Extracurricular Activity Participation and the Acquisition of Developmental Assets: Differences between Involved and Noninvolved Canadian High School Students

ERIC Educational Resources Information Center

Forneris, Tanya; Camiré, Martin; Williamson, Robert

2015-01-01

In order to prepare students for adulthood and responsible citizenship, most high schools offer extracurricular activities designed to facilitate the learning of a wide range of competencies. The purpose of this study was to examine how participation in a single or a combination of extracurricular school activities for high school students may…

WWC Review of the Report “Better Schools, Less Crime?” What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

The study reviewed in this paper examined the effect of school choice on the criminal activity, academic achievement, and high school graduation rate of more than 2,000 male middle and high school students in North Carolina’s Charlotte-Mecklenburg school district. For the 2002-03 school year, all district students were given the choice to either…

WWC Review of the Report "Early College, Early Success: Early College High School Initiative Impact Study." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

Early College High Schools partner with colleges and universities to provide students with an opportunity to earn an Associate's degree or college credits toward a Bachelor's degree at no or low cost to students. In a recent study, researchers found that attending Early College High Schools improved some high school and postsecondary outcomes for…

Does the "Negro" "Still" Need Separate Schools? Single-Sex Educational Settings as Critical Race Counterspaces

ERIC Educational Resources Information Center

Terry, Clarence L., Sr.; Flennaugh, Terry K.; Blackmon, Samarah M.; Howard, Tyrone C.

2014-01-01

This article explores whether contemporary educators should consider single-sex educational settings as viable interventions in educating African American males. Using qualitative data from a 2-year study of single-sex educational spaces in two Los Angeles County high schools, the authors argue that when all-male spaces effectively function as…

The Tyranny of Surveillance: Male Teachers and the Policing of Masculinities in a Single Sex School

ERIC Educational Resources Information Center

Martino, Wayne; Frank, Blye

2006-01-01

This paper draws on research into male teachers in one single sex high school in the Australian context to highlight how issues of masculinity impact on their pedagogical practices and relationships with boys. The study is situated within the broader international field of research on male teachers, masculinities and schooling in Australia, the UK…

The Transition from Single-Sex to Coeducational High Schools: Effects on Multiple Dimensions of Self-Concept and on Academic Achievement.

ERIC Educational Resources Information Center

Marsh, Herbert W.; And Others

1988-01-01

Self-concept measures and state certificate program achievement grades were used to determine the effects on 7th through 11th graders in Sydney (Australia) of converting two single-sex high schools to coeducational institutions. Pre- to post-transition data were collected from 1982 to 1985. Coeducational organizations benefit self-concept, while…

Alcohol and Drug Use in the Marine Corps in 1983. Volume 1. Main Text

DTIC Science & Technology

1984-07-01

school graduates, 10 percent are heavy drinkers), age (17- to 25-year-olds, 11 percent are heavy drinkers), marital status (married, 5 percent; single ...to be young, single , white males, who did not graduate from high school (table 3-1). Percentages for alcohol consumption are distributed across...Chief of Naval Education and Training FT73 Naval Postgraduate School FT87 Human Resources Management School V8 Marine Corps Recruit Depot, Parris

Retrospective Perceptions of Graduates of a Self-Contained Program in Taiwan for High School Students Talented in STEM

ERIC Educational Resources Information Center

Jen, Enyi; Moon, Sidney M.

2015-01-01

This retrospective qualitative study was designed to investigate perceptions of the learning experiences of STEM (science, technology, engineering, and mathematics)-talented male students who were in a self-contained, single-gender, gifted program in a selective high school in Taiwan. Twenty-four graduates of the high school's gifted program…

The Effect of Child-Centered Play Therapy on the Externalizing Behaviors of Low Income Male Preschoolers during Group Instructional Time and Center Time: A Single-Case Design Study

ERIC Educational Resources Information Center

Phipps, Christa Brown

2017-01-01

Low income male preschoolers with externalizing behaviors have continued behavior issues throughout elementary school, middle school, high school, and into adulthood and create stress for their teachers. Because of this, it is important to detect externalizing behaviors early and implement an appropriate intervention. A single subject reversal…

Overcoming Adversity: High-Achieving African American Youth's Perspectives on Educational Resilience

ERIC Educational Resources Information Center

Williams, Joseph M.; Bryan, Julia

2013-01-01

This qualitative multicase research study identified the home, school, and community factors and processes that contributed to the academic success of 8 urban, African American high school graduates from low-income, single-parent families. Ten main themes emerged: school-related parenting practices, personal stories of hardship, positive…

Druthers! A Collection of Viable Ideas from Rural Schools.

ERIC Educational Resources Information Center

Elliott, Richard D., Comp.

An individualized junior high school, a youth resources program that interweaves high school with supervised work experiences, multi-aged elementary family groupings that mainstream EMR (educable mentally retarded) children, and a single library room transformed into seven optional learning stations using a multi-channel audio system are real…

Yoga Improves Academic Performance in Urban High School Students Compared to Physical Education: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Hagins, Marshall; Rundle, Andrew

2016-01-01

Yoga programs within schools have become more widespread but research regarding the potential effect on academic achievement remains limited. This study cluster-randomized 112 students within a single New York City public high school to participate in either school-based yoga or physical education (PE) for an entire academic year. The primary…

Examining the Multiple Trajectories Associated with Dropping out of High School: A Growth Mixture Model Analysis

ERIC Educational Resources Information Center

Bowers, Alex J.; Sprott, Ryan

2012-01-01

Historically, students who fail to graduate from secondary school are considered as a single category of school dropouts. However, emerging literature indicates that there may be multiple subgroups of high school dropouts, termed a "dropout typology". The authors' purpose was to assess the extent to which a typology of dropouts was present in a…

Bullying-related behaviour in a mainstream high school versus a high school for autism: Self-report and peer-report.

PubMed

Begeer, Sander; Fink, Elian; van der Meijden, Sandra; Goossens, Frits; Olthof, Tjeert

2016-07-01

This study examined the frequency of bullying, victimisation and defending behaviours among children with autism spectrum disorder and normal intelligence, using both self-report and peer-report information. Peer-report and self-report data were collected on a single classroom of 26 early adolescent boys attending a special school for children with autism and compared with 23 typically developing boys attending a single mainstream secondary school. Results showed that self- and peer-reported bully and victimisation rates did not differ between boys with autism spectrum disorder and typically developing boys. However, self-reported defending behaviour was less likely to be reported by boys in the autism spectrum disorder school compared to boys in the mainstream school, although there was no such difference for peer-reported defending. © The Author(s) 2015.

Attitudes toward physical education and class preferences of Turkish adolescents in terms of school gender composition.

PubMed

Koca, Canan; Aşçi, F Hülya; Demirhan, Giyasettin

2005-01-01

The purpose of this study was to examine attitudes toward physical education (PE and PE class preferences of high school Turkish students in terms of school gender composition; 213 girls and 249 boys from coeducational public schools, and 196 girls and 210 boys from single-sex vocational schools participated in the study. The Attitudes Toward Physical Education Scale was administered and the results of 2 x 2 (Gender x School Type) ANOVA indicated that students in coeducational schools in general, and boys had more favorable attitudes. Additionally, chi-square analysis demonstrated significant differences in PE class preferences between students from single-sex and coeducational schools and between girls and boys.

Students' Perceptions of Single-Gender Science and Mathematics Classroom Experiences

ERIC Educational Resources Information Center

Brown, Sherri L.; Ronau, Robert R.

2012-01-01

While participating in single- and mixed-gender science and mathematics classes, ninth-grade urban high school students' (n = 118) academic self-concept, self-efficacy, and school climate perceptions were examined. Their perceptions were measured quantitatively from the Fennema-Sherman Mathematics (modified for Science) Attitude and the Patterns…

Single-Sex versus Coeducational Environment and Achievement in Adolescent Females.

ERIC Educational Resources Information Center

Monaco, Nanci M.; Gaier, Eugene L.

1992-01-01

Suggests that, if high school environment reduces discrepancy between conflicting roles, adolescent females may place greater emphasis on achievement. Within this context, explores differential benefits of single-sex and coeducational schooling. Issue explored is not whether one is preferable for females; rather, the concern is how each of these…

Charter School Replication. Policy Guide

ERIC Educational Resources Information Center

Rhim, Lauren Morando

2009-01-01

"Replication" is the practice of a single charter school board or management organization opening several more schools that are each based on the same school model. The most rapid strategy to increase the number of new high-quality charter schools available to children is to encourage the replication of existing quality schools. This policy guide…

School Composition and Peer Effects in Distinctive Organizational Settings

ERIC Educational Resources Information Center

Marks, Helen M.

2002-01-01

This chapter reviews the research on school composition and peer effects from three comparative perspectives--Catholic and public schools, single-sex and coeducational schools, and small and large schools. Most of the research is sociological, focuses on high schools, and draws on national samples. The chapter seeks to discern cumulative trends in…

JPRS Report, China.

DTIC Science & Technology

1992-03-18

and high school stu- dents. A female high school student worried about her single-edged eyelids. On learning that a plastic surgeon in town had...8217 47 Business Craze of Elementary, High School Students [ZHONGGUO SHEHUI BAO Ulan] 49 Difficulties in Effectively Managing Public Order...experienced in and has learned from its antipeaceful evolution struggles ever since the nation was liberated. In the first 30 years, the imperialist

A Study of Prevention and Retention Strategies for Successful Urban Secondary High School Hispanic Students

ERIC Educational Resources Information Center

Lopez, Roberto Ibarra

2013-01-01

Hispanic high school students have a dropout rate that ranges from 35 percent to 55 percent depending on what type of report you may be referencing. Add rates for all high school students. Hispanic youth endure the challenges of language barriers, single parent households, working to help their family, or fighting off gang involvement in their…

Single-Sex Classes in a Coeducational High School Highlighting Parents' Perspectives

NASA Astrophysics Data System (ADS)

Leder, Gilah C.; Forgasz, Helen J.

1997-11-01

A program of single-sex mathematics classes at one coeducational high school was evaluated in 1993 and again three years later in 1996. On both occasions, data were gathered from students, teachers and parents. While also drawing on findings from students and teachers, the focus of this article is on parents' perceptions. In both years more parents supported the program than were opposed to. it. However, support appeared to have waned over the three-year period. The influence of factors both inside and outside the classroom and the school which may partially help to account for the findings are discussed.

Good Intentions: AN Experiment in Middle School Single-Sex Science and Mathematics Classrooms with High Minority Enrollment

NASA Astrophysics Data System (ADS)

Baker, Dale

This study examined the effects of single-sex middle school science and mathematics classrooms with high minority enrollment on achievement, affect, peer, and teacher-student interactions. All students earned higher grades in mathematics than in science. Girls earned higher grades than boys. The higher grades of girls were not clearly attributable to the singlesex environment, and aspects of the single-sex environment interfered with boys' achievement. The single-sex environment contributed to girls', but not boys', feelings of empowerment, peer support, and positive self-concept. The curriculum and pedagogy were better suited to girls than to boys, leading to discipline problems and hostile interactions. However, boys were more engaged in technology-based activities than girls. Overall, all-boy classes were less supportive learning environments than all-girl classes. Although the results replicate findings elsewhere, this is the only study to look at minority students in middle school.

Reliability of Grading High School Work in English

ERIC Educational Resources Information Center

Brimi, Hunter M.

2011-01-01

This research replicates the work of Starch and Elliot (1912) by examining the reliability of the grading by English teachers in a single school district. Ninety high school teachers graded the same student paper following professional development sessions in which they were trained to use NWREL's "6+1 Traits of Writing." These participants had…

North Penn High School Program for Gifted Students. Revised.

ERIC Educational Resources Information Center

Mangano, Sandra; And Others

The guidelines address the process-centered curriculum (employs knowledge not merely as a composite of information but as a system of learning) for gifted and talented students at North Penn Senior High School (Lansdale, Pennsylvania). The school's interdisciplinary program focuses on a single theme for each of three years: the humanities for year…

Good-to-Great Superintendents: An Examination of Jim Collins' Good-to-Great Level Five Leadership Attributes as Demonstrated by the Leadership Behaviors of Superintendents of High-Performing California Public Single-School Districts

ERIC Educational Resources Information Center

Brown, James D.

2010-01-01

Purpose: The purpose of this study was to examine Collins' good-to-great Level Five leadership attributes, as demonstrated by the leadership behaviors of superintendents of high-performing California public single-school districts. Methodology: The researcher used a case study design to conduct this study. Personal interviews were conducted in…

Development of New Instructional Uses of the Computer in an Inner-City Comprehensive High School. Final Report.

ERIC Educational Resources Information Center

Lichten, William

A three-part program investigated the use of computers at an inner-city high school. An attempt was made to introduce a digital computer for instructional purposes at the high school. A single portable teletype terminal and a simple programing language, BASIC, were used. It was found that a wide variety of students could benefit from this…

Race and Opportunity in a Public Alternative School

ERIC Educational Resources Information Center

Dunning-Lozano, Jessica L.

2016-01-01

This qualitative case-study explores questions about the stratifying role of public alternative schools created for "at-risk" youth by analyzing the school experience of students who attend a single continuation high school and the process of student enrollment and referral to that school. Drawing on the concept of whiteness as property,…

Effectiveness of automated external defibrillators in high schools in greater Boston.

PubMed

England, Hannah; Hoffman, Caitlin; Hodgman, Thomas; Singh, Sushil; Homoud, Munther; Weinstock, Jonathan; Link, Mark; Estes, N A Mark

2005-06-15

A program using a strategy of donating a single automatic external defibrillator to 35 schools in the Boston area resulted in compliance with American Heart Association guidelines on automatic external defibrillator placement and training and 2 successful resuscitations from sudden cardiac arrest. Participating schools indicated a high degree of satisfaction with the program.

Marketable Skills and Jobs for Single Teen Parents. Final Report, Project No. 480-15170-7-1D05, July 1, 1986 to June 30, 1987.

ERIC Educational Resources Information Center

Orange County Public Schools, Orlando, FL.

The Single Teen Parent Program conducted by the Orange County, Florida, Public Schools, was designed to help single teen parents acquire marketable skills and jobs in order to head independent family units. The parents served were between the ages of 16 and 20 and either had a high school diploma or had passed the General Educational Development…

Pursuing Perfection: Distress and Interpersonal Functioning Among Adolescent Boys in Single-Sex and Co-Educational Independent Schools

PubMed Central

Coren, Sidney A.; Luthar, Suniya S.

