The Effect of Charter Schools on Charter Students and Public Schools. Occasional Paper.

ERIC Educational Resources Information Center

Bettinger, Eric

This paper is a report on a study of the effect of charter schools on both students attending them and students in neighboring public schools in Michigan. Using school-level data from Michigan's standardized testing program, the study compared changes in tests scores between charter and public school students. The data included annual math and…

Analysis on Students' Late-Coming Factors in Selected Secondary Schools in Zaria: Implications for Educational Managers

ERIC Educational Resources Information Center

Jumare, Abubakare M.; Maina, Bashir A.; Ankoma-Sey, Vera Rosemary

2015-01-01

This study attempted to answer the following research questions among others: Has gender any relation with students' late-coming to school? Has age any relation with students' late-coming to school? Do senior students come to school later than juniors? Four secondary schools were selected for the study. A sample of sixty students late comers were…

The Effects of Number Theory Study on High School Students' Metacognition and Mathematics Attitudes

ERIC Educational Resources Information Center

Miele, Anthony M.

2014-01-01

The purpose of this study was to determine how the study of number theory might affect high school students' metacognitive functioning, mathematical curiosity, and/or attitudes towards mathematics. The study utilized questionnaire and/or interview responses of seven high school students from New York City and 33 high school students from Dalian,…

Identifying Aspects of Parental Involvement that Affect the Academic Achievement of High School Students

ERIC Educational Resources Information Center

Roulette-McIntyre, Ovella; Bagaka's, Joshua G.; Drake, Daniel D.

2005-01-01

This study identified parental practices that relate positively to high school students' academic performance. Parents of 643 high school students participated in the study. Data analysis, using a multiple linear regression model, shows parent-school connection, student gender, and race are significant predictors of student academic performance.…

Sick and still at school: an empirical study of sickness presence among students in Norwegian secondary school

PubMed Central

Johansen, Vegard

2015-01-01

Objectives This paper investigates sickness presence (SP) among students. The research questions asked are: What is the distribution of SP among students in Norwegian secondary school? What characterises students with high SP in Norwegian secondary schools? Design A cross-sectional survey conducted in 10th grade in lower secondary school (LSS) and level 2 in upper secondary school (USS). The study was conducted using multivariate binomial logistic regression analysis. Participants The survey was administered to 66 schools, and 2 or 3 classes participated at each school. The response rate was 84% in LSS (n=1880) and 81% in USS (n=1160). Primary and secondary outcome measures The paper provides information about the distribution of SP in secondary schools. The paper also examines which factors influence high SP. Results 75% of students in LSS and 80% of students in USS reported SP in the previous school year. 24% of students in LSS and 33% of students in USS reported high SP (4 episodes or more). Students with high absence from school were more likely to report high SP (ORLSS=1.7, ORUSS=2.0) than those with low/no absence. Girls were more likely to report high SP (ORLSS=1.5, ORUSS=1.5) than boys. In LSS, students with high school motivation reported high SP more often than students with low/medium motivation. In USS, students in vocational studies programmes reported high SP more often than students in general/academic studies programmes. Conclusions Some SP during a school year may be more common than no SP. Gender, absence, motivation and education programme were important factors for high SP in secondary school. PMID:26373401

Sick and still at school: an empirical study of sickness presence among students in Norwegian secondary school.

PubMed

Johansen, Vegard

2015-09-15

This paper investigates sickness presence (SP) among students. The research questions asked are: What is the distribution of SP among students in Norwegian secondary school? What characterises students with high SP in Norwegian secondary schools? A cross-sectional survey conducted in 10th grade in lower secondary school (LSS) and level 2 in upper secondary school (USS). The study was conducted using multivariate binomial logistic regression analysis. The survey was administered to 66 schools, and 2 or 3 classes participated at each school. The response rate was 84% in LSS (n=1880) and 81% in USS (n=1160). The paper provides information about the distribution of SP in secondary schools. The paper also examines which factors influence high SP. 75% of students in LSS and 80% of students in USS reported SP in the previous school year. 24% of students in LSS and 33% of students in USS reported high SP (4 episodes or more). Students with high absence from school were more likely to report high SP (ORLSS=1.7, ORUSS=2.0) than those with low/no absence. Girls were more likely to report high SP (ORLSS=1.5, ORUSS=1.5) than boys. In LSS, students with high school motivation reported high SP more often than students with low/medium motivation. In USS, students in vocational studies programmes reported high SP more often than students in general/academic studies programmes. Some SP during a school year may be more common than no SP. Gender, absence, motivation and education programme were important factors for high SP in secondary school. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Do school resources influence the relationship between adolescent financial background and their school perceptions?

PubMed Central

Li, Kaigang; Haynie, Denise L.; Iannotti, Ronald J.

2015-01-01

BACKGROUND Socioeconomic status (SES) influences students’ school perceptions and affects their performance, engagement, and personal beliefs. This study examined the effects of school population SES and school resources on the association between student SES and student perceptions. METHODS School liking, classmate social relationships, family affluence, and experience of hunger were assessed in a nationally representative sample of 12,642 students (grades 5–10) in the 2009–10 Health Behavior in School-Aged Children study. School characteristics included school meal program, Title I dollars/student, school resources, and urban/rural status. Multilevel analysis was used. RESULTS At the individual level, both school liking and social relationships were negatively associated with student grade level. Boys liked school less and had more positive perceptions of social relationships than girls. Students in rural schools and who experienced hunger liked schools less and had poorer perceptions of social relationships than their respective counterparts. School-level percentage of students eligible for free/reduced meals accounted for 33% of the between-school variance in social relationships. CONCLUSIONS Family and school economic characteristics and grade level influenced students’ school perceptions. The associations between student SES, school population SES, and school perceptions suggests that school health professionals should recognize and address student economic issues at school. PMID:26032271

The relationship between school type and academic performance at medical school: a national, multi-cohort study.

PubMed

Kumwenda, Ben; Cleland, Jennifer A; Walker, Kim; Lee, Amanda J; Greatrix, Rachel

2017-08-31

Differential attainment in school examinations is one of the barriers to increasing student diversity in medicine. However, studies on the predictive validity of prior academic achievement and educational performance at medical school are contradictory, possibly due to single-site studies or studies which focus only on early years' performance. To address these gaps, we examined the relationship between sociodemographic factors, including school type and average educational performance throughout medical school across a large number of diverse medical programmes. This retrospective study analysed data from students who graduated from 33 UK medical schools between 2012 and 2013. We included candidates' demographics, pre-entry grades (adjusted Universities and Colleges Admissions Service tariff scores) preadmission test scores (UK Clinical Aptitude Test (UKCAT) and Graduate Medical School Admissions Test (GAMSAT)) and used the UK Foundation Programme's educational performance measure (EPM) decile as an outcome measure. Logistic regression was used to assess the independent relationship between students' background characteristics and EPM ranking. Students from independent schools had significantly higher mean UKCAT scores (2535.1, SD=209.6) than students from state-funded schools (2506.1, SD=224.0, p<0.001). Similarly, students from independent schools came into medical school with significantly higher mean GAMSAT scores (63.9, SD=6.9) than students from state-funded schools (60.8, SD=7.1, p<0.001). However, students from state-funded schools were almost twice as likely (OR=2.01, 95% CI 1.49 to 2.73) to finish in the highest rank of the EPM ranking than those who attended independent schools. This is the first large-scale study to examine directly the relationship between school type and overall performance at medical school. Our findings provide modest supportive evidence that, when students from independent and state schools enter with similar pre-entry grades, once in medical school, students from state-funded schools are likely to outperform students from independent schools. This evidence contributes to discussions around contextualising medical admission. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Student Perceptions of Elementary School Climates in the Louisiana School Effectiveness Study: A Comparison of Phase III and Phase IV.

ERIC Educational Resources Information Center

Roberts, Sharon Pol; Heroman, Deborah S.

A 5-year study examined third-graders' perceptions of school climate in 16 Louisiana schools. Part of the Louisiana School Effectiveness Study (LSES), Phase III and IV examined student perceptions in 1984-85 and 1989-90, respectively, and also gathered demographic data and multiple measures of student outcomes through student surveys and classroom…

Social Media Addiction Scale-Student Form: The Reliability and Validity Study

ERIC Educational Resources Information Center

Sahin, Cengiz

2018-01-01

The purpose of this study is to develop a valid and reliable measurement tool to determine the social media addictions of secondary school, high school and university students. 998 students participated in the study. 476 students from secondary schools, high schools and universities participated in the first application during which the…

Online High School Achievement versus Traditional High School Achievement

ERIC Educational Resources Information Center

Blohm, Katherine E.

2017-01-01

The following study examined the question of student achievement in online charter schools and how the achievement scores of students at online charter schools compare to achievement scores of students at traditional schools. Arizona has seen explosive growth in charter schools and online charter schools. A study comparing how these two types of…

Students' Out-of-School Experiences, Job Priorities, and Perceptions toward Themselves as a Scientist: A Cross-Cultural Study

ERIC Educational Resources Information Center

Korkmaz, Hunkar; Thomas, Julie Anna; Tatar, Nilgun; Altunay, Serpil

2017-01-01

The purpose of this study was to examine middle school students' out-of-school experiences related to science, priorities related to their future job, perception toward themselves as a scientist. One intact school was assigned randomly from each country. The study involved 479 students (363 Turkish students; 116 American students), aged between 11…

Measuring the Effect of Charter Schools on Public School Student Achievement in an Urban Environment: Evidence from New York City

ERIC Educational Resources Information Center

Winters, Marcus A.

2012-01-01

This paper uses student level data from New York City to study the relationship between a public school losing enrollment to charter school competitors and the academic achievement of students who remain enrolled in it. Geographic measures most often used to study the effect of school choice policies on public school student achievement are not…

Belongingness in Early Secondary School: Key Factors that Primary and Secondary Schools Need to Consider.

PubMed

Vaz, Sharmila; Falkmer, Marita; Ciccarelli, Marina; Passmore, Anne; Parsons, Richard; Black, Melissa; Cuomo, Belinda; Tan, Tele; Falkmer, Torbjörn

2015-01-01

It is unknown if, and how, students redefine their sense of school belongingness after negotiating the transition to secondary school. The current study used longitudinal data from 266 students with, and without, disabilities who negotiated the transition from 52 primary schools to 152 secondary schools. The study presents the 13 most significant personal student and contextual factors associated with belongingness in the first year of secondary school. Student perception of school belongingness was found to be stable across the transition. No variability in school belongingness due to gender, disability or household-socio-economic status (SES) was noted. Primary school belongingness accounted for 22% of the variability in secondary school belongingness. Several personal student factors (competence, coping skills) and school factors (low-level classroom task-goal orientation), which influenced belongingness in primary school, continued to influence belongingness in secondary school. In secondary school, effort-goal orientation of the student and perception of their school's tolerance to disability were each associated with perception of school belongingness. Family factors did not influence belongingness in secondary school. Findings of the current study highlight the need for primary schools to foster belongingness among their students at an early age, and transfer students' belongingness profiles as part of the hand-over documentation. Most of the factors that influenced school belongingness before and after the transition to secondary are amenable to change.

Barriers to Seeking School Counselling: Malaysian Chinese School Students' Perspectives

ERIC Educational Resources Information Center

Chen, Kai Shen; Kok, Jin Kuan

2017-01-01

School counselling services have always been unpopular among Malaysian students. Many researchers have studied what prevents students from seeking mental health services. However, there is a lack of study on the barriers to seeking help in the context of Malaysian school counselling services. Using a sample of Chinese high school students (N =…

Differences in Stress and Social Support among Students Entering Urban, Urban Fringe, or Suburban Middle Schools.

ERIC Educational Resources Information Center

Wenz-Gross, Melodie; Parker, Robin

Noting that both stress and social support play an important role in middle school students' adjustment and motivation for school, two studies compared the stress and social support experienced by students entering middle school in different settings. The two studies of middle school students included overlapping measures of stress, social…

School soft drink availability and consumption among U.S. secondary students.

PubMed

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

2013-06-01

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

Analysis of Social Sciences High School Students' Remarks on Underground Resources--Kütahya Sample

ERIC Educational Resources Information Center

Hilmi, Sahin Suleyman

2016-01-01

The purpose of this study is to explain secondary school students' perceptions of underground resources through metaphors. 154 students studying at Social Sciences High School of Kütahya during 2014-2015 educational year are included in this study. Questions asked in this study are (1) Which metaphors did the secondary school students use in order…

Do Schools Care? The Student View. Co-operative Research Series No. 6.

ERIC Educational Resources Information Center

Dynan, Mary P.

This study surveyed student views of their schools and attempted to determine the degree of student alienation in Western Australian high schools. One hundred students from each of twelve high schools participated in the study. Data were gathered from a questionnaire and follow-up interviews. Findings indicated that a majority of students felt a…

Examining the Relationship between Classroom Climate and Student Achievement of Middle School Students

ERIC Educational Resources Information Center

Barksdale, Christopher J.

2017-01-01

The purpose of this sequential mixed method study was to examine the relationship between classroom climate and student achievement of middle school students. This study included a review of data collected from the Learning Environment Inventory from a purposeful sample of middle school students from a large suburban school district. A purposeful…

School differences in adolescent health and wellbeing: findings from the Canadian Health Behaviour in School-aged Children Study.

PubMed

Saab, Hana; Klinger, Don

2010-03-01

The goal of this study was to assess the relationship between student- and school-level factors and student health and wellbeing outcomes, and to estimate the variability present at each of the student and school levels for each of three selected health-related outcomes. The data are from the 2006 Canadian Health Behaviour in School-aged children (HBSC) study in which Grades 6-10 students (N=9670) and administrators (N=187) were surveyed. The three outcome measures are Self-Rated Health (SRH), Emotional Wellbeing (EWB), and Subjective Health Complaints (SHC). Individual and school-level effects on the three outcomes were estimated using multi-level modeling. Both individual and school-level factors were associated with students' health. Gender, family wealth, family structure, academic achievement and neighbourhood were significant student-level predictors. We identified random associations between the student-level variables and reported health outcomes. These random effects indicate that the relationships between these student variables and health are not consistent across schools. Student Problem Behaviours at the school were significant predictors of SRH and SHC, while Student Aggression and the school's average socioeconomic standing were significant school-level predictors of EWB. Findings suggest that the environment and disciplinary climate in schools can predict student health and wellbeing outcomes, and may have important implications for school initiatives aimed at students who are struggling both emotionally and academically. Copyright 2009 Elsevier Ltd. All rights reserved.

Students' motivation to study dentistry in Malaysia: an analysis using confirmatory factor analysis.

PubMed

Musa, Muhd Firdaus Che; Bernabé, Eduardo; Gallagher, Jennifer E

2015-06-12

Malaysia has experienced a significant expansion of dental schools over the past decade. Research into students' motivation may inform recruitment and retention of the future dental workforce. The objectives of this study were to explore students' motivation to study dentistry and whether that motivation varied by students' and school characteristics. All 530 final-year students in 11 dental schools (6 public and 5 private) in Malaysia were invited to participate at the end of 2013. The self-administered questionnaire, developed at King's College London, collected information on students' motivation to study dentistry and demographic background. Responses on students' motivation were collected using five-point ordinal scales. Confirmatory factor analysis (CFA) was used to evaluate the underlying structure of students' motivation to study dentistry. Multivariate analysis of variance (MANOVA) was used to compare factor scores for overall motivation and sub-domains by students' and school characteristics. Three hundred and fifty-six final-year students in eight schools (all public and two private) participated in the survey, representing an 83% response rate for these schools and 67% of all final-year students nationally. The majority of participants were 24 years old (47%), female (70%), Malay (56%) and from middle-income families (41%) and public schools (78%). CFA supported a model with five first-order factors (professional job, healthcare and people, academic, careers advising and family and friends) which were linked to a single second-order factor representing overall students' motivation. Academic factors and healthcare and people had the highest standardized factor loadings (0.90 and 0.71, respectively), suggesting they were the main motivation to study dentistry. MANOVA showed that students from private schools had higher scores for healthcare and people than those in public schools whereas Malay students had lower scores for family and friends than those from minority ethnic groups. No differences were found by age, sex, family income and school type. Using CFA, this study shows that academic factors were the main motivation to study dentistry in this group of Malaysian students. There were also variations in students' motivation by students' ethnicity and school sector but not by other factors.

School motivation and high school dropout: the mediating role of educational expectation.

PubMed

Fan, Weihua; Wolters, Christopher A

2014-03-01

A good deal of evidence indicates that students' motivational beliefs and attitudes play a critical role in their academic success. Research studies on how motivational factors may help determine whether students remain in high school or drop out, however, are relatively few. More specifically, there is a lack of research examining the dynamics of whether students' motivational beliefs from earlier in high school might be used to predict their status as a dropout in their final year. The aim of the present study was to examine the mediating role of students' educational expectations in linking students' school motivation to their dropout status by utilizing a nationally representative dataset. The present study used data from the Educational Longitudinal Study of 2002 (ELS: 2002). The final sample consisted of 16,194 students, with approximately 54% White, 13% Black, 16% Hispanic, and 10% Asian students, and the rest were Native American, Hawaiian, multiracial, or of other races. Structural equation modelling was employed to conduct the mediational analysis. The results of the present study demonstrated that the relationships between student ability beliefs in math and English and student behaviour of dropping out were fully mediated by students' educational expectations. The results also revealed that student intrinsic value in math and English had significant indirect relations with student behaviour of leaving school through students' educational expectations. The results of this study suggest that explanations for student dropout status that rely solely on students' social background and school behaviours without considering their motivation are incomplete. The study expands the extant research by showing possible pathways that motivate students to persist in high school. These pathways are specifically rooted in students' ability beliefs and intrinsic interest in learning through their relationships with students' expectations for their education. © 2012 The British Psychological Society.

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 Importance of Rule Fairness: The Influence of School Bonds on At-Risk Students in an Alternative School

ERIC Educational Resources Information Center

Free, Janese L.

2014-01-01

Using Hirschi's social bonds theory as a foundation, this study examines the effects of at-risk students' school bonds on their classroom behaviour. In this article, school bonds are defined as the students' attachment to teachers/staff, students' affiliation to the school, students' belief in the fairness of the school rules and students'…

A Study of Democratic School Culture Perceptions of Sport High School Students

ERIC Educational Resources Information Center

Isikgöz, Enes

2016-01-01

In this study; the perceptions of the students studying at sport high schools about democratic school culture were analysed in accordance with different variables. Participants of the research consisted of 216 students studying at Sport High Schools in Sakarya and Batman Provinces of Turkey. The data were collected with the Democratic School…

Study Habits and Academic Performance of Secondary School Students in Mathematic: A Case Study of Selected Secondary Schools in Uyo Local Education Council

ERIC Educational Resources Information Center

Sakirudeen, Abisola Oladeni; Sanni, Kudirat Bimbo

2017-01-01

The study examined study habits and academic performance of secondary school students in Mathematics. A case study of selected secondary schools in Uyo Local Education Council. The main purpose of the study was to investigate the relationship between study habits and academic performance of secondary school students in Mathematics. To carry out…

Analysis of Students' School Engagement in Terms of Friendship and Teachers' Behavior

ERIC Educational Resources Information Center

Erdogdu, Mustafa Yüksel

2016-01-01

The main goal of this study is to analyze "Students' school engagement in terms of friendship and teacher behaviors." The population of the study is all students at 4th grade within the boundaries of Istanbul Metropolitan Municipality. The data of the study were gathered from 2066 students from 62 schools. "School Engagement…

An examination of single-gender and coeducational classes: Their impact on the academic achievement of middle school students enrolled in mathematics and science at selected schools in Georgia

NASA Astrophysics Data System (ADS)

Elam, Jeanette H.

The purpose of this study was to compare the academic performance of students enrolled in coeducational instruction and single-gender instruction. Within this framework, the researcher examined class type, gender, and racial/ethnicity using the sixth grade CRCT scores of selected students in the areas of mathematics and science. The fifth-grade mathematics and science scores for the same population were used to control for prior knowledge. This study examined the academic achievement of students based on class type, gender, and racial/ethnicity in relation to academic achievement. The study included the CRCT scores for mathematics and science of 6th-grade students at the middle school level who were tested during the 2007--2008 school year. Many studies conducted in the past have stressed females performed better in mathematics and science, while others have stated males performed better in the same areas. Yet, other studies have found conflicting results. A large Australian study (1996), compared the academic performance of students at single-gender and coeducational schools. The conclusion of this study indicated that both males and females who were educated in single-gender classrooms scored significantly higher than did males and females in coeducational classes. A study conducted by Graham Able (2003) documented superior academic performance of students in single-gender schools, after controlling for socioeconomic class and other variables. Able's most significant finding was that the advantage of single-gender schooling was greater for males in terms of academic results than for females. This directly contradicted the educational myth that males performed better in classrooms if females were present. The sample in this study consisted of CRCT scores for 304 sixth-grade students from four different middle schools. Due to the racial composition of the sample, the study only focused on black and white students. School 1 and School 2 involved single-gender instruction while Schools 3 and School 4 involved coeducational instruction. A sample of eighty students was taken from each of the middle schools with single-gender instruction and a sample of 72 students was taken from each of the middle schools with coeducational instruction. Prior to conducting the study, an extensive application was filed with the local board of education to request permission to conduct research in the county. This process involved a detail description of the sample, sampling procedures, sample size, staff members, grade levels, and background information for the study. The major findings in this study indicated that the coeducational students outperformed the single-gender students and the white students outperformed the black students. This study confirmed that white coeducational students performed significantly higher than the black coeducational students. It was also documented through this study that there was no significant difference between the performance of the single-gender black students and the single-gender white students. In contrast to the Australian study (1996), this study indicated that the coeducational students were outperforming the single-gender students. In comparison to the 2003 study by Able, the findings of this study showed single-gender instruction was greater for females in terms of higher academic achievement than for males. INDEX WORDS. Coeducational, Single-gender, Middle school students

Using Children's Drawings to Examine Student Perspectives of Classroom Climate in a School-within-a-School Elementary School

ERIC Educational Resources Information Center

Farmer, Jennie L.; Spearman, Mindy; Qian, Meihua; Leonard, Alison E.; Rosenblith, Suzanne

2018-01-01

This study examines student perceptions of classroom climate at a school-within-a-school (SWAS) elementary school located in the southeastern United States. The elementary school contains a school for students identified as highly gifted within a neighborhood school. Researchers utilized drawings to determine students' perceptions of their…

Demographic Factors Affecting Internet Using Purposes of High School Students

ERIC Educational Resources Information Center

Kilic, Abdullah Faruk; Güzeller, Cem Oktay

2017-01-01

This study aimed at determining the impact of demographic factors on the Internet usage purposes of high school students. The population of the study consisted of students between 9th and 12th grades from the Anatolian high schools, science high schools, social sciences high schools, sports high schools and fine arts high schools in Turkey. The…

BIG SCHOOL - SMALL SCHOOL. STUDIES OF THE EFFECTS OF HIGH SCHOOL SIZE UPON THE BEHAVIOR AND EXPERIENCES OF STUDENTS. FINAL REPORT.

ERIC Educational Resources Information Center

BARKER, ROGER G.; AND OTHERS

STUDIES WERE MADE IN KANSAS HIGH SCHOOLS TO DETERMINE THE EFFECT OF SCHOOL SIZE UPON THE BEHAVIOR AND EXPERIENCES OF STUDENTS. THE FOLLOWING AREAS WERE CONSIDERED-- THE SCHOOL INVOLVED IN THE STUDY, THE DATA GATHERED FROM RECORDS AND RESEARCH, OUT-OF-SCHOOL ACTIVITIES, AND THE PLACE OF HIGH SCHOOL STUDENTS IN THE TOTAL LIFE OF FOUR SMALL TOWNS.…

Promoting an equitable and supportive school climate in high schools: the role of school organizational health and staff burnout.

PubMed

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

2014-12-01

In response to persistent racial disparities in academic and behavioral outcomes between Black and White students, equitable school climate has drawn attention as a potential target for school reform. This study examined differences in Black and White students' experiences of school climate and explored whether indicators of school organizational health and staff burnout moderated differences in students' school experiences by race. Utilizing hierarchical linear modeling with a sample of 18,397 Black students (n=6228) and White students (n=12,169) and 2391 school staff in 53 schools, we found a consistent pattern of racial inequalities, such that Black students reported less positive experiences than White students across three indicators of school climate (caring γ=-0.08, p<.001; equity γ=-0.05, p=.007; and engagement γ=-0.05, p<.001). In addition, we found significant, positive associations between aggregated staff-report of school organizational health and student-reported school climate (e.g., staff affiliation and student-perceived equity, γ=0.07, p<.001). Surprisingly, a number of school organizational health indicators were more strongly associated with positive perceptions of school climate among White students than Black students, translating into greater racial disparities in perceived school climate at schools with greater organizational health (e.g., supportive leadership by race on student-perceived engagement, γ=-0.03, p=.042). We also found negative associations between staff-reported burnout and students' experience of equity, such that the racial gap was smaller in schools with high ratings of burnout (γ=0.04, p=.002). These findings have implications for educators and education researchers interested in promoting school social contexts that equitably support student engagement and success. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Examination of the Attitudes of Middle School Students towards Social Media

ERIC Educational Resources Information Center

Bulu, Sanser; Numanoglu, Mustafa; Keser, Hafize

2016-01-01

This study aims to identify middle school students` general attitudes towards social media. Participants of this descriptive study were middle school students from three public schools (n = 367) in Ankara. Data was collected using "Demographic Information Form" and "Social Media Attitudes Survey for Students" developed by…

The relationship between school type and academic performance at medical school: a national, multi-cohort study

PubMed Central

Cleland, Jennifer A; Walker, Kim; Lee, Amanda J; Greatrix, Rachel

2017-01-01

Objectives Differential attainment in school examinations is one of the barriers to increasing student diversity in medicine. However, studies on the predictive validity of prior academic achievement and educational performance at medical school are contradictory, possibly due to single-site studies or studies which focus only on early years’ performance. To address these gaps, we examined the relationship between sociodemographic factors, including school type and average educational performance throughout medical school across a large number of diverse medical programmes. Methods This retrospective study analysed data from students who graduated from 33 UK medical schools between 2012 and 2013. We included candidates’ demographics, pre-entry grades (adjusted Universities and Colleges Admissions Service tariff scores) preadmission test scores (UK Clinical Aptitude Test (UKCAT) and Graduate Medical School Admissions Test (GAMSAT)) and used the UK Foundation Programme’s educational performance measure (EPM) decile as an outcome measure. Logistic regression was used to assess the independent relationship between students’ background characteristics and EPM ranking. Results Students from independent schools had significantly higher mean UKCAT scores (2535.1, SD=209.6) than students from state-funded schools (2506.1, SD=224.0, p<0.001). Similarly, students from independent schools came into medical school with significantly higher mean GAMSAT scores (63.9, SD=6.9) than students from state-funded schools (60.8, SD=7.1, p<0.001). However, students from state-funded schools were almost twice as likely (OR=2.01, 95% CI 1.49 to 2.73) to finish in the highest rank of the EPM ranking than those who attended independent schools. Conclusions This is the first large-scale study to examine directly the relationship between school type and overall performance at medical school. Our findings provide modest supportive evidence that, when students from independent and state schools enter with similar pre-entry grades, once in medical school, students from state-funded schools are likely to outperform students from independent schools. This evidence contributes to discussions around contextualising medical admission. PMID:28860227

Focus on Study Habits in School: A Guide for Teachers and Students To Increase Learning in the Middle School.

ERIC Educational Resources Information Center

Georgiady, Nicholas P.; Romano, Louis G.

This booklet is designed to help middle school students and their teachers analyze in-school study habits, providing 12 specific suggestions to help students succeed academically. Students need to understand the importance of: (1) school attendance; (2) good health; (3) paying attention in class; (4) effective note-taking skills; (5) picking a…

Relations between the school physical environment and school social capital with student physical activity levels.

PubMed

Button, Brenton; Trites, Stephen; Janssen, Ian

2013-12-17

The physical and social environments at schools are related to students' moderate-to-vigorous physical activity (MVPA) levels. The purpose of this study was to explore the interactive effects of the school physical environment and school social capital on the MVPA of students while at school. Data from 18,875 grade 6-10 students from 331 schools who participated in the 2009/10 Canadian Health Behaviour in School-Aged Children survey were analyzed using multi-level regression. Students answered questions on the amount of time they spend in MVPA at school and on their school's social capital. Administrator reports were used to create a physical activity related physical environment score. The school physical environment score was positively associated with student MVPA at school (β = 0.040, p < .005). The association between the school social capital and MVPA was also positive (β = 0.074, p < .001). The difference in physical environments equated to about 20 minutes/week of MVPA for students attending schools with the lowest number of physical environment features and about 40 minutes/week for students attending schools with the lowest school social capital scores by comparison to students attending schools with the highest scores. The findings suggest that school social capital may be a more important factor in increasing students MVPA than the school physical environment. The results of this study may help inform interventions aimed at increasing student physical activity levels.

Internet Use among Middle School Students in School and at Home: What Can We Learn from a U.S.-China Comparison?

ERIC Educational Resources Information Center

Lei, Jing; Zhou, Jingye; Wang, Qiu

2009-01-01

Based on data collected from middle school students in a U.S. school (N = 159) and a Chinese school (N = 183), this study compared Internet use in school and at home between American students and Chinese students, explored what affected students' use of the Internet, and examined how students' Internet use related to their learning. Results reveal…

Preservice Teachers' Understanding of Variable

ERIC Educational Resources Information Center

Brown, Sue; Bergman, Judy

2013-01-01

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

Focusing on Challenging Content and Practical Applications in Science, Technology, Engineering and Mathematics (STEM) Studies in Middle Grades Schools, High Schools and Technology Centers.

ERIC Educational Resources Information Center

Southern Regional Education Board (SREB), 2012

2012-01-01

Schools that give students access to STEM (science, technology, engineering and mathematics) studies are accomplishing several objectives: introducing students to higher-level academic and career studies, expanding project-based learning in the curriculum, enticing students to remain in school until graduation, and preparing students for…

Students' Perceptions of School Counselors: An Investigation of Two High Schools in Beijing, China

ERIC Educational Resources Information Center

Shi, Qi; Liu, Xi; Leuwerke, Wade

2014-01-01

This study sought to examine students' perceptions of their school counselors in two high schools in Beijing, China. Independent t tests found that female students rated school counselors' availability significantly higher than male students did. Also, students who had received prior counseling services rated counselors significantly higher in the…

Middle School Students' Beliefs about Matter

ERIC Educational Resources Information Center

Nakhleh, Mary B.; Samarapungavan, Ala; Saglam, Yilmaz

2005-01-01

The objective of this study was to examine middle school students' developing understanding of the nature of matter and to compare middle school students' ideas to those of elementary schools students, as was done by Nakhleh and Samarapungavan ["J Res Sci Teach" 36(7):777-805, 1999]. Nine middle school students were interviewed using a scripted,…

School Obesity Prevention Policies and Practices in Minnesota and Student Outcomes: A Longitudinal Cohort Study.

PubMed

Nanney, Marilyn S; MacLehose, Richard F; Kubik, Martha Y; Davey, Cynthia S; O'Connell, Michael J; Grannon, Katherine Y; Nelson, Toben F

2016-11-01

The School Obesity-related Policy Evaluation (ScOPE) Study uses existing public surveillance data and applies a rigorous study design to evaluate effectiveness of school policies and practices impacting student behavioral and weight outcomes. The ScOPE Study used a cohort of 50 combined junior-senior and high schools in Minnesota to evaluate the change in weight-related policy environments in 2006 and 2012 and test the effect of policy change on students attending those schools in 2007 and 2013. Exposure variables included school practices about foods and beverages available in school vending machines and school stores, physical education requirements, and intramural opportunities. Primary study outcomes were average school-level ninth grade student BMI percentile, obesity prevalence, daily servings of fruits/vegetables, and daily glasses of soda. Availability of fruits/vegetables in schools was associated with a significant increase in total daily intake among ninth grade students by 0.4 servings. Availability of soda in schools was associated with a significant increase in total daily intake among ninth grade boys by 0.5 servings. Less-healthy snack and drink availability in schools was associated with a small, significant increase (1%) in student BMI percentile at the school level. Use of a school-level longitudinal cohort study design over a 6-year period uniquely adds to the methodologic rigor of school policy and practice evaluation studies. The ScOPE Study provides marginal evidence that school policies and practices, especially those that restrict vending and school store offerings, may have small effects on weight status among ninth grade students. Copyright © 2016 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Alignment of Hands-On STEM Engagement Activities with Positive STEM Dispositions in Secondary School Students

ERIC Educational Resources Information Center

Christensen, Rhonda; Knezek, Gerald; Tyler-Wood, Tandra

2015-01-01

This study examines positive dispositions reported by middle school and high school students participating in programs that feature STEM-related activities. Middle school students participating in school-to-home hands-on energy monitoring activities are compared to middle school and high school students in a different project taking part in…

A Study on Primary and Secondary School Students' Misconceptions about Greenhouse Effect (Erzurum Sampling)

ERIC Educational Resources Information Center

Gul, Seyda; Yesilyurt, Selami

2011-01-01

The aim of this study is to determine what level of primary and secondary school students' misconceptions related to greenhouse effect is. Study group consists of totally 280 students attended to totally 8 primary and secondary schools (4 primary school, 4 secondary school) which were determined with convenient sampling method from center of…

Bullying and Symptoms of Depression in Chilean Middle School Students

ERIC Educational Resources Information Center

Fleming, Lila C.; Jacobsen, Kathryn H.

2009-01-01

Background: The goal of this study was to assess the association between bullying and symptoms of depression among middle school students in Chile. Methods: Secondary data analysis of Chile's 2004 Global School-Based Health Survey. Results: A total of 8131 middle school students participated in the study. Forty-seven percent of students reported…

Empowering Chicana/o and Latina/o High School Students: A Guide for School Counselors

ERIC Educational Resources Information Center

Padilla, Alejandro; Hipolito-Delgado, Carlos P.

2016-01-01

A qualitative research study was conducted with 15 school counselors to identify the strategies they used to empower Chicana/o and Latina/o high school students. The findings of this study revealed that participants facilitated student empowerment by developing personal relationships with students, involving alumni, building sociocultural…

Student Achievement in Ohio Charter Schools: A Comparative and Longitudinal Study

ERIC Educational Resources Information Center

Kotler, Ruth M.

2012-01-01

The purpose of this study was to investigate fifth-grade student achievement in Ohio public charter schools as compared to student achievement in traditional public schools, and to determine whether the performance of charter schools changed over time. Research questions asked 1) how does student achievement in Ohio's public charters compare to…

Comparative Study of Preconceived Scientific Ideas Held by Different Groups of Junior Secondary School Students in Niger State, Nigeria

ERIC Educational Resources Information Center

Mohammed, Babagana; Ahmed Emigilati, Mohammed; Ishiaku, Ibrahim

2016-01-01

This study investigates the preconceptions of junior secondary school students in Niger State on scientific ideas. The sample was made up of three hundred and sixty (360) junior secondary school students (JSSS I) who were randomly selected from twelve secondary schools. Four schools in each three educational zones with thirty (30) students from…

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

NASA Astrophysics Data System (ADS)

McLarnon, Tara Lynn

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

Understanding Students' Precollege Experiences with Racial Diversity: The High School as Microsystem

ERIC Educational Resources Information Center

Park, Julie J.; Chang, Stephanie H.

2015-01-01

Few qualitative studies consider how high school experiences affect readiness for diversity engagement in college. Using data from an ethnographic case study, three central trends (student experiences within homogeneous high schools, racial divisions within diverse high schools, and students who attended diverse high schools but had little…

Rural Middle School Students' Perceptions of Bullying

ERIC Educational Resources Information Center

Taylor, Jonte' C.

2009-01-01

The present study is an examination of bullying perceptions by rural middle school students. Three rural middle schools participated in the study which involved 138 students completing The School Bullying Survey to determine their experiences with bullying by types and the overall school climate as it relates to bullying behavior. Results from…

School-wide implementation of the elements of effective classroom instruction: Lessons from a high-performing, high-poverty urban school

NASA Astrophysics Data System (ADS)

Dyson, Hilarie

2008-10-01

The purpose of the study was to identify structures and systems implemented in a high-performing high-poverty urban school to promote high academic achievement among students of color. The researcher used a sociocultural theoretical framework to examine the influence of culture on the structures and systems that increased performance by African American and Hispanic students. Four research questions guided the study: (1) What are the trends and patterns of student performance among students of color? (2) What are the organizational structures and systems that are perceived to contribute to high student performance in high-poverty urban schools with high concentrations of students of color? (3) How are the organizational structures and systems implemented to support school-wide effective classroom instruction that promotes student learning? (4) How is the construct of race reflected in the school's structures and systems? Qualitative data were collected through interviews, observations, and artifact collection. A single case study method was employed and collected data were triangulated to capture and explore the rich details of the study. The study focused on a high-performing high-poverty urban elementary school located in southern California. The school population consisted of 99% students of color and 93% were economically disadvantaged. The school was selected for making significant and consistent growth in Academic Performance Index and Adequate Yearly Progress over a 3-year period. The school-wide structures and systems studied were (a) leadership, (b) school climate and culture, (c) standards-based instruction, (d) data-driven decision making, and (e) professional development. Four common themes emerged from the findings: (a) instructional leadership that focused on teaching and learning; (b) high expectations for all students; (c) school-wide focus on student achievement using standards, data, and culturally responsive teaching; and (d) positive relationships and interactions among students, teachers, parents, and community. Suggestion for future research include a deep examination of how and why culturally relevant pedagogy supports students of color, research on leadership and its impact on creating a positive school climate and culture to produce high student achievement by students of color, and the impact of early education programs on student achievement among poor students and students of color.

Do Students' Backgrounds in the Language of Instruction Influence Secondary School Academic Performance?

ERIC Educational Resources Information Center

Komba, Sotco Claudius; Bosco, Stephen

2015-01-01

In Tanzania, two types of primary schools exist, based on the language of instruction used. These are English medium schools and Swahili medium schools. Students who complete their studies from both types of schools join secondary schools where the language of instruction is solely English. This study investigated the influence of students'…

Exploring School- and Home-Related Protective Factors for Economically Disadvantaged Middle School Students

ERIC Educational Resources Information Center

Okilwa, Nathern S. A.

