey via telephone or e-mail. Descriptive statistics depict national data. Open-ended questions were evaluated through content analysis. Results: A greater percentage of public secondary schools than private secondary schools hired ATs. Public secondary schools provided a higher percentage of full-time, part-time, and clinic AT services than private secondary schools. Only per diem AT services were more frequent in the private sector. Regardless of the extent of services, reasons for not employing an AT were similar between sectors. Common barriers were budget, school size, and lack of awareness of the role of an AT. Unique to the public sector, remote location was identified as a challenge faced by some administrators. Conclusions: Both public and private secondary schools lacked ATs, but higher percentages of total AT services and full-time services were available in the public sector. Despite differences in AT services, both settings provided a similar number of student-athletes with access to medical care. Barriers to hiring ATs were comparable between public and private secondary schools; however, remote location was a unique challenge for the public sector. PMID:28157403

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

ERIC Educational Resources Information Center

Asher, Randy J.

2016-01-01

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

Reading in the Clouds: Building a Library at a School in India.

ERIC Educational Resources Information Center

Khalsa, Gurupreet K.

2000-01-01

Describes how, over three years, teachers, students, parents, and administrators of a girls' school in India built a school library, going from a small locked-up collection with no check-out system to a warm and busy library room that was a popular hub of activity at the school, with a dynamic and expanding collection and a full-time librarian.…

The role of heterogeneity in contact timing and duration in network models of influenza spread in schools

PubMed Central

Toth, Damon J. A.; Leecaster, Molly; Pettey, Warren B. P.; Gundlapalli, Adi V.; Gao, Hongjiang; Rainey, Jeanette J.; Uzicanin, Amra; Samore, Matthew H.

2015-01-01

Influenza poses a significant health threat to children, and schools may play a critical role in community outbreaks. Mathematical outbreak models require assumptions about contact rates and patterns among students, but the level of temporal granularity required to produce reliable results is unclear. We collected objective contact data from students aged 5–14 at an elementary school and middle school in the state of Utah, USA, and paired those data with a novel, data-based model of influenza transmission in schools. Our simulations produced within-school transmission averages consistent with published estimates. We compared simulated outbreaks over the full resolution dynamic network with simulations on networks with averaged representations of contact timing and duration. For both schools, averaging the timing of contacts over one or two school days caused average outbreak sizes to increase by 1–8%. Averaging both contact timing and pairwise contact durations caused average outbreak sizes to increase by 10% at the middle school and 72% at the elementary school. Averaging contact durations separately across within-class and between-class contacts reduced the increase for the elementary school to 5%. Thus, the effect of ignoring details about contact timing and duration in school contact networks on outbreak size modelling can vary across different schools. PMID:26063821

32 CFR 1639.4 - Exclusion from Class 2-D.

Code of Federal Regulations, 2010 CFR

2010-07-01

... recognized; or (c) He ceases to be a full-time student; or (d) He fails to maintain satisfactory academic... Class 2-D when: (a) He fails to establish that the theological or divinity school is a recognized school...

The Impact of Employment and Physical Activity on Academic Performance

ERIC Educational Resources Information Center

Andreopoulos, Giuliana Campanelli; Antoniou, Eliana; Panayides, Alexandros; Vassiliou, Evros

2008-01-01

Over the last twenty years, many contributions appeared on the relationship between working during school and academic performance using both quantitative and qualitative research methods. The obvious assumption is that a full time working student will show a lower academic performance relatively to a part time working student or a full time…

Why Didn't They Have This When?

ERIC Educational Resources Information Center

Sundin, Marvel K.

1975-01-01

Article described the Executive High School Internship Program, an educational developmental experience which permits the qualified high school student to enter full time the top management level of the world of work in a very real rather than theoretical way. (Author/RK)

Validation of Senge's Learning Organization Model with Teachers of Vocational High Schools at the Seoul Megalopolis

ERIC Educational Resources Information Center

Park, Joo Ho

2008-01-01

This study measured and applied Senge's (1990) fifth discipline model of learning organizations in a culturally distinct population, namely teachers in 17 vocational high schools located in the Seoul megalopolis. The participants were 976 full-time vocational and academic teachers in public trade/industry-technical and business high schools in the…

Faculty Articulation with Feeder High Schools and Local Employers.

ERIC Educational Resources Information Center

Parrott, Marietta

As a first step in developing an articulation plan with feeder high schools, a College of the Sequoias (COS) task force developed and distributed a survey to all full-time faculty members to determine if individual faculty members were articulating with feeder high schools and local businesses, and if they would be willing to participate in an…

Ways and Means of Introducing Portugese to the Secondary School.

ERIC Educational Resources Information Center

Lawlor, Joseph P.

Lake Forest High School in Lake Forest, Illinois, has developed a program for introducing Portuguese in the secondary school. The program is now in its sixth successive, successful year. Instead of being included in the curriculum as a full-time course, Portuguese falls in the category of an "enrichment course." It is abbreviated (the first year…

77 FR 43165 - Drawbridge Operation Regulation; Lafourche Bayou, LA

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-24

... delay the effective date of this rule by providing a full 30 days notice. The school year starts on or... students of South Lafourche High School requested that the start time for this bridge regulation be 15 minutes earlier, 6:45 a.m. as opposed to 7 a.m., to accommodate the school traffic in this area during...

Early Risers

ERIC Educational Resources Information Center

Asquith, Chistina

2002-01-01

In this article, the author features Bard High School Early College, the first public school in the country to offer a free, full-time college curriculum--and all the credits that go with it--to high schoolers. In Bard's four-year program, students race through high school requirements in 9th and 10th grades, then take college courses in 11th and…

ConnectED: President Obama's Plan for Connecting All Schools to the Digital Age

ERIC Educational Resources Information Center

The White House, 2013

2013-01-01

Driven by new digital technologies, the future of learning is increasingly interactive, individualized, and full of real-world experiences and information. Unfortunately, the average school has about the same connectivity as the average American home, but serves 200 times as many users, and fewer than 20 percent of educators say their school's…

Job Sharing in the Schools: A Study of Nine Bay Area Districts. A Preliminary Report.

ERIC Educational Resources Information Center

New Ways to Work, Palo Alto, CA.

Under job sharing, two people share responsibility for one full-time position. Each person has a permanent, part-time job with salary and fringe benefits prorated according to hours worked. Job sharing has been available in some Bay Area school districts for the last four years. For this preliminary report, nine districts--Alum rock, Fremont,…

Models of Full-Time and Part-Time Vocational Training for School-Leavers: A Comparison between Germany and Australia

ERIC Educational Resources Information Center

Deissinger, Thomas; Smith, Erica; Pickersgill, Richard

2006-01-01

This article explores some different ways of providing vocational qualifications, specifically for young people who do not go directly to university from school. The examples of Germany and Australia are discussed and show that historical, political, economic and social factors influence the preferred modes of training and their relative perceived…

Equity in an Educational Boom: Lessons from the Expansion and Marketisation of Tertiary Schooling in Poland

ERIC Educational Resources Information Center

Herbst, Mikolaj; Rok, Jakub

2014-01-01

This article shows how the probability of enrolment in tertiary schools has evolved for different social groups in Poland during the period of the educational boom. It also analyses how the socio-economic status influences the choices between full-time and part-time studies (the latter being of relatively low quality), and the probability of…

Understanding and Improving Full-Time Virtual Schools: A Study of Student Characteristics, School Finance, and School Performance in Schools Operated by K12 Inc. [with Appendices

ERIC Educational Resources Information Center

Miron, Gary; Urschel, Jessica L.

2012-01-01

K12 Inc. enrolls more public school students than any other private education management organization in the U.S. Much has been written about K12 Inc. (referred to in this report simply as "K12") by financial analysts and investigative journalists because it is a large, publicly traded company and is the dominant player in the operation…

Chock Full of Data: How School Districts Are Building Leader Tracking Systems to Support Principal Pipelines. Stories from the Field

ERIC Educational Resources Information Center

Gill, Jennifer

2016-01-01

At one time, finding an assistant principal for a public school in Denver entailed a search through "a gajillion résumés," in the words of one local school district administrator. Even then, some ideal candidates likely fell through the cracks. Those days are over, owing to the development by Denver Public Schools of a "leader…

Athletic Trainer Services in US Private Secondary Schools.

PubMed

Pike, Alicia; Pryor, Riana R; Mazerolle, Stephanie M; Stearns, Rebecca L; Casa, Douglas J

2016-09-01

Availability of athletic trainer (AT) services in US secondary schools has recently been reported to be as high as 70%, but this only describes the public sector. The extent of AT coverage in private secondary school settings has yet to be investigated and may differ from the public secondary school setting for several reasons, including differences in funding sources. To determine the level of AT services in US private secondary schools and identify the reasons why some schools did not employ ATs. Concurrent mixed-methods study. Private secondary schools in the United States. Of 5414 private secondary schools, 2044 (38%) responded to the survey. School administrators responded to the survey via telephone or e-mail. This instrument was previously used in a study examining AT services among public secondary schools. Descriptive statistics provided national data. Open-ended questions were evaluated through content analysis. Of the 2044 schools that responded, 58% (1176/2044) offered AT services, including 28% (574/2040) full time, 25% (501/2042) part time, 4% (78/1918) per diem, and 20% (409/2042) from a hospital or clinic. A total of 84% (281 285/336 165) of athletes had access to AT services. Larger private secondary schools were more likely to have AT services available. Barriers to providing AT services in the private sector were budgetary constraints, school size and sports, and lack of awareness of the role of an AT. More than half of the surveyed private secondary schools in the United States had AT services available; however, only 28% had a full-time AT. This demonstrates the need for increased medical coverage to provide athletes in this setting the appropriate level of care. Budgetary concerns, size of the school and sport offerings, and lack of awareness of the role of the AT continued to be barriers in the secondary school setting.

Athletic Trainer Services in US Private Secondary Schools

PubMed Central

Pike, Alicia; Pryor, Riana R.; Mazerolle, Stephanie M.; Stearns, Rebecca L.; Casa, Douglas J.

2016-01-01

Context: Availability of athletic trainer (AT) services in US secondary schools has recently been reported to be as high as 70%, but this only describes the public sector. The extent of AT coverage in private secondary school settings has yet to be investigated and may differ from the public secondary school setting for several reasons, including differences in funding sources. Objective: To determine the level of AT services in US private secondary schools and identify the reasons why some schools did not employ ATs. Design: Concurrent mixed-methods study. Setting: Private secondary schools in the United States. Patients or Other Participants: Of 5414 private secondary schools, 2044 (38%) responded to the survey. Main Outcome Measure(s): School administrators responded to the survey via telephone or e-mail. This instrument was previously used in a study examining AT services among public secondary schools. Descriptive statistics provided national data. Open-ended questions were evaluated through content analysis. Results: Of the 2044 schools that responded, 58% (1176/2044) offered AT services, including 28% (574/2040) full time, 25% (501/2042) part time, 4% (78/1918) per diem, and 20% (409/2042) from a hospital or clinic. A total of 84% (281 285/336 165) of athletes had access to AT services. Larger private secondary schools were more likely to have AT services available. Barriers to providing AT services in the private sector were budgetary constraints, school size and sports, and lack of awareness of the role of an AT. Conclusions: More than half of the surveyed private secondary schools in the United States had AT services available; however, only 28% had a full-time AT. This demonstrates the need for increased medical coverage to provide athletes in this setting the appropriate level of care. Budgetary concerns, size of the school and sport offerings, and lack of awareness of the role of the AT continued to be barriers in the secondary school setting. PMID:27749083

Perceptions of Teaching Effectiveness of Part-Time and Full-Time Clinical Nursing Faculty of BSN Education

ERIC Educational Resources Information Center

DeSantis, Kimberly L.

2012-01-01

The United States faces a critical shortage of full-time registered nurses, which is . directly affected by the shortage of nurse educators. Many schools of nursing are already seeing the impact as qualified program applicants are being turned away due to the lack of qualified educators available to teach them. The trend has become to employ…

Return to Basketball and Soccer After Anterior Cruciate Ligament Reconstruction in Competitive School-Aged Athletes

PubMed Central

Shelbourne, K. Donald; Sullivan, A. Nichole; Bohard, Katie; Gray, Tinker; Urch, Scott E.

2009-01-01

Background: Little is known about the return to sports after anterior cruciate ligament reconstruction and whether sex differences exist regarding the level and timing at which athletes return. Hypotheses: Compared to school-aged girls, boys return to full sports earlier and at a higher frequency after surgery (1). Athletes who return to sports earlier will not have a higher incidence of subsequent injury to either knee after surgery (2). Study Design: Cohort. Methods: The patient population comprised 413 consecutive school-aged athletes who were injured while competing in basketball or soccer. Patients were enrolled prospectively, and activity levels were obtained through follow-up visits, surveys, phone calls, and e-mail. Results: Follow-up was obtained for 402 patients (basketball: 58 boys, 242 girls; soccer: 25 boys, 77 girls). Eighty-seven percent of girls and boys returned to high school basketball after surgery: the mean time to return to full participation in basketball was 5.2 ± 2.1 months for girls and 5.3 ± 2.2 months for boys (P = .92). Similarly, 93% of girls and 80% of boys returned to compete in high school soccer after surgery (P = .13); the mean time to return to full participation in soccer was 5.1 ± 1.9 months for girls and 5.1 ± 2.0 for boys (P = 1.00). About 20% of athletes went on to compete in their sport in college. The time of return to sports was not a statistically significant factor for the incidence of subsequent anterior cruciate ligament injury. Conclusion: Of 402 athletes competing in basketball and soccer, women and men returned at the same rate and same level of sport after surgery. Athletes who returned to sports at earlier times after surgery did not have a higher incidence of subsequent anterior cruciate ligament injury than patients who returned at later times. PMID:23015878

Beverages and snacks available in vending machines from a subset of Ontario secondary schools: Do offerings align with provincial nutrition standards?

PubMed

Orava, Taryn; Manske, Steve; Hanning, Rhona

2016-12-27

As part of an evaluation of Ontario's School Food and Beverage Policy (P/PM 150) in a populous Ontario region, this research aimed to: 1) identify, describe and categorize beverages and snacks available for purchase in secondary school vending machines according to P/PM 150 standards; and 2) compare the number and percentage of beverages and snacks within P/PM 150 categories (Sell Most, Sell Less, Not Permitted) from Time I (2012/2013) to Time II (2014). Representatives from consenting secondary schools assisted researchers in completing a Food Environmental Scan checklist in Times I and II. Sourced nutritional content information (calories, fats, sodium, sugars, ingredients and % daily values) was used to categorize products. The number and percentage of products in P/PM 150 categories were compared between Times by paired t-tests. Of 26 secondary schools participating in total, 19 participated in both Time periods and were included in the study. There were 75 beverages identified (59 Time I, 45 Time II), mostly water, juices and milk-based beverages; and 132 types of snacks (87 Time I, 103 Time II), mostly grain-based snacks, vegetable/fruit chips, and baked goods. A majority of schools offered one or more Not Permitted beverages (47% Time I, 58% Time II) or snacks (74% Time I, 53% Time II). Significantly more schools met P/PM 150 standards for snacks (p = 0.02) but not beverages in Time II. Full P/PM 150 compliance was achieved by few schools, indicating that schools, school boards, public health, and food services need to continue to collaborate to ensure nutrient-poor products are not sold to students in school settings.

[Survey of Department of Defense full-time fully funded graduate and undergraduate education programs].

ERIC Educational Resources Information Center

Browne, Forrest R.

Contained in this letter is a survey of Department of Defense full-time, fully funded graduate and undergraduate education programs for which over $170 million was spent in fiscal year 1973. Each military service has a program in which officers are selected to attend accredited civilian institutions or military-operated postgraduate schools as…

New Study Looks at High School Absenteeism.

ERIC Educational Resources Information Center

de Jung, John; Duckworth, Kenneth

1985-01-01

The sample for this 2-year study of student absenteeism consisted of 6 comprehensive high schools, 3 from each of 2 urban school districts with 1,000 to 1,600 students and 60 to 70 full-time teachers. Highlights of the first-year findings summarized in this journal are based on the responses of nearly 8,000 students and 350 teachers. Attendance…

Social Cognitive Career Theory as Applied to the School-to-Work Transition

ERIC Educational Resources Information Center

Kelly, Mary E.

2009-01-01

The school-to-work (STW) transition occurs when young adults leave education and enter the full-time workforce. Most high school students in the United States will not graduate from a 4-year college and instead transition into the world of work, many filling positions in sales and service. Supporters of the STW movement advocate for educational…

Student Enrollment Patterns and Achievement in Ohio's Online Charter Schools

ERIC Educational Resources Information Center

Ahn, June; McEachin, Andrew

2017-01-01

We utilize state data of nearly 1.7 million students in Ohio to study a specific sector of online education: K-12 schools that deliver most, if not all, education online, lack a brick-and-mortar presence, and enroll students full-time. First, we explore e-school enrollment patterns and how these patterns vary by student subgroups and geography.…

High School STEM Teachers' Perceptions of the Work Environment

ERIC Educational Resources Information Center

Pedersen, Daphne E.; West, Robert R.

2017-01-01

How do secondary STEM teachers perceive the environments in which they teach? To what degree is STEM teaching at the secondary level situated in a gendered workplace organization? Using data from the 1999-2000 Schools and Staffing Survey, we examined how men and women who were full-time secondary school teachers in STEM fields (N = 5,617)…

Left out. Forgotten? Recent High School Graduates and the Great Recession. Work Trends

ERIC Educational Resources Information Center

Van Horn, Carl; Zukin, Cliff; Szeltner, Mark; Stone, Charley

2012-01-01

This report describes the findings of a nationally representative sample of 544 recent high school graduates from the classes of 2006 through 2011. The purpose of this study is to understand how recent high school graduates who are not attending college full time are faring in the workforce, specifically looking at those individuals who graduated…

Vocational-Technical Education Reforms in Germany, Netherlands, France and U.K. and Their Implications to Taiwan.

ERIC Educational Resources Information Center

Lee, Lung-Sheng

Three major models of vocational education and training provision for the 16- to 19-year-old age group have been identified: schooling model, which emphasizes full-time schooling until age 18; dual model, which involves mainly work-based apprenticeship training with some school-based general education; and mixed model. Germany is an exemplar of…

Characteristics of Professional Staff in California Public Schools: A Five-Year Comparison. Data Compiled from CBEDS, the California Basic Educational Data System.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento.

This document provides the results of a 5-year comparison of characteristics of professional staff between the years of 1982-83 and 1987-88 in the California Public Schools. Professional staff members include all certificated personnel employed full-time or part-time and noncertificated personnel serving at the level of superintendent, deputy,…

Are environmental influences on physical activity distinct for urban, suburban, and rural schools? A multilevel study among secondary school students in Ontario, Canada.

PubMed

Hobin, Erin P; Leatherdale, Scott; Manske, Steve; Dubin, Joel A; Elliott, Susan; Veugelers, Paul

2013-05-01

This study examined differences in students' time spent in physical activity (PA) across secondary schools in rural, suburban, and urban environments and identified the environment-level factors associated with these between school differences in students' PA. Multilevel linear regression analyses were used to examine the environment- and student-level characteristics associated with time spent in PA among grades 9 to 12 students attending 76 secondary schools in Ontario, Canada, as part of the SHAPES-Ontario study. This approach was first conducted with the full data set testing for interactions between environment-level factors and school location. Then, school-location specific regression models were run separately. Statistically significant between-school variation was identified among students attending urban (σ(2) μ0  = 8959.63 [372.46]), suburban (σ(2) μ0  = 8918.75 [186.20]), and rural (σ(2) μ0  = 9403.17 [203.69]) schools, where school-level differences accounted for 4.0%, 2.0%, and 2.1% of the variability in students' time spent in PA, respectively. Students attending an urban or suburban school that provided another room for PA or was located within close proximity to a shopping mall or fast food outlet spent more time in PA. Students' time spent in PA varies by school location and some features of the school environment have a different impact on students' time spent in PA by school location. Developing a better understanding of the environment-level characteristics associated with students' time spent in PA by school location may help public health and planning experts to tailor school programs and policies to the needs of students in different locations. © 2013, American School Health Association.

The Role of School Nurses, Challenges, and Reactions to Delegation Legislation: A Qualitative Approach.

PubMed

Lineberry, Michelle; Whitney, Elizabeth; Noland, Melody

2018-06-01

Passage of new laws, national standards regarding delegation, and the recommendation for at least one full-time nurse in every school have provided more visibility to the role of school nurses. Recent legislative amendments in Kentucky presented an opportunity to examine how the role of the school nurse is changing. Aims were to describe the (1) role of school nurses in Kentucky, (2) impact of school nurses, (3) challenges faced by school nurses, and (4) impact of budget cuts and legislation. Three focus groups were conducted. School nurses faced challenges of limited time and resources, communication barriers, and multiple documentation requirements. Nurses' greatest impacts were their availability, recognition of psychosocial problems and health concerns, and connection with resources. Nurses had not yet encountered many changes due to new legislation that expanded delegation of diabetes-related tasks to unlicensed school personnel, but some had concerns about possible negative effects while others expressed support.

Salaries of Teachers. Indicator of the Month.

ERIC Educational Resources Information Center

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

This report lists percentage distribution and annual median salaries (in constant 1998 dollars) of full-time elementary and secondary school teachers, by age for 1971-98. As a wave of younger teachers hired in the mid-1970s has aged, a demographic shift in the age of teachers has occurred. The percentage of full-time teachers 45 years or older has…

5 CFR 843.410 - Annuity for a child age 18 to 22 during full-time school attendance.

Code of Federal Regulations, 2011 CFR

2011-01-01

... school attendance. (a) General requirements for an annuity. (1) For a child age 18 to 22 to be eligible... fide intent to return to school. (e) Benefits after age 22. (1) A student's eligibility for a child's... 5 Administrative Personnel 2 2011-01-01 2011-01-01 false Annuity for a child age 18 to 22 during...

5 CFR 843.410 - Annuity for a child age 18 to 22 during full-time school attendance.

Code of Federal Regulations, 2012 CFR

2012-01-01

... school attendance. (a) General requirements for an annuity. (1) For a child age 18 to 22 to be eligible... fide intent to return to school. (e) Benefits after age 22. (1) A student's eligibility for a child's... 5 Administrative Personnel 2 2012-01-01 2012-01-01 false Annuity for a child age 18 to 22 during...

5 CFR 843.410 - Annuity for a child age 18 to 22 during full-time school attendance.

Code of Federal Regulations, 2013 CFR

2013-01-01

... school attendance. (a) General requirements for an annuity. (1) For a child age 18 to 22 to be eligible... fide intent to return to school. (e) Benefits after age 22. (1) A student's eligibility for a child's... 5 Administrative Personnel 2 2013-01-01 2013-01-01 false Annuity for a child age 18 to 22 during...

5 CFR 843.410 - Annuity for a child age 18 to 22 during full-time school attendance.

Code of Federal Regulations, 2014 CFR

2014-01-01

... school attendance. (a) General requirements for an annuity. (1) For a child age 18 to 22 to be eligible... fide intent to return to school. (e) Benefits after age 22. (1) A student's eligibility for a child's... 5 Administrative Personnel 2 2014-01-01 2014-01-01 false Annuity for a child age 18 to 22 during...

Alternative-Specific and Case-Specific Factors Involved in the Decisions of Islamic School Teachers Affecting Teacher Retention: A Discrete Choice Experiment

ERIC Educational Resources Information Center

Abd-El-Hafez, Alaa Karem

2015-01-01

Teacher retention is a concern in all educational sectors in America. It is of special importance to Islamic schools, which tend to lack the resources necessary in recruiting and training new teachers. This dissertation addressed this problem in full-time Islamic schools in New York State by conducting a discrete choice experiment, which reflects…

Neglected or Delinquent Program 1990-91. Final Evaluation Report. Elementary and Secondary Education Act--Chapter 1.

ERIC Educational Resources Information Center

Chamberlain, Ed

The Neglected or Delinquent Program (N or D) of the Columbus (Ohio) Public Schools is designed to provide classrooms and tutorial services in language development for students served in facilities eligible for Chapter 1 aid for the neglected or delinquent. In the 1990-91 school year, one full-time N or D teacher and 12 part-time tutors served 153…

Adjunct Accounting

ERIC Educational Resources Information Center

Lesesne, Cherise

2012-01-01

With colleges and universities recruiting more adjunct professors, schools have been able to reduce the costly expenses of large salary and benefit packages that are typically associated with full-time employees. Yet, schools have started to re-evaluate their use of adjunct professors in order to comply with the Affordable Care Act (ACA), dubbed…

42 CFR 51a.2 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... CHILD HEALTH § 51a.2 Definitions. Act means the Social Security Act, as amended. Genetic diseases means... accredited school of medicine and a full-time academic medical staff holding faculty status in such school of medicine. Secretary means the Secretary of Health and Human Services or his or her designee. ...

Effective Instructional Time Use for School Leaders: Longitudinal Evidence from Observations of Principals

ERIC Educational Resources Information Center

Grissom, Jason A.; Loeb, Susanna; Master, Benjamin

2013-01-01

Scholars have long argued that principals should be "instructional leaders," but few studies have empirically linked specific instructional leadership behaviors to school performance. This study examines the associations between leadership behaviors and student achievement gains using a unique data source: in-person, full-day…

SIX DECADES OF SERVICE, 1903-1963.

ERIC Educational Resources Information Center

Milwaukee School of Engineering, WI.

OSCAR WERWATH ARRIVED IN MILWAUKEE FROM GERMANY IN 1903 AND FOUNDED A SCHOOL TO MAKE SKILLED MECHANICS, TECHNICIANS, AND ENGINEERS OF THE UNSKILLED AND THE APPRENTICED. BY 1908, THE SCHOOL OFFERED TWO FULL-TIME TWO-SEMESTER COURSES IN ELECTRICAL AND MECHANICAL AREAS IN ADDITION TO EVENING PROGRAMS. COOPERATIVE ENGINEERING EDUCATION, INTRODUCED IN…

Teacher Salaries and Teacher Aptitude: An Analysis Using Quantile Regressions

ERIC Educational Resources Information Center

Gilpin, Gregory A.