2014-01-01

This study extends past findings of heightened problems among affluent youth by examining adjustment patterns among boys in two academically elite, independent high schools: one for boys only and the other coeducational. Both samples manifested disproportionately high rates of internalizing and externalizing symptoms, but only the co-educational boys showed elevations in substance use. Boys in both schools showed elevations in a new outcome domain examined: exhibitionistic narcissism. Multivariate analyses of predictors showed that parent criticism -- a defining feature of youths' maladaptive perfectionism -- and perceived maternal depression emerged as major vulnerability factors for both samples in relation to symptom levels. On other parenting dimensions, boys in the single-sex school seemed to be particularly sensitive to feelings of alienation from their fathers and perceived paternal depression. Envy of peers' attractiveness was associated with adolescent distress in both samples, but appeared to be especially critical for co-educational boys. Results are discussed, focusing on the costs and benefits of boys' attendance at a single-sex versus co-educational school, along with implications for practice and future research. PMID:25395693

Pursuing Perfection: Distress and Interpersonal Functioning Among Adolescent Boys in Single-Sex and Co-Educational Independent Schools.

PubMed

Coren, Sidney A; Luthar, Suniya S

2014-11-01

This study extends past findings of heightened problems among affluent youth by examining adjustment patterns among boys in two academically elite, independent high schools: one for boys only and the other coeducational. Both samples manifested disproportionately high rates of internalizing and externalizing symptoms, but only the co-educational boys showed elevations in substance use. Boys in both schools showed elevations in a new outcome domain examined: exhibitionistic narcissism. Multivariate analyses of predictors showed that parent criticism -- a defining feature of youths' maladaptive perfectionism -- and perceived maternal depression emerged as major vulnerability factors for both samples in relation to symptom levels. On other parenting dimensions, boys in the single-sex school seemed to be particularly sensitive to feelings of alienation from their fathers and perceived paternal depression. Envy of peers' attractiveness was associated with adolescent distress in both samples, but appeared to be especially critical for co-educational boys. Results are discussed, focusing on the costs and benefits of boys' attendance at a single-sex versus co-educational school, along with implications for practice and future research.

Examining School Counselors' Commitments to Social Justice Advocacy

ERIC Educational Resources Information Center

Feldwisch, Rachel P.

2016-01-01

Many school counselors endorse using social justice advocacy to close achievement gaps. In this study, school counselors from a single state scored in the moderate to high range on the Social Issues Advocacy Scale. Results showed alignment between school counselors' self-endorsement of social justice advocacy and scores on the Advocacy…

Interpreting the relationships between single gender science classes and girls' academic motivation and interest

NASA Astrophysics Data System (ADS)

Johnson, Sonya L.

The purpose of this study was to determine how and to what extent single gender science classes affect motivation to learn scientific concepts, interest in science, and college major intent among high school and middle school girls. This study was designed to determine whether students' motivation to learn science changes when they are placed in a single gender science class. The study also measured whether the students' level of interest in science and desire to major in science changes based on their enrollment in a single gender class. Finally, the study investigated the career and college major intentions of the sample population used in the study. Girls in single gender groupings engage in more academic risk taking and participate more than girls in coeducational classes. This benefit alone responds to reform efforts and supports the abolition of gender-based obstacles. Single gender grouping could help encourage more girls to take interest in majoring in science, a field that is considered to be masculine. By increasing students' interest in science while enrolled in single gender classes, students may become more motivated to learn science. This study was conducted using seven, eighth, ninth and tenth grade girls from single sex and coeducational science classes. The students participated in 2 surveys, the Science Motivational Survey and the Test of Science Related Attitudes, at the beginning of the semester and at the end of the semester. In respect to girls in high school single gender science classes, results were contrary to recent studies that state that girls who received science education in a single gender setting have an increase in motivation and attitude towards science. The results did show that middle school girls in single gender science classes did show an increase in motivation.

Guam's Department of Education Citizen's Centric Report. FY 2009, SY 2009-2010

ERIC Educational Resources Information Center

Guam Department of Education, 2010

2010-01-01

The Department of Education (DOE) is a single unified school district consisting of grades Kindergarten through 12. Its 27 elementary schools, 8 middle schools, 5 high schools, and an alternative school serve over 30,700 students. DOE is managed by the Guam Education Policy Board. Its policies are established by a combination of elected and…

Stuck in the Middle: Career Progress, Motivation, and Engagement among Urban Middle School Students

ERIC Educational Resources Information Center

Brogan, Deirdre T.

2010-01-01

The process of educational and vocational development does not occur at a single point in time. Many indicators of dropping out of high school, for example, are present by middle school (Alexander et al., 1997; Balfanz et al., 2007). Yet, research and practice focus almost exclusively on enriching the learning and work experiences of high school…

Understanding School Closures: Discriminatory Impact on Chicano and Black Students. Policy Research Monograph No. 1.

ERIC Educational Resources Information Center

Valencia, Richard R.

The monograph covers the background, progress, and outcome of the "Castro case," a racial discrimination lawsuit filed in 1982 by a group of Chicano and Black parents and their children against the Phoenix (Arizona) Union High School District alleging that their 94% minority high school was unfairly singled out for closure due to a…

Bullying-Related Behaviour in a Mainstream High School versus a High School for Autism: Self-Report and Peer-Report

ERIC Educational Resources Information Center

Begeer, Sander; Fink, Elian; van der Meijden, Sandra; Goossens, Frits; Olthof, Tjeert

2016-01-01

This study examined the frequency of bullying, victimisation and defending behaviours among children with autism spectrum disorder and normal intelligence, using both self-report and peer-report information. Peer-report and self-report data were collected on a single classroom of 26 early adolescent boys attending a special school for children…

Revenue Generation and Resource Allocation and Deployment Practices in Smaller Learning Communities: Lessons Learned from Three High Schools

ERIC Educational Resources Information Center

Springer, Matthew G.; Houck, Eric A.; Ceperley, Patricia E.; Hange, Jane

2007-01-01

The primary objective of this study was to examine revenue generation and resource allocation and deployment practices associated with the implementation of three smaller learning communities (SLC) project high schools in a single school district. The study used a variation of Levin and McEwan's (2001) ingredients approach. District- and…

Educational Reform in Postwar Japan: A Case Study of the High School Entrance Examination in Chiba Prefecture.

ERIC Educational Resources Information Center

Berman, David M.

In structure and in function, the Japanese high school entrance examination--as exemplified by data from Chiba prefecture in 1986--survives as a prewar hierarchical cultural pattern. Postwar American occupation reforms offered "democratic education" in the form of a single-track system with 9 years of compulsory schooling; such a system,…

Differences in body dissatisfaction, weight-management practices and food choices of high-school students in the Bangkok metropolitan region by gender and school type.

PubMed

Chongwatpol, Pitipa; Gates, Gail E

2016-05-01

The present study aimed to compare body dissatisfaction, food choices, physical activity and weight-management practices by gender and school type. A questionnaire was used to obtain height, weight, body image perception using Stunkard's figure rating scale, food choices, physical activity and weight-management practices. Nine single- and mixed-gender schools located in Bangkok Metropolitan Region, Thailand. Students in 10th-12th grade, aged 15-18 years (n 2082). Only 18% of females and 21% of males did not indicate body dissatisfaction. About 66% of females selected a thinner ideal figure than their current figure. Among males, 44% wanted a thinner figure, but 35% wanted a bigger figure. However, univariate analysis found differences by school type but not gender in the degree of body dissatisfaction; students in single-gender schools had more body dissatisfaction. Females reported using more weight-management practices but less physical activity, while males reported healthier food choices. Participants in single-gender schools had healthier food choices compared with those in mixed-gender schools. Adolescents who were at increased risk of a greater degree of body dissatisfaction were females, attended single-gender schools, had lower household income, higher BMI and less physical activity. Most participants reported being dissatisfied with their current body shape, but the type and level of dissatisfaction and use of weight-management practices differed by gender and type of school. These findings suggest that programmes to combat body dissatisfaction should address different risk factors in males and females attending single- and mixed-gender schools.

A study of the attitudes and academic achievement in biology of females in a single-sex school vs. a coeducational school in the Philadelphia Archdiocesan secondary schools

NASA Astrophysics Data System (ADS)

Proach, John Ann

2000-11-01

There is proof that the educational system has conveyed unrealistic role expectations and has neglected to address the changing needs of girls. Children form attitudes about themselves and others based on the communications they get over time from parents, other adults, peers, and a variety of societal influences, including school. This study focused on two groups of tenth-grade high school, female, biology students in the Archdiocese of Philadelphia. The purpose was to compare attitude in science and academic achievement of females in a single-sex vs. a coeducational school. Data collection included three attitudinal surveys: Women in Science, Science Attitude Scale, and Perceptions of Science and Scientists, also the National Association of Biology Teachers/National Science Teachers High School Biology Examination Version B. administered as a pretest and posttest to measure academic achievement. These instruments were used to determine if the differences between attitudes and perceptions toward science and achievement in science were alike for females in a single-sex school and a coeducational school. The study also tested to see if females in a single-sex school would attain greater academic achievement in biology than girls in a coeducational school. The Chi-square statistic was used to analyze data in the three attitudinal surveys. The NABT/NSTA High School Biology Examination determined the students' initial and final competency levels in general biology. The mean science achievement of each of the two groups was tested for statistical significance using the t-test. In the two schools the t-test statistic showed significant difference between the pretest and a slight statistical difference on the posttest; the preferred analysis was an ANCOVA used to compare the posttest scores using the pretest as a covariate. The data implies that attitudes and perceptions are basically the same in both environments with minor differences. Results of these analyses suggest that there was no significant difference in academic achievement for girls in either environment. Further research into programs, which promote science achievement among girls and boys, should investigate the significance of the school environment in enhancing not only science achievement but also attitudes toward science.

High School Dropouts in California

ERIC Educational Resources Information Center

Lucile Packard Foundation for Children's Health, 2011

2011-01-01

Kidsdata.org shows the California Department of Education's adjusted four-year derived dropout rate, which reflects the estimated percentage of public high school dropouts over four years based on a single year's data, and the grade 9-12 dropout count. Data also are provided by race/ethnicity. This paper presents the statistics on high school…

Hidden Savings in your Bus Budget

ERIC Educational Resources Information Center

Newby, Ruth

2005-01-01

School transportation industry statistics show the annual average costs for operating and maintaining a single school bus range from $34,000 to $38,000. Operating a school bus fleet at high efficiency has a real impact on the dollars saved for a school district and the reliability of transportation service to students. In this article, the author…

School Turnaround Teachers: Competencies for Success. Part of the School Turnaround Collection from Public Impact

ERIC Educational Resources Information Center

Public Impact, 2008

2008-01-01

Individual teachers have the largest single school effect on student performance. Documented experience also indicates that individual teachers in high-poverty schools can effect rapid, dramatic student learning improvements within their own classrooms. Organization-wide change of a similar magnitude takes a broader effort with daring leadership…

Vocational Education Offerings in Rural High Schools. Issue Brief.

ERIC Educational Resources Information Center

Hudson, Lisa; Shafer, Linda

A study examined the types of vocational education programs offered in rural, suburban, and urban schools. Data from the 1999 Survey on Vocational Programs in Secondary Schools indicate no significant differences in the distribution of vocational education offerings in urban and suburban schools, so they were combined into a single category of…

Academic Attitudes and Achievement in Students of Urban Public Single-Sex and Mixed-Sex High Schools

ERIC Educational Resources Information Center

Else-Quest, Nicole M.; Peterca, Oana

2015-01-01

Publicly funded single-sex schooling (SSS) has proliferated in recent years and is touted as a remedy to gaps in academic attitudes and achievement, particularly for low-income students of color. Research on SSS is rife with limitations, stemming from selective admissions processes, selection effects related to socioeconomic status, a lack of…

Teenage Parent Center of the Single Parent Assistance, Counseling and Education Project. Annual Report FY 86-87.

ERIC Educational Resources Information Center

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

The Teenage Parent Center of the Single Parent Assistance, Counseling and Education Project was developed to support, guide, and direct adolescent mothers, pregnant teenagers, and teens at risk of becoming parents through successful completion of a high school diploma or school year in a vocational setting in Middlesex County, New Jersey. The…

The Effectiveness of Single-Gender Eighth-Grade English, History, Mathematics and Science Classes

ERIC Educational Resources Information Center

Roth, Douglas Jeffrey

2009-01-01

Purpose, scope, and method of study. The purpose of this study was to compare the effectiveness of eighth-grade single-gender classes with coed classes across subject area, gender, at-risk status, and socioeconomic status (SES). The sample was drawn from one school, DeSoto West Junior High School, where enrollment averages 80% African American,…

Interpreting the Relationships between Single Gender Science Classes and Girls' Academic Motivation and Interest

ERIC Educational Resources Information Center

Johnson, Sonya L.

2012-01-01

The purpose of this study was to determine how and to what extent single gender science classes affect motivation to learn scientific concepts, interest in science, and college major intent among high school and middle school girls. This study was designed to determine whether students' motivation to learn science changes when they are placed in a…

National standards for high school psychology curricula.

PubMed

2013-01-01

The National Standards for High School Psychology Curricula attempts to represent current knowledge in the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, one that can introduce students to scientific ideas and engage students in the learning process. However, it is difficult for even the best of teachers to present all of psychology in a single course for students who begin with virtually no formal knowledge of psychology. The standards presented here constitute the first of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These standards provide curricular benchmarks for student learning in the high school course.

The New City School. Profiles of Promise 5.

ERIC Educational Resources Information Center

Sandell, Stephen; Haley, Frances

Students and faculty of the New City School are housed in a single open room of a reconditioned building in an industrial area of St. Paul. Students come from St. Paul's neighborhood high schools, night school, and Open School. They may attend a nine-week session in the morning or afternoon for 2 1/2 hours. The eleven permanent staff members are…

Attitudes toward Physical Education and Class Preferences of Turkish Adolescents in Terms of School Gender Composition

ERIC Educational Resources Information Center

Koca, Canan; Asci, F. Hulya; Demirhan, Giyasettin

2005-01-01

The purpose of this study was to examine attitudes toward physical education (PE and PE class preferences of high school Turkish students in terms of school gender composition; 213 girls and 249 boys from coeducational public schools, and 196 girls and 210 boys from single-sex vocational schools participated in the study. The Attitudes Toward…

Impact of sleep difficulty on single and repeated injuries in adolescents.