2016-01-01

This study explored the experiences of middle school students, particularly focusing on the academic achievement of economically disadvantaged students. For low SES middle school students, the known cumulative effects of poverty coupled with school transition and early adolescence development heighten the potential risks for school failure. By…

A Study of Health Education and Its Needs for Elementary School Students

ERIC Educational Resources Information Center

Hussain, Irshad; Alamgir, Muhammad Ahmad; Shahzad, Muhammad

2015-01-01

Health Education, particularly in elementary schools, appears to be a neglected area in Pakistan. This study investigated the health education needs of elementary school students. The purpose of the present study is to assess health education needs of elementary school students. The study adopted mix approach of (qualitative and quantitative)…

Perceptions of Elementary School Students: Experiences and Dreams about the Life Studies Course

ERIC Educational Resources Information Center

Baysal, Z. Nurdan; Tezcan, Özlem Apak; Araç, Kamil Ersin

2018-01-01

This study seeks to identify elementary school students' views and perceptions of the Life Studies course through verbal and visual instruments. It employs a descriptive phenomenological research design. The study surveyed second- and third-grade students attending one private elementary school and two state elementary schools. The data was…

Belongingness in Early Secondary School: Key Factors that Primary and Secondary Schools Need to Consider

PubMed Central

Vaz, Sharmila; Falkmer, Marita; Ciccarelli, Marina; Passmore, Anne; Parsons, Richard; Black, Melissa; Cuomo, Belinda; Tan, Tele; Falkmer, Torbjörn

2015-01-01

It is unknown if, and how, students redefine their sense of school belongingness after negotiating the transition to secondary school. The current study used longitudinal data from 266 students with, and without, disabilities who negotiated the transition from 52 primary schools to 152 secondary schools. The study presents the 13 most significant personal student and contextual factors associated with belongingness in the first year of secondary school. Student perception of school belongingness was found to be stable across the transition. No variability in school belongingness due to gender, disability or household-socio-economic status (SES) was noted. Primary school belongingness accounted for 22% of the variability in secondary school belongingness. Several personal student factors (competence, coping skills) and school factors (low-level classroom task-goal orientation), which influenced belongingness in primary school, continued to influence belongingness in secondary school. In secondary school, effort-goal orientation of the student and perception of their school’s tolerance to disability were each associated with perception of school belongingness. Family factors did not influence belongingness in secondary school. Findings of the current study highlight the need for primary schools to foster belongingness among their students at an early age, and transfer students’ belongingness profiles as part of the hand-over documentation. Most of the factors that influenced school belongingness before and after the transition to secondary are amenable to change. PMID:26372554

The impact of within-school autonomy on students' goal orientations and engagement with mathematics

NASA Astrophysics Data System (ADS)

Carmichael, Colin; Muir, Tracey; Callingham, Rosemary

2017-03-01

School autonomy has been identified as having an impact on a school's performance, yet less has been reported about the effect this has on students' goal orientations and engagement with mathematics. In a national study conducted in schools across Australia, measures of school autonomy were collected from teachers and school leaders, along with students' perceptions of the mastery and performance goal orientations of their classrooms and personally using surveys. Schools were identified as having high or low levels of autonomy on the basis of school leaders' responses. For the study discussed in this paper, a subset of 14 schools for which matched student and teacher data were available provided students' responses to a variety of variables including goal orientations. The findings suggested students in high-autonomy schools were less likely to hold a personal performance approach and avoidance goals than their peers in low-autonomy schools. Fifty-five case studies conducted in 52 schools provided evidence of some of the practical aspects of these findings, which have implications for systems, schools and teachers.

Knowledge About HIV/AIDS Among Secondary School Students.

PubMed

Gupta, Pratibha; Anjum, Fatima; Bhardwaj, Pankaj; Srivastav, Jp; Zaidi, Zeashan Haider

2013-02-01

HIV/AIDS has emerged as the single most formidable challenge to public health. School children of today are exposed to the risk of HIV/AIDS. The study was conducted to determine the knowledge among secondary school students regarding HIV/AIDS and provide suggestions for HIV/AIDS education in schools. A cross-sectional study was conducted among students of tenth to twelfth standard in the intermediate schools of Lucknow, India, from July to October 2011. A total of 215 students, both boys and girls, were enrolled in the study. In this study, for majority of the students (85%), the source of information about HIV/AIDS was the television. Regarding knowledge about modes of transmission of HIV/AIDS among girl students, 95.1% of them told that it is through unprotected sex. A total of 75.8% students said that it was transmitted from mother to child. It was observed that the knowledge of the school students was quite satisfactory for most of the variables like modes of transmission, including mother-to-child transmission of the disease. However, schools should come forward to design awareness campaigns for the benefit of the students.

Can the concept of Health Promoting Schools help to improve students' health knowledge and practices to combat the challenge of communicable diseases: Case study in Hong Kong?

PubMed Central

Lee, Albert; Wong, Martin CS; Keung, Vera MW; Yuen, Hilda SK; Cheng, Frances; Mok, Jennifer SY

2008-01-01

Background The growing epidemics of emerging infectious diseases has raised the importance of a setting approach and include the Health Promoting School (HPS) framework to promote better health and hygiene. Built on the concept of 'the' HPS framework, the Hong Kong Healthy Schools Award scheme includes "Personal Health Skills" as one of its key aspects to improve student hygiene knowledge and practices. This study examines the differences in student perceptions, knowledge and health behaviours between those schools that have adopted the HPS framework and those that have not adopted. Methods A cross-sectional study using multi-stage random sampling was conducted among schools with awards (HSA) and those schools not involved in the award scheme nor adopting the concept of HPS (non-HPS). For HSA group, 5 primary schools and 7 secondary schools entered the study with 510 students and 789 students sampled respectively. For the 'Non-HPS' group, 8 primary schools and 7 secondary schools entered the study with 676 students and 725 students sampled respectively. A self-administered questionnaire was used as the measuring instrument. Results Students in the HSA category were found to be better with statistical significance in personal hygiene practice, knowledge on health and hygiene, as well as access to health information. HSA schools were reported to have better school health policy, higher degrees of community participation, and better hygienic environment. Conclusion Students in schools that had adopted the HPS framework had a more positive health behaviour profile than those in non-HPS schools. Although a causal relationship is yet to be established, the HPS appears to be a viable approach for addressing communicable diseases. PMID:18234083

Measurement of students' perceptions of nursing as a career.

PubMed

Matutina, Robin E; Newman, Susan D; Jenkins, Carolyn M

2010-09-01

Middle school has been identified as the prime age group to begin nursing recruitment efforts because students have malleable perceptions about nursing as a future career choice. The purpose of this integrative review is to present a brief overview of research processes related to middle school students' perceptions of nursing as a future career choice and to critically evaluate the current instruments used to measure middle and high school students' perceptions of nursing as a career choice. An integrative review of the years 1989 to 2009 was conducted searching Cumulative Index to Nursing and Allied Health Literature (CINAHL), National Library of Medicine PubMed service (PubMed), and Ovid MEDLINE databases using the key words career, choice, future, ideal, nursing, and perception. Reference lists of retrieved studies were hand searched, yielding a total of 22 studies. Inclusion criteria were (a) sample of middle school students, (b) sample of high school students, (c) mixed sample including middle or high school students, and (4) samples other than middle or high school students if the instrument was tested with middle or high school students in a separate study. Ten studies met these criteria. Of the 10 studies, samples were 30% middle school students; 40% high school students; 10% mixed, including school-aged students; and 20% college students with an instrument tested in middle school students. Eighty percent of participants were White females. Overall, participants' socioeconomic status was not identified. A single study included a theoretical framework. Five instruments were identified and each could be completed in 15 to 30 min. The most commonly used instrument is available free of charge. Seventy percent of the studies used Cronbach's alpha to report instrument reliability (0.63 to 0.93), whereas 30% failed to report reliability. Fifty percent of the studies established validity via a "panel of experts," with three of those studies further describing the panel of experts. Samples of white females may hinder generalization. Socioeconomic status was not consistently reported and may be an important factor with regard to perceptions of nursing as a career choice. An overall absence of theoretical framework hinders empirical data from being applied to nursing theories that in turn may support nursing concepts. The reporting of reliability and validity may be improved by further defining panel of experts and expanding the number of experts (more than seven). More in-depth evaluation of the psychometric properties of the instruments with more diverse populations is needed. Rigorously tested instruments may be useful in determining middle school students' perceptions about nursing. Therefore, future researchers should consider testing existing instruments in the middle school population, adhering to theoretical frameworks, diversifying the sample population, and clearly reporting reliability and validity to gain knowledge about middle school students' perceptions about a nursing career.

Student Perceptions of School Efforts to Facilitate Student Involvement, School Commitment, Self-Determination, and High School Graduation

ERIC Educational Resources Information Center

Cavendish, Wendy

2013-01-01

This study examined the relationship between student perceptions of school efforts to facilitate student involvement, school commitment, self-determination skills, and on track indicators for graduation in 10th grade and actual graduation outcomes two years later. The participants were 154 primarily minority students in a large, urban school…

Does the nature of schools matter? An exploration of selected school ecology factors on adolescent perceptions of school connectedness.

PubMed

Waters, Stacey; Cross, Donna; Shaw, Therese

2010-09-01

Connectedness to school is a significant predictor of adolescent health and academic outcomes. While individual predictors of connectedness have been well-described, little is known about school-level factors which may influence connectedness. A school's ecology, or its structural, functional, and built aspects, coupled with interpersonal interactions, may also help to enhance adolescent connectedness. This study aims to identify school ecological characteristics which predict enhanced connectedness in secondary school. Data from 5,159 Grade 8 students (12-13 years) from 39 randomly selected schools were tracked until the end of Grade 9 (13-14 years). Students' self-reported school, teacher, and family connectedness, mental health and peer relationships were measured at two time points. Accounting for school-level clustering, student- and school-level ecological characteristics were modelled on self-reported school connectedness in Grades 8 and 9. Students' higher school connectedness in Grades 8 and 9 was influenced by greater levels of family connectedness, fewer classroom and peer problems, less difficult secondary school transition, fewer emotional problems, and greater prosocial skills. Seven school-level ecological variables were significantly associated with school connectedness after controlling for student-level predictors. At the school-level, priority for pastoral care and students' aggregated writing skills scores significantly predicted concurrent and future enhanced connectedness. Interventions to improve students' school connectedness should address individual student characteristics and school functional features such as pastoral care strategies and helping students to achieve greater academic outcomes. Future studies should focus on the cumulative longitudinal influence of school ecological and student-level predictors of school connectedness.

Middle school student perceptions of school lunch following revised federal school meal guidelines

USDA-ARS?s Scientific Manuscript database

This study assessed student perceptions of school meals under the new federal meal patterns for the National School Lunch Program (NSLP). Student feedback is instrumental in developing strategies to increase and maintain NSLP participation, satisfaction, and ultimately provide students with a health...

Middle school students' attitudes toward math and STEM career interests: A 4-year follow-up study

NASA Astrophysics Data System (ADS)

Schneider, Madalyn R.

The purpose of the current study is to examine middle school students' attitudes toward math, intent to pursue STEM-related education and occupations, and STEM interest from middle school to high school. The data used in this study are from a larger, on-going National Science Foundation (NSF) grant-funded study that is investigating middle school students' disengagement while using the Assistments system (Baker, Heffernan & San Pedro, 2012), a computer-based math tutoring system. The NSF grant study aims to explore how disengagement with STEM material can aid in the prediction of students' college enrollment as well as how it may interact with other factors affecting students' career choices (San Pedro, Baker, Bowers, Heffernan, 2013). Participants are students from urban and suburban schools in Massachusetts measured first in middle school and again four years later. Measures at Time 1 included: various items related to attitudes toward mathematics, occupations they could see themselves doing as adults, and the Brief Self-Control Scale (Tangney, Baumeister, & Luzio Boone, 2004). Measures at Time 2 included: items requesting the students' current mathematics and science courses and intended majors or occupations following high school graduation. Exploratory factor analysis, multiple regression and logistic regression analyses were used to test the following four hypotheses: I. There will be several distinct factors that emerge to provide information about middle school students' attitudes toward math; II. Students' attitudes toward math will correlate positively and significantly with students' intent to pursue STEM-related careers at Time 1 with a medium effect; III. Middle school attitudes toward mathematics will relate positively and significantly to level of high school mathematics and science courses with a medium effect; IV. Middle school intent to pursue STEM will correlate positively and significantly with high school intent to pursue STEM majors/careers with a medium effect. Results supported a 2-factor model of Attitudes toward Mathematics consisting of Math Self-Concept and Attitudes toward Assistments. Other significant findings include: a positive relationship between students' Attitudes toward Assistments and level of math class taken in high school; a positive relationship between students' Math Self-Concept and Self Control; a positive relationship between Self Control and students' endorsement of STEM careers while in middle school, and discrepancy between male and female students' endorsement of STEM careers as early as middle school. Although many of the study's primary hypotheses were not supported, the present study provides a framework and baseline for several important considerations. Limitations, including those related to the present study's small sample size, and future implications of the present study, which add to career development literature in STEM, are discussed in regard to both research and practice. Keywords: career development, middle school, attitudes, math, STEM, self-concept

Improving self-regulated learning junior high school students through computer-based learning

NASA Astrophysics Data System (ADS)

Nurjanah; Dahlan, J. A.

2018-05-01

This study is back grounded by the importance of self-regulated learning as an affective aspect that determines the success of students in learning mathematics. The purpose of this research is to see how the improvement of junior high school students' self-regulated learning through computer based learning is reviewed in whole and school level. This research used a quasi-experimental research method. This is because individual sample subjects are not randomly selected. The research design used is Pretest-and-Posttest Control Group Design. Subjects in this study were students of grade VIII junior high school in Bandung taken from high school (A) and middle school (B). The results of this study showed that the increase of the students' self-regulated learning who obtain learning with computer-based learning is higher than students who obtain conventional learning. School-level factors have a significant effect on increasing of the students' self-regulated learning.

Environmental consciousness of students from secondary and high schools in Bodrum, Turkey.

PubMed

Sevencan, Funda; Yavuz, Cavit Işık; Acar Vaizoğlu, Songül

2017-01-01

In this study, it is aimed to determine environmental awareness of secondary and high school students in Bodrum, Turkey. This cross-sectional designed study was conducted on 381 students from secondary school and 335 high school students between 5th and 12th grades in Bodrum. In order to assess the environmental consciousness level, a questionnaire form consisting 58 questions and 17 statements for evaluation of environmental consciousness was developed by researchers. t test was used for the difference between the distribution of percentages and the difference between the averages of environmental consciousness level. The top three environmental health issues that were determined as "very harmful" were "smoking, air pollution resulting from power plants and being in a smoking area" for secondary school students and "smoking, air pollution resulting from power plants and ozone depletion" for high school students. Both in secondary and high school students, the mean environmental consciousness level of female students was higher than that of male students. The mean environmental consciousness level was 12.4 ± 2.7 for secondary school students and 12.1 ± 3.1 for high school students. There was a need of training activities of both the teachers and the students to improve the environmental awareness of the secondary and high school students.

Hispanic students' mathematics achievement in the context of their high school types as STEM and non-STEM schools

NASA Astrophysics Data System (ADS)

Bicer, Ali; Capraro, Robert M.; Capraro, Mary M.

2018-07-01

The purpose of this paper is to demonstrate Hispanic students' mathematics achievement growth rate in Inclusive science, technology, engineering, and mathematics (STEM) high schools compared to Hispanic students' mathematics achievement growth rate in traditional public schools. Twenty-eight schools, 14 of which were Texas STEM (T-STEM) academies and 14 of which were matched non-STEM schools, were included in this study. A hierarchical linear modelling method was conducted. The result of the present study revealed that there was no difference in Hispanic students' mathematics achievement growth rate in T-STEM academies compared to Hispanic students' mathematics achievement growth rate in comparison schools. However, in terms of gender, the results indicated that female Hispanic students in T-STEM academies outperformed female Hispanic students in comparison schools in their mathematics growth rate.

A Case Study on the Spatial Conceptualization Abilities for Sixth Grade Elementary Students from Urban, Suburban and Remote Schools

ERIC Educational Resources Information Center

Chao, Jen Yi; Liu, Chuan Hsi

2017-01-01

The main objective of this study was to investigate and compare the spatial conceptualization performance for sixth grade elementary school students from urban, suburban and remote schools in Taiwan. This study involved 27, 25, and 26 sixth grade students from one remote indigenous school in eastern Taiwan, one suburban indigenous school in…

A Positive Model for Reducing and Preventing School Burnout in High School Students

ERIC Educational Resources Information Center

Aypay, Ayse

2017-01-01

This study aims to develop and test the validity of a model limited to attitude towards the future and subjective well-being for reducing and preventing the school burnout that high school students can experience. The study is designed as a relational screening model conducted over 389 high school students. The data in this study are analyzed…

Students' Coping with Academic and Social Stress in an Inner-City Middle School.

ERIC Educational Resources Information Center

Fahs, Mary Ellen

This report presents the findings of several studies designed to examine students' coping processes in relation to stressful academic and social situations in the school environment. The setting for these studies was an inner-city intermediate school with approximately 423 students in the 1984-85 school year. Over 95 percent of the students were…

Does High School Facility Quality Affect Student Achievement? A Two-Level Hierarchical Linear Model

ERIC Educational Resources Information Center

Bowers, Alex J.; Urick, Angela

2011-01-01

The purpose of this study is to isolate the independent effects of high school facility quality on student achievement using a large, nationally representative U.S. database of student achievement and school facility quality. Prior research on linking school facility quality to student achievement has been mixed. Studies that relate overall…

Alleviating Mathematics Anxiety of Elementary School Students: A Situated Perspective

ERIC Educational Resources Information Center

Sharma, Yogesh

2016-01-01

The present study investigates the effects of the situated learning and effortful control on mathematics anxiety of school students. Participants were 99 seventh graders who studied in two schools. Students in one of these were given instruction through the situated learning model, and the students of other school were treated as a control group.…

School Socio-Cultural Identity and Perceived Parental Involvement about Mathematics Learning in Greece

ERIC Educational Resources Information Center

Moutsios-Rentzos, Andreas; Chaviaris, Petros; Kafoussi, Sonia

2015-01-01

In this quantitative study we investigated the primary school students' perceived parental involvement in mathematics with respect to different school socio-cultural identity as identified by the students' ethnicity. 493 students attending the two last grades of three primary schools participated in the study. The role of the students' grade and…

The Effect of School Design on Student Performance

ERIC Educational Resources Information Center

Ariani, Mohsen Ghasemi; Mirdad, Fatemeh

2016-01-01

The present study aims at exploring the influence of school design on student performance. The participants consisted of 150 students who studied at two Iranian public school and private school in Mashhad City. School Design and Planning Laboratory (SDPL) model of Georgia University (and Tanner (2009)) was used as an appraisal indicator of school…

Mathematics Course-Taking in Rural High Schools

ERIC Educational Resources Information Center

Anderson, Rick; Chang, Beng

2011-01-01

Using data from the 2005 NAEP High School Transcript Study, this paper examines the mathematics course-taking of rural high school students. Although several studies indicate rural high school students' mathematics achievement is comparable to that of students in non-rural high schools, the mathematics course-taking patterns of rural and non-rural…

Study: condoms in school do not promote sex. Very few high schools offer condoms, however.

PubMed

2003-10-01

A recent study of high school student behavior in schools where condoms are available suggests that the mere fact of having condoms there does not increase sexual behavior among students. Researchers found that in schools where condoms are available, condom use was significantly higher among sexually active students.

Breaking Barriers: A Case Study of Two High-Performing Schools

ERIC Educational Resources Information Center

ACT, Inc., 2006

2006-01-01

This study profiles two high schools with high enrollments of low-income and racial/ethnic minority students: Thornton Fractional North High School (TF North) and Dumas High School (DHS). Both schools have substantial enrollments of low-income and racial/ethnic minority students and, despite the odds, are successfully preparing students for their…

Bullying among Turkish High School Students

ERIC Educational Resources Information Center

Kepenekci, Yasemin Karaman; Cinkir, Sakir

2006-01-01

Objective: The purpose of this study was to investigate school bullying among public high school students in Turkey. Method: This study used a survey to examine different aspects of bullying in schools. The participants (N=692) were students chosen from five state high schools in Ankara in the 2000-2001 academic year. A self-administered…

Ideal versus School Learning: Analyzing Israeli Secondary School Students' Conceptions of Learning

ERIC Educational Resources Information Center

Hadar, Linor

2009-01-01

This study explored 130 secondary school students' conceptions of learning using an open-ended task, analyzed both qualitatively and quantitatively. Students' reality of learning comprised two separate spheres, ideal learning and school learning, which rarely interacted. Generally, students commented more about school than ideal learning. Factor…

Middle School Student Perceptions of School Lunch Following Revised Federal School Meal Guidelines

ERIC Educational Resources Information Center

Kjosen, Maria M.; Moore, Carolyn E.; Cullen, Karen W.

2015-01-01

Purpose: This study assessed student perceptions of school meals under the new federal meal patterns for the National School Lunch Program (NSLP). Student feedback is instrumental in developing strategies to increase and maintain NSLP participation, satisfaction, and ultimately provide students with a healthy meal. Methods: Anonymous…

Examination of High School Students' Metaphoric School Perceptions in Terms of Various Variables: Some Evidence from Turkey

ERIC Educational Resources Information Center

Tastan, Nuray

2013-01-01

In this study, the metaphoric school perceptions of high school students were examined in terms of gender and grade. For this purpose, 892 students from seventeen different high schools in central districts of Ankara province participated in the study. The participants filled in the "Scale for School Perception (SSP)". The validity and…

Prevalence, Gender and Level of Schooling Differences in Secondary School Students Level of Shyness

ERIC Educational Resources Information Center

Onukwufor, Jonathan N.; Iruloh, Betty-Ruth Ngozi

2017-01-01

This study was conducted to ascertain the prevalence, gender and level of schooling differences in secondary school students' level of shyness in Ikwerre Local Government Area of Rivers State. Population of the study comprised all the senior secondary school class two (SSS II) and all the Junior Secondary school class two (JSS II) students in the…

School climate factors contributing to student and faculty perceptions of safety in select Arizona schools.

PubMed

Bosworth, Kris; Ford, Lysbeth; Hernandaz, Diley

2011-04-01

To ensure that schools are safe places where students can learn, researchers and educators must understand student and faculty safety concerns. This study examines student and teacher perceptions of school safety. Twenty-two focus groups with students and faculty were conducted in 11 secondary schools. Schools were selected from a stratified sample to vary in location, proximity to Indian reservations, size, and type. The data analysis was based on grounded theory. In 9 of 11 schools, neither faculty nor students voiced overwhelming concerns about safety. When asked what makes school safe, students tended to report physical security features. School climate and staff actions also increased feelings of safety. Faculty reported that relationships and climate are key factors in making schools safe. High student performance on standardized tests does not buffer students from unsafe behavior, nor does living in a dangerous neighborhood necessarily lead to more drug use or violence within school walls. School climate seemed to explain the difference between schools in which students and faculty reported higher versus lower levels of violence and alcohol and other drug use. The findings raise provocative questions about school safety and provide insight into elements that lead to perceptions of safety. Some schools have transcended issues of location and neighborhood to provide an environment perceived as safe. Further study of those schools could provide insights for policy makers, program planners, and educational leaders. © 2011, American School Health Association.

Collective school-type identity: predicting students' motivation beyond academic self-concept.

PubMed

Knigge, Michel; Hannover, Bettina

2011-06-01

In Germany, according to their prior achievement students are tracked into different types of secondary school that provide profoundly different options for their future educational careers. In this paper we suggest that as a result, school tracks clearly differ in their social status or reputation. This should translate into different collective school-type identities for their students, irrespective of the students' personal academic self-concepts. We examine the extent to which collective school-type identity systematically varies as a function of the school track students are enrolled in, and the extent to which students' collective school-type identity makes a unique contribution beyond academic self-concept and school track in predicting scholastic motivation. In two cross-sectional studies a measure of collective school-type identity is established and applied to explain motivational differences between two school tracks in Berlin. In Study 1 (N = 39 students) the content of the collective school-type identity is explored by means of an open format questionnaire. Based on these findings a structured instrument (semantic differential) to measure collective school-type identity is developed. In Study 2 (N = 1278 students) the assumed structure with four subscales (Stereotype Achievement, Stereotype Motivation, Stereotype Social, and Compensation) is proved with confirmatory factor analysis. This measure is used to compare the collective school-type identity across school tracks and predict motivational outcomes. Results show large differences in collective school-type identity between students of different school tracks. Furthermore, these differences can explain motivational differences between school tracks. Collective school-type identity has incremental predictive power for scholastic motivation, over and above the effects of academic self-concept and school track.

The Effectiveness of Smart Schooling in Terms of Student Achievement in Science: A Study of Malaysian Practice

ERIC Educational Resources Information Center

Ong, Eng-Tek; Ruthven, Kenneth

2012-01-01

This paper reports the relative effectiveness of Smart and Mainstream schooling in terms of student achievement in science. The participants comprised 770 secondary school Form 3 (15-year-old) students from two Smart Schools and two Mainstream Schools in Malaysia. Using students' Standardised National Examination (SNE) primary-school science…

School Motivation in Secondary Schools: A Survey of LGB and Heterosexual Students in Flanders

ERIC Educational Resources Information Center

Aerts, Saskia; Van Houtte, Mieke; Dewaele, Alexis; Cox, Nele; Vincke, John

2015-01-01

This study focuses on the school motivation of LGB (lesbian, gay, and bisexual) students in Flanders, the northern part of Belgium, a fairly LGB-friendly country. The authors hypothesize that LGB students in Flemish secondary schools are less motivated for school than heterosexual students because they experience less sense of school belonging and…

Measurement and structural relations of an authoritative school climate model: A multi-level latent variable investigation.

PubMed

Konold, Timothy R; Cornell, Dewey

2015-12-01

This study tested a conceptual model of school climate in which two key elements of an authoritative school, structure and support variables, are associated with student engagement in school and lower levels of peer aggression. Multilevel multivariate structural modeling was conducted in a statewide sample of 48,027 students in 323 public high schools who completed the Authoritative School Climate Survey. As hypothesized, two measures of structure (Disciplinary Structure and Academic Expectations) and two measures of support (Respect for Students and Willingness to Seek Help) were associated with higher student engagement (Affective Engagement and Cognitive Engagement) and lower peer aggression (Prevalence of Teasing and Bullying) on both student and school levels of analysis, controlling for the effects of school demographics (school size, percentage of minority students, and percentage of low income students). These results support the extension of authoritative school climate model to high school and guide further research on the conditions for a positive school climate. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Perceptions of the Effectiveness of Interactive Whiteboards on Student Engagement

ERIC Educational Resources Information Center

Phelps, Robin J.

2012-01-01

This study examined the effectiveness of interactive whiteboards on student engagement. Perceptions from 108 middle school students and one middle school teacher were analyzed to answer the research question: What are the perceptions of middle school students and one middle school teacher regarding student engagement during lessons using an…

WWC Quick Review of the Report "San Francisco Bay Area KIPP Schools: A Study of Early Implementation and Achievement"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2008

2008-01-01

This study examined whether attending a "Knowledge is Power Program" (KIPP) middle school improved students' academic achievement. KIPP schools in the study included fifth through eighth grades and served primarily low-income, minority students. The study found that fifth-grade students in KIPP middle schools generally performed better…

Comparison of smartphone addiction and loneliness in high school and university students.

PubMed

Aktürk, Ümmühan; Budak, Funda; Gültekin, Abdurrezzak; Özdemir, Aysel

2018-03-30

This study was conducted to compare the relationship between the smartphone addiction and loneliness in high school and university students. A correlation and descriptive study from a convenience sample of 1156 high school and university students. Questionnaire, Smartphone Addiction scale, and Short Loneliness scale were used to collect the data of the study. No relationship was found between the smartphone addiction and loneliness in high school and university students. It is recommended to organize comprehensive training programs for the students and their families in the school health services. © 2018 Wiley Periodicals, Inc.

The Students' Perceptions of School Success Promoting Strategies Inventory (SPSI): development and validity evidence based studies.

PubMed

Moreira, Paulo A S; Oliveira, João Tiago; Dias, Paulo; Vaz, Filipa Machado; Torres-Oliveira, Isabel

2014-08-04

Students' perceptions about school success promotion strategies are of great importance for schools, as they are an indicator of how students perceive the school success promotion strategies. The objective of this study was to develop and analyze the validity evidence based of The Students' Perceptions of School Success Promoting Strategies Inventory (SPSI), which assesses both individual students' perceptions of their school success promoting strategies, and dimensions of school quality. A structure of 7 related factors was found, which showed good adjustment indices in two additional different samples, suggesting that this is a well-fitting multi-group model (p < .001). All scales presented good reliability values. Schools with good academic results registered higher values in Career development, Active learning, Proximity, Educational Technologies and Extra-curricular activities (p < .05). SPSI showed to be adequate to measure within-schools (students within schools) dimensions of school success. In addition, there is preliminary evidence for its adequacy for measuring school success promotion dimensions between schools for 4 dimensions. This study supports the validity evidence based of the SPSI (validity evidence based on test content, on internal structure, on relations to other variables and on consequences of testing). Future studies should test for within- and between-level variance in a bigger sample of schools.

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

PubMed

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

2014-04-01

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

A Longitudinal Investigation of Project-Based Instruction and Student Achievement in High School Social Studies

ERIC Educational Resources Information Center

Summers, Emily J.; Dickinson, Gail

2012-01-01

This longitudinal study focused on how project-based instruction (PBI) influenced secondary social studies students' academic achievement and promoted College and Career Readiness (CCR). We explored and compared student achievement in a PBI high school versus a traditional instruction high school within the same rural school district. While…

School Location, School Section and Students' Gender as Predictors to Secondary School Dropout Rate in Rivers State, Nigeria

ERIC Educational Resources Information Center

Christian, Mathew

2015-01-01

This study was undertaken to underscore the extent the variables of school location, students' gender and school section can predict the rate of drop out of secondary school students. Ex post facto design was adopted and all data on students' enrollment, retention and completion were collected from available schools' records for two cohorts of…

The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

NASA Astrophysics Data System (ADS)

Mulkerrin, Elizabeth A.

The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p < .001) and students who completed the school-based experiential academic high school science program (p < .001). The posttest-posttest ACT test composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were rejected in the direction of improved science grade point average scores for 11th-grade (p < .01) and 12th-grade (p = .01) students who completed the zoo-based experiential academic high school science program. Null hypotheses were not rejected for between group posttest science grade point average scores and school district criterion reference math and reading test scores. Finally, students who completed the zoo-based experiential academic high school science program had statistically improved pretest-posttest perceptions of program relationship scores (p < .05) and compared to students who completed the school-based experiential academic high school science program had statistically greater posttest perceptions of program relevance (p < .001), perceptions of program rigor (p < .001), and perceptions of program relationships (p < .001).

Life Skills Training for Middle and High School Students with Autism.

PubMed

Chiang, Hsu-Min; Ni, Xinyu; Lee, Young-Sun

2017-04-01

This study investigated the extent to which life skills training was offered to middle and high school students with autism and life skills training needs after high school. A secondary analysis of the National Longitudinal Training Study-2 (NLTS-2) data was conducted in this study. This study found that the majority of the middle and high school students with autism (77.4%) had received life skills training in school. Receipt of life skills training differed across students' gender, age, diagnosis of intellectual disability, and functional mental skills. Students received life skills training in general education classrooms, special education classrooms, individual instruction, and community settings. Life skills training was needed for the majority of the high school leavers with autism (78%).

Effects of High School Students' Perceptions of School Life Quality on Their Academic Motivation Levels

ERIC Educational Resources Information Center

Akin Kösterelioglu, Meltem; Kösterelioglu, Ilker

2015-01-01

This study aims to identify the effects of high school students' perceptions of school life quality on their academic motivation levels. The study was conducted on a sample of high school students (n = 2371) in Amasya Province in the fall semester of 2013-2014 academic year. Study sample was selected with the help of cluster sampling method. Data…

Study Habit and Its Impact on Secondary School Students' Academic Performance in Biology in the Federal Capital Territory, Abuja

ERIC Educational Resources Information Center

Ebele, Uju F.; Olofu, Paul A.

2017-01-01

Study habits is how one studies. That is, the habits which students form during their school years. Without good study habits, a student cannot succeed. Thus, this study investigated the impact of study habits on secondary school students' academic performance in the Federal Capital Territory, Abuja. The study was guided by one null hypothesis.…

Factors Affecting the Happiness of Urban Elementary School Students: An Exploratory Study

ERIC Educational Resources Information Center

Tenney, Jodiann K.

2011-01-01

The purpose of this transformative mixed methods study was to examine the school happiness of upper elementary students in three Connecticut urban demonstration schools. The study examined the differences in students' happiness based on ethnicity, gender, and their interaction. It also investigated the factors that affect students' happiness in…

Secondary School Students' Predictors of Science Attitudes

ERIC Educational Resources Information Center

Tosun, Cemal; Genç, Murat

2016-01-01

The purpose of this study is to identify the factors that affect the secondary school students' attitudes in science. This study was conducted using survey method. The sample of the study was 503 students from four different secondary schools in Bartin and Düzce. Data were obtained using the Survey of Factors Affecting Students' Science Attitudes…

A Cross-National Study of Students' Attitudes toward School

ERIC Educational Resources Information Center

Lai, Shu-Ling; Stevens, Carla; Martinez, Jorge; Ye, Renmin

2015-01-01

Using an international educational database, PISA 2009, this study investigates and analyzes 15-year-old students' attitudes toward school in 11 Asia-Pacific units (country, city, or area). For each unit, the study demonstrates four types of students' attitudes toward school, compares male and female students, and examines the relationships of the…

Student-teacher relationships matter for school inclusion: school belonging, disability, and school transitions.

PubMed

Crouch, Ronald; Keys, Christopher B; McMahon, Susan D

2014-01-01

For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.

Investigating Gifted Middle School Students' Images about Scientists: A Cultural Similarity Perspective

ERIC Educational Resources Information Center

Bayri, N.; Koksal, M. S.; Ertekin, P.

2016-01-01

The purpose of this study is to investigate gifted middle school students' images about scientists in terms of cultural similarity. Sample of the study is 64 gifted middle school students taking courses from a formal school for gifted students. The data were collected by using Draw-a-scientist (DAST) instrument and was analysed by two researchers…

Mathematical Problem Posing as a Measure of Curricular Effect on Students' Learning

ERIC Educational Resources Information Center

Cai, Jinfa; Moyer, John C.; Wang, Ning; Hwang, Stephen; Nie, Bikai; Garber, Tammy

2013-01-01

In this study, we used problem posing as a measure of the effect of middle-school curriculum on students' learning in high school. Students who had used a standards-based curriculum in middle school performed equally well or better in high school than students who had used more traditional curricula. The findings from this study not only show…

Attitudes of Native and Immigrant Students towards School Bullying in Greece

ERIC Educational Resources Information Center

Nikolaou, Georgios; Samsari, Eleni

2016-01-01

Although school bullying is a serious form of violence, relevant studies do not agree if immigrant students are at higher risk to be involved in bullying than native students in ethnically diverse schools. The purpose of the study was to investigate the attitudes of Greek and non-Greek students about school bullying. The sample composed of 719…

A Multilevel Study on Trends in Malaysian Secondary School Students' Science Achievement and Associated School and Student Predictors

ERIC Educational Resources Information Center

Mohammadpour, Ebrahim

2012-01-01

This article aims to investigate variations in science achievement for secondary school students across the Trends in International Mathematics and Science Study (TIMSS) assessments and to examine the relations of several student- and school-level factors with achievement. The data were obtained from 5,577, 5,314, and 4,466 Malaysian eighth…

Perceptions of the Quality of School Life: A Case Study of Schools and Students.

ERIC Educational Resources Information Center

Batten, Margaret; Girling-Butcher, Sue

In order to test the validity of a measure of Australian students' views on the quality of life within their schools, a small-scale study was conducted in seven secondary schools, including both public and private institutions. The 52-item survey instrument was administered to 651 students in grades 9-12. Followup interviews of students were held…

Teaching Them All: An Exploratory Mixed Methods Study of African American Students' Perceptions of Their Middle School's Culture

ERIC Educational Resources Information Center

Hankerson, Henry

2009-01-01

Research indicates school culture impacts student achievement. At Teach Them All Middle School (TTA), an achievement gap exists between African American and White students. The purpose of the current study was to examine the perceptions of African American students concerning the school culture at TTA. The research questions explored the…

The School Climate-Student Achievement Connection: If We Want Achievement Gains, We Need to Begin by Improving the Climate

ERIC Educational Resources Information Center

Shindler, John; Jones, Albert; Williams, A. Dee; Taylor, Clint; Cardenas, Hermenia

2016-01-01

This study examined the relationship between school climate and student achievement ratings in urban school districts in five states (N = 230). Many educators view school climate and student achievement as separate considerations. However the results of this study suggest that climate and student achievement were highly related. In fact, the…

Unintended pregnancy and termination of studies among students in Anambra state, Nigeria: are secondary schools playing their part?

PubMed

Onyeka, Ifeoma N; Miettola, Juhani; Ilika, Amobi L; Vaskilampi, Tuula

2011-06-01

This study evaluated efforts of secondary schools to prevent unintended pregnancy among students and their reactions to pregnant students before and after delivery. A cross-sectional survey of 46 teachers in three public and two private schools in Anambra state, Nigeria was carried out. Information was collected using self-administered questionnaire. Of all the teachers in the study, 87% reported unintended pregnancies among students in the previous 3 years. Expulsion (43%) and suspension (28%) were the most common reactions. Private schools were more likely to expel pregnant students than public schools. Following the delivery of their babies, 43% discontinued their education in the same school, whereas 37% continued their education in a different school. Counselling was given before suspension or expulsion in 4% of public schools and 15% of private schools. Majority of the schools (61%) did not have sex education as part of their schools' curriculum. Students should be re-admitted in order to ensure continuity of their academic development, prevent unemployment and mitigate poverty-induced repeat pregnancy.

High School Students' Experiences in School Toilets or Restrooms

ERIC Educational Resources Information Center

Norling, Maja; Stenzelius, Karin; Ekman, Nina; Wennick, Anne

2016-01-01

Previous research about school toilets is based on studies of children in elementary school. Thus, the aim of this study was to explore the experiences when using the school toilets reported by students aged 16-18 years. Qualitative interviews with 21 students were conducted and analyzed using content analysis. The data revealed that the toilets…

African American Students in Private, Independent Schools: Parents and School Influences on Racial Identity Development

ERIC Educational Resources Information Center

DeCuir-Gunby, Jessica T.; Martin, Pamela P.; Cooper, Shauna M.

2012-01-01

Although much research has focused on the public school experiences of African American students, few studies exist that explore their race-related experiences within an independent, private school context. Studies have suggested that, while private, independent schools may elevate the quality of African American students' education, many of these…

School-Related Variables in the Dimensions of Anger in High School Students in Turkey

ERIC Educational Resources Information Center

Siyez, Digdem M.