2012-01-01

This study investigates the relationship between salaries and scholastic aptitude for full-time public high school humanities and mathematics/sciences teachers. For identification, we rely on variation in salaries between adjacent school districts within the same state. The results indicate that teacher aptitude is positively correlated with…

Working conditions, adverse events and mental health problems in a sample of 949 German teachers.

PubMed

Bauer, Joachim; Unterbrink, Thomas; Hack, Anna; Pfeifer, Ruth; Buhl-Griesshaber, Veronika; Müller, Udo; Wesche, Helmut; Frommhold, Markus; Seibt, Reingard; Scheuch, Klaus; Wirsching, Michael

2007-04-01

The aim of this study was (1) to explore in detail the working load of teachers, (2) to analyse the extent of negative or threatening school-related events teachers are confronted with, and (3) to evaluate mental health strain by applying the general health questionnaire (GHQ). A sample of 949 teachers in 10 grammar schools (German: Gymnasien) and 79 secondary modern schools (German: Hauptschulen) was investigated applying (1) a questionnaire covering different aspects of the occupational burden and threatening school-associated events and (2) the general health questionnaire (GHQ-12). Based on what teachers indicated in the questionnaire, full-time teachers work more than 51 h weekly. More than 42% of our sample indicated verbal insults, almost 7% deliberate damage of personal belongings, and 4.4% threat of violence by pupils during the past 12 months. When applying the GHQ-12, we found that 29.8% of the sample report significant mental health problems. With respect to school types, teachers in secondary modern schools indicated more of such problems, while no effects regarding age, gender, or full/part-time teaching were observed. To be a teacher is a hard work and requires coping of considerable amount of adverse events. Based on the GHQ, nearly 30% of teachers suffer from significant mental health problems.

Physical Activity and Sedentary Time among Young Children in Full-Day Kindergarten: Comparing Traditional and Balanced Day Schedules

ERIC Educational Resources Information Center

Vanderloo, Leigh M.; Tucker, Patricia

2017-01-01

Objective: To compare physical activity and sedentary time among young children whose schools adhere to traditional (i.e. three outdoor playtimes = 70 minutes) versus balanced day (i.e. two outdoor playtimes = ~55 minutes) schedules in Ontario full-day kindergarten classrooms. Design: The project was part of a larger, 2-year cross-sectional study.…

Promotion to professor: a career development resource.

PubMed

Sanfey, Hilary

2010-10-01

By the time a faculty member is being considered for promotion to full professor, he/she will be about 10 years out of residency training and will almost certainly have prior experience with the academic promotion process. The preparation for promotion to full professor should begin soon after the promotion to associate professor. This is a time to reassess opportunities, resources, skills, and career goals. The timing of the promotion to full professor is usually less rigid than the timeframe for promotion at lower ranks, but schools vary in this regard. Copyright © 2010 Elsevier Inc. All rights reserved.

Findings from a Randomized Experiment of Playworks: Selected Results from Cohort 1

ERIC Educational Resources Information Center

Bleeker, Martha; James-Burdumy, Susanne; Beyler, Nicholas; Dodd, Allison Hedley; London, Rebecca A.; Westrich, Lisa; Stokes-Guinan, Katie; Castrechini, Sebastian

2012-01-01

Recess periods often lack the structure needed to support physical activity and positive social development (Robert Wood Johnson Foundation 2010). The Playworks program places full-time coaches in low-income schools to provide opportunities for organized play during recess and throughout the school day. Playworks activities are designed to engage…

THE WASHINGTON DATA PROCESSING TRAINING STORY.

ERIC Educational Resources Information Center

MCKEE, R.L.

A DATA PROCESSING TRAINING PROGRAM IN WASHINGTON HAD 10 DATA PROCESSING CENTERS IN OPERATION AND EIGHT MORE IN VARIOUS STAGES OF PLANNING IN 1963. THESE CENTERS WERE FULL-TIME DAY PREPARATORY 2-YEAR POST-HIGH SCHOOL TECHNICIAN TRAINING PROGRAMS, OPERATED AND ADMINISTERED BY THE LOCAL BOARDS OF EDUCATION. EACH SCHOOL HAD A COMPLETE DATA PROCESSING…

Examining Strategies for Embedding Literacy Skills within a Whole Language Program.

ERIC Educational Resources Information Center

Botenhagen, Jennifer L.

A study examined strategies for embedding literacy skills within a whole language program. A questionnaire was given to full-time whole language elementary school teachers who taught in kindergarten through second-grade classrooms. All the participants teach in suburban school districts in the Bay Area including San Francisco, Marin, Sonoma, and…

Postsecondary Enrollment Options (PSEO) Reference Guide

ERIC Educational Resources Information Center

Minnesota Department of Education, 2017

2017-01-01

The PSEO program is a dual credit program that allows high school students to simultaneously earn high school and college credit through enrollment in and successful completion of college-level courses on a college campus or online. Students may take PSEO courses on a full- or part-time basis. The PSEO program provides students with a greater…

The Preparatory Year in a Queensland Non-Government School: Exploring Parents' Views

ERIC Educational Resources Information Center

O'Gorman, Lyndal

2008-01-01

This paper reports the findings of a research project investigating parents' conceptions of an early childhood program in Queensland. During 2007, early childhood education and care (ECEC) in Queensland underwent significant reform associated with the introduction of a full-time Preparatory Year program in all schools throughout the state. The…

Opportunities in Iowa Area Schools, 1979-80.

ERIC Educational Resources Information Center

Iowa State Dept. of Public Instruction, Des Moines. Area Schools and Career Education Branch.

This sourcebook presents composite and individual profiles for the 13 community colleges and 2 vocational schools in the Iowa system of regional two-year institutions. Following a discussion of the history of the system, its current status is reviewed in terms of program offerings full-/part-time programs and adult enrollments. Descriptions of…

Aspen's Global 100: Beyond Grey Pinstripes 2009-2010--Preparing MBAs for Social and Environmental Stewardship

ERIC Educational Resources Information Center

Aspen Institute, 2009

2009-01-01

Beyond Grey Pinstripes is a research survey and alternative ranking of business schools that spotlights innovative full-time MBA programs leading the way in integrating social and environmental stewardship into their curriculum and scholarly research. These schools are preparing today's students--tomorrow's leaders--for future market realities by…

Relationships among Burnout Factors and Occupational Stressors in the Teaching Profession.

ERIC Educational Resources Information Center

Adams, Ronald D.; And Others

This study sought to determine if relationships exist among various factors pertaining to measured burnout and the life and teaching events perceived as stressors by practicing teachers. The subjects were 220 full-time public school teachers from five school districts, both urban and rural, divided evenly between elementary and secondary levels.…

The Learning Exchange Program: A Cooperative Venture for Realistic Job Training

ERIC Educational Resources Information Center

Wanat, John A.

1977-01-01

A brief description and evaluation of the Learning Exchange Program (LEX), a high school cooperative education program between New Jersey local school districts and the New Jersey National Guard, in which students work alongside full-time National Guard technicians in such areas as jet engine repair, helicopter maintenance, and other technical…

What Do You See? A Case Study of Community College Science Pedagogy

ERIC Educational Resources Information Center

Calhoun, Chantae M.

2012-01-01

Community colleges educate almost half of all American undergraduates. These students include but are not limited to under-prepared high school graduates, and individuals who are working full-time while attending school, as well as students of diverse cultural, socioeconomic, and ethnic backgrounds. With such a diverse student population, science…

Certificated Personnel and Related Information, Fall 1995.

ERIC Educational Resources Information Center

Wamboldt, Martina

Information to prepare this publication was collected from Colorado school districts. Tables present data about the certificated personnel and related data for Colorado public schools as of fall 1995. The fall 1995 average salary for the state's 35,387.9 full-time-equivalent (FTE) teachers was $35,364, which represented a 2.3% increase over the…

Modelling Teacher Development through Open and Distance Learning: A Zimbabwean Experience

ERIC Educational Resources Information Center

Tarusikirwa, Moffat C.

2016-01-01

Historically, in Southern Rhodesia, now Zimbabwe, Standards 3, 4, 5 and 6 would teach during the school term and attend teacher training during the school holidays. This was mostly in Missionary institutions. Later, these organisations changed into full-time teacher training institutions. Then teacher training lasted two years. Students would…

Faculty Attitudes at Indiana University School of Dentistry.

ERIC Educational Resources Information Center

Sorcinelli, Mary Deane

Dental educators' attitudes toward academic life are examined through structured, in-depth interviews with 122 full- and part-time faculty at Indiana University School of Dentistry. Results showed that the major reasons for choosing an academic career were influence of a faculty member or dean, interest in the subject matter, economics, and a…

The Farm in Montessori Adolescent History: The First Year.

ERIC Educational Resources Information Center

Ewert-Krocker, Laurie

2001-01-01

Details, first-hand, start-up year experiences of the Hershey Montessori Farm School in Huntsburg, Ohio. Describes the emerging organization of the project, including: full-time staff roles; the typical daily schedule; occupation projects for the 2000-2001 school year; and projects for 2000-2001 related to humanities, creative expression, physical…

21st Century Business Education: Predictions from Oklahoma CTE Business Educators

ERIC Educational Resources Information Center

McAnally, Beverly

2012-01-01

This study described the predictions of 146 (n = 146) full-time CTE BMITE teachers about the greatest influences on the future of Business, Marketing and Information Technology Education. A quantitative descriptive survey research design was implemented for the study using a sample of teachers in middle schools, high schools and career and…

Rudolf Steiner Farm School, Hawthorne Valley.

ERIC Educational Resources Information Center

Rudolf Steiner Farm School, Harlemville, Ghent, NY.

The goal of the Rudolf Steiner Farm School (which employs the spiritual/scientific path of knowledge described by Rudolf Steiner in the early 1900's) is to awaken and cultivate the capacities of the full human being through education, the arts, and agriculture, in direct relationship with nature, the spiritual universe, and current times. The…

Implementing the Lab School Club Model at the Academy in Manayunk

ERIC Educational Resources Information Center

Herman, Chris

2010-01-01

Central to The Lab School model is Sally Smith's Club Methodology, the full immersion of students into a time period where historical information is learned through multi-sensory activities. While immersed, through the use of costumes and elaborately decorated classrooms, students are engaged in project-based learning. As the student's…

Vocational & Industrial Training Board Annual Report 89/90.

ERIC Educational Resources Information Center

Fairfax County Public Schools, Falls Church, VA. Office of Adult and Community Education.

During fiscal year (FY) 1989, the Vocational and Industrial Training Board (VITB) in Singapore offered full-time training at seven levels for secondary school leavers. The board's intake of 9,333 participants was 8% below the FY 1988 intake, a fact that was attributed to fewer primary school leavers. The introduction of the Revised Vocational…

Collaborating for Equity: A Scan of the Los Angeles Educational Ecosystem. Full Report

ERIC Educational Resources Information Center

Potochnik, Tracie; Romans, Angela N.

2015-01-01

Los Angeles has an educational ecosystem that is rich with partners committed to providing equitable access to learning opportunities for students. Throughout the 2014-2015 school year, the "Annenberg Institute for School Reform at Brown University" (AISR) spent time meeting with a range of partners, including the Los Angeles Unified…

Managing Health and Safety on International School Trips

ERIC Educational Resources Information Center

Hunter-Jones, John; Hunter-Jones, Philippa

2007-01-01

Organizing international school trips can be a demanding experience because of the age of the participants, the unfamiliar surroundings and the excitement associated with the foreign trip. As many organizers are full-time teachers, without a background in the travel sector, the pressures can be even greater. The need to anticipate potential risks…

Best practices models for implementing, sustaining, and using instructional school gardens in California.

PubMed

Hazzard, Eric L; Moreno, Elizabeth; Beall, Deborah L; Zidenberg-Cherr, Sheri

2011-01-01

To ascertain best practices for schools implementing or sustaining instructional school gardens by interviewing key members in 10 schools with exemplary instructional school gardens programs in California. Practices of schools with exemplary instructional school gardens programs were analyzed by constant comparative analysis using qualitative data analysis software. Seven of the 10 schools had people from at least 3 of the following 4 groups: administrators, teachers, parent and community volunteers and garden coordinators. Nine of 10 schools had a part- or full-time garden coordinator. Results demonstrated that a committee committed to instructional school gardens is the most important step towards success. Copyright © 2011 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.

Poliomyelitis: long-time consequences for social life.

PubMed

Farbu, E; Gilhus, N E

1997-12-01

In a study of 102 consecutive patients hospitalized for previous poliomyelitis, we found that 70 patients had continued education after elementary school and 18 were academics. This is a higher proportion than in the general Norwegian population. All 14 patients with paraparesis had continued education after elementary school, while as many as 12 of 18 patients with a university degree had widespread pareses in the acute phase. Of the patients 46 worked or had worked full-time up to 60 years of age. Only 29 patients were receiving a disabled pension. Another 9 patients had neither been employed nor received any pension, all housewives. Nine of 14 patients with paraparesis were working full-time, only 2 received disabled pension. Among the 35 patients with persisting widespread pareses, 11 were still in full-time work and 7 were working part-time. The employment rate among the patients in this study was nearly identical to the age-correlated general employment rate in Norway. Our conclusion is that polio patients are doing well in society; they have taken education, are working, and are generally self-supported. The degree of pareses does not seem to have been the most determining factor for their educational and professional activity.

A School and Work Program in An Adult Manpower Setting for Potential Dropouts Needing Educational Redirection. Evaluation of State Urban Education Programs in New York City 1968-69.

ERIC Educational Resources Information Center

Flicker, Bernard

The objectives of this High School Redirection Project were to redirect potential dropouts to continue full-time education and training with an educational-vocational plan, to provide high school dropouts with job skills that will enable them to enter the labor market on the highest possible level while continuing to upgrade their skills on a…

Work environment perceptions of full-time dental educators: does gender matter?

PubMed

Nesbitt, Paula E; Inglehart, Marita R; Sinkford, Jeanne C

2003-08-01

This study investigates whether female and male full-time dental faculty members in U.S. dental schools differ in their workplace experiences and perceptions. A questionnaire was mailed to the 2,203 U.S. members of the American Dental Education Association (ADEA) in May 2001, and 870 faculty members responded (response rate: 40 percent). The data of the 738 full-time employed faculty members (female: 257, 34.8 percent; male: 481, 65.1 percent) were analyzed. The results showed that male and female faculty did not differ significantly in the average hours per week worked (men: 46.1 vs. women: 47.1), in the amount of time spent on research (11.67 percent vs. 12.76 percent), and in available grant support (20.1 percent vs. 19.7 percent). Men were more likely than women to have office space (99.2 percent vs. 96.5 percent; p = .0 12), secretarial support (87 percent vs. 75.8 percent; p = .000), protected time for research (37.8 percent vs. 31.6 percent; p = .056), and lab space (23.2 percent vs. 10.6 percent; p = .000). Compared to men, women spent more time on teaching (men: 16.84 percent vs. women: 19 percent; p = .078), and perceived the work environment as less supportive (30 percent vs. 9.3 percent; p = .000). While 73.8 percent of men felt welcome as members of the dental school community, only 50.2 percent of the women felt welcome (p = .000). Male and female respondents differed significantly in the degree of experienced and perceived harassment. We thus concluded that female and male faculty members differ in their experiences and perceptions of the academic climate at U.S. dental schools. These results may be useful when school leaders explore effective recruitment and retention strategies for dental faculty members.

Common Ground: A Way of Life, Not a Checkoff Item.

ERIC Educational Resources Information Center

Ledell, Marjorie A.

1996-01-01

The common ground process is an ongoing effort for inviting, scrutinizing, debating, and selecting ideas or making decisions about improving schools. Superintendents should assign a full-time communications person to executive staff, create a communications team, conduct a full-scale communications audit, listen better, urge the silent majority to…

8 CFR 274a.12 - Classes of aliens authorized to accept employment.

Code of Federal Regulations, 2010 CFR

2010-01-01

... subsequent change to one of the indicated classes. Any alien who is within a class of aliens described in... a condition of their admission in, or subsequent change to, such classification. An alien in one of... per week when school is in session or full-time employment when school is not in session if the...

Relationships between Federal Accountability Mandates and Principal Turnover within Georgia Public Elementary Schools

ERIC Educational Resources Information Center

Garbade, Amy Leigh

2013-01-01

This study examines principal turnover in Georgia public elementary schools during a time period prior to the existence of the No Child Left Behind Act of 2001, through the law's full implementation. Data was compiled for the fourteen-year period and examined to determine if a relationship existed between principal attrition rates and the…

Final Project Report of Optimizing Vocational Development in the Handicapped, September 1980-June 1981.

ERIC Educational Resources Information Center

Middlesex County Vocational and Technical High Schools, New Brunswick, NJ.

A project helped handicapped high school students to develop and implement realistic vocational plans and to develop functional skills in various areas associated with independent living. Designed as an evening course open to full time special needs vocational high school students, the program consisted of the following two components: (l) a…

Preparing for Online Teaching: Web-Based Assessment and Communication Skills in K12

ERIC Educational Resources Information Center

DeNisco, Alison

2013-01-01

Students are doing less hand-raising and more clicking as online classes become increasingly popular in K12 instruction, both in combination with brick-and-mortar classrooms and in independent full-time virtual schools. With online instruction comes a change in the nature of teaching, communicating with, and assessing students. As schools move to…

Letters from Jessup: Notes on a Prison College Program.

ERIC Educational Resources Information Center

Watson, Rollin J.

The Essex Community College (Maryland) full-time college program for maximum security inmates at the House of Correction at Jessup evolved as a natural outlet for numbers of the high school graduates which the prison secondary school was producing. Students proved to be well prepared, highly motivated, and well received by other inmates and the…

Transition from School for Youths with a Disability: Issues and Challenges

ERIC Educational Resources Information Center

Winn, Stephen; Hay, Ian

2009-01-01

Australian research has demonstrated that students with a disability are more likely to remain out of the full-time workforce. These research findings have been the catalyst for a call for a comprehensive career development and transition planning approach for all students with disabilities in schools as well as for employers to rethink the role…

76 FR 9836 - Submission for OMB Review; Request for Comments on a Revised Information Collection

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-22

... collection. ``Self-Certification of Full-Time School Attendance for the School Year'' (OMB Control No. 3206... OFFICE OF PERSONNEL MANAGEMENT [OMB Control No. 3206-0032; RI 25-14 and RI 25-14A] Submission for... receive benefits as a student. ``Information and Instructions for Completing the Self-Certification of...

The World at Your Fingerprints!

ERIC Educational Resources Information Center

Zohni, Hebatallah

2011-01-01

The author was teaching Arabic and Translation to 16-year-old students in a French-Egyptian school in Cairo, Egypt during a full academic year. It was the first time that the school had offered this compulsory course. There were quite some challenges: first the students were teenagers so grabbing their attention for a language class was not the…

Healthful and Sensible School Maintenance (with Related Video)

ERIC Educational Resources Information Center

Kennedy, Mike

2012-01-01

The school year is back in full swing for millions of students across the nation trying to remember the names of their new teachers, what time lunch is served, and how to navigate the hallways and stairwells to get from one classroom to the next. Meanwhile, those responsible for keeping those education facilities clean, safe and well-maintained…

20 CFR 404.367 - When you are a “full-time elementary or secondary school student”.

Code of Federal Regulations, 2013 CFR

2013-04-01

... secondary school studentâ. 404.367 Section 404.367 Employees' Benefits SOCIAL SECURITY ADMINISTRATION... independent study elementary or secondary education program in accordance with the law of the State or other... an independent study program as described in paragraph (a)(2) of this section, your number of hours...

20 CFR 404.367 - When you are a “full-time elementary or secondary school student”.

Code of Federal Regulations, 2012 CFR

2012-04-01

... secondary school studentâ. 404.367 Section 404.367 Employees' Benefits SOCIAL SECURITY ADMINISTRATION... independent study elementary or secondary education program in accordance with the law of the State or other... an independent study program as described in paragraph (a)(2) of this section, your number of hours...

20 CFR 404.367 - When you are a “full-time elementary or secondary school student”.

Code of Federal Regulations, 2010 CFR

2010-04-01

... secondary school studentâ. 404.367 Section 404.367 Employees' Benefits SOCIAL SECURITY ADMINISTRATION... independent study elementary or secondary education program in accordance with the law of the State or other... an independent study program as described in paragraph (a)(2) of this section, your number of hours...

20 CFR 404.367 - When you are a “full-time elementary or secondary school student”.

Code of Federal Regulations, 2014 CFR

2014-04-01

... secondary school studentâ. 404.367 Section 404.367 Employees' Benefits SOCIAL SECURITY ADMINISTRATION... independent study elementary or secondary education program in accordance with the law of the State or other... an independent study program as described in paragraph (a)(2) of this section, your number of hours...

The All-Digital Classroom: Full Speed Ahead!

ERIC Educational Resources Information Center

McGrath, Julia

2010-01-01

Keeping up with the latest technology has never been easy, and in these times of budget tightening, it can be tough to find a good deal. Many schools have taken a long, hard look at their technology infrastructure and found it no longer meets the needs of today's digital classroom. Multimedia learning resources are now part of school districts'…

Students' High School Organizational Leadership Opportunities and Their Influences on Academic Achievement and Civic Participation

ERIC Educational Resources Information Center

Elemen, Jennifer E.

2015-01-01

The purpose of this quantitative study was to analyze high school leadership praxis for its inclusion of students in organizational leadership dialogue and decision-making and the influences of these factors on student achievement and civic participation. Survey questionnaire data were provided by 215 full-time enrolled undergraduate students from…

The Effects of Career Calling and Perceived Overqualification on Work Outcomes for Primary and Secondary School Teachers

ERIC Educational Resources Information Center

Lobene, Eleni V.; Meade, Adam W.

2013-01-01

While perceived overqualification (POQ) has received increased research attention in recent years, the identification of variables that moderate POQ-outcome relationships is critical to our understanding of how the construct affects career outcomes. This study, involving 170 full-time primary and secondary school educators in a suburban…

Building A Help Desk System

ERIC Educational Resources Information Center

O'Shea, Sheryl

2005-01-01

Are you trying to support an entire school district full of computers with just a few hardware technicians? Do you have a non-technical person answering the phone? Are the teachers getting upset because of the length of time it takes to resolve their issues? Unfortunately, I had to answer yes to all three questions. Our school district includes…

The People Who Work There. The Report of the Catholic Elementary School Teacher Survey.

ERIC Educational Resources Information Center

Kushner, Remigia; Helbling, Madonna

A survey instrument was developed and administered to full-time elementary teachers working in Catholic elementary schools. Of the questionnaires distributed in the six regions served by the National Catholic Educational Association (NCEA), 1,076 (52 percent) were returned. Over 90% respondents were Catholic and female, with no background as…

Initial Training and Labour-Market Entry among French Youth.

ERIC Educational Resources Information Center

Training & Employment: French Dimensions, 1991

1991-01-01

Over the past 15 years, the level of initial training among French youth has shown a rapid rise, with one of the highest rates of full-time school attendance in Europe. This sharp increase in school attendance clearly improves the training capital. In their hiring policies, employers have become more and more selective, with the result that…

Determining the full costs of medical education in Thai Binh, Vietnam: a generalizable model.

PubMed

Bicknell, W J; Beggs, A C; Tham, P V

2001-12-01

We summarize a model for determining the full cost of educating a medical student at Thai Binh Medical School in Vietnam. This is the first full-cost analysis of medical education in a low-income country in over 20 years. We emphasize policy implications and the importance of looking at the educational costs and service roles of the major health professions. In Vietnam fully subsidized medical education has given way to a system combining student-paid tuition and fees with decreased government subsidies. Full cost information facilitates resource management, setting tuition charges at a school and adjusting budget allocations between medical schools, teaching hospitals, and health centres. When linked to quality indicators, trends within and useful comparisons between schools are possible. Cost comparisons between different types of providers can assist policy-makers in judging the appropriateness of expenditures per graduate for nursing and allied health education versus physician education. If privatization of medical education is considered, cost analysis allows policy-makers to know the full costs of educating physicians including the subsidies required in clinical settings. Our approach is intuitively simple and provides useful, understandable new information to managers and policy-makers. The full cost per medical graduate in 1997 was 111 462 989 Vietnamese Dong (US$9527). The relative expenditure per Vietnamese physician educated was 2.8 times the expenditure in the United States when adjusted for GNP per capita. Preliminary findings suggest that, within Vietnam, the cost to educate a physician is 14 times the cost of educating a nurse. Given the direct costs of physician education, the lifetime earnings of physicians and the costs that physicians generate for the use of health services and supplies, it is remarkable that so little attention is paid to the costs of educating physicians. Studies of this type can provide the quantitative basis for vital human resource and health services policy considerations.

10 CFR 5.105 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... FINANCIAL ASSISTANCE Introduction § 5.105 Definitions. As used in these Title IX regulations, the term: Administratively separate unit means a school, department, or college of an educational institution (other than a... institution. Admission means selection for part-time, full-time, special, associate, transfer, exchange, or...

Current status of Kampo medicine curricula in all Japanese medical schools

PubMed Central

2012-01-01

Background There have been a few but not precise surveys of the current status of traditional Japanese Kampo education at medical schools in Japan. Our aim was to identify problems and suggest solutions for a standardized Kampo educational model for all medical schools throughout Japan. Methods We surveyed all 80 medical schools in Japan regarding eight items related to teaching or studying Kampo medicine: (1) the number of class meetings, target school year(s), and type of classes; (2) presence or absence of full-time instructors; (3) curricula contents; (4) textbooks in use; (5) desire for standardized textbooks; (6) faculty development programmes; (7) course contents; and (8) problems to be solved to promote Kampo education. We conducted descriptive analyses without statistics. Results Eighty questionnaires were collected (100%). (1) There were 0 to 25 Kampo class meetings during the 6 years of medical school. At least one Kampo class was conducted at 98% of the schools, ≥4 at 84%, ≥8 at 44%, and ≥16 at 5%. Distribution of classes was 19% and 57% for third- and fourth-year students, respectively. (2) Only 29% of schools employed full-time Kampo medicine instructors. (3) Medicine was taught on the basis of traditional Japanese Kampo medicine by 81% of the schools, Chinese medicine by 19%, and Western medicine by 20%. (4) Textbooks were used by 24%. (5) Seventy-four percent considered using standardized textbooks. (6) Thirty-three percent provided faculty development programmes. (7) Regarding course contents, “characteristics” was selected by 94%, “basic concepts” by 84%, and evidence-based medicine by 64%. (8) Among the problems to be solved promptly, curriculum standardization was selected by 63%, preparation of simple textbooks by 51%, and fostering instructors responsible for Kampo education by 65%. Conclusions Japanese medical schools only offer students a short time to study Kampo medicine, and the impetus to include Kampo medicine in their curricula varies among schools. Future Kampo education at medical schools requires solving several problems, including curriculum standardization. PMID:23122050

Full-Day Kindergarten and Student Literacy Growth: Does a Lengthened School Day Make a Difference?