PubMed

Chau, Kénora

2015-08-01

Injuries are frequent and may be caused by sleep difficulty in youth. This study assessed the impact of sleep difficulty on single and repeated school and out-of-school injuries and the confounding role of socioeconomic factors and school, behaviour and health-related difficulties among adolescents. The study population included 1559 middle-school adolescents from north-eastern France (mean age 13.5, SD 1.3) who completed at the end of school year a self-administered questionnaire to gather school and out-of-school injuries during the school year, and to assess sleep difficulty and previous injury risk factors which were socioeconomic factors (family structure, parents' education, father's occupation, and family income), school performance, obesity, alcohol/tobacco/cannabis/hard drugs use, health status, psychological health, and involvement-in-violence. For sleep difficulty and behaviour and health-related difficulties their first occurring over adolescent's life course was gathered. Multinomial logistic regression models were used retaining only sleep difficulty and other risk factors which had started before the school year (thus before the injuries studied). School and out-of-school injuries and sleep difficulty were frequent. The adolescents with sleep difficulty without medical treatment had a higher risk of single school and out-of-school injuries (gender-age-adjusted odds ratio gaOR 1.86 and 1.76, respectively) and a much higher risk of repeated school and out-of-school injuries (≥2 injuries; gaOR 2.43 and 3.73, respectively). The adolescents with persistent sleep difficulty despite a medical treatment also had a higher risk of single school and out-of-school injury (gaOR 2.31 and 1.78, respectively), and a much higher risk of repeated school and out-of-school injuries (gaOR 4.92 and 4.36, respectively). Socioeconomic factors had a moderate contribution (<27%) while school, behaviour and health-related difficulties had a high contribution (reaching 71%) to the association between sleep difficulty and single/repeated injuries. The role of these factors differed between single/repeated school/out-of-school injuries. Injury prevention should focus on screening and monitoring sleep difficulty and previous difficulties, especially among adolescents with socioeconomic difficulties, via physician-parent-school-adolescent collaborations. Copyright © 2015 Elsevier Ltd. All rights reserved.

Single-sex versus coeducational environment and achievement in adolescent females.

PubMed

Monaco, N M; Gaier, E L

1992-01-01

For women, the nature and range of experiences during the high school years take on special significance, since it is during this period that they usually weigh their various roles and adjust their levels of aspirations accordingly. If the high school environment is successful in reducing the discrepancy between what are often viewed as conflicting roles, adolescent females may place greater emphasis on achievement. It is within this context that the present paper explored the differential benefits of single-sex and coeducational schooling. The issue explored is not whether one is preferable for females; rather, the concern here is how each of these settings influences both achievement and personal fulfillment.

Prevalence of Sport Specialization in High School Athletics: A 1-Year Observational Study.

PubMed

Bell, David R; Post, Eric G; Trigsted, Stephanie M; Hetzel, Scott; McGuine, Timothy A; Brooks, M Alison

2016-06-01

The prevalence of sport specialization in high school athletes is unknown. This information is needed to determine the scope of this issue in an active population. To determine the prevalence of sport specialization in high school athletes and to determine if specialization is influenced by classification method, year in school, sex, and school size. A secondary purpose was to determine if highly specialized athletes would be more likely to report a history of lower extremity injuries. Cross-sectional study; Level of evidence, 3. High school athletes between the ages of 13 and 18 years from 2 local high schools completed both a sport specialization survey and an injury history survey. Athletes were classified into low, moderate, or high specialization groups using a recently developed 3-point system and were also classified using a self-classification method. A total of 302 athletes completed the surveys and were classified as low specialization (n = 105, 34.8%), moderate specialization (n = 87, 28.8%), or high specialization (n = 110, 36.4%). Athletes from the small school were more likely to be classified in the low specialization group (low, 43%; moderate, 32%; high, 25%) compared with those from the large school (low, 26%; moderate, 26%; high, 48%) (P < .001). Athletes in the high specialization group were more likely to report a history of overuse knee injuries (n = 18) compared with moderate (n = 8) or low specialization (n = 7) athletes (P = .048). Athletes who trained in one sport for more than 8 months out of the year were more likely to report a history of knee injuries (odds ratio [OR], 2.32; 95% CI, 1.22-4.44; P = .009), overuse knee injuries (OR, 2.93; 95% CI, 1.16-7.36; P = .018), and hip injuries (OR, 2.74; 95% CI, 1.09-6.86; P = .026). Using the self-classification method, more participants self-classified as multisport (n = 213, 70.5%) than single sport (n = 89, 29.5%). Athletes from the small school were more likely to classify themselves as multisport (n = 128, 86%) (P < .001) than those from the large school (n = 85, 56%). There were no differences in the history of hip, knee, or ankle injuries between athletes who self-classified as single sport (hip: n = 10, 3%; knee: n = 19, 6%; ankle: n = 35, 12%) versus those who self-classified as multisport (hip: n = 45, 8%; knee: n = 23, 15%; ankle: n = 98, 33%) (P > .370). Classification method and school size influenced the prevalence of specialization in high school athletes. Highly specialized athletes were more likely to report a history of overuse knee or hip injuries. Participating in a single sport for more than 8 months per year appeared to be an important factor in the increased injury risk observed in highly specialized athletes. © 2016 The Author(s).

U.S. Principals’ Attitudes About and Experiences with Single-Sex Schooling

PubMed Central

Fabes, Richard A.; Pahlke, Erin; Galligan, Kathrine; Borders, Adrienne

2015-01-01

Despite a lack of scientific evidence supporting the use of single-sex education, the number of U.S. public schools offering single-sex education has increased. However, our understanding as to why decision-makers have implemented single-sex education is lacking. To address this gap, we surveyed U.S. public-school principals and assessed their attitudes about and experiences with single-sex schooling. Sixty-seven principals from single-sex schools and 193 from coeducational schools participated. The results indicated that principals who had experience with single-sex schooling tended to have more positive attitudes about single-sex schooling, viewed it as more effective, and more often evoked gender-essentialist rationales for the use of single-sex schooling than did coeducational principals. However, both single-sex and coeducational principals noted issues with single-sex schooling. It was concluded that single-sex schooling is not a silver bullet to educational reform and that when single-sex schooling is implemented, one set of issues and problems is substituted for another. PMID:26190887

U.S. Principals' Attitudes About and Experiences with Single-Sex Schooling.

PubMed

Fabes, Richard A; Pahlke, Erin; Galligan, Kathrine; Borders, Adrienne

2015-04-01

Despite a lack of scientific evidence supporting the use of single-sex education, the number of U.S. public schools offering single-sex education has increased. However, our understanding as to why decision-makers have implemented single-sex education is lacking. To address this gap, we surveyed U.S. public-school principals and assessed their attitudes about and experiences with single-sex schooling. Sixty-seven principals from single-sex schools and 193 from coeducational schools participated. The results indicated that principals who had experience with single-sex schooling tended to have more positive attitudes about single-sex schooling, viewed it as more effective, and more often evoked gender-essentialist rationales for the use of single-sex schooling than did coeducational principals. However, both single-sex and coeducational principals noted issues with single-sex schooling. It was concluded that single-sex schooling is not a silver bullet to educational reform and that when single-sex schooling is implemented, one set of issues and problems is substituted for another.

JOC Be Nimble, JOC Be Quick

ERIC Educational Resources Information Center

Schreyer, Paul R.

2012-01-01

Given our aging and crowded schools, today's administrators have to focus their attention on modernizing facilities. The Job Order Contracting (JOC) procurement method allows school administrators to complete a large number of high quality maintenance projects quickly with a single, competitively bid contract. The JOC process fits schools' unique…

Social Inequality and Educational Achievement in Rural America.

ERIC Educational Resources Information Center

Cosby, Arthur G.; Picou, J. Steven

Career and career related preference expressed by a number of rural Southern high school youth were found to moderately predict their early adult behaviors. Preferences for post high school education were the dominant influence and single best predictor of subsequent educational attainment. Moderate linkages were also found to exist between…

WWC Review of the Report “Teacher Incentives and Student Achievement: Evidence from New York City Public Schools.” What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

The study reviewed in this document examined whether offering schoolwide performance bonuses to teachers had an effect on student achievement or teacher retention in New York City public schools. Researchers analyzed data on students and teachers from 396 high-need public elementary, middle, and high schools from 2007-08 through 2009-10. Of these…

Queering Informal Pedagogy: Sexuality and Popular Music in School

ERIC Educational Resources Information Center

Abramo, Joseph Michael

2011-01-01

This qualitative case study explores how students' perceptions of sexual identity affect how they participate in popular music processes used in school. Seventeen high school students were invited to form five single-gendered and mixed-gendered rock bands. The data collected included fieldnotes and audio recordings of observed rehearsals and…

Enacting Social Justice Leadership through Teacher Hiring

ERIC Educational Resources Information Center

Laura, Crystal T.

2018-01-01

Drawn from a compendium of multiple cases, this single-subject qualitative study offers a nuanced depiction of the ways school principals advocate for social justice through teacher hiring. The hiring experiences of one Hispanic female high school principal was used to explore: (a) the principal's approach to school personnel administration to…

Charter and Direct Run Schools of the Recovery School District (RSD) and Orleans Parish School Board (OPSB) Comparison of High Stakes Tests and Dropout Rates

ERIC Educational Resources Information Center

Andry, Beverly Guillory

2011-01-01

The city of New Orleans has embarked on an historic experiment reinventing its schools--once considered among the worst in the country--from a centralized, single district model of education to a two district model in which both the Recovery School District (RSD) and the preexisting Orleans Parish School Board (OPSB) both operate direct run and…

Pathways to an Elite Education: Application, Admission, and Matriculation to New York City's Specialized High Schools

ERIC Educational Resources Information Center

Corcoran, Sean Patrick; Baker-Smith, E. Christine

2018-01-01

New York City's public specialized high schools have a long history of offering a rigorous, college preparatory education to the city's most academically talented students. Though immensely popular and highly selective, their policy of admitting students using a single entrance exam has raised questions about diversity and equity in access. In…

Physical self-concept changes in a selective sport high school: a longitudinal cohort-sequence analysis of the big-fish-little-pond effect.

PubMed

Marsh, Herbert W; Morin, Alexandre J; Parker, Philip D

2015-04-01

Elite athletes and nonathletes (N = 1,268) attending the same selective sport high school (4 high school age cohorts, grades 7-10, mean ages varying from 10.9 to 14.1) completed the same physical self-concept instrument 4 times over a 2-year period (multiple waves). We introduce a latent cohort-sequence analysis that provides a stronger basis for assessing developmental stability/change than either cross-sectional (multicohort, single occasion) or longitudinal (single-cohort, multiple occasion) designs, allowing us to evaluate latent means across 10 waves spanning a 5-year period (grades 7-11), although each participant contributed data for only 4 waves, spanning 2 of the 5 years. Consistent with the frame-of-reference effects embodied in the big-fish-little-pond effect (BFLPE), physical self-concepts at the start of high school were much higher for elite athletes than for nonathlete classmates, but the differences declined over time so that by the end of high school there were no differences in the 2 groups. Gender differences in favor of males had a negative linear and quadratic trajectory over time, but the consistently smaller gender differences for athletes than for nonathletes did not vary with time.

Fear and Trembling in the American High School: Educational Reform and Teacher Alienation

ERIC Educational Resources Information Center

Brooks, Jeffrey S.; Hughes, Roxanne M.; Brooks, Melanie C.

2008-01-01

This article reports findings from a two-year case study of teachers in a single public high school. Data were gathered and analyzed using a conceptual framework that conceived of alienation as a set of five sub-constructs: powerlessness, meaninglessness, normlessness, isolation, and estrangement. Findings suggested that teachers experienced each…

Evaluative and Behavioral Correlates to Intrarehearsal Achievement in High School Bands

ERIC Educational Resources Information Center

Montemayor, Mark

2014-01-01

The purpose of this study was to investigate relationships of teaching effectiveness, ensemble performance quality, and selected rehearsal procedures to various measures of intrarehearsal achievement (i.e., musical improvement exhibited by an ensemble during the course of a single rehearsal). Twenty-nine high school bands were observed in two…

Career Aspirations of Adolescent Girls: Effects of Achievement Level, Grade, and Single-Sex School Environment.

ERIC Educational Resources Information Center

Watson, Cary M.; Quatman, Teri; Edler, Erik

2002-01-01

Compared high achieving adolescent girls' ideal and real career aspirations to adolescent boys' aspirations, examining the influence of grade level, achievement level, and an all-girls school environment. At all achievement levels, girls were commensurate with boys in ideal and realistic career aspirations. High achieving girls exceeded the…

Preservice Middle and High School Mathematics Teachers' Strategies When Solving Proportion Problems

ERIC Educational Resources Information Center

Arican, Muhammet

2018-01-01

The purpose of this study was to investigate eight preservice middle and high school mathematics teachers' solution strategies when solving single and multiple proportion problems. Real-world missing-value word problems were used in an interview setting to collect information about preservice teachers' (PSTs) reasoning about proportional…

Structure of health-enhancing behavior in adolescence: a latent-variable approach.

PubMed

Donovan, J E; Jessor, R; Costa, F M

1993-12-01

The structure of the interrelations among a variety of health-enhancing behaviors was examined using structural equation modeling analyses of questionnaire data from 1,280 middle school students and 2,219 high school students. The health-enhancing behaviors included seat belt use, adequate hours of sleep, attention to healthy diet, adequate exercise, low sedentary behavior, and regular toothbrushing. In the middle school sample, all of the health-enhancing behaviors correlated significantly but modestly with each other, except for sleep with toothbrushing. In the high school sample, all but three of the 15 correlations among the behaviors were significant. The results further show that a single underlying factor can account for the modest correlations among these health-enhancing behaviors in both samples. The generality of the single-factor model was also established for male, female, White, Hispanic, and Black students at each school level. These findings provide some support for the existence of health-related lifestyles in adolescence.

Coeducation and Sex Roles.

ERIC Educational Resources Information Center

Harris, Mary B.

1986-01-01

A study of the sex role stereotypes held by 538 first-term Australian university students from single-sex and coeducational high schools is presented. Results suggest that coeducational schooling may have some advantages for fostering interactions with the opposite sex. (MSE)

The Effects of Playing Multiple High School Sports on National Basketball Association Players' Propensity for Injury and Athletic Performance.

PubMed

Rugg, Caitlin; Kadoor, Adarsh; Feeley, Brian T; Pandya, Nirav K

2018-02-01

Athletes who specialize in their sport at an early age may be at risk for burnout, overuse injury, and reduced attainment of elite status. Timing of sport specialization has not been studied in elite basketball athletes. National Basketball Association (NBA) players who played multiple sports during adolescence would be less likely to experience injury and would have higher participation rates in terms of games played and career length compared with single-sport athletes. Descriptive epidemiology study. First-round draft picks from 2008 to 2015 in the NBA were included in the study. From publically available records from the internet, the following data were collected for each athlete: participation in high school sports, major injuries sustained in the NBA, percentage of games played in the NBA, and whether the athlete was still active in the NBA. Athletes who participated in sports in addition to basketball during high school were defined as multisport athletes and were compared with athletes who participated only in basketball in high school. Two hundred thirty-seven athletes were included in the study, of which 36 (15%) were multisport athletes and 201 (85%) were single-sport athletes in high school. The multisport cohort played in a statistically significantly greater percentage of total games (78.4% vs 72.8%; P < .001). Participants in the multisport cohort were less likely to sustain a major injury during their career (25% vs 43%, P = .03). Finally, a greater percentage of the multisport athletes were active in the league at time of data acquisition, indicating increased longevity in the NBA (94% vs 81.1%; P = .03). While a minority of professional basketball athletes participated in multiple sports in high school, those who were multisport athletes participated in more games, experienced fewer major injuries, and had longer careers than those who participated in a single sport. Further research is needed to determine the reasons behind these differences.