2018-01-01

The study aimed to examine the effects of perceived social support from teachers, expectation of academic achievement, school control, and gender on anger dimensions in high school students in Izmir, Turkey. In total, 446 high school students (234 girls, 212 boys) participated in the study. Pearson's correlation and multiple regression analyses…

Hidden School Dropout among Immigrant Students: A Cross-Sectional Study

ERIC Educational Resources Information Center

Makarova, Elena; Herzog, Walter

2013-01-01

Actual school dropout among immigrant youth has been addressed in a number of studies, but research on hidden school dropout among immigrant students is rare. Thus, the objective of this paper is to analyze hidden school dropout among primary school students with an immigrant background. The analyses were performed using survey data of 1186…

A Study of Anger and the Elementary Student. Research Brief #25.

ERIC Educational Resources Information Center

Tyer, Robin; Wise, Stephanie

A survey was developed to study anger in elementary school students drawing on the experience of school counselors and teachers. The final survey was distributed to elementary school counselors, school administrators, and teachers to use with children referred for anger control issues. In 7 elementary schools, 1 female and 36 male students in…

Impacts of a University-School Partnership on Middle School Students' Fractional Knowledge: A Quasiexperimental Study

ERIC Educational Resources Information Center

Aydin, Utkun; Tunç-Pekkan, Zelha; Taylan, Rukiye Didem; Birgili, Bengi; Özcan, Mustafa

2018-01-01

In this quasiexperimental study, the authors investigated the effects of university within school partnership model, within which faculty members acted as teacher-researchers to improve fractional knowledge among middle school (Grades 5-8) students. Students in nine Grade 6 mathematics classes from two public middle schools in Turkey were assigned…

Student Background, School Climate, School Disorder, and Student Achievement: An Empirical Study of New York City's Middle Schools

ERIC Educational Resources Information Center

Chen, Greg; Weikart, Lynne A.

2008-01-01

This study develops and tests a school disorder and student achievement model based upon the school climate framework. The model was fitted to 212 New York City middle schools using the Structural Equations Modeling Analysis method. The analysis shows that the model fits the data well based upon test statistics and goodness of fit indices. The…

Comparing Achievement between K-8 and Middle Schools: A Large-Scale Empirical Study

ERIC Educational Resources Information Center

Byrnes, Vaughan; Ruby, Allen

2007-01-01

This study compares middle schools to K-8 schools, as well as to newly formed K-8 schools that are part of a K-8 conversion policy. The outcome is student achievement, and our sample includes 40,883 eighth-grade students from 95 schools across five cohorts. The analysis uses multilevel modeling to account for student, cohort, and school-level…

A comparative study of middle school and high school students' views about physics and learning physics

NASA Astrophysics Data System (ADS)

Ding, Lin

2013-01-01

Previous studies of student epistemological beliefs about physics and learning physics focused on college and post-college students in Western countries. However, little is known about early-grade students in Asian countries. This paper reports Chinese middle and high school students' views about the nature of physics and learning physics, measured by the Colorado Learning Attitudes Survey about Science (CLASS). Two variables—school level and gender—are examined for a series of comparative analyses. Results show that although middle school students received fewer years of education in physics, they demonstrated more expert-like conceptions about this subject matter than high school students. Also, male students in general exhibited more expert-like views than their female counterparts. While such a gender difference remained constant across both middle and high schools, for the most part it was a small-size difference.

School Climate for Academic Success: A Multilevel Analysis of School Climate and Student Outcomes

ERIC Educational Resources Information Center

Kwong, Darren; Davis, Jonathan Ryan

2015-01-01

This multilevel study examined the relationship between school climate and academic achievement. Using the Educational Longitudinal Survey (ELS, 2002), and a sample of 16,258 students and 1954 schools nationwide, we found that student-level perception of school climate--especially the student learning environment--was highly predictive of academic…

Medical School Personal Statements: A Measure of Motivation or Proxy for Cultural Privilege?

ERIC Educational Resources Information Center

Wright, Sarah

2015-01-01

Students from state schools are underrepresented in UK medical schools. Discussions often focus on deficient academic and motivational traits of state school students, rather than considering the effects of student support during the admissions process. This qualitative study explored student experiences of support from schools and families during…

Cross-Cultural Adjustment of Chinese Students in Japan: School Adjustment and Educational Support

ERIC Educational Resources Information Center

Li, Yuan Xiang; Sano, Hideki; Ahn, Ruth

2013-01-01

This study investigates Chinese immigrant students' cross-cultural and school adjustment issues in Japanese schools. Using a quantitative method, a survey which collected students' demographic information, cross-cultural adjustment, and school adjustment questions was administered to 143 Chinese junior high and high school students in Tokyo and…

Determinants of Student Mobility in Primary School in Rural Malawi: "An Event History Analysis"

ERIC Educational Resources Information Center

Taniguchi, Kyoko

2017-01-01

This study identifies individual, family, and school factors associated with student mobility. Specifically, for Grade 5 students, parents alive and school location were associated with transfer. For students in Grade 7, gender differences, levels of achievement, feelings about school, number of household tasks, distance to school, and parental…

An Investigation of Students' Perceptions about Democratic School Climate and Sense of Community in School

ERIC Educational Resources Information Center

Karakus, Memet

2017-01-01

This study aims to investigate students' perceptions about democratic school climate and sense of community in school. In line with this purpose, it aims to find answers to the following questions: How democratic do students find the school climate? What is students' sense of belonging level at school? What is the academic success level of…

Students in Australian Catholic and Independent Schools Have More Positive Learning Environments: Evidence from the 2012 PISA Study

ERIC Educational Resources Information Center

Marks, Gary N.

2017-01-01

Critics of Catholic and independent (nongovernment) schools in Australia contend that the higher levels of performance of students in nongovernment schools can be dismissed as simply a function of student- and especially school-level socioeconomic status (school-SES). A recent article extends this critique to school-sector differences in students'…

Relations between the school physical environment and school social capital with student physical activity levels

PubMed Central

2013-01-01

Background The physical and social environments at schools are related to students’ moderate-to-vigorous physical activity (MVPA) levels. The purpose of this study was to explore the interactive effects of the school physical environment and school social capital on the MVPA of students while at school. Methods Data from 18,875 grade 6–10 students from 331 schools who participated in the 2009/10 Canadian Health Behaviour in School-Aged Children survey were analyzed using multi-level regression. Students answered questions on the amount of time they spend in MVPA at school and on their school’s social capital. Administrator reports were used to create a physical activity related physical environment score. Results The school physical environment score was positively associated with student MVPA at school (β = 0.040, p < .005). The association between the school social capital and MVPA was also positive (β = 0.074, p < .001). The difference in physical environments equated to about 20 minutes/week of MVPA for students attending schools with the lowest number of physical environment features and about 40 minutes/week for students attending schools with the lowest school social capital scores by comparison to students attending schools with the highest scores. Conclusions The findings suggest that school social capital may be a more important factor in increasing students MVPA than the school physical environment. The results of this study may help inform interventions aimed at increasing student physical activity levels. PMID:24341628

Study on Current Levels of Physical Activity and Sedentary Behavior among Middle School Students in Beijing, China.

PubMed

Duan, Jiali; Hu, Huanhuan; Wang, Guan; Arao, Takashi

2015-01-01

This study aimed to determine current levels of physical activity and sedentary behavior in middle school students on the basis of grade, sex, student attitudes toward physical education, and residence location. In 2013, a cross-sectional study of 1793 students aged 12 to 15 years was conducted across eight middle schools in Beijing, China. Four schools were selected from an urban district and another four schools were from a suburban district. Physical activity and sedentary behavior data were collected using the commonly used school-based Chinese version of the China Health and Nutrition Survey. The mean age of sampled students was 13.3 ± 1.0 years; 51.5% were boys. Approximately 76.6% of students reported having three 45-minute physical education classes every week. A total of 35.6% students spent ≥ 1 h/day performing moderate to vigorous physical activity (MVPA) during school, and 34.9% spent ≥ 1 h/day in MVPA outside school time. Approximately half (49.7%) of the students engaged in reading, writing, or drawing for ≥ 2 h/day, and 42.9% reported screen time for ≥ 2 h/day. Although boys spent more time engaged in physical activity than girls did, they also spent more time exhibiting sedentary behavior. Each 10-unit increase in attitudes toward physical education was associated with an increased odds of 1.15 (95%CI: 1.09-1.20) for spending more than 1 h/day on MVPA. Students in suburban schools reported engaging in physical activity less when compared with those in urban schools. The majority of our students did not meet the current physical activity recommendations, and about half of the students spent excessive time engaging in sedentary behaviors. Findings from this study highlight a positive association between student attitudes toward physical education and physical activity. Studies are needed to further explore the role of student attitudes toward physical education in promoting physical activity among Chinese students.

The effects of hands-on-science instruction on the science achievement of middle school students

NASA Astrophysics Data System (ADS)

Wiggins, Felita

Student achievement in the Twenty First Century demands a new rigor in student science knowledge, since advances in science and technology require students to think and act like scientists. As a result, students must acquire proficient levels of knowledge and skills to support a knowledge base that is expanding exponentially with new scientific advances. This study examined the effects of hands-on-science instruction on the science achievement of middle school students. More specifically, this study was concerned with the influence of hands-on science instruction versus traditional science instruction on the science test scores of middle school students. The subjects in this study were one hundred and twenty sixth-grade students in six classes. Instruction involved lecture/discussion and hands-on activities carried out for a three week period. Specifically, the study ascertained the influence of the variables gender, ethnicity, and socioeconomic status on the science test scores of middle school students. Additionally, this study assessed the effect of the variables gender, ethnicity, and socioeconomic status on the attitudes of sixth grade students toward science. The two instruments used to collect data for this study were the Prentice Hall unit ecosystem test and the Scientific Work Experience Programs for Teachers Study (SWEPT) student's attitude survey. Moreover, the data for the study was treated using the One-Way Analysis of Covariance and the One-Way Analysis of Variance. The following findings were made based on the results: (1) A statistically significant difference existed in the science performance of middle school students exposed to hands-on science instruction. These students had significantly higher scores than the science performance of middle school students exposed to traditional instruction. (2) A statistically significant difference did not exist between the science scores of male and female middle school students. (3) A statistically significant difference did not exist between the science scores of African American and non-African American middle school students. (4) A statistically significant difference existed in the socioeconomic status of students who were not provided with assisted lunches. Students with unassisted lunches had significantly higher science scores than those middle school students who were provided with assisted lunches. (5) A statistically significant difference was not found in the attitude scores of middle school students who were exposed to hands-on or traditional science instruction. (6) A statistically significant difference was not found in the observed attitude scores of middle school students who were exposed to either hands-on or traditional science instruction by their socioeconomic status. (7) A statistically significant difference was not found in the observed attitude scores of male and female students. (8) A statistically significant difference was not found in the observed attitude scores of African American and non African American students.

Why School Students Choose and Reject Science: A Study of the Factors That Students Consider When Selecting Subjects

ERIC Educational Resources Information Center

Palmer, Tracey-Ann; Burke, Paul F.; Aubusson, Peter

2017-01-01

Student study of science at school has been linked to the need to provide a scientifically capable workforce and a scientifically literate society. Educators, scientists, and policymakers are concerned that too few students are choosing science for study in their final years of school. How and why students choose and reject certain subjects,…

Student Adjustment to Higher Education: The Role of Alternative Educational Pathways in Coping with the Demands of Student Life

ERIC Educational Resources Information Center

Shankland, Rebecca; Genolini, Christophe; Franca, Lionel Riou; Guelfi, Julien-Daniel; Ionescu, Serban

2010-01-01

The present longitudinal study measured student adjustment to higher education, comparing 50 participants from alternative schools (Steiner, Montessori, New Schools) with 80 students from the traditional school system. We hypothesized that students from alternative schools adapt better, because of greater perceived social support, academic…

Investigation of High School Students' Attitude and Anxiety Levels towards Mathematics in Terms of Some Variables

ERIC Educational Resources Information Center

Dursun, Semsettin

2015-01-01

The purpose of this study was to investigate Turkish high school students' attitude and anxiety levels towards mathematics. For this purpose, the methodology employed in this study was a descriptive study. The participants of the study consisted of 361 high school students from three different high school types from a province in Turkey during…

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

Vignettes of scholars: A case study of black male students at a STEM early college high school

NASA Astrophysics Data System (ADS)

Adams, Tempestt Richardson

Ensuring students graduate high school ready to enter college or the workforce has become a prime focus within secondary education. High school graduates are often ill-prepared for college-level work and often have to register for remedial courses before they can take standard college level courses (Southern Regional Education Board, 2010). Serving as both a solution to this concern and an alternative to traditional high schools, early college high schools were created to focus on increasing the number of students graduating from high school and enrolling in college. Early college high schools seek to serve students who have traditionally underperformed in school and those who are underrepresented in higher education including students of color, first-generation college students, students from low socioeconomic backgrounds, and English language learners (Barnett, Bucceri, Hindo, Kim, 2013; "Overview & FAQS," 2013). In efforts to learn more about how early colleges are meeting the needs of students, this dissertation examines the experiences, identity construction, and perceptions of Black male students at a science, technology, engineering, and mathematics (STEM) based early college high school. Using a qualitative case study design, participants were eight Black male upperclassmen enrolled in a STEM early college high school, located on the campus of a four-year university. Data was collected through focus groups and individual interviews and data was analyzed thematically. Findings suggest students in this study have largely positive experiences at their early college high school. Despite some challenges, the early college high school environment helps facilitate scholar identities, and the STEM focus of the school helps students learn more about their strengths and weaknesses. The implications of the research, recommendations for educational stakeholders, and recommendations for future research are discussed.

Perceptions of school nurses and principals towards nurse role in providing school health services in Qatar.

PubMed

A L-Dahnaim, Layla; Said, Hana; Salama, Rasha; Bella, Hassan; Malo, Denise

2013-04-01

The school nurse plays a crucial role in the provision of comprehensive health services to students. This role encompasses both health and educational goals. The perception of the school nurse's role and its relation to health promotion is fundamental to the development of school nursing. This study aimed to determine the perception of school nurses and principals toward the role of school nurses in providing school health services in Qatar. A cross-sectional study was carried out among all school nurses (n=159) and principals (n=159) of governmental schools in Qatar. The participants were assessed for their perception toward the role of the school nurse in the school using 19-Likert-type scaled items Questionnaire. The response rates were 100% for nurses and 94% for principals. The most commonly perceived roles of the school nurse by both nurses and principals were 'following up of chronically ill students', 'providing first aid', and 'referral of students with health problems', whereas most of the roles that were not perceived as school nurse roles were related to student academic achievements. School nurses and principals agreed on the clinical/medical aspects of nurses' role within schools, but disagreed on nurses' involvement in issues related to the school performance of students. The study recommends raising awareness of school principals on the school nursing role, especially in issues related to the school performance of students.

Exploring strategies to promote middle school student participation in the school breakfast program

USDA-ARS?s Scientific Manuscript database

Providing a school breakfast to students may be a practical intervention that improves energy balance, nutrient intake, and school academic achievement variables. The purpose of this pilot study was to identify the ecological factors influencing middle school student school breakfast participation a...

What Role Does Taste Play in School Meal Studies? A Narrative Review of the Literature

ERIC Educational Resources Information Center

Guerrero, Kayla; Olsen, Annemarie; Wistoft, Karen

2018-01-01

School meals play an important role in student well-being. However, studies have given evidence that school meals may not be satisfactory to students. Evidence suggests that taste plays an influential role in students' food decisions and eating experiences. This review of current research finds that studies around improving school meals mainly…

Effective Participation and Motivation: An Investigation on Secondary School Students

ERIC Educational Resources Information Center

Tasgin, Adnan; Tunc, Yunus

2018-01-01

The aim of this study is to examine the relationship between the secondary school students' level of effective participation and their motivation. This study employs a survey consisting of 251 secondary school students from the schools located in Igdir and Erzurum, in East of Turkey. The data of the study were gathered through "Effective…

Parental Factors That Contribute to Students' High School Graduation after Expulsion: A Case Study

ERIC Educational Resources Information Center

Bayne, Stephen R.

2013-01-01

Purpose: The purpose of this study was to identify parental involvement strategies used by parents of expelled high school students in the home and at school that contributed to students' high school graduation after expulsion. Methodology: This was a collective case study. Parents, guardians, or caregivers who were responsible for students…

Longitudinal Findings from the Early College High School Initiative Impact Study

ERIC Educational Resources Information Center

Haxton, Clarisse; Song, Mengli; Zeiser, Kristina; Berger, Andrea; Turk-Bicakci, Lori; Garet, Michael S.; Knudson, Joel; Hoshen, Gur

2016-01-01

This study is a randomized controlled trial that assessed the impact of Early College High Schools on students' high school graduation, college enrollment, and college degree attainment, as well as students' high school experiences using extant data and survey data. The study included 10 Early Colleges that enrolled students in Grades 9 to 12 in…

[A school-level longitudinal study of clinical performance examination scores].

PubMed

Park, Jang Hee

2015-06-01

This school-level longitudinal study examined 7 years of clinical performance data to determine differences (effects) in students and annual changes within a school and between schools; examine how much their predictors (characteristics) influenced the variation in student performance; and calculate estimates of the schools' initial status and growth. A school-level longitudinal model was tested: level 1 (between students), level 2 (annual change within a school), and level 3 (between schools). The study sample comprised students who belonged to the CPX Consortium (n=5,283 for 2005~2008 and n=4,337 for 2009~2011). Despite a difference between evaluation domains, the performance outcomes were related to individual large-effect differences and small-effect school-level differences. Physical examination, clinical courtesy, and patient education were strongly influenced by the school effect, whereas patient-physician interaction was not affected much. Student scores are influenced by the school effect (differences), and the predictors explain the variation in differences, depending on the evaluation domain.

Individual and School Factors Affecting Students' Participation and Success in Higher Education

ERIC Educational Resources Information Center

Shulruf, Boaz; Hattie, John; Tumen, Sarah

2008-01-01

The purpose of this study is to identify school factors that affect students' achievements at the secondary and tertiary levels of education. The analysis included data of 9,894 students who studied in Auckland regional secondary schools in 2004. The results indicate that, although student demographic characteristics are associated with students'…

Student Victimization by Peers in Elementary Schools: Individual, Teacher-Class, and School-Level Predictors

ERIC Educational Resources Information Center

Khoury-Kassabri, Mona

2011-01-01

Objectives: This study examined individual and contextual factors that explain students' victimization by peers among 4th- through 6th-grade Jewish and Arab students. Method: A total of 120 homeroom teachers and 3,375 students from 47 schools participated. The study explored how students' reports of violence are influenced by individual factors…

The Role of School Context in Implementing a Statewide Anti-Bullying Policy and Protecting Students

PubMed Central

Hall, William J.; Chapman, Mimi V.

2016-01-01

Bullying is a significant problem in U.S. schools. Policies have been developed to reduce bullying, yet policy implementation by educators is an essential yet difficult and complex process. Few studies have investigated factors that act as barriers to or facilitators of bullying policy implementation and teacher protection of students. This study examined the influence of school context on educators’ capacity to implement a statewide bullying law and protect students from bullying following the enactment of the policy. Data were collected from 505 educators in 324 schools. School administrators tended to rate fidelity of policy implementation and teacher protection of students higher than teachers, education support professionals, and student service professionals. Policy implementation fidelity scores were higher in high schools than elementary schools. School size and the prevalence of student suspensions were inversely related to implementation fidelity. Higher levels of teacher protection were reported in elementary schools.

The Role of School Context in Implementing a Statewide Anti-Bullying Policy and Protecting Students.

PubMed

Hall, William J; Chapman, Mimi V

2018-06-01

Bullying is a significant problem in U.S. schools. Policies have been developed to reduce bullying, yet policy implementation by educators is an essential yet difficult and complex process. Few studies have investigated factors that act as barriers to or facilitators of bullying policy implementation and teacher protection of students. This study examined the influence of school context on educators' capacity to implement a statewide bullying law and protect students from bullying following the enactment of the policy. Data were collected from 505 educators in 324 schools. School administrators tended to rate fidelity of policy implementation and teacher protection of students higher than teachers, education support professionals, and student service professionals. Policy implementation fidelity scores were higher in high schools than elementary schools. School size and the prevalence of student suspensions were inversely related to implementation fidelity. Higher levels of teacher protection were reported in elementary schools.

Younger elementary students waste more school lunch foods than older elementary students

USDA-ARS?s Scientific Manuscript database

Children may not receive the nutritional benefits from school lunch meals if they do not eat the foods served. This study investigated whether there were differences in school lunch foods consumed and wasted by grade level of elementary school students. In this cross-sectional study, anonymous meal ...

Drawing the Line: Student Reassignment Policies in South Carolina

ERIC Educational Resources Information Center

Simmons, Naomi Rachel

2013-01-01

This study investigates the complex nature of student reassignment plans developed between 2006 and 2008 in three South Carolina school districts: York School District 3, Dorchester School District 2, and Greenville School District. The study is guided by the following research question: How are the district policies for student reassignment…

Authoritative school climate and high school dropout rates.

PubMed

Jia, Yuane; Konold, Timothy R; Cornell, Dewey

2016-06-01

This study tested the association between school-wide measures of an authoritative school climate and high school dropout rates in a statewide sample of 315 high schools. Regression models at the school level of analysis used teacher and student measures of disciplinary structure, student support, and academic expectations to predict overall high school dropout rates. Analyses controlled for school demographics of school enrollment size, percentage of low-income students, percentage of minority students, and urbanicity. Consistent with authoritative school climate theory, moderation analyses found that when students perceive their teachers as supportive, high academic expectations are associated with lower dropout rates. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Nutrition Knowledge and Attitude Change of Students Studying in State and Private Secondary Schools

ERIC Educational Resources Information Center

Kivrak, Ali Osman; Altin, Mehmet

2018-01-01

The aim of this study is to analyse the changes in nutrition knowledge and attitudes of secondary school students depending on certain socio-demographic factors. The universe of the study is composed of 521 students, including 142 female and 379 male students studying in the secondary school and the sampling group in Konya province private and…

Effective recruitment and retention strategies for underrepresented minority students: perspectives from dental students.

PubMed

Lopez, Naty; Wadenya, Rose; Berthold, Peter

2003-10-01

This study was designed to identify reasons underrepresented minority (URM) dental students select a dental school and to determine the factors that contribute to their resolve to complete their programs. A survey questionnaire developed from interviews with URM students was sent to Minority/Admissions Officers or deans of dental schools that enrolled URM students for distribution to their minority students. A total of 198 questionnaires were received from minority students in all levels of dental school. The results were that 74 percent said they selected a school for its reputation, and 49.5 percent chose a dental school even if the financial aid package was less than what was offered in other schools. African American, Hispanic, and Native American students prefer integrated interview days with nonminority applicants and disapprove of "special" days designated for URMs. The presence of other minority students was not an important factor in the selection of a school but is an important source of support while attending dental school. Dental school minority alumni also play a significant role in the selection of a school. Results of the study can be useful in planning recruitment and retention programs.

Knowledge, attitude, and practice (KAP) of food hygiene among schools students' in Majmaah city, Saudi Arabia.

PubMed

Almansour, Mohammed; Sami, Waqas; Al-Rashedy, Oliyan Shoqer; Alsaab, Rayan Saad; Alfayez, Abdulrahman Saad; Almarri, Nawaf Rashed

2016-04-01

To determine the level of knowledge, attitude, and practice of food hygiene among primary, intermediate and high school students and explore association, if any, with socio-demographic differences. The observational cross-sectional study was conducted at boy's schools in Majmaah, Kingdom of Saudi Arabia, from February to May 2014. Data was collected using stratified random sampling technique from students aged 8-25 year. Two schools from each level (primary, intermediate and high school) were randomly selected and data was collected from the selected schools using simple random sampling method. A self-administered modified Sharif and Al-Malki questionnaire for knowledge, attitude and practice of food hygiene was used with Arabic translation. The mean age of 377 male students in the study was 14.53±2.647 years. Knowledge levels was less in primary school students compared to high school students (p=0.026). Attitude level was high in primary school students compared to intermediate school students (p< 0.001). No significant difference was observed between groups with regard to practice levels (p=0.152). The students exhibited good practice levels, despite fair knowledge and attitude levels.

Effect of School Yard Playgrounds on Development and School Attachment Levels of Children

ERIC Educational Resources Information Center

Dilbil, Aybuke; Basaran, Zekiye

2017-01-01

The aim of this study is to examine the impact of playgrounds drawn in school yards on development and school attachment levels of the children. Sample of the study consisted of 319 students. 164 of them are female students while 155 are male students studying in the 3rd and 4th grades in Dr. Ferdi Koçel Elementary School, Yarbay Refik Cesur…

Schools That Make a Difference to Post-Compulsory Uptake of Physical Science Subjects: Some comparative case studies in England

NASA Astrophysics Data System (ADS)

Bennett, Judith; Lubben, Fred; Hampden-Thompson, Gillian

2013-03-01

This paper presents the findings of the qualitative component of a combined methods research study that explores a range of individual and school factors that influence the uptake of chemistry and physics in post-compulsory study in England. The first phase involves using the National Pupil Database to provide a sampling frame to identify four matched pairs of high-uptake and low-uptake schools by salient school factors. Case studies of these eight schools indicate that students employ selection strategies related to their career aspirations, their sense of identity and tactics, and their prior experience. The school factors influencing subject choice relate to school management, student support and guidance, and student empowerment. The most notable differences between students in high-uptake and low-uptake schools are that students in high-uptake schools appear to make a proactive choice in relation to career aspirations, rather than a reactive choice on the basis of past experience. Schools with a high uptake offer a diverse science curriculum in the final two years of compulsory study, set higher examination entry requirements for further study and, crucially, provide a range of opportunities for students to interact with the world of work and to gain knowledge and experience of science-related careers.

School Mobility and Students' Academic and Behavioral Outcomes

ERIC Educational Resources Information Center

Han, Seunghee

2014-01-01

The study examined estimated effects of school mobility on students' academic and behaviouiral outcomes. Based on data for 2,560 public schools from the School Survey on Crime and Safety (SSOCS) 2007-2008, the findings indicate that high schools, urban schools, and schools serving a total student population of more than 50 percent minority…

Predictors of Information Technology Integration in Secondary Schools: Evidence from a Large Scale Study of More than 30,000 Students.

PubMed

Hew, Khe Foon; Tan, Cheng Yong

2016-01-01

The present study examined the predictors of information technology (IT) integration in secondary school mathematics lessons. The predictors pertained to IT resource availability in schools, school contextual/institutional variables, accountability pressure faced by schools, subject culture in mathematics, and mathematics teachers' pedagogical beliefs and practices. Data from 32,256 secondary school students from 2,519 schools in 16 developed economies who participated in the Program for International Student Assessment (PISA) 2012 were analyzed using hierarchical linear modeling (HLM). Results showed that after controlling for student-level (gender, prior academic achievement and socioeconomic status) and school-level (class size, number of mathematics teachers) variables, students in schools with more computers per student, with more IT resources, with higher levels of IT curricular expectations, with an explicit policy on the use of IT in mathematics, whose teachers believed in student-centered teaching-learning, and whose teachers provided more problem-solving activities in class reported higher levels of IT integration. On the other hand, students who studied in schools with more positive teacher-related school learning climate, and with more academically demanding parents reported lower levels of IT integration. Student-related school learning climate, principal leadership behaviors, schools' public posting of achievement data, tracking of school's achievement data by administrative authorities, and pedagogical and curricular differentiation in mathematics lessons were not related to levels of IT integration. Put together, the predictors explained a total of 15.90% of the school-level variance in levels of IT integration. In particular, school IT resource availability, and mathematics teachers' pedagogical beliefs and practices stood out as the most important determinants of IT integration in mathematics lessons.

Not just black and white: peer victimization and the intersectionality of school diversity and race.

PubMed

Fisher, Sycarah; Middleton, Kyndra; Ricks, Elizabeth; Malone, Celeste; Briggs, Candyce; Barnes, Jessica

2015-06-01

Although bullying is a prevalent issue in the United States, limited research has explored the impact of school diversity on types of bullying behavior. This study explores the relationship between school diversity, student race, and bullying within the school context. The participants were African American and Caucasian middle school students (n = 4,581; 53.4% female). Among the participants, 89.4% were Caucasian and 10.6% were African American. The research questions examined the relationship between school diversity, student race and bullying behaviors, specifically race-based victimization. The findings suggested that Caucasian middle school students experience more bullying than African American students generally, and specifically when minorities in school settings. Caucasian students also experienced almost three times the amount of race-based victimization than African American students when school diversity was held constant. Interestingly, African American students experienced twice the amount of race-based victimization than Caucasian students when in settings with more students of color. The present study provides insight into bullying behaviors across different contexts for different races and highlights the need to further investigate interactions between personal and environmental factors on the bulling experiences of youth.

Adolescents' goal orientations for science in single-gender Israeli religious schools

NASA Astrophysics Data System (ADS)

Fortus, David; Daphna, Limor

2017-01-01

Israeli students and their families can choose between state-funded secular, religious, orthodox, and other alternative schools (e.g., Waldorf, Montessori, democratic). Earlier studies showed that the motivation to engage with science differs greatly between Israeli students in secular schools and democratic schools, with these differences being attributed to differences in school culture rather than home influence (Vedder-Weiss & Fortus, 2011, 2012). In this study we extend earlier studies by looking at religious state-funded schools that serve 18% of Israel's Jewish population. These schools provide a unique research environment since from grade 6 they are gender-separated. We examined the science-related mastery, performance-approach, and performance-avoid goal orientations, perceptions of the science teachers, parents, schools, and peers' goal emphases in relation to science of the students in these schools. We compared between students in religious schools (newly collected data) and secular schools (data reported in prior studies), and found that there is a distinct difference between these two populations that is associated with differing attitudes toward gender and science at these schools. This study provides additional evidence for the influence of culture on students' motivation to engage with science, suggests mechanisms by which this influence may occur.

Chronic fatigue syndrome in Chinese middle-school students.

PubMed

Shi, Jieyao; Shen, Jie; Xie, Jian; Zhi, Jianming; Xu, Yong

2018-01-01

The objective of the present study was to determine the prevalence of chronic fatigue syndrome (CFS) and its associated factors in middle-school students in Suzhou, China. From September 2010 to January 2011, across-sectional study was conducted in junior- and senior middle-school students aged 10 to 18 years using a battery of confidential questionnaires. Our results indicate that 18,139 completed the questionnaires effectively, of whom 163 (0.9%) met the definition of CFS, with senior high-school students and male students predominating. The prevalence of CFS in the middle-school students increased steadily with age. The main symptoms of CFS in these students included being afraid of going to school, despondency, and irritability in addition to those specified in the Centers for Disease Control and Prevention (CDC). Our study shows that CFS is prevalent among Chinese teenagers, and requiring proper intervention and treatment.

A Multi-Level Examination of the Association between Older Social Models in the School Environment and Overweight and Obesity among Younger Students

ERIC Educational Resources Information Center

Leatherdale, Scott T.; Papadakis, Sophia

2011-01-01

Few studies have examined how school characteristics are associated with obesity. The purpose of this study was to examine the student- and school-level characteristics associated with being overweight and obese among 12,049 students in grades 9 and 10 ("junior students") attending 76 secondary schools in Ontario, Canada. The sample was…

The Under-Utilization and Problems Associated with the Advanced Placement Program of Adult High School Students

ERIC Educational Resources Information Center

Barham, Mary Ann

2009-01-01

The purpose of this study was to investigate the low participation rate among high school students 18 years of age or older in Advanced Placement courses. The subjects in this study were 129 Advanced Placement Students and 129 non-Advanced Placement high school students 18 years of age or older in five high schools in two Louisiana parishes.…

What Do Middle and High School Students Know about the Particulate Nature of Matter after Instruction? Implications for Practice

ERIC Educational Resources Information Center

Aydeniz, Mehmet; Kotowski, Erin Leigh

2012-01-01

This study explores middle and high school students' understanding of the particulate nature of matter after they were taught the concept. A total of 87 students (41 high school and 46 middle school) participated in the study. Findings suggest that students held misconceptions about the law of conservation of matter, chemical composition of matter…

Frequent fliers, school phobias, and the sick student: school health personnel's perceptions of students who refuse school.

PubMed

Torrens Armstrong, Anna M; McCormack Brown, Kelli R; Brindley, Roger; Coreil, Jeannine; McDermott, Robert J

2011-09-01

This study explored school personnel's perceptions of school refusal, as it has been described as a "common educational and public health problem" that is less tolerated due to increasing awareness of the potential socioeconomic consequences of this phenomenon. In-depth interviews were conducted with school personnel at the middle school (N = 42), high school (N = 40), and district levels (N = 10). The findings focus on emergent themes from interviews with school health personnel (N = 12), particularly those themes related to their perceptions of and role in working with school-refusing students. Personnel, especially school health services staff, constructed a typification of the school-refusing student as "the sick student," which conceptualized student refusal due to reasons related to illness. Personnel further delineated sick students by whether they considered the illness legitimate. School health personnel referenced the infamous "frequent fliers" and "school phobics" within this categorization of students. Overarching dynamics of this typification included parental control, parental awareness, student locus of control, blame, and victim status. These typifications influenced how personnel reacted to students they encountered, particularly in deciding which students need "help" versus "discipline," thus presenting implications for students and screening of students. Overall, findings suggest school health personnel play a pivotal role in screening students who are refusing school as well as keeping students in school, underscoring policy that supports an increased presence of school health personnel. Recommendations for school health, prevention, and early intervention include the development of screening protocols and staff training. © 2011, American School Health Association.

The Relationship between Students' Attitudes towards School, Values of Education, Achievement Motivation and Academic Achievement in Gondar Secondary Schools, Ethiopia

ERIC Educational Resources Information Center

Dagnew, Asrat

2017-01-01

The current study investigated the relationship between students' attitudes towards school, values of education, achievement motivation and academic achievement. Accordingly, the study adopted a correlation research design. To achieve the objectives of the study, 362 students using systematic sampling technique were taken from grade 9 students of…

High School Students' Attitudes towards Smart Board Use in Biology Classes

ERIC Educational Resources Information Center

Yapici, I. Ümit; Karakoyun, Ferit

2016-01-01

The present study aimed at determining high school students' attitudes towards smart board use in biology classes. The study was carried out using the survey model. The study group was made up of 200 high school students. As the data collection tool, the "Student Attitude Scale for Smart Board Use" developed by Elaziz was used. The…

A comparative case study of the characteristics of science, technology, engineering, and mathematics (STEM) focused high schools

NASA Astrophysics Data System (ADS)

Scott, Catherine Elizabeth

This study examined the characteristics of 10 science, technology, engineering, and mathematics (STEM) focused high schools. A comparative case designed was used to identify key components of STEM school designs. Schools were selected from various regions across the United States. Data collected included websites, national statistics database, standardized test scores, interviews and published articles. Results from this study indicate that there is a variety of STEM high school programs designed to increase students' ability to pursue college degrees in STEM fields. The school mission statements influence the overall school design. Students at STEM schools must submit an application to be admitted to STEM high schools. Half of the STEM high schools used a lottery system to select students. STEM high schools have a higher population of black students and a lower population of white and Hispanic students than most schools in the United States. They serve about the same number of economically disadvantaged students. The academic programs at STEM high schools are more rigorous with electives focused on STEM content. In addition to coursework requirements, students must also complete internships and/or a capstone project. Teachers who teach in STEM schools are provided regularly scheduled professional development activities that focus on STEM content and pedagogy. Teachers provide leadership in the development and delivery of the professional development activities.

School Violence and Student Achievement in Reading and Mathematics among Eighth Graders.

ERIC Educational Resources Information Center

Coleman, Beverly Eugene

This study analyzed base-year student data files from the 1988 National Education Longitudinal Study (NELS:88) cross-sectionally to identify relationships between school violence and student achievement in reading and mathematics. The analysis identified student behavior variables related to three measures of school violence: (1) personal…

Increasing the availability and consumption of drinking water in middle schools: a pilot study.

PubMed

Patel, Anisha I; Bogart, Laura M; Elliott, Marc N; Lamb, Sheila; Uyeda, Kimberly E; Hawes-Dawson, Jennifer; Klein, David J; Schuster, Mark A

2011-05-01

Although several studies suggest that drinking water may help prevent obesity, no US studies have examined the effect of school drinking water provision and promotion on student beverage intake. We assessed the acceptability, feasibility, and outcomes of a school-based intervention to improve drinking water consumption among adolescents. The 5-week program, conducted in a Los Angeles middle school in 2008, consisted of providing cold, filtered drinking water in cafeterias; distributing reusable water bottles to students and staff; conducting school promotional activities; and providing education. Self-reported consumption of water, nondiet soda, sports drinks, and 100% fruit juice was assessed by conducting surveys among students (n = 876), preintervention and at 1 week and 2 months postintervention, from the intervention school and the comparison school. Daily water (in gallons) distributed in the cafeteria during the intervention was recorded. After adjusting for sociodemographic characteristics and baseline intake of water at school, the odds of drinking water at school were higher for students at the intervention school than students at the comparison school. Students from the intervention school had higher adjusted odds of drinking water from fountains and from reusable water bottles at school than students from the comparison school. Intervention effects for other beverages were not significant. Provision of filtered, chilled drinking water in school cafeterias coupled with promotion and education is associated with increased consumption of drinking water at school. A randomized controlled trial is necessary to assess the intervention's influence on students' consumption of water and sugar-sweetened beverages, as well as obesity-related outcomes.

Undergraduate Neuropharmacology: A Model for Delivering College-Level Neuroscience to High School Students in situ.

PubMed

Martin-Morris, Linda E; Buckland, Helen T; Popa, Simina M; Cunningham, Susanna L

2015-01-01

Our university course for non-majors (Biology 100) on the neurobiology of drug addiction was recently retooled for delivery at high schools around the state of Washington in order to engage younger students in the study of psychoactive drugs. Many of these students are earning both high school and university credits (dual-enrollment). This paper outlines the course design principles we used to ensure that high school students are earning valid college credits. We present an analysis of learning gains experienced by both university and high school students as measured by before and after course knowledge surveys. We also describe how assessment strategies used for on-campus students have been transferred to our high school partner teachers and how generous interchange and observation ensure that the high school students are engaging deeply in their study of neuroscience. Indeed, many have had a transformative experience that inspires them to contemplate the field of neuroscience as they transition into university study.

Evidence of the Value of the Smoking Media Literacy Framework for Middle School Students.