ERIC Educational Resources Information Center

Zvoch, Keith; Reynolds, Ralph E.; Parker, Robert P.

2008-01-01

In the context of a quasi-experimental research design, literacy data obtained on students were examined to assess relationships between kindergarten program model (full- vs. half-day) and student literacy outcomes. Application of multilevel modeling techniques to the time series data collected from kindergarteners in economically disadvantaged…

45 CFR 225.1 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... less than a college education, by high school graduates, or by persons with little or no formal education. (b) Full-time or part-time employment means that the person is employed by the agency and his... salary in relation to the value of services rendered and time spent on the job. (c) The term Volunteer...

Class Size and Teacher Load in High School English. New York State English Council Monography No. 8.

ERIC Educational Resources Information Center

Wade, Durlyn E.

To determine the class size and teaching load of secondary teachers of English in New York state, the Research Committee of the State English Council mailed 1,093 questionnaires to chairmen of English Departments in the state's registered public and private secondary schools. The 694 usable replies--representing 4,410 full-time English…

Site-Based Decision Making Using Faculty Senates: Three Years of Experience in West Virginia.

ERIC Educational Resources Information Center

Barnette, J. Jackson; Hange, Jane

The West Virginia education reform legislation of 1988 and 1990 mandated greater involvement of school personnel, parents, and community in site-based decision making. This paper examines the operations and activities of faculty senates, which are composed of all full-time educators in each school, for the years 1990-91, 1991-92, and 1992-93. A…

Comparing Two Survey Research Approaches: E-Mail and Web-Based Technology versus Traditional Mail.

ERIC Educational Resources Information Center

Howes, Colleen M.; Mailloux, Mark R.

2001-01-01

Contrasted two survey methodologies: e-mail-Web and traditional mail. Found that: (1) e-mail-Web respondents were proportionately more likely to be male and enrolled in school full-time; (2) more individual question non-response was present for the e-mail-Web sample; and (3) e-mail-Web respondents value different aspects of graduate school. (EV)

Active Bodies/Active Brains: Practical Applications Using Physical Engagement to Enhance Brain Development

ERIC Educational Resources Information Center

Stevens-Smith, Deborah A.

2016-01-01

The word "play" has been characterized across a full continuum of meanings, from valued release time and recess to an essentially unimportant function of the school day that is lacking in purpose. The value of physical activity in our social and educational system has been questioned to the point that many schools are looking to…

Virtual Schools in the U.S. 2014: Politics, Performance, Policy, and Research Evidence

ERIC Educational Resources Information Center

Huerta, Luis; Rice, Jennifer King; Shafer, Sheryl Rankin; Barbour, Michael K.; Miron, Gary; Gulosino, Charisse; Horvitz, Brian

2014-01-01

This report is the second of a series of annual reports by the National Education Policy Center (NEPC) on virtual education in the U.S. The NEPC reports contribute to the existing evidence and discourse on virtual education by providing an objective analysis of the evolution and performance of full-time, publicly funded K-12 virtual schools. This…

42 CFR 62.3 - Who is eligible to apply for a scholarship program award?

Code of Federal Regulations, 2010 CFR

2010-10-01

... enrollment, or be enrolled, as a full-time student in a school located in a State; (2) Be pursuing a course of study or program offered by the school leading to a degree in medicine, osteopathy, dentistry, or... under this part is ineligible for an award unless a written statement satisfactory to the Secretary is...

Home(lessness) in Urbanizing China: Invisible Violence and Left-Behind Children in Martial Arts Schools

ERIC Educational Resources Information Center

Dong, Xuan

2017-01-01

This article examines how martial arts students retell their stories about being left behind and how they have experienced, viewed, and struggled with the invisible violence. Popularly known as the "hometown of Chinese martial arts," Dengfeng is home to 48 registered martial arts schools and more than 70,000 full-time students. Drawing…

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

NASA Astrophysics Data System (ADS)

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

2018-01-01

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

Differential labour market impacts from disability onset.

PubMed

Polidano, Cain; Vu, Ha

2015-03-01

We estimate the causal labour market impacts of disability onset by gender, age and education levels up to 4 years after onset using longitudinal data from the Household Income and Labour Dynamics Australia survey and difference-in-difference propensity score matching techniques. We find lasting negative impacts on employment, especially full-time employment, which is due more to reduced movement into full-time employment than downshifting from full-time to part-time work following onset. Those without post-school education qualifications are particularly vulnerable to the impacts of onset and are more likely to be out of work and on income support than those with qualifications up to 4 years after onset, due in part because they have greater difficulty adjusting. Copyright © 2013 John Wiley & Sons, Ltd.

Cost-benefit study of school nursing services.

PubMed

Wang, Li Yan; Vernon-Smiley, Mary; Gapinski, Mary Ann; Desisto, Marie; Maughan, Erin; Sheetz, Anne

2014-07-01

In recent years, across the United States, many school districts have cut on-site delivery of health services by eliminating or reducing services provided by qualified school nurses. Providing cost-benefit information will help policy makers and decision makers better understand the value of school nursing services. To conduct a case study of the Massachusetts Essential School Health Services (ESHS) program to demonstrate the cost-benefit of school health services delivered by full-time registered nurses. Standard cost-benefit analysis methods were used to estimate the costs and benefits of the ESHS program compared with a scenario involving no school nursing service. Data from the ESHS program report and other published studies were used. A total of 477 163 students in 933 Massachusetts ESHS schools in 78 school districts received school health services during the 2009-2010 school year. School health services provided by full-time registered nurses. Costs of nurse staffing and medical supplies incurred by 78 ESHS districts during the 2009-2010 school year were measured as program costs. Program benefits were measured as savings in medical procedure costs, teachers' productivity loss costs associated with addressing student health issues, and parents' productivity loss costs associated with student early dismissal and medication administration. Net benefits and benefit-cost ratio were calculated. All costs and benefits were in 2009 US dollars. During the 2009-2010 school year, at a cost of $79.0 million, the ESHS program prevented an estimated $20.0 million in medical care costs, $28.1 million in parents' productivity loss, and $129.1 million in teachers' productivity loss. As a result, the program generated a net benefit of $98.2 million to society. For every dollar invested in the program, society would gain $2.20. Eighty-nine percent of simulation trials resulted in a net benefit. The results of this study demonstrated that school nursing services provided in the Massachusetts ESHS schools were a cost-beneficial investment of public money, warranting careful consideration by policy makers and decision makers when resource allocation decisions are made about school nursing positions.

Parent involvement and science achievement: A latent growth curve analysis

NASA Astrophysics Data System (ADS)

Johnson, Ursula Yvette

This study examined science achievement growth across elementary and middle school and parent school involvement using the Early Childhood Longitudinal Study - Kindergarten Class of 1998--1999 (ECLS-K). The ECLS-K is a nationally representative kindergarten cohort of students from public and private schools who attended full-day or half-day kindergarten class in 1998--1999. The present study's sample (N = 8,070) was based on students that had a sampling weight available from the public-use data file. Students were assessed in science achievement at third, fifth, and eighth grades and parents of the students were surveyed at the same time points. Analyses using latent growth curve modeling with time invariant and varying covariates in an SEM framework revealed a positive relationship between science achievement and parent involvement at eighth grade. Furthermore, there were gender and racial/ethnic differences in parents' school involvement as a predictor of science achievement. Findings indicated that students with lower initial science achievement scores had a faster rate of growth across time. The achievement gap between low and high achievers in earth, space and life sciences lessened from elementary to middle school. Parents' involvement with school usually tapers off after elementary school, but due to parent school involvement being a significant predictor of eighth grade science achievement, later school involvement may need to be supported and better implemented in secondary schooling.

Expanding Early Learning Time: Accessing Full-Day Preschool and Kindergarten in California. An EdSource Report

ERIC Educational Resources Information Center

Freedberg, Louis; Frey, Susan

2017-01-01

Compelling research shows that attending high-quality, full-day preschool and kindergarten is associated with improved outcomes for students. These outcomes include greater school readiness in a number of areas including language development, higher academic performance in math and reading, and less likelihood of being retained in later elementary…

No Certification, No Training...No Problem: The Influence of Formative Beliefs and Learning Experiences in the Instructional Practice of New Independent School Teachers

ERIC Educational Resources Information Center

Smith, Derick Graham

2012-01-01

This study sought to answer the question: "To what extent do prior beliefs about and experiences of teaching and learning influence the instructional practices of new independent school teachers," who are generally not required to have any formal pedagogical training or hold teacher certification prior to beginning full-time employment.…

A Study of Intent of Yavapai County High School Seniors Concerning Yavapai College.

ERIC Educational Resources Information Center

Yavapai Coll., Prescott, AZ.

This survey of 413 students in the seven county high schools provided Yavapai College with data to help it plan student personnel services. It collected data on (1) how many seniors planned to enroll in fall 1969; (2) the course they planned to take; (3) whether it was transfer or occupational; (4) whether they would attend full- or part-time; (5)…

Changes in Instructional Hours in Four Subjects by Public School Teachers of Grades 1 through 4. Stats in Brief. NCES 2007-305

ERIC Educational Resources Information Center

Morton, Beth A.; Dalton, Ben

2007-01-01

This brief report uses data from five administrations of the Schools and Staffing Survey (SASS) to examine the distribution of weekly instructional hours by regular, full-time first- through fourth-grade teachers of self-contained classrooms in four subjects: English/reading/language arts; arithmetic/mathematics; social studies/history; and,…

Polish High School Learners: Are They Studying English to Secure Employment in Great Britain or Ireland?

ERIC Educational Resources Information Center

Butler, Norman L.; Brown, Veda E.; Griffith, Kimberly Grantham; Kritsonis, William Allan

2007-01-01

The purpose of this brief commentary is to determine if Polish higher school learners are studying English so that they can obtain jobs in Great Britain or Ireland. Thirty students who study full-time at AGH University of Science and Technology, Poland were surveyed, and the author found that most learners (57%) are studying English in order to…

A Fresh Approach to Alternative Education: Using Malls to Reach At-Risk Youth

ERIC Educational Resources Information Center

Chalker, Christopher Scott; Stelsel, Kirk

2009-01-01

Every 29 seconds, a U.S. student gives up on school. That's 124 students every hour; 2,979 every day; and more than 1 million every year. Most dropouts interviewed later in life stated they believe they could have succeeded in school if they had been given the right opportunity, and a special report in "Time" magazine reported "a full 88% of…

Campus-Based Practices for Promoting Student Success: Financial Aid. Research Brief

ERIC Educational Resources Information Center

Horn, Aaron S.; Reinert, Leah

2014-01-01

Financial aid may be particularly critical for promoting full-time enrollment, continuous enrollment, and a manageable balance of school and work responsibilities, which influence the likelihood of timely degree completion (Adelman, 2006; Attewell, Heil, & Reisel, 2012; Hossler et al., 2009). For example, Attewell, Heil, and Reisel (2012)…

Tutors for a University.

ERIC Educational Resources Information Center

Styler, W. E.

The pamphlet describes the system developed at Hull University for providing tutors for adult education, and analyzes the use of full-time and part-time tutors. These tutors are responsible for teaching courses, generally shorter in duration than a standard academic course, and geared for adults not in school rather than for university students.…

National Survey of Secondary Education. Bulletin, 1932, No. 17. Monograph No. 23: Instruction in Mathematics

ERIC Educational Resources Information Center

Lide, Edwin S.

1933-01-01

This manuscript on mathematics was prepared by Dr. Edwin S. Lide, one of the full-time workers on the Survey. It gives attention to courses of study mostly in mimeographed form which he succeeded in obtaining and to personal visitations which he made to the various schools. It covers the work in the junior high school and in the senior high…

Library Services for Elementary Schools in Areas of High Concentration of Pupils from Low Income Families January 31, 1966 - June 17, 1966: Program Evaluation.

ERIC Educational Resources Information Center

Milwaukee Public Schools, WI. Div. of Curriculum and Instruction.

In order to overcome the educational deficit of children of low income families provisions were planned for the establishment of libraries staffed full time with a librarian-aide in each of seven elementary schools, having a total project enrollment of 5,713. In addition to the usual printed material the libraries were to have audiovisual…

Online K-12 Schooling in the U.S.: Uncertain Private Ventures in Need of Public Regulation

ERIC Educational Resources Information Center

Glass, Gene V.; Welner, Kevin G.

2011-01-01

Over just the past decade, online learning at the K-12 level has grown from a novelty to a movement. Often using the authority and mechanism of state charters, and in league with home schoolers and other allies, private companies and some state entities are now providing full-time online schooling to a rapidly increasing number of students in the…

Special Education in New Orleans: Juggling Flexibility, Reinvention, and Accountability in the Nation's Most Decentralized School System. Portfolio Strategy

ERIC Educational Resources Information Center

Lake, Robin

2015-01-01

While many charter school leaders across the country grapple with how to best provide and pay for special education, New Orleans recently became the first city in the nation to tackle special education on the fiscal, human capital, and program fronts in the context of a full-choice public education landscape. Over time, it may offer scalable…

[OVERWEIGHT AND OBESITY IN CHILDREN AND ADOLESCENTS IN FULL TIME SCHOOLS MORELOS, MÉXICO].

PubMed

González Rosendo, Guillermina; Villanueva Sánchez, Javier; Alcantar Rodríguez, Victor Eduardo; Quintero Gutiérrez, Adrián Guillermo

2015-12-01

in Mexico, although there are low intakes of some nutrients; there are higher total energy, fat and sodium and common inadequate physical activity in schools, which originates the presence of overweight and obesity. Objetive: the aim of this study was to identify the prevalence of overweight and obesity in school children full- time state of Morelos (Mexico). a cross sectional study in 30 966 students 3-15 years attending 186 schools. The nutritional status was obtained through the Body Mass Index, considering the age and sex; weight was measured with SECA 813 scales and height with stadiometer SECA 213; international benchmarks were used. 36 482 boys and girls censused, it's measured at 30 966 (84.9%) attended the day of visit. The overall prevalence of underweight was close to 8%, and the combined prevalence of overweight and obesity exceeded 25%. Were higher prevalences of underweight and obesity in men. one in 12 children are underweight; one in four, overweight and one in nine obese. The male population is more vulnerable to suffer consequences for nutritional deficiencies and excesses. Specific studies are needed to differentiate and address obesity primary type and associated risks to define future actions. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

School Climate Factors in Selected Full-Service and Traditional Elementary Schools in a Southeastern City: Contrasts and Comparisons

ERIC Educational Resources Information Center

Cornwill, William L.; Parks, Alicia L.

2007-01-01

This exploratory comparison of traditional and full-service schools' climates is an initial step in determining their differences. The authors established whether selected full-service and traditional elementary schools differ on five school climate factors indicating the student and teacher body composition, the students' socioeconomic status,…

42 CFR 136.23 - Persons to whom contract health services will be provided.

Code of Federal Regulations, 2011 CFR

2011-10-01

...—during their full-time attendance at programs of vocational, technical, or academic education, including normal school breaks (such as vacations, semester or other scheduled breaks occurring during their... who were eligible for contract health services at the time of the court order shall continue to be...

The American Freshman: National Norms for Fall 1988.

ERIC Educational Resources Information Center

Astin, Alexander W.; And Others

The 23rd annual report of national normative data on the characteristics of students attending American colleges and universities as first-time, full-time freshmen is presented. This project of the Cooperative Institutional Research Program of the American Council on Education and the Graduate School of Education at the University of California,…

First aid facilities in the school settings: Are schools able to manage adequately?

PubMed

Qureshi, Farhan Muhammad; Khalid, Nadia; Nigah-E-Mumtaz, Seema; Assad, Tahira; Noreen, Khola

2018-01-01

Children spend most of their time in schools and are vulnerable to injuries and mild ailments, hence requiring first-aid care. School teacher can provide immediate first-aid care in the absence of any health professional. This study assesses first-aid facilities within school premises and assessment of teachers on first aid training. A cross sectional study was conducted from July-December 2017, participants were full time school teachers of both public and private sectors at both primary and secondary levels, having a minimum of one year experience. Questionnaire was filled on one to one basis by taking oral interview. Out of 209 teachers, 72.7% were from private sector. Stomachache was the most common medical incident (82.29%) requiring first-aid care in schools. First aid box was available in all schools but its contents were not satisfactory. Sick bay was not found in any school. 68.42% of teachers were not trained in first-aid management because of lack of opportunity, however 56% were willing to enroll in any first aid training and majority (91.38%) considered it essential for their professional life. First aid facilities at various schools of Karachi and availability of trained teachers who can provide first aid care is unsatisfactory.

Predicting the Weather and Building the Boats: Full Service Schools as One Avenue to School Success for All of America's Children

ERIC Educational Resources Information Center

Kronick, Robert F.

2003-01-01

This article describes the evolution of full service schools. Full service schools stress prevention, collaboration and systems change. Prevention is geared toward corrections, mental health and welfare, all topics of keen interest to people working in and studying criminal justice. By providing mental health services at the school for both…

Providing written language services in the schools: the time is now.

PubMed

Fallon, Karen A; Katz, Lauren A

2011-01-01

The current study was conducted to investigate the provision of written language services by school-based speech-language pathologists (SLPs). Specifically, the study examined SLPs' knowledge, attitudes, and collaborative practices in the area of written language services as well as the variables that impact provision of these services. Public school-based SLPs from across the country were solicited for participation in an online, Web-based survey. Data from 645 full-time SLPs from 49 states were evaluated using descriptive statistics and logistic regression. Many school-based SLPs reported not providing any services in the area of written language to students with written language weaknesses. Knowledge, attitudes, and collaborative practices were mixed. A logistic regression revealed three variables likely to predict high levels of service provision in the area of written language. Data from the current study revealed that many struggling readers and writers on school-based SLPs' caseloads are not receiving services from their SLPs. Implications for SLPs' preservice preparation, continuing education, and doctoral preparation are discussed.

Senior dental students' career intentions, work-life balance and retirement plans.

PubMed

Stewart, F M J; Drummond, J R; Carson, L; Theaker, E D

2007-09-08

To gather information from senior dental students about their future career plans, with particular emphasis on work-life balance issues, their attitudes towards the NHS and retirement plans. Senior dental students at the Universities of Dundee and Manchester were asked to complete a voluntary anonymous questionnaire. In all 141 questionnaires were completed, 42 by students in Manchester and 114 in Dundee. On qualification nearly all surveyed intend to work full time but after five years one quarter (26%) of females intend to work part time. This is significantly (p < 0.05) different from males where nearly all (98%) intend to work full time. Although the majority (65%) intend to work in general practice significant numbers (19%) wish to have a career in hospital dentistry and very few (3%) in community dentistry. Senior students seem to show no more commitment to the NHS than those in our previous study of dental school applicants. Only 3% intend to work exclusively for the NHS and 18% intend to work exclusively in the private sector. Surprising numbers had plans to retire or go part time before 60 years of age. Only 20% of the sample intended to continue working full time after the age of 60 years. The mode age that those surveyed intended to start a family was 30 years and a large majority of both sexes thought this would interrupt their professional life. More than half of the sample intend to take time out of dentistry until their children attended primary school (female 63%, male 38%) and 6% (female 6%, male 8%) until secondary school. Many of our findings suggest that future generations of dentists may have a pattern of professional life that will have the effect of reducing their clinical commitment, although it is not possible to determine how significant an effect this will have on the workforce. It may, however, be appropriate to take career intention into account when workforce planning.

45 CFR 233.39 - Age.

Code of Federal Regulations, 2010 CFR

2010-10-01

...; or age 18 if a full-time student in a secondary school, or in the equivalent level of vocational or... AABD with respect to the blind, any age; (iv) In APTD or AABD with respect to the disabled, 18 years of...

School playgrounds and physical activity policies as predictors of school and home time activity

PubMed Central

2011-01-01

Background Previous work has suggested that the number of permanent play facilities in school playgrounds and school-based policies on physical activity can influence physical activity in children. However, few comparable studies have used objective measures of physical activity or have had little adjustment for multiple confounders. Methods Physical activity was measured by accelerometry over 5 recess periods and 3 full school days in 441 children from 16 primary schools in Dunedin, New Zealand. The number of permanent play facilities (swing, fort, slide, obstacle course, climbing wall etc) in each school playground was counted on three occasions by three researchers following a standardized protocol. Information on school policies pertaining to physical activity and participation in organized sport was collected by questionnaire. Results Measurement of school playgrounds proved to be reliable (ICC 0.89) and consistent over time. Boys were significantly more active than girls (P < 0.001), but little time overall was spent in moderate-vigorous physical activity (MVPA). Boys engaged in MVPA for 32 (SD 17) minutes each day of which 17 (10) took place at school compared with 23 (14) and 11 (7) minutes respectively in girls. Each additional 10-unit increase in play facilities was associated with 3.2% (95% CI 0.0-6.4%) more total activity and 8.3% (0.8-16.3%) more MVPA during recess. By contrast, school policy score was not associated with physical activity in children. Conclusion The number of permanent play facilities in school playgrounds is associated with higher physical activity in children, whereas no relationship was observed for school policies relating to physical activity. Increasing the number of permanent play facilities may offer a cost-effective long-term approach to increasing activity levels in children. PMID:21521530

Crossing Boundaries: A Qualitative Exploration of Relational Leadership in Three Full-Service Community Schools

ERIC Educational Resources Information Center

Sanders, Mavis G.

2018-01-01

Background/Context: Full-service community schools provide comprehensive and coordinated resources and supports to meet the complex needs of children and families in low-income communities. Given their intentional focus on expanded networks of school, family, and community stakeholders, full-service community schools are particularly useful…

National Environmental/Energy Workforce Assessment, Phase II, Post-Secondary Education Profile: Solid Waste.

ERIC Educational Resources Information Center

National Field Research Center Inc., Iowa City, IA.

Educational programs in solid waste management offered by 16 schools in 9 states were surveyed. These programs represent a sample, only, of the various programs available nationwide. Enrollment and graduate statistics are presented. Overall, 116 full-time and 124 part-time faculty were involved in the programs surveyed. Curricula and sources of…

World of Work--Education and Jobs. Kit No. WW-705. Instructor's Manual. Revised.

ERIC Educational Resources Information Center

Miles, Mamie Rose; Killingsworth, Linda

This instructor's manual contains activities for teaching students about the benefits derived from completing high school, sources of training for occupations, and information on finding job openings and on working part-time and full-time. It is designed for use in five periods in classes in prevocational education in South Carolina. The guide…

A National Study of Student Early Alert Programs at Two-Year Institutions of Higher Education

ERIC Educational Resources Information Center

Fletcher, Darla Michelle Keel

2012-01-01

Approximately half of students at the community college level leave the institution before degree completion. Community college students are more likely than four-year students to be first-generation students, attend school part-time, be less prepared academically, work full-time, have family responsibilities, and have entered college later in…

Growth in Perceived Control across 25 Years from the Late Teens to Midlife: The Role of Personal and Parents' Education

ERIC Educational Resources Information Center

Vargas Lascano, Dayuma I.; Galambos, Nancy L.; Krahn, Harvey J.; Lachman, Margie E.

2015-01-01

This study examined trajectories of perceived control and their association with parents' education and personal educational experience (educational attainment and years of full-time postsecondary education) in 971 Canadian high school seniors tracked 7 times across 25 years. Latent growth models showed that, on average, perceived control…

34 CFR 674.53 - Teacher cancellation-Federal Perkins, NDSL and Defense loans.

Code of Federal Regulations, 2011 CFR

2011-07-01

...-time teaching in an elementary or secondary school serving low-income students. (1)(i) An institution... on or after July 23, 1992, for full-time teaching in a public or other nonprofit elementary or... Federal Perkins, NDSL or Defense loan made prior to July 23, 1992, for teaching service performed on or...

34 CFR 674.53 - Teacher cancellation-Federal Perkins, NDSL and Defense loans.

Code of Federal Regulations, 2014 CFR

2014-07-01

...-time teaching in an elementary or secondary school serving low-income students. (1)(i) An institution... on or after July 23, 1992, for full-time teaching in a public or other nonprofit elementary or... Federal Perkins, NDSL or Defense loan made prior to July 23, 1992, for teaching service performed on or...

34 CFR 674.53 - Teacher cancellation-Federal Perkins, NDSL and Defense loans.

Code of Federal Regulations, 2013 CFR

2013-07-01

...-time teaching in an elementary or secondary school serving low-income students. (1)(i) An institution... on or after July 23, 1992, for full-time teaching in a public or other nonprofit elementary or... Federal Perkins, NDSL or Defense loan made prior to July 23, 1992, for teaching service performed on or...

34 CFR 674.53 - Teacher cancellation-Federal Perkins, NDSL and Defense loans.

Code of Federal Regulations, 2010 CFR

2010-07-01

...-time teaching in an elementary or secondary school serving low-income students. (1)(i) An institution... on or after July 23, 1992, for full-time teaching in a public or other nonprofit elementary or... Federal Perkins, NDSL or Defense loan made prior to July 23, 1992, for teaching service performed on or...

34 CFR 674.53 - Teacher cancellation-Federal Perkins, NDSL and Defense loans.

Code of Federal Regulations, 2012 CFR

2012-07-01

...-time teaching in an elementary or secondary school serving low-income students. (1)(i) An institution... on or after July 23, 1992, for full-time teaching in a public or other nonprofit elementary or... Federal Perkins, NDSL or Defense loan made prior to July 23, 1992, for teaching service performed on or...