Bonding, Achievement, and Activities: School Bonding, Academic Achievement, and Participation in Extracurricular Activities

ERIC Educational Resources Information Center

Howard, Anissa K.; Ziomek-Daigle, Jolie

2009-01-01

Utilizing a single-group interrupted time series design (Creswell, 2003), this pilot study examined the relationship between academic achievement, school bonding, and the extracurricular activity participation of "uninvolved" students (n=11) who participated in a voluntary support group at a suburban high school in the southeast. Results…

Gender Differences in Perceptions of Studying for the GCSE

ERIC Educational Resources Information Center

Rogers, Lynne; Hallam, Susan

2010-01-01

This study explored gender differences in perceptions of studying for the General Certificate of Secondary Education (GCSE). The sample comprised 644 pupils drawn from eight schools in Outer London, UK. The schools encompassed pupils who could be regarded as high, middle and low achievers drawn from co-educational and single-sex schools. Pupils…

Confronting the Graduation Rate Crisis in Texas

ERIC Educational Resources Information Center

Losen, Daniel; Orfield, Gary; Balfanz, Robert

2006-01-01

The most accurate method for tracking high school graduation rates is to provide each student with a single lifetime school identification number that would follow him or her throughout his or her entire school career. Texas has this system in place, but this report demonstrates that the official rates Texas has historically reported dramatically…

The Single-Gender Classroom: Improving Middle School Students' Achievement in Math

ERIC Educational Resources Information Center

Whalen, William V., III.

2012-01-01

At Joseph Case Junior High School, a school located in Swansea, Massachusetts for students in grades six through eight; there was a problematic trend in regard to student achievement in mathematics. Upon completion of an analysis of student cohort results in mathematics on the MCAS (Massachusetts Comprehensive Assessment System), there was an…

The Leadership Role of the High School Principal in Providing a Supportive Environment for Lesbian, Gay, Bisexual, and Transgender Students

ERIC Educational Resources Information Center

Porreca, Kathleen A.

2010-01-01

The literature on school leadership and on effective schools has long held that the leadership of the principal is the single most important factor in creating and sustaining the culture of a school; it follows, then, that the leadership of the principal has tremendous potential to increase the safety, comfort, and academic achievement of LGBT…

Comparison of physical activities of female football players in junior high school and high school.

PubMed

Inoue, Yuri; Otani, Yoshitaka; Takemasa, Seiichi

2017-08-01

[Purpose] This study aimed to compare physical activities between junior high school and high school female football players in order to explain the factors that predispose to a higher incidence of sports injuries in high school female football players. [Subjects and Methods] Twenty-nine female football players participated. Finger floor distance, the center of pressure during single limb stance with eyes open and closed, the 40-m linear sprint time, hip abduction and extension muscle strength and isokinetic knee flexion and extension peak torque were measured. The modified Star Excursion Balance Test, the three-steps bounding test and three-steps hopping tests, agility test 1 (Step 50), agility test 2 (Forward run), curl-up test for 30 seconds and the Yo-Yo intermittent recovery test were performed. [Results] The high school group was only significantly faster than the junior high school group in the 40-m linear sprint time and in the agility tests. The distance of the bounding test in the high school group was longer than that in the junior high school group. [Conclusion] Agility and speed increase with growth; however, muscle strength and balance do not develop alongside. This unbalanced development may cause a higher incidence of sports injuries in high school football players.

Pursuing Perfection: Distress and Interpersonal Functioning among Adolescent Boys in Single-Sex and Co-Educational Independent Schools

ERIC Educational Resources Information Center

Coren, Sidney A.; Luthar, Suniya S.

2014-01-01

This study extends past findings of heightened problems among affluent youth by examining adjustment patterns among boys in two academically elite, independent high schools: one for boys only and the other co-educational. Both samples manifested disproportionately high rates of internalizing and externalizing symptoms, but only the co-educational…

Effects of Collaborative Preteaching on Science Performance of High School Students with Specific Learning Disabilities

ERIC Educational Resources Information Center

Thornton, Amanda; McKissick, Bethany R.; Spooner, Fred; Lo, Ya-yu; Anderson, Adrienne L.

2015-01-01

Investigating the effectiveness of inclusive practices in science instruction and determining how to best support high school students with specific learning disabilities (SLD) in the general education classroom is a topic of increasing research attention in the field. In this study, the researchers conducted a single-subject multiple probe across…

A Systematic Literature Review of Alcohol Education Programmes in Middle and High School Settings (2000-2014)

ERIC Educational Resources Information Center

Dietrich, Timo; Rundle-Thiele, Sharyn; Schuster, Lisa; Connor, Jason P.

2016-01-01

Purpose: Social marketing benchmark criteria were used to understand the extent to which single-substance alcohol education programmes targeting adolescents in middle and high school settings sought to change behaviour, utilised theory, included audience research and applied the market segmentation process. The paper aims to discuss these issues.…

The Gender Role Perceptions of Male Students at a Prestigious, Single-Gender, Catholic High School

ERIC Educational Resources Information Center

Thompson, Franklin T.; Austin, William P.

2010-01-01

This study utilized a data set of categorical responses measuring the gender role views of students (N = 701) from a prestigious, Midwestern, all-male, Catholic high school. Incongruence between student self-perceptions and the realities of gender role miseducation and the embracement of sexist ideology were readily apparent. Findings suggest that…

Preventing Dropouts: The Important Role of Afterschool. Afterschool Alert. Issue Brief No. 60

ERIC Educational Resources Information Center

Afterschool Alliance, 2013

2013-01-01

Over the last decade, high school dropout rates have declined to single digits nationally. However, the U.S. only ranks 22nd in high school graduation rates and 14th in college attainment among industrialized countries. Furthermore, graduation gaps persist among students from lower socioeconomic backgrounds and minority racial groups. Reducing…

Expanding Horizons: A Vision for Our High Schools. Report and Technical Report.

ERIC Educational Resources Information Center

Cromer, Janis L.; Steinberger, Elizabeth D.

This two-volume document evaluates a college preparation program to encourage minority group high school students to pursue careers in medicine and the health sciences. The following student characteristics are reported: (1) more than 90 percent are members of minority groups; (2) the majority come from low-income single-parent families; and (3)…

WWC Review of the Report "A Big Apple for Educators: New York City's Experiment with Schoolwide Performance Bonuses. Final Evaluation Report." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

The study examined in this paper focuses on whether monetary bonuses for teachers improved schoolwide academic achievement in New York City public schools. Study authors analyzed data from 389 high-need elementary, middle, and high schools in New York City in the first year of the bonus program (2007-08) and from 371 of those same schools in the…

Motivational Style and Actual and Perceived Academic Performance of Secondary School Students in Hong Kong

ERIC Educational Resources Information Center

Sit, Cindy H. P.; Braman, O. Randall; Kerr, John H.; Lindner, Koenraad J.

2013-01-01

This study examined the relationship between motivational style and academic achievement among 2,220 secondary school males and females in Hong Kong. Respondents were classified into high, average, or low academic performance (AAP) groups based on a single average for academic subjects obtained from their schools. Respondents were also classified…

The Educators' Guide to the Day of Silence

ERIC Educational Resources Information Center

Gay, Lesbian and Straight Education Network (GLSEN), 2010

2010-01-01

The Day of Silence is the largest single student-led action towards creating safer schools for all, regardless of sexual orientation, gender identity or gender expression. From the first-ever Day of Silence at the University of Virginia in 1996, to the organizing efforts in over 8,000 middle schools, high schools, colleges and universities across…

Newcomers to the U.S.: Developing Historical Thinking among Latino Immigrant Students in a Central Texas High School

ERIC Educational Resources Information Center

Franquiz, Maria E.; Salinas, Cinthia S.

2011-01-01

Newcomers are a special subgroup of the student population designated as English Language Learners (ELLs). The research project described in this article investigates how a teacher integrated language and content in a single subject area, social studies, in a high school newcomer classroom. Three extended lessons were presented to newcomer…

A Comparison of Three Opportunity-to-Respond Strategies on the Academic Engaged Time among High School Students Who Present Challenging Behavior

ERIC Educational Resources Information Center

Adamson, Reesha M.; Lewis, Timothy J.

2017-01-01

A single subject alternating treatment design across three student-teacher dyads was used to investigate the comparative impact on student academic engaged time of three opportunity-to-respond (OTR) strategies: guided notes, class-wide peer tutoring, and response cards. Participants were three high school students with disabilities with noted…

What It Takes to Complete High School: The Shifting Terrain of Course and Diploma Requirements

ERIC Educational Resources Information Center

Hoffman, Nancy

2013-01-01

In recent months, several states have altered their high school course requirements in various ways, from creating endorsements within a single diploma to creating new diplomas. These states appear to be making changes for a variety of reasons: to elevate career and technical education; to emphasize STEM fields; to improve the alignment with…

WWC Review of the Report "Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Randomized Experiment." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2015

2015-01-01

For the 2013 study, "Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Randomized Experiment," researchers examined the impact of the Talent Transfer Initiative (TTI) on students' reading and mathematics achievement in 10 school districts. The TTI enabled principals of low-performing schools to provide…

Narrowing the Achievement Gap: Factors That Support English Learner and Hispanic Student Academic Achievement in an Urban Intermediate School

ERIC Educational Resources Information Center

Flores, Patricia Arleen

2010-01-01

A persistent and pervasive disparity in academic achievement exists between ethnic minority and English Learner students and their White and Asian peers. This qualitative single-case study of a high-poverty, high-performing middle school focused on the cultural norms, practices, and programs that were perceived to be contributing to narrowing the…

Implementing Student Information Systems in High Schools: An Embedded Single Case Study

ERIC Educational Resources Information Center

Rhodes-O'Neill, Tamyra LaShawn

2014-01-01

As new technologies are developed for teaching and learning, they hold the potential to transform education but have yet to be fully integrated into K-12 classrooms in the United States. The purpose of this study was to explore how a student information system was implemented in 2 urban public high schools and how stakeholders perceived that…

The Experiences of Single Fathers Who Have Reared Academically Successful Children: A Collective Case Study

ERIC Educational Resources Information Center

Long, Cheri Gentry

2014-01-01

This qualitative collective case study explored single fathers' experiences in rearing academically successful children. Academic success was defined as the completion of high school or college, entering college, or attending college. A purposeful maximal sampling of five bounded systems of single fathers and their academically successful children…

An Excel Spreadsheet for a One-Dimensional Fourier Map in X-ray Crystallography

ERIC Educational Resources Information Center

Clegg, William

2004-01-01

The teaching of crystal structure determination with single-crystal X-ray diffraction at undergraduate level faces numerous challenges. Single-crystal X-ray diffraction is used in a vast range of chemical research projects and forms the basis for a high proportion of structural results that are presented to high-school, undergraduate, and graduate…

Functional Assessment-Based Interventions for Students with or At-Risk for High-Incidence Disabilities: Field Testing Single-Case Synthesis Methods

ERIC Educational Resources Information Center

Common, Eric Alan; Lane, Kathleen Lynne; Pustejovsky, James E.; Johnson, Austin H.; Johl, Liane Elizabeth

2017-01-01

This systematic review investigated one systematic approach to designing, implementing, and evaluating functional assessment-based interventions (FABI) for use in supporting school-age students with or at-risk for high-incidence disabilities. We field tested several recently developed methods for single-case design syntheses. First, we appraised…

Controlling for Prior Attainment Reduces the Positive Influence that Single-Gender Classroom Initiatives Exert on High School Students' Scholastic Achievements.

PubMed

Pennington, Charlotte R; Kaye, Linda K; Qureshi, Adam W; Heim, Derek

2018-01-01

Research points to the positive impact that gender-segregated schooling and classroom initiatives exert on academic attainment. An evaluation of these studies which reveal positive effects highlights, however, that students are typically selectively assigned to single- or mixed-gender instructional settings, presenting a methodological confound. The current study controls for students' prior attainment to appraise the efficacy of a single-gender classroom initiative implemented in a co-educational high school in the United Kingdom. Secondary data analysis (using archived data) was performed on 266 middle-ability, 11-12 year-old students' standardized test scores in Languages (English, foreign language), STEM-related (Mathematics, Science, Information and Communication Technology), and Non-STEM subjects (art, music, drama). Ninety-eight students (54, 55% female) were taught in single-gender and 168 (69, 41% female) in mixed-gender classrooms. Students undertook identical tests irrespective of classroom type, which were graded in accordance with U.K national curriculum guidelines. Controlling for students' prior attainment, findings indicate that students do not appear to benefit from being taught in single-gender relative to mixed-gender classrooms in Language and STEM-related subjects. Young women benefitted from being taught in mixed-gender relative to single-gender classes for Non-STEM subjects. However, when prior ability is not controlled for, the intervention appears to be effective for all school subjects, highlighting the confounding influence of selective admissions. These findings suggest that gender-segregated classroom initiatives may not bolster students' grades. It is argued that studies that do not control for selection effects may tell us little about the effectiveness of such interventions on scholastic achievement.

The Development of a Subdivision Within the Parkway School District. Environmental Ecological Education Project. Revised.

ERIC Educational Resources Information Center

Parkway School District, Chesterfield, MO.

This unit, designed for use with junior high school students, focuses on the factors involved in subdivision design and planning. Although it is specifically constructed for use in the Parkway School District, Chesterfield, Missouri, it could be adapted for use in any suburban area where subdivisions (multiple and/or single family units) exist. It…

Exploring Enrollment Management for an Independent, Faith-Based, Secondary School: A Case Study

ERIC Educational Resources Information Center

McMaster, Jason Andrew

2017-01-01

This single site case study looked specifically at the foundation and the structure of an independent school in California with respect to how it managed its enrollment and retention rates. For context, the institution being studied utilized a high-tuition strategy combined with a strong financial aid program. In 2012, the school peaked in its…

The Perceived Challenges and Experiences That Alternative High School Administrators and Low-Income Single Mothers Encounter Regarding Increased Parental Involvement

ERIC Educational Resources Information Center

Abbott, Zenda Mitchell

2017-01-01

California's Local Control Funding Formula (LCFF) allocates funds to public schools based on demographics, including low-income, English language learners, foster youth, and students deemed at risk. One of the priorities outlined in the Local Control Accountability Plan (LCAP), a planning guide required by school districts and county…

Consultation and Collaboration to Develop and Implement Restorative Practices in a Culturally and Linguistically Diverse Elementary School

ERIC Educational Resources Information Center

Ingraham, Colette L.; Hokoda, Audrey; Moehlenbruck, Derek; Karafin, Monica; Manzo, Caroline; Ramirez, Daniel

2016-01-01

Through an embedded single-case study design and qualitative methods, this article describes the school-wide implementation and preliminary results of a restorative practices (RP) program within a culturally and linguistically diverse (CLD) elementary school. Located in an urban area with high rates of crime, violence, and poverty, the three-year…

Event Management for Teacher-Coaches: Risk and Supervision Considerations for School-Based Sports

ERIC Educational Resources Information Center

Paiement, Craig A.; Payment, Matthew P.