PubMed

Bier, Melinda C; Zwarun, Lara; Sherblom, Stephen A

2016-10-01

Susceptibility to future smoking, positive beliefs about smoking, and perceptions of antismoking norms are all factors that are associated with future smoking. In previous research, smoking media literacy (SML) has been associated with these variables, even when controlling for other known risk factors for smoking. However, these studies were performed with older teenagers, often in high school, not younger teens at a crucial developmental point with respect to the decision to begin smoking. This study uses survey data collected from 656 American public middle school students representing multiple zip codes, schools, and school districts. Smoking media literacy levels for middle school students were similar to those of high school students in earlier studies. Higher SML levels were associated with lower susceptibility to future smoking and predicted susceptibility to smoke when controlling for other risk factors. This suggests that the same relationships found with teenagers may exist with middle school students. Although follow-up studies using larger and more controlled administrations of the SML scale are warranted, this study suggests the utility of the SML framework and scale in the development and investigation of media literacy as a prevention strategy in students this age. © 2016, American School Health Association.

Differences in school climate and student engagement in China and the United States.

PubMed

Bear, George G; Yang, Chunyan; Chen, Dandan; He, Xianyou; Xie, Jia-Shu; Huang, Xishan

2018-06-01

The purpose of this study was to examine differences between American and Chinese students in their perceptions of school climate and engagement in school, and in the relation between school climate and engagement. Confirmatory factor analyses were used to support the factor structure and measurement invariance of the two measures administered: The Delaware School Climate Survey-Student and the Delaware Student Engagement Scale. Differences in latent means were tested, and differences in relations between variables were examined using multilevel hierarchical linear modeling. Participants consisted of 3,176 Chinese and 4,085 American students, Grades 3-5, 7-8, and 10-12. Chinese students perceived school climate more favorably than American students, particularly beyond elementary school. Findings were more complex for student engagement. In elementary school, American students reported greater cognitive-behavioral and emotional engagement, and especially the former. In middle school and high school, Chinese students reported greater emotional engagement; however, no significant differences were found for cognitive-behavioral engagement. Most intriguing were results of multilevel hierarchical modeling that examined associations between school climate and student engagement: They were significant in American schools but not Chinese schools. Chinese students, compared with American students, perceived the climate of their schools more favorably, especially after elementary school. However, among Chinese students, their perceptions of school climate were unrelated to their self-reported engagement in school-school climate did not seem to matter as much. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Examination of cyberbullying experiences among Turkish students from different school types.

PubMed

Topçu, Cigdem; Erdur-Baker, Ozgür; Capa-Aydin, Yeşim

2008-12-01

The purpose of this study was to examine the nature of cyberbullying experiences among public and private school students in Turkey. One hundred eighty-three participants between the ages of 14 and 15 were recruited for the study. Participants were asked to respond to questionnaires measuring demographic information, usage frequency of Internet-mediated communication tools (IMCT), and cyberbullying experience (as a victim and as a bully). Participants who reported cyberbullying victimization were also asked how they felt and whether they sought help after such experiences. Results indicated that public school students were more likely than private school students to report being cyberbullies and cybervictims despite that private school students were more likely than public school students to report more frequent usage of IMCT. The findings of the logistic regression analyses indicated that usage frequency of IMCT was a significant predictor of cyberbullying/victimization for public school students but not for private school students. While victims from private school revealed that they did not mind the cyberbullying experience because they thought it was a joke, victims from public school reported that they felt angry when they experienced cyberbullying. Both public and private schools indicated that friends were their first choice for help.

Do School Resources Influence the Relationship between Adolescent Financial Background and Their School Perceptions?

ERIC Educational Resources Information Center

Summersett-Ringgold, Faith C.; Li, Kaigang; Haynie, Denise L.; Iannotti, Ronald J.

2015-01-01

Background: Socioeconomic status (SES) influences students' school perceptions and affects their performance, engagement, and personal beliefs. This study examined the effects of school population SES and school resources on the association between student SES and student perceptions. Methods: School liking, classmate social relationships, family…

Current and Future School Psychologists' Preparedness to Work with LGBT Students: Role of Education and Gay-Straight Alliances

ERIC Educational Resources Information Center

Arora, Prerna G.; Kelly, Jennifer; Goldstein, Thalia R.

2016-01-01

This study sought to assess current and future school psychologists' attitudes toward and preparedness to address the needs of lesbian, gay, bisexual, and transgender (LGBT) students in schools. Two-hundred seventy-nine school psychologists (n = 162, 58%) and school psychology graduate students (n = 117, 42%) were included in the study.…

Development of an Attitude Scale towards High School Physics Lessons

ERIC Educational Resources Information Center

Yavas, Pervin Ünlü; Çagan, Sultan

2017-01-01

The aim of this study was to develop a Likert type attitude scale for high school students with regard to high school physics lessons. The research was carried out with high school students who were studying in Ankara. First, the opinions of 105 high school students about physics lessons were obtained and then 55 scale items were determined from…

Locus of Control, Interest in Schooling and Science Achievement of Some Deaf and Typical Secondary School Students in Nigeria

ERIC Educational Resources Information Center

Olatoye, R. Ademola; Aanu, E. Mosunmola

2010-01-01

This study compared locus of control, interest in school and science achievement of typical and deaf secondary school students. The study also investigated influence of students' locus of control and interest in school on general science achievement. Seventy two (72) deaf and 235 typical children were purposively selected from eight secondary…

The Effects of School-Wide Positive Behavior Support on Middle School Climate and Student Outcomes

ERIC Educational Resources Information Center

Caldarella, Paul; Shatzer, Ryan H.; Gray, Kristy M.; Young, K. Richard; Young, Ellie L.

2011-01-01

This study investigated the effects of school-wide positive behavior support (SWPBS) on middle school climate and student outcomes. Data consisted of more than 300 teacher responses and 10,000 student responses in two middle schools in the western United States. This study used a quasi-experimental (non-equivalent two-group, pretest-posttest)…

A Study of African American Male Students' Academic Achievement and School Attitude in an Urban Elementary School

ERIC Educational Resources Information Center

Mohamed, Roslyn J. F. Billy

2013-01-01

With the signing of the No Child Left Behind Act in 2001, much emphasis has been placed on the accountability of schools and school districts to ensure higher academic achievement of all students. The achievement gap remains among African American male students in urban school districts. This purposed quantitative study explored the relationship…

Comparing the Achievement of Urban Ninth Graders in Schools Using External Vendors for Whole School Reform

ERIC Educational Resources Information Center

Lynch, Virginia N.

2013-01-01

Use of external vendors to implement school reform and address student achievement in urban secondary schools has not been studied. This quasi-experimental longitudinal study focused on changes in student achievement among urban 9th grade students during the 2010-2011 school year. The theoretical framework was the transformational model of using…

School-located influenza vaccination and absenteeism among elementary school students in a Hispanic community.

PubMed

Keck, Patricia C; Ynalvez, Marcus Antonius; Gonzalez, Hector F; Castillo, Keila D

2013-08-01

Seasonal influenza is recognized as a significant health burden to children and is a cause of excess school absenteeism in children. In 2008, the Advisory Committee on Immunization Practices recommended annual influenza vaccination for all children 6 months to 18 years of age. School nurses influence participation in this recommendation by conducting school-located influenza vaccination (SLIV) programs at their campuses. Knowing the effect of SLIV programs on student absenteeism may motivate school nurses and district administrators to conduct such vaccination programs. This study examines the impact of an SLIV program on elementary school absenteeism in an inner city school district with a predominantly Hispanic population. Using Poisson regression models with robust standard errors, we analyzed data from 3,775 records obtained by stratified random sampling. Results of the study indicate that students vaccinated through an SLIV program have fewer absences than unvaccinated students. A surprising result of the study shows that students vaccinated through an SLIV program had fewer absences than students vaccinated elsewhere. These results are of particular importance to school nurses who work with large Hispanic populations. Our study illustrates one way that a school nurse can assess the effect of an SLIV program on absenteeism.

Self-rated health and wellbeing among school-aged children with and without special educational needs: Differences between mainstream and special schools.

PubMed

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

2018-05-11

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

Is the Four-Day School Week Detrimental to Student Success?

ERIC Educational Resources Information Center

Tharp, Timothy W.; Matt, John; O'Reilly, Frances L.

2016-01-01

School districts across the United States are implementing four-day school weeks. This study looks at the relationship between student achievement in the four-day school week compared to student achievement in the five-day school week. This analysis focused on a common criteria referenced test given to all students over a period of seven years in…

Exploring School Choice and the Consequences for Student Racial Segregation within Pennsylvania's Charter School Transfers

ERIC Educational Resources Information Center

Frankenberg, Erica; Kotok, Stephen; Schafft, Kai; Mann, Bryan

2017-01-01

Using individual-level student data from Pennsylvania, this study explores the extent to which charter school racial composition may be an important factor in students' self-segregative school choices. Findings indicate that, holding distance and enrollment constant, Black and Latino students are strongly averse to moving to charter schools with…

Engaging High School Students as Co-Researchers in Qualitative Research: Logistical, Methodological and Ethical Issues.

ERIC Educational Resources Information Center

Miller, Dana L.; McVea, Kristine L. S. P.; Creswell, John W.; Harter, Lynn; Mickelson, William; McEntarffer, Rob

This paper explores six phases of a research project designed specifically to engage high school students as co-researchers in a multisite qualitative study exploring perceptions of tobacco use among high school students in four schools. It describes how university researchers collaborated with the high school students and summarizes seven major…

The Relations of a School's Capacity for Institutional Diversity to Student Achievement in Socio-Economically, Ethnically, and Linguistically Diverse Schools

ERIC Educational Resources Information Center

Min, Sookweon; Goff, Peter T.

2016-01-01

This study examines how a school's capacity for institutional diversity relates to student achievement in socio-economically, ethnically, and linguistically diverse schools. It also investigates whether various student groups benefit differently from a school's level of student diversity and its institutional capacity for diversity. Using data…

Student Leadership Distribution: Effects of a Student-Led Leadership Program on School Climate and Community

ERIC Educational Resources Information Center

Pedersen, Jeff; Yager, Stuart; Yager, Robert

2012-01-01

This study focuses on the understandings educators developed from two schools concerning how distributed leadership involving a select group of students affected the climate and community of their schools. Findings suggest that student-led leadership roles within the school community have an impact on creating a positive school-wide climate; a…

Elementary School Computer Access, Socioeconomic Status, Ethnicity, and Grade 5 Student Achievement

ERIC Educational Resources Information Center

Barrett, Julie Ann

2013-01-01

Purpose: The purpose of this study was to describe the current school computer access rates of elementary school students and to determine the extent to which school computer access relates to academic achievement among Grade 5 students in the state of Texas. Specifically, the relationship of school computer access to student passing rates on the…

Associations between school violence, military connection, and gang membership in California secondary schools.

PubMed

Estrada, Joey Nuñez; Gilreath, Tamika D; Sanchez, Cathia Y; Astor, Ron Avi

2017-01-01

Recent studies have found that military-connected students confront many challenges-such as secondary traumatization-that may stem from a parent's deployment and frequent relocations. It is possible that multiple moves and deployments of family service members are associated with military-connected students' gang membership and involvement with school violence behaviors. In this study, a total of 13,484 students completed the core and military modules of the California Healthy Kids Survey. Logistic regressions examined the odds of a student being a member of a gang given their grade, gender, race/ethnicity, school violence behaviors, military-connectedness, changes in schools, and familial deployments. Results indicated that of the nearly 8% of students sampled who reported being in a gang, those with a parent or sibling currently serving in the military reported a higher prevalence rate of gang membership than students with no military connection. Students who reported being in fights or carrying weapons to school were at least twice more likely to be a gang member than students who reported not having been in fights or carrying weapons. Changing schools 4 or more times in a 5-year period and experiencing at least 1 familial deployment were also associated with an increased likelihood of gang membership. The findings of this study offer incentive to further explicate the gang and school violence experiences of military-connected students. This study supports schools in understanding the characteristics of the military-connected students and families they serve so they can implement appropriate interventions to curb gang and school violence behaviors. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Family-School Bonding and Student Success.

ERIC Educational Resources Information Center

Pryor, Carolyn B.

A study of 310 ninth grade students and their parents in five communities was conducted to look at the relationships between parent-school bonding, student-school bonding, academic achievement, and other variables. Questionnaires were developed for both parents and students asking questions about attachment, commitment, beliefs about school,…

Perceptions about interpersonal relationships and school environment among middle school students with asthma.

PubMed

Rhee, Hyekyun; McQuillan, Brenda; Chen, Ding-Geng; Atis, Shannska

2017-11-01

To examine interpersonal relationships involving peers and teachers and perceptions about school environment among middle school students with asthma in comparison to their healthy counterparts. The study also assesses asthma prevalence in a large sample of middle school students representing different geographic locations. Cross-sectional data were collected from 1059 middle school students in grades 6-8 enrolled in schools in a northeastern region of the United States. Students reported their chronic health conditions including asthma and completed questionnaires measuring perceptions about their relationships with peers and teachers as well as school environment. Analyses of covariance (ANCOVAs) were used to compare students with asthma and their healthy counterparts in the study variables. Asthma was reported by 16.5% of the sample (n = 169). The rate was higher among minority students (23%) than their white counterparts (15%). Greater proportion of urban students (28%) reported asthma than rural (18%) and suburban (14%) students. Students with asthma reported significantly poorer relationships with peers (B = -1.74, p <.001) and teachers (B = -1.41, p =.009), and their perceptions about overall school environment (B = -1.30, p =.009) were also lower than their healthy counterparts. Race showed no significant effects on school factors. Overall asthma prevalence was substantially higher than the national average of adolescent asthma, particularly those residing in the urban area. Poor perceptions of interpersonal relationships with peers and teachers among students with asthma may indicate compromised quality of life. Suboptimal interpersonal relationships and school environment need to be identified and adequately addressed, given their implications for asthma management at the school setting among middle school students.

The UKCAT-12 study: educational attainment, aptitude test performance, demographic and socio-economic contextual factors as predictors of first year outcome in a cross-sectional collaborative study of 12 UK medical schools.

PubMed

McManus, I C; Dewberry, Chris; Nicholson, Sandra; Dowell, Jonathan S

2013-11-14

Most UK medical schools use aptitude tests during student selection, but large-scale studies of predictive validity are rare. This study assesses the United Kingdom Clinical Aptitude Test (UKCAT), and its four sub-scales, along with measures of educational attainment, individual and contextual socio-economic background factors, as predictors of performance in the first year of medical school training. A prospective study of 4,811 students in 12 UK medical schools taking the UKCAT from 2006 to 2008 as a part of the medical school application, for whom first year medical school examination results were available in 2008 to 2010. UKCAT scores and educational attainment measures (General Certificate of Education (GCE): A-levels, and so on; or Scottish Qualifications Authority (SQA): Scottish Highers, and so on) were significant predictors of outcome. UKCAT predicted outcome better in female students than male students, and better in mature than non-mature students. Incremental validity of UKCAT taking educational attainment into account was significant, but small. Medical school performance was also affected by sex (male students performing less well), ethnicity (non-White students performing less well), and a contextual measure of secondary schooling, students from secondary schools with greater average attainment at A-level (irrespective of public or private sector) performing less well. Multilevel modeling showed no differences between medical schools in predictive ability of the various measures. UKCAT sub-scales predicted similarly, except that Verbal Reasoning correlated positively with performance on Theory examinations, but negatively with Skills assessments. This collaborative study in 12 medical schools shows the power of large-scale studies of medical education for answering previously unanswerable but important questions about medical student selection, education and training. UKCAT has predictive validity as a predictor of medical school outcome, particularly in mature applicants to medical school. UKCAT offers small but significant incremental validity which is operationally valuable where medical schools are making selection decisions based on incomplete measures of educational attainment. The study confirms the validity of using all the existing measures of educational attainment in full at the time of selection decision-making. Contextual measures provide little additional predictive value, except that students from high attaining secondary schools perform less well, an effect previously shown for UK universities in general.

The UKCAT-12 study: educational attainment, aptitude test performance, demographic and socio-economic contextual factors as predictors of first year outcome in a cross-sectional collaborative study of 12 UK medical schools

PubMed Central

2013-01-01

Background Most UK medical schools use aptitude tests during student selection, but large-scale studies of predictive validity are rare. This study assesses the United Kingdom Clinical Aptitude Test (UKCAT), and its four sub-scales, along with measures of educational attainment, individual and contextual socio-economic background factors, as predictors of performance in the first year of medical school training. Methods A prospective study of 4,811 students in 12 UK medical schools taking the UKCAT from 2006 to 2008 as a part of the medical school application, for whom first year medical school examination results were available in 2008 to 2010. Results UKCAT scores and educational attainment measures (General Certificate of Education (GCE): A-levels, and so on; or Scottish Qualifications Authority (SQA): Scottish Highers, and so on) were significant predictors of outcome. UKCAT predicted outcome better in female students than male students, and better in mature than non-mature students. Incremental validity of UKCAT taking educational attainment into account was significant, but small. Medical school performance was also affected by sex (male students performing less well), ethnicity (non-White students performing less well), and a contextual measure of secondary schooling, students from secondary schools with greater average attainment at A-level (irrespective of public or private sector) performing less well. Multilevel modeling showed no differences between medical schools in predictive ability of the various measures. UKCAT sub-scales predicted similarly, except that Verbal Reasoning correlated positively with performance on Theory examinations, but negatively with Skills assessments. Conclusions This collaborative study in 12 medical schools shows the power of large-scale studies of medical education for answering previously unanswerable but important questions about medical student selection, education and training. UKCAT has predictive validity as a predictor of medical school outcome, particularly in mature applicants to medical school. UKCAT offers small but significant incremental validity which is operationally valuable where medical schools are making selection decisions based on incomplete measures of educational attainment. The study confirms the validity of using all the existing measures of educational attainment in full at the time of selection decision-making. Contextual measures provide little additional predictive value, except that students from high attaining secondary schools perform less well, an effect previously shown for UK universities in general. PMID:24229380

Greenness and school-wide test scores are not always positively associated – A replication of "linking student performance in Massachusetts elementary schools with the 'greenness' of school surroundings using remote sensing"

Treesearch

Matthew H.E.M. Browning; Ming Kuo; Sonya Sachdeva; Kangjae Lee; Lynne Westphal

2018-01-01

Recent studies find vegetation around schools correlates positively with student test scores. To test this relationship in schools with less green cover and more disadvantaged students, we replicated a leading study, using six years of NDVI-derived greenness data to predict school-level math and reading achievement in 404 Chicago public schools. A direct replication...

Can After-School Programs and Private Tutoring Help Improve Students' Achievement? Revisiting the Effects in Korean Secondary Schools

ERIC Educational Resources Information Center

Ha, Yeojin; Park, Hyun-Jeong

2017-01-01

The purpose of this study is to examine the causal effects of after-school programs (ASPs) and private tutoring on Korean secondary school students' academic achievement. The students' data from the Gyeonggi Education Panel Study were used in this study for the actual data analysis. The study attempted to adjust for possible selection bias toward…

New Horizons in a Next Generation School: A Case Study of Rural Alabama Middle School Students in a Transformational Initiative

ERIC Educational Resources Information Center

Lamey, Jack Harley, Sr.

2017-01-01

The purpose of this case study was to understand non-mastery for students in the mBolden Academic Model at Piedmont City Middle School (PCMS). The following research questions guided this study: How does the mBolden Academic Model influence student success at Piedmont City Middle School? Furthermore, this study has answered the following…

An Examination of Science High School Students' Motivation towards Learning Biology and Their Attitude towards Biology Lessons

ERIC Educational Resources Information Center

Kisoglu, Mustafa

2018-01-01

The purpose of this study is to examine motivation of science high school students towards learning biology and their attitude towards biology lessons. The sample of the study consists of 564 high school students (308 females, 256 males) studying at two science high schools in Aksaray, Turkey. In the study, the relational scanning method, which is…

The Quality of School Life: Teacher-Student Trust Relationships and the Organizational School Context

ERIC Educational Resources Information Center

Van Maele, Dimitri; Van Houtte, Mieke

2011-01-01

In exploring the quality of schools' social system, this study provides insight into in which types of schools students may encounter barriers in developing supportive teacher-student relationships because of teachers exposing low levels of trust in students. Student culture and teachability perceptions are assessed as incentives for teachers'…

Deaf and Hard of Hearing Students' Perspectives on Bullying and School Climate

ERIC Educational Resources Information Center

Weiner, Mary T.; Day, Stefanie J.; Galvan, Dennis

2013-01-01

Student perspectives reflect school climate. The study examined perspectives among deaf and hard of hearing students in residential and large day schools regarding bullying, and compared these perspectives with those of a national database of hearing students. The participants were 812 deaf and hard of hearing students in 11 U.S. schools. Data…

The connection between students' out-of-school experiences and science learning

NASA Astrophysics Data System (ADS)

Tran, Natalie A.

This study sought to understand the connection between students' out-of-school experiences and their learning in science. This study addresses the following questions: (a) What effects does contextualized information have on student achievement and engagement in science? (b) To what extent do students use their out-of-school activities to construct their knowledge and understanding about science? (c) To what extent do science teachers use students' skills and knowledge acquired in out-of-school settings to inform their instructional practices? This study integrates mixed methods using both quantitative and qualitative approaches to answer the research questions. It involves the use of survey questionnaire and science assessment and features two-level hierarchical analyses of student achievement outcomes nested within classrooms. Hierarchical Linear Model (HLM) analyses were used to account for the cluster effect of students nested within classrooms. Interviews with students and teachers were also conducted to provide information about how learning opportunities that take place in out-of-school settings can be used to facilitate student learning in science classrooms. The results of the study include the following: (a) Controlling for student and classroom factors, students' ability to transfer science learning across contexts is associated with positive learning outcomes such as achievement, interest, career in science, self-efficacy, perseverance, and effort. Second, teacher practice using students' out-of-school experiences is associated with decrease in student achievement in science. However, as teachers make more connection to students' out-of-school experiences, the relationship between student effort and perseverance in science learning and transfer gets weaker, thus closing the gaps on these outcomes between students who have more ability to establish the transfer of learning across contexts and those who have less ability to do so. Third, science teachers have limited information about students' out-of-school experiences thus rarely integrate these experiences into their instructional practices. Fourth, the lack of learning objectives for activities structured in out-of-school settings coupled with the limited opportunities to integrate students' out of school experiences into classroom instructions are factors that may prevent students from making further connection of science learning across contexts.

Racial/Ethnic Differences in Perceptions of School Climate and Its Association with Student Engagement and Peer Aggression.

PubMed

Konold, Timothy; Cornell, Dewey; Shukla, Kathan; Huang, Francis

2017-06-01

Research indicates that a positive school climate is associated with higher levels of student engagement and lower rates of peer aggression. However, less attention has been given to whether such findings are consistent across racial/ethnic groups. The current study examined whether Black, Hispanic, and White high school students differed in their perceptions of school climate, student engagement, and peer aggression as measured by the Authoritative School Climate survey. In addition, the study tested whether the associations between school climate and both student engagement and peer aggression varied as a function of racial/ethnic group. The sample consisted of 48,027 students in grades 9-12 (51.4 % female; 17.9 % Black, 10.5 % Hispanic, 56.7 % White, and 14.9 % other) attending 323 high schools. Regression models that contrasted racial/ethnic groups controlled for the nesting of students within schools and used student covariates of parent education, student gender, and percentage of schoolmates sharing the same race/ethnicity, as well as school covariates of school size and school percentage of students eligible for free- or reduced-price meals. Perceptions of school climate differed between Black and White groups, but not between Hispanic and White groups. However, race/ethnicity did not moderate the associations between school climate and either engagement or peer aggression. Although correlational and cross-sectional in nature, these results are consistent with the conclusion that a positive school climate holds similar benefits of promoting student engagement and reducing victimization experiences across Black, Hispanic, and White groups.

Has the UK Clinical Aptitude Test improved medical student selection?

PubMed

Wright, Sarah R; Bradley, Philip M

2010-11-01

In 2006, the United Kingdom Clinical Aptitude Test (UKCAT) was introduced as a new medical school admissions tool. The aim of this cohort study was to determine whether the UKCAT has made any improvements to the way medical students are selected. Regression analysis was performed in order to study the ability of previous school type and gender to predict UKCAT, personal statement or interview scores in two cohorts of accepted students. The ability of admissions scores and demographic data to predict performance on knowledge and skills examinations was also studied. Previous school type was not a significant predictor of either interview or UKCAT scores amongst students who had been accepted onto the programme (n = 307). However, it was a significant predictor of personal statement score, with students from independent and grammar schools performing better than students from state-maintained schools. Previous school type, personal statements and interviews were not significant predictors of knowledge examination performance. UKCAT scores were significant predictors of knowledge examination performance for all but one examination administered in the first 2 years of medical school. Admissions data explained very little about performance on skills (objective structured clinical examinations [OSCEs]) assessments. The use of personal statements as a basis for selection results in a bias towards students from independent and grammar schools. However, no evidence was found to suggest that students accepted from these schools perform any better than students from maintained schools on Year 1 and 2 medical school examinations. Previous school type did not predict interview or UKCAT scores of accepted students. UKCAT scores are predictive of Year 1 and 2 examination performance at this medical school, whereas interview scores are not. The results of this study challenge claims made by other authors that aptitude tests do not have a place in medical school selection in the UK. © Blackwell Publishing Ltd 2010.

Differential improvements in student fruit and vegetable selection and consumption in response to the new National School Lunch Program regulations: a pilot study

PubMed Central

Cullen, Karen W.; Chen, Tzu-An; Dave, Jayna M.; Jensen, Helen

2014-01-01

Background This study investigated changes in student food selection and consumption in response to the new National School Lunch Program meal patterns during fall, 2011. Design Eight elementary and four intermediate schools in one Houston area school district were matched on free/reduced price (FRP) meal eligibility and randomized into control or intervention conditions. Intervention Both intervention and control school cafeterias served the same menu. The intervention school cafeterias posted the new meal pattern daily; students could select one fruit and two vegetable servings per reimbursable meal. Control school students could only select the previous meal pattern: a total of two fruit and vegetable servings per meal. Main outcome measures Students were observed during lunch: gender, foods selected/consumed were recorded. Diet analysis software was used to calculate energy/food groups selected/consumed. Statistical analyses performed Cochran-Mantel-Haenszel Chi-square tests examined differences in the percent of students selecting each meal component by condition, controlling for gender, grade, and school FRP. ANCOVA assessed differences in amount of energy/food groups selected and consumed, and differences in percent of food groups consumed. Results Observations were conducted for 1149 elementary and 427 intermediate students. Compared with students in the control schools, significantly more intervention elementary and intermediate school students selected total (P<0.001, P<0.05) and starchy vegetables (P<0.001; P<0.01); more intervention intermediate school students selected fruit (P<0.001), legumes (P<0.05), and protein foods (P<0.01). There were significantly greater amounts of these foods selected and consumed, but no differences in the proportion of the foods consumed by condition. Fewer calories were consumed by elementary and intermediate school intervention students. Conclusions More intervention students selected fruit and vegetables at lunch, and consumed them compared with control condition students. Future studies with larger and more diverse student populations are warranted. PMID:25556770

High School Students' Self-Reported Use of School Clinics and Nurses.

PubMed

Harper, Christopher R; Liddon, Nicole; Dunville, Richard; Habel, Melissa A

2016-10-01

Access to school health clinics and nurses has been linked with improved student achievement and health. Unfortunately, no studies have examined how many students report using school clinics or nurses and for which services. This study addressed this gap with data from a nationally representative sample of 15- to 25-year-olds. Respondents who reported being in high school were provided a list of services and asked whether they had gone to a school nurse or clinic for any of the listed services. Nearly 90% reported having access to a school clinic or nurse. Among students with access, 65.6% reported using at least one service. Non-White students and younger students were more likely to report having access to a clinic or nurse. These results show many students have access to clinics or nurses and are using these services, although not uniformly for all services. © The Author(s) 2016.

Case Study of the Voluntary Student Transfer Program: The Perspectives of African American Students and Parent Participants in One Midwestern School District

ERIC Educational Resources Information Center

Goodwin, Rosalyn Harper

2013-01-01

This study investigated the perspectives of four students and 6 parent participants of the Voluntary Student Transfer program, an inter-district desegregation program that involves transporting African American students from urban area schools to surrounding county schools. Due to limited and dated research related to the Voluntary Student…

Reducing Test Anxiety among Third Grade Students through the Implementation of Relaxation Techniques

ERIC Educational Resources Information Center

Larson, Heidi A.; El Ramahi, Mera K.; Conn, Steven R.; Estes, Lincoln A.; Ghibellini, Amanda B.

2010-01-01

The purpose of this study was to reduce the negative effects that self-perceived levels of test anxiety have on third-grade students. The participants in this study consisted of 177 third-grade students at two Midwestern public elementary schools. Students at one school were taught relaxation techniques, while students at the second school served…

Learning a Language and Studying Content in an Additional Language: Student Opinions

ERIC Educational Resources Information Center

Ger, Ugur; Bahar, Mustafa

2018-01-01

This study aims to understand the opinions of middle school and high school students about language learning and studying other content in an additional language in the school settings where English is used as the medium of instruction to teach more than 50% of the curriculum. For this end, 261 students from three different schools were…

Elementary School Student Burnout Scale for Grades 6-8: A Study of Validity and Reliability

ERIC Educational Resources Information Center

Aypay, Ayse

2011-01-01

The purpose of this study is to develop an "Elementary School Student Burnout Scale for Grades 6-8". The study group included 691 students out of 10 schools in Eskisehir. Both Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted on the data (Burnout stem from school activities, burnout stem from family, feeling of…

Racial Diversity, Student Religiosity, and School Choice: An Empirical Case Study of Multi-Racial Religious Education

ERIC Educational Resources Information Center

Reichard, Joshua D.

2014-01-01

This article comprises an empirical case study of student religiosity in the context of urban school choice. The purpose of this study was to compare student religiosity in a racially diverse religious private school to determine whether religious faith is a unifying factor across racial categories. Insofar as school choice has been called…

San Junior Secondary Students' Home-School Literacy Disconnection: A Case Study of a Remote Area Dweller School in Botswana

ERIC Educational Resources Information Center

Ketsitlile, Lone Elizabeth

2011-01-01

The study investigated how San students of Botswana, in a junior community secondary school, understood literacy in school and at home. A qualitative, narrative case study approach was used to gain a deeper understanding of what students value and understand by literacy from co-participants' and informants' perspectives. Findings across…

An Integrative Perspective on Students' Proportional Reasoning in High School Physics in a West African Context

ERIC Educational Resources Information Center

Akatugba, Ayo Harriet; Wallace, John

2009-01-01

This study examines students' use of proportional reasoning in high school physics problem-solving in a West African school setting. An in-depth, constructivist, and interpretive case study was carried out with six physics students from a co-educational senior secondary school in Nigeria over a period of five months. The study aimed to elicit…

Examining the Internet Addiction Levels of High School Senior Students

ERIC Educational Resources Information Center

Aydemir, Hasan

2018-01-01

In the present study, the internet addiction status of high school senior students in Yesilyurt county of Malatya was analyzed and examined in terms of gender variable. The study population consisted of 3442 senior students who were studying at 37 high schools in state schools in Yesilyurt County of the city of Malatya in 2016-2017 academic year.…

Facilitating trust engenderment in secondary school nurse interactions with students.

PubMed

Summach, Anne H J

2011-04-01

School nurses are involved in a complex framework of interactions with students, other professionals, parents, and administrators. Trust between nurse and student is critical for interaction effectiveness. The goal of this study was to understand through phenomenology the process of engendering trust in school nurse-high school student interactions. The qualitative approach explored school nurse perceptions of experiences interacting with students, yielding insights into nurse- and setting-based factors contributing to the development of trust. Subthemes within these included key behaviors and attributes enhancing trust engenderment in school nurse-student interactions. Study findings were well supported by the existing nursing and psychological research literature. Nurses that purposefully strive to develop trust in young people will maximize adolescent health results.

Hierarchical Effects of School-, Classroom-, and Student-Level Factors on the Science Performance of Eighth-Grade Taiwanese Students

NASA Astrophysics Data System (ADS)

Tsai, Liang-Ting; Yang, Chih-Chien

2015-05-01

This study was conducted to understand the effect of student-, classroom-, and school-level factors on the science performance of 8th-grade Taiwanese students in the Trends in International Mathematics and Science Study (TIMSS) 2011 by using multilevel analysis. A total of 5,042 students from 153 classrooms of 150 schools participated in the TIMSS 2011 study, in which they were required to complete questionnaires. A 3-level multilevel analysis was used to assess the influence of factors at 3 levels on the science performance of 8th-grade Taiwanese students. The results showed that the provision of education resources at home, teachers' level of education, and school climate were the strongest predictor of science performance at the student, classroom, and school level, respectively. It was concluded that the science performance of 8th-grade Taiwanese students is driven largely by individual factors. Classroom-level factors accounted for a smaller proportion of the total variance in science performance than did school-level factors.

War and Peace in the Pictures Drawn by the Students of a Fine Arts High School

ERIC Educational Resources Information Center

Aktas, Özgür

2015-01-01

This study aims to identify high school students' perception of war and peace. Therefore, the students were asked to draw pictures depicting war and peace. The study was conducted at a Fine Arts High School. This study is a qualitative research. According to the assessments made on the results of the study, the students drew pictures containing…

A Scale Development for 21st Century Skills of Primary School Students: A Validity and Reliability Study

ERIC Educational Resources Information Center

Boyaci, S. Dilek Belet; Atalay, Nurhan

2016-01-01

The objective of the present study is to develop a measurement tool to assess 21st Century learning and innovation skills of primary school students. Study data was collected from 632 fourth grade students in five different primary schools during 2014-2015 academic year and data obtained from 609 fourth grade students were utilized in the study.…

"We Want to Learn": Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy

ERIC Educational Resources Information Center

Busey, Christopher L.; Russell, William B., III

2016-01-01

This qualitative study examines the perceptions that Latino students have of middle school social studies. Twelve Latino/a middle school students provided written narratives recounting their experiences in social studies and participated in two semi-structured phenomenological interviews. Findings indicate that social studies teachers rely heavily…

School Attendance Revisited: A Study of Urban African American Students' GPA and Coping Strategies.

ERIC Educational Resources Information Center

Steward, Robbie J.; Steward, Astin Devine; Blair, Jonathan

This study investigated the degree to which at-risk, urban, African American high school students' coping strategies and grade point average (GPA) would predict attendance. Data were collected from 100 high school freshmen using the Adolescent Coping Orientation for Problem Experiences. Students' GPAs were identified through school records.…

Korean Secondary School Students' Occupational Preferences across School Types: Specificity Versus Broad Levels

ERIC Educational Resources Information Center

Kim, Kyung-Nyun

2015-01-01

This study considers the specificity of 3,136 Korean students' occupational preferences during secondary school and examines whether the types of high school are related to the crystallization in occupational preferences by applying binary growth models. Based on Super's developmental stage, this study shows that students largely formulate solid…

Factors Influencing the Academic Achievement of the Turkish Urban Poor

ERIC Educational Resources Information Center

Engin-Demir, Cennet

2009-01-01

This study estimates the individual and combined effects of selected family, student and school characteristics on the academic achievement of poor, urban primary-school students in the Turkish context. Participants of the study consisted of 719 sixth, seventh, and eighth grade primary-school students from 23 schools in inner and outer city…

Student Activities Programs: Their Status and the Impact of the Reform Movement.

ERIC Educational Resources Information Center

Vornberg, James A.

Research studies have consistently indicated that participation in school activities benefits both students and schools. Since the school reform movement began in 1983, the importance of school activities and student time commitment to such programs are increasingly being scrutinized. This paper summarizes a study to determine: (1) the current…

STEM Related After-School Program Activities and Associated Outcomes on Student Learning

ERIC Educational Resources Information Center

Sahin, Alpaslan; Ayar, Mehmet C.; Adiguzel, Tufan

2014-01-01

This study explores the characteristics of after-school program activities at a charter school in the Southeast US highlighting students' experiences with and gains from these after-school program activities. A qualitative case study design was employed to understand students' views and opinions regarding the activities and their learning…

An Empirical Study on the Effect of School Consolidation in Rural Areas on Student Achievement

ERIC Educational Resources Information Center

Mei, Dong; Fang, Chang; Yuanyan, Bai

2013-01-01

With Shaanxi province as an example, this study presents empirical evidence on the effect of primary school consolidation in rural areas on student achievement, using the difference-in-differences method. The results show no significant differences in student achievement between consolidated schools and nonconsolidated schools. If student…

Structuring Opportunity: The Role of School Context in Shaping High School Students' Occupational Aspirations

ERIC Educational Resources Information Center

Rowan-Kenyon, Heather T.; Perna, Laura W.; Swan, Amy K.

2011-01-01

This study explores the occupational aspirations of high school students planning to attend college by drawing on a multilayered model of college enrollment, social cognitive career theory, and multiple descriptive case studies of 15 high schools. Students' occupational aspirations and their understanding of the education required to achieve these…

Value Orientation Among International School Students.

ERIC Educational Resources Information Center

Willis, David B.

This case study of 215 high school students in Columbia Academy, an international school in Kobe, Japan, was conducted from 1980 to 1985 to examine the values students hold in relation to their demographic characteristics. The study, written by a faculty member of this school who also served on the Educational Policy Committee of the Board of…

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

PubMed

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

2016-06-01

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

Student Perceptions of the Transition from Elementary to Middle School.

ERIC Educational Resources Information Center

Akos, Patrick

2002-01-01

This study sought to learn more about student perceptions during the transition from elementary to middle school. In response to students' concerns, it is suggested that school counselors implement preventive or proactive programming to assist students with the elementary to middle school transition. (Contains 22 references.) (GCP)

Elementary School Nurse Interventions: Attendance and Health Outcomes

ERIC Educational Resources Information Center

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

2007-01-01

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

Uniforms in the Middle School: Student Opinions, Discipline Data, and School Police Data

ERIC Educational Resources Information Center

Sanchez, Jafeth E.; Yoxsimer, Andrew; Hill, George C.

2012-01-01

This study investigated public middle school students' opinions on the benefits of wearing a school uniform. A review of related literature is provided along with results of the opinions obtained from 604 seventh- and eighth-grade middle school students attending a public school in Nevada that had recently initiated a school uniform policy.…

An Examination of Secondary School Students' Academic Achievement in Science Course and Achievement Scores in Performance Assignments with Regard to Different Variables: A Boarding School Example

ERIC Educational Resources Information Center

Bozdogan, Aykut Emre; Günaydin, Esra; Okur, Alperen

2014-01-01

The aim of the study is to explore the academic achievement and performance tasks of students studying in a regional primary boarding school in science course with regard to different variables. The study was carried out via survey method and total 96 students, 57 of them boarding students and 39 of them non-boarding students studying in the 5th,…

School Choice and Educational Inequality in South Korea

PubMed Central

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

2014-01-01

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

National prevalence rates of bully victimization among students with disabilities in the United States.