Changing Community Colleges: Early Lessons from Completion by Design

ERIC Educational Resources Information Center

Grossman, Jean Baldwin; Quint, Janet; Gingrich, Jessica; Cerna, Oscar; Diamond, John; Levine, Andrew; Willard, Jacklyn

2015-01-01

Community colleges enroll almost half of the undergraduates in the United States and provide students the option to earn a degree at a lower cost and offer more flexible class schedules than four-year colleges. However, among first-time, full-time degree-seeking students entering public two-year schools, only about 20 percent graduate with a…

Beyond Classroom Walls: Developing Innovative Work Roles for Teachers

ERIC Educational Resources Information Center

Kowal, Julie; Brinson, Dana

2011-01-01

The teaching profession has long been structured around full-time classroom responsibilities that are defined by the location, timing, and schedule of the school day and a ubiquitous one-teacher-per-classroom model. In most districts, the only option for highly successful teachers to advance in the profession or serve more students is to leave the…

Plan for Plants

ERIC Educational Resources Information Center

Babic, Mary Jean

2012-01-01

Sure, it would be nice to start a school garden, but there will be plenty of time to do it in the spring. Think again. If one's goal this year is to start a class garden, it's already time to start planning! In this article, the author shows just how (and when) to do each step with a full-year calendar.

Student mistreatment in medical school and planning a career in academic medicine.

PubMed

Haviland, Mark G; Yamagata, Hisashi; Werner, Leonard S; Zhang, Kehua; Dial, Thomas H; Sonne, Janet L

2011-01-01

Student mistreatment in medical school is a persistent problem with both known and unexplored consequences [corrected]. The purpose of this study was to determine whether a perception of having been mistreated in medical school had an association with planning a full-time career in academic medicine. Using Association of American Medical Colleges' 2000-2004 Medical School Graduation Questionnaire data, we evaluated the relationship between students' mistreatment experience and their career choice, academic versus nonacademic setting. Meta-analysis and regression were used to evaluate this relationship. At medical schools where relatively high percentages of graduating seniors were planning academic careers, students reporting mistreatment experiences were less likely at graduation to be planning careers in academic medicine. A perception of having been mistreated in medical school is related to students' career choices, a finding that may be useful to medical school administrators/faculty and students as mistreatment is addressed in program planning, counseling, and faculty recruitment.

25 CFR 39.214 - What is the minimum number of instructional hours required in order to be considered a full-time...

Code of Federal Regulations, 2010 CFR

2010-04-01

... INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Administrative Procedures, Student Counts, and Verifications § 39.214 What is the minimum number of instructional...

Establishing collaborative structures and relationships: Teacher leaders' experiences

NASA Astrophysics Data System (ADS)

Canizo, Thea Lynne

2002-04-01

The purpose of this study was to explore teacher leaders' experiences as they attempted to establish collaborative structures and relationships resulting in improved science instruction at their schools. Teacher leaders were middle school science facilitators, full-time classroom teachers who acted as liaisons between the science teachers at their schools and a change initiative funded by the National Science Foundation. This was a qualitative study, using interviews to create a case study. The researcher used a three-part interview design developed by Seidman (1991). Six research questions served as a framework for the data analysis. Participants identified the following as factors which contributed to their success: support from the principal, other science teachers, central staff personnel, and the district-wide group of science facilitators; professional development; and the successful completion of a scope and sequence for science instruction. Factors identified as hindering their success were: lack of support or conflict with the principal; resistance to change; time constraints; a district policy which limited meeting time; teacher and administrator turnover; tension between the middle school and junior high school models; and personal doubts. From descriptions of their understanding and exercising of leadership, the researcher concluded that teacher leaders had become empowered. The school culture was seen to have a great effect on teacher leaders. The contrasts between a school with a positive culture and another school in disarray were presented. Structures such as summer institutes and release time during the school day were identified as critical for giving teachers the time needed to establish more collaborative working relationships. Once greater trust and understanding were present, teachers were better able to examine their teaching practices more critically. Participants identified mentoring of new members, a continuing role for science facilitators, and central support as necessary for ensuring the sustainability of the changes made during the years of the grant initiative. The researcher concluded that teacher leaders can be a powerful force for bringing about change in schools when provided with training and time during the school day to work with colleagues.

Using smart card technology to monitor the eating habits of children in a school cafeteria: 1. Developing and validating the methodology.

PubMed

Lambert, N; Plumb, J; Looise, B; Johnson, I T; Harvey, I; Wheeler, C; Robinson, M; Rolfe, P

2005-08-01

The aim of the study was to test the feasibility of using smart card technology to track the eating behaviours of nearly a thousand children in a school cafeteria. Within a large boys' school a smart card based system was developed that was capable of providing a full electronic audit of all the individual transactions that occurred within the cafeteria. This dataset was interfaced to an electronic version of the McCance and Widdowson composition of foods dataset. The accuracy of the smart card generated data and the influence of portion size and wastage were determined empirically during two 5-day trials. The smart card system created succeeded in generating precise data on the food choices made by hundreds of children over an indefinite time period. The data was expanded to include a full nutrient analysis of all the foods chosen. The accuracy of this information was only constrained by the limitations facing all food composition research, e.g. variations in recipes, portion sizes, cooking practices, etc. Although technically possible to introduce wastage correction factors into the software, thereby providing information upon foods consumed, this was not seen as universally practical. The study demonstrated the power of smart card technology for monitoring food/nutrient choice over limitless time in environments such as school cafeterias. The strengths, limitations and applications of such technology are discussed.

Oral language supports early literacy: a pilot cluster randomized trial in disadvantaged schools.

PubMed

Snow, Pamela C; Eadie, Patricia A; Connell, Judy; Dalheim, Brenda; McCusker, Hugh J; Munro, John K

2014-10-01

This study examined the impact of teacher professional development aimed at improving the capacity of primary teachers in disadvantaged schools to strengthen children's expressive and receptive oral language skills and early literacy success in the first 2 years of school. Fourteen low-SES schools in Victoria, Australia were randomly allocated to a research (n = 8) or control arm (n = 6), resulting in an initial sample of 1254 students, (n = 602 in research arm and n = 652 in control arm). The intervention comprised 6 days of teacher and principal professional development (delivered by language and literacy experts), school-based continuing contact with the research team and completion by one staff member of each research school of a postgraduate unit on early language and literacy. Schools in the control arm received standard teaching according to state auspiced curriculum guidelines. Full data were available on 979 students at follow-up (time 2). Students in the research arm performed significantly better on Test of Language Development: Primary (Fourth Edition) sub-tests (p ≤ .002) and the Reading Progress Test (F = 10.4(1); p = .001) than students in the control arm at time 2. Narrative scores were not significantly different at time 2, although students in research schools showed greater gains. Findings provide "proof of concept" for this approach, and are discussed with respect to implications for teacher professional development and pre-service education concerning the psycholinguistic competencies that underpin the transition to literacy.

Earning and Learning: A Local Study of Part-Time Paid Work among 14-19 Year Olds. Report.

ERIC Educational Resources Information Center

Hodgson, Ann; Spours, Ken

The role of part-time employment among disaffected and mainstream 14- to 16-year-olds and 16- to 19-year-olds in full-time education in the Kingswood area of South Gloucestershire, England, was examined. Data were gathered through the following activities: (1) a survey of approximately 2,000 youths from 6 schools and 1 further education college;…

The CATCH Kids Club: a pilot after-school study for improving elementary students' nutrition and physical activity.

PubMed

Kelder, Steve; Hoelscher, Deanna M; Barroso, Cristina S; Walker, Joey L; Cribb, Peter; Hu, Shaohua

2005-04-01

Although many school-based diet and physical activity interventions have been designed and evaluated, relatively few have been tested for the after-school setting. After-school day-care programmes at either elementary schools or private locations provide a ready-made opportunity for health programmes that may be difficult to incorporate into an already-full school day. The purpose of this paper is to report on a pilot study of an after-school adaptation of the CATCH (Coordinated Approach To Child Health) elementary school programme called the CATCH Kids Club (CKC). The CKC was pilot-tested and formatively evaluated in 16 Texas after-school programmes: eight in El Paso and eight in Austin (four intervention and four reference sites each). Evaluation consisted of direct observation of moderate to vigorous physical activity during play time, self-reported food intake and physical activity, and focus group interviews with after-school programme staff. Students responded well to the physical activity and snack components and were less interested in the five-module education component. Routine staff training was a key variable in achieving proper implementation; the ideal would be a full day with repeated follow-up model teaching visits. Staff turnover was a logistic issue, as was programme leader readiness and interest in conducting the programme. Strong and significant effects were observed for the physical activity but not for the education component. The results of the physical education component suggest it is feasible, effective and ready for larger-scale evaluation or dissemination.

Humanizing the Classroom: Praxis of Full Day School System in Indonesia

ERIC Educational Resources Information Center

Suyatno; Wantini

2018-01-01

The full day school program is a new model in the education management system in Indonesia. This phenomenon is interesting because there is a paradox in it. Education in Indonesia is often criticized for the learning which is too heavy, but the full day school program gets a positive response from the community although it has longer school hours.…

Improving Opportunities for Bridging Social Capital: The Story of a Full-Service Community School Initiative at an Alternative High School

ERIC Educational Resources Information Center

Newton, Xiaoxia A.; Thompson, Shanna Rose; Oh, Bangsil; Ferullo, Leah

2017-01-01

This article describes the collective efforts educators and multiple community partners are taking to transform one alternative urban high school into a full-service community school. The article presents preliminary findings on the opportunities for bridging social capital that the full-service initiative has created and the impacts such…

Adolescents’ use of purpose built shade in secondary schools: cluster randomised controlled trial

PubMed Central

White, Vanessa; Wakefield, Melanie A; Jamsen, Kris M; White, Victoria; Livingston, Patricia M; English, Dallas R; Simpson, Julie A

2009-01-01

Objective To examine whether students use or avoid newly shaded areas created by shade sails installed at schools. Design Cluster randomised controlled trial with secondary schools as the unit of randomisation. Setting 51 secondary schools with limited available shade, in Australia, assessed over two spring and summer terms. Participants Students outside at lunch times. Intervention Purpose built shade sails were installed in winter 2005 at full sun study sites to increase available shade for students in the school grounds. Main outcome measure Mean number of students using the primary study sites during weekly observations at lunch time. Results Over the study period the mean change in students using the primary study site from pre-test to post-test was 2.63 (95% confidence interval 0.87 to 4.39) students in intervention schools and −0.03 (−1.16 to 1.09) students in control schools. The difference in mean change between groups was 2.67 (0.65 to 4.68) students (P=0.011). Conclusions Students used rather than avoided newly shaded areas provided by purpose built shade sails at secondary schools in this trial, suggesting a practical means of reducing adolescents’ exposure to ultraviolet radiation. Trial registration Exempt. PMID:19223344

Quantifying tasks, ergonomic exposures and injury rates among school custodial workers.

PubMed

Village, J; Koehoorn, M; Hossain, S; Ostry, A

2009-06-01

A job exposure matrix of ergonomics risk factors was constructed for school custodial workers in one large school district in the province of British Columbia using 100 h of 1-min fixed-interval observations, participatory worker consensus on task durations and existing employment and school characteristic data. Significant differences in ergonomics risk factors were found by tasks and occupations. Cleaning and moving furniture, handling garbage, cleaning washrooms and cleaning floors were associated with the most physical risks and the exposure was often higher during the summer vs. the school year. Injury rates over a 4-year period showed the custodian injury rate was four times higher than the overall injury rate across all occupations in the school district. Injury rates were significantly higher in the school year compared with summer (12.2 vs. 7.0 per 100 full-time equivalents per year, p < 0.05). Custodial workers represent a considerable proportion of the labour force and have high injury rates, yet ergonomic studies are disproportionately few. Previous studies that quantified risk factors in custodial workers tended to focus on a few tasks or specific risk factors. This study, using participatory ergonomics and observational methods, systematically quantifies the broad range of musculoskeletal risk factors across multiple tasks performed by custodial workers in schools, adding considerably to the methodological literature.

COST Action ES1401 TIDES: a European network on TIme DEpendent Seismology

NASA Astrophysics Data System (ADS)

Morelli, Andrea

2016-04-01

Using the full-length records of seismic events and background ambient noise, today seismology is going beyond still-life snapshots of the interior of the Earth, and look into time-dependent changes of its properties. Data availability has grown dramatically with the expansion of seismographic networks and data centers, so as to enable much more detailed and accurate analyses. COST Action ES1401 TIDES (TIme DEpendent Seismology; http://tides-cost.eu) aims at structuring the EU seismological community to enable development of data-intensive, time-dependent techniques for monitoring Earth active processes (e.g., earthquakes, volcanic eruptions, landslides, glacial earthquakes) as well as oil/gas reservoirs. The main structure of TIDES is organised around working groups on: Workflow integration of data and computing resources; Seismic interferometry and ambient noise; Forward problems and High-performance computing applications; Seismic tomography, full waveform inversion and uncertainties; Applications in the natural environment and industry. TIDES is an open network of European laboratories with complementary skills, and is organising a series of events - workshops and advanced training schools - as well as supporting short-duration scientific stays. The first advanced training school was held in Bertinoro (Italy) on June 2015, with attendance of about 100 participants from 20 European countries, was devoted to how to manage and model seismic data with modern tools. The next school, devoted to ambient noise, will be held in 2016 Portugal: the program will be announced at the time of this conference. TIDES will strengthen Europe's role in a critical field for natural hazards and natural resource management.

32 CFR 199.20 - Continued Health Care Benefit Program (CHCBP).

Code of Federal Regulations, 2011 CFR

2011-07-01

... attained the age of 21 if not in school or age 23 if enrolled in a full time course of study at an... Privilege Card”; (iii) A front and back copy of a DD Form 1173, “Uniformed Services Identification and...

Enrollments in Schools and Colleges of Pharmacy, 1986-1987.

ERIC Educational Resources Information Center

Penna, Richard P.; Sherman, Michael S.

1987-01-01

National survey data on pharmaceutical education enrollment rates and trends at all degree levels include information on full- and part-time enrollments, student gender and ethnic characteristics, patterns of specialization, sources of previous degrees, student country of origin, and fellowships. (MSE)

The Peat Marwick/AS&U Compensation Survey for School Executives.

ERIC Educational Resources Information Center

American School and University, 1986

1986-01-01

A total of 396 districts responded from all 50 states and the District of Columbia to this survey about administrative positions, with full-time teachers as a comparison point, in the areas of base salaries, bonuses, benefits, and perquisites. (MLF)

A Comparative Study of the Attitude, Concern, and Interaction Levels of Elementary School Teachers and Teacher Candidates towards Inclusive Education

ERIC Educational Resources Information Center

Gokdere, Murat

2012-01-01

Inclusion is an educational approach providing students with special needs with education in normal classrooms, which is the least restrictive educational environment for them by offering the necessary services for full time or part time. Although the necessary laws and regulations appear to execute this inclusive practice properly in Turkey,…

Better Education at Ishik University Preparatory School with Extracurricular Activities

ERIC Educational Resources Information Center

Yildiz, Yunus

2015-01-01

It cannot be said that education today in institutions is better than the previous century. Because in the past, students' minds were not as full of time-consuming things like spending enormous time in front of a computer or a television as today. Subsequently, teachers used to concentrate their job well and students used to focus on the study…

Community Schools: It Takes a Village

ERIC Educational Resources Information Center

Garrett, Kristi

2012-01-01

Lately educators are hearing more about full-service community schools, which pair schools with other community resources in pursuit of the long-term goal of improving academic performance. (These full-service schools are differentiated from the community day schools that serve expelled students.) The focus on academics is what makes today's…

Adolescent students who work: gender differences in school performances and self-perceived health.

PubMed

Santana, Vilma S; Cooper, Sharon P; Roberts, Robert E; Araújo-Filho, José B

2005-01-01

In a prospective cohort study, the hypotheses that adolescent students who work have poorer school performances, more sick days, and poor self-perceived health were examined. From a one-stage random cluster area sampling of 2512 households in Bahia, Brazil, 888 students 10-21 years of age were asked to answer questionnaires. School dropouts were more common among working students independently of gender. Both full-time (PRadjusted = 2.43; 95% CI: 1.49-3.96) and part-time (PRadjusted = 2.07; 95% CI: 1.28-3.35) working males were more likely to report frequent class skipping. Among females, paid jobs also were associated with poor self-perceived health, but not after adjustment for age and SES. Brazilian labor legislation for adolescent workers needs to be revised to take into account that jobs can compromise educational achievement.

Lehrer in der Bundesrepublik Deutschland. Eine Kritische Analyse Statistischer Daten uber das Lehrpersonal an Allgemeinbildenden Schulen. (Education in the Federal Republic of Germany. A Statistical Study of Teachers in Schools of General Education.)

ERIC Educational Resources Information Center

Kohler, Helmut

The purpose of this study was to analyze the available statistics concerning teachers in schools of general education in the Federal Republic of Germany. An analysis of the demographic structure of the pool of full-time teachers showed that in 1971 30 percent of the teachers were under age 30, and 50 percent were under age 35. It was expected that…

What Do We Know about Full-Service Community Schools? Integrative Research Review with NVivo

ERIC Educational Resources Information Center

Min, Mina; Anderson, Jeffrey Alvin; Chen, Minge

2017-01-01

The full-service community school (FSCS) model is one of the most popular and growing types of community school models, which is widely implemented in under-resourced urban schools. FSCSs offer an alternative to traditional public schools in the U.S. and are designed to coordinate community assets within a school. Given increased attention to this…

42 CFR 57.302 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-10-01

... FACILITIES, EDUCATIONAL IMPROVEMENTS, SCHOLARSHIPS AND STUDENT LOANS Nursing Student Loans § 57.302... constitutes a full-time academic workload, as determined by the school, leading to a diploma in nursing, an associate degree in nursing or an equivalent degree, a baccalaureate degree in nursing or an equivalent...

The impact of migraine on work, family, and leisure among young women -- a multinational study.

PubMed

Dueland, Aud Nome; Leira, Rogelio; Burke, Thomas A; Hillyer, Elizabeth V; Bolge, Susan

2004-10-01

To assess the impact of migraine on work, family, and leisure among young women who were employed full or part time, or as a full-time student. This cross-sectional telephone survey with 6-month recall was conducted in Israel and eight European countries (Finland, Germany, Greece, Italy, Norway, Spain, Sweden, and The Netherlands). Random-digit dialing was used to identify study participants: women 18-35 years of age with migraine, who used medication to treat their migraine, and who were employed or full-time students. Of 1810 participants, 42% self-reported having a physician diagnosis of migraine. During the prior 6 months, 46% of participants missed at least 1 day of work or school and 74% were prevented from functioning fully at work or school because of migraine. Mean work/school absenteeism due to migraine was 1.9 days over 6 months (range, 0.8 days in Sweden to 2.8 days in Norway). Over half of participants reported one or more occurrences of being unable to spend time with family or friends (62%) or being unable to enjoy recreational or leisure activities (67%) because of migraine. The percentage of study participants using triptans was lowest in southern Europe and highest in the Nordic countries, ranging from 1% in Greece to 50% in Sweden. Country, age, marital status, physician diagnosis of migraine, and number of migraines or severe headaches in the prior year were independent predictors of the mean number of days of migraine-related work loss. Migraine-related work loss was lowest in Sweden and greatest in Greece, Israel, and The Netherlands. Higher work loss was recorded for those 18-24 years of age; those who were separated, widowed, or divorced; those with migraine diagnosed by a physician; and those with more frequent migraines or severe headaches (> or =24/year). The 6-month recall period used when estimating patient-reported work loss, and identifying participants with migraine based on self-reported migraine or severe headache, were the most important limitations of the study. We found substantial migraine-related impairment of productivity at work and school as well as of family and leisure time among young women in Israel and eight European countries.

Long-term Cognitive and Health Outcomes of School-Aged Children Who Were Born Late-Term vs Full-Term.

PubMed

Figlio, David N; Guryan, Jonathan; Karbownik, Krzysztof; Roth, Jeffrey

2016-08-01

Late-term gestation (defined as the 41st week of pregnancy) is associated with increased risk of perinatal health complications. It is not known to what extent late-term gestation is associated with long-term cognitive and physical outcomes. Information about long-term outcomes may influence physician and patient decisions regarding optimal pregnancy length. To compare the cognitive and physical outcomes of school-aged children who were born full term or late term. We analyzed Florida birth certificates from 1994 to 2002 linked to Florida public school records from 1998 to 2013 and found 1 442 590 singleton births with 37 to 41 weeks' gestation in the Florida Bureau of Vital Statistics. Of these, 1 153 716 children (80.0%) were subsequently located in Florida public schools. Linear and logistic regression models were used to assess the association of gestational age with cognitive and physical outcomes at school age. Data analysis took place between April 2013 and January 2016. Late-term (born at 41 weeks) vs full-term (born at 39 or 40 weeks) gestation. There were a number of measures used, including the average Florida Comprehensive Assessment Test mathematics and reading scores at ages 8 through 15 years; whether a child was classified as gifted, defined as a student with superior intellectual development and capable of high performance; poor cognitive outcome, defined as a child scoring in the fifth percentile of test takers or having a disability that exempted him or her from taking the Florida Comprehensive Assessment Test; and Exceptional Student Education placement owing to orthopedic, speech, or sensory impairment or being hospitalbound or homebound. Of 1 536 482 children born in Florida from singleton births from 1994 to 2002 with complete demographic information, 787 105 (51.2%) were male; 338 894 (22.1%) of mothers were black and 999 684 (65.1%) were married at time of birth, and the mean (SD) age for mothers at time of birth was 27.2 (6.2) years. Late-term infants had 0.7% of an SD (95% CI, 0.001-0.013; P = .02) higher average test scores in elementary and middle school, 2.8% (95% CI, 0.4-5.2; P = .02) higher probability of being gifted, and 3.1% (95% CI, 0.0-6.1; P = .05) reduced probability of poor cognitive outcomes compared with full-term infants. These cognitive benefits appeared strongest for children with disadvantaged family background characteristics. Late-term infants were also 2.1% (95% CI, -0.3 to 4.5; P = .08) more likely to be physically impaired. There appears to be a tradeoff between cognitive and physical outcomes associated with late-term gestation. Children born late-term performed better on 3 measures of school-based cognitive functioning but worse on 1 measure of physical functioning relative to children born full term. Our findings provide longer-run information for expectant parents and physicians who are considering delivery at full term vs late term. These findings are most relevant to uncomplicated, low-risk pregnancies.

What do young people think about their school-based sex and relationship education? A qualitative synthesis of young people's views and experiences

PubMed Central

Pound, Pandora; Langford, Rebecca; Campbell, Rona

2016-01-01

Objectives Although sex and relationship education (SRE) represents a key strand in policies to safeguard young people and improve their sexual health, it currently lacks statutory status, government guidance is outdated and a third of UK schools has poor-quality SRE. We aimed to investigate whether current provision meets young people's needs. Design Synthesis of qualitative studies of young people's views of their school-based SRE. Setting Eligible studies originated from the UK, Ireland, the USA, Australia, New Zealand, Canada, Japan, Iran, Brazil and Sweden. Participants Studies of students aged 4–19 in full-time education, young adults ≤19 (not necessarily in full-time education) or adults ≤25 if recalling their experiences of school-based SRE. Results –69 publications were identified, with 55 remaining after quality appraisal (representing 48 studies). The synthesis found that although sex is a potent and potentially embarrassing topic, schools appear reluctant to acknowledge this and attempt to teach SRE in the same way as other subjects. Young people report feeling vulnerable in SRE, with young men anxious to conceal sexual ignorance and young women risking sexual harassment if they participate. Schools appear to have difficulty accepting that some young people are sexually active, leading to SRE that is out of touch with many young people's lives. Young people report that SRE can be negative, gendered and heterosexist. They expressed dislike of their own teachers delivering SRE due to blurred boundaries, lack of anonymity, embarrassment and poor training. Conclusions SRE should be ‘sex-positive’ and delivered by experts who maintain clear boundaries with students. Schools should acknowledge that sex is a special subject with unique challenges, as well as the fact and range of young people's sexual activity, otherwise young people will continue to disengage from SRE and opportunities for safeguarding and improving their sexual health will be reduced. PMID:27625058

Opportunities for Policy Leadership on Afterschool Care. Policy Briefing Series. Issue 5

ERIC Educational Resources Information Center

Kang, Andrew; Weber, Julie

2010-01-01

For most full-time employed parents, the gap between the end of the school day and the time they arrive home from work adds up to about 20 to 25 hours per week. Thus, many parents look to afterschool programs to satisfy their desire for safe, enriching experiences for their children while they are working. "Afterschool" is the general term used to…

Leadership, Partnerships, and Organizational Development: Exploring Components of Effectiveness in Three Full-Service Community Schools

ERIC Educational Resources Information Center

Sanders, Mavis

2016-01-01

Full-service community schools are viewed as an approach to improve educational opportunities and outcomes for underserved student populations. The realization of these goals, however, is not guaranteed. According to Richardson's (2009) research-based model of highly effective community schools (HECS), the effectiveness of full-service community…

75 FR 19650 - Agency Information Collection Activities: Proposed Collection: Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-15

... information technology. Proposed Project: Scholarships for Disadvantaged Students Program (OMB No. 0915-0149) Extension The Scholarships for Disadvantaged Students (SDS) Program has as its purpose the provision of funds to eligible schools to provide scholarships to full-time students with financial need from...

24 CFR 585.4 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-04-01

... who has dropped out of high school,” “institution of higher education,” “limited-English proficiency... (including States, units of general local government, and Indian Tribes) eligible to provide education and... who have completed the full-time education/on-site training components of a Youthbuild program and who...

24 CFR 585.4 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-04-01

... who has dropped out of high school,” “institution of higher education,” “limited-English proficiency... (including States, units of general local government, and Indian Tribes) eligible to provide education and... who have completed the full-time education/on-site training components of a Youthbuild program and who...

26 CFR 1.151-3 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-04-01

...-farm training under the supervision of an accredited agent of an educational institution or of a State or political subdivision of a State. An example of “institutional on-farm training” is that... months need not be consecutive. School attendance exclusively at night does not constitute full-time...

26 CFR 1.151-3 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-04-01

...-farm training under the supervision of an accredited agent of an educational institution or of a State or political subdivision of a State. An example of “institutional on-farm training” is that... months need not be consecutive. School attendance exclusively at night does not constitute full-time...