2011-01-01

A professional sports event requires considerable planning in which years are devoted to the success of that single activity. School-based sports events do not have that luxury, because high schools across the country host athletic events nearly every day. It is not uncommon during the fall sports season for a combination of boys' and girls'…

Automated External Defibrillators in High Schools: Disparities Persist Despite Legislation.

PubMed

Thornton, Matthew D; Cicero, Mark X; McCabe, Megan E; Chen, Lei

2017-10-31

Automated external defibrillators (AEDs) have demonstrated increased survival in out-of-hospital cardiac arrest, and their prevalence continues to rise. In 2009, Connecticut passed a legislation requiring all schools to have an AED, barring financial barriers. The objectives of this study were (1) to determine if this legislation was associated with an increase in Connecticut high school AEDs and (2) to detect disparities in the availability of AEDs based on school type, student demographics, and school size. A single researcher conducted a scripted telephone survey of all 54 public and 13 private high schools in New Haven County, Connecticut. A response rate of 100% was achieved. Forty-nine percent of high schools had an AED before the legislation, compared with 88% after (P < 0.001). Before legislation, private schools had a higher percentage of AEDs than public schools (69% vs 44%; P = 0.1). Postlegislation, the difference is less (92% vs 87%; P = 0.4). Small schools (<400 students) are significantly less likely to have an AED than larger schools (40% vs 100%; P < 0.001). Schools with a higher percentage of students with disabilities are also less likely to have an AED (P = 0.005), even when controlling for school size (P = 0.03). State legislation requiring schools to have an AED, if financially feasible, was associated with a significant increase in AED presence among New Haven County high schools. Small high schools and those with a higher percentage of students with disabilities remain less likely to have an AED despite legislation.

Educational Activities and the Role of the Parent in Homeschool Families with High School Students

ERIC Educational Resources Information Center

Carpenter, Dan; Gann, Courtney

2016-01-01

Using a qualitative case study approach, this study looked at the educational activities that constitute a typical day in a homeschool family and the role that the parent has within those activities. Three homeschooling families with high school students in a single community in a southern state in the United States participated in the case study.…

WWC Review of the Report "Late Interventions Matter Too: The Case of College Coaching New Hampshire." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

The study examined whether providing college application coaching to high school seniors increased postsecondary enrollment. The program was aimed at students whom school counselors believed were on the verge of not applying to college, despite having tenth-grade test scores that were high enough to warrant applying.The research described in this…

Does Living in a Single-Parent Family Affect High School Completion for Young Women?

ERIC Educational Resources Information Center

Shaw, Lois B.

A sample of mothers and daughters from the National Longitudinal Surveys of Labor Market Experience is examined to find out whether living in a one parent family has any effect on the chances of a daughter's completing high school. The sample is limited to mothers and daughters living in the same household during the initial sample screening in…

WWC Review of the Report “Information and College Access: Evidence from a Randomized Field Experiment.” What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

The study reviewed in this paper examined the impact of offering financial aid informational materials on the postsecondary expectations of high school students. Approximately 5,000 students from five low-achieving high schools in Ontario, Canada, were invited to complete an online survey about their postsecondary aspirations. About 1,600 students…

Transitions in the Swedish school system and the impact on student's positive self-reported-health.

PubMed

Holmström, Malin Rising; Olofsson, Niclas; Asplund, Kenneth; Kristiansen, Lisbeth

2014-10-07

To explore three school based transitions and their impact on positive self-reported-health (SRH), pre-school to elementary school (6-10 y), elementary school to junior high school (10-13 y), and junior high school to upper secondary school/high school (13-16 y), in a long-term longitudinal population based study. The study followed three cohorts through one school transition each. A longitudinal study with data from 6693 Health Dialogue questionnaires were used. Data were collected in the middle of Sweden during 2007-2012 with school children age 6-16 years old. Several significant factors were identified with an impact for a positive self-reported-health among children age 6-16 y; not feeling sad or depressed, afraid or worried, positive school environment (schoolyard and restrooms), not bullied, good sleep, daily physical activity and ability to concentrate. There was no single factor identified, the factors differed according to gender and age. The study have identified several gender and age specific factors for successful school transitions relevant for a positive SRH. This is valuable information for school staff, parents and school children and provides a possibility to provide support and assistance when needed.

Area of Stochastic Scrape-Off Layer for a Single-Null Divertor Tokamak Using Simple Map

NASA Astrophysics Data System (ADS)

Fisher, Tiffany; Verma, Arun; Punjabi, Alkesh

1996-11-01

The magnetic topology of a single-null divertor tokamak is represented by Simple Map (Punjabi A, Verma A and Boozer A, Phys Rev Lett), 69, 3322 (1992) and J Plasma Phys, 52, 91 (1994). The Simple map is characterized by a single parameter k representing the toroidal asymmetry. The width of the stochastic scrape-off layer and its area varies with the map parameter k. We calculate the area of the stochastic scrape-off layer for different k's and obtain a parametric expression for the area in terms of k and y _LastGoodSurface(k). This work is supported by US DOE OFES. Tiffany Fisher is a HU CFRT Summer Fusion High school Workshop Scholar from New Bern High School in North Carolina. She is supported by NASA SHARP Plus Program.

Installation of multiple automated external defibrillators to prevent sudden death in school-aged children.

PubMed

Higaki, Takashi; Chisaka, Toshiyuki; Moritani, Tomozo; Ohta, Masaaki; Takata, Hidemi; Yamauchi, Toshifumi; Yamaguchi, Youhei; Konishi, Kyoko; Yamamoto, Eiichi; Ochi, Fumihiro; Eguchi, Mariko; Eguchi-Ishimae, Minenori; Mitani, Yoshihide; Ishii, Eiichi

2016-12-01

Recently, a student died of idiopathic ventricular fibrillation in a school where an automated external defibrillator (AED) had been installed. The tragedy could not be prevented because the only AED in the school was installed in the teachers' office, far from the school ground where the accident took place. This prompted establishment of a multiple AED system in schools. The aim of this study was to analyze the efficacy of the multiple AED system to prevent sudden death in school-aged children. Assumed accident sites consisted of the school ground, gymnasium, Judo and Kendo hall, swimming pool, and classrooms on the first and the fourth floor. Multiple AED were installed in the teachers' office, gymnasium, some classrooms, and also provided as a portable AED in a rucksack. The time from the accident site to the teachers' office for single AED, and from the accident site to the nearest AED for multiple AED, was calculated. The AED retrieval time was significantly shorter in 55 elementary schools and in 29 junior high schools when multiple AED were installed compared with single AED. Except for the classroom on the fourth floor, the number of people who took >120 s to bring the AED to the accident site was lower when multiple AED were installed compared with the single AED. Multiple AED provided in appropriate sites can reduce the time to reach the casualty and hence prevent sudden death in school-aged children. © 2016 Japan Pediatric Society.

Patterns in Illinois educational school data

NASA Astrophysics Data System (ADS)

Stevens, Cacey S.; Marder, Michael; Nagel, Sidney R.

2015-06-01

We examine Illinois educational data from standardized exams and analyze primary factors affecting the achievement of public school students. We focus on the simplest possible models: representation of data through visualizations and regressions on single variables. Exam scores are shown to depend on school type, location, and poverty concentration. For most schools in Illinois, student test scores decline linearly with poverty concentration. However, Chicago must be treated separately. Selective schools in Chicago, as well as some traditional and charter schools, deviate from this pattern based on poverty. For any poverty level, Chicago schools perform better than those in the rest of Illinois. Selective programs for gifted students show high performance at each grade level, most notably at the high school level, when compared to other Illinois school types. The case of Chicago charter schools is more complex. Up to 2008, Chicago charter and neighborhood schools had similar performance scores. In the last few years, charter students' scores overtook those of students in traditional schools as the number of charter school locations increased.

A Case Study of a Male School Principal's Leadership Practices: An Exploration of Emotion & the Ethic of Care

ERIC Educational Resources Information Center

Myers, Edward L.

2013-01-01

This qualitative single-site case study examined the philosophy, decisions, and behaviors of a particular male school principal who subscribed to a form of care-based leadership practice. A Pennsylvania high school principal with a distinct leadership philosophy centered on the ethic of care was chosen to participate in this study. The purpose of…

Tourette's syndrome in a special education population: a pilot study involving a single school district.

PubMed

Kurlan, R; Whitmore, D; Irvine, C; McDermott, M P; Como, P G

1994-04-01

To determine whether children requiring special education represent a high-risk group for identifying Tourette's syndrome (TS), we performed direct examinations for the presence of tics in 35 special education and 35 regular classroom students from a single school district. Of the special education students, nine (26%) had definite or probable tics as compared with only two (6%) of the regular classroom students. About one-third of the students with tics currently meet diagnostic criteria for TS and probably more will do so in the future. About one-half of the subjects with tics have evidence of obsessive-compulsive behavior (OCB) or an attention-deficit hyperactivity disorder (ADHD). For three randomly selected students with definite tics, direct examinations of first-degree relatives revealed the presence of tics in all families. Subjects to the limitations of this pilot study, we conclude that TS and related tic disorders are commonly associated with the need for special education in this single school district. TS might also be an important contributor to school problems in the childhood population at large and may be a highly prevalent condition. In addition, we conclude that childhood tics are associated with OCB and ADHD, are genetically determined, and are part of the TS clinical spectrum.

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…

Proximity of fast food restaurants to schools: do neighborhood income and type of school matter?

PubMed

Simon, Paul A; Kwan, David; Angelescu, Aida; Shih, Margaret; Fielding, Jonathan E

2008-09-01

To investigate the proximity of fast food restaurants to public schools and examine proximity by neighborhood income and school level (elementary, middle, or high school). Geocoded school and restaurant databases from 2005 and 2003, respectively, were used to determine the percentage of schools with one or more fast food restaurants within 400 m and 800 m of all public schools in Los Angeles County, California. Single-factor analysis of variance (ANOVA) models were run to examine fast food restaurant proximity to schools by median household income of the surrounding census tract and by school level. Two-factor ANOVA models were run to assess the additional influence of neighborhood level of commercialization. Overall, 23.3% and 64.8% of schools had one or more fast food restaurants located within 400 m and 800 m, respectively. Fast food restaurant proximity was greater for high schools than for middle and elementary schools, and was inversely related to neighborhood income for schools in the highest commercial areas. No association with income was observed in less commercial areas. Fast food restaurants are located in close proximity to many schools in this large metropolitan area, especially high schools and schools located in low income highly commercial neighborhoods. Further research is needed to assess the relationship between fast food proximity and student dietary practices and obesity risk.

Single-Gender Classrooms

ERIC Educational Resources Information Center

Rex, Jim; Chadwell, David

2009-01-01

Public schools are offering more choices because educators increasingly have come to believe that a broader instructional menu brings positive results for everyone involved. The days of parents simply signing up their children at the neighborhood school for a one-size-fits-all curriculum are nearly over. In South Carolina, parents in high-choice…

Rethinking Parental Engagement: Perceptions of Single African American Mothers

ERIC Educational Resources Information Center

Jones, Tracey L.

2016-01-01

Federal law stresses shared accountability between schools and parents for high student achievement. Yet, there is minimal regulation regarding what parental engagement programs must actually look like. As a result many school districts fail to consider nontraditional constructs of parental engagement that honor the available cultural capital,…

Skill Sheets for Agricultural Mechanics.

ERIC Educational Resources Information Center

Iowa State Univ. of Science and Technology, Ames. Dept. of Agricultural Education.

This set of 33 skill sheets for agricultural mechanics was developed for use in high school and vocational school agricultural mechanics programs. Some sheets teach operational procedures while others are for simple projects. Each skill sheet covers a single topic and includes: (1) a diagram, (2) a step-by-step construction or operational…

Preschool Executive Functions, Single-Parent Status, and School Quality Predict Diverging Trajectories of Classroom Inattention in Elementary School

PubMed Central

Sasser, Tyler R.; Beekman, Charles R.; Bierman, Karen L.

2016-01-01

A sample of 356 children recruited from Head Start (58% European American, 25% African American, and 17% Hispanic; 54% girls; Mage ¼ 4.59 years) were followed longitudinally from prekindergarten through fifth grade. Latent profile analyses of teacher-rated inattention from kindergarten through third grade identified four developmental trajectories: stable low (53% of the sample), stable high (11.3%), rising over time (16.4%), and declining over time (19.3%). Children with stable low inattention had the best academic outcomes in fifth grade, and children exhibiting stable high inattention had the worst, with the others in between. Self-regulation difficulties in preschool (poor executive function skills and elevated opposition–aggression) differentiated children with rising versus stable low inattention. Elementary schools characterized by higher achievement differentiated children with declining versus stable high inattention. Boys and children from single-parent families were more likely to remain high or rise in inattention, whereas girls and children from dual-parent families were more likely to remain low or decline in inattention. PMID:25200465

Preschool executive functions, single-parent status, and school quality predict diverging trajectories of classroom inattention in elementary school.

PubMed

Sasser, Tyler R; Beekman, Charles R; Bierman, Karen L

2015-08-01

A sample of 356 children recruited from Head Start (58% European American, 25% African American, and 17% Hispanic; 54% girls; M age = 4.59 years) were followed longitudinally from prekindergarten through fifth grade. Latent profile analyses of teacher-rated inattention from kindergarten through third grade identified four developmental trajectories: stable low (53% of the sample), stable high (11.3%), rising over time (16.4%), and declining over time (19.3%). Children with stable low inattention had the best academic outcomes in fifth grade, and children exhibiting stable high inattention had the worst, with the others in between. Self-regulation difficulties in preschool (poor executive function skills and elevated opposition-aggression) differentiated children with rising versus stable low inattention. Elementary schools characterized by higher achievement differentiated children with declining versus stable high inattention. Boys and children from single-parent families were more likely to remain high or rise in inattention, whereas girls and children from dual-parent families were more likely to remain low or decline in inattention.

Plants and Photosynthesis: Level III, Unit 3, Lesson 1; The Human Digestive System: Lesson 2; Functions of the Blood: Lesson 3; Human Circulation and Respiration: Lesson 4; Reproduction of a Single Cell: Lesson 5; Reproduction by Male and Female Cells: Lesson 6; The Human Reproductive System: Lesson 7; Genetics and Heredity: Lesson 8; The Nervous System: Lesson 9; The Glandular System: Lesson 10. Advanced General Education Program. A High School Self-Study Program.

ERIC Educational Resources Information Center

Manpower Administration (DOL), Washington, DC. Job Corps.

This self-study program for the high-school level contains lessons in the following subjects: Plants and Photosynthesis; The Human Digestive System; Functions of the Blood; Human Circulation and Respiration; Reproduction of a Single Cell; Reproduction by Male and Female Cells; The Human Reproductive System; Genetics and Heredity; The Nervous…

Awareness and knowledge about human papillomavirus among high school students in China.