PubMed

Blake, Jamilia J; Lund, Emily M; Zhou, Qiong; Kwok, Oi-Man; Benz, Michael R

2012-12-01

This study examined the prevalence rates of bully victimization and risk for repeated victimization among students with disabilities using the Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study-2 longitudinal datasets. Results revealed that a prevalence rate ranging from 24.5% in elementary school to 34.1% in middle school. This is one to one and a half times the national average for students without disabilities. The rate of bully victimization was highest for students with emotional disturbance across school levels. Findings from this study also indicated that students with disabilities who were bullied once were at high risk of being bullied repeatedly. Elementary and middle school students with autism and high school students with orthopedic impairments were at the greatest risk of experiencing repeated victimization. Implications of the findings are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

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

PubMed

Attar-Schwartz, Shalhevet

2009-07-01

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

A Study of Achievement and Intelligence Level of Students in Secondary Education in Nepal with Regard to Education Stream

ERIC Educational Resources Information Center

Deupa, Madan Singh; Pathani, Rajendra Singh

2018-01-01

(Purpose) The purpose of this study was to compare the academic achievement and intelligence level of Secondary School students of science, management, and education streams to identify the enrollment trend of students in teacher education in Nepal. (Methods) In this study, 150 secondary school students belonging to eight schools were selected…

Learning Activity Packets for High School Social Studies, American Studies, American History and Low Achieving Students. Course I.

ERIC Educational Resources Information Center

Seif, Elliott

The document presents student learning packets designed to provide an alternative social studies experience for high school students. The objective is to enable students to better understand themselves and their environment and other individuals and groups. Written at a junior high school reading level, the packets are intended to be used with low…

Factors That Influence Students Not To Enroll at the Vanguard Joint Vocational School. Factors That Influence Students Not To Enroll at the Lawrence County Joint Vocational School.

ERIC Educational Resources Information Center

Rossetti, Rosemarie

Two research reports provide results of two Ohio studies to investigate factors that influence a student not to enter a high school vocational curriculum. The studies focus on the Vanguard Joint Vocational School (JVS) and five feeder comprehensive high schools and the Lawrence County JVS and seven feeder comprehensive high schools. Both reports…

An opportunity for success: Understanding motivation and learning from urban youth participation in an after school science program

NASA Astrophysics Data System (ADS)

Catlin, Janell Nicole

This dissertation is an ethnographic study that documents through student voice the untold stories of urban student motivation to learn and engage in science through the contexts of an after school science program and the students' in-school science classrooms. The purpose of this study is to add to the literature in science education on motivation of urban youth to learn and engage in science through thick and rich descriptions of student voice. This study addresses issues in educational inequity by researching students who are historically marginalized. The focus of the study is four middle school students. The methodology employed was critical ethnography and case study. The data sources included participant observations and field notes, interviews, student artifacts, Snack and Chat, autophotography, and the researcher's reflective journal. The findings of this study state that motivating factors for urban middle school students' learning and engaging in science include a flexible and engaging curriculum, that students are empowered and motivated to learn when teachers are respectful, that urban middle school science students hold positive images about scientists, themselves and knowing science, and that urban teachers of the dominant culture believe that their urban middle school science students are motivated. In using Sociotransformative Constructivism (STC) and Critical Race Theory (CRT) the researcher informs the issues of inequity and racism that emerge from historical perspectives and students' stories about their experiences inside and outside of school. The implications state that allowing for a flexible curriculum that motivates students to make choices about what and how they want to learn and engage in science are necessary science teaching goals for urban middle school students, it is necessary that teachers are conscious of their interactions with their students, diversifying the science field through educating and empowering all students through learning science is key, and to get teachers to the point of an anti-deficit view of urban education more positive stories told by and research done with White urban science teachers must be documented.

Student victimization by school staff in the context of an Israeli national school safety campaign.

PubMed

Khoury-Kassabri, Mona; Astor, Ron Avi; Benbenishty, Rami

2008-01-01

In this study, we examined and compared findings from four nationally representative studies of victimization of students by school staff in Israel. We explored whether levels of student victimization by school staff (teachers, principals, secretaries, janitors, etc.) have changed between 1998, 1999, 2002, and 2005, and whether patterns of group differences (gender, age, and cultural groups) were replicated across those four points in time. We employed representative samples stratified by ethnic affiliation and school levels. In 1998, there were 15,916 4th-11th grade students from 232 schools; in 1999, 16,414 4th-11th grade students from 239 schools; in 2002, 21,577 4th-11th grade students from 410 schools and in 2005, 27,316 4th-11th grade students from 526 schools across Israel. Overall, the results reveal that for the entire student population in Israel reports of victimization are quite similar across the four waves of data collection. Levels of physical victimization were consistently higher among boys and Arab students, but other group differences were less consistent, especially with regard to differences between age groups. (c) 2007 Wiley-Liss, Inc.

Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago. NBER Working Paper No. 16817

ERIC Educational Resources Information Center

Jackson, C. Kirabo

2011-01-01

Existing studies on single-sex schooling suffer from biases due to student selection to schools and single-sex schools being better in unmeasured ways. In Trinidad and Tobago students are assigned to secondary schools based on an algorithm allowing one to address self-selection bias and cleanly estimate an upper-bound single-sex school effect. The…

Teacher Rated School Ethos and Student Reported Bullying-A Multilevel Study of Upper Secondary Schools in Stockholm, Sweden.

PubMed

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

2017-12-13

School ethos refers to the school leadership's purposive efforts to shape and direct the attitudes, values and behaviors needed in order to promote an active learning environment and to prevent the emergence of undesirable behaviors by creating shared meaning and common goals for the school. The aim of this study was to examine how teacher rated aspects of school ethos are linked with manifestations of bullying among 11th grade students. Five teacher-rated sub-dimensions of school ethos (staff stability, teacher morale, structure-order, student focus, and academic atmosphere) were examined in relation to student-reported perpetration of and exposure to traditional school bullying and cyberbullying. The data material combines student and teacher information from two separate data collections performed in 2016, comprising teachers and students in 58 upper secondary schools in Stockholm. Analyses showed that bullying was associated with all but one of the five sub-dimensions of school ethos, namely structure and order for dealing with bullying behaviors at the school. Results are discussed in light of this counter-intuitive finding. Our findings nevertheless lend support to the idea that the social organization of schools, as reflected in their teacher-rated ethos, can affect individual students' attitudes in a way that prevents the emergence of bullying behavior among students.

Students' Perceptions of Teachers' Interpersonal Behaviour across Four Different School Subjects: Control Is Good but Affiliation Is Better

ERIC Educational Resources Information Center

Telli, Sibel

2016-01-01

Many researchers have pointed out that teachers' interpersonal behaviour relates to students' positive attitudes towards schooling. However, only few studies have examined whether students' perceptions of their teachers' interpersonal behaviour relates to students' subject-related attitudes across different school subjects. In this study, it was…

High School Students' Perceptions of and Attitudes towards Teacher Power in the Classroom

ERIC Educational Resources Information Center

Koutrouba, Konstantina; Baxevanou, Eleni; Koutroumpas, Athanasios

2012-01-01

The present study examines Greek High School students' perceptions of and attitudes towards their teachers' power, from findings produced during a questionnaire-based study conducted in the period 2010-2011, with the participation of 1076 students attending 68 schools across Greece. Greek students provided information on how their teachers exert…

Detention as a Deterrent for Late Assignments: A Study.

ERIC Educational Resources Information Center

Conover, Pamela J.

To gauge the impact of after-school student detention on punctual completion of homework, on detained student grades, and on student self-esteem, fourth- through sixth-grade students from a school with an after-school detention policy for late or incomplete assignments were studied. Interviews were conducted with the four fourth-, fifth-, and…

The Effect of Cooperative Learning on Middle School Math Students

ERIC Educational Resources Information Center

Remillard, Heather A.

2015-01-01

The purpose of this study was to explore cooperative learning and the impact on middle school students overall academic achievement. The study included 47 students from a small private school, ranging from grades sixth through eighth. The researcher examined student perception of cooperative learning, implementation process and the overall impact…

A Study on High School Students' Perceptions of "Geographical Environment"

ERIC Educational Resources Information Center

Nurettin, Bilgen

2015-01-01

This research investigates how high school students perceive the concept "environment". The research was conducted on 191 Social Science High School students from 9 to 12th grades in Istanbul and Denizli within 2012 to 2013 academic year. In the study, students were asked to draw a picture of the "environment". The research…

Development of multiple regression analysis instruments to predict success in advanced placement chemistry

NASA Astrophysics Data System (ADS)

Wagner, Kurt Collins

2001-10-01

This research asks the fundamental question: "What is the profile of the successful AP chemistry student?" Two populations of students are studied. The first population is comprised of students who attend or attended the South Carolina Governor's School for Science and Mathematics, a specialized high school for high ability students, and who have taken the Advanced Placement (AP) chemistry examination in the past five years. The second population is comprised of the 581 South Carolina public school students at 46 high schools who took the AP chemistry examination in 2000. The first part of the study is intended to be useful in recruitment and placement decisions for schools in the National Consortium for Specialized Secondary Schools of Mathematics, Science and Technology. The second part of the study is intended to facilitate AP chemistry recruitment in South Carolina public schools. The first part of the study was conducted by ex post facto searches of teacher and school records at the South Carolina Governor's School for Science and Mathematics. The second part of the study was conducted by obtaining school participation information from the SC Department of Education and soliciting data from the public schools. Data were collected from 440 of 581 (75.7%) of students in 35 of 46 (76.1%) of schools. Intercorrelational and Multiple Regression Analyses (MRA) have yielded different results for these two populations. For the specialized school population, the significant predictors for success in AP chemistry are PSAT Math, placement test, and PSAT Writing. For the population of SC students, significant predictors for success are PSAT Math, count of prior science courses, and PSAT Writing. Multiple Regressions have been successfully developed for the two populations studied. Recommendations for their application are made.

Immigrant Status, Gender, and School Burnout in Finnish Lower Secondary School Students: A Longitudinal Study

ERIC Educational Resources Information Center

Salmela-Aro, Katariina; Read, Sanna; Minkkinen, Jaana; Kinnunen, Jaana M.; Rimpelä, Arja

2018-01-01

The aim of this longitudinal study among 9223 students from grade 7 and grade 9 (age 13-14 and 15-16) was to assess whether immigrant status and gender are associated with the level and change (slope) in school burnout among lower secondary school students in the Helsinki metropolitan area. Ninety-seven percent of the variation in school burnout…

The Relationship between Biblical Literacy, Academic Achievement, and School Behavior among Christian- and Public-School Students

ERIC Educational Resources Information Center

Jeynes, William H.

2009-01-01

This study assessed the relationship between Bible literacy among secondary school students and their academic achievement and school behavior. A total of 160 students who attended either Christian or public schools in the 7th to 12th grade were randomly selected for the study sample. Three measures of Bible knowledge were combined to obtain an…

The Effect of the Flipped Classroom on Urban High School Students' Motivation and Academic Achievement in a High School Science Course

ERIC Educational Resources Information Center

Dixon, Keshia L.

2017-01-01

This study investigated the effect of the flipped classroom on urban high school students' motivation and academic achievement in a high school science course. In this quantitative study, the sample population was comprised of North Star High School 12th grade students enrolled in human anatomy and physiology. A quasi-experimental,…

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

ERIC Educational Resources Information Center

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

2006-01-01

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

Does outdoor alcohol advertising around elementary schools vary by the ethnicity of students in the school?

PubMed

Pasch, Keryn E; Komro, Kelli A; Perry, Cheryl L; Hearst, Mary O; Farbakhsh, Kian

2009-04-01

The objectives of this study were to determine: (1) if the number of outdoor alcohol advertisements around schools varied by ethnicity of students in the school; and (2) how the content of alcohol advertising around schools varied by the ethnicity of students in the school. All outdoor alcohol advertisements within 1500 feet of 63 Chicago schools were documented and coded for content and theme. On average, the ethnic make-up of schools was 54.9% African American, 24.4% Hispanic, and 16.2% White; 79.7% of students were low SES. To compare the mean number and type of ads by ethnicity of the school, schools were coded by ethnicity (i.e., 20% or more Hispanic students compared with less than 20% Hispanic students). Youth attending schools with 20% or more Hispanic students were exposed to 6.5 times more alcohol advertising than students attending schools with less than 20% Hispanic students. Schools with 20% or more Hispanic students were also surrounded by more beer advertising and alcohol advertisements on bars and liquor stores. Alcohol advertising is more prevalent around schools with 20% or more Hispanic students. Policies should be considered to reduce the amount of alcohol advertising around schools.

Does outdoor alcohol advertising around elementary schools vary by the ethnicity of students in the school?

PubMed Central

Pasch, Keryn E.; Komro, Kelli A.; Perry, Cheryl L.; Hearst, Mary O.; Farbakhsh, Kian

2008-01-01

Objectives The objectives of this study were to determine: (1) if the number of outdoor alcohol advertisements around schools varied by ethnicity of students in the school, and (2) how the content of alcohol advertising around schools varied by the ethnicity of students in the school. Methods All outdoor alcohol advertisements within 1500 feet of 63 Chicago schools were documented and coded for content and theme. On average, the ethnic make-up of schools was 54.9% African American, 24.4% Hispanic, and 16.2% White; 79.7% of students were low SES. To compare the mean number and type of ads by ethnicity of the school, schools were coded by ethnicity (i.e. 20% or more Hispanic students compared with less than 20% Hispanic students). Results Youth attending schools with 20% or more Hispanic students were exposed to 6.5 times more alcohol advertising than students attending schools with less than 20% Hispanic students. Schools with 20% or more Hispanic students were also surrounded by more beer advertising and alcohol advertisements on bars and liquor stores. Conclusions Alcohol advertising is more prevalent around schools with 20% or more Hispanic students. Policies should be considered to reduce the amount of alcohol advertising around schools. PMID:18821155

Is Early Ability Grouping Good for High-Achieving Students' Psychosocial Development? Effects of the Transition into Academically Selective Schools

ERIC Educational Resources Information Center

Becker, Michael; Neumann, Marko; Tetzner, Julia; Böse, Susanne; Knoppick, Henrike; Maaz, Kai; Baumert, Jürgen; Lehmann, Rainer

2014-01-01

The present study investigates school context effects on psychosocial characteristics (academic self-concept, peer relations, school satisfaction, and school anxiety) of high-achieving and gifted students. Students who did or did not make an early transition from elementary to secondary schools for high-achieving and gifted students in 5th grade…

A Survey of Student Rights in a Public and Alternative High School.

ERIC Educational Resources Information Center

Ogletree, Earl J.; Bryant, Valarie A.

An inner-city alternative high school in Chicago was established for older black teenagers who had dropped out or did not wish to attend public schools. Alternative high school students (N=100) were surveyed to compare their opinions on student rights with those of black inner-city public high school students (N=200) obtained in an earlier study.…

Student Drug Testing in the Context of Positive and Negative School Climates: Results from a National Survey

ERIC Educational Resources Information Center

Sznitman, Sharon R.; Dunlop, Sally M.; Nalkur, Priya; Khurana, Atika; Romer, Daniel

2012-01-01

Positive school climates and student drug testing have been separately proposed as strategies to reduce student substance use in high schools. However, the effects of drug testing programs may depend on the favorability of school climates. This study examined the association between school drug testing programs and student substance use in schools…

Our Community, Our Schools: A Case Study of Program Design for School-Based Mental Health Services

ERIC Educational Resources Information Center

Capp, Gordon

2015-01-01

Schools face increasing demands to support the mental health needs of students and families; some estimate that 80 percent of students receive mental health services at school. Thus, schools face two daunting challenges: (1) to provide effective mental health support to students and (2) to address how mental health needs affect other students,…

The Predictors of Indonesian Senior High School Students' Anger at School

ERIC Educational Resources Information Center

Hernawati, Lucia; Rahayu, Esti; Soejowinoto, Petrus

2015-01-01

This study aimed to find out the correlation between senior high school students' anger at school and the quality relationship of parents-adolescents, peer pressure, narcissistic personality, and school climate. The instruments used were student anger at school inventory, scale of adolescent and family attachment, peer pressure inventory,…

Elementary Student Perceptions of School Climate and Associations with Individual and School Factors

ERIC Educational Resources Information Center

La Salle, Tamika P.; Zabek, Faith; Meyers, Joel

2016-01-01

School climate has increasingly been recognized as an essential component of school improvement owing to the established associations between a positive school climate and academic outcomes for students. Our study examines associations among a brief measure of school climate assessing elementary student perceptions and the College and Career Ready…

Relations between Student Perceptions of Their School Environment and Academic Achievement

ERIC Educational Resources Information Center

Gietz, Carmen; McIntosh, Kent

2014-01-01

This study examined student perceptions of their school environment (specifically, safety and inclusion in the school, experiences being bullied, and clear expectations for behaviour) and their relation with academic achievement at the school level. Participants were students in 969 elementary schools and 73 middle schools who took part in a…

Exploring Strategies to Promote Middle School Student Participation in the School Breakfast Program

ERIC Educational Resources Information Center

Cullen, Karen Weber; Thompson, Deborah I.; Watson, Kathleen B.

2012-01-01

Purpose/Objective: Providing a school breakfast to students may be a practical intervention that improves energy balance, nutrient intake, and school academic achievement variables. This purpose of this pilot study was to identify the ecological factors influencing middle school student school breakfast participation and possible strategies to…

What Works Clearinghouse Quick Review: "Charter-School Management Organizations: Diverse Strategies and Diverse Student Impacts"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2012

2012-01-01

The study examined the effect of non-profit charter-school management organizations (CMOs) on middle school academic achievement and rates of high school graduation and post-secondary enrollment. Within eight geographically diverse states, the authors matched each charter school student with similar students attending conventional public schools.…

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Factors Influencing Students' Adaptability in School: A Production Function Model and Multilevel Analysis

ERIC Educational Resources Information Center

Du, Ping

2008-01-01

This study used sampling survey data from rural elementary schools in western China to analyze school adaptability, which is the representative noncognitive development of rural elementary students. It also investigated factors influencing the school adaptability of elementary school students at an individual and school level by using production…

Visible School Security Measures and Student Academic Performance, Attendance, and Postsecondary Aspirations.

PubMed

Tanner-Smith, Emily E; Fisher, Benjamin W

2016-01-01

Many U.S. schools use visible security measures (security cameras, metal detectors, security personnel) in an effort to keep schools safe and promote adolescents' academic success. This study examined how different patterns of visible security utilization were associated with U.S. middle and high school students' academic performance, attendance, and postsecondary educational aspirations. The data for this study came from two large national surveys--the School Crime Supplement to the National Crime Victimization Survey (N = 38,707 students; 51% male, 77% White, MAge = 14.72) and the School Survey on Crime and Safety (N = 10,340 schools; average student composition of 50% male, 57% White). The results provided no evidence that visible security measures had consistent beneficial effects on adolescents' academic outcomes; some security utilization patterns had modest detrimental effects on adolescents' academic outcomes, particularly the heavy surveillance patterns observed in a small subset of high schools serving predominantly low socioeconomic students. The findings of this study provide no evidence that visible security measures have any sizeable effects on academic performance, attendance, or postsecondary aspirations among U.S. middle and high school students.

Predictors of Information Technology Integration in Secondary Schools: Evidence from a Large Scale Study of More than 30,000 Students

PubMed Central

Hew, Khe Foon; Tan, Cheng Yong

2016-01-01

The present study examined the predictors of information technology (IT) integration in secondary school mathematics lessons. The predictors pertained to IT resource availability in schools, school contextual/institutional variables, accountability pressure faced by schools, subject culture in mathematics, and mathematics teachers’ pedagogical beliefs and practices. Data from 32,256 secondary school students from 2,519 schools in 16 developed economies who participated in the Program for International Student Assessment (PISA) 2012 were analyzed using hierarchical linear modeling (HLM). Results showed that after controlling for student-level (gender, prior academic achievement and socioeconomic status) and school-level (class size, number of mathematics teachers) variables, students in schools with more computers per student, with more IT resources, with higher levels of IT curricular expectations, with an explicit policy on the use of IT in mathematics, whose teachers believed in student-centered teaching-learning, and whose teachers provided more problem-solving activities in class reported higher levels of IT integration. On the other hand, students who studied in schools with more positive teacher-related school learning climate, and with more academically demanding parents reported lower levels of IT integration. Student-related school learning climate, principal leadership behaviors, schools’ public posting of achievement data, tracking of school’s achievement data by administrative authorities, and pedagogical and curricular differentiation in mathematics lessons were not related to levels of IT integration. Put together, the predictors explained a total of 15.90% of the school-level variance in levels of IT integration. In particular, school IT resource availability, and mathematics teachers’ pedagogical beliefs and practices stood out as the most important determinants of IT integration in mathematics lessons. PMID:27997593

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

PubMed

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

2016-03-11

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

Environmental barriers in mainstream schools.

PubMed

Hemmingsson, H; Borell, L

2002-01-01

Research on students with disabilities in mainstream schools often focuses on the students' personal abilities rather than on the establishment itself. To promote inclusive education, the environmental prerequisite for participation has to be explored also. The aim of this study was to identify the barriers to participation in Swedish mainstream schools, from the personal perspective of students with physical disabilities. The study also investigated how gender, diagnosis, level of mobility, academic years and availability of an assistant were related to student-environment fit. A total of 34 students with physical disabilities, aged between 10 and 19 years, participated in the study. The students were assessed by 'The school-setting interview'. Results show that two-thirds of the students experienced barriers to participation in both the physical and the social environment. A majority of the barriers originated from the way in which school activities were organized and carried out in schools. Failure to provide adequate environmental adjustments resulted in restricted participation or exclusion from some of the activities in class. Older students experienced significantly more barriers than younger ones because the school organization was less favourable. The results suggest that the way in which activities are organized in school is the area in need of most improvements to promote participation of students with physical disabilities.

Student Perceptions of School Climate as Predictors of Office Discipline Referrals

ERIC Educational Resources Information Center

Gage, Nicholas A.; Larson, Alvin; Sugai, George; Chafouleas, Sandra M.

2016-01-01

Research indicates that school climate influences students' academic, social, and behavioral outcomes. Therefore, improving school climate provides a promising avenue for preventing academic, social, and behavioral difficulties. Research has examined school-level measurement of school climate, but few studies have examined student-level responses…

Behavior-Focused Alternative Schools: Impact on Student Outcomes

ERIC Educational Resources Information Center

Wilkerson, Kimber; Afacan, Kemal; Perzigian, Aaron; Justin, Whitney; Lequia, Jenna

2016-01-01

Behavior-focused alternative schools serve students who have been unsuccessful in other school settings due to low academic achievement coupled with significant behavior challenges. In this study, we investigated the effectiveness of secondary behavior-focused alternative schools on four different student outcome variables: (a) school attendance,…

ESL Placement and Schools

PubMed Central

Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra; Frisco, Michelle

2010-01-01

In this study, the authors explore English as a Second Language (ESL) placement as a measure of how schools label and process immigrant students. Using propensity score matching and data from the Adolescent Health and Academic Achievement Study and the National Longitudinal Study of Adolescent Health, the authors estimate the effect of ESL placement on immigrant achievement. In schools with more immigrant students, the authors find that ESL placement results in higher levels of academic performance; in schools with few immigrant students, the effect reverses. This is not to suggest a one-size-fits-all policy; many immigrant students, regardless of school composition, generational status, or ESL placement, struggle to achieve at levels sufficient for acceptance to a 4-year university. This study offers several factors to be taken into consideration as schools develop policies and practices to provide immigrant students opportunities to learn. PMID:20617111

School Factors Associated With the Percentage of Students Who Walk or Bike to School, School Health Policies and Practices Study, 2014.

PubMed

Everett Jones, Sherry; Sliwa, Sarah

2016-05-12

Active school transport, such as by walking or biking, increases physical activity levels, which has health and academic benefits for children. We examined school demographic and other characteristics to determine their association with the percentage of students who walk or bike to school. We analyzed data from the Centers for Disease Control and Prevention's 2014 School Health Policies and Practices Study. The response rate for the module containing questions about transportation was 70% (N = 577). Multivariate logistic regression models examined whether certain school characteristics were associated with a school having 26% or more of students who walk or bike to school in the morning on an average school day. In most (61.5%) schools, 10% or fewer students walked or biked to school in the morning on an average school day; in 22.7% of schools, 26% or more students did so. Although having crossing guards (adjusted odds ratio [AOR] = 3.3; 95% confidence interval [CI], 1.9-6.0), having bicycle racks (AOR = 2.7; 95% CI, 1.2-5.8), and providing promotional materials to students or families on walking or biking to school (AOR = 2.9; 95% CI, 1.7-5.1) were associated with having 26% or more students who walk or bike to school, only 47.7% of schools had crossing guards, 62.4% had bicycle racks, and 33.3% provided promotional materials. Several low-cost or no-cost strategies were associated with having 26% or more students who walked or biked to school, but these strategies are not commonly used in schools.

The effects of an educational program on depression literacy and stigma among students of secondary schools in Jazan city, 2016: A cluster-randomized controlled trial study protocol.

PubMed

Darraj, Hussain; Mahfouz, Mohamed Salih; Al Sanosi, Rashad; Badedi, Mohammed; Sabai, Abdullah

2018-05-01

Depression is a serious mental health disorder and characterized by sadness, loss of interest in activities, and decreased energy. The aim of this study is to assess the effectiveness of the school intervention program on depression literacy and stigma among students of secondary schools. A cluster randomized trial will be conducted on sample of 360 students to assess the depression literacy and stigma towards depression before and after a designed intervention educational program. The intervention consists of a package of 2 lectures, 1 video contact, and group discussion of 5 myths about depression, posters, and brochure. The target population consists of all secondary school students in Jazan, where there are 13 secondary schools will be stratified according to sex (6 schools for boys and 7 schools for girls). The results of the study will provide evidence of the efficacy of educational intervention programs on increasing depression literacy among students of secondary schools in Jazan City. The expected outcome of this study is to increase the depression literacy rate among high school students in the intervention group.

Ew, that's icky: Assessing children's attitudes towards the insects of Connecticut

NASA Astrophysics Data System (ADS)

Weeks, Faith Jean-Ellen

This study investigated children's attitudes towards insects, focusing on how attitudes change from fascination to repulsion as the children age. This study involved 127 elementary students (grades 4-6) and 139 high school students (grades 9-12) from New Haven public schools. Students were administered Likert type surveys to evaluate their attitudes after viewing photos of 8 common insects of Connecticut; the butterfly, ladybug, dragonfly, ant, moth, cricket, beetle, and fly. Scores from elementary school students were compared with high school students to determine if attitudes towards insects became less favorable as the children age. The results were also analyzed to determine if attitudinal changes were consistent between girls and boys. It was found that elementary school students did not hold more negative attitudes than high school students, but girls did hold more negative attitudes towards insects than boys.

Unsecure School Environment and School Phobic Behavior

ERIC Educational Resources Information Center

Tukur, Abubakar Hamman; Muhammad, Khadijatu

2017-01-01

This study determines the level of student's school phobic behavior as a result of insecurity of school environment. The study was guided by one research question and one null hypothesis. The population of the study was all the secondary schools in Maiduguri, Borno state numbering about the same of the study was senior secondary students in…

Medical Student Perceptions of the Learning Environment: Learning Communities Are Associated With a More Positive Learning Environment in a Multi-Institutional Medical School Study.

PubMed

Smith, Sunny D; Dunham, Lisette; Dekhtyar, Michael; Dinh, An; Lanken, Paul N; Moynahan, Kevin F; Stuber, Margaret L; Skochelak, Susan E

2016-09-01

Many medical schools have implemented learning communities (LCs) to improve the learning environment (LE) for students. The authors conducted this study to determine whether a relationship exists between medical student perceptions of the LE and presence of LCs during the preclerkship years. Students from 24 schools participating in the American Medical Association Learning Environment Study completed the 17-item Medical Student Learning Environment Survey (MSLES) at the end of their first and second years of medical school between 2011 and 2013. Mean total MSLES scores and individual item scores at the end of the first and second years in schools with and without LCs were compared with t tests, and effect sizes were calculated. Mixed-effects longitudinal models were used to control for student demographics and random school and student effects on the relationship between LC status and MSLES score. A total of 4,980 students (81% of 6,148 matriculants) from 18 schools with LCs and 6 without LCs participated. Mean [SD] MSLES scores were significantly higher in LC schools compared with non-LC schools at the end of year one (3.72 [0.44] versus 3.57 [0.43], P < .001) and year two (3.69 [0.49] versus 3.42 [0.54], P < .001). The effect size increased from 0.35 (small) at the end of year one to 0.53 (medium) at the end of year two. This large multi-institutional cohort study found that LCs at medical schools were associated with more positive perceptions of the LE by preclerkship students.

Availability of more-healthy and less-healthy food choices in American schools: a national study of grade, racial/ethnic, and socioeconomic differences.

PubMed

Delva, Jorge; O'Malley, Patrick M; Johnston, Lloyd D

2007-10-01

The purposes of this study are to examine the extent to which (1) more-healthy and less-healthy food choices are available to American secondary students in their schools, and (2) there are differences in the availability of such foods as a function of grade, racial/ethnic background, and socioeconomic status (SES). United States nationally representative samples of over 37,000 students in 345 secondary schools were surveyed in 2004 and 2005 as part of the Youth, Education, and Society (YES) study and the Monitoring the Future (MTF) study. In the YES study, school administrators and food service managers completed self-administered questionnaires on food policies and food offerings in their schools. In the MTF study, students in the same schools completed self-administered questionnaires. Data were analyzed in 2006. A greater percent of high school students have access to both more-healthy and less-healthy food choices than middle school students. Compared to white students, fewer black students have access to certain healthy foods (lowfat salty snacks, lowfat cookies and pastries). Hispanic high school students have greater access to regular ice cream and to fruits and vegetables. Otherwise the racial/ethnic group differences are modest. However, there is a positive linear association between SES (as indicated by parental education) and (1) access to most types of healthier snacks from vending machines, school/student stores, or snack bars/carts and (2) the number of healthier foods offered à la carte in the cafeteria. The association between SES and access to less-healthy snacks varies more by item. Indisputably, less-healthy foods are more available than more-healthy foods in the nation's schools. At a time when food and beverage offerings are under intense policy scrutiny, this study provides a comprehensive assessment of the types of foods made available to students. While it is encouraging to see schools offering healthy food alternatives, such as lowfat snacks and fruits and vegetables, the findings strongly suggest that the availability of more-healthy snacks needs to be increased, particularly for racial/ethnic minorities and youth of lower SES. Simultaneously, schools could considerably decrease the availability of less-healthy snack choices available to students. Future monitoring is needed to evaluate the effectiveness of the food industry's recent agreement to play a role in helping to solve these problems.

Bullying Behavior and Psychosocial Health - A Cross-sectional Study among School Students of Pyuthan Municipality.

PubMed

Mishra, Durga Khadka; Thapa, Tulsi Ram; Marahatta, Sujan Babu; Mahotra, Anita

2018-03-13

Bullying remains as pervasive phenomenon affecting children worldwide. Bullying in school has long been a matter of concern as wide range of adjustment problems including poor mental health and violent behavior in school are associated with it. The present study examined the prevalence of bullying behavior (bullies, victims and bully-victims) and their association with depression and psychosomatic symptoms. A cross-sectional descriptive study was carried out among 8th, 9th and 10th grade students of Pyuthan Municipality, Mid-Western Nepal. A total of 405 students responded to the structured self-administered questionnaire. Data was collected from randomly selected public and private schools. Descriptive and inferential statistics were used for analysis. The result of this study showed higher prevalence of bully (55.8%) among students of Relatively Advantaged Janajati whereas victims (64.86%) belonged to Disadvantaged Janajatis. Students who bully were found more in grade 8 and 10 whilst the students of grade 9 were more victims. Bullying behavior prevailed more in private schools than in public schools. The overall prevalence of bullying behavior (either bully or victim) is 69.14%. The finding bolsters an association between bullying behavior and depression, psychosomatic symptoms and school type. Higher prevalence of bullying behavior suggested by this study portends the alarming consequences among school students. Bullying needs to be addressed fleetly. Effective interventions that reduce bullying practice in school is essential.

School Lunch Waste among Middle School Students: Implications for Nutrients Consumed and Food Waste Costs

PubMed Central

Cohen, Juliana F.W.; Richardson, Scott; Austin, S. Bryn; Economos, Christina D.; Rimm, Eric B.

2013-01-01

Background The National School Lunch Program has been guided by modest nutrient standards, and the palatability of meals, which drives consumption, receives inadequate attention. School food waste can have important nutritional and cost implications for policy makers, students, and their families. Purpose Nutrient losses and economic costs associated with school meal waste were examined. The study also assessed if school foods served were valid proxies for foods consumed by students. Methods Plate waste measurements were collected from middle school students in Boston attending two Chef Initiative schools (n=1609) and two control schools (n=1440) during a two-year pilot study (2007-2009) where a professional chef trained cafeteria staff to make healthier school meals. The costs associated with food waste were calculated and the percent of foods consumed was compared with a gold standard of 85% consumption. Analyses were conducted in 2010-2011. Results Overall, students consumed less than the required/recommended levels of nutrients. An estimated $432,349 of food (26.1% of the total food budget) was discarded by middle school students annually at lunch in Boston middle schools. For most meal components, significantly less than 85% was consumed. Conclusions There is substantial food waste among middle school students in Boston. Overall, students' nutrient consumption levels were below school meal standards and foods served were not valid proxies for foods consumed. The costs associated with discarded foods are high; if translated nationally for school lunches, roughly $1,238,846,400 annually is wasted. Students would benefit if additional focus was given to the quality and palatability of school meals. PMID:23332326

Impact of the Educational Use of Facebook Group on the High School Students' Proper Usage of Language

ERIC Educational Resources Information Center

Karal, Hasan; Kokoc, Mehmet; Cakir, Ozlem

2017-01-01

This study examines impact of the educational use of Facebook group on the high school students' proper usage of language. The study included thirty students who attend 11th grade in a high school in Trabzon, Turkey. Firstly, preliminary data about Facebook usage of students were obtained to understand the factors that motivate students to use…

Prevalence of Students with Symptoms of Depression among High School Students in a District of Western Turkey: An Epidemiological Study

ERIC Educational Resources Information Center

Unsal, Alaaddin; Ayranci, Unal

2008-01-01

Background: To determine the factors affecting the prevalence of depression and also to present some pertinent comments concerning prevention of depression among high school students. This study was deemed important and relevant due to the increasing importance of depression among high school students. Methods: A sample of students aged 14-19…

Comparative Study: Impact of Family, School, and Students Factors on Students Achievements in Reading in Developed (Estonia) and Developing (Azerbaijan) Countries

ERIC Educational Resources Information Center

Shukakidze, Berika

2013-01-01

The work is based on PISA 2009 International Assessment Study. Two counties were selected: a developed country, Estonia and a developing country, Azerbaijan. The following Datum was used for statistical analysis: students average scores in reading (162 schools, 4 600 students from Azerbaijan; 17 schools, 4 923 students from Estonia). The work is…

A Comparative Study of Socioeconomically Disadvantaged and Non-Socioeconomically Disadvantaged Fourth-Grade Students in Reading and Math in an Online Charter School and a Traditional School

ERIC Educational Resources Information Center

Mansheim, Richard Lynn

2017-01-01

Few empirical studies explore how socioeconomic status (SES) disadvantaged students perform academically in a 100% online school. This causal-comparative ex post facto quantitative study examined how SES-disadvantaged students at an online charter school performed academically when compared with both SES-disadvantaged and non-SES-disadvantaged…

Modeling Student Performance in Mathematics Using Binary Logistic Regression at Selected Secondary Schools a Case Study of Mtwara Municipality and Ilemela District

ERIC Educational Resources Information Center

Mabula, Salyungu

2015-01-01

This study investigated the performance of secondary school students in Mathematics at the Selected Secondary Schools in Mtwara Municipality and Ilemela District by Absenteeism, Conduct, Type of School and Gender as explanatory Factors. The data used in the study was collected from documented records of 250 form three students with 1:1 gender…

Conducting Museum Education Activities within the Context of Developing a Nature Culture in Primary School Students: MTA Natural History Museum Example

ERIC Educational Resources Information Center

Dilli, Rukiye

2016-01-01

The present study, aiming to develop nature culture in primary school students and to help them to become acquainted with their close environment, is a quasi-experimental study. Museum education activities were conducted with the study group which consisted of 128 fourth-grade primary school students. At the end of the study, the students gained…

Schools, parents, and youth violence: a multilevel, ecological analysis.

PubMed

Brookmeyer, Kathryn A; Fanti, Kostas A; Henrich, Christopher C

2006-12-01

Using data from the National Longitudinal Study of Adolescent Health (Add Health), this study utilized an ecological approach to investigate the joint contribution of parents and schools on changes in violent behavior over time among a sample of 6,397 students (54% female) from 125 schools. This study examined the main and interactive effects of parent and school connectedness as buffers of violent behavior within a hierarchical linear model, focusing on both students and schools as the unit of analysis. Results show that students who feel more connected to their schools demonstrate reductions in violent behavior over time. On the school level, our findings suggest that school climate serves as a protective factor for student violent behavior. Finally, parent and school connectedness appear to work together to buffer adolescents from the effects of violence exposure on subsequent violent behavior.

Principals' and School Counselors' Perception of Counseling Supports for African American Male High School Students

ERIC Educational Resources Information Center

Haley, Stacey J.

2016-01-01

Understanding and providing the appropriate supports for African American male high school students is critical to their academic success. This study provided the opportunity to examine how principals and school counselors perceive the support given to African American male high school students in high schools in New York City. School counselors…

Silent Partners: Uncovering Middle School and High School Students' Perceptions of Their Roles in Two School-University Partnerships

ERIC Educational Resources Information Center

Kruse, Nathan B.

2012-01-01

The purpose of this study was to explore middle school and high school band students' perceptions of two ongoing school-university partnerships. Interviews and focus group interviews were conducted with school students to capture their unique perspectives and to support the tenets of formative and action research designs. Findings indicated that…

Students' Personal Traits, Violence Exposure, Family Factors, School Dynamics and the Perpetration of Violence in Taiwanese Elementary Schools

ERIC Educational Resources Information Center

Chen, Ji-Kang; Astor, Ron Avi

2011-01-01

School violence has become an international problem affecting the well-being of students. To date, few studies have examined how school variables mediate between personal and family factors and school violence in the context of elementary schools in Asian cultures. Using a nationally representative sample of 3122 elementary school students in…

School Variables as Mediators of Personal and Family Factors on School Violence in Taiwanese Junior High Schools

ERIC Educational Resources Information Center

Chen, Ji-Kang; Astor, Ron Avi

2012-01-01

Using a nationally representative sample of 3,058 junior high school students in Taiwan, this study examines a model of how personal traits, family factors, and school dynamics influence school violence committed by students against students and teachers. This model proposed that school violence is directly influenced by personal traits,…

A Comparison of Attitude toward School Subjects and Achievement in an Alternative and Traditional Elementary School.