26 CFR 1.151-3 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-04-01

...-farm training under the supervision of an accredited agent of an educational institution or of a State or political subdivision of a State. An example of “institutional on-farm training” is that... months need not be consecutive. School attendance exclusively at night does not constitute full-time...

26 CFR 1.151-3 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-04-01

...-farm training under the supervision of an accredited agent of an educational institution or of a State or political subdivision of a State. An example of “institutional on-farm training” is that... months need not be consecutive. School attendance exclusively at night does not constitute full-time...

26 CFR 1.151-3 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-04-01

...-farm training under the supervision of an accredited agent of an educational institution or of a State or political subdivision of a State. An example of “institutional on-farm training” is that... months need not be consecutive. School attendance exclusively at night does not constitute full-time...

Bristol girls dance project feasibility study: using a pilot economic evaluation to inform design of a full trial

PubMed Central

Powell, Jane E; Carroll, Fran E; Sebire, Simon J; Haase, Anne M; Jago, Russell

2013-01-01

Background There is currently little guidance for pilot trial economic evaluation where health outcomes and costs are influenced by a range of wider determinants and factors. Objectives This article presents the findings of a pilot economic evaluation study running alongside the Bristol Girls Dance Project (BGDP) feasibility study. Design 3-arm, cluster randomised, controlled pilot trial and economic evaluation. 7 schools (n=210) from the Bristol and greater Bristol area, UK were randomly allocated to the intervention arm 3 schools (n=90) and the control arm 4 schools (n=120). Intervention Girls aged 11–12 years with parental consent were provided with two, 90 min dance sessions per week for 9 weeks at school facilities. Economic outcome measures Programme costs and girls’ preferences for attributes of dance and preferences for competing leisure time activities were measured. Results The mainstream average cost of the BGDP programme (not including research, control and dance teacher training costs) per school was $2126.40, £1329 and €1555 and per participant was $70.90, £44.31 and €51.84 in 2010–2011 prices. Discrete choice experiment (DCE) methods are acceptable to girls of this age indicating time available for other leisure activities on dance class days is the attribute girls valued most and 2 h leisure time remaining preferred to 3 h. Conclusions This pilot study indicates that providing full cost data for a future trial of the BGDP programme is feasible and practical. There is no evidence from preference data to support adjustment to intervention design. A future economic evaluation is likely to be successful utilising the resource use checklist developed. The importance of categorising separately resources used to develop, prepare, deliver and maintain the programme to estimate mainstream costs accurately is demonstrated. PMID:24362013

Communicating the Benefits of a Full Sequence of High School Science Courses

ERIC Educational Resources Information Center

Nicholas, Catherine Marie

2014-01-01

High school students are generally uninformed about the benefits of enrolling in a full sequence of science courses, therefore only about a third of our nation's high school graduates have completed the science sequence of Biology, Chemistry and Physics. The lack of students completing a full sequence of science courses contributes to the deficit…

Internal dental school environmental factors promoting faculty survival and success.

PubMed

Masella, Richard S

2005-04-01

A career in dental academics offers ample rewards and challenges. To promote successful careers in dental education, prospective and new dental faculty should possess a realistic view of the dental school work environment, akin to the informed consent so valuable to patients and doctors. Self-assessment of personal strengths and weaknesses provides helpful information in matching faculty applicants with appropriate dental schools. Essential prehiring information also includes a written job description detailing duties and responsibilities, professional development opportunities, and job performance evaluation protocol. Prehiring awareness of what constitutes excellence in job performance will aid new faculty in allotting time to productive venues. New faculty should not rely solely on professional expertise to advance careers. Research and regular peer-reviewed publications are necessary elements in academic career success, along with the ability to secure governmental, private foundation, and corporate grant support. Tactful self-promotion and self-definition to the dental school community are faculty responsibilities, along with substantial peer collaboration. The recruitment period is a singular opportunity to secure job benefits and privileges. It is also the time to gain knowledge of institutional culture and assess administrative and faculty willingness to collaborate on teaching, research, professional development, and attainment of change. Powerful people within dental schools and parent institutions may influence faculty careers and should be identified and carefully treated. The time may come to leave one's position for employment at a different dental school or to step down from full-time academics. Nonetheless, the world of dental and health professional education in 2005 is rapidly expanding and offers unlimited opportunities to dedicated, talented, and informed educators.

Tidewater Community College 1998 Graduate Survey Study.

ERIC Educational Resources Information Center

Kleiman, Lisa

This report presents Tidewater Community College's (TCC's) (Virginia) 1998 graduate survey study. Approximately half of the graduates attended another college or university prior to enrolling at TCC. A small portion enrolled directly from high school. Almost three-fourths of the graduates were working either full- or part-time while enrolled, and…

A Study of Predoctoral Student Support.

ERIC Educational Resources Information Center

Federal Interagency Committee on Education, Washington, DC. Student Support Study Group.

This report of the Federal Interagency Committee on Education (FCIE) presents recommendations for expanding current federal support for graduate study. Federal agencies allocated $226.2 million for predoctoral fellowships and supported some 12.9% of the full-time graduate students in the US during the 1968-1969 school year. This support increased…

Shopping for Health Benefits.

ERIC Educational Resources Information Center

Natale, Jo Anna

1992-01-01

Among the ways school districts can obtain the best possible health benefits at the lowest possible cost are the following: (1) reduce the number of full-time employees; (2) set up a utilization review committee; (3) enlist a preferred provider organization; (4) offer wellness programs; (5) develop a self-insurance plan; and (6) consider a…

75 FR 46944 - Agency Information Collection Activities: Submission for OMB Review; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-04

... Act of 1995: Proposed Project: Scholarships for Disadvantaged Students (SDS) Program (OMB No. 0915-0149)--Extension The Scholarships for Disadvantaged Students (SDS) Program has as its purpose, the provision of funds to eligible schools to provide scholarships to full-time, financially needy students from...

The Learning Organization Model across Vocational and Academic Teacher Groups

ERIC Educational Resources Information Center

Park, Joo Ho; Rojewski, Jay W.

2006-01-01

Multiple-group confirmatory factor analysis was used to investigate factorial invariance between vocational and academic teacher groups on a measure of the learning organization concept. Participants were 488 full-time teachers of public trade industry-technical and business schools located within Seoul, South Korea. Statistically significant…

Borges & Bikes Riders: Toward an Understanding of Autoethnography

ERIC Educational Resources Information Center

Wamsted, John O.

2012-01-01

In this article the author--a full-time high school mathematics teacher and concurrent doctoral candidate in Department of Middle-Secondary Education and Instructional Technology at Georgia State University--will make a case for the use of an autoethnographic methodological tool he is calling "narrative mining." He will begin by briefly…

United States: Exploring the Marriage Debate

ERIC Educational Resources Information Center

Carter, Julie H.

2004-01-01

As citizens of the United States respond to legislative and judicial actions that have challenged the prohibition against same-sex couples receiving marriage licenses, schools have a timely opportunity to engage students on this most important debate. Educators can help their students understand the full significance of this issue by encouraging…

Preparing Rural Special Education Students for Post-School Employment.

ERIC Educational Resources Information Center

Nichols, Joe

2001-01-01

A survey of 137 employers in a rural Missouri community indicated that although many businesses were willing to employ former special education students, few would offer meaningful employment in terms of salary, benefits, and full-time work. Recommendations for rural educators and parents of disabled children are given. (TD)

32 CFR 199.5 - TRICARE Extended Care Health Option (ECHO).

Code of Federal Regulations, 2012 CFR

2012-07-01

... in a secondary school or in a full-time course of study in an institution of higher education... education as provided by the Individuals with Disabilities Education Act and defined at 34 CFR 300.26 and... education, assistive technology devices, institutional care in private nonprofit, public, and state...

32 CFR 199.5 - TRICARE Extended Care Health Option (ECHO).

Code of Federal Regulations, 2014 CFR

2014-07-01

... in a secondary school or in a full-time course of study in an institution of higher education... education as provided by the Individuals with Disabilities Education Act and defined at 34 CFR 300.26 and... education, assistive technology devices, institutional care in private nonprofit, public, and state...

32 CFR 199.5 - TRICARE Extended Care Health Option (ECHO).

Code of Federal Regulations, 2011 CFR

2011-07-01

... in a secondary school or in a full-time course of study in an institution of higher education... education as provided by the Individuals with Disabilities Education Act and defined at 34 CFR 300.26 and... education, assistive technology devices, institutional care in private nonprofit, public, and state...

Measuring the Earnings Returns to Lifelong Learning in the UK

ERIC Educational Resources Information Center

Blanden, Jo; Buscha, Franz; Sturgis, Patrick; Urwin, Peter

2012-01-01

This paper examines the earnings returns to learning that takes place following the conventional "school-to-work" stage of the life-course. We operationalise such "lifelong learning" as the attainment of certified qualifications in adulthood, following the completion of the first period of continuous full-time education. Using…

34 CFR 682.216 - Teacher loan forgiveness program.

Code of Federal Regulations, 2011 CFR

2011-07-01

... serves low-income families as a full-time teacher for five consecutive complete academic years. The... elementary or secondary school may be counted toward the required five consecutive complete academic years only if at least one year of teaching was after the 1997-1998 academic year. (iii) Teaching at an...

34 CFR 685.217 - Teacher loan forgiveness program.

Code of Federal Regulations, 2011 CFR

2011-07-01

... serves low-income families as a full-time teacher for five consecutive complete academic years. The... elementary or secondary school may be counted toward the required five consecutive complete academic years only if at least one year of teaching was after the 1997-1998 academic year. (iii) Teaching at an...

Multi-Tiered Systems of Support Preservice Residency: A Pilot Undergraduate Teacher Preparation Model

ERIC Educational Resources Information Center

Ross, Scott Warren; Lignugaris-Kraft, Ben

2015-01-01

This case study examined the implementation of a novel nontraditional teacher preparation program, "Multi-Tiered Systems of Support Preservice Residency Project" (MTSS-PR). The two-year program placed general and special education composite undergraduate majors full time in high-need schools implementing evidence-based systems of…

Comprehension Across the Curriculum: Perspectives and Practices K-12

ERIC Educational Resources Information Center

Ganske, Kathy, Ed.; Fisher, Douglas, Ed.

2009-01-01

Successful students use comprehension skills and strategies throughout the school day. In this timely book, leading scholars present innovative ways to support reading comprehension across content areas and the full K-12 grade range. Chapters provide specific, practical guidance for selecting rewarding texts and promoting engagement and…

The Affordability Question

ERIC Educational Resources Information Center

LaFee, Scott

2012-01-01

Launching and sustaining a laptop initiative is an expensive proposition. For that reason, districts often begin with modest pilots or roll out programs incrementally, a grade or two at a time. These days, few, if any, public school districts have budgets to finance full-service 1-to-1 programs. Instead, some seek outside assistance. Private…

Graduates-of-foreign-dermatology residencies and military dermatology residencies and women in academic dermatology.

PubMed

Wu, Jashin J; Davis, Kristy F; Ramirez, Claudia C; Alonso, Carol A; Berman, Brian; Tyring, Stephen K

2009-05-15

It is well known that there is a growing shortage of academic dermatologists in the U.S. The number of graduates of foreign dermatology residencies (GFDR) and graduates of military dermatology residencies (GMDR) who take full-time academic dermatology positions are currently unknown. It is likely that a higher proportion of GFDRs and GMDRs are more likely to enter academics and practice medical dermatology. The percentage of women in academic dermatology has not been reported since 1994. To determine the total number of GFDRs, GMDRs, and women who are full-time faculty members at U.S. dermatology residency programs. The educational background of all full-time faculty members of the 107 U.S. dermatology residency programs that were active as of December 2004 were determined through extensive Internet searches, telephone, and email correspondences with residency coordinators and faculty members. Pure PhDs, physicians who did not complete a dermatology residency program at an allopathic school, PharmDs, DDSs, and FNPs were excluded. The University of Puerto Rico was not considered a foreign residency program. As of December 2004, there were 988 full-time dermatology faculty members in the US, 813 of which met our inclusion criteria. There were 30 GFDRs, accounting for 3.7 percent of full-time academic dermatologists. There were 29 GMDRs, accounting for 3.6 percent of all full-time academic dermatologists. Women accounted for 44.42 percent of academic dermatologists and 15.9 percent (14/107) of dermatology chairs/chiefs. GFDRs, GMDRs, and women comprise important proportions of full-time faculty members at U.S. dermatology residency programs.

Part-time physician faculty in a pediatrics department: a study of equity in compensation and academic advancement.

PubMed

Darbar, Mumtaz; Emans, S Jean; Harris, Z Leah; Brown, Nancy J; Scott, Theresa A; Cooper, William O

2011-08-01

To assess equity in compensation and academic advancement in an academic pediatrics department in which a large proportion of the physician faculty hold part-time appointments. The authors analyzed anonymized data from Vanderbilt University School of Medicine Department of Pediatrics databases for physician faculty (faculty with MD or MD/PhD degrees) employed during July 1, 2007 to June 30, 2008. The primary outcomes were total compensation and years at assistant professor rank. They compared compensation and years at junior rank by part-time versus full-time status, controlling for gender, rank, track, years since first appointment as an assistant professor, and clinical productivity. Of the 119 physician faculty in the department, 112 met inclusion criteria. Among those 112 faculty, 23 (21%) were part-time and 89 (79%) were full-time faculty. Part-time faculty were more likely than full-time faculty to be women (74% versus 28%, P < .001) and married (100% versus 84%, P = .042). Analyses accounting for gender, years since first appointment, rank, clinical productivity, and track did not demonstrate significant differences in compensation by part-time versus full-time status. In other adjusted analyses, faculty with part-time appointments spent an average of 2.48 more years as an assistant professor than did faculty with full-time appointments. Overall group differences in total compensation were not apparent in this department, but physician faculty with part-time appointments spent more time at the rank of assistant professor. This study provides a model for determining and analyzing compensation and effort to ensure equity and transparency across faculty.

Eye Injuries in High School and Collegiate Athletes.

PubMed

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

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

The Imperial Valley College Freshman; A Demographic Study of the Full-Time Day Students Who Attended College for the First Time in the Fall Semester, 1968.

ERIC Educational Resources Information Center

Novak, Ruth V.

This comprehensive study incorporates as many characteristics as possible of 352 students in this agricultural region, an area much influenced by Mexican culture and by several other ethnic groups. The data came from student questionnaires, registration cards, and high school transcripts. With tables, discussion, and summary, the survey covers the…

A Mixed Methods Study to Determine if High School Athletics Participation Carries Any Residual Positive Effects for Nontraditional Student Success in a College in Central Florida

ERIC Educational Resources Information Center

Mueller, Kasey Lloyd

2017-01-01

Nontraditional students returning to college have many outside stressors that potentially prohibit academic success including full-time jobs, home life (children, spouses, and bills), and lack of time or understanding of college assignments. An explanatory mixed methods study was conducted for the purpose of determining if and for how long the…

Educational Credentials in Australia: Average Positional Value in Decline. Centre for the Study of Higher Education Research Working Papers, 93.4.

ERIC Educational Resources Information Center

Marginson, Simon

Since the 1960s there has been a major expansion in the number of people in Australia holding post school educational credentials and the proportion of the full time work force with those credentials. The penalties of not holding credentials, in terms of the incidence and duration of unemployment, are increasingly severe. At the same time, there…

Building a Full Service School: Florida's Model of Collaboration for School-Based and School-Linked Services.

ERIC Educational Resources Information Center

Calfee, Carol; Meredith, Mimi, Ed.; Wittwer, Frank

This book is designed to guide readers as they consider establishing a full-service school in their community. Drawing on a working model with a 5-year history of development and implementation, the book shows how schools and community social, welfare, and health agencies can work together to deliver services to children and their families. After…

The Implementation of the Full Service School Reform Model and Its Impact on Middle School Climate and Student Achievement: An Investigative Study

ERIC Educational Resources Information Center

Johnson, Joseph Hamilton

2012-01-01

The Full Service Schools (FSS) reform model is an inter-agency collaboration between the District of Columbia Public Schools (DCPS), Choices, Inc., Insights Education Group and the DC Department of Mental Health. This comprehensive school reform model is based in the Response to Intervention paradigm and is designed to mitigate student academic…

Providing a Full Circle of Support to Teachers in an Inclusive Elementary School

ERIC Educational Resources Information Center

Waldron, Nancy L.; Redd, Lacy

2011-01-01

Providing a full circle of support to teachers in an inclusive elementary school, the Newberry Elementary School (NES) principal and staff have worked for 5 years to ensure the inclusion of students with disabilities in general education classrooms. The authors would like to share their perceptions of how this full circle (the multiple systems) of…

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

PubMed

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

2017-07-03

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

Licensed physicians who work in prisons: a profile.

PubMed Central

Lichtenstein, R L; Rykwalder, A

1983-01-01

A profile of the personal and professional characteristics of the physicians who work in America's prisons was obtained by analyzing data from a larger study of all licensed physicians in the United States who worked in a prison at least 12 hours a month during the fall of 1979. Psychiatrists were not included, nor were physicians working in jails. The population of 382 prison physicians comprised two major groups--those who worked in prisons full time and those who worked in them part time. Part-time physicians, who represented the majority of physicians involved in prison work (58 percent), were found to resemble closely the typical physician in the United States; they were predominantly trained in America, specialized, and board certified. In contrast, full-time prison physicians, who accounted for 73 percent of the total hours physicians spent working in prisons, differed significantly from the typical U.S. physician. They were older, less specialized, less likely to be board certified, and more likely to be graduates of non-U.S. medical schools. The professional characteristics of the full-time prison physicians raise serious questions about the quality of medical care they are likely to provide. It would seem, based on their professional attributes, that the part-time physicians are able to provide better quality care than their full-time colleagues. Prison health system could thus assure higher quality care to inmates by relying primarily on part-time rather than full-time practitioners. PMID:6419274

Why Machiavellianism Matters in Childhood: The Relationship Between Children's Machiavellian Traits and Their Peer Interactions in a Natural Setting.

PubMed

Abell, Loren; Qualter, Pamela; Brewer, Gayle; Barlow, Alexandra; Stylianou, Maria; Henzi, Peter; Barrett, Louise

2015-08-01

The current study investigated the association between Machiavellianism and children's peer interactions in the playground using observational methods. Primary school children (N = 34; 17 female), aged 9 to 11 years, completed the Kiddie Mach scale and were observed in natural play during 39 recesses (average observed time = 11.70 hours) over a full school year. Correlations for boys revealed that Machiavellianism was related to more time engaging in direct and indirect aggression, being accepted into other peer groups, and accepting peers into their own social group. Correlations revealed that for girls, Machiavellianism was associated with lower levels of indirect aggression, less time being accepted into other groups and less time accepting and rejecting other children into their own group. This preliminary pilot study indicates that Machiavellianism is associated with children's observed social behaviour and aims to promote future observational research in this area.

Why Machiavellianism Matters in Childhood: The Relationship Between Children's Machiavellian Traits and Their Peer Interactions in a Natural Setting

PubMed Central

Abell, Loren; Qualter, Pamela; Brewer, Gayle; Barlow, Alexandra; Stylianou, Maria; Henzi, Peter; Barrett, Louise

2015-01-01

The current study investigated the association between Machiavellianism and children’s peer interactions in the playground using observational methods. Primary school children (N = 34; 17 female), aged 9 to 11 years, completed the Kiddie Mach scale and were observed in natural play during 39 recesses (average observed time = 11.70 hours) over a full school year. Correlations for boys revealed that Machiavellianism was related to more time engaging in direct and indirect aggression, being accepted into other peer groups, and accepting peers into their own social group. Correlations revealed that for girls, Machiavellianism was associated with lower levels of indirect aggression, less time being accepted into other groups and less time accepting and rejecting other children into their own group. This preliminary pilot study indicates that Machiavellianism is associated with children’s observed social behaviour and aims to promote future observational research in this area. PMID:27247672

[Physical inactivity and associated factors in adults, São Paulo, Brazil].

PubMed

Zanchetta, Luane Margarete; Barros, Marilisa Berti de Azevedo; César, Chester Luiz Galvão; Carandina, Luana; Goldbaum, Moisés; Alves, Maria Cecília Goi Porto

2010-09-01

To analyze the prevalence of overall and leisure time physical inactivity and associated factors and types of exercises or sports modalities according to schooling in 2,050 adults from 18 to 59 years of age - state of São Paulo, Brazil. Population-based cross-sectional study with a stratified sample of clusters performed in multiple stages. Physical inactivity was determined using the short version of the International Physical Activity Questionnaire - IPAQ and by a question on the regular practice of leisure time physical activity. Data analysis took the sample design into account. Prevalence of physical inactivity during leisure was higher among women. Poisson multiple regression model in man indicated that overall sedentarism was lower among single and separated men, students and without car in the household. Leisure physical inactivity was greater among men over forty years, among those with less schooling and full-time students. Overall physical inactivity was more prevalent among woman with more schooling, with less qualified occupations and widows. Leisure physical inactivity decreased with age and schooling. Among modalities practiced for leisure, walking was more prevalent among women and football was more prevalent among men. Most modalities were directly associated with schooling; approximately 25% of the individuals with more than 12 years of schooling practiced walking. These results suggest that interventions and public policies to promote physical activity should consider differences in gender and socioeconomic status as well as the preferences for different modalities and the context in which the physical activity is practiced.

Use of the National Board of Medical Examiners® Comprehensive Basic Science Exam: survey results of US medical schools.

PubMed

Wright, William S; Baston, Kirk

2017-01-01

The National Board of Medical Examiners ® (NBME) Comprehensive Basic Science Exam (CBSE) is a subject exam offered to US medical schools, where it has been used for external validation of student preparedness for the United States Medical Licensing Examination ® (USMLE) Step 1 in new schools and schools undergoing curricular reform. Information regarding the actual use of the NBME CBSE is limited. Therefore, the aim of the survey was to determine the scope and utilization of the NBME CBSE by US medical schools. A survey was sent in May 2016 to curriculum leadership of the 139 US medical schools listed on the Liaison Committee on Medical Education (LCME ® ) website with provisional or full accreditation as of February 29, 2016. Responses were received from 53 schools (38% response rate). A series of different follow-up questions were asked if respondents stated "yes" or "no" to the initial question "Does your institution administer the NBME CBSE prior to the USMLE Step 1?". A total of 37 schools (70%) administered the NBME CBSE. In all, 36 of the 37 schools responded to follow-up questions. Of 36 schools, 13 schools (36%) used the NBME CBSE for curriculum modification. Six schools (17%) used the NBME CBSE for formative assessment for a course, and five schools (14%) used the NBME CBSE for summative assessment for a course. A total of 28 schools (78%) used the NBME CBSE for identifying students performing below expectations and providing targeted intervention strategies. In all, 24 schools (67%) of the 36 responding schools administering the NBME CBSE administered the test once prior to the administration of the USMLE Step 1, whereas 10 (28%) schools administered the NBME CBSE two or more times prior to the administration of the USMLE Step 1. Our data suggest that the NBME CBSE is administered by many US medical schools. However, the objective, timing, and number of exams administered vary greatly among schools.

Dual Enrollment as a Path to Higher Education in Oregon

ERIC Educational Resources Information Center

Arthur, Michael S.

2017-01-01

This qualitative study was conducted at a community college in Oregon with a full-time enrollment of 4,954 students during the 2015-16 academic school year (National Center for Education Statistics, 2017). A phenomenological research methodology investigated the lived experiences of first-year college students who participated in a dual-enrollment…

Personal Investment in Higher Education

ERIC Educational Resources Information Center

Parzen, Maurine

2010-01-01

Since 2005, in Ontario, RPN's have had the option to return to school to obtain their BScN degree in three years of full time study instead of four years. Many of these students are mature and come with prior family and financial responsibilities that add extra challenges to their learning experience. Questioning their choice of investment in…

Paid Early Field Experience for College Education Majors.

ERIC Educational Resources Information Center

Luttrell, H. Dale; And Others

North Texas State University (NTSU) has instituted a cooperative program which allows junior level education majors to become full-time paid teacher aides in participating school districts. The students work for one semester and are closely supervised by their university supervisor. To enter the program, they must have completed a minimum of…

Bringing Career Support into the Undergraduate Academic Experience

ERIC Educational Resources Information Center

Davis, Aimée Eubanks

2017-01-01

Braven partners with universities to help students put their hard-earned degrees to work. The credit-bearing career acceleration course is embedded within the undergraduate experience at San José State University and Rutgers-University Newark. This format allows students--many of whom are commuters and work full-time outside school--to fit career…

Fees at California's Public Colleges and Universities. Report 10-01

ERIC Educational Resources Information Center

Fuller, Ryan

2010-01-01

Fees at California's public colleges and universities have increased considerably with the current state budget crisis, but are still lower than fees at comparable institutions in other states. At California State University (CSU), fees for full-time undergraduate students are $4,893 for the 2009-10 school year. Fees at the University of…

Factors Influencing Teachers' Technology Self-Efficacy: A Case Study

ERIC Educational Resources Information Center

Farah, Amy Caroline

2012-01-01

Factors influencing teachers' levels of technology self-efficacy were examined through a qualitative multi-site, multi-subject case study research design. An initial survey was administered to all full-time, certified teachers at three school sites in order to gauge teachers' current level of technology self-efficacy. From that…

The Real World and the Liberal Arts Degree--Can You Get There from Here?

ERIC Educational Resources Information Center

Alley, Patricia M.

1985-01-01

Examines experiences of recent liberal arts graduates (N=730). Results showed that over 50 percent did not seek additional schooling, and 81 percent worked full or part time. Over two-thirds reported holding positions of authority, and 34 percent stated their jobs were not related to their majors. (BH)

Learning While Earning: The New Normal

ERIC Educational Resources Information Center

Carnevale, Anthony P.; Smith, Nicole; Melton, Michelle; Price, Eric, W.

2015-01-01

For decades, the popular conception of a college student in this country has been the full-time residential financially dependent student who enrolls in a four-year college immediately after graduating from high school. That student has not been the norm at U.S. postsecondary institutions for more than 30 years. Such students exist but they are…

26 CFR 1.403(a)-1 - Taxability of beneficiary under a qualified annuity plan.

Code of Federal Regulations, 2010 CFR

2010-04-01

... January 1, 1963, and which provide life insurance protection. (e) As to inclusion of full-time life... which are purchased for employees who perform services for certain public schools. (b) The amounts... or made available, as provided in section 72 (relating to annuities), except that certain total...