PubMed

Tang, Shuang-yang; Liu, Zhi-hua; Li, Le; Cai, Heng-ling; Wan, Yan-ping

2014-01-01

To investigate awareness and knowledge of human papillomavirus (HPV) infection among high school students and to provide a basis for health education on HPV infection for high school students in China. A questionnaire on HPV awareness and knowledge was administered to 900 high school students in Xiangtan City of Hunan Province in China by layer cluster sampling. A total of 848 anonymous valid questionnaires were received from volunteers who completed the questionnaire correctly. Only 10.1% had heard of HPV, and of those only 18.6% knew that HPV could lead to cervical cancer. Single factor analysis indicated that home address, age, grade, academic achievement, sex history, gender, father's education level and mother's education level were impact factors for HPV knowledge of high school students. Multiple regression analysis showed 4 independent risk factors associated with HPV knowledge: academic achievement, sex history, gender, and mother's education level. The limited knowledge came primarily from television and radio broadcasts (59.3%), the Internet (57.0%), parents (25.6%), medical workers (20.9%), and teachers (18.6%). High school students lack HPV knowledge, which is affected by multiple factors. Targeted health education of all sorts must be provided. Both schools and families are responsible for reinforcing HPV education provided to high school students.

The Effects of Trait-Factor Theory Based Career Counseling Sessions on the Levels of Career Maturity and Indecision of High School Students

ERIC Educational Resources Information Center

Atli, Abdullah

2016-01-01

The study aimed to research the effect of career counseling sessions based on trait-factor theory on the career maturity and career indecision levels of high school students. "Single group pretest-posttest test design", one of the weaker test designs, was utilized in the study. The study was conducted with 57 students in Malatya city…

WWC Review of the Report "Staying on Track: Testing Higher Achievement's Long-Term Impact on Academic Outcomes and High School Choice." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

This study of 952 fifth and sixth graders in Washington, DC, and Alexandria, Virginia, found that students who were offered the "Higher Achievement" program had higher test scores in mathematical problem solving and were more likely to be admitted to and attend private competitive high schools. "Higher Achievement" is a…

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

ERIC Educational Resources Information Center

Martinez, Mara V.; Castro Superfine, Alison

2012-01-01

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

Separating boys and girls and increasing weight? Assessing the impacts of single-sex schools through random assignment in Seoul

PubMed Central

Choi, Jaesung; Park, Hyunjoon; Behrman, Jere R.

2015-01-01

A growing body of research reports associations of school contexts with adolescents’ weight and weight-related behaviors. One interesting, but under-researched, dimension of school context that potentially matters for adolescents’ weight is the gender composition. If boys and girls are separated into single-sex schools, they might be less concerned about physical appearance, which may result in increased weight. Utilizing a unique setting in Seoul, Korea where students are randomly assigned to single-sex and coeducational schools within school districts, we estimate causal effects of single-sex schools on weight and weight-related behaviors. Our results show that students attending single-sex schools are more likely to be overweight, and that the effects are more pronounced for girls. We also find that girls in single-sex schools are less likely to engage in strenuous activities than their coeducational counterparts. PMID:25863424

Separating boys and girls and increasing weight? Assessing the impacts of single-sex schools through random assignment in Seoul.

PubMed

Choi, Jaesung; Park, Hyunjoon; Behrman, Jere R

2015-06-01

A growing body of research reports associations of school contexts with adolescents' weight and weight-related behaviors. One interesting, but under-researched, dimension of school context that potentially matters for adolescents' weight is the gender composition. If boys and girls are separated into single-sex schools, they might be less concerned about physical appearance, which may result in increased weight. Utilizing a unique setting in Seoul, Korea where students are randomly assigned to single-sex and coeducational schools within school districts, we estimate causal effects of single-sex schools on weight and weight-related behaviors. Our results show that students attending single-sex schools are more likely to be overweight, and that the effects are more pronounced for girls. We also find that girls in single-sex schools are less likely to engage in strenuous activities than their coeducational counterparts. Copyright © 2015 Elsevier Ltd. All rights reserved.

Effects of Single-Sex Secondary Schools on Student Achievement and Attitudes.

ERIC Educational Resources Information Center

Lee, Valerie E.; Bryk, Anthony S.

1986-01-01

This study compares the effects of single-sex and coeducational secondary schooling. Results indicate that single-sex schools deliver specific advantages to their students, especially female students. Single-sex schools may facilitate adolescent academic development by providing an environment where social and academic concerns are separated.…

Single-Sex Schooling and Academic Attainment at School and through the Lifecourse

ERIC Educational Resources Information Center

Sullivan, Alice; Joshi, Heather; Leonard, Diana

2010-01-01

This article examines the impact of single-sex schooling on a range of academic outcomes for a sample of British people born in 1958. In terms of the overall level of qualifications achieved, single-sex schooling is positive for girls at age 16 but neutral for boys, while at later ages, single-sex schooling is neutral for both sexes. However,…

Household and school-level influences on smoking behavior among Korean adolescents: a multilevel analysis.

PubMed

Heo, Jongho; Oh, Juhwan; Subramanian, S V; Kawachi, Ichiro

2014-01-01

Trends in adolescent smoking rates in South Korea have not shown substantial progress due to a lack of effective anti-smoking interventions and policies in school settings. We examined individual- and school-level determinants of adolescent smoking behavior (ever smoking, current smoking, and daily smoking) using the nationally representative fifth Korean Youth Risk Behavior Web-based Survey conducted in 2009. We found that students in coeducation schools or vocational high schools had greater risks of smoking for each type of smoking behavior than those in single-sex schools or general high schools, respectively even after controlling for individual-level factors. Higher family affluence and higher weekly allowances were associated with greater risks of ever smoking, current smoking and daily smoking even after controlling for parental education and other confounders. Whilst caution is required in interpreting results given the cross-sectional nature of the study, our findings suggest that in addition to raising the price of cigarettes, youth anti-smoking interventions in South Korea may benefit from focusing on coeducation schools and vocational high schools.

Single-Sex Schools, the Law, and School Reform.

ERIC Educational Resources Information Center

Brown, Frank; Russo, Charles J.

1999-01-01

Discusses the history of single-sex schools and analyzes the legal status of these schools, reviewing constitutional dimensions of gender-based discrimination and the leading cases that have been litigated on these issues. Offers reflections on why single-sex schools are not likely to hold a major place in the future of urban U.S. public schools.…

A Look at the Single Parent Family: Implications for the School Psychologist.

ERIC Educational Resources Information Center

Burns, Christine W.; Brassard, Marla R.

1982-01-01

Reviews the effects on parents and children of living in a single parent family, and suggests ways in which school psychologists can aid schools and single parent families. Presents school-based interventions for children and parents. Suggests changes in administrative policies to meet the needs of single parent families. (Author)

Secondary Writing Centers: Benefits of College and Secondary Collaboration.

ERIC Educational Resources Information Center

Brinkley, Ellen H.

Based on college writing center models, a number of high schools are deciding to establish writing centers, some of them in anticipation of competency tests in composition. Staffing can be the single most significant and expensive factor for secondary schools wanting to provide writing centers. Among the options for dealing with the staffing…

Construction Management, in a Miami Test, Saves $1.5 Million

ERIC Educational Resources Information Center

Architectural Record, 1977

1977-01-01

In direct comparison with a high school built according to traditional design and contracting, a new prototype for the Dade County School District resulted in substantial savings without sacrificing quality. Available from: McGraw Hill Inc., 1221 Avenue of the Americas, New York, New York 10020, $5.00 single copy. (Author)

Teachers' Perceived Needs To Become More Effective Inclusion Practitioners: A Single School Study.

ERIC Educational Resources Information Center

Edmunds, Alan

2000-01-01

Sixty-one junior and senior high school teachers responded to measures of perceptions of inclusion, needs for effective inclusion practice, and knowledge of inclusion. Teachers felt inadequately prepared for inclusion and indicated their primary need was for more specific inclusion training. They also believed that reducing workloads would be of…

Teachers' Perceived Needs To Become More Effective Inclusion Practitioners: A Single School Study.

ERIC Educational Resources Information Center

King, Wendy; Edmunds, Alan

2001-01-01

Sixty-one teachers at a junior-senior high school in Nova Scotia responded to measures of inclusion attitudes and knowledge. Results revealed that teachers feel inadequately prepared for inclusion, need specific inclusion training, and feel that reducing workloads and class sizes would help. Significant positive correlations were found between…

Multilevel Motivation and Engagement: Assessing Construct Validity across Students and Schools

ERIC Educational Resources Information Center

Martin, Andrew J.; Malmberg, Lars-Erik; Liem, Gregory Arief D.

2010-01-01

Statistical biases associated with single-level analyses underscore the importance of partitioning variance/covariance matrices into individual and group levels. From a multilevel perspective based on data from 21,579 students in 58 high schools, the present study assesses the multilevel factor structure of motivation and engagement with a…

Digging Deeper: Professional Learning Can Go beyond the Basics to Reach Underserved Students

ERIC Educational Resources Information Center

Gleason, Sonia Caus

2010-01-01

Consistent, excellent teaching is the single greatest factor in improving student achievement over time. School leadership is the second. Excellent teaching and strong leadership require deliberate, ongoing professional learning. In working with high-poverty school systems over time, the following basics emerge: (1) time; (2) content; (3)…

Alternative Schedules: What, How, and to What End?

ERIC Educational Resources Information Center

Wasley, Patricia A.

1997-01-01

The principal of a traditional high school in upstate New York asked faculty to reexamine the school schedule. After considerable debate, teachers decided to rotate class time so that no one suffered the afterlunch slump or day's-end rowdiness in a single class. Having gained confidence, a permanent teacher committee has added time blocks and…

Single-Sex Schooling and Women's Education.

ERIC Educational Resources Information Center

Bauch, Patricia A.

Rarely when single-sex Catholic secondary schools convert to coed school organization is the potential loss of gender-specific benefits addressed. Since the movement to coeducation is seldom accompanied by the return of a "converted" school to single-sex status, the incalculable loss to the traditional gender diversity of school organization is…

THE SCHOOL PARK.

ERIC Educational Resources Information Center

FISCHER, JOHN H.

TO ASSIST IN DESEGREGATION, VARIOUS MODELS FOR THE SCHOOL PARK ARE PROPOSED--(1) ASSEMBLING ALL STUDENTS AND SCHOOLS OF A SMALL OR MEDIUM-SIZED COMMUNITY ON A SINGLE CAMPUS, (2) SERVING ONE SECTION OF A LARGE CITY, (3) CENTERING ALL SCHOOL FACILITIES FOR A SINGLE LEVEL OF EDUCATION ON A SINGLE SITE, AND (4) ESTABLISHING RINGS OF SCHOOL PARKS ABOUT…

The Psychological Effects of Unemployment and Unsatisfactory Employment on Young Adults: Findings from a 10-Year Longitudinal Study.

PubMed

Winefield, Anthony H; Delfabbro, Paul H; Winefield, Helen R; Duong, David; Malvaso, Catia

2017-01-01

The purpose of the present study was to extend the external validity of an earlier longitudinal study of school leavers by including participants from a representative sample of secondary schools. Questionnaires were administered annually to a sample of South Australian school leavers over a 10-year period. At Time 1 participants were in the last compulsory year of high school aged around 15 years and at Time 10 they were aged around 25 years. Results confirmed those from an earlier longitudinal study showing that the transition from school to satisfactory employment was associated with significant improvements in psychological well-being, whereas transition from school to unemployment or unsatisfactory employment showed no change in psychological well-being. The current findings extended the external validity of the earlier study because whereas participants in the earlier study were sampled from co-educational metropolitan public high schools, the current study included participants from every kind of high school: single sex as well as co-educational, rural as well as metropolitan, and private as well as public.

A Comparative Study of Identity Styles, Quality of Life and Behavioral Problems between Single Parent and Two Parent Adolescents

ERIC Educational Resources Information Center

Abedini, Zoleykha; Mirnasab, Mirmahmoud; Fathi Azar, Eskander

2017-01-01

The present study aimed to investigate identity styles, quality of life and behavioral difficulties between adolescents with single and two-parent status. In this causal- comparative study, a total of 214 high school students were selected, then 112 single parent students (59 females and 53 males) were selected by the voluntary response sampling…

Creating developmentally auspicious school environments for African American boys.

PubMed

Barbarin, Oscar A; Chinn, Lisa; Wright, Yamanda F

2014-01-01

African American (AA) boys face serious barriers to academic success, many of which are uncommon--or absent--in the lives of AA girls, other children of color, and European American children. In this chapter, we identify nine critical challenges to the successful education of AA boys and review possible solutions. In addition, we evaluate one particular reform, public single-sex schooling, as a possible solution to the challenges facing AA boys. Considering the evidence, we argue that recent efforts to expand the existence of public single-sex schools are rarely grounded in empirical findings. Given the lack of compelling evidence and the high stakes for AA boys, we call for more rigorous evaluations of the outcomes of sex-segregated programs that specifically target AA boys.

High Adjustable Shear Map for a Single-null Divertor Tokamak

NASA Astrophysics Data System (ADS)

Whitten, Michaelangelo; Lam, Maria; Punjabi, Alkesh

1996-11-01

An explicit map that has an adjustable shear s is x1 = x0 - k y0 [ ( 1 - y0 ) ( 1 + s y0 ) + s x ^21 ] y1 = y0 + k x1 [ 1 + s ( x^21 + y^20 ) ] Tokamak shear corresponds to negative s. Thus we can construct maps for variable shear for a single-null divertor tokamak (Punjabi A, Verma A and Boozer A, Phys Rev Lett), 3322, 69 (1992) ^, (Punjabi A, Verma A and Boozer A, J Plasma Phys), 52, 91 (1994). Here we present the results from an initial study of this map. This work is supported by US DOE OFES. Michelangelo Whitten is a HU CFRT Summer Fusion High School Workshop scholar from Bowie High School in El Paso, Texas. He is supported by NASA SHARP Plus Program.

Academic Risk Among Inner-City Adolescents: The Role of Personal Attributes

PubMed Central

Ripple, Carol H.; Luthar, Suniya S.

2012-01-01

In this 3-year prospective study, we explored antecedents of school-based adjustment among 134 inner-city high-school students. We examined the role of freshman-year risk and protective factors in relation to dropout status and senior-year adjustment indices among those who remained in school, including academic performance, psychological symptoms, and drug use. Although each single attribute included in this study has been linked to poor academic performance in previous investigations, the primary goal in this study was to determine which attributes were strongly related to academic problems when considered together. In addition, we sought to establish whether risk factors associated with dropout were the same as those that predicted academic problems among students who remained in school. Findings indicated that freshman-year attendance and demographic indices were most strongly predictive of dropout. Among adolescents who remained in school, freshman academic success was robustly linked to senior-year competence. Implications for identifying inner-city high-school students at high risk for academic problems are discussed. PMID:24839305

On Reconstructing School Segregation: The Efficacy and Equity of Single-Sex Schooling

ERIC Educational Resources Information Center

Billger, Sherrilyn M.