ERIC Educational Resources Information Center

Rasberry, Sandra; Turner, James S.

The purpose of this study was to compare students enrolled in an alternative school with students in a traditional school on the bases of academic achievement and attitudes toward school subjects. The subjects were 33 sixth-grade students who attended an open education school modeled after the British infant school. The control group consisted of…

Collective Student Trust: A Social Resource for Urban Elementary Students

ERIC Educational Resources Information Center

Adams, Curt M.

2014-01-01

Purpose: The purpose of this study was to determine if collective student trust functions as a resource for urban elementary students. Methods: Data from 1,646 students nested in 56 elementary schools in an urban school district were used to test the hypothesized effect of collective student trust on school identification, self-regulated…

A Study on Basic Process Skills of Turkish Primary School Students

ERIC Educational Resources Information Center

Aydogdu, Bulent

2017-01-01

Purpose: The purpose of this study was to find out primary school students' basic process skills (BPSs) in terms of select variables. In addition, this study aims to investigate the relationship between BPSs and academic achievement. Research Methods: The study had a survey design and was conducted with 1272 primary school students. The study data…

Are STEM High School Students Entering the STEM Pipeline?

ERIC Educational Resources Information Center

Franco, M. Suzanne; Patel, Nimisha H.; Lindsey, Jill

2012-01-01

This study compared the career skills and interests for students in two STEM schools to national data. Students completed the KUDER skills assessment and career planning online tools. Results were compared across school, grade level, and sex. The results provided evidence that STEM high school students expressed career intents in predominately…

Assessing Student Perceptions of Positive and Negative Social Interactions in Specific School Settings

ERIC Educational Resources Information Center

Zumbrunn, Sharon; Doll, Beth; Dooley, Kadie; LeClair, Courtney; Wimmer, Courtney

2013-01-01

This study explored the use of student-marked school maps, a practitioner-friendly method for assessing student perceptions of positive and negative peer interactions in specific school settings. Two hundred eighty-two third- through fifth-grade students from a Midwestern U.S. elementary school participated. Descriptive analyses were used to…

Students' Engaging School Experiences: A Precondition for Functional Inclusive Practice

ERIC Educational Resources Information Center

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

2017-01-01

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

Sources of Stress for Greek Students with Intellectual Disabilities Attending Mainstream Schools

ERIC Educational Resources Information Center

Soulis, Spiridon-Georgios; Floridis, Theodore

2010-01-01

Students with intellectual disabilities often experience school-related stress. As a result, they are confronted with many difficulties in their daily school life. The goal of this study was to assess situations of school life that students attending Greek mainstream settings are likely to experience as stressful. Twenty students with mild…

Exploring College Readiness: Self-Perceptions of Early College Students

ERIC Educational Resources Information Center

Ramsey-White, Kim Renee

2012-01-01

Research shows that too many students are graduating from high school ill-prepared to be successful in the postsecondary environment. This study examined the high school experiences of dual-enrollment students who participated in an Early College High School, and how the students perceived their high school experiences in preparing them for…

Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students with Severe Cognitive Disability

ERIC Educational Resources Information Center

Kurth, Jennifer A.; Born, Kiara; Love, Hailey

2016-01-01

This study investigated educational experiences for students with significant cognitive disability (SCD) taught in self-contained high school classrooms. Nineteen students and nine teachers across five high schools and four school districts participated. A time-sampling method was used to describe the ecological, teacher, and student behaviors of…

Examining Differences in Middle School Student Achievement on a Criterion-Referenced Competency Test (CRCT) in Science

ERIC Educational Resources Information Center

Rich, Jamie; Duncan, Dennis W.; Navarro, Maria; Ricketts, John C.

2009-01-01

Many authors have posited that agricultural education curriculum in middle schools may enhance student performance in science. To determine the effect that agricultural education curriculum has upon Georgia middle schools' student performance in science, this descriptive study compared science knowledge among middle school students in Georgia who…

Building on Student Achievement through Incentive Programs

ERIC Educational Resources Information Center

Buchanan, Saneik

2015-01-01

The purpose of this study is to determine if incentive programs like Renaissance impact high school students and faculty. Incentives can go a long way for students in schools. At Lehigh Senior High School (LSHS), for example, students were introduced to the Renaissance Program this school year, by receiving goodies. Coupons at Dairy Queen,…

A Place for Us? Latino Parent and Student Satisfaction in a Cyber School

ERIC Educational Resources Information Center

Beck, Dennis; Maranto, Robert; Tuchman, Sivan

2017-01-01

Research indicates that traditional public schools are less effective in serving Latino students. Yet Latino students, but not their parents, exhibit greater school satisfaction than do their counterparts. The purpose of this study was to examine Latino student and parent satisfaction with their cyber school and prior traditional public school…

School Nurses' Perceived Prevalence and Competence to Address Student Mental Health Problems

ERIC Educational Resources Information Center

Stephan, Sharon H.; Connors, Elizabeth H.

2013-01-01

Due to under-identification of student mental health problems and limited specialty mental health providers in schools, school nurses are often faced with identifying and addressing student mental health needs. This exploratory study assessed prevalence and types of student mental health problems encountered by school nurses, as well as their…

Academic Achievement, Employment, Age and Gender and Students' Experience of Alternative School

ERIC Educational Resources Information Center

Poyrazli, Senel; Ferrer-Wreder, Laura; Meister, Denise G.; Forthun, Larry; Coatsworth, J. Doug; Grahame, Kamini Maraj

2008-01-01

The purpose of this cross-sectional study was to explore associations between academic achievement, employment, gender, and age in relation to students' sense of school membership and perception of adults in school. The sample consisted of 102 secondary, alternative school students. Results indicated that students with a more positive perception…

Middle School Students' Statistical Literacy: Role of Grade Level and Gender

ERIC Educational Resources Information Center

Yolcu, Ayse

2014-01-01

This study examined the role of gender and grade level on middle school students' statistical literacy. The study was conducted in the spring semester of the 2012-2013 academic year with 598 middle-school students (grades 6-8) from three public schools in Turkey. The data were collected using the Statistical Literacy Test, developed based on…

High School Students' Self-Reported Use of School Clinics and Nurses

ERIC Educational Resources Information Center

Harper, Christopher R.; Liddon, Nicole; Dunville, Richard; Habel, Melissa A.

2016-01-01

Access to school health clinics and nurses has been linked with improved student achievement and health. Unfortunately, no studies have examined how many students report using school clinics or nurses and for which services. This study addressed this gap with data from a nationally representative sample of 15- to 25-year-olds. Respondents who…

The Experiences of School Counselors in Reducing Relational Aggression among Female Students K-12: A Generic Qualitative Study

ERIC Educational Resources Information Center

Stringer, Tomeka C.

2014-01-01

The current generic qualitative study investigated the experiences of eight K-12 school counselors working with female students and relational aggression. School counselors can be a resource in schools to help students that may have been involved with relational aggression incidents. They can collaborate with administrators, teachers, parents, and…

System Thinking Skills at the Elementary School Level

ERIC Educational Resources Information Center

Assaraf, Orit Ben-Zvi; Orion, Nir

2010-01-01

This study deals with the development of system thinking skills at the elementary school level. It addresses the question of whether elementary school students can deal with complex systems. The sample included 40 4th grade students from one school in a small town in Israel. The students studied an inquiry-based earth systems curriculum that…

A Multilevel Analysis of Japanese Middle School Student and School Socioeconomic Status Influence on Mathematics Achievement

ERIC Educational Resources Information Center

Takashiro, Naomi

2017-01-01

The author examined the simultaneous influence of Japanese middle school student and school socioeconomic status (SES) on student math achievement with two-level multilevel analysis models by utilizing the Trends in International Mathematics and Science Study (TIMSS) Japan data sets. The theoretical framework used in this study was…

Causes of Nonattendance and Its Effect on Student Achievement at the High School Level

ERIC Educational Resources Information Center

Bracht, Kelly D.

2010-01-01

Many high schools in America have issues with student nonattendance. The researcher designed this mixed methods study to determine the affect of nonattendance on student achievement and to ascertain whether home-related factors or school-related factors were more significant causes of nonattendance. Both the high school in this study and other…

Racial Microaggressions and School Psychology Students: Who Gets Targeted and How Intern Supervisors Can Facilitate Racial Justice

ERIC Educational Resources Information Center

Proctor, Sherrie L.; Kyle, Jennifer; Lau, Cindy; Fefer, Keren; Fischetti, Jessica

2016-01-01

The purpose of this study was to investigate ethnically and racially diverse school psychology students' experiences with racial microaggressions in school psychology graduate training. Through a national survey of ethnically and racially diverse school psychology students (N = 228), the study examined if level of graduate training (i.e., interns…

The Effects of an After-School Science Program on Middle School Female Students' Attitudes towards Science, Mathematics and Engineering.

ERIC Educational Resources Information Center

Ferreira, Maria M.

This study examined the impact of an after-school science program that incorporated cooperative learning, hands-on activities, mentoring, and role models on a group of minority female students' attitudes toward science, engineering, and mathematics. Eighteen African American middle school students participated in the study. Seven female engineers…

Examining the Effects of a School-Wide Reading Culture on the Engagement of Middle School Students

ERIC Educational Resources Information Center

Daniels, Erika; Steres, Michael

2011-01-01

This case study examined a middle school where a new administration had made school-wide reading an immediate and significant priority. The study investigated how and why the culture shift to schoolwide reading appeared to influence student engagement. Existing research suggested that students must feel motivated about their learning to be…

Recruiting and Retaining African American Students for Gifted Education and Accelerated Programs in Middle School: A Qualitative Case Study

ERIC Educational Resources Information Center

Roberson, Ivory S.

2017-01-01

Recruiting and retaining African American students in middle school gifted education continues to be challenging in American schools. African American students continue to be underrepresented in middle school gifted education and accelerated programs, even when they qualify to be gifted education participants. The case study that follows focuses…

Establishing Equity and Quality: The Experience of Schooling from the Perspective of a Student with Vision Impairment

ERIC Educational Resources Information Center

Southcott, Jane; Opie, Jill

2016-01-01

A single participant phenomenological study using Interpretative Phenomenological Analysis can give voice to a student with vision impairment, exploring and developing our understanding of the experience of schooling. This article focuses on the school experience of a senior school student with vision impairment. Few studies have looked at school…

Brain Hemisphericity and Mathematics Achievement of High School Students

ERIC Educational Resources Information Center

Fernandez, Sanny F.

2011-01-01

This study aimed to find out the brain hemisphericity and mathematics achievement of high school students. The respondents of the study were the 168 first year high school students of Colegio de San Jose, during school year 2010-2011 who were chosen through stratified random sampling. The descriptive and interview methods of research were used in…

Are School Counselors Impacting Underrepresented Students' Thinking about Postsecondary Education? A Nationally Representative Study

ERIC Educational Resources Information Center

Cholewa, Blaire; Burkhardt, Christina K.; Hull, Michael F.

2016-01-01

Using the HSLS:09 [High School Longitudinal Study of 2009] data set and social capital theory as a framework, the authors examined which student and school characteristics predicted students' identification of their school counselor as the person who had the most influence in their thinking about postsecondary education (N = 3,239,560). Results…

A Study of Reading First Implementation and Literacy Performance of Students in Kindergarten through Fifth Grade in Lancaster School District

ERIC Educational Resources Information Center

Bowers, Michele Marie

2011-01-01

This study examined elementary student literacy performance in Lancaster School District in kindergarten through 5th grades for 6 elementary schools implementing the Reading First program and 6 elementary schools not implementing Reading First. Subgroup data for English Language Learners, Hispanic, and African American students was closely…

Development of the Spatial Ability Test for Middle School Students

ERIC Educational Resources Information Center

Yildiz, Sevda Göktepe; Özdemir, Ahmet Sükrü

2017-01-01

The purpose of this study was to develop a test to determine spatial ability of middle school students. The participants were 704 middle school students (6th, 7th and 8th grade) who were studying at different schools from Istanbul. Item analysis, exploratory and confirmatory factor analysis, reliability analysis were used to analyse the data.…

Examine Middle School Students' Constructivist Environment Perceptions in Turkey: School Location and Class Size

ERIC Educational Resources Information Center

Yigit, Nevzat; Alpaslan, Muhammet Mustafa; Cinemre, Yasin; Balcin, Bilal

2017-01-01

This study aims to examine the middle school students' perceptions of the classroom learning environment in the science course in Turkey in terms of school location and class size. In the study the Assessing of Constructivist Learning Environment (ACLE) questionnaire was utilized to map students' perceptions of the classroom learning environment.…

New Pathways for Partnerships: An Exploration of How Partnering with Students Affects Teachers and Schooling

ERIC Educational Resources Information Center

Chopra, Cristine H.

2014-01-01

This "basic" qualitative study (Merriam, 2009) was designed to examine the ways school policy and leadership in the context of an intermediary partnership at one urban high school facilitated the creation of adult-student collaborations. Building on a growing literature on student "voice" in school reform, the study explored…

Culture, Motivation, and Vocational Decision-Making of Australian Senior High School Students in Private Schools

ERIC Educational Resources Information Center

Jung, Jae Yup; McCormick, John; Gregory, Gary; Barnett, Kerry

2011-01-01

The purpose of this study was to investigate the roles of culture and motivation in the occupational decisions of senior high school students attending private schools. A theoretical framework guided the study. A questionnaire was administered to 492 Grade 11 students attending a stratified random sample of six independent (private) schools…

Playing-related musculoskeletal disorders among icelandic music students: differences between students playing classical vs rhythmic music.

PubMed

Arnason, Kári; Arnason, Arni; Briem, Kristín

2014-06-01

Most research studies investigating the prevalence of musculoskeletal disorders affecting musicians and music students have focused on classical music, while less is known about their prevalence in other music genres. The purpose of this study was to document cumulative and point prevalence of playing-related musculoskeletal disorders (PRMD) among music students in Iceland and, specifically, to identify differences between those studying classical vs rhythmic music. We hypothesized that students of classical music would report more frequent and more severe musculoskeletal disorders than students involved in rhythmic music, as classical instruments and composition typically require more demanding, sustained postures during practice and performance. A total of 74 students from two classical music schools (schools A and B) and 1 rhythmic school (school C) participated in the study by answering a questionnaire assessing PRMDs. The results showed that 62% of participants had, at some point in their musical career, suffered a PRMD. The cumulative prevalence was highest in music school A (71.4%) and lowest in music school C (38.9%). A statistically significant difference was identified between the cumulative prevalence of PRMD from schools A and B combined compared to music school C (p=0.019). Over 40% of participants reported a "current PRMD," and a significant difference was identified between the three schools (p=0.011), with the highest point prevalence being registered in music school A (66.6%) and the lowest in music school C (22.2%). The prevalence of PRMDs among Icelandic music students was high. The difference found between students who play classical vs rhythmic music may be explained by different demands of the instruments and composition on playing posture.

Urban Middle School Students' Perceptions of Bullying, Cyberbullying, and School Safety

ERIC Educational Resources Information Center

Varjas, Kris; Henrich, Christopher C.; Meyers, Joel

2009-01-01

This study examined 427 urban middle school students' perceptions of bullying, cyberbullying, and school safety utilizing the Student Survey of Bullying Behavior-Revised 2 (Varjas, Meyers, & Hunt, 2006). A unique finding is that cyberbullying may represent a unique modality of victimization and bullying compared with other school-based…

Comprehensive School Reform & Student Achievement in Kentucky Middle Schools

ERIC Educational Resources Information Center

Evans-Andris, Melissa; Usui, Wayne M.

2008-01-01

This project examines the effects of Comprehensive School Reform (CSR) models on the achievement of students in Kentucky middle schools. Previous studies exploring the effects of CSR on schools and student achievement have rendered mixed results (Berends, 2000; May & Supovitz, 2006; May, Supovitz, & Perda, 2004; RAND, 2002; Zhang,…

School Counselors' Intervention in Bias-Related Incidents among Latino Students

ERIC Educational Resources Information Center

Toomey, Russell B.; Storlie, Cassandra A.

2016-01-01

School counselors help foster student's academic, social, and career development; yet, school counselors are often neglected in research on school climate and student safety. Framed by the theory of planned behavior, this study examined how 206 school counselors' multicultural counseling competence, multicultural self-efficacy, and perceptions of…

Influence of School-Level Variables on Aggression and Associated Attitudes of Middle School Students

ERIC Educational Resources Information Center

Henry, David B.; Farrell, Albert D.; Schoeny, Michael E.; Tolan, Patrick H.; Dymnicki, Allison B.

2011-01-01

This study sought to understand school-level influences on aggressive behavior and related social cognitive variables. Participants were 5106 middle school students participating in a violence prevention project. Predictors were school-level norms opposing aggression and favoring nonviolence, interpersonal climate (positive student-teacher…

How African American and Hispanic High School Students in an Urban Charter High School May Benefit from the Early College High School Model of Receiving College Credits?

ERIC Educational Resources Information Center

Pitchford-Nicholas, Gloria Jean

2015-01-01

The preparedness of students to enter college is an ongoing issue of national concern. The purpose of the study was to conduct a mixed method descriptive case study to answer the question: "How African-American and Hispanic High School Students in an Urban Charter High School may benefit from the Early College High School Model of receiving…

Exploring assistive technology and post-school outcomes for students with severe disabilities.

PubMed

Bouck, Emily C; Flanagan, Sara M

2016-11-01

This study sought to understand the extent to which students with severe disabilities receive assistive technology in school and out-of-school, and the relationship between receipt of assistive technology in school and post-school outcomes for these students. This study was a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2) from the USA. To analyze the data in this correlational study, researchers conducted frequency distributions, Chi Square Tests of Associations, significance tests and logistic regressions. The main results suggest (a) receipt of assistive technology in school varied greatly by disability identification; (b) receipt of assistive technology post-school also varied by disability identification, but receipt was generally lower; and (c) few statistically significant post-school outcome differences existed between students who received assistive technology and those who did not. An under-utilization of assistive technology exists in practice in the USA for students with severe disabilities. Implications for Rehabilitation An under-utilization of assistive technology for secondary students and adults with severe disabilities likely exists. A need exists for improved collaboration between professionals in rehabilitation and professionals in schools to ensure continuation of needed services or aids, such as assistive technology. Additional research is needed to better understand the adult life (or post-school) outcomes of individuals with severe disabilities, factors from PK-12 schooling or post-school services that positively and negative impact those outcomes.

Study on Current Levels of Physical Activity and Sedentary Behavior among Middle School Students in Beijing, China

PubMed Central

Duan, Jiali; Hu, Huanhuan; Wang, Guan; Arao, Takashi

2015-01-01

Introduction This study aimed to determine current levels of physical activity and sedentary behavior in middle school students on the basis of grade, sex, student attitudes toward physical education, and residence location. Methods In 2013, a cross-sectional study of 1793 students aged 12 to 15 years was conducted across eight middle schools in Beijing, China. Four schools were selected from an urban district and another four schools were from a suburban district. Physical activity and sedentary behavior data were collected using the commonly used school-based Chinese version of the China Health and Nutrition Survey. Results The mean age of sampled students was 13.3±1.0 years; 51.5% were boys. Approximately 76.6% of students reported having three 45-minute physical education classes every week. A total of 35.6% students spent ≥1 h/day performing moderate to vigorous physical activity (MVPA) during school, and 34.9% spent ≥1 h/day in MVPA outside school time. Approximately half (49.7%) of the students engaged in reading, writing, or drawing for ≥2 h/day, and 42.9% reported screen time for ≥2 h/day. Although boys spent more time engaged in physical activity than girls did, they also spent more time exhibiting sedentary behavior. Each 10-unit increase in attitudes toward physical education was associated with an increased odds of 1.15 (95%CI: 1.09–1.20) for spending more than 1 h/day on MVPA. Students in suburban schools reported engaging in physical activity less when compared with those in urban schools. Conclusion The majority of our students did not meet the current physical activity recommendations, and about half of the students spent excessive time engaging in sedentary behaviors. Findings from this study highlight a positive association between student attitudes toward physical education and physical activity. Studies are needed to further explore the role of student attitudes toward physical education in promoting physical activity among Chinese students. PMID:26181052

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

ERIC Educational Resources Information Center

Ray, Rhonda D.

2013-01-01

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

Profiles of Student Perceptions of School Climate: Relations with Risk Behaviors and Academic Outcomes.

PubMed

Shukla, Kathan; Konold, Timothy; Cornell, Dewey

2016-06-01

School climate has been linked to a variety of positive student outcomes, but there may be important within-school differences among students in their experiences of school climate. This study examined within-school heterogeneity among 47,631 high school student ratings of their school climate through multilevel latent class modeling. Student profiles across 323 schools were generated on the basis of multiple indicators of school climate: disciplinary structure, academic expectations, student willingness to seek help, respect for students, affective and cognitive engagement, prevalence of teasing and bullying, general victimization, bullying victimization, and bullying perpetration. Analyses identified four meaningfully different student profile types that were labeled positive climate, medium climate-low bullying, medium climate-high bullying, and negative climate. Contrasts among these profile types on external criteria revealed meaningful differences for race, grade-level, parent education level, educational aspirations, and frequency of risk behaviors. © Society for Community Research and Action 2016.

School experiences of early adolescent Latinos/as at risk for emotional and behavioral disorders.

PubMed

Balagna, Ryan M; Young, Ellie L; Smith, Timothy B

2013-06-01

Previous research has shown that Latino/a middle school students exhibiting emotional or behavioral disturbance are at risk for undesirable academic outcomes. The purpose of this study was to understand the perceptions and experiences of at-risk Latino/a students to identify ways to improve interventions targeted to promote their academic retention and success. Participants included 11 Latino/a students between the ages of 11 and 13 years, 8 males and 3 females, who were screened as being at risk for behavior disorders using the Systematic Screening for Behavior Disorders (SSBD). These students shared their perceptions and experiences of schooling during in-depth qualitative interviews. Interpretative phenomenological analysis (IPA) was used to understand how these students made sense of their school experiences. Students' descriptions tended to be contextualized within relationships with peers, teachers, and family members. Many students shared experiences of being the target of overt racism and microaggressions from peers. Students believed they were more likely to be successful in school when teachers displayed flexibility with deadlines, provided extra help, and communicated a sense of warmth and caring. The data from this study suggested that school psychologists can benefit from attending to at-risk students' perceptions, which, in the context of this study, would require facilitating an inclusive school climate, fostering effective teacher and student relationships, and facilitating parent-teacher relationships during the difficult transition from elementary to middle school.

The intersection of school racial composition and student race/ethnicity on adolescent depressive and somatic symptoms.

PubMed

Walsemann, Katrina M; Bell, Bethany A; Maitra, Debeshi

2011-06-01

Schools are one of the strongest socializing forces in the U.S. and wield considerable influence over individuals' social and economic trajectories. Our study investigates how school-level racial composition, measured by the percentage non-Hispanic white students in a school, affects depressive and somatic symptoms among a representative sample of U.S. adolescents, and whether the association differs by race/ethnicity. We analyzed Wave I data from the US National Longitudinal Study of Adolescent Health, resulting in a sample size of 18,419 students attending 132 junior and senior high schools in 1994/5. After controlling for individual and school characteristics, our multilevel analyses indicated that with increasing percentages of white students at their school, black students experienced more depressive symptoms and a higher risk of reporting high levels of somatic symptoms. After including students' perceptions of discrimination and school attachment, the interaction between black student race and school-level racial composition was no longer significant for either outcome. Our findings suggest that attending predominantly-minority schools may buffer black students from discrimination and increase their school attachment, which may reduce their risk of experiencing depressive and somatic symptoms. Copyright © 2011 Elsevier Ltd. All rights reserved.

The Effects of a Professional Learning Community on Teachers and Student Achievement in a High School Serving Predominately Latino Students

ERIC Educational Resources Information Center

Mendez, Larry

2013-01-01

The research study was an evaluation of a professional learning community (PLC) and its effect on teachers and student achievement in a high school serving predominately Latino students. The study was a mixed research study that consisted of both quantitative and qualitative data. The quantitative data included school-wide and Latino student…

A Mixed Methods Study of the Effects of a Modified High School Calendar on Student Achievement and Teacher Perceptions

ERIC Educational Resources Information Center

Watrous, Lorena Harper

2011-01-01

The purpose of this mixed-methods explanatory case study was to determine the impact of a reduced school calendar on student achievement for students in grades 9 through 12 in two rural school districts in Virginia and to explore meanings associated with this change. The study focused on two research questions: how does student performance during…

School-level contextual predictors of bullying and harassment experiences among adolescents.

PubMed

Gower, Amy L; McMorris, Barbara J; Eisenberg, Marla E

2015-12-01

Bullying and prejudice-based harassment frequently occur in school settings and have significant consequences for the health and wellbeing of young people. Yet far fewer studies have examined the role of the school environment in peer harassment than individual factors. This multilevel study examined associations between a variety of school-level risk and protective factors and student-level reports of bullying and prejudice-based harassment during adolescence. Data come from 8th, 9th, and 11th graders who completed the 2013 Minnesota Student Survey (N = 122,180 students nested in 505 schools). School-level variables were created by aggregating student report data in five areas: academic orientation to school, internal assets, teacher-student relationship quality, feelings of safety at school, and receipt of disciplinary action. Results indicated that youth attending schools with a higher proportion of students with strong internal assets had lower odds of nearly every type of bullying and prejudice-based harassment assessed when compared to youth attending schools with a lower proportion of students with strong internal assets. Additionally, the proportion of students feeling unsafe at school was a fairly consistent risk factor for most types of peer harassment. Findings support the idea that prevention programs aimed at improving school-wide internal assets and feelings of safety at school may be key prevention points. Copyright © 2015 Elsevier Ltd. All rights reserved.

A Study Comparing the Academic Achievement of African American Male Students Enrolled in Two Types of Nontraditional High Schools

ERIC Educational Resources Information Center

Rutledge, Anthony B.

2010-01-01

This study examined the relationship of the achievement of African American male students enrolled in an early college high school to those enrolled in a performing arts high school. The Georgia High School Graduation Test (GHSGT) scores of the 11th-grade African American male students from an early college high school were compared to the GHSGT…

A Qualitative Study on the Perceptions of High School Counselors as Student Advocates in Online Education

ERIC Educational Resources Information Center

Meisenburg, Terry James

2013-01-01

Advocacy for all students is an important tenet in current school counselor literature and has been recognized as a vital component in student success. With the increase of students who attend high school online learning programs that do not require regular attendance at a school site, the role of the high school counselor to advocate for these…

The Awareness of Risky Peer Group Behaviors on School Grounds as Predictors of Students' Victimization on School Grounds: Part II--Junior High Schools.

ERIC Educational Resources Information Center

Astor, Ron Avi; Benbenishty, Rami; Haj-Yahia, Muhammad M.; Zeira, Anat; Perkins-Hart, Suzanne; Marachi, Roxana; Pitner, Ronald O.

2002-01-01

Examined how risky peer group behaviors at school impacted junior high students' experience of victimization, extending findings from an earlier study of elementary students. Surveys of Arab and Jewish Israeli junior high students indicated that risky peer behaviors in school were one of the strongest predictors of victimization in both elementary…

The Impact of External Employment on 12th Grade Student Participation in Extracurricular Activities as a Function of School Size

ERIC Educational Resources Information Center

Garcia, Miguel A.

2012-01-01

Data from the Educational Longitudinal Study of 2002 were used to compare 11,000 high school students on school size, time spent participating in extracurricular activities (ECA), and hours spent in employment. Findings indicated that students from small schools spent more time participating in ECA than students from larger schools for equivalent…

Student Motivation in Science Subjects in Tanzania, Including Students' Voices

NASA Astrophysics Data System (ADS)

Mkimbili, Selina Thomas; Ødegaard, Marianne

2017-12-01

Fostering and maintaining students' interest in science is an important aspect of improving science learning. The focus of this paper is to listen to and reflect on students' voices regarding the sources of motivation for science subjects among students in community secondary schools with contextual challenges in Tanzania. We conducted a group-interview study of 46 Form 3 and Form 4 Tanzanian secondary school students. The study findings reveal that the major contextual challenges to student motivation for science in the studied schools are limited resources and students' insufficient competence in the language of instruction. Our results also reveal ways to enhance student motivation for science in schools with contextual challenges; these techniques include the use of questioning techniques and discourse, students' investigations and practical work using locally available materials, study tours, more integration of classroom science into students' daily lives and the use of real-life examples in science teaching. Also we noted that students' contemporary life, culture and familiar language can be utilised as a useful resource in facilitating meaningful learning in science in the school. Students suggested that, to make science interesting to a majority of students in a Tanzanian context, science education needs to be inclusive of students' experiences, culture and contemporary daily lives. Also, science teaching and learning in the classroom need to involve learners' voices.

Nanotechnology Awareness, Opinions and Risk Perceptions among Middle School Students

ERIC Educational Resources Information Center

Sahin, Nurettin; Ekli, Emel

2013-01-01

The present study investigates awareness, factual knowledge, opinions, and risk perceptions of students from Turkish middle schools with regard to nanotechnology in a very general sense. The study was carried out among 1,396 middle school 6th, 7th, and 8th grade students. The students' perceptions of and opinions about nanotechnology were elicited…

Assessing the Effect of Cooperative Learning on Financial Accounting Achievement among Secondary School Students

ERIC Educational Resources Information Center

Inuwa, Umar; Abdullah, Zarifah; Hassan, Haslinda

2017-01-01

This study examined the effect of cooperative learning approach on financial accounting achievement among secondary school students in Gombe state, Nigeria. A pre-test-post-test-control group design was adopted. 120 students participated in the study were selected randomly from six schools. The students were divided into two equal groups, namely:…

The Reading Profile of Turkish Primary School Students

ERIC Educational Resources Information Center

Dag, Nilgün

2017-01-01

This study aims to reveal the reading profile of primary school students. The research design is based on a survey model with the research population being comprised of primary school students in the 2014-2015 academic year in the city center of Nevsehir, Turkey. The sample of the study consists of 120 fourth-grade students. The research data was…

Bullying in Students with and without Hearing Loss

ERIC Educational Resources Information Center

Pinquart, Martin; Pfeiffer, Jens P.

2015-01-01

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

The Crucial First Year: A Longitudinal Study of Students' Motivational Development at a Swiss Business School

ERIC Educational Resources Information Center

Brahm, Taiga; Jenert, Tobias; Wagner, Dietrich

2017-01-01

In Switzerland, every student graduating from grammar school can begin to study at a university. This leads to high dropout rates. Although students' motivation is considered a strong predictor of performance, the development of motivation during students' transition from high school to university has rarely been investigated. Additionally, little…

Thai and Korean Students' Perceptions about the Roles and Functions of School Psychologists

ERIC Educational Resources Information Center

Tangdhanakanond, Kamonwan; Lee, Dong Hun

2014-01-01

The purpose of the present study was to compare Thai and Korean college students on their perceptions of the roles and functions of school psychologists. One hundred and ninety-three Thai college students and 238 Korean counterparts participated in this study. Students rated the importance of various roles/functions of a school psychologist and…

Leading for Low Income Students: Results from a Study on School Leaders in Low Income Elementary Schools

ERIC Educational Resources Information Center

Brown, Goldy, III; Bynum, Yvette; Beziat, Tara

2017-01-01

The literature on school leadership shows a correlation between effective leadership and increases in student achievement. However, low-income students continue to be disproportionately represented among students who are below grade level in reading and math. This study explored principal practices that went on in six-low income elementary…

High School Graduation of Students with Disabilities: How Long Does It Take?

ERIC Educational Resources Information Center

Schifter, Laura

2011-01-01

This study explores the high school graduation experiences of students with disabilities, using data from the National Longitudinal Transition Study-2 (NLTS2, 2010), and asking: (a) After entering high school, on average, how long does it take for students with disabilities to graduate? (b) Is time to graduation different for students with…

An Analysis of High School Students' Mental Models of Solid Friction in Physics

ERIC Educational Resources Information Center

Kurnaz, Mehmet Altan; Eksi, Cigdem

2015-01-01

Students often have difficulties understanding abstract physics concepts, such as solid friction. This study examines high school students' mental models of solid friction through a case study of 215 high school students in the ninth through twelfth grades. An achievement test with three open-ended questions was created, with questions limited to…

Korean Elementary School Students' English Learning Demotivation: A Comparative Survey Study

ERIC Educational Resources Information Center

Kim, Tae-Young

2011-01-01

This study explores Korean elementary school students' decreased motivation for English learning by analyzing the questionnaire data obtained from 6,301 students in a large city in South Korea. The students' school grades and their prior experience in private institutes were considered as the major factors behind the decrease in their motivation.…

Choosing VET: Investigating the VET Aspirations of School Students. NCVER Research Report

ERIC Educational Resources Information Center

Gore, Jennifer; Ellis, Hywel; Fray, Leanne; Smith, Maxwell; Lloyd, Adam; Berrigan, Carly; Lyell, Andrew; Weaver, Natasha; Holmes, Kathryn

2017-01-01

This study explores the views of 6,492 New South Wales (NSW) primary and secondary school students' post-school aspirations. It explores when vocational education and training (VET) begins to feature in students' thinking about their futures, the kinds of students who think about VET, and under what conditions. The study informs how teachers,…

High School Student's Perceptions of Geography: A Phenomenological Study

ERIC Educational Resources Information Center

Roberson, Dwayne D.

2017-01-01

The purpose of this study was to explore the experiences of high school students' perceptions of their Geography course in a Southeast Texas high school. Five focus groups of students were assembled (seventeen students in two groups of four and three groups of three participants) and asked a series of six questions relating to the different…

Relational Underpinnings and Professionality--A Case Study of a Teacher's Practices Involving Students with Experiences of School Failure

ERIC Educational Resources Information Center

Frelin, Anneli

2015-01-01

Relational features of the educational environment, such as positive teacher-student relationships, are important for students' academic success. This case study explores the relational practices of a teacher who negotiates educational relationships with students who have a history of school failure. "Gunilla", a secondary school teacher…

Satisfaction of Middle School Lunch Program Participants and Non-Participants with the School Lunch Experience

ERIC Educational Resources Information Center

Smith, Stephanie; Cunningham-Sabo, Leslie; Auld, Garry

2015-01-01

Purpose/Objectives: The purpose of this study was to determine middle school students' satisfaction with the school lunch experience, using two validated surveys; the Middle/Junior High School Student Participation Survey and the Middle/Junior High School Student Non-Participation Survey, both developed by the National Food Service Management…

School-Level Factors Associated with Increased Fruit and Vegetable Consumption among Students in California Middle and High Schools

ERIC Educational Resources Information Center

Gosliner, Wendi

2014-01-01

Background: This study assessed associations between selective school-level factors and students' consumption of fruits and vegetables at school. Better understanding of school factors associated with increased produce consumption is especially important, as students are served more produce items at school. Methods: This cross-sectional study…

Predicting Middle School Students' Use of Web 2.0 Technologies out of School Using Home and School Technological Variables

ERIC Educational Resources Information Center

Hughes, Joan E.; Read, Michelle F.; Jones, Sara; Mahometa, Michael

2015-01-01

This study used multiple regression to identify predictors of middle school students' Web 2.0 activities out of school, a construct composed of 15 technology activities. Three middle schools participated, where sixth- and seventh-grade students completed a questionnaire. Independent predictor variables included three demographic and five computer…

Adolescents' beverage choice at school and the impact on sugar intake.

PubMed

Ensaff, H; Russell, J; Barker, M E

2016-02-01

To examine students' beverage choice in school, with reference to its contribution to students' intake of non-milk extrinsic (NME) sugars. Beverage and food selection data for students aged 11-18 years (n=2461) were collected from two large secondary schools in England, for a continuous period of 145 (school A) and 125 (school B) school days. Descriptive analysis followed by cluster analysis of the beverage data were performed separately for each school. More than a third of all items selected by students were beverages, and juice-based beverages were students' most popular choice (school A, 38.6%; school B, 35.2%). Mean NME sugars derived from beverages alone was high (school A, 16.7 g/student-day; school B, 12.9 g/student-day). Based on beverage purchases, six clusters of students were identified at each school (school A: 'juice-based', 'assorted', 'water', 'cartoned flavoured milk', 'bottled flavoured milk', 'high volume juice-based'; school B: 'assorted', 'water with juice-based', 'sparkling juice/juice-based', 'water', 'high volume water', 'high volume juice-based'). Both schools included 'high volume juice-based' clusters with the highest NME sugar means from beverages (school A, 28.6 g/student-day; school B, 24.4 g/student-day), and 'water' clusters with the lowest. A hierarchy in NME sugars was found according to cluster; students in the 'high volume juice-based' cluster returned significantly higher levels of NME sugars than students in other clusters. This study reveals the contribution that school beverages combined with students' beverage choice behaviour is making to students' NME sugar intake. These findings inform school food initiatives, and more generally public health policy around adolescents' dietary intake.

School function in students with Down syndrome.

PubMed

Daunhauer, Lisa A; Fidler, Deborah J; Will, Elizabeth

2014-01-01

People with Down syndrome (DS) are predisposed to specific areas of relative developmental strength and challenge, but it is unclear whether and how this profile affects participation in school and community settings. In this study we characterized the nature of school participation and performance of functional tasks in the school context for 26 elementary students with DS (mean age = 7.86 yr; standard deviation = 1.75). Students participated in assessments of cognitive status and language development. Their teachers completed the School Function Assessment (Coster, Deeney, Haltiwanger, & Haley, 1998) questionnaire and a standardized questionnaire on executive functioning (EF). Students demonstrated a pronounced pattern of assistance- and adaptation-related needs across various domains of school function. The strongest predictor of school function was EF skills, as reported by teachers (adjusted R² = .47, p = .003). Findings from this study should inform future intervention and school-related planning for elementary school students with DS. Copyright © 2014 by the American Occupational Therapy Association, Inc.

A photovoice study of school belongingness among high school students in Norway.