Working with Your Legislative Delegation

ERIC Educational Resources Information Center

Safransky, Robert J.

2010-01-01

In this article, the author discusses how to work with legislative delegation to get positive legislation passed. Most school districts have a person who is responsible for working with the legislators and informing them of the district's position on bills and issues that arise in each legislative session. Even if one has a full-time or part-time…

Full Time Gifted Child Education in a Boys Only Elementary School.

ERIC Educational Resources Information Center

Alston, Ken

1988-01-01

Described is a South African program in which gifted boys, aged 12-14, were combined into a single class. The program included accelerated learning; formal examinations only in English, Afrikaans, and mathematics; and development of social relationships. Questionnaires completed by 30 students, parents, and siblings identified the program's…

Students with Intellectual Disabilities: Predictors of Transition Outcomes

ERIC Educational Resources Information Center

Baer, Robert M.; Daviso, Alfred W., III; Flexer, Robert W.; Queen, Rachel McMahan; Meindl, Richard S.

2011-01-01

This study examined the outcomes of 409 students with mental retardation or multiple disabilities from 177 school districts in a Great Lakes state. These students with intellectual disabilities were interviewed at exit and 1 year following graduation. The authors developed and tested three regression models--two to predict full-time employment and…

Precursors of Young Women's Family Formation Pathways

ERIC Educational Resources Information Center

Amato, Paul R.; Landale, Nancy S.; Havasevich-Brooks, Tara C.; Booth, Alan; Eggebeen, David J.; Schoen, Robert; McHale, Susan M.

2008-01-01

We used latent class analysis to create family formation pathways for women between the ages of 18 and 23. Input variables included cohabitation, marriage, parenthood, full-time employment, and attending school. Data (n = 2,290) came from Waves I and III of the National Longitudinal Study of Adolescent Health (Add Health). The analysis revealed…

Preparing Turnaround Leaders for High Needs Urban Schools

ERIC Educational Resources Information Center

Lochmiller, Chad R.; Chesnut, Colleen E.

2017-01-01

Purpose: The purpose of this paper is to describe the program structure and design considerations of a 25-day, full-time apprenticeship in a university-based principal preparation program. Design/Methodology/ Approach: The study used a qualitative case study design that drew upon interviews and focus groups with program participants as well as…

The Feasibility of an Evening LPN to RN Transition Program.

ERIC Educational Resources Information Center

Donsky, Aaron P.; Cox, Samuel C.

In an attempt to handle the shortage of registered nurses (RN's), many institutions have designed articulation programs to move licensed practical nurses (LPN's) into RN programs. Research describes LPN's as nontraditional adult learners with family responsibilities who must work full-time while in school. Many are anxious about returning to the…

Summer Upward Bound, Terre Haute, Indiana. Secondary Program in Compensatory Education, 4.

ERIC Educational Resources Information Center

American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.

Upward Bound was a precollege program geared for high school students with potential who had been handicapped by economic, cultural, and educational deprivation. It involved a full-time summer program and follow-up programs (counseling, cultural activities, and physical education) during the academic year. Students stayed in the program for three…

Academic Stress in an Achievement Driven Era: Time and School Culture

ERIC Educational Resources Information Center

Mrowka, Karyn Anne Kowalski

2014-01-01

Whether academic achievement is defined as passing a state-mandated test for graduation or earning "A's" in a rigorous course load and having a resume full of extra-curricular accomplishments, the pressure to achieve is pervading public education, creating a culture of competition and causing academic stress. A culture of competition…

Window Presentation Styles and User's Spatial Ability.

ERIC Educational Resources Information Center

Bastecki, Victoria L.; Berry, Louis H.

The purpose of this study was to examine the effects of spatial ability level and window presentation style of tiled and overlapped computer displays on the achievement of dental hygiene students. Participants were 43 first-term Dental Hygiene students enrolled full-time at a University School of Dental Medicine. Phase one of this project…

Considering the Virtual Classroom: A Call to Middle Level Education Programs

ERIC Educational Resources Information Center

Eisenbach, Brooke B.

2016-01-01

Today's classrooms are changing and moving beyond the walls of a traditional school environment. With each passing year, a growing population of middle level learners are logging into full-time or blended learning virtual courses. However, teachers often lack the training and experience necessary to address the developmental needs of middle level…

The Relationship between Spirituality and Servant Leadership in a Title I Elementary School

ERIC Educational Resources Information Center

Freeman, Noreen A.

2016-01-01

In this study, the researcher examined the relationship between teachers' perceived reliance on their spirituality, their functions as servant leaders, and the relationship between their perceived reliance on their spirituality and their perceived levels of serenity in the academic setting. Participants included 45 certified, full-time general…

Understanding Interscholastic Athletic Administrator Experiences and Challenges: The Importance of Mentoring and Collaboration

ERIC Educational Resources Information Center

Frawley, Liam

2016-01-01

It was not known how 12 full-time public high school interscholastic athletic administrators in southeast New York explained and described how professional mentoring and collaboration influenced their leadership skills. Bandura's social cognitive theory provided the theoretical framework for the study. A purposeful sample was drawn from a…

Disability differentials in educational attainment in England: primary and secondary effects.

PubMed

Chatzitheochari, Stella; Platt, Lucinda

2018-04-17

Childhood disability has been largely overlooked in social stratification and life course research. As a result, we know remarkably little about mechanisms behind well-documented disability differentials in educational outcomes. This study investigates educational transitions of disabled youth using data from the Longitudinal Study of Young People in England. We draw on social stratification literature on primary and secondary effects as well as that on stigma and labelling in order to explain disabled young people's educational outcomes. We find that disability differentials in transition rates to full-time academic upper secondary education and to university are largely the result of primary effects, reflected in differences in school performance between disabled and non-disabled young people. However, we also find evidence for secondary effects, with similarly achieving disabled young people less likely to pursue full-time academic upper secondary education compared to their non-disabled peers. We examine the extent to which these effects can be explained by disabled youth's suppressed educational expectations as well as their experiences of being bullied at school, which we link to the stigma experienced by disabled young people and their families. We find that educational expectations play an important role at crucial transitions in the English school system, while the effect of bullying is considerably smaller. By drawing attention to different social processes contributing to disability differentials in attainment, our study moves beyond medical models that implicitly assume a naturalized association of disability with poor educational outcomes, and demonstrates the parallels of disability with other ascriptive inequalities. © London School of Economics and Political Science 2018.

77 FR 5055 - Certain Lined Paper School Supplies From China, India, and Indonesia; Scheduling of Full Five...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-01

...)] Certain Lined Paper School Supplies From China, India, and Indonesia; Scheduling of Full Five-Year Reviews... certain lined paper school supplies from India and Indonesia and/or the revocation of the antidumping duty orders on certain lined paper school supplies from China, India, and Indonesia would be likely to lead to...

School nurse perspectives on school policies for food allergy and anaphylaxis.

PubMed

Kao, Lauren M; Wang, Julie; Kagan, Olga; Russell, Anne; Mustafa, S Shahzad; Houdek, Diane; Smith, Bridget; Gupta, Ruchi

2018-03-01

Although school health care professionals are integral to the management of students with food allergy, their views on school food allergy policies have not yet been reported. To characterize food allergy policies currently being used in schools and their utility and potential barriers to implementation from the perspective of school health care professionals. An electronic survey was disseminated to school nurses at the 2016 National Association of School Nurses meeting and through the Allergy and Asthma Network listserv. Frequencies were calculated to describe participant characteristics and responses. Unadjusted associations were examined using χ 2 tests; adjusted associations were examined using multiple logistic regression models. A total of 242 completed surveys were included in the analysis. Thirty-two percent of nurses reported an allergic reaction in their school in the past year. Most schools used a variety of policies, including anaphylaxis training for staff (96.7%), stock epinephrine availability (81.7%), designated lunch areas (62.2%), and food guidelines for classrooms (61.8%). Barriers to implementation included financial, time, and attitudinal considerations. Schools with pre-K or kindergarten students had higher odds of having designated lunch areas (adjusted odds ratio [OR], 2.1; 95% confidence interval [CI], 1.0-4.1; P < .05). The odds of having emergency epinephrine available were higher in schools with a full-time nurse (OR, 2.6; 95% CI, 1.1-6.3; P < .05) and in schools reporting at least 1 severe reaction in the past year (OR, 3.2; 95% CI, 1.2-8.5; P < .05). With one-third of school nurses reporting an allergic reaction in the past year, schools use many strategies to minimize allergen exposures and increase anaphylaxis preparedness. Most school nurses favor these policies and acknowledge barriers to implementation. Copyright © 2017 American College of Allergy, Asthma & Immunology. Published by Elsevier Inc. All rights reserved.

Full Service Community Schools: Prevention of Delinquency in Students with Mental Illness and/or Poverty

ERIC Educational Resources Information Center

Kronick, Robert F.

2005-01-01

This book is about children who are living dangerously close to the edge, the edge of delinquency, mental illness, and poverty. Beginning with a discussion of the role of Joy Dryfoos in the development of comprehensive schools, this work is based on the Full Service Schools program which began in 1998 in three elementary inner-city schools in…

What do young people think about their school-based sex and relationship education? A qualitative synthesis of young people's views and experiences.

PubMed

Pound, Pandora; Langford, Rebecca; Campbell, Rona

2016-09-13

Although sex and relationship education (SRE) represents a key strand in policies to safeguard young people and improve their sexual health, it currently lacks statutory status, government guidance is outdated and a third of UK schools has poor-quality SRE. We aimed to investigate whether current provision meets young people's needs. Synthesis of qualitative studies of young people's views of their school-based SRE. Eligible studies originated from the UK, Ireland, the USA, Australia, New Zealand, Canada, Japan, Iran, Brazil and Sweden. Studies of students aged 4-19 in full-time education, young adults ≤19 (not necessarily in full-time education) or adults ≤25 if recalling their experiences of school-based SRE. -69 publications were identified, with 55 remaining after quality appraisal (representing 48 studies). The synthesis found that although sex is a potent and potentially embarrassing topic, schools appear reluctant to acknowledge this and attempt to teach SRE in the same way as other subjects. Young people report feeling vulnerable in SRE, with young men anxious to conceal sexual ignorance and young women risking sexual harassment if they participate. Schools appear to have difficulty accepting that some young people are sexually active, leading to SRE that is out of touch with many young people's lives. Young people report that SRE can be negative, gendered and heterosexist. They expressed dislike of their own teachers delivering SRE due to blurred boundaries, lack of anonymity, embarrassment and poor training. SRE should be 'sex-positive' and delivered by experts who maintain clear boundaries with students. Schools should acknowledge that sex is a special subject with unique challenges, as well as the fact and range of young people's sexual activity, otherwise young people will continue to disengage from SRE and opportunities for safeguarding and improving their sexual health will be reduced. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

25 CFR 39.221 - What is a full school month?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false What is a full school month? 39.221 Section 39.221 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Administrative Procedures, Student Counts, and Verifications Residential Programs § 39.221 What is...

Changes in the ''Urania - Postepy Astronomii'' astronomical magazine

NASA Astrophysics Data System (ADS)

Czart, Krzysztof; Mikołajewski, Maciej

2014-12-01

''Urania - Postepy Astronomii'' is one of the oldest popular science magazines about astronomy in the world. During 2012-2013 it undergone revolutionary changes into a modern magazine suitable for 21st century market of popular science press, at the same time maintaining a high level of popularization. The main changes included: diversity of content, full colour for all pages, changing website into modern internet portal, using social media, ambitious project of a digital archive of all issues from 1922 to 2011, web store to provide easier access for everyone, and projects aimed at schools and school libraries.

An Excel Spreadsheet Model for States and Districts to Assess the Cost-Benefit of School Nursing Services.

PubMed

Wang, Li Yan; O'Brien, Mary Jane; Maughan, Erin D

2016-11-01

This paper describes a user-friendly, Excel spreadsheet model and two data collection instruments constructed by the authors to help states and districts perform cost-benefit analyses of school nursing services delivered by full-time school nurses. Prior to applying the model, states or districts need to collect data using two forms: "Daily Nurse Data Collection Form" and the "Teacher Survey." The former is used to record daily nursing activities, including number of student health encounters, number of medications administered, number of student early dismissals, and number of medical procedures performed. The latter is used to obtain estimates for the time teachers spend addressing student health issues. Once inputs are entered in the model, outputs are automatically calculated, including program costs, total benefits, net benefits, and benefit-cost ratio. The spreadsheet model, data collection tools, and instructions are available at the NASN website ( http://www.nasn.org/The/CostBenefitAnalysis ).

Multilevel analysis of school anti-smoking education and current cigarette use among South African students

PubMed Central

Talley, Brandon; Masyn, Katherine; Chandora, Rachna; Vivolo-Kantor, Alana

2017-01-01

Introduction South Africa (SA) implemented the Global Youth Tobacco Survey (GYTS) four times between 1999 and 2011. Data from the four surveys indicated that downward trends in cigarette use among students may have stalled. Understanding the effect of school anti-smoking education on current smoking among students within schools and variability across schools may provide important insights into policies aimed at preventing or reducing tobacco use among students. The objective was to assess the student- and school-level effects of students' exposure to school anti-smoking education on current cigarette use among the study population using the most recent wave of GYTS data in SA (2011). Methods An analytic sample of students 13-15 years of age was selected (n=3,068) from the SA GYTS 2011. A taxonomy of two-level logistic regression models was fit to assess the relationship of various tobacco use, control, and exposure predictor variables on current cigarette smoking among the study population. Results At the student-level in the full model, secondhand smoke (SHS) exposure, peer smoking, and ownership of a promotional item were significantly associated with higher risk of current smoking. At the school-level in the full model, average exposure to peer smoking was associated with significant increases in the prevalence of current cigarette use, while average family anti-smoking education was significantly associated with decreases in the outcome variable. School anti-smoking education was not a statistically significant predictor at the student- or school-levels. Conclusion in this study, exposure to school anti-smoking education had no association with current cigarette smoking among the study population. Consistent with previous studies, having peers that smoked was highly associated with a student being a current smoker. Interestingly, at the school-level in the multilevel analysis, schools with higher rates of average family anti-smoking education had lower prevalence of current smoking. This finding has potential implications for tobacco control in SA, particularly if the school-level, family-centered protective effect can be operationalized as a prevention tool in the country's tobacco control program. PMID:28451015

Teaching peers to talk to peers: the time has come for science to create a respectable, full-time career track for "peer-peer communication teachers".

PubMed

Rodríguez, Armando Chapin

2012-11-01

Scientists should learn to communicate effectively with their colleagues through long-term, sustained training instead of ad hoc, one-off "interventions" that may or may not occur during graduate school or postdoctoral work. Since such training may place unreasonable demands on research advisors, institutions should create career opportunities for "peer-peer communication teachers." Copyright © 2012 WILEY Periodicals, Inc.

John Hennessey, Barrier Breaker

ERIC Educational Resources Information Center

Nelson, Stephen J.

2018-01-01

John Hennessey lived a remarkable, full life as a professor, as a leader in his field of management and business, and moral, ethical leadership, and as dean at Dartmouth College's Tuck School of Business and provost at the University of Vermont. He was extraordinary on many fronts, a great man who lived in tumultuous times marked by world war as a…

THE USE OF VISUAL TRAINING AND POSTURAL REMEDIATION WITH GROUPS OF COLLEGE STUDENTS.

ERIC Educational Resources Information Center

JONES, EVE

RESEARCH HAS SHOWN THE RELATIONSHIP OF VISUAL-MOTOR DYSFUNCTIONS TO READING DIFFICULTIES AND SCHOOL FAILURE. THIS STUDY WAS DESIGNED TO IDENTIFY THE EXTENT OF SUCH DYSFUNCTIONS IN SEVERAL GROUPS OF FULL-TIME DAY STUDENTS AND TO ASSESS THE FEASIBILITY OF VISUAL TRAINING AND POSTURE REMEDIATION METHODS FOR STUDENTS ON ACADEMIC PROBATION. WHILE THE…

School Funding, At-Risk and All-Day Kindergarten and Performance. Special Report

ERIC Educational Resources Information Center

Kansas Association of School Boards, 2014

2014-01-01

Governor Sam Brownback has recommended the Kansas Legislature phase-in funding for full day kindergarten programs over the next five years. This proposal has also been adopted by the Kansas State Board of Education. Currently, all kindergarteners are counted as a half-time (0.5) student for funding purposes. About 87 percent of Kansas…

"Keeping the Vision": Collaborative Support for Social Justice Teaching and Transformational Resistance

ERIC Educational Resources Information Center

Henning, Nicholas Simon

2009-01-01

Little is known about new teachers who graduate from social justice-oriented teacher education programs (SJOTEPs) and go into urban schools as full-time teachers. How does their training translate into conceptual understandings and classroom practices? Moreover, what types of supports are needed for the attainment of such a lofty goal as social…

Teaching under the Policy Cascades: Common Core, Learned Dependency, and Literacy Instruction

ERIC Educational Resources Information Center

Papola, Aimee L.

2012-01-01

Educational policies and initiatives continually influence the instruction in classrooms across the nation. At the time of this study, the Common Core State Standards Initiative was in its first full year of implementation in schools across the country. Using ethnographic methods (Foley, 1990; Heath, 1983; McLaren, 1986) and a critical theory…

Second-Language Composition Instruction, Computers and First-Language Pedagogy: A Descriptive Survey.

ERIC Educational Resources Information Center

Harvey, T. Edward

1987-01-01

A national survey of full-time instructional faculty (N=208) at universities, 2-year colleges, and high schools regarding attitudes toward using computers in second-language composition instruction revealed a predomination of Apple and IBM-PC computers used, a major frustration in lack of foreign character support, and mixed opinions about real…

Student Support using Project Adventure

NASA Astrophysics Data System (ADS)

Kawanishi, Toshimasa

University students become maladjustment at the time of entrance to school not to have friends. Project adventure is effective in the making of friend and brings up confidence with persons. General concepts of project adventure make from experimental learning cycle, full value contract and challenge by choice. This paper explains purpose of PA, practice, ice breaking, trust and initiative.

Cloud Coaching: Web-Based Learning Holds Promise, Especially for Districts with Limited Resources

ERIC Educational Resources Information Center

Matsumura, Lindsay Clare; Bickel, Donna DiPrima; Zook-Howell, Dena; Correnti, Richard; Walsh, Marguerite

2016-01-01

Web-based coaching shows significant promise for linking teachers to highly expert practitioners. This is particularly important in districts that cannot afford to hire full-time school-based coaches or to train and support coaches to be experts in all content areas. While web-based teacher professional development shows a great deal of potential…

Professional Development Of Junior Full Time Support Aerospace Maintenance Duty Officers

DTIC Science & Technology

2017-12-01

management information system NAMP naval aviation maintenance program OCS officer candidate school OOMA optimized organizational maintenance activity...retrieval of information is effective and efficient. 13 Knowledge management solutions broadly fall into two categories, enterprise solutions...designed to manage large amounts of knowledge and information , access by many concurrent users at multiple organization units and locations, and

III, ERes, and Ares--A Reserves Comparison

ERIC Educational Resources Information Center

Power, June L.

2011-01-01

Founded in 1887 as the Croatan Normal School, the University of North Carolina at Pembroke (UNCP) is a smaller branch of the UNC System (with an full-time enrollment of about 6,500), yet with awarded diversity and a historical dedication to individualized service. Its dedication to services drives its approach to course reserves, which is to…

Educational and Institutional Services Available to Navajo and Hopi People: Observations of Student Teachers.

ERIC Educational Resources Information Center

Mahan, James M.

The personal, evaluative statements of student teachers were used to study the perceptions of newcomers to American Indian schools and communities. Respondents in this study were 90 Anglo preservice teachers from 10 universities, completing the final 17 weeks of their teacher preparation programs as full-time student teachers in Navajo and Hopi…

Compendium of University Statistics, 1985 Edition = Compendium de statistique concernant les universites, edition 1984.

ERIC Educational Resources Information Center

Association of Universities and Colleges of Canada, Ottawa (Ontario).

Statistics on Canadian universities are presented in 31 tables in both English and French. The data cover: total population and age group 18-24 by province for 1971, 1976, 1981, and 1984; full-time enrollment rates by educational level; graduation rates for secondary schools, community colleges, and universities; enrollments in second language…

Compendium of University Statistics, 1986 Edition = Compendium de statistique concernant les universities, edition 1986.

ERIC Educational Resources Information Center

Association of Universities and Colleges of Canada, Ottawa (Ontario).

Statistics on Canadian universities are presented in 30 tables in both English and French. The data cover: total population and age group 18-24 by province for 1971, 1976, 1981, and 1985; full-time enrollment rates by educational level; graduation rates for secondary schools, community colleges and universities; unemployment rate by educational…

A Survey of Management Tasks Performed by Day Care Center Directors.

ERIC Educational Resources Information Center

Dent, Barbara

The general problem addressed in this survey is the identification of the management training needs of day care center directors. A questionnaire was developed and mailed to 102 directors of full time, pre-school day care centers in Baltimore City. The directors' answers were tabulated and simple percentages were computed. Directors were asked to…

What Can I Become: Educational Aspirations of Students in Rural America. ERIC Digest.

ERIC Educational Resources Information Center

Haas, Toni

This ERIC Digest reports on the educational aspirations of rural youth compared with students living in urban and suburban areas. Research indicates that in comparison to urban youth, rural young people felt their parents were much more supportive of their taking full-time jobs, attending trade schools, or entering the military rather than…

States' Budgets Reflect Rising Tax Collections

ERIC Educational Resources Information Center

Hoff, David J.

2005-01-01

Many state budgets are reaping the benefits of tax revenues that are rising faster than at any time since the economic slowdown ended. Overall tax collections by states rose by 11.7 percent in the first quarter of 2005, giving the legislatures extra cash to shore up school aid, increase teacher pay, and finance new initiatives such as full-day…

Open Doors, Open Minds: Empowered Teachers Work and Learn Shoulder to Shoulder

ERIC Educational Resources Information Center

Hudson, Marcia; Childs, Lauren; Carver, Cynthia L.

2016-01-01

In this article the authors share their experience of Teacher Lab, a job-embedded form of professional learning that has been a critical addition to professional learning practice for nearly a decade in the Avondale School District in Auburn Hills, Michigan. Using a full-day released time format, Teacher Lab combines preobservation dialogue and…

The Aviator

ERIC Educational Resources Information Center

Friedman, Roger

2006-01-01

Friedman profiles Margy Natalie, 47, who has been a certified pilot for as long as she's been teaching. She owns her own airplane--a blue 1950 Ryan Navion B, has attended space camp and lists four airports as her favorite places in the world. She is one of the two public school teachers on full-time loan at the Smithsonian National Air and Space…

Community College Student Retention: Student Characteristics and Withdrawal Reasons.

ERIC Educational Resources Information Center

Zhai, Lijuan; Monzon, Rey

This study examined the profile of community college dropouts, in an attempt to identify how this cohort differs from university-level dropouts and to identify reasons for community college students' withdrawal from school. The authors argue that the profile of a typical community college student--a person who has a full- or part-time job, lives…

The Impact of Employment during School on College Student Academic Performance. NBER Working Paper No. 14006

ERIC Educational Resources Information Center

DeSimone, Jeffrey S.

2008-01-01

This paper estimates the effect of paid employment on grades of full-time, four-year students from four nationally representative cross sections of the Harvard College Alcohol Study administered during 1993-2001. The relationship could be causal in either direction and is likely contaminated by unobserved heterogeneity. Two-stage GMM regressions…

Residential Child Care Institutions (RCCI) Food Services Manual.

ERIC Educational Resources Information Center

Idaho State Dept. of Education, Boise.

This food manual for small Idaho residential child care institutions with 10-15 students and no full-time cook, is designed to help directors serve meals that promote healthy eating behavior in their residents, serve meals that meet the USDA's Healthy School Meals Initiative, and manage the food service to assure the fiscal integrity of the…

What if We Made Fewer Ph.D.'s?

ERIC Educational Resources Information Center

Cassuto, Leonard

2012-01-01

Whenever a discussion opens about nonacademic employment for Ph.D.s, it is not long before someone suggests reducing graduate-school admissions. "The market for full-time scholars has fallen off a cliff lately," this argument goes, "so why not just train fewer of them?" The strategy to reduce the number of Ph.D. students recurs in those…

Characteristics of Full-Time Public Community Junior College Instructors: The Kansas Profile.

ERIC Educational Resources Information Center

Parker, Paul

A 10-page questionnaire was used to determine the characteristics of Kansas junior college personnel. The data collected were to provide a profile of the teachers and to be available in detail to anyone interested. The four categories of inquiry were: (1) biographical data on age, sex, marital status, residence, schooling, education and occupation…

Adjuncts Fight Back over Academic Freedom

ERIC Educational Resources Information Center

Wilson, Robin

2008-01-01

Steven Bitterman was fired by his school after he offended his students for telling them that they could easily appreciate the biblical story of Adam and Eve if they considered it a myth. Several adjunct and full-time professors who work off the tenure track have been fired after saying something, as Mr. Bitterman did, that offended students or…

Does What You Study at Age 14-16 Matter for Educational Transitions Post-16?

ERIC Educational Resources Information Center

Moulton, Vanessa; Sullivan, Alice; Henderson, Morag; Anders, Jake

2018-01-01

This paper considers whether subject choice at 14-16 influences post-16 transitions, taking into account prior academic attainment and school characteristics, and if so, whether this accounts for socioeconomic, gender, and ethnic differences in access to post-16 education. We consider post-16 progression to full-time education, A-levels, and…

Teaching as an Emotional Experience

ERIC Educational Resources Information Center

Locke, Richard M.