2009-01-01

A change to Title IX has spurred new single-sex public schooling in the US. Until recently, nearly all gender-segregated schools were private, and comprehensive data for public school comparisons are not yet available. To investigate the effects of single-sex education, I focus on within private sector comparisons, and additionally address…

"You Know I Hate It when People Half Ass Things": A Case Study of a High School Science Student and the Role of Pre-Instructional Activities, Goal Orientation, and Self-Efficacy in Learning with Simulations

ERIC Educational Resources Information Center

Helms, Samuel Arthur

2010-01-01

This single subject case study followed a high school student and his use of a simulation of marine ecosystems. The study examined his metaworld, motivation, and learning before, during and after using the simulation. A briefing was conceptualized based on the literature on pre-instructional activities, advance organizers, and performance…

Dogs in the Hall: A Case Study of Affective Skill Development in an Urban Veterinary Program

ERIC Educational Resources Information Center

Martin, Michael; Tummons, John; Ball, Anna; Bird, William

2014-01-01

The purpose of this bounded single case study was to explore how an urban high school veterinary program impacted students' affective skill development. The program was unique because students were required to participate in internships with local animal care businesses and care for animals within the school veterinary laboratory. The…

Single Sex Math Classes: What and for Whom? One School's Experiences.

ERIC Educational Resources Information Center

Durost, Richard A.

1996-01-01

Presque Isle (Maine) High School has offered a section of all-girls algebra for seven years. The intent was to narrow the gap between 11th-grade boys' and girls' math achievement scores and create a more comfortable learning atmosphere for girls. The achievement score gap has decreased from 72 to 16 points. (MLH)

The Danger of a Single Story: Writing Essays about Our Lives

ERIC Educational Resources Information Center

Christensen, Linda

2012-01-01

Black male students "are" endangered. As a high school language arts teacher who has taught in a predominantly African American school, the author has witnessed the suspensions, expulsions, and overrepresentation of black males in special education classes for more than 30 years. In "The New Jim Crow: Mass Incarceration in the Age of…

P-20 Education Policy: School to College Transition Policy in Washington State

ERIC Educational Resources Information Center

Pitre, Paul E.

2011-01-01

This study examines Washington State's attempt to move toward an integrated, P-20 system of education that enhances student transitions from high school to college. In analyzing Washington as a single case study, a profile of the state is developed on key access related characteristics. Data for this study were gathered utilizing fundamental case…

Kids Count Alaska Data Book: 1996.

ERIC Educational Resources Information Center

Alaska Univ., Anchorage. Inst. of Social and Economic Research.

This statistical report examines findings on 15 indicators of children's well-being in Alaska: (1) percent of births with low birth weight; (2) infant mortality rate; (3) child poverty rate; (4) children in single parent families; (5) births to teenagers age 15 to 17; (6) teen (age 16 to 19) high school dropout rate; (7) teens not in school and…

Faculty's Role in the Retention of Nontraditional Undergraduate Students

ERIC Educational Resources Information Center

Dutcher, Gail Lynam

2016-01-01

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

Comparison of breast-feeding knowledge, attitudes, and beliefs before and after educational intervention for rural Appalachian high school students.

PubMed

Seidel, Allison K; Schetzina, Karen E; Freeman, Sherry C; Coulter, Meredith M; Colgrove, Nicole J

2013-03-01

Breast-feeding rates in rural and southeastern regions of the United States are lower than national rates and Healthy People 2020 targets. The objectives of this study were to understand current breast-feeding knowledge, attitudes, and beliefs among rural southern Appalachian adolescents and to explore whether a high school educational intervention designed to address the five tenets (knowledge, attitudes, intentions, perceived behavioral control, and subjective norms) of the theory of planned behavior may be effective in increasing future rates of breast-feeding in this population. An educational session including an interactive game was developed and administered to occupational health science students during a single class period in two county high schools. A presurvey and a postsurvey administered 2 weeks after the intervention were completed by students. Pre- and postsurveys were analyzed using paired t tests and Cohen d and potential differences based on sex and grade were explored. Both pre- and postsurveys were completed by 107 students (78%). Knowledge, attitudes about breast-feeding benefits, subjective norms, and intentions significantly improved following the intervention. Baseline knowledge and attitudes about breast-feeding benefits for mothers were low and demonstrated the greatest improvement. Offering breast-feeding education based on the theory of planned behavior in a single high school class session was effective in improving student knowledge, attitudes, and beliefs about breast-feeding and intention to breast-feed.

Family Socioeconomic Status, Peers, and The Path to College

PubMed Central

Crosnoe, Robert; Muller, Chandra

2014-01-01

Drawing on the primary/secondary effects perspective of educational inequality, this mixed methods study investigated connections between high school students’ trajectories through college preparatory coursework and their relationships with parents and peers as a channel in the intergenerational transmission of socioeconomic inequality. Growth curve and multilevel analyses of national survey and transcript data revealed that having college-educated parents differentiated students’ enrollment in advanced coursework at the start of high school and that this initial disparity was stably maintained over subsequent years. During this starting period of high school, exposure to school-based peer groups characterized by higher levels of parent education appeared to amplify these coursework disparities between students with and without college-educated parents. Ethnographic data from a single high school pointed to possible mechanisms for these patterns, including the tendency for students with college-educated parents to have more information about the relative weight of grades, core courses, and electives in college-going and for academically-relevant information from school peers with college-educated parents to matter most to students’ coursework when it matched what was coming from their own parents. PMID:25544782

An Investigation into the Optimal Number of Distractors in Single-Best Answer Exams

ERIC Educational Resources Information Center

Kilgour, James M.; Tayyaba, Saadia

2016-01-01

In UK medical schools, five-option single-best answer (SBA) questions are the most widely accepted format of summative knowledge assessment. However, writing SBA questions with four effective incorrect options is difficult and time consuming, and consequently, many SBAs contain a high frequency of implausible distractors. Previous research has…

Urban Elementary Single-Sex Math Classrooms: Mitigating Stereotype Threat for African American Girls

ERIC Educational Resources Information Center

Bowe, Anica G.; Desjardins, Christopher D.; Covington Clarkson, Lesa M.; Lawrenz, Frances

2017-01-01

This study utilized a mixed-methods approach to holistically examine single-sex and coeducational urban elementary mathematics classes through situated cognitive theory. Participants came from two urban low-income Midwestern elementary schools with a high representation of minority students (n = 77 sixth graders, n = 4 teachers, n = 2 principals).…

Family Structure and Social Influence.

ERIC Educational Resources Information Center

Olson, Dawn R.

Regardless of family form, there is a universal belief that one's family is the most powerful agent of socialization. A sample of 38 junior high school students from single parent and nuclear families completed a questionnaire in order to examine the relative effects of peer influence and family influence in single parent and nuclear families.…

Pupils' Perceptions of Discipline and Academic Standards in Belgian Coeducational and Single-Sex Schools

ERIC Educational Resources Information Center

Brutsaert, Herman

2002-01-01

In this paper, single-sex and coeducational schools are compared in terms of pupils' perceptions of disciplinary and academic climates. Use was made of data from 68 secondary schools in Flanders (Belgium). Of these schools, 25 were mixed and 43 were single-sex (21 girls, and 22 boys, schools). Respondents were third-year students: 3370 girls and…

Learning environment assessments of a single curriculum being taught at two medical schools 10,000 miles apart.

PubMed

Tackett, Sean; Shochet, Robert; Shilkofski, Nicole A; Colbert-Getz, Jorie; Rampal, Krishna; Abu Bakar, Hamidah; Wright, Scott

2015-06-17

Perdana University Graduate School of Medicine (PUGSOM), the first graduate-entry medical school in Malaysia, was established in 2011 in collaboration with Johns Hopkins University School of Medicine (JHUSOM), an American medical school. This study compared learning environments (LE) at these two schools, which shared the same overarching curriculum, along with a comparator Malaysian medical school, Cyberjaya University College of Medical Sciences (CUCMS). As a secondary aim, we compared 2 LE assessment tools - the widely-used Dundee Ready Educational Environment Measure (DREEM) and the newer Johns Hopkins Learning Environment Scale (JHLES). Students responded anonymously at the end of their first year of medical school to surveys which included DREEM, JHLES, single-item global LE assessment variables, and demographics questions. Respondents included 24/24 (100 %) students at PUGSOM, 100/120 (83 %) at JHUSOM, and 79/83 (95 %) at CUCMS. PUGSOM had the highest overall LE ratings (p < 0.05) [DREEM 155.3 (SD 21.3); JHLES 116.5 (SD 12.2)], followed by JHUSOM [DREEM 143.3 (SD 22.5); JHLES 111.7 (SD 12.0)] and CUCMS [DREEM 138.5 (SD 22.4); JHLES 106.4 (SD 14.5)]. PUGSOM's overall high LE ratings were driven by responses in "perception of teaching," "meaningful engagement," and "acceptance and safety" domains. JHLES detected significant differences across schools in 5/7 domains and had stronger correlations than DREEM to each global LE assessment variable. The inaugural class of medical students at PUGSOM rated their LE exceptionally highly, providing evidence that transporting a medical school curriculum may be successful. The JHLES showed promise as a LE assessment tool for use in international settings.

Single Mothers' Experiences of Support at Their Young Children's School: An Interpretative Phenomenological Approach

ERIC Educational Resources Information Center

West, Erin M.; Miller, Lynne Guillot; Moate, Randall M.

2017-01-01

This phenomenological study explored six single mothers' experiences of support at their young children's school. Themes resulting from interpretative phenomenological analysis suggest the single mothers experienced tangible (e.g., school resources, school-wide events, structural flexibility, teachers' formal communication) and intangible (e.g.,…

Development of a Modern Cosmic Ray Telescope based on Silicon Photomultipliers for use in High Schools

NASA Astrophysics Data System (ADS)

Ruiz Castruita, Daniel; Niduaza, Rommel; Hernandez, Victor; Knox, Adrian; Ramos, Daniel; Fan, Sewan; Fatuzzo, Laura

2015-04-01

Lately, a new light sensor technology based on the breakdown phenomenon in the reverse biased silicon diode has found many applications that span from particle physics to medical imaging science. The silicon photomultiplier (SiPM) has several notable advantages compared to conventional photomultiplier tubes which include: lower cost, lower operating voltage and the ability to measure very weak light signals at the single photon level. At this conference meeting, we describe our efforts to implement SiPMs as read out light detectors for plastic scintillators in a cosmic ray telescope for use in high schools. In particular, we describe our work in designing, testing and assembling the cosmic ray telescope. We include a high gain preamplifier, a custom coincidence circuit using fast comparators to discriminate the SiPM signal amplitudes and a monovibrator IC for lengthening the singles and coincidence logic pulses. An Arduino micro-controller and program sketches are used for processing and storing the singles and coincidence counts data. Results from our measurements would be illustrated and presented. US Department of Education Title V Grant Award PO31S090007.

Acceptability and Potential Efficacy of Single-Sex After-School Activity Programs for Overweight and At-Risk Children: The Wollongong SPORT RCT.

PubMed

Jones, Rachel A; Kelly, Jacque; Cliff, Dylan P; Batterham, Marijka; Okely, Anthony D

2015-11-01

Single sex after-school physical activity programs show potential to prevent unhealthy weight gain. The aim of this study was to assess the acceptability and potential efficacy of single-sex after-school physical activity programs for overweight and at-risk children from low-income communities. 7-month, 2-arm parallel-group, RCT, conducted at an elementary school in a disadvantaged area in Wollongong, Australia (March-November 2010). 20 boys and 17 girls were randomized to intervention (PA) or active comparison groups (HL). Primary outcomes included implementation, acceptability, percentage body fat and BMI z-score. The PA programs were acceptable with high implementation and enjoyment rates. At 7 months postintervention girls in the PA group displayed greater changes in percentage body fat (adjust diff. = -1.70, [95% CI -3.25, -0.14]; d = -0.83) and BMI z-score (-0.19 [-0.36, -0.03]; d= -1.00). At 7 months boys in the PA group showed greater changes in waist circumference (-3.87 cm [-7.80, 0.15]; d= -0.90) and waist circumference z-score (-0.33 [-0.64, -0.03]; d= -0.98). For both boys' and girls' PA groups, changes in adiposity were not maintained at 12-month follow-up. Single-sex after-school physical activity programs are acceptable and potentially efficacious in preventing unhealthy weight gain among overweight and at-risk children. However improvements are hard to sustain once programs finish operating.

[Relationships between mental health and psychosocial factors with single-child high school students in an urban city of Korea].

PubMed

Lee, Young-Sun; Kim, Kwang-Hwan; Cho, Young-Chae

2006-09-01

This study was performed to determine the mental health of high school students, and specifically that of children with no siblings in urban areas, and we aimed at revealing the various potential influences of different psycho-social factors. The participants were, 514 high school students who were the 1st- to 3rd-graders in Daejon City; they were, given self-administered questionnaires that required no signature during the period of March through June 2005. The analyzed items included the general character of the subjects, the symptoms of stress and depression for mental health, self-esteem as a psychological component, anxiety, dependent behavioral traits and, social support of family members and friends. The study results suggested that the group of urban high school children with no siblings had a higher tendency for stress and depression than did the urban high school children with siblings. The mental health and psychosocial factors were found to be influenced by friends, a sense of satisfaction at school and home life, and emotional support as well. In conclusion, emotional support by the family members can improve mental health by reducing anxiety, stress and depression.

Same, Different, Equal: Rethinking Single-Sex Schooling.

ERIC Educational Resources Information Center

Salomone, Rosemary C.

This book presents an argument for supporting single-sex education. It examines the history and politics of gender and schooling; philosophical and psychological theories of sameness and differences; findings on educational achievement and performance; research evidence on single-sex schooling; and the legal questions that arise from single-sex…

Community Structure in Online Collegiate Social Networks

NASA Astrophysics Data System (ADS)

Traud, Amanda; Kelsic, Eric; Mucha, Peter; Porter, Mason

2009-03-01

Online social networking sites have become increasingly popular with college students. The networks we studied are defined through ``friendships'' indicated by Facebook users from UNC, Oklahoma, Caltech, Georgetown, and Princeton. We apply the tools of network science to study the Facebook networks from these five different universities at a single point in time. We investigate each single-institution network's community structure, which we obtain through partitioning the graph using an eigenvector method. We use both graphical and quantitative tools, including pair-counting methods, which we interpret through statistical analysis and permutation tests to measure the correlations between the network communities and a set of characteristics given by each user (residence, class year, major, and high school). We also analyze the single gender subsets of these networks, and the impact of missing demographical data. Our study allows us to compare the online social networks for the five schools as well as infer differences in offline social interactions. At the schools studied, we were able to define which characteristics of the Facebook users correlate best with friendships.