PubMed

Lieblein, Vaiva Sunniva Deraas; Warne, Maria; Huot, Suzanne; Laliberte Rudman, Debbie; Raanaas, Ruth Kjærsti

2018-12-01

Although high school graduation is important for living conditions and health throughout life, many students do not complete. In Norway's northern most county, Finnmark, up to 45% of students do not complete high school. Contrary to prior research that has primarily focused on causes for dropout, this study's aim was to deepen understanding of factors that support high school attendance. A strengths-based participatory approach using photovoice addressed attendance factors as perceived by seven participating students from one high school in Finnmark. Qualitative content analysis of data generated through group dialogue about participant-generated photos and individual interviews identified six factors important for students' school attendance: a supportive school environment, a good learning environment, recuperation and recreation, family and friends, goals and ambitions, and place attachment. Related aspects of a supportive environment and belongingness, where school staff made important contributions to promoting a positive environment, were essential.

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

PubMed

McIsaac, Jessie-Lee D; Penney, Tarra L; Ata, Nicole; Munro-Sigfridson, Lori; Cunningham, Jane; Veugelers, Paul J; Storey, Kate; Ohinmaa, Arto; Kirk, Sara F L; Kuhle, Stefan

2017-03-01

A Health promoting schools (HPS) approach aims to make schools a healthy place through a holistic approach that promotes a supportive 'school ethos' and emphasizes improvements in physical, social, and emotional well-being and educational outcomes. A HPS initiative in rural Nova Scotia (Canada) provided an opportunity for a population-level natural experiment. This study investigated student well-being and health behaviours between schools with and without HPS implementation and schools with high and low school ethos scores. Student well-being, nutrition, and physical activity were examined in a cross-sectional survey of elementary students in Nova Scotia, Canada in 2014. Multiple regression was used to assess the relationship with student well-being using the Quality of Life in School (QoLS) instrument and health behaviours. The main exposure was attending one of the 10 HPS schools; secondary exposure was the school ethos score. The overall QoLS score and its subdomain scores in the adjusted models were higher in students attending HPS schools compared to those in non-HPS schools, but the differences were not statistically significant and the effect sizes were small. Students in schools that scored high on school ethos score had higher scores for the QoLS and its subdomains, but the difference was only significant for the teacher-student relationship domain. Although this study did not find significant differences between HPS and non-HPS schools, our results highlight the complexity of evaluating HPS effects in the real world. The findings suggest a potential role of a supportive school ethos for student well-being in school.

The school environment and student health: a systematic review and meta-ethnography of qualitative research.

PubMed

Jamal, Farah; Fletcher, Adam; Harden, Angela; Wells, Helene; Thomas, James; Bonell, Chris

2013-09-03

There is increasing interest in promoting young people's health by modifying the school environment. However, existing research offers little guidance on how the school context enables or constrains students' health behaviours, or how students' backgrounds relate to these processes. For these reasons, this paper reports on a meta-ethnography of qualitative studies examining: through what processes does the school environment (social and physical) influence young people's health? Systematic review of qualitative studies. Sixteen databases were searched, eliciting 62,329 references which were screened, with included studies quality assessed, data extracted and synthesized using an adaptation of Noblit and Hare's meta-ethnographic approach. Nineteen qualitative studies were synthesised to explore processes through which school-level influences on young people's health might occur. Four over-arching meta-themes emerged across studies focused on a range of different health issues. First, aggressive behaviour and substance use are often a strong source of status and bonding at schools where students feel educationally marginalised or unsafe. Second, health-risk behaviours are concentrated in unsupervised 'hotspots' at the school. Third, positive relationships with teachers appear to be critical in promoting student wellbeing and limiting risk behaviour; however, certain aspects of schools' organisation and education policies constrain this, increasing the likelihood that students look for a sense of identity and social support via health-risk behaviours. Fourth, unhappiness at school can cause students to seek sources of 'escape', either by leaving school at lunchtime or for longer unauthorized spells or through substance use. These meta-themes resonate with Markham and Aveyard's theory of human functioning and school organisation, and we draw on these qualitative data to refine and extend this theory, in particular conceptualising more fully the role of young people's agency and student-led 'systems' in constituting school environments and generating health risks. Institutional features which may shape student health behaviours such as lack of safety, poor student-staff relationships and lack of student voice are amenable to interventions and should be the subject of future investigation. Future qualitative research should focus on health behaviours which are under-theorised in this context such as physical activity, sexual and mental health.

Students' perceptions about science: The impact of transition from primary to secondary school

NASA Astrophysics Data System (ADS)

Speering, Wendy; Rennie, Léonie

1996-09-01

As students move through school, attitudes to school in general, and science in particular, become less positive. This paper reports on a longitudinal study which mapped, from the students' point of view, the transition between primary and secondary school in Western Australia. The study focused on the subject of science, and used both quantitative and qualitative methods. During the transition, there is a considerable change in the organisation of the school, the curriculum and the teacherstudent relationship. Students in this study, especially the girls, were generally disenchanted with the teaching strategies used in their secondary science classrooms, and regretted the loss of the close teacher-student relationship of their primary school years. Their perceptions were that science in secondary school was not what they had expected, and this experience may have long term implications for their subject and career choices.

Transition Supports for At-Risk Students: A Case Example

ERIC Educational Resources Information Center

Buchanan, Rohanna; Ruppert, Traci; Cariveau, Tom

2016-01-01

Middle school students with emotional and behavioral disorders are at risk for myriad negative outcomes. Transitioning between schools may increase risk for students being reintegrated into their neighborhood school. The current study seeks to inform supports for students and their families during these transitions. Students With Involved Families…

An Analysis of Alternative School Effectiveness on Student Achievement

ERIC Educational Resources Information Center

Moger, Scott Douglas

2010-01-01

This study is a comparative analysis investigating student achievement, attendance rates, grade point average and credit earned by at-risk students attending an alternative high school of choice, at-risk students attending a traditional high school and at-risk students attending a Disciplinary Alternative Education Placement Campus within the same…

Student Resistance to Schooling: Disconnections with Education in Rural Appalachia

ERIC Educational Resources Information Center

Hendrickson, Katie A.

2012-01-01

This study investigates student reasons for resisting engagement with school in a rural Appalachian area. The concept of student resistance to school is considered within a White, working-class student population. Through classroom observations, students displaying resistant behaviors were selected to participate in interviews. Coding of interview…

Contribution of Hardiness and School Climate to Alienation Experienced by Student Teachers.

ERIC Educational Resources Information Center

Thomson, William C.; Wendt, Janice C.

1995-01-01

This study examined relationships between hardiness and school climate in contributing to student teacher alienation. Survey results from 106 student teachers indicated that hardiness significantly affected alienation. Alienation levels of high-hardy students decreased in more supportive school climates. Low-hardy students increased in alienation…

Determinants of Student and Parent Satisfaction at a Cyber Charter School

ERIC Educational Resources Information Center

Beck, Dennis E.; Maranto, Robert; Lo, Wen-Juo

2014-01-01

Research indicates that in traditional public schools the subjective well-being of students and parents varies by gender, race, and special education status. Prior studies suggest that general education students are more satisfied with their schooling than special education students, that female students have greater satisfaction with their…

Rethinking Students' Dispositions towards Civic Duties in Urban Learning Ecologies

ERIC Educational Resources Information Center

Ige, Olugbenga Adedayo

2017-01-01

This study explored the causative influence of thinking dispositions on secondary school students' civic attitudes in school ecologies. 167 students from eight selected secondary schools in northern and southern Nigeria responded to the Senior Students' Thinking Dispositions Questionnaire (SSTDQ), and Students' Attitude to Civic Education Scale…

Middle School Students' Perceptions of Safety: A Mixed-Methods Study.

PubMed

Sweeney, Shannon M; Von Hagen, Leigh Ann

2015-10-01

Active travel to school has been on the decline, despite its beneficial influence on children's current and future well-being. Adults' safety perceptions have been shown to influence children's active travel. Children's perceptions, particularly of safety, may be an important link not only to their present health and travel behaviors, but also their future health and behaviors. This study examined middle school students' perceptions of the built environment and safety. Overall, 776 students from 3 schools in Hudson County, New Jersey participated in a visual survey and structured, interactive classroom discussions. Emergent themes from the discussions were tested using multivariate statistical models. Findings suggest that older students, boys, and students who self-identified as black, rated built environment scenes as safer. Students also perceived being near adults, traveling in a group, and using crosswalks as significantly safer and want additional recognition of these to further improve safety. Students perceived that being near a school, in daylight, and aesthetics as factors contributing to safety. Schools and municipalities may increase programs for students to travel in groups, prioritize maintenance in school zones, and increase the number of crossing guards, particularly outside the immediate school proximity to further improve safety. © 2015, American School Health Association.

Medical Student Perceptions of the Learning Environment at the End of the First Year: A 28-Medical School Collaborative.

PubMed

Skochelak, Susan E; Stansfield, R Brent; Dunham, Lisette; Dekhtyar, Michael; Gruppen, Larry D; Christianson, Charles; Filstead, William; Quirk, Mark

2016-09-01

Accreditation and professional organizations have recognized the importance of measuring medical students' perceptions of the learning environment, which influences well-being and professional competency development, to optimize professional development. This study was conducted to explore interactions between students' perceptions of the medical school learning environment, student demographic variables, and students' professional attributes of empathy, coping, tolerance of ambiguity, and patient-centeredness to provide ideas for improving the learning environment. Twenty-eight medical schools at 38 campuses recruited 4,664 entering medical students to participate in the two-cohort longitudinal study (2010-2014 or 2011-2015). The authors employed chi-square tests and analysis of variance to examine the relationship between Medical School Learning Environment Survey (MSLES) scores and student characteristics. The authors used mixed-effects models with random school and campus effects to test the overall variances accounted for in MSLES scores at the end of the first year of medical school. Student attributes and demographic characteristics differed significantly across schools but accounted for only 2.2% of the total variance in MSLES scores. Medical school campus explained 15.6% of the variance in MSLES scores. At year's end, students' perceptions toward the learning environment, as reported on the MSLES, differed significantly according to the medical school campus where they trained. Further studies are needed to identify specific factors, such as grading policies, administrative support, and existence of learning communities, which may influence perceptions of the learning environment at various schools. Identifying such variables would assist schools in developing a positive learning environment.

How school climate relates to chronic absence: A multi-level latent profile analysis.

PubMed

Van Eck, Kathryn; Johnson, Stacy R; Bettencourt, Amie; Johnson, Sarah Lindstrom

2017-04-01

Chronic absence is a significant problem in schools. School climate may play an important role in influencing chronic absence rates among schools, yet little research has evaluated how school climate constructs relate to chronic absence. Using multilevel latent profile analysis, we evaluated how profiles of student perceptions of school climate at both the student and school level differentiated school-level rates of chronic absence. Participants included 25,776 middle and high school students from 106 schools who completed a district administered school climate survey. Students attended schools in a large urban school district where 89% of 6th through 12th grade students were African-American and 61% were eligible for the federally subsidized school meals program. Three student-level profiles of perceptions of school climate emerged that corresponded to "positive," "moderate," and "negative" climate. Two predominant patterns regarding the distribution of these profiles within schools emerged that corresponded to the two school-level profiles of "marginal climate" and "climate challenged" schools. Students reporting "moderate" and "negative" climate in their schools were more likely to attend schools with higher chronic absence rates than students reporting that their school had "positive" climate. Likewise, "climate challenged" schools had significantly higher chronic absence rates than "marginal climate" schools. These results suggest that school climate shares an important relation with chronic absence among adolescent students attending urban schools. Implications for prevention and intervention programs are discussed. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Do schools influence student risk-taking behaviors and emotional health symptoms?

PubMed

Denny, Simon J; Robinson, Elizabeth M; Utter, Jennifer; Fleming, Theresa M; Grant, Sue; Milfont, Taciano L; Crengle, Sue; Ameratunga, Shanthi N; Clark, Terryann

2011-03-01

Many schools engage in health promotion, health interventions, and services aimed at improving the health and well-being outcomes for students. The purpose of this study was to examine the effects of schools on student health risk-taking behaviors and depressive symptoms. A nationally representative sample (n = 9,056) of students from 96 secondary schools completed a health and well-being survey using Internet Tablets that included questions on school climate, health risk-taking behaviors, and mental health. Teachers (n = 2,901) and school administrators (n = 91) completed questionnaires on aspects of the school climate which included teacher well-being and burnout, the staff work environment, health and welfare services for students, and school organizational support for student health and well-being. Multilevel models were used to estimate school effects on the health risk-taking behaviors and depression symptoms among students. Schools where students reported a more positive school climate had fewer students with alcohol use problems, and fewer students engaging in violence and risky motor vehicle behaviors. Schools where teachers reported better health and welfare services for students had fewer students engaging in unsafe sexual health behaviors. Schools where teachers reported higher levels of well-being had fewer students reporting significant levels of depressive symptoms. More positive school climates and better school health and welfare services are associated with fewer health risk-taking behaviors among students. However, the overall school effects were modest, especially for cigarette use and suicidal behaviors. Copyright © 2011 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Associations of Middle School Student Science Achievement and Attitudes about Science with Student-Reported Frequency of Teacher Lecture Demonstrations and Student-Centered Learning

ERIC Educational Resources Information Center

Odom, Arthur Louis; Bell, Clare Valerie

2015-01-01

The purpose of this study was to examine the association of middle school student science achievement and attitudes about science with student-reported frequency of teacher lecture demonstrations and student-centered learning. The student sample was composed of 602 seventh- and eighth-grade students enrolled in middle school science. Multiple…

Student Trust in Teachers and Student Perceptions of Safety: Positive Predictors of Student Identification with School

ERIC Educational Resources Information Center

Mitchell, Roxanne M.; Kensler, Lisa; Tschannen-Moran, Megan

2018-01-01

This study examined the effects of student trust in teacher and student perceptions of safety on identification with school. Data were collected from one large urban district in an eastern state. Participants included 5441 students in 3rd through 12th grades from 49 schools. Students responded to surveys that assessed student trust in teachers,…

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

Wait for the Bus: How Lowcountry School Site Selection and Design Deter Walking to School and Contribute to Urban Sprawl.

ERIC Educational Resources Information Center

Kouri, Christopher

This paper presents a study on how the South Carolina school site selection process can affect the quality of the students' experience and access to their schools. Focusing on students options for getting to school, e.g., hazards that prevent students from walking to school and the size of school sites that place schools on the edge of…

School Alienation: A Construct Validation Study

ERIC Educational Resources Information Center

Morinaj, Julia; Scharf, Jan; Grecu, Alyssa; Hadjar, Andreas; Hascher, Tina; Marcin, Kaja

2017-01-01

Early identification of school alienation is of great importance for students' educational outcomes and successful participation in society. This study examined the psychometric characteristics of a newly developed assessment instrument, the School Alienation Scale (SALS), to measure school alienation among primary and secondary school students.…

Mode shifting in school travel mode: examining the prevalence and correlates of active school transport in Ontario, Canada

PubMed Central

2011-01-01

Background Studies examining the correlates of school transport commonly fail to make the distinction between morning and afternoon school trips. The purpose of this study was to examine the prevalence and correlates of mode shift from passive in the morning to active in the afternoon among elementary and secondary school students in Ontario, Canada. Methods Data were derived from the 2009 cycle of the Ontario Student Drug Use and Health Survey (OSDUHS). 3,633 students in grades 7 through 12 completed self-administered questionnaires. Socio-demographic, behavioural, psychological, and environmental predictors of active school transport (AST) were assessed using logistic regression. Results Overall, 47% and 38% of elementary school students reported AST to and from school, respectively. The corresponding figures were 23% and 32% for secondary school students. The prevalence of AST varied temporarily and spatially. There was a higher prevalence of walking/biking found for elementary school students than for secondary school students, and there was an approximate 10% increase in AST in the afternoon. Different correlates of active school transport were also found across elementary and secondary school students. For all ages, students living in urban areas, with a shorter travel time between home and school, and having some input to the decision making process, were more likely to walk to and from school. Conclusions Future research examining AST should continue to make the analytic distinction between the morning and afternoon trip, and control for the moderating effect of age and geography in predicting mode choice. In terms of practice, these variations highlight the need for school-specific travel plans rather than 'one size fits all' interventions in promoting active school transport. PMID:21812976

Mode shifting in school travel mode: examining the prevalence and correlates of active school transport in Ontario, Canada.

PubMed

Wong, Bonny Yee-Man; Faulkner, Guy; Buliung, Ron; Irving, Hyacinth

2011-08-03

Studies examining the correlates of school transport commonly fail to make the distinction between morning and afternoon school trips. The purpose of this study was to examine the prevalence and correlates of mode shift from passive in the morning to active in the afternoon among elementary and secondary school students in Ontario, Canada. Data were derived from the 2009 cycle of the Ontario Student Drug Use and Health Survey (OSDUHS). 3,633 students in grades 7 through 12 completed self-administered questionnaires. Socio-demographic, behavioural, psychological, and environmental predictors of active school transport (AST) were assessed using logistic regression. Overall, 47% and 38% of elementary school students reported AST to and from school, respectively. The corresponding figures were 23% and 32% for secondary school students. The prevalence of AST varied temporarily and spatially. There was a higher prevalence of walking/biking found for elementary school students than for secondary school students, and there was an approximate 10% increase in AST in the afternoon. Different correlates of active school transport were also found across elementary and secondary school students. For all ages, students living in urban areas, with a shorter travel time between home and school, and having some input to the decision making process, were more likely to walk to and from school. Future research examining AST should continue to make the analytic distinction between the morning and afternoon trip, and control for the moderating effect of age and geography in predicting mode choice. In terms of practice, these variations highlight the need for school-specific travel plans rather than 'one size fits all' interventions in promoting active school transport.

Biology Factual Knowledge at Eleventh Grade of Senior High School Students in Pacitan based on Favorite Schools

NASA Astrophysics Data System (ADS)

Yustiana, I. A.; Paidi; Mercuriani, I. S.

2018-03-01

This study aimed to determine the Biology factual knowledge at eleventh grade of senior high school students in Pacitan based on favorite schools. This research was a descriptive research by using survey method. The population in this study was all of senior high school students in Pacitan. The sampling technique used purposive sampling technique and obtained 3 favorite schools and 3 non-favorite schools. The technique of collecting data used test form which was as the instrument of the research. Data analysis technique used Mann-Whitney U test. Based on the test, it was obtained p = 0,000 (p <0,05) so there was a significant difference between the factual knowledge of the students in the favorite schools and non-favorite schools in Pacitan. The factual knowledge of students in favorite schools was higher with an average of 5.32 while non-favorite schools were obtained an average of 4.36.

Use of Cognitive Strategies by High School Social Studies Students

ERIC Educational Resources Information Center

Martin, Leisa A.

2005-01-01

This research study used grounded theory in an attempt to explain how 10th-grade public school students in average and advanced classes used strategies to learn material in their high school social studies classes. This study sought to understand the strategies that students used to learn information, the frequency of their strategy use, and the…

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

PubMed

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

2017-10-01

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

Good character at school: positive classroom behavior mediates the link between character strengths and school achievement.

PubMed

Wagner, Lisa; Ruch, Willibald

2015-01-01

Character strengths have been found to be substantially related to children's and adolescents' well-being. Initial evidence suggests that they also matter for school success (e.g., Weber and Ruch, 2012). The present set of two studies aimed at replicating and extending these findings in two different age groups, primary school students (N = 179; mean age = 11.6 years) and secondary school students (N = 199; mean age = 14.4 years). The students completed the VIA-Youth (Values in Action Inventory of Strengths for Youth), a self-report measure of the 24 character strengths in the VIA classification. Their teachers rated the students' positive behavior in the classroom. Additionally, school achievement was assessed: For the primary school students (Study 1), teachers rated the students' overall school achievement and for the secondary school students (Study 2), we used their grades as a measure of school achievement. We found that several character strengths were associated with both positive classroom behavior and school achievement. Across both samples, school achievement was correlated with love of learning, perseverance, zest, gratitude, hope, and perspective. The strongest correlations with positive classroom behavior were found for perseverance, self-regulation, prudence, social intelligence, and hope. For both samples, there were indirect effects of some of the character strengths on school achievement through teacher-rated positive classroom behavior. The converging findings from the two samples support the notion that character strengths contribute to positive classroom behavior, which in turn enhances school achievement. Results are discussed in terms of their implications for future research and for school interventions based on character strengths.

ESL Placement and Schools: Effects on Immigrant Achievement.

PubMed

Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra; Frisco, Michelle

2009-05-01

In this study, the authors explore English as a Second Language (ESL) placement as a measure of how schools label and process immigrant students. Using propensity score matching and data from the Adolescent Health and Academic Achievement Study and the National Longitudinal Study of Adolescent Health, the authors estimate the effect of ESL placement on immigrant achievement. In schools with more immigrant students, the authors find that ESL placement results in higher levels of academic performance; in schools with few immigrant students, the effect reverses. This is not to suggest a one-size-fits-all policy; many immigrant students, regardless of school composition, generational status, or ESL placement, struggle to achieve at levels sufficient for acceptance to a 4-year university. This study offers several factors to be taken into consideration as schools develop policies and practices to provide immigrant students opportunities to learn.

Influence of Insecurity of School Environment on the Behaviour of Secondary School Students in Isiala-Ngwa North and South Local Government Areas of Abia State, Nigeria

ERIC Educational Resources Information Center

Ojukwu, M. O.; Ahaoma Chigozirim, Nwanma

2015-01-01

This study examined the influence of insecurity of school environment on the behavior of secondary school students. A total of 200 students responded to a self-structured validated questionnaire designed for the study. Three hypotheses were formulated to guide the study. Independent samples t-tests were used in analysing the data. The findings…

"That's How We Roll": A Case Study of a Recently Arrived Refugee Student in an Urban High School

ERIC Educational Resources Information Center

Roxas, Kevin; Roy, Laura

2012-01-01

This critical case study of one, Somali Bantu male high school student illuminates the struggle for recently arrived refugees at the high school level. Few educational research studies describe how recently arrived refugee students and their families make their transition to US schools (Ngo et al. in "Hmong Stud J" 8:1-35, 2007; Hones and Cha in…

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

PubMed

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

2018-02-14

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

Student School Elections and Political Engagement: A Cradle of Democracy?

ERIC Educational Resources Information Center

Saha, Lawrence J.; Print, Murray

2010-01-01

Studies have found that prior involvement in student politics while in school seems to be a good predictor of adult political engagement. While most studies of adults have obtained retrospective data on participation in school elections, there have been few studies of students about this activity. We contribute to this latter relatively unexplored…

A Short-Term Study Abroad Program for School Counseling Students

ERIC Educational Resources Information Center

Cunningham, Teddi; Caldwell, Charmaine; Geltner, Jill

2011-01-01

Well planned, short-term study abroad programs can benefit school counseling students through exposure to new and different cultural experiences. Students gain knowledge and skills that will help them serve the diverse cultural groups found in public school settings. The objective of the short-term study abroad program described in this article…

Relationship between High School Students' Facebook Addiction and Loneliness Status

ERIC Educational Resources Information Center

Karakose, Turgut; Yirci, Ramazan; Uygun, Harun; Ozdemir, Tuncay Yavuz

2016-01-01

This study was conducted in order to analyze the relation between high school students' Facebook addiction and loneliness levels. The study was conducted with the relational screening model. The sample of the study consists of 712 randomly selected high school students. The data was collected using the Bergen Facebook Addiction Scale (BFAS) to…

Traditional vs. Experiential: A Comparative Study of Instructional Methodologies on Student Achievement in New York City Public Schools

ERIC Educational Resources Information Center

Mohan, Subhas

2015-01-01

This study explores the differences in student achievement on state standardized tests between experiential learning and direct learning instructional methodologies. Specifically, the study compares student performances in Expeditionary Learning schools, which is a Comprehensive School Reform model that utilizes experiential learning, to their…

Breaking the Tradition of Summer Vacation to Raise Academic Achievement

ERIC Educational Resources Information Center

Ramos, Barbara Kay

2011-01-01

This study found that students in settings with a year-round calendar statistically outperformed students with traditional calendars in a school-within-a-school setting in mathematics. The study included reading and math achievement of fifth graders in three school-within-a-school year-round elementary schools. Overall, the study made 16…

Controlling Crime and Delinquency in the Schools: An Exploratory Study of Student Perceptions of School Security Measures

ERIC Educational Resources Information Center

Brown, Ben

2005-01-01

This paper provides an analysis of data on school security measures which were obtained from a survey administered to a sample of 230 high school students. The majority of students indicated that the school police officers and security officers help keep the schools safe and that the drug-sniffing dogs help reduce drugs in the schools, but there…

The Role of Perceived Parental Socialization Practices in School Adjustment among Norwegian Upper Secondary School Students

ERIC Educational Resources Information Center

Studsrod, Ingunn; Bru, Edvin

2009-01-01

Background: Lack of adjustment or school failure is a concern to educators, educational and school psychologists as well as parents, but few studies have focused on school adjustment during late adolescence. Moreover, studies have yet to explore associations between parenting and school adjustment among upper secondary school students. Aim: The…

School Disorder, School Connectedness, and Psychosocial Outcomes: Moderation by a Supportive Figure in the School

ERIC Educational Resources Information Center

Hurd, Noelle M.; Hussain, Saida; Bradshaw, Catherine P.

2018-01-01

The current study examined whether students' perceptions of school disorder influenced their psychosocial outcomes directly and indirectly via connectedness to school. The current study also explored moderation by the presence of a supportive figure in the school and investigated gender differences. Participants were 28,104 high school students.…

The Impact of Comprehensive School Nursing Services on Students' Academic Performance.

PubMed

Kocoglu, Deniz; Emiroglu, Oya Nuran

2017-03-01

Introduction: School nursing services should be evaluated through health and academic outcomes of students; however, it is observed that the number of studies in this field is limited. The aim of this study is to evaluate the impact of comprehensive school nursing services provided to 4th grade primary school students on academic performance of students. Methods: The quasi-experimental study was conducted with 31 students attending a randomly selected school in economic disadvantaged area in Turky. Correlation analysis, repeated measures analyses of variance, multiple regression analysis were used to analyze the data with SPSS software. Results: At the end of school nursing practices, an increase was occurred in students' academic achievement grades whereas a decrease was occurred in absenteeism and academic procrastination behaviors. Whilst it was determined that nursing interventions including treatment/ procedure and surveillance was associated to the decrease of absenteeism, it also was discovered that the change in the health status of the student after nursing interventions was related to the increase of the academic achievement grade and the decrease of the academic procrastination behavior score. Conclusion: In this study, the conclusion that comprehensive school nursing services contributed positively to the academic performance of students has been reached. In addition, it can be suggested that effective school nursing services should include services such as acute-chronic disease treatment, first aid, health screening, health improvement-protection, health education, guidance and counseling and case management.

Bullying victimization and student engagement in elementary, middle, and high schools: Moderating role of school climate.

PubMed

Yang, Chunyan; Sharkey, Jill D; Reed, Lauren A; Chen, Chun; Dowdy, Erin

2018-03-01

Bullying is the most common form of school violence and is associated with a range of negative outcomes, including traumatic responses. This study used hierarchical linear modeling to examine the multilevel moderating effects of school climate and school level (i.e., elementary, middle, and high schools) on the association between bullying victimization and student engagement. Participants included 25,896 students in 4th to 12th grades from 114 schools. Results indicated that, after controlling for student and school demographic factors, positive school climate was associated with higher behavioral/cognitive and emotional engagement of students across all grades. This highlights the critical and fundamental role of positive school climate in bullying prevention and intervention, among students across all grade levels, including those with frequent bullying victimization experience. Results also showed that negative associations between student-level bullying victimization and engagement were intensified in more positive school climates. This finding suggests that, in comparison with students in schools with less positive school climates, the engagement of bullying victims in schools with a more positive school climate might be more negatively influenced by their victimization experience. Additionally, the relation between student-level bullying victimization and emotional engagement was significantly different across middle and high schools. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

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

PubMed Central

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

2013-01-01

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

A randomized trial examining the effects of Conjoint Behavioral Consultation in rural schools: Student outcomes and the mediating role of the teacher-parent relationship.

PubMed

Sheridan, Susan M; Witte, Amanda L; Holmes, Shannon R; Coutts, Michael J; Dent, Amy L; Kunz, Gina M; Wu, ChaoRong

2017-04-01

The results of a large-scale randomized controlled trial of Conjoint Behavioral Consultation (CBC) on student outcomes and teacher-parent relationships in rural schools are presented. CBC is an indirect service delivery model that addresses concerns shared by teachers and parents about students. In the present study, the intervention was aimed at promoting positive school-related social-behavioral skills and strengthening teacher-parent relationships in rural schools. Participants were 267 students in grades K-3, their parents, and 152 teachers in 45 Midwest rural schools. Results revealed that, on average, improvement among students whose parents and teachers experienced CBC significantly outpaced that of control students in their teacher-reported school problems and observational measures of their inappropriate (off-task and motor activity) and appropriate (on-task and social interactions) classroom behavior. In addition, teacher responses indicated significantly different rates of improvement in their relationship with parents in favor of the CBC group. Finally, the teacher-parent relationship was found to partially mediate effects of CBC on several student outcomes. Unique contributions of this study, implications of findings for rural students, study limitations and suggestions for future research are discussed. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The Value of Student-Run Clinics for Premedical Students: A Multi-Institutional Study.

PubMed

Pennington, Kaylin; Tong, Ian L; Lai, Cindy J; O'Sullivan, Patricia S; Sheu, Leslie

2016-01-01

Research has shown that student-run clinics (SRCs) are ideal experiential learning arenas for medical students, but no studies have characterized the impact of SRC participation on premedical students. We conducted a retrospective cohort study with newly matriculated first-year medical students at five California medical schools to determine the impact of premedical involvement in SRCs. Participants completed an anonymous one-time online survey that included demographic information and questions regarding SRC involvement prior to medical school. Two-hundred eighty-seven out of 588 (48.2%) newly matriculated first-year medical students responded, with 17.4% of respondents reporting that they had volunteered in SRCs prior to medical school. These students identified SRCs as meaningful venues for developing patient interaction skills and finding medical student and physician mentors. Prior to medical school matriculation, SRC experiences may be important experiential learning arenas, providing premedical students with an authentic clinical setting and access to mentors.

School Factors Associated With the Percentage of Students Who Walk or Bike to School, School Health Policies and Practices Study, 2014

PubMed Central

Sliwa, Sarah

2016-01-01

Introduction Active school transport, such as by walking or biking, increases physical activity levels, which has health and academic benefits for children. We examined school demographic and other characteristics to determine their association with the percentage of students who walk or bike to school. Methods We analyzed data from the Centers for Disease Control and Prevention’s 2014 School Health Policies and Practices Study. The response rate for the module containing questions about transportation was 70% (N = 577). Multivariate logistic regression models examined whether certain school characteristics were associated with a school having 26% or more of students who walk or bike to school in the morning on an average school day. Results In most (61.5%) schools, 10% or fewer students walked or biked to school in the morning on an average school day; in 22.7% of schools, 26% or more students did so. Although having crossing guards (adjusted odds ratio [AOR] = 3.3; 95% confidence interval [CI], 1.9–6.0), having bicycle racks (AOR = 2.7; 95% CI, 1.2–5.8), and providing promotional materials to students or families on walking or biking to school (AOR = 2.9; 95% CI, 1.7–5.1) were associated with having 26% or more students who walk or bike to school, only 47.7% of schools had crossing guards, 62.4% had bicycle racks, and 33.3% provided promotional materials. Conclusion Several low-cost or no-cost strategies were associated with having 26% or more students who walked or biked to school, but these strategies are not commonly used in schools. PMID:27172258

Effect of Case Studies on Primary School Teaching Students' Attitudes toward Chemistry Lesson

ERIC Educational Resources Information Center

Ayyildiz, Yildizay; Tarhan, Leman

2012-01-01

The purpose of this study was to investigate the effect of case studies on Primary School Teaching students' attitudes toward chemistry lesson. The study was conducted on 63 freshmen from Department of Primary School Teaching at a university in Turkey. The students were taught using case studies about the subjects of Properties and States of…

Effects of Problem-Solving Method on Secondary School Students' Achievement and Retention in Social Studies, in Ekiti State, Nigeria

ERIC Educational Resources Information Center

Abdu-Raheem, B. O.

2012-01-01

This study investigated the effects of problem-solving method of teaching on secondary school students' achievement and retention in Social Studies. The study adopted the quasi-experimental, pre-test, post-test, control group design. The sample for the study consisted of 240 Junior Secondary School Class II students randomly selected from six…

High School Physics Students' Personal Epistemologies and School Science Practice

ERIC Educational Resources Information Center

Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen

2017-01-01

This case study explores students' physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of…

Family Processes Affect Students' Motivation, and Science and Math Achievement in Cypriot High Schools.

ERIC Educational Resources Information Center

Koutsoulis, Michalis K.; Campbell, James Reed

2001-01-01

Studied the influence of home environment on male and female high school students' motivation and achievement. Results for 737 Cypriot high school students and their parents show the importance of student self-concept and negative effects for parental pressure. Results suggest the need for closer lines of communication between home and school.…

Social Relationships, Prosocial Behaviour, and Perceived Social Support in Students from Boarding Schools

ERIC Educational Resources Information Center

Pfeiffer, Jens P.; Pinquart, Martin; Krick, Kathrin

2016-01-01

Social development may vary depending on contextual factors, such as attending a day school or a boarding school. The present study compares students from these school types with regard to the achievement of specific social goals, perceived social support, and reported prosocial behaviour. A sample of 701 students was examined. Students from…

Investigating Indian Elementary and Middle School Students' Images of Designers

ERIC Educational Resources Information Center

Ara, Farhat; Natarajan, Chitra

2013-01-01

This paper presents an investigation into Indian elementary and middle school students' images of designers. A "Draw a designer at work" test was used with 511 students from Classes 5 to 9 from a school located in Mumbai. Findings from the study indicate that Indian elementary and middle school students, who had no experience in design…

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

ERIC Educational Resources Information Center

Lutkemeier, David M.; Wade, James P.

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

Gaining Insights from a Case Study of High School Student Performance in Dual-Credit College Chemistry Courses

ERIC Educational Resources Information Center

White, Jacob; Hopkins, Robert; Shockley, Denise

2014-01-01

This report describes student performance in a state-level initiative that provided first-year college coursework in chemistry to high school students. Upon successful completion of the coursework, students received both high school and college credit. In this initiative, high school teachers team taught college-level chemistry courses in…

High School Instrumental Music Students' Attitudes and Beliefs regarding Practice: An Application of Attribution Theory

ERIC Educational Resources Information Center

Schatt, Matthew D.

2011-01-01

The purpose of this study was to explore high school band students' perspectives of instrumental music practice from within the attribution theory paradigm and to attempt to elucidate the secondary student's attitudes toward practice. High school band students from three Midwestern school districts (N = 218) completed a survey that was used to…

Inquiry-Based Laboratory Activities in Electrochemistry: High School Students' Achievements and Attitudes

ERIC Educational Resources Information Center

Sesen, Burcin Acar; Tarhan, Leman

2013-01-01

This study aimed to investigate the effects of inquiry-based laboratory activities on high school students' understanding of electrochemistry and attitudes towards chemistry and laboratory work. The participants were 62 high school students (average age 17 years) in an urban public high school in Turkey. Students were assigned to experimental (N =…

Parents' Socio-Economic Status as Predictor of Secondary School Students' Academic Performance in Ekiti State, Nigeria

ERIC Educational Resources Information Center

Abdu-Raheem, B. O.

2015-01-01

This paper investigated parents' socio-economic status on secondary school students' academic performance in Ekiti State. Descriptive research design of the survey type was adopted. The population for the study comprised all Junior Secondary School students in Ekiti State. The sample consisted of 960 students from 20 secondary schools randomly…

Visible or Invisible? Korean High School Students' Current Schooling Experiences in the United States

ERIC Educational Resources Information Center

Yoon, Bogum; Haag, Claudia

2010-01-01

This qualitative study examined the current schooling experiences of eight Korean high school students in the United States. By comparing and contrasting recent immigrant adolescents and 1.5/2nd generation students, the purpose of this study was to explore how their identities as Koreans or Korean Americans were formed and shifted while they…

Assessing the Development of Chemistry Students' Conceptual and Visual Understanding of Dimensional Analysis via Supplemental Use of Web-Based Software

ERIC Educational Resources Information Center

Ellis, Jennifer T.

2013-01-01

This study was designed to evaluate the effects of a proprietary software program on students' conceptual and visual understanding of dimensional analysis. The participants in the study were high school general chemistry students enrolled in two public schools with different demographics (School A and School B) in the Chattanooga, Tennessee,…

Effect of Solution Focused Group Counseling for High School Students in Order to Struggle with School Burnout

ERIC Educational Resources Information Center

Ates, Bünyamin

2016-01-01

In this research, the effect of solution focused group counseling upon high school students struggling with school burnout was analyzed. The research was an experimental study in which a pre-test post-test control group random design was used, depending upon the real experimental model. The study group included 30 students that volunteered from…

The Process of Integration of Newcomers at School: Students and Gender Networking during School Recess

ERIC Educational Resources Information Center

Rodriguez-Navarro, Henar; García-Monge, Alfonso; Rubio-Campos, Maria del Carmen

2014-01-01

This article examines the data obtained through a year-long ethnographic study of students from a Spanish primary school, and sheds light on their use of gender code networks during school recess. The results of this analysis confirm the conclusions on student interaction drawn by other studies (group segregation regarding age and gender and,…

A Study of the Relationships between Indicators of Georgia Alternative School Effectiveness and Measures of Student Success as Perceived by Alternative School Administrators

ERIC Educational Resources Information Center

Obleton, Eddie V.

2010-01-01

The purpose of this study was to investigate the relationships between Georgia alternative school administrators' perceptions of student success factors and the three domains of essential elements of effective alternative schools. The success factors included: dropout rate, average grade point average (GPA), average absences per student,…

Turkish High School Students' Definitions for Parallelograms: Appropriate or Inappropriate?

ERIC Educational Resources Information Center

Cansiz Aktas, Meral

2016-01-01

The aim of this study was to investigate the appropriateness of high school students' definitions. The participants in this study were 269 high school students from a public school in Ordu city, which is on the Black Sea coast of Turkey. The participants were asked to write their definitions with no time constraints. In the analysis of the…

The Impact of School Violence on Self-Esteem and Depression among Taiwanese Junior High School Students

ERIC Educational Resources Information Center

Chen, Ji-Kang; Wei, Hsi-Sheng

2011-01-01

The majority of research on the outcome of school violence has been conducted in Western countries. Empirical studies on how school violence impacts student psychological well-being in a Chinese cultural context are relatively limited. The aim of this study was to address this gap by exploring how student maltreatment by teachers, student…

The Examination of Sport's Effects over High School Students' Resiliency Levels

ERIC Educational Resources Information Center

Sahin, Mustafa Yasar

2013-01-01

The aim of this study was to examine the resiliency of high school education students and to compare it by athletic or non-athletic factors. A sample of 728 (284 girls, 444 boys) high school students who were chosen randomly among pupils studying in Gaziantep provided responses. High School Version of California Resiliency Rating Scale which was…

A Study of the Effect of Secondary School Leadership Styles on Student Achievement in Selected Secondary School in Louisiana

ERIC Educational Resources Information Center

Harris, Cydnie Ellen Smith

2012-01-01

The effect of the leadership style of the secondary school principal on student achievement in select public schools in Louisiana was examined in this study. The null hypothesis was that there was no statistically significant difference between principal leadership style and student academic achievement. The researcher submitted the LEAD-Self…

Analysis of Math and Reading Achievement Scores of Students Attending Year-Round Calendar Schools and Traditional Calendar Schools in Tennessee

ERIC Educational Resources Information Center

Abakwue, Chimaeze Ikechi

2011-01-01

The purpose of this study was to determine if there were a significant difference in math and reading academic achievement scores between eighth-grade students attending year-round calendar schools and eighth-grade students attending traditional calendar schools based on the TCAP. In addition, this study investigated math and reading achievement…

Are Environmental Influences on Physical Activity Distinct for Urban, Suburban, and Rural Schools? A Multilevel Study among Secondary School Students in Ontario, Canada

ERIC Educational Resources Information Center

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

2013-01-01

Background: 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. Methods: Multilevel linear regression analyses were used to examine the…

High School Risk Factors Associated with Alcohol Trajectories and College Alcohol Use

ERIC Educational Resources Information Center

Sullivan, Kristen; Cosden, Merith

2015-01-01

Students often drink alcohol at their highest levels in college. It is suggested that students with the most severe drinking problems begin drinking by or in high school, but studies on high school drinking tend to focus on students who have academic problems and are not college-bound. The purpose of this study was to examine high school drinking…

Students' Accounts of School-Performance Stress: A Qualitative Analysis of a High-Achieving Setting in Stockholm, Sweden

ERIC Educational Resources Information Center

Låftman, Sara Brolin; Almquist, Ylva B.; Östberg, Viveca

2013-01-01

The aim of the study is to examine students' experiences of school performance as a stressor. Accounts of school-performance stress at both the individual level and in relation to group mechanisms are studied through qualitative interviews with eighth-grade students in a high-performing school in Stockholm, Sweden (n = 49). Using qualitative…

The Impact of School Climate on the Achievement of Elementary School Students Who Are Economically Disadvantaged a Quantitative Study

ERIC Educational Resources Information Center

Smallwood, Gina W.

2014-01-01

The purpose of this research was to explore the impact of school climate on the achievement of third and fourth grade students who are economically disadvantaged in Mathematics and Reading/Language Arts. Students' perception of school climate was studied using the "Tripod Survey" variables of a caring, captivating, and academically…

Needful Implements in Improving the Study and Scholastic Skills of Nigerian Secondary School Students

ERIC Educational Resources Information Center

Adegoroye, Biodun-Smith; Ajagbe, Adesina Adunfe

2015-01-01

Showing concern about the consistent depreciation in expected study and scholastic behaviours among Secondary School students and the trailing failure in school test and exams and public exams, the authors gathered empirical report on the chosen variables among a randomly selected 1,200 secondary school students in JSS I, II, III, SSS I, II, III…

Selected Pre-Vocational Students' Experiences of School in Brunei Darussalam

ERIC Educational Resources Information Center

Ismail, Lili Mariam; Koay, Teng Leong

2014-01-01

There is a lack of studies on the school experiences of students in the pre-vocational programme in Brunei Darussalam. The aim of this study is find out what are the students' experiences at school, what they go through at school and so on. A qualitative approach was utilized whereby in-depth, semi-structured interviews were conducted with seven…

Latino Students' Transition to Middle School: Role of Bilingual Education and School Ethnic Context.

PubMed

Hughes, Jan N; Im, MyungHee; Kwok, Oi-Man; Cham, Heining; West, Stephen G

2015-09-01

Participants were 204 academically at-risk Latino students recruited into a study when in first grade and followed for 9 years. Using piecewise latent growth curve analyses, we investigated trajectories of teacher-rated behavioral engagement and student-reported school belonging during elementary school and middle school and the association between trajectories and enrollment in bilingual education classes in elementary school and a change in school ethnic congruence across the transition to middle school. Overall, students experienced a drop in school belonging and behavioral engagement across the transition. A moderating effect of ethnic congruence on bilingual enrollment was found. A decline in ethnic congruence was associated with more positive trajectories for students previously enrolled in bilingual classes but more negative trajectories for non-bilingual students.

Latino Students' Transition to Middle School: Role of Bilingual Education and School Ethnic Context

PubMed Central

Hughes, Jan N.; Im, MyungHee; Kwok, Oi-man; Cham, Heining; West, Stephen G.

2014-01-01

Participants were 204 academically at-risk Latino students recruited into a study when in first grade and followed for 9 years. Using piecewise latent growth curve analyses, we investigated trajectories of teacher-rated behavioral engagement and student-reported school belonging during elementary school and middle school and the association between trajectories and enrollment in bilingual education classes in elementary school and a change in school ethnic congruence across the transition to middle school. Overall, students experienced a drop in school belonging and behavioral engagement across the transition. A moderating effect of ethnic congruence on bilingual enrollment was found. A decline in ethnic congruence was associated with more positive trajectories for students previously enrolled in bilingual classes but more negative trajectories for non-bilingual students. PMID:26347591

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

PubMed Central

2010-01-01

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

Perceptions of Teacher Expectations by African American High School Students

ERIC Educational Resources Information Center

Pringle, Beverley E.; Lyons, James E.; Booker, Keonya C.

2010-01-01

African American high school students are performing behind their White classmates regardless of whether they are in majority or minority populations at school. Teacher expectations, among school-related factors that can impact the academic achievement of African American high school students, are the focus of this study. Interviews were conducted…

High School Completion of In-School Suspension Students.

ERIC Educational Resources Information Center

Johnston, Joanne S.

1989-01-01

Examines the high school completion rate of students in the class of 1988 assigned to an inschool suspension (ISS) program at some time during their high school career. Clearly, ISS students are high risks for school completion, as shown by this study's less than 50 percent completion rate. Nonetheless, such programs are essential. (MLH)

Teacher Influences on Students' Attachment to School

ERIC Educational Resources Information Center

Hallinan, Maureen T.

2008-01-01

Research has shown that students who like school have higher academic achievement and a lower incidence of disciplinary problems, absenteeism, truancy, and dropping out of school than do those who dislike school. Thus, one way to improve academic outcomes is to increase students' attraction to school. This study focused on the role of teachers in…

Assessing Student Orientation to School to Address Low Achievement and Dropping Out

ERIC Educational Resources Information Center

Nadirova, Anna; Burger, John Michael

2014-01-01

This study contributes to applied and theoretical research for schools and districts by helping inform programs and policies directed at school improvement, raising student achievement, and high school completion. The paper features recent results of ongoing research on student orientation to school that was assessed via a multidimensional Student…

Homework in Cyber Schools: An Exploratory Study in an American School

ERIC Educational Resources Information Center

Beck, Dennis; Maranto, Robert; Tuchman, Sivan

2017-01-01

Research suggests that homework has moderately positive impacts on student learning in brick-and-mortar schools (Marzano & Pickering, 2007), but no prior research has explored such relationships in cyber schools. We surveyed parents (n = 232) and students (n = 269) at an American cyber school, and collected student achievement data. For…

Revisiting School Ethos: The Student Voice

ERIC Educational Resources Information Center

Graham, Archie

2012-01-01

A positive school ethos is considered a key factor contributing to successful school improvement. Yet, despite its assumed educational influence, little is known about how ethos in schools is experienced by students. This study takes a fresh look at school ethos through the meanings which final year students attribute to their lived experience of…

Charter Schools and Student Achievement in Florida

ERIC Educational Resources Information Center

Sass, Tim R.

2006-01-01

I utilize longitudinal data covering all public school students in Florida to study the performance of charter schools and their competitive impact on traditional public schools. Controlling for student-level fixed effects, I find achievement initially is lower in charters. However, by their fifth year of operation new charter schools reach a par…

A Case Study of What Experiences Contribute to the Ideas of Energy Held by Primary School Students in Trinidad and Tobago

ERIC Educational Resources Information Center

Maharaj-Sharma, Rawatee; Sharma, Amrit

2014-01-01

This case study explored what experiences contribute to the ideas of energy held by 30 purposively selected primary school students from one primary school in Trinidad and Tobago. The 30 students were selected from across all levels of the primary system. The study used the Interview About Events (IAE) approach to explore students' ideas about…

Visual impairment and blindness among the students of blind schools in Allahabad and its vicinity: A causal assessment

PubMed Central

Bhalerao, Sushank Ashok; Tandon, Mahesh; Singh, Satyaprakash; Dwivedi, Shraddha; Kumar, Santosh; Rana, Jagriti

2015-01-01

Background/Aims: Information on eye diseases in blind school children in Allahabad is rare and sketchy. A cross-sectional study was performed to identify causes of blindness (BL) in blind school children with an aim to gather information on ocular morbidity in the blind schools in Allahabad and in its vicinity. Study Design and Setting: A cross-sectional study was carried out in all the four blind schools in Allahabad and its vicinity. Materials and Methods: The students in the blind schools visited were included in the study and informed consents from parents were obtained. Relevant ocular history and basic ocular examinations were carried out on the students of the blind schools. Results: A total of 90 students were examined in four schools of the blind in Allahabad and in the vicinity. The main causes of severe visual impairment and BL in the better eye of students were microphthalmos (34.44%), corneal scar (22.23%), anophthalmos (14.45%), pseudophakia (6.67%), optic nerve atrophy (6.67%), buphthalmos/glaucoma (3.33%), cryptophthalmos (2.22%), staphyloma (2.22%), cataract (2.22%), retinal dystrophy (2.22%), aphakia (1.11%), coloboma (1.11%), retinal detachment (1.11%), etc. Of these, 22 (24.44%) students had preventable causes of BL and another 12 (13.33%) students had treatable causes of BL. Conclusion: It was found that hereditary diseases, corneal scar, glaucoma and cataract were the prominent causes of BL among the students of blind schools. Almost 38% of the students had preventable or treatable causes, indicating the need of genetical counseling and focused intervention. PMID:25971172

First Steps Toward Improving DoD STEM Workforce Diversity: Response to the 2012 Department of Defense STEM Diversity Summit

DTIC Science & Technology

2013-01-01

student achievement or par- ticipation in STEM fields. For example, facilitators of a middle school student program...Assessment Annual Cost navy Seaperch Middle school Middle school robotics competition 45% 35,000 students , 4,000 teachers missing number of annual...participating in Seaperch increased interest in studying engineering in 25% of middle school and 30% of high school students program

High Performing Schools in High Risk Environments: A Study on Leadership, School Safety, and Student Achievement at Two Urban Middle Schools in Los Angeles County

ERIC Educational Resources Information Center

Frias, Gus

2010-01-01

In the United States of America, all students and staff have a constitutional right to attend schools that are safe, secure, and successful. Despite this right, at many public schools, education leaders have failed to ensure the safety and high academic achievement of all students. The purpose of this research study is to expand knowledge about…

[The influencing factors on alienation in high school students].

PubMed

Lee, Eun-Sook

2004-02-01

This study was performed to identify the influencing factors on alienation among high school students. Data was collected by questionnaires from 550 students of academic and vocational high schools in G city. The data was analyzed using descriptive statistics, pearson correlation coefficients, and stepwise multiple regression. The scores of alienation among students in financially lower middle class and lower class were higher than those of the upper middle class students, resulting in significant differences(F=6.87, p=.00). A sense of alienation showed a significantly negative correlation with the scores of responding parenting style(r=-.32), family cohesion(r=-.33), school attachment(r=-.51), academic performance(r=-.34), peer relationships(r=-.38), self-control (r=-.43), and social skills(r=-.33). The most powerful predictor of alienation among high school students was school attachment and the variance explained was 26%. A combination of school attachment, self control, peer relationships, family cohesion, demanding parenting style, and academic performance account for 40% of the variance in alienation among high school students. This study suggests that school attachment, self control, peer relationships, family cohesion, demanding parenting style, and academic performance are significant influencing factors on alienation in high school students. Therefore, nursing strategy is needed to manage these revealed factors.

PARENTAL AND SCHOOL INFLUENCES ON PHYSICAL ACTIVITY LEVELS OF HIGH SCHOOL STUDENTS IN HYDERABAD, PAKISTAN.

PubMed

Ahmed, Jamil; Mehraj, Vikram; Jeswani, Gotam Kumar; ur Rehman, Shafiq; Shah, Sayed Masoom; Hamadeh, Randah

2016-01-01

Childhood physical activity (PA) is an important determinant of health in adults which is influenced by the environment in and outside of home. We aimed to determine the contribution of parental and school factors on student's PA in this study. This cross sectional study was conducted on students attending public and private schools in Hyderabad, Pakistan. A random sample of 246 girls and 255 boys in grade six to ten were selected from ten schools. The PA was assessed through face to face interviews by using the adapted School Health Action Planning and Evaluation System (SHAPES) questionnaire. 40% of the students either walked to or rode on a cycle to travel to their school and 62% students performed individual exercises after school. They spent 6.2 and 5.3 hours on moderate and hard PA per week. About 57% of the mothers and 47% fathers of the students did some mild to moderate exercise 4 times in the week prior to the interview. Students were physically active if they lived in a nuclear family, had believed they had better athletic ability, participated in sports in and out of school and performed moderate exercises (p < 0.05). In conclusion parental support to PA was significantly associated with students' being physically active both within and outside schools.

Bridging the gap with a duel-credit Earth Science course

NASA Astrophysics Data System (ADS)

Van Norden, W.

2011-12-01

College-bound high school students rarely have any exposure to the Earth Sciences. Earth Science may be offered to Middle School students. What is offered in High School, however, is usually a watered-down course offered to the weakest students. Meanwhile, our best and brightest students are steered towards biology, chemistry, and physics, what most schools consider the "real sciences". As a direct result, our population is not literate in the Earth Sciences and few students choose to study the Earth Science in college. One way to counteract this trend is to offer a rigorous capstone Earth Science course to High School Juniors and Seniors. Offering a course does not guarantee enrollment, however. Top science students are too busy taking Advanced Placement courses to consider a non-AP course. For that reason, the best way to lure top students into studying Earth Science is to create a duel-credit course, for which students receive both high school and college credit. A collaboration between high school teachers and college professors can result in a quality Earth Science course that bridges the huge gap that now exists between middle school science and college Earth Science. Harvard-Westlake School has successfully offered a duel-credit course with UCLA, and has created a model that can be used by other schools.

The Association Between Supportive High School Environments and Depressive Symptoms and Suicidality Among Sexual Minority Students.

PubMed

Denny, Simon; Lucassen, Mathijs F G; Stuart, Jaimee; Fleming, Theresa; Bullen, Pat; Peiris-John, Roshini; Rossen, Fiona V; Utter, Jennifer

2016-01-01

The purpose of this study was to determine if sexual minority students in supportive school environments experienced fewer depressive symptoms and lower rates of suicide ideation, plans and attempts ("suicidality") than sexual minority students in less supportive school environments. In 2007, a nationally representative sample (N = 9,056) of students from 96 high schools in New Zealand used Internet tablets to complete a health and well-being survey that included questions on sexual attractions, depressive symptoms, and suicidality. Students reported their experience of supportive environments at school and gay, lesbian, bisexual, and transgender (GLBT) bullying, and these items were aggregated to the school level. Teachers (n = 2,901) from participating schools completed questionnaires on aspects of school climate, which included how supportive their schools were toward sexual minority students. Multilevel models were used to estimate school effects on depressive symptoms and suicidality controlling for background characteristics of students. Sexual minority students were more likely to report higher levels of depressive symptoms and suicidality than their opposite-sex attracted peers (p < .001). Teacher reports of more supportive school environments for GLBT students were associated with fewer depressive symptoms among male sexual minority students (p = .006) but not for female sexual minority students (p = .09). Likewise in schools where students reported a more supportive school environment, male sexual minority students reported fewer depressive symptoms (p = .006) and less suicidality (p < .001) than in schools where students reported less favorable school climates. These results suggest that schools play an important role in providing safe and supportive environments for male sexual minority students.

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

PubMed

Worthen, Meredith G F

2014-01-01

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

Alternative School Student Perceptions about Forgiveness

ERIC Educational Resources Information Center

Edgar-Smith, Susan; Palmer, Ruth Baugher

2017-01-01

The investigative setting for this study was an alternative educational program that serves at-risk middle and secondary school students. The study evaluated students' conceptual understandings of forgiveness, their exercise of forgiveness in the face of perceived school-related transgressions, as well as the relationship between the two variables…

Professional Learning Communities Impact on Student Achievement

ERIC Educational Resources Information Center

Hamilton, Jan L.

2013-01-01

This study examined the impact of the Professional Learning Community model on student achievement in the state of California. Specifically, the study compared student achievement between two school types: Professional Learning Community schools and Non Professional Learning schools. The research utilized existing API scores for California schools…

School lunch waste among middle school students: nutrients consumed and costs.

PubMed

Cohen, Juliana F W; Richardson, Scott; Austin, S Bryn; Economos, Christina D; Rimm, Eric B

2013-02-01

The National School Lunch Program has been guided by modest nutrient standards, and the palatability of meals, which drives consumption, receives inadequate attention. School food waste can have important nutritional and cost implications for policymakers, students, and their families. Nutrient losses and economic costs associated with school meal waste were examined. The study also assessed if school foods served were valid proxies for foods consumed by students. Plate waste measurements were collected from middle school students in Boston attending two Chef Initiative schools (n=1609) and two control schools (n=1440) during a 2-year pilot study (2007-2009) in which a professional chef trained cafeteria staff to make healthier school meals. The costs associated with food waste were calculated and the percentage of foods consumed was compared with a gold standard of 85% consumption. Analyses were conducted in 2010-2011. Overall, students consumed less than the required/recommended levels of nutrients. An estimated $432,349 of food (26.1% of the total food budget) was discarded by middle school students annually at lunch in these Boston middle schools. For most meal components, substantially less than 85% was consumed. There is substantial food waste among middle school students in Boston. Overall, students' nutrient consumption levels were below school meal standards, and foods served were not valid proxies for foods consumed. The costs associated with discarded foods are high; if translated nationally for school lunches, roughly $1,238,846,400 annually is wasted. Students might benefit if additional focus were given to the quality and palatability of school meals. Copyright © 2013 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

High school and college introductory science education experiences: A study regarding perceptions of university students persisting in science as a major area of study

NASA Astrophysics Data System (ADS)

Fredrick, L. Denise

The focus of this study was to investigate college students' perception of high school and college introductory science learning experiences related to persistence in science as a major area of study in college. The study included students' perceptions of the following areas of science education: (1) teacher interpersonal relationship with students, (2) teacher personality styles, (3) teacher knowledge of the content, (4) instructional methods, and (5) science course content. A survey research design was employed in the investigative study to collect and analyze data. One hundred ninety two students participated in the research study. A survey instrument entitled Science Education Perception Survey was used to collect data. The researcher sought to reject or support three null hypotheses as related to participants' perceptions of high school and college introductory science education experiences. Using binomial regression analysis, this study analyzed differences between students persisting in science and students not persisting in science as a major. The quantitative research indicated that significant differences exist between persistence in science as a major and high school science teacher traits and college introductory science instructional methods. Although these variables were found to be significant predictors, the percent variance was low and should be considered closely before concluded these as strong predictors of persistence. Major findings of the qualitative component indicated that students perceived that: (a) interest in high school science course content and high school science teacher personality and interpersonal relationships had the greatest effect on students' choice of major area of study; (b) interest in college introductory science course content had the greatest effect on students' choice of major area of study; (c) students recalled laboratory activities and overall good teaching as most meaningful to their high school science educational experiences and (d) students recalled laboratory activities and lectures linking practical application of science knowledge as meaningful to their college introductory science education experiences.

Changes in Body Mass Index During a 3-Year Elementary School-Based Obesity Prevention Program for American Indian and White Rural Students.

PubMed

Vogeltanz-Holm, Nancy; Holm, Jeffrey

2018-04-01

Childhood obesity is a significant but largely modifiable health risk, disproportionately affecting socioeconomically disadvantaged, racial/ethnic minority, and rural children. Elementary school-aged children typically experience the greatest increases in excess weight gain and therefore are important targets for reducing adolescent and adult obesity while improving children's health. Our study evaluated outcomes of a 3-year elementary school-based program for reducing obesity in American Indian and White students attending eight rural schools in the U.S. upper Midwest. Researchers measured body mass indexes (BMI) and other health indicators and behaviors of 308 beginning third-grade students and then again at the end of students' third, fourth, and fifth grades. The primary focus of this study is a mixed multilevel longitudinal model testing changes in age- and gender-adjusted BMI z scores ( zBMI). There was a significant decrease in zBMI across the 3-year study period. Ethnicity analyses showed that White students had overall decreases in zBMI whereas American Indian students' zBMIs remained stable across the program. Comparisons with children from an age- and cohort-matched national sample provided support for the effectiveness of the school program in reducing BMI and obesity during the study period. An elementary school-based health program that addresses a range of students' obesity-related health behaviors, the school health environment, and that involves educators and parents is an effective intervention for reducing or stabilizing BMI in rural White and American Indian students. School health programs for students living in rural communities may be especially effective due to greater school and community cohesiveness, and valuing of the school's primary role in improving community health.

Are Charter Schools Making a Difference? A Study of Student Outcomes in Eight States. Research Brief

ERIC Educational Resources Information Center

Li, Jennifer

2009-01-01

Charter schools do not generally draw the top students from other public schools. Their test-score gains are similar to those of traditional public schools, but they have higher rates of students graduating high school and attending college. [This research brief describes work done for RAND Education documented in Charter Schools in Eight States:…

Differences in Student Misbehavior after Completing In-School Suspension between Rural High School and Suburban High School Students

ERIC Educational Resources Information Center

Welch, Martin Ervind

2010-01-01

This study investigated the differences that exist in rural and suburban high school student misbehavior after completing in-school suspension (ISS) in Alabama's Mobile County Public School System. The independent variables of rural or suburban, gender, and ethnicity were used to determine the differences of the various groups. The archival…

Self-Efficacy, Intrinsic Motivation, and Academic Outcomes among Latino Middle School Students Participating in an After-School Program

ERIC Educational Resources Information Center

Niehaus, Kate; Rudasill, Kathleen Moritz; Adelson, Jill L.

2012-01-01

This longitudinal study examined how academic self-efficacy, intrinsic motivation, and participation in an after-school program contributed to the academic achievement of Latino middle school students over the course of one school year. Participants were 47 Latino students in sixth through eighth grades who attended two public middle schools in…

Student, Home, and School Socio-Demographic Factors: Links to School, Home, and Community Arts Participation

ERIC Educational Resources Information Center

Mansour, Marianne; Martin, Andrew J.; Anderson, Michael; Gibson, Robyn; Liem, Gregory Arief D.; Sudmalis, David

2016-01-01

This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students' school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver-child arts interaction), and community (e.g., arts attendance,…

Changes in Children's Consumption of Tomatoes through a School Lunch Programme Developed by Agricultural High-School Students

ERIC Educational Resources Information Center

Ishikawa, Midori; Kubota, Nozomi; Kudo, Keita; Meadows, Martin; Umezawa, Atsuko; Ota, Toru

2013-01-01

Objective: The purpose of the study was to discover whether tomato consumption in elementary- and middle-school students could be increased through a school lunch programme developed by agricultural high-school students acting as peer educators. Design: The high-school lunch programme included the process of growing tomatoes and providing a…

Association between School District Policies That Address Chronic Health Conditions of Students and Professional Development for School Nurses on Such Policies

ERIC Educational Resources Information Center

Jones, S. Everett; Brener, Nancy D.; Bergren, Martha Dewey

2015-01-01

Supportive school policies and well-prepared school nurses can best address the needs of students with chronic health conditions. We analyzed nationally representative data from the 2012 School Health Policies and Practices Study to examine whether districts with policies requiring that schools provide health services to students with chronic…

Getting Them There, Keeping Them There: Benefits of an Extended School Day Program for High School Students

ERIC Educational Resources Information Center

Furrer, Carrie J.; Magnuson, Linda; Suggs, Joseph W.

2012-01-01

Over a decade of research has demonstrated the positive effects of extended school day programs on various elementary and middle school student outcomes, both in the short and long term. The efficacy of extended school day programs in promoting academic outcomes among high school students is less well understood. This study contributes to the…

Integrated schools, segregated curriculum: effects of within-school segregation on adolescent health behaviors and educational aspirations.

PubMed

Walsemann, Katrina M; Bell, Bethany A

2010-09-01

We examined the extent to which within-school segregation, as measured by unevenness in the distribution of Black and White adolescents across levels of the English curriculum (advanced placement-international baccalaureate-honors, general, remedial, or no English), was associated with smoking, drinking, and educational aspirations, which previous studies found are related to school racial/ethnic composition. We analyzed data from wave 1 of the National Longitudinal Study of Adolescent Health, restricting our sample to non-Hispanic Blacks (n=2731) and Whites (n=4158) who from 1994 to 1995 attended high schools that enrolled Black and White students. White female students had higher predicted probabilities of smoking or drinking than did Black female students; the largest differences were in schools with high levels of within-school segregation. Black male students had higher predicted probabilities of high educational aspirations than did White male students in schools with low levels of within-school segregation; this association was attenuated for Black males attending schools with moderate or high levels of within-school segregation. Our results provide evidence that within-school segregation may influence both students' aspirations and their behaviors.

Transition to University Life: Insights from High School and University Female Students in Wolaita Zone, Ethiopia

ERIC Educational Resources Information Center

Thuo, Mary; Edda, Medhanit

2017-01-01

The purpose of this study was to get an insight about how high school female students perceive the transition to university life, and to understand the transition experience of university female students in the first semester. An exploratory study design was used where 166 high school female students and 88 first year university female students…

High School Students' Scientific Epistemological Beliefs, Motivation in Learning Science, and Their Relationships: A Comparative Study within the Chinese Culture

ERIC Educational Resources Information Center

Lin, Tzung-Jin; Deng, Feng; Chai, Ching Sing; Tsai, Chin-Chung

2013-01-01

This study explored the differences in high school students' scientific epistemological beliefs (SEBs), motivation in learning science (MLS), and the different relationships between them in Taiwan and China. 310 Taiwanese and 302 Chinese high school students' SEBs and MLS were assessed quantitatively. Taiwanese students generally were more prone…

An Assessment of Number Sense among Secondary School Students

ERIC Educational Resources Information Center

Singh, Parmjit

2009-01-01

This paper reports selected findings from a study of number sense proficiency of students aged 13 to 16 years in a state in Malaysia. A total of 1756 students, from thirteen schools in a state in Malaysia participated in this study. A majority (74.9%) of these students obtained an A grade for their respective year-end school examinations. The…

Metaphors Developed by High-School Students towards the Concept of "Flood"

ERIC Educational Resources Information Center

Kilinc, Yusuf

2013-01-01

The aim of this research is to define and explain how high school students in Turkey perceive the concept of "Flood". The study was completed by 413 high-school students who were studying in 9th, 10th, 11th and 12th grade classes within the 2011 to 2012 academic years. Students were responsible for completing the statement, "Flood…

Fifth-Grade Turkish Elementary School Students' Listening and Reading Comprehension Levels with Regard to Text Types

ERIC Educational Resources Information Center

Yildirim, Kasim; Yildiz, Mustafa; Ates, Seyit; Rasinski, Timothy

2010-01-01

The aim of this study was to examine fifth grade elementary school students' listening and reading comprehension levels with regard to text types. This study was conducted on 180 fifth grade elementary school students in Sincan-Ankara in the spring semester of the academic year 2008-2009. The comprehension test was administered to students. The…

Banned and Punished: A Study of Disciplinary Consequences and Reading Achievement among Middle School Students

ERIC Educational Resources Information Center

Thomas, Erica M.

2014-01-01

The impact that removal of students from the educational setting has on student reading achievement (and later life outcomes) was the impetus for this study which sought to identify whether a relationship existed between an increasingly greater frequency of out of school suspension (OSS days) and reading achievement for middle school students.…

The Level of Stress in Male and Female School Students

ERIC Educational Resources Information Center

Khan, Zamirullah; Lanin, Abul Barkat; Ahmad, Naseem

2015-01-01

This study aimed at the level of stress in male and female school students. For the purpose of the study the researcher randomly selected 64 school students aged between 14-18 years. To collect the data researcher used students stress scale (SSS) developed by Dr. Zaki Akhtar (2011). During collection of data researcher used means and method fit…

Technology's Impact on Student Engagement in Urban Schools: Administrators', Teachers', and Students' Perspectives in Urban High Schools

ERIC Educational Resources Information Center

McDowell, Fredrick H., Jr.

2013-01-01

The purpose of this qualitative study is to investigate how the use of technology may increase student engagement and learning in urban schools, as perceived by administrators, teachers, and students. Engagement Theory informed the design of the study and interpretation of findings and the literature review provides a context for pursuing this…

Sticks, Stones, and Stigma: Student Bystander Behavior in Response to Hearing the Word "Retard"

ERIC Educational Resources Information Center

Albert, Avery B.; Jacobs, Holly E.; Siperstein, Gary N.

2016-01-01

The present study explored the prevalence of the r-word in schools and students' bystander behavior in response to hearing the word. In total, 2,297 students from 12 high schools across the country participated in this study. Results revealed the r-word was used frequently among high school students, most often toward individuals without…

Gender Difference in Achievement and Attitude of Public Secondary School Students towards Science

ERIC Educational Resources Information Center

Oluwatelure, Temitayo Abayomi

2015-01-01

This research focuses on the gender difference in attitude and academic performance of students in selected public secondary schools in Akoko Land. The population for this study was made up of all the Junior Secondary Schools Three (JSS3) students in Akoko Land. Three hypotheses were raised to guide this study. 1626 student, (810 males, 816…

Analysis of the Factors Influencing Bogor Senior High School Student Choice in Choosing Bogor Agricultural University (Indonesia) for Further Study

ERIC Educational Resources Information Center

Haryanti; Wijayanto, Hari; Sumarwan, Ujang

2016-01-01

This research investigates the factors influencing Bogor senior high school students' choice of Bogor Agricultural University for further study. Choice of higher education institution is difficult for senior high school students and requires the consideration of many factors. Students in choosing a college are influenced by social factors,…

The Effect of Sports on the Psychological Well-Being Levels of High School Students

ERIC Educational Resources Information Center

Gül, Özgür; Çaglayan, Hakan Salim; Akandere, Mehibe

2017-01-01

The aim of this study is to examine the effect of sports education on psychological well-being levels of high school students in terms of individual, environmental and self-determination. This study group consists of totally 187 high school students, in other words 97 students (n[subscript male] = 48, n[subscript female] = 49) receive education in…

Evaluating High School Students' Conceptions of the Relationship between Mathematics and Physics: Development of a Questionnaire

ERIC Educational Resources Information Center

Kapucu, S.; Öçal, M. F.; Simsek, M.

2016-01-01

The purposes of this study were (1) to develop a questionnaire measuring high school students' conceptions of the relationship between mathematics and physics, (2) and to determine the students' conceptions of the relationship between mathematics and physics. A total of 718 high school students (343 male, 375 female) participated in this study.…

Identifying Students' Misconceptions about Nuclear Chemistry: A Study of Turkish High School Students

ERIC Educational Resources Information Center

Nakiboglu, Canan; Tekin, Berna Bulbul

2006-01-01

This study represents the first attempt to elucidate and detail the types of misconceptions high school students hold relating to basic concepts and topics of nuclear chemistry. A diagnostic multiple-choice test was administered to 157 tenth-grade students (15-16 years old) and the data were analyzed. The results show that high school students…

Motives for sickness presence among students at secondary school: a cross-sectional study in five European countries

PubMed Central

Johansen, Vegard

2018-01-01

Objectives This article investigates various motives for sickness presence (SP) among students in secondary school. Design Cross-sectional study. Setting 25 secondary schools in Belgium, Estonia, Finland, Italy and Latvia. Participants 5002 students between 16 and 19 years of age, 49% female. Results Almost half of the students reported two or more incidents of SP. The study indicated that the practice of SP was mainly extrinsically motivated. The most often reported motives for SP were that absence could affect grades negatively, that important curriculum material was explained at the school and attendance requirements. Some students practising SP expressed intrinsic motivation, such as maintaining their social network and interest in what was learnt at school. Conclusion The study investigated various motives for SP in secondary schools in five European countries. Extrinsic motivation for SP was more often reported than intrinsic motivation for SP. Multivariate analyses indicated that boys, students in vocational education, immigrants and students with low-educated parents more often reported intrinsic motivation for SP, while girls and students with high absence more often reported extrinsic motivation. There were also notable cross-country differences regarding reported motives for SP. PMID:29371281

Alcohol consumption and awareness of its effects on health among secondary school students in Nigeria

PubMed Central

Eze, Ngozi M.; Njoku, Helen Amaka; Eseadi, Chiedu; Akubue, Benedette Nwanneamaka; Ezeanwu, Amaka Bibian; Ugwu, Uchenna Cosmas; Ofuebe, Justina Ifeoma

2017-01-01

Abstract Alcohol consumption among secondary school students is a major public health issue worldwide; however, the extent of consumption among secondary school students and their understanding of its effects on human health remain relatively unknown in many Nigerian States. This study aimed to determine the extent of alcohol consumption and of the awareness of its negative effects on human health among secondary school students. The study used a cross-sectional survey design. Self-report questionnaire developed by the researchers was administered to representative sample (N = 1302) of secondary school students in the study area. The data collected from the respondents were analyzed using means and t test. The results showed that male secondary school students moderately consumed beer (55.2%) and local cocktails (51.5%), whereas their female counterparts reported rare consumption of these 2 alcoholic drinks (44.8%; 48.5% respectively). The findings also indicated rare consumption of distilled spirits among both male and female students in the investigated area, whereas wine, liquor, local spirits, and palm wine were consumed moderately, regardless of gender. Finally, male and female secondary school students differed significantly in their awareness of the negative effects of alcohol consumption on health. There is a need to intensify efforts to further curtail the extent of alcohol consumption and increase awareness of the negative effects of alcohol use on human health among secondary school students. PMID:29310396

Alcohol consumption and awareness of its effects on health among secondary school students in Nigeria.

PubMed

Eze, Ngozi M; Njoku, Helen Amaka; Eseadi, Chiedu; Akubue, Benedette Nwanneamaka; Ezeanwu, Amaka Bibian; Ugwu, Uchenna Cosmas; Ofuebe, Justina Ifeoma

2017-12-01

Alcohol consumption among secondary school students is a major public health issue worldwide; however, the extent of consumption among secondary school students and their understanding of its effects on human health remain relatively unknown in many Nigerian States. This study aimed to determine the extent of alcohol consumption and of the awareness of its negative effects on human health among secondary school students.The study used a cross-sectional survey design. Self-report questionnaire developed by the researchers was administered to representative sample (N = 1302) of secondary school students in the study area. The data collected from the respondents were analyzed using means and t test.The results showed that male secondary school students moderately consumed beer (55.2%) and local cocktails (51.5%), whereas their female counterparts reported rare consumption of these 2 alcoholic drinks (44.8%; 48.5% respectively). The findings also indicated rare consumption of distilled spirits among both male and female students in the investigated area, whereas wine, liquor, local spirits, and palm wine were consumed moderately, regardless of gender. Finally, male and female secondary school students differed significantly in their awareness of the negative effects of alcohol consumption on health.There is a need to intensify efforts to further curtail the extent of alcohol consumption and increase awareness of the negative effects of alcohol use on human health among secondary school students.

Structural Intervention With School Nurses Increases Receipt of Sexual Health Care Among Male High School Students.

PubMed

Dittus, Patricia J; Harper, Christopher R; Becasen, Jeffrey S; Donatello, Robin A; Ethier, Kathleen A

2018-01-01

Adolescent males are less likely to receive health care and have lower levels of sexual and reproductive health (SRH) knowledge than adolescent females. The purpose of this study was to determine if a school-based structural intervention focused on school nurses increases receipt of condoms and SRH information among male students. Interventions to improve student access to sexual and reproductive health care were implemented in six urban high schools with a matched set of comparison schools. Interventions included working with school nurses to improve access to sexual and reproductive health care, including the provision of condoms and information about pregnancy and sexually transmitted disease prevention and services. Intervention effects were assessed through five cross-sectional yearly surveys, and analyses include data from 13,740 male students. Nurses in intervention schools changed their interactions with male students who visited them for services, such that, among those who reported they went to the school nurse for any reason in the previous year, those in intervention schools reported significant increases in receipt of sexual health services over the course of the study compared with students in comparison schools. Further, these results translated into population-level effects. Among all male students surveyed, those in intervention schools were more likely than those in comparison schools to report increases in receipt of sexual health services from school nurses. With a minimal investment of resources, school nurses can become important sources of SRH information and condoms for male high school students. Published by Elsevier Inc.

Relationships between Student, Staff, and Administrative Measures of School Climate and Student Health and Academic Outcomes

PubMed Central

Gase, Lauren Nichol; Gomez, Louis M.; Kuo, Tony; Glenn, Beth A.; Inkelas, Moira; Ponce, Ninez A.

2018-01-01

BACKGROUND School climate is an integral part of a comprehensive approach to improving the wellbeing of students; however, little is known about the relationships between its different domains and measures. This study examined the relationships between student, staff, and administrative measures of school climate in order to understand the extent to which they were related to each other and student outcomes. METHODS The sample included 33,572 secondary school students from 121 schools in Los Angeles County during the 2014–2015 academic year. A multilevel regression model was constructed to examine the association between the domains and measures of school climate and five outcomes of student wellbeing: depressive symptoms or suicidal ideation, tobacco use, alcohol use, marijuana use, and grades. RESULTS Student, staff, and administrative measures of school climate were weakly correlated. Strong associations were found between student outcomes and student reports of engagement and safety, while school staff reports and administrative measures of school climate showed limited associations with student outcomes. CONCLUSIONS As schools seek to measure and implement interventions aimed at improving school climate, consideration should be given to grounding these efforts in a multi-dimensional conceptualization of climate that values student perspectives and includes elements of both engagement and safety. PMID:28382671

Are Kids Merely Marking Time at School?

ERIC Educational Resources Information Center

American School Board Journal, 1985

1985-01-01

Findings from three studies indicate that the average student is remarkably unquestioning and that the school day is fragmented. The "shopping mall" high school that lets students do their own choosing may be an abdication of the school's responsibility to advise and challenge every student. (MLF)