2006-01-01

Richard Locke began his first full-time job teaching seventh grade social studies at Francis W. Parker School in Chicago a quarter of a century before writing this article. Here he writes that as a young inexperienced teacher just out of college he was filled with enthusiasm and convinced that education could play a progressive role in society.…

A Mixed Methods Study Investigating Parental Involvement and Student Success in High School Online Education

ERIC Educational Resources Information Center

Curtis, Heidi

2013-01-01

While questions exist about the effectiveness of online education, it is a growing part of the pantheon of educational choices available to students in America today. Though online education first gained popularity for advanced learners, increasingly at-risk populations are enrolling in online learning environments. Research in K-12 full-time,…

The KiVa antibullying program in primary schools in Chile, with and without the digital game component: study protocol for a randomized controlled trial.

PubMed

Gaete, Jorge; Valenzuela, Daniela; Rojas-Barahona, Cristian; Valenzuela, Eduardo; Araya, Ricardo; Salmivalli, Christina

2017-02-20

Bullying is a major problem worldwide and Chile is no exception. Bullying is defined as a systematic aggressive behavior against a victim who cannot defend him or herself. Victims suffer social isolation and psychological maladjustment, while bullies have a higher risk for conduct problems and substance use disorders. These problems appear to last over time. The KiVa antibullying program has been evaluated in Finland and other European countries, showing preventive effects on victimization and self-reported bullying. The aims of this study are (1) to develop a culturally appropriate version of the KiVa material and (2) to test the effectiveness of the KiVa program, with and without the online game, on reducing experiences of victimization and bullying behavior among vulnerable primary schools in Santiago (Chile), using a cluster randomized controlled trial (RCT) design with three arms: (1) full KiVa program group, (2) partial KiVa (without online game) program group and (3) control group. This is a three-arm, single-blind, cluster randomized controlled trial (RCT) with a target enrolment of 1495 4th and 5th graders attending 13 vulnerable schools per arm. Students in the full and partial KiVa groups will receive universal actions: ten 2-h lessons delivered by trained teachers during 1 year; they will be exposed to posters encouraging them to support victims and behave constructively when witnessing bullying; and a person designated by the school authorities will be present in all school breaks and lunchtimes using a visible KiVa vest to remind everybody that they are in a KiVa school. KiVa schools also will have indicated actions, which consist of a set of discussion groups with the victims and with the bullies, with proper follow-up. Only full KiVa schools will also receive an online game which has the aim to raise awareness of the role of the group in bullying, increase empathy and promote strategies to support victimized peers. Self-reported victimization, bullying others and peer-reported bullying actions, psychological and academic functioning, and sense of school membership will be measured at baseline and 12 months after randomization. This is the first cluster RCT of the KiVa antibullying program in Latin America. ClinicalTrials.gov, Identifier: NCT02898324 . Registered on 8 September 2016.

Social Justice and Job Distribution in Japan: Class; Minority and Gender

NASA Astrophysics Data System (ADS)

Okano, Kaori H.

2000-11-01

Japanese schools have a mechanism for helping their students to find jobs, rather than leaving this function to market forces. The system embodies three principles. First, it tries to ensure that every graduating student within a school obtains a job. Second, it gives special assistance to students who are seen as "vulnerable" in the job market. Third, it takes into account individual merit (i.e. academic marks, school attendance and extra-curricular activities). The system recognises that a young person's initial full-time employment is crucial in obtaining an adult identity; that high school graduates are still immature and vulnerable, needing professional adult assistance to find "suitable" employment, and that they have unequal access to such assistance in their families. A key role is played by the teachers, who strive to obtain what they consider to be the most suitable employment for all their graduating students.

Alcohol Use Disorders and the Use of Treatment Services Among College-Age Young Adults

PubMed Central

Wu, Li-Tzy; Pilowsky, Daniel J.; Schlenger, William E.; Hasin, Deborah

2007-01-01

Objectives This study examined the utilization of and the perceived need for alcohol treatment services among college-age young adults (18–22 years) according to their educational status: full-time college students, part-time college students, noncollege students (currently in school with the highest grade level below college), and nonstudents (N=11,337). This breakdown of young adults had not been addressed previously. Methods Secondary analyses were conducted on data from the 2002 National Survey on Drug Use and Health. Results Full-time college students (21%) were as likely to have an alcohol use disorder as nonstudents (19%), but were more likely than part-time college students (15%) and noncollege students (12%). Only 4% of full-time college students with an alcohol use disorder received any alcohol services in the past year. Of those with an alcohol use disorder who did not receive treatment services, only 2% of full-time college students, close to 1% of part-time college students, and approximately 3% of young adults who were not in college reported a perceived need for alcohol treatment. Full-time college students were less likely than noncollege students to receive treatment for alcohol use disorders. All young adults with an alcohol use disorder were very unlikely to perceive a need for alcohol treatment or counseling. Conclusions College-age adults have a high prevalence of alcohol use disorders, yet they are very unlikely to receive alcohol treatment or early intervention services or to perceive a need for such services. Underutilization of alcohol-related services among college-age young adults deserves greater research attention. PMID:17287375

Alcohol use disorders and the use of treatment services among college-age young adults.

PubMed

Wu, Li-Tzy; Pilowsky, Daniel J; Schlenger, William E; Hasin, Deborah

2007-02-01

This study examined the utilization of and the perceived need for alcohol treatment services among college-age young adults (18-22 years) according to their educational status: full-time college students, part-time college students, noncollege students (currently in school with the highest grade level below college), and nonstudents (N=11,337). This breakdown of young adults had not been addressed previously. Secondary analyses were conducted on data from the 2002 National Survey on Drug Use and Health. Full-time college students (21%) were as likely to have an alcohol use disorder as nonstudents (19%), but were more likely than part-time college students (15%) and noncollege students (12%). Only 4% of full-time college students with an alcohol use disorder received any alcohol services in the past year. Of those with an alcohol use disorder who did not receive treatment services, only 2% of full-time college students, close to 1% of part-time college students, and approximately 3% of young adults who were not in college reported a perceived need for alcohol treatment. Full-time college students were less likely than noncollege students to receive treatment for alcohol use disorders. All young adults with an alcohol use disorder were very unlikely to perceive a need for alcohol treatment or counseling. College-age adults have a high prevalence of alcohol use disorders, yet they are very unlikely to receive alcohol treatment or early intervention services or to perceive a need for such services. Underutilization of alcohol-related services among college-age young adults deserves greater research attention.

High School Choice in New York City: A Report on the School Choices and Placements of Low-Achieving Students. Technical Appendices

ERIC Educational Resources Information Center

Nathanson, Lori; Corcoran, Sean; Baker-Smith, Christine

2013-01-01

This document presents the technical appendices that accompany the full report, "High School Choice in New York City: A Report on the School Choices and Placements of Low-Achieving Students." The appendices include: (1) The Shrinking Pool of Level 1 and Level 2 Students; and (2) Supplemental Tables and Figures. [For the full report, see…

Coordinated Strategies to Help the Whole Child: Examining the Contributions of Full-Service Community Schools

ERIC Educational Resources Information Center

Biag, Manuelito; Castrechini, Sebastian

2016-01-01

Full-service community schools are designed to increase students, and families' access to comprehensive and coordinated supports, services, and programs such as medical care, food aid, and enrichment activities. Despite widespread support, the research base documenting the efficacy of community schools is still emerging. Analyzing longitudinal…

Two High Schools and the Road to Full Inclusion: A Comparison Study

ERIC Educational Resources Information Center

Pierson, Melinda R.; Howell, Erica J.

2013-01-01

This article documents a roadmap for developing fully inclusive school sites at the secondary level. Full inclusion is defined as placement in the general education classroom for all students with disabilities. Specifically, two large high schools located in suburban areas attempted to fully include over 300 students identified as needing special…

Life course epidemiology: Modeling educational attainment with administrative data.

PubMed

Roos, Leslie L; Wall-Wieler, Elizabeth

2017-01-01

Understanding the processes across childhood and adolescence that affect later life inequalities depends on many variables for a large number of individuals measured over substantial time periods. Linkable administrative data were used to generate birth cohorts and to study pathways of inequity in childhood and early adolescence leading to differences in educational attainment. Advantages and disadvantages of using large administrative data bases for such research were highlighted. Children born in Manitoba, Canada between 1982 and 1995 were followed until age 19 (N = 89,763), with many time-invariant measures serving as controls. Five time-varying predictors of high school graduation-three social and two health-were modelled using logistic regression and a framework for examining predictors across the life course. For each time-varying predictor, six temporal patterns were tested: full, accumulation of risk, sensitive period, and three critical period models. Predictors measured in early adolescence generated the highest odds ratios, suggesting the importance of adolescence. Full models provided the best fit for the three time-varying social measures. Residence in a low-income neighborhood was a particularly influential predictor of not graduating from high school. The transmission of risk across developmental periods was also highlighted; exposure in one period had significant implications for subsequent life stages. This study advances life course epidemiology, using administrative data to clarify the relationships among several measures of social behavior, cognitive development, and health. Analyses of temporal patterns can be useful in studying such other outcomes as educational achievement, teen pregnancy, and workforce participation.

Use of the National Board of Medical Examiners® Comprehensive Basic Science Exam: survey results of US medical schools

PubMed Central

Wright, William S; Baston, Kirk

2017-01-01

Purpose The National Board of Medical Examiners® (NBME) Comprehensive Basic Science Exam (CBSE) is a subject exam offered to US medical schools, where it has been used for external validation of student preparedness for the United States Medical Licensing Examination® (USMLE) Step 1 in new schools and schools undergoing curricular reform. Information regarding the actual use of the NBME CBSE is limited. Therefore, the aim of the survey was to determine the scope and utilization of the NBME CBSE by US medical schools. Methods A survey was sent in May 2016 to curriculum leadership of the 139 US medical schools listed on the Liaison Committee on Medical Education (LCME®) website with provisional or full accreditation as of February 29, 2016. Responses were received from 53 schools (38% response rate). A series of different follow-up questions were asked if respondents stated “yes” or “no” to the initial question “Does your institution administer the NBME CBSE prior to the USMLE Step 1?”. Results A total of 37 schools (70%) administered the NBME CBSE. In all, 36 of the 37 schools responded to follow-up questions. Of 36 schools, 13 schools (36%) used the NBME CBSE for curriculum modification. Six schools (17%) used the NBME CBSE for formative assessment for a course, and five schools (14%) used the NBME CBSE for summative assessment for a course. A total of 28 schools (78%) used the NBME CBSE for identifying students performing below expectations and providing targeted intervention strategies. In all, 24 schools (67%) of the 36 responding schools administering the NBME CBSE administered the test once prior to the administration of the USMLE Step 1, whereas 10 (28%) schools administered the NBME CBSE two or more times prior to the administration of the USMLE Step 1. Conclusion Our data suggest that the NBME CBSE is administered by many US medical schools. However, the objective, timing, and number of exams administered vary greatly among schools. PMID:28670149

Effect and sustainability of part-time occlusion therapy for patients with anisometropic amblyopia aged > or =8 years.

PubMed

Hwang, D J; Kim, Y J; Lee, J Y

2010-09-01

To study the effect and long-term sustainability of part-time occlusion therapy for anisometropic amblyopia after 8 years of age. A total of 41 anisometropic amblyopes aged > or =8 years were analysed. In six patients, best-corrected visual acuity (BCVA) of amblyopic eye improved more than two lines within 2 weeks of full-time spectacle wear. The remaining patients were assigned to perform part-time patching during out-of-school hours. Long-term results were assessed in patients who were observed over 1 year after the end of the treatment. Among 35 patients, four dropped out, refusing further treatment, and one changed to atropine penalisation. The part-time patching schedule was completed in 30 patients. 90% of patients (27/30) complied well. Mean BCVA in the amblyopic eye improved significantly (p<0.001), and 96.7% of patients (29/30) achieved the final BCVA of 0.1 logMAR or better. In long-term results, 87% preserved the BCVA of 0.1 logMAR or better. None of four dropouts achieved the BCVA of 0.1 logMAR or better in long-term results even on the continuous spectacle wear. The part-time occlusion treatment in school-aged amblyopes, which had been carried out after school hours, was successful and the effect was sustained in most cases.

Perceptions of part-time faculty by chairpersons of undergraduate health education programs.

PubMed

Price, James H; Braun, Robert E; McKinney, Molly A; Thompson, Amy

2011-11-01

In recent years, it has become commonplace for universities to hire part-time and non-tenure track faculty to save money. This study examined how commonly part-time faculty are used in health education and how they are used to meet program needs. The American Association of Health Education's 2009 "Directory of Institutions Offering Undergraduate and Graduate Degree Programs in Health Education" was used to send a three-wave mailing to programs that were not schools of public health (n = 215). Of the 125 departments (58%) that responded, those that used part-time faculty averaged 7.5 part-time faculty in the previous academic year, teaching on average a total of 10 classes per year. A plurality of departments (38%) were currently using more part-time faculty than 10 years ago and 33% perceived that the number of part-time faculty has resulted in decreases in the number of full-time positions. Although 77% of department chairs claimed they would prefer to replace all of their part-time faculty with one full-time tenure track faculty member. As colleges downsize, many health education programs are using more part-time faculty. Those faculty members who take part-time positions will likely be less involved in academic activities than their full-time peers. Thus, further research is needed on the effects of these changes on the quality of health education training and department productivity.

Preschool and school programme in humanizing children's hospital stay.

PubMed

Kornhauser, P

1980-01-01

Introducing the article, the author emphasizes the importance of preschool and school instruction of the hospitalized children. Although this education and instruction programme differs in many particularities from that in normal schools, it should adhere to the same principles regarding the content and organization of the educational process and promote collaboration between the teaching staff in regular schools and teachers in hospitals. "Play therapy' is only one of the aspects of this activity and it is our task as pediatricians to provide a satisfactory number of full-time preschool and school teachers on the ward. Good planning in this field is of utmost importance. Suitable facilities for playing and learning are necessary, as well as toys, books and other possibilities for handcraft skills. Appropriate staff rooms should be provided for the hospital teaching staff. Today, the idea of hospital education and instruction programme is accepted and teachers and preschool teachers already work in some pediatric hospitals. Our task is, however, that kindergarten and school find their place in each children's hospital. This should also be enacted by law.

Head pediculosis in schoolchildren in the eastern region of the European Union.

PubMed

Bartosik, Katarzyna; Buczek, Alicja; Zając, Zbigniew; Kulisz, Joanna

2015-01-01

The aim of the study was to investigate the prevalence of head pediculosis among children from state primary schools in the villages and towns in eastern Poland, one of the poorest regions of the European Union. The study was conducted in 2009-2012 in 30 rural and urban State schools. Current and previous results (1996-2000) of examinations performed in the study area were compared. The impact of socioeconomic factors on the prevalence of head pediculosis in eastern Poland in the period of 16 years was analysed. Pediculosis was diagnosed in 2.01% of the schoolchildren, more frequently in pupils from rural (3.52%) than urban (0.98%) schools. Lice infestation was higher in girls (59.52%) than in boys (40.48%). The risk of pediculosis in children increased in schools that did not employ a nurse (mean 5.07%) and decreased when a part-time (mean 2.96%) or full-time nurse (mean 1.01%) was employed. The incidence of pediculosis doubled despite the improvement in the socioeconomic status of the population observed within the last 16 years. The results indicate that personal hygiene behaviour may be of key importance in determining the spread of the disease.

Big Data Analysis of Contractor Performance Information for Services Acquisition in DoD: A Proof of Concept

DTIC Science & Technology

2015-09-22

PROGRAM SPONSORED REPORT SERIES Approved for public release; distribution is unlimited. Prepared for the Naval Postgraduate School, Monterey, CA...and has been awarded the Liskin Teaching Award two times in the past two years for his teaching efforts. Dr. Dixon is a co-editor of the Production...Full- time MBA programs. Prior to his career in academia, Dr. Apte worked for over 10 years in managing operations and information systems in the

Alfred P. Gage and the Introductory Physics Laboratory

NASA Astrophysics Data System (ADS)

Greenslade, Thomas B.

2016-03-01

This article is about a late 19th-century teacher of secondary school physics. I was originally interested in the apparatus that he sold. This led me to the physics books that he wrote, and these took me to his unusual ideas about ways to use laboratory time to introduce students to the phenomena of physics. More than 100 years later educational ideas have now come full circle, and it is time to bring Gage and his texts and ideas to 21st-century physics teachers.

Perceptions of the Full Range Leadership Model Practiced by Select High School Administrators in Tennessee

ERIC Educational Resources Information Center

Prater, Michelle L.

2013-01-01

The purpose of this research was to study the three leadership styles on the Full Range Leadership Model (FRLM) practiced by high school administrators in the educational organization. The aspects of studying leadership styles was to determine the degree high school administrators practiced leadership styles; the degree of perceptional congruence…

Classroom Standing Desks and Sedentary Behavior: A Systematic Review.

PubMed

Minges, Karl E; Chao, Ariana M; Irwin, Melinda L; Owen, Neville; Park, Chorong; Whittemore, Robin; Salmon, Jo

2016-02-01

Reducing sedentary behaviors, or time spent sitting, is an important target for health promotion in children. Standing desks in schools may be a feasible, modifiable, and acceptable environmental strategy to this end. To examine the impact of school-based standing desk interventions on sedentary behavior and physical activity, health-related outcomes, and academic and behavioral outcomes in school-aged children. Ovid Embase, Medline, PsycINFO, Web of Science, Global Health, and CINAHL. Full-text peer-reviewed journal publications written in English; samples of school-aged youth (5-18 years of age); study designs including the same participants at baseline and follow-up; and use of a standing desk as a component of the intervention. Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Eight studies satisfied selection criteria and used quasi-experimental (n = 4), randomized controlled trial (n = 3), and pre-post, no control (n = 1) designs. When examined, time spent standing increased in all studies (effect sizes: 0.38-0.71), while sitting time decreased from a range of 59 to 64 minutes (effect sizes: 0.27-0.49). Some studies reported increased physical activity and energy expenditure and improved classroom behavior. One-half of the studies had nonrandomized designs, and most were pilot or feasibility studies. This initial evidence supports integrating standing desks into the classroom environment; this strategy has the potential to reduce sitting time and increase standing time among elementary schoolchildren. Additional research is needed to determine the impact of standing desks on academic performance and precursors of chronic disease risk. Copyright © 2016 by the American Academy of Pediatrics.

Effects over time of self-reported direct and vicarious racial discrimination on depressive symptoms and loneliness among Australian school students.

PubMed

Priest, Naomi; Perry, Ryan; Ferdinand, Angeline; Kelaher, Margaret; Paradies, Yin

2017-02-03

Racism and racial discrimination are increasingly acknowledged as a critical determinant of health and health inequalities. However, patterns and impacts of racial discrimination among children and adolescents remain under-investigated, including how different experiences of racial discrimination co-occur and influence health and development over time. This study examines associations between self-reported direct and vicarious racial discrimination experiences and loneliness and depressive symptoms over time among Australian school students. Across seven schools, 142 students (54.2% female), age at T1 from 8 to 15 years old (M = 11.14, SD = 2.2), and from diverse racial/ethnic and migration backgrounds (37.3% born in English-speaking countries as were one or both parents) self-reported racial discrimination experiences (direct and vicarious) and mental health (depressive symptoms and loneliness) at baseline and 9 months later at follow up. A full cross-lagged panel design was modelled using MPLUS v.7 with all variables included at both time points. A cross-lagged effect of perceived direct racial discrimination on later depressive symptoms and on later loneliness was found. As expected, the effect of direct discrimination on both health outcomes was unidirectional as mental health did not reciprocally influence reported racism. There was no evidence that vicarious racial discrimination influenced either depressive symptoms or loneliness beyond the effect of direct racial discrimination. Findings suggest direct racial discrimination has a persistent effect on depressive symptoms and loneliness among school students over time. Future work to explore associations between direct and vicarious discrimination is required.

Stakeholders' interest in and challenges to implementing farm-to-school programs, Douglas County, Nebraska, 2010-2011.

PubMed

Pinard, Courtney A; Smith, Teresa M; Carpenter, Leah R; Chapman, Mary; Balluff, Mary; Yaroch, Amy L

2013-12-19

Schools are uniquely positioned to influence the dietary habits of children, and farm-to-school programs can increase fruit and vegetable consumption among school-aged children. We assessed the feasibility of, interest in, and barriers to implementing farm-to-school activities in 7 school districts in Douglas County, Nebraska. We used a preassessment and postassessment survey to obtain data from 3 stakeholder groups: school food service directors, local food producers, and food distributors. We had a full-time farm-to-school coordinator who was able to engage multiple stakeholders and oversee the development and dissemination of a toolkit. We used descriptive statistics to make comparisons. Seven food service directors, 5 distributors identified by the food service directors, and 57 local producers (9 completed only the preassessment survey, 16 completed only the postassessment survey, and 32 completed both) completed various components of the assessment. Interest in pursuing farm-to-school activities to incorporate more local foods in the school lunch program increased during the 2-year project; mean interest in purchasing local foods by food service directors for their districts increased from 4.4 to 4.7 (on a scale of 1 to 5). Implementing farm-to-school programming in Douglas County, Nebraska, is feasible, although food safety and distribution is a main concern among food service directors. Additional research on feasibility, infrastructure, and education is recommended.

Undergraduate dental English education in Japanese dental schools.

PubMed

Rodis, Omar M M; Matsumura, Seishi; Kariya, Naoyuki; Nishimura, Michiko; Yoshida, Toshiko

2013-05-01

Dental schools in Japan are among many worldwide whose medium of instruction is not in English. With advances in science, technology, and communication, the demand for the globalization of professions increases. At present, dental schools in Asia, the Middle East, and Europe have started revising their dental curricula to either include English courses for dentistry or offer a full English dental curriculum. In Japan, dental English courses started to be introduced into curricula in the early 1990s. However, a survey conducted in 1999 found that English courses were not offered in Japan's twenty-nine dental schools and there was no consensus as to what such courses should include or when and how they should be taught. Ten years after that survey, the survey results reported in this article found that the problems reported in the 1999 survey still exist. Additionally, there are still differences among schools offering English courses in terms of the timing and contents of the courses. Since teachers and school officials will have an important role in curriculum development, this article recommends that a fact-finding meeting with educators, school, and education officials be initiated to discuss, develop, and implement a core curriculum for these dental English courses.

A Place to Go: The University Center Movement--From Concept to Design

ERIC Educational Resources Information Center

Demonica, Dominick; Ogurek, Douglas J.

2005-01-01

A professional wants to pursue a master's degree, but children and a full-time job make the two-hour drive to the nearest graduate school impossible. A sophomore wants to advance to baccalaureate studies, yet simply cannot afford to move and live on campus. Many professionals and community college students in areas lacking four-year institutions…

42 CFR 60.53 - Notification to lender or holder of change in enrollment status.

Code of Federal Regulations, 2013 CFR

2013-10-01

... failure to enroll as scheduled for any academic period as a full-time student, the student's latest known... identify or locate the student. If the school does not know the identity of the current holder of the HEAL... do not exceed one academic term. (Approved by the Office of Management and Budget under control...

42 CFR 60.53 - Notification to lender or holder of change in enrollment status.

Code of Federal Regulations, 2012 CFR

2012-10-01

... failure to enroll as scheduled for any academic period as a full-time student, the student's latest known... identify or locate the student. If the school does not know the identity of the current holder of the HEAL... do not exceed one academic term. (Approved by the Office of Management and Budget under control...

42 CFR 60.53 - Notification to lender or holder of change in enrollment status.

Code of Federal Regulations, 2014 CFR

2014-10-01

... failure to enroll as scheduled for any academic period as a full-time student, the student's latest known... identify or locate the student. If the school does not know the identity of the current holder of the HEAL... do not exceed one academic term. (Approved by the Office of Management and Budget under control...

Economic Independence among Former Students with Special Educational Needs: Changes and Continuities from Their Late Twenties to Their Mid-Thirties

ERIC Educational Resources Information Center

Myklebust, Jon Olav; Båtevik, Finn Ove

2014-01-01

Abundant research exists on the transition from school to work of youth with disabilities. However, few studies investigate their subsequent long-term participation in working life. This study, drawing on a life course approach, aimed to examine how former students with special educational needs succeeded in finding full-time employment with…

"A Victim of Its Own Success"? The Diploma in Addiction Studies at Trinity College Dublin

ERIC Educational Resources Information Center

Woods, Marguerite; Butler, Shane

2011-01-01

This article reviews and reflects on the Diploma in Addiction Studies: a 1-year, full-time programme taught at the School of Social Work and Social Policy in Trinity College Dublin since the academic year 1983/1984, which has recently had its external funding withdrawn. The programme was aimed at multidisciplinary classes, including students from…

Interesting, Cool and Tantalising? Or Inappropriate, Complicated and Tedious? Pupil and Teacher Views on ICT in Science Teaching

ERIC Educational Resources Information Center

Willshire, Michael

2013-01-01

In a relatively short space of time, classrooms have become full of computers, gadgets and electronic devices. Technology will only continue to become more sophisticated, more efficient and more abundant in schools. But how desirable is this technological revolution and to what extent should it develop? To measure the effectiveness and popularity…

The Impact of Training and Induction Activities upon Mentors as Indicated through Measurement of Mentor Self-Efficacy.

ERIC Educational Resources Information Center

Riggs, Iris M.

Developing mentor support can become a major financial investment for a school district. Inservice programs must be implemented to develop the mentors. Additionally, in order to serve new teachers, the mentors must be released from their classroom duties through the use of substitute or full-time replacements. To protect the investment of district…

More Education = Better Jobs. Data Points: Volume 5, Issue 9

ERIC Educational Resources Information Center

American Association of Community Colleges, 2017

2017-01-01

The median weekly earnings for individuals age 25 and older who worked full time and had less than a high school diploma was $504 in 2016 (approximately $26,200 per year), compared to $819 (approximately $42,600 per year) for individuals with an associate degree. Data show that more education not only leads to higher earnings but also to lower…

Intra-Class Differences in the Post-16 Educational Trajectories of Young People from Lower Socioeconomic Groups

ERIC Educational Resources Information Center

Slack, Kim

2014-01-01

This paper draws on research with young people from similar working-class backgrounds in a deprived urban area in England. Although all the participants achieved a high enough attainment level to remain in full-time education beyond compulsory schooling, they each elected to follow different post-16 pathways. Drawing on in-depth interviews with…

Opportunities for medical student engagement with family medicine.