Effect of gender composition of school on body concerns in adolescent women.

PubMed

Tiggemann, M

2001-03-01

This study aimed to investigate the role of gender composition of school on body figure preferences, eating disorder symptomology, and role concerns. Questionnaires were completed by 261 Australian adolescent girls in two private single-sex and two private coeducational school environments. There was no difference in nominated ideal figure or eating disorder scores between the schools. However, girls in the single-sex schools placed a greater emphasis on achievement than their counterparts at the coeducational schools. These role concerns had a differential impact on prediction of the ideal figure, whereby the importance placed on intelligence and professional success predicted the choice of a thinner ideal figure for the single-sex schools, but a larger ideal for the coeducational schools. It was concluded that the motivation for thinness differs between single-sex and coeducational schools.

Attitudes and achievement of Bruneian science students

NASA Astrophysics Data System (ADS)

Dhindsa, Harkirat S.; Chung, Gilbert

2003-08-01

The aim of this study was to evaluate attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. The results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. These differences were at moderate level. In single-sex schools, the girls achieved moderately better in science than the boys despite their attitudes were only marginally better than the boys. However, there were no gender differences in attitudes towards and achievement in science of students in coeducational schools. The attitudes towards and achievement in science of girls in single-sex schools were moderately better than those of girls in coeducational schools. Whereas the attitudes towards and achievement in science of boys in single-sex schools were only marginally better than the boys in coeducational schools. However, further research to investigate (a) if these differences are repeated at other levels as well as in other subjects, and (b) the extent to which school type contributed towards these differences is recommended.

The Costs of Out-of-School-Time Programs: A Review of the Available Evidence

ERIC Educational Resources Information Center

Lind, Christianne; Relave, Nanette; Deich, Sharon; Grossman, Jean; Gersick, Andrew

2006-01-01

Nearly two-thirds of U.S. families are now headed by two working parents or a single working parent. Accompanying the rise in working parents is a growing demand for high-quality supervised care and enrichment activities for children and youth during out-of-school hours. To make sound investment decisions, policymakers, program providers and…

The Tennis Ball Bomb Incident or the Safety Plan as "Shelf Document"

ERIC Educational Resources Information Center

Fast, Jonathan; Fanelli, Rossella

2003-01-01

This article presents a case study of a single incident involving a high school student who brought a "tennis ball" bomb to school. Although the district had recently created a safety plan, with a specific protocol for the discovery of a bomb in the building, the principal and the crises team ignored it. The principal did not refer to…

Are characteristics of the school district associated with active transportation to school in Danish adolescents?

PubMed

Stock, Christiane; Bloomfield, Kim; Ejstrud, Bo; Vinther-Larsen, Mathilde; Meijer, Mathias; Grønbæk, Morten; Grittner, Ulrike

2012-06-01

This study sought to determine the influence of individual factors on active transportation to school among Danish seventh graders and whether school district factors are associated with such behaviour independently of individual factors. Mixed effects logistic regression models determined the effects of individual (gender, family affluence, enjoyment of school and academic performance) and school district factors (educational level, household savings, land use and size) on active transportation to school (by foot, bicycle or other active means) among 10 380 pupils aged 13-15 years nested in 407 school districts. Of all students, 64.4% used active transportation to school daily. Boys, those with perceived higher school performance and those with lower family affluence were more likely to use active transportation to school. After adjustment for all individual factors listed above, high household savings at the school district level was associated with higher odds of active transportation to school. As factors of land use, low level of farming land use and high proportion of single houses were associated with active transportation to school. Policies aiming at reducing social inequalities at the school district level may enhance active transportation to school. School districts with farming land use face barriers for active transportation to school, requiring special policy attention.

[Study on the relationship of family functioning and subjective well-being of junior-high school students].

PubMed

Hu, Fang; Ma, Ying-hua; Hu, Li-ming; Deng, Xin-long; Mei, Jin-feng

2010-06-18

To describe the status of subjective well-being among junior high school students in a city of Jiangxi Province and to explore the relationship between family functioning and subjective well-being. To explore the relationship between growth environment and subjective well-being among junior high school students in the perspective of family functioning and to provide basis and data for the mental health education among junior high school students. 630 students in a junior high school in Jiangxi Province were sampled by stratified cluster sampling, and 103 junior high school students from 18 villages were sampled by household survey. They were investigated by subjective well-being scale for adolescents and Family Assessment Device. (1)The overall subjective well-being of junior high school students was in the lower-middle level. Regarding all the dimensions of subjective well-being, they had the highest satisfaction on family and friendship, lowest academic satisfaction, low positive as well as passive emotion. (2)Girls had higher satisfaction on friendship and freedom than that of boys; children from families with more than one kids had more negative emotion than that of single child; boarding students had higher satisfaction on family, academics and freedom than that of non-boarding students; family residence and structure affected the satisfaction on family; grade and learning achievement affected some dimensions of subjective well-being among junior high school students. (3)Pearson correlation analysis and multiple linear regression analysis showed that some dimensions of family functioning were related to certain dimensions of subjective well-being among junior school students, and family functioning could predict the level of subjective well-being. The overall subjective well-being of junior high school students is in the lower-middle level, and further improving is needed. Family functioning has a great influence on junior school students' subjective well-being. Junior high school students who have healthy family functioning are more likely to have higher life satisfaction, and tend to experience higher subjective well-being.

Opportunities to Participate and Teacher Interactions in Coed versus Single-Gender Physical Education Settings

ERIC Educational Resources Information Center

Hannon, James C.; Ratliffe, Thomas

2007-01-01

The idea that single-gender physical education settings may result in a higher number of interactions with teachers and participation opportunities for female students has gained a considerable amount of attention in recent years. The purpose of this study was to compare high school aged females and males opportunities to participate and interact…

US Principals' Attitudes about and Experiences with Single-Sex Schooling

ERIC Educational Resources Information Center

Fabes, Richard A.; Pahlke, Erin; Borders, Adrienne Z.; Galligan, Kathrine

2015-01-01

Despite a lack of scientific evidence supporting the use of single-sex education, the number of US public schools offering single-sex education has increased. However, our understanding as to why decision-makers have implemented single-sex education is lacking. To address this gap, we surveyed US public school principals and assessed their…

Early Implementation of Public Single-Sex Schools: Perceptions and Characteristics

ERIC Educational Resources Information Center

Riordan, Cornelius; Faddis, Bonnie J.; Beam, Margaret; Seager, Andrew; Tanney, Adam; DiBiase, Rebecca; Ruffin, Monya; Valentine, Jeffrey

2008-01-01

Although for most of the nation's history, coeducation has been the norm in public elementary and secondary school, recent years have marked an increasing interest in public single-sex education. The No Child Left Behind Act of 2001 (NCLB) authorized school districts to use local or innovative program funds to offer single-sex schools and…

The Advantages of Single-Sex Catholic Secondary Schooling: Selection Effects, School Effects, or "Much Ado About Nothing?"

ERIC Educational Resources Information Center

LePore, Paul C.; Warren, John Robert

Data from the National Education Longitudinal Study of 1988 (NELS:88) were used to investigate whether there are differences between single-sex and coeducational Catholic secondary school students in academic and social psychological outcomes, whether any differences especially favor young women in single-sex Catholic secondary schools, and…

Smoking and drinking among 15-16-year-old girls: do male peers have an influence?

PubMed

Curtin, M

2004-01-01

During adolescence, people tend to begin drinking alcohol and become involved in the culture that surrounds it. To compare the influence of peer relationships among females in mixed-sex schools versus single-sex schools on cigarette smoking and alcohol consumption. A cross-sectional study was carried out in four schools. The information was collected by means of a questionnaire. Two hundred and forty-eight questionnaires were completed. Of those questioned in single-sex schools, 34% had smoked a cigarette compared with 61% in mixed-sex schools (p < 0.005). The lifetime prevalence of alcohol consumption in mixed-sex schools was 88% compared with 73% in single-sex schools (p < 0.005). This study suggests that females in mixed-sex schools have a tendency to have earlier exposure to smoking and alcohol consumption than girls of the same age in single-sex schools.

The Advantages of Single-Sex Education

ERIC Educational Resources Information Center

Hughes, Teresa A.

2006-01-01

Traditionally, single-sex education has been provided in the form of private schooling. Title IX regulations have loosened as a result of the No Child Left Behind Legislation; therefore, public school districts now have the legal right to create single-sex classes or single-sex schools if they deem it to be in the best interest of their students.…

Single-Sex Classrooms and Reading Achievement: An Exploratory Study

ERIC Educational Resources Information Center

Stotsky, Sandra; Denny, George

2012-01-01

Gendered schooling is growing in the United States, but little research exists on single-sex classes in public elementary schools. This study sought to find out if single-sex classes in two elementary schools made a difference in boys' reading gains in 2008-2009, as judged by scores on the state's annual literacy test. In one school, boys in the…

Beyond Passivity: Constructions of Femininities in a Single-Sex South African School

ERIC Educational Resources Information Center

Bhana, Deevia; Pillay, Nalini

2011-01-01

In the context of the calamitous effects of gender violence on the experience of schooling for South African girls, single-sex schools have been advanced as a strategy to protect girls from violence. In this paper, the experiences of a selected group of girls in a single-sex school in Durban, South Africa are illustrated to provide a counter…

The Effects of Single-Sex Compared with Coeducational Schooling on Mathematics and Science Achievement: Data from Korea

ERIC Educational Resources Information Center

Pahlke, Erin; Hyde, Janet Shibley; Mertz, Janet E.

2013-01-01

Some U.S. school districts are experimenting with single-sex schooling, hoping that it will yield better academic outcomes for students. Empirical research on the effects of single-sex schooling, however, has been equivocal, with various studies finding benefits, disadvantages, or no effect. Most of this research is marred because families…

The Independent School Experience: Aspects of the Normative Environments of Single-Sex and Coed Secondary Schools.

ERIC Educational Resources Information Center

Trickett, Edison J.; And Others

1982-01-01

The normative environments of single-sex independent schools were found to be more academic, with greater task and competition orientation, than coeducational independent schools. Representative independent schools were compared to each other and to public schools with a discussion of learning involvement, function, purpose, and student and…

WWC Review of the Report "The Short-Term Effects of the Kalamazoo Promise Scholarship on Student Outcomes." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

Researchers examined the impacts of the Kalamazoo Promise Scholarship program on academic and behavioral outcomes of students in grades 9-12 in Kalamazoo Public Schools (KPS). The Kalamazoo Promise Scholarship program offers college scholarships to graduating high school students in the KPS district. The percentage of tuition and fees covered is…

The Effects of Specialization and Sex on Anterior Y-Balance Performance in High School Athletes.

PubMed

Miller, Madeline M; Trapp, Jessica L; Post, Eric G; Trigsted, Stephanie M; McGuine, Timothy A; Brooks, M Alison; Bell, David R

Sport specialization and movement asymmetry have been separately discussed as potential risk factors for lower extremity injury. Early specialization may lead to the development of movement asymmetries that can predispose an athlete to injury, but this has not been thoroughly examined. Athletes rated as specialized would exhibit greater between-limb anterior reach asymmetry and decreased anterior reach distance on the Y-balance test (YBT) as compared with nonspecialized high school athletes, and these differences would not be dependent on sex. Cross-sectional study. Level 3. Two hundred ninety-five athletes (117 male, 178 female; mean age, 15.6 ± 1.2 years) from 2 local high schools participating in basketball, soccer, volleyball, and tennis responded to a questionnaire regarding sport specialization status and performed trials of the YBT during preseason testing. Specialization was categorized according to 3 previously utilized specialization classification methods (single/multisport, 3-point scale, and 6-point scale), and interactions between specialization and sex with Y-balance performance were calculated using 2-way analyses of variance. Single-sport male athletes displayed greater anterior reach asymmetry than other interaction groups. A consistent main effect was observed for sex, with men displaying greater anterior asymmetry and decreased anterior reach distance than women. However, the interaction effects of specialization and sex on anterior Y-balance performance varied based on the classification method used. Single-sport male athletes displayed greater anterior reach asymmetry on the YBT than multisport and female athletes. Specialization classification method is important because the 6- and 3-point scales may not accurately identify balance abnormalities. Male athletes performed worse than female athletes on both of the Y-balance tasks. Clinicians should be aware that single-sport male athletes may display deficits in dynamic balance, potentially increasing their risk of injury.

Single-Sex Classes in Two Arkansas Elementary Schools: 2008-2009

ERIC Educational Resources Information Center

Stotsky, Sandra; Denny, George; Tschepikow, Nick

2010-01-01

Interest in single-sex classes continues to grow in the United States, but there has been little research at the elementary level in this country or elsewhere to help guide educators' decision-making about the overall value of single-sex classes in public schools and the specific value of single-sex classes in public schools for increasing boy's…

Role of optometry school in single day large scale school vision testing

PubMed Central

Anuradha, N; Ramani, Krishnakumar

2015-01-01

Background: School vision testing aims at identification and management of refractive errors. Large-scale school vision testing using conventional methods is time-consuming and demands a lot of chair time from the eye care professionals. A new strategy involving a school of optometry in single day large scale school vision testing is discussed. Aim: The aim was to describe a new approach of performing vision testing of school children on a large scale in a single day. Materials and Methods: A single day vision testing strategy was implemented wherein 123 members (20 teams comprising optometry students and headed by optometrists) conducted vision testing for children in 51 schools. School vision testing included basic vision screening, refraction, frame measurements, frame choice and referrals for other ocular problems. Results: A total of 12448 children were screened, among whom 420 (3.37%) were identified to have refractive errors. 28 (1.26%) children belonged to the primary, 163 to middle (9.80%), 129 (4.67%) to secondary and 100 (1.73%) to the higher secondary levels of education respectively. 265 (2.12%) children were referred for further evaluation. Conclusion: Single day large scale school vision testing can be adopted by schools of optometry to reach a higher number of children within a short span. PMID:25709271

School-based peer-related social competence interventions for children with autism spectrum disorder: a meta-analysis and descriptive review of single case research design studies.

PubMed

Whalon, Kelly J; Conroy, Maureen A; Martinez, Jose R; Werch, Brittany L

2015-06-01

The purpose of this review was to critically examine and summarize the impact of school-based interventions designed to facilitate the peer-related social competence of children with autism spectrum disorder (ASD). Reviewed studies employed a single-case experimental design, targeted peer-related social competence, included children 3-12 years old with an ASD, and took place in school settings. Articles were analyzed descriptively and using the evaluative method to determine study quality. Additionally, effect size estimates were calculated using nonoverlap of all pairs method and Tau-U. A total of 37 studies including 105 children were reviewed. Overall, ES estimates ranged from weak to strong, but on average, the reviewed interventions produced a moderate to strong effect, and quality ratings were generally in the acceptable to