PubMed

Heidelbaugh, Joel; Cooke, James; Wimsatt, Leslie

2013-01-01

Several factors have been linked to the decline in medical student choice of a career in primary care (eg, gender, race, family income, student debt), yet understanding remains limited regarding the availability of curricular and co-curricular experiences for medical students within family medicine that may play a role, particularly one-on-one opportunities such as faculty mentoring and advising. Our study sought to collect baseline data on family medicine learning experiences during predoctoral training. An online 21-question survey was sent to family medicine departments at US allopathic medical schools between January and March 2012 (84.6% response rate) to capture institutional representation and experiences within family medicine. Most institutions reported offering family medicine interest groups (98.1%), electives (97.1%), and clerkships (90.4%). Career advising as an elective course component was available at 53.8% of schools and as part of a required course at 46.2%. Comparison of public versus private institutions revealed differences in rural medicine experiences, admissions preferences, and residency director involvement in hands-on and small- group teaching. Additional differences were noted by total enrollment, number of family medicine faculty in senior leadership positions, and proportion of full-time clinical faculty teaching family medicine. Availability of family medicine curricular programming, formal advising/mentoring opportunities, and full-time faculty as teachers and senior administrators differed across various characteristics of medical schools. Results can be used to direct future research on medical student engagement with family medicine educational experiences relative to recruitment.

Effects of noise in primary schools on health facets in German teachers.

PubMed

Eysel-Gosepath, Katrin; Daut, Tobias; Pinger, Andreas; Lehmacher, Walter; Erren, Thomas

2012-01-01

Empirical research indicates that children and teachers are exposed to mean sound levels between 65 and 87 dB (A) and peak sound levels of 100 dB (A) in schools, which may lead to hearing loss and mental health problems. A questionnaire containing 13 targeted questions about noise and sensitivity to noise was distributed to 43 teachers aged between 25 and 64 years at five different primary schools in the Cologne municipal area. The small number of interrogated teachers leads to a wide range of deviation and little significance in the results. Thus, several results are reported following tendencies. Significant results are obtained when comparing younger and older teachers and part- and full-time occupation. Teachers experience highest sound levels in the schoolyard, corridors and classrooms, and 68% of the teachers are annoyed by the noise. Specially, teachers older than 45 years of age suffer from sleep disturbances (44%), and 90% of the full-time employees are tired and exhausted in the evening. Work is judged as physical and mental strain by 51% of the whole sample, and 81% of the older teachers report a significant increase of complaints with increasing years of professional activity. Work-related noise may contribute to physical and mental health problems in teachers. Measures to prevent disease, such as early sensitization of the children to the work-related stressor noise by adequate education with noise lights and dosimeters in the classroom and/or equipping rooms with sound-absorbing materials, have to be discussed.

The Full Purpose Partnership Model for Promoting Academic and Socio-Emotional Success in Schools

ERIC Educational Resources Information Center

Anderson, Jeffrey A.; Houser, John H. W.; Howland, Allison

2010-01-01

In 2003, a partnership between a local system of care and a large urban school district led to the creation of a schoolwide educational model called the Full Purpose Partnership (FPP). This model was implemented in several elementary schools in Indianapolis, Indiana to integrate the principles of systems of care and wraparound with the techniques…

Perceived Needs of At-Risk Families in a Small Town: Implications for Full-Service Community Schools

ERIC Educational Resources Information Center

Voyles, Martha M.

2012-01-01

Researchers agree that a needs assessment is a critical first step in designing a full-service school, but the large task of orchestrating the necessary community collaboration for such projects has occupied most of the literature to date. This study examines the process of planning and implementing a needs assessment for a rural school serving…

Full Stomachs--Full Minds: How New Mexico Public Schools Can Feed More Children for Less Money, Summer 2009

ERIC Educational Resources Information Center

Appleseed, 2009

2009-01-01

Every day in New Mexico, student achievement and nutrition are in states of emergency. With families losing jobs and wages, more and more children are going to school malnourished, some having eaten nothing at all. School districts struggle to educate and support their students with fewer available resources. Slashed budgets mean frustrated…

Brief report: application of the TEACCH program on Chinese pre-school children with autism--Does culture make a difference?

PubMed

Tsang, Sandra K M; Shek, Daniel T L; Lam, Lorinda L; Tang, Florence L Y; Cheung, Penita M P

2007-02-01

A longitudinal study was conducted on 34 children with autism to evaluate the usefulness of the Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH) program for Chinese pre-school children in Hong Kong. Eighteen children received full-time center-based TEACCH program training. The control group included 16 children who received different types of individualized or group training but not TEACCH program training. Instruments validated in Hong Kong were used to assess the children's cognitive, social adaptive functioning and developmental abilities before and during the training at 6-month intervals for 12 months. Children in the experimental group showed better outcomes at posttest. They also showed progress in different developmental domains over time. The study provided initial support for the effectiveness of using the TEACCH program with Chinese children.

The Decision-Making Process Used by Central Office Administrators as They Implement Full Day Kindergarten

ERIC Educational Resources Information Center

Palte, Suzanne C.

2014-01-01

The State of Michigan, as of 2012-2013, requires school districts to enroll students in full day kindergarten to receive full funding. This study investigated the decision-making process that was used by public school districts to determine kindergarten programs in their district. Specifically, how did administrators and staff members use the…

School-to-work program participation and the post-high school employment of young adults with disabilities

PubMed Central

Shandra, Carrie L.; Hogan, Dennis P.

2014-01-01

Previous research on the education-to-employment transition for students with disabilities has suggested that participation in school-to-work programs is positively associated with post-high school success. This article utilizes data from the National Longitudinal Survey of Youth 1997 (NLSY97) to extend these findings in several ways. First, we assess the efficacy of specific types of school-based and work-based initiatives, including job shadowing, mentoring, cooperative education, school-sponsored enterprise, technical preparation, internships, and career major. Next, we extend the usual focus on the employment outcomes of work status and financial compensation to consider job-specific information on the receipt of fringe benefits. Overall, results from longitudinal multivariate analyses suggest that transition initiatives are effective in facilitating vocational success for this population; however, different aspects of school-to-work programs are beneficial for different aspects of employment. School-based programs are positively associated with stable employment and full-time work while work-based programs most consistently increase the likelihood that youth with disabilities will be employed in jobs that provide fringe benefits. Analyses also indicate that – once individuals with disabilities are stably employed – they can be employed in “good” jobs that provide employee benefits. PMID:25309111

Do United States' teachers know and adhere to the national guidelines on asthma management in the classroom? A systematic review.

PubMed

Jaramillo, Yudilyn; Reznik, Marina

2015-01-01

Proper asthma management in schools is important in achieving optimum asthma control in children with asthma. The National Heart, Lung, and Blood Institute (NHLBI) has developed guidelines on classroom asthma management. We conducted a systematic review to examine teacher knowledge of the NHLBI guidelines on asthma management in the classroom. We searched PubMed and EMBASE using search terms "asthma management," "teacher(s)," "school teacher," and "public school." The inclusion criteria were articles published in English from 1994 to May 2014 that focus on schools in the United States (US). From 535 titles and abstracts, 9 studies met inclusion criteria. All studies reported that school teachers did not know the policies and procedures of asthma management. Teachers relied on school nurses to handle medical emergencies. Some studies identified that lack of full-time school nurses was a barrier to asthma management. Only one study showed directly that classroom teachers were not following the NHLBI guidelines on asthma management. Our literature review revealed that US teachers do not know the NHLBI guidelines on asthma management in the classroom. Future research should focus on interventions targeted toward training classroom teachers on asthma management as per NHLBI guidelines to ultimately improve asthma management in schools.

Prevalence and Mental Health Treatment of Suicidal Ideation and Behavior Among College Students Aged 18-25 Years and Their Non-College-Attending Peers in the United States.

PubMed

Han, Beth; Compton, Wilson M; Eisenberg, Daniel; Milazzo-Sayre, Laura; McKeon, Richard; Hughes, Art

2016-06-01

College students have been the focus of many studies on suicidal ideation with or without suicidal behavior. Little attention has been given to their non-college-attending peers on these issues. We examined the 12-month prevalence and mental health treatment of suicidal ideation with or without suicidal behavior among college students aged 18-25 years and their non-college-attending peers in the United States. We assessed data from 135,300 persons aged 18-25 years who participated in the 2008-2013 National Surveys on Drug Use and Health. Descriptive analyses and multivariate logistic regression models were applied. Compared with full-time college students, high school students, those not enrolled in a school or college, and part-time college students were more likely to attempt suicide with a plan (model-adjusted prevalence = 0.67% vs 1.09%, 1.06%, and 1.07%, respectively). The mental health treatment rate among full-time college students with suicidal ideation with or without suicidal behavior was similar to the rates among the other 3 counterparts. The effects of race/ethnicity and serious mental illness on receipt of mental health treatment were significantly larger among those who did not perceive unmet treatment need than among those who perceived unmet treatment need (P = .019 and P = .001, respectively). Compared to full-time college students, non-college-attending young adults and part-time college students were at higher risk for attempting suicide with a plan. Suicide prevention and intervention strategies should emphasize increasing access to mental health treatment among both college students with suicidal ideation with or without suicidal behavior and their non-college-attending peers (particularly among minorities and those who seem to be at low risk because they are without serious mental illness and report no need for mental health treatment). © Copyright 2016 Physicians Postgraduate Press, Inc.

Maintaining Professional Commitment as a Newly Credentialed Athletic Trainer in the Secondary School Setting.

PubMed

Mazerolle, Stephanie M; Myers, Sarah L; Walker, Stacy E; Kirby, Jessica

2018-03-01

  Professional commitment, or one's affinity and loyalty to a career, has become a topic of interest in athletic training. The expanding research on the topic, however, has omitted newly credentialed athletic trainers (ATs). For an impressionable group of practitioners, transitioning to clinical practice can be stressful.   To explore the professional commitment of newly credentialed ATs in the secondary school setting.   Secondary school.   Qualitative study.   A total of 31 newly credentialed ATs (6 men, 25 women; mean age = 24 ± 3 years) participated. Of these, 17 ATs (4 men, 13 women; mean age = 25 ± 4 years) were employed full time in the secondary school setting, and 14 ATs (2 men, 12 women; mean age = 23.0 ± 2.0 years) were graduate assistant students in the secondary school setting.   All participants completed semistructured interviews, which focused on their experiences in the secondary school setting and transitioning into the role and setting. Transcripts were analyzed using the phenomenologic approach. Creditability was established by peer review, member checks, and researcher triangulation.   Four main findings related to the professional commitment of newly credentialed ATs in the secondary school setting were identified. Work-life balance, professional relationships formed with the student-athletes, enjoyment gained from working in the secondary school setting, and professional responsibility emerged as factors facilitating commitment.   Affective commitment is a primary facilitator of professional commitment. Newly credentialed ATs who enjoy their jobs and have time to engage in nonwork roles are able to maintain a positive professional commitment. Our findings align with the previous literature and help strengthen our understanding that rejuvenation and passion are important to professional commitment.

Transforming Educational Experiences in Low-Income Communities: A Qualitative Case Study of Social Capital in a Full-Service Community School

ERIC Educational Resources Information Center

Galindo, Claudia; Sanders, Mavis; Abel, Yolanda

2017-01-01

Full-service community schools aim to reduce educational inequality by addressing the multifaceted needs of low-income children and youth. Critical to this task is the ability of these schools to generate sufficient social capital to provide students, families, and teachers with essential resources. Using data from a qualitative case study, this…

Rosalind Driver studentships

NASA Astrophysics Data System (ADS)

1999-11-01

The School of Education at King's College London can now offer funded studentships to those wishing to undertake research in science education. These studentships, which are funded through the generous benefaction of the late Rosalind Driver, can be for a full-time student (over a maximum of three years) or several part-time students (a maximum of six years). Applications from anyone working in science education are welcome but preference will be given to those originating from practising science teachers. Applicants will be expected to register for the award of a MPhil/PhD or EdD and are normally expected to have a first degree. Preliminary ideas about a topic for investigation would also be helpful. Further details and application forms are obtainable from Chiz Dube, School of Education, King's College London, Franklin - Wilkins Building, Waterloo Road, London SE1 8WA (tel: 020-7848-3089, e-mail: chiz.dube@kcl.ac.uk). The deadline for the first round of applications was the middle of October, but preliminary informal enquiries may be made to Dr Jonathan Osborne at the School of Education (tel: 020-7848-3094, e-mail: jonathan.osborne@kcl.ac.uk).

Nursing Student Loan Debt: A Secondary Analysis of the National Student Nurses' Association Annual Survey of New Graduates.

PubMed

Feeg, Veronica D; Mancino, Diane J

2014-01-01

The purpose of this study is to describe nursing student loan debt and financial choices from a secondary analysis of the National Student Nurses Association Annual New Graduate Survey. The findings in the secondary analysis show loan debt incurred by nursing students comparable to loan debt reported recently for all new college graduates in general. However, comparing types of programs and types of schools yielded clear variations. More than one-third of new graduates who reported having loans to repay were unemployed; more than one-quarter of those who worked part-time and one-quarter of those who worked full-time to finance their education were unemployed; and almost one-third of students whose parents had paid for their education were unemployed. New graduates from for-profit schools were more likely to report they had accumulated high debt to pay for school than all new graduates combined. Nursing students enter the job market with substantial financial debt that may impact their future. Educators and policymakers need to address these growing concerns to sustain a healthy supply of nurses.

Geotube: a network based framework for Goescience dissemination

NASA Astrophysics Data System (ADS)

Grieco, Giovanni; Porta, Marina; Merlini, Anna Elisabetta; Caironi, Valeria; Reggiori, Donatella

2016-04-01

Geotube is a project promoted by Il Geco cultural association for the dissemination of Geoscience education in schools by open multimedia environments. The approach is based on the following keystones: • A deep and permanent epistemological reflection supported by confrontation within the International Scientific Community • A close link with the territory • A local to global inductive approach to basic concepts in Geosciences • The construction of an open framework to stimulate creativity The project has been developed as an educational activity for secondary schools (11 to 18 years old students). It provides for the creation of a network of institutions to be involved in order to ensure the required diversified expertise. They can comprise: Universities, Natural Parks, Mountain Communities, Municipalities, schools, private companies working in the sector, and so on. A single project lasts for one school year (October to June) and requires 8-12 work hours at school, one or two half day or full day excursions and a final event of presentation of outputs. The possible outputs comprise a pdf or ppt guidebook, a script and a video completely shooted and edited by the students. The framework is open in order to adapt to the single class or workgroup needs, the level and type of school, the time available and different subjects in Geosciences. In the last two years the two parts of the project have been successfully tested separately, while the full project will be presented at schools in in its full form in April 2016, in collaboration with University of Milan, Campo dei Fiori Natural Park, Piambello Mountain Community and Cunardo Municipality. The production of geotube outputs has been tested in a high school for three consecutive years. Students produced scripts and videos on the following subjects: geologic hazards, volcanoes and earthquakes, and climate change. The excursions have been tested with two different high schools. Firstly two areas have been selected for their geodiversity: Val d'Ossola and Varese District, both in the Southern Alps geological region. Then a group of five BS students from University of Milan have been involved in the production of guidebooks and geologic educational itineraries in the two areas. Some of these outputs have been tested within the SOLE (Social Open Learning Environment) Erasmus+ project. Then some of the selected itineraries have been used for excursions with students. Partial tests have so far showed the high educational potential of the Geotube project allowing the creation of a network of institution collaborating for its success in the final complete form.

An exploration of the perceptions, developmental reasoning levels, differences in learning processes, and academic achievement levels of students in introductory college microbiology

NASA Astrophysics Data System (ADS)

Poole, Barbara Ann Matherly

1997-11-01

This study explored the relationship between the grades students earned in introductory college microbiology and American College Testing scores, sex, race, age, GED or high school diploma, full-time or part-time student status, developmental reasoning levels, memory tactics, and expected achievement. The study also explored student perceptions at the beginning and the end of the microbiology courses for science preparation, expected achievement, relevancy of microbiology, and expectations for the course. Archival records for 121 freshman level and 119 sophomore level microbiology students were accessed to obtain final grades, ACT scores, sex, race, age, GED or high school diploma and full-time or part-time status. The same information was obtained for the 113 freshman level and the 85 sophomore level students who participated in the study. The study groups were given the Group Assessment of Logical Thinking to assess their level of formal reasoning ability, the Inventory of Learning Processes-Revised to assess three memory techniques, an initial perception survey, and an exit perception survey. Academic achievement in microbiology could not be predicted using composites of the predictor variables. There were significant relationships between the GALT scores and the predicted grades with both the freshman and the sophomore final grades. The Self-Efficacy Fact Retention scores and the Literal Memorization scores had significant relationships to the final grades of the freshmen but not the sophomores. There was not a significant relationship between the Deep Semantic scores and the final grades in either group. Students indicated that high school science had given them only a medium to low level of preparation for college microbiology. The sophomores felt that previous college science classes had given them a much better preparation for microbiology than did the freshmen students. Both groups expressed the importance of the laboratory experience to the understanding of science and also the relevancy of microbiology both to their chosen professions and to their own personal lives.

Army National Guard: Regionally Aligned Brigade Force of First Choice

DTIC Science & Technology

2012-03-16

include Access to the National Guard; Training, Transient, Holding, and School (TTHS); Medical/ Dental Readiness; and Full Time Manning. Finally...Another policy that merits revision is the Medical and Dental Readiness Management Policies and Programs. One of the greatest challenges to the...Reserve Components’ ability to establish itself as an operational force is medical and dental readiness. Currently, RC members incur a cost to

A Critical Reflection on My Learning and Its Integration into My Professional Practice

ERIC Educational Resources Information Center

Cartwright, Sally

2016-01-01

This paper, "A critical reflection on my learning and its integration into my professional practice," was successfully submitted for a Master's programme at the University of Bath (UK) in 2010, whilst Sally was working full-time as a teacher in a large secondary school in an English town 10 miles from the city of Bath. Sally died of a…

The Platinum Bullet: An Experimental Evaluation of CUNY's Accelerated Study in Associate Program (ASAP)--New Three-Year Impacts, Cost Analyses, and Implementation Findings

ERIC Educational Resources Information Center

Weiss, Michael; Scrivener, Susan; Fresques, Hannah; Ratledge, Alyssa; Rudd, Tim; Sommo, Colleen

2014-01-01

The City University of New York's (CUNY's) Accelerated Study in Associate Programs (ASAP) combines many of the ideas from a range of programs into a comprehensive model that requires students to attend school full-time, and provides supports and incentives for three years. ASAP's financial aid reforms, enhanced student services, and scheduling…

Using Video Self-Modelling to Increase Active Learning Responses during Small-Group Reading Instruction for Primary School Pupils with Social Emotional and Mental Health Difficulties

ERIC Educational Resources Information Center

Young-Pelton, Cheryl A.; Bushman, Samantha L.

2015-01-01

Effectiveness of a video self-modelling (VSM) intervention was examined with primary schoolchildren who attended a full-time special education programme for pupils with social emotional and behavioural difficulties and who exhibited inappropriate behaviour during small-group reading instruction. A randomised multiple-probe baseline design was used…

Educators' Rating of Strategies Considered Necessary for Motivation of Potential Entrepreneurs among Secondary School Students for Poverty Alleviation in Anambra State

ERIC Educational Resources Information Center

Okoli, Constance. I.; Igwegbe, Angela I.

2015-01-01

Timely planning and strategizing for the future had remained the major strength of wealthy nations; who in a bid to unleash their full development potentials, have set up educational programmes, necessary to fight poverty in all its ramifications. This study aimed at assessing strategies considered necessary for the motivation of potential…

Predicting the Persistence of Full-Time African-American Students Attending 4-Year Public Colleges: A Disaggregation of Financial Aid Packaging and Social and Academic Integration Variables

ERIC Educational Resources Information Center

Smith, Curt L.

2010-01-01

The purpose of the study was to investigate to what extent do demographic characteristics, high school experience, aspirations and achievement, college experience-academic integration, college experience-social integration, financial aid, and price influence the first-year persistence of African-American students attending 4-year public colleges.…

The Benefit of Being a Big Fish in a Big Pond: Contrast and Assimilation Effects on Academic Self-Concept

ERIC Educational Resources Information Center

Preckel, Franzis; Brull, Matthias

2010-01-01

This study investigates the effects of class-average ability (intelligence) and class type (gifted vs. regular) on Math academic self-concept. The sample comprised 722 fifth-grade students (376 female) in a setting of full-time ability grouping at the top track of the German secondary high school system. Students came from 34 different classes at…

Graduate Science Enrollment in Fall 1975 is Up Again for Second Straight Year. Science Resources Studies Highlights, December 31, 1975.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC. Div. of Science Resources Studies.

This report is based upon the National Science Foundation (NSF) 1975 Quick Response Survey which consisted of a stratified random sample of l,297 departments in 294 institutions (including 67 medical schools) granting a Ph.D. in science or engineering. Variables investigated were: (1) area of science, (2) full-time enrollment number, (3) part-time…

Earning a Living Wage: Metro Differences in Opportunity and Inequality for Adult Males with Low Education Levels. Working Papers on Regional Economic Opportunities.

ERIC Educational Resources Information Center

Foster-Bey, John; Rubin, Mark; Temkin, Kenneth

This paper measures the relationship between employment growth and employment opportunities for noncollege-educated males, examining variations across metropolitan areas in the living-wage employment ratio for prime-aged males with at most a high school education (less educated). Living-wage employment is full-time, year-round employment yielding…

Conflicting Storylines in Teacher Leadership: How One Literacy Coach Struggled to Position Herself and Her Work

ERIC Educational Resources Information Center

Mangin, Melinda M.; Dunsmore, KaiLonnie

2013-01-01

This study examines the enactment of literacy coaching--one kind of formal teacher leader role--in two districts using data collected from daily activity logs and weekly interviews with 6 coaches over 7 weeks. To provide an in-depth examination, we highlight the case of Diane, a full-time literacy coach working at two elementary schools in one…

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.

Administrator Perspectives of Advantages and Challenges of Employing Part-Time Faculty in Nursing Education Programs: Two Sides of the Same Coin.

PubMed

Meyer, Jacqueline Rose

The purpose of this qualitative research was to explore perspectives of administrators (n = 581) regarding advantages and challenges of employing part-time nurse faculty (PTNF) in schools of nursing in the United States. The nursing faculty shortage has resulted in increased reliance on PTNF who are clinical experts but often inexperienced as educators. A broader evidence base is necessary to develop effective strategies to support and retain these faculty members. Deans and directors of schools of nursing were invited to complete an online survey with two open-ended questions about the use of PTNF. Five themes emerged from the qualitative descriptive analysis: clinical practice as primary role, diversity of educational approaches, effects on full-time faculty role, economic impact, and contracted educator role. Both positive and negative aspects of each theme were identified. Results of this study support specific efforts to provide professional development and support to PTNF.

Effect of occupational safety and health education received during schooling on the incidence of workplace injuries in the first 2 years of occupational life: a prospective study

PubMed Central

Boini, Stephanie; Colin, Regis; Grzebyk, Michel

2017-01-01

Objectives This study aimed to determine the effect of occupational safety and health (OSH) education during formal schooling on the incidence of workplace injuries (WIs) in young people starting their careers. We hypothesised that young people who had received OSH education during their schooling would have fewer WIs than those who received no OSH education. Secondary objectives focused on the effect of ‘first aid at work’ training during schooling and the conditions encountered on arrival in the company (occupational hazard information, safety training and job task training) on WI occurrence. Design Prospective cohort study. Participants From 2009 to 2012, French apprentices and students at the end of their schooling and starting their careers were included. Outcomes Occurrence of WIs. Methods At the time of inclusion, information about school courses and personal characteristics were collected, and subsequent half-yearly contacts gathered information relating to work and personal data. During the 2-year follow-up, WIs were directly reported by participants and were identified by searching the French National Health Insurance Funds’ databases listing compulsory WI declarations. Results 755 participants reported holding 1290 jobs. During follow-up, 158 WIs were identified, corresponding to an incident rate of 0.12 (0.10 to 0.14) WIs per full-time worker. Subjects who reported having received OSH education at school had two times less WIs than those declaring not having received OSH education (incidence rate ratio (IRR) 0.51, 0.00 to 0.98). A lower WI risk was observed for participants who received the ‘first aid at work’ training (IRR=0.68, 0.00 to 0.98). The conditions on arrival in company were not associated with WIs occurrence. Conclusion In France, the OSH education provided to apprentices and students is mostly broader than the specific risks related to future jobs. Our results highlight the advantages of reinforcing this approach. PMID:28720614

Classroom Standing Desks and Sedentary Behavior: A Systematic Review

PubMed Central

Chao, Ariana M.; Irwin, Melinda L.; Owen, Neville; Park, Chorong; Whittemore, Robin; Salmon, Jo

2016-01-01

CONTEXT: Reducing sedentary behaviors, or time spent sitting, is an important target for health promotion in children. Standing desks in schools may be a feasible, modifiable, and acceptable environmental strategy to this end. OBJECTIVE: To examine the impact of school-based standing desk interventions on sedentary behavior and physical activity, health-related outcomes, and academic and behavioral outcomes in school-aged children. DATA SOURCES: Ovid Embase, Medline, PsycINFO, Web of Science, Global Health, and CINAHL. STUDY SELECTION: Full-text peer-reviewed journal publications written in English; samples of school-aged youth (5–18 years of age); study designs including the same participants at baseline and follow-up; and use of a standing desk as a component of the intervention. DATA EXTRACTION: Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. RESULTS: Eight studies satisfied selection criteria and used quasi-experimental (n = 4), randomized controlled trial (n = 3), and pre–post, no control (n = 1) designs. When examined, time spent standing increased in all studies (effect sizes: 0.38–0.71), while sitting time decreased from a range of 59 to 64 minutes (effect sizes: 0.27–0.49). Some studies reported increased physical activity and energy expenditure and improved classroom behavior. LIMITATIONS: One-half of the studies had nonrandomized designs, and most were pilot or feasibility studies. CONCLUSIONS: This initial evidence supports integrating standing desks into the classroom environment; this strategy has the potential to reduce sitting time and increase standing time among elementary schoolchildren. Additional research is needed to determine the impact of standing desks on academic performance and precursors of chronic disease risk. PMID:26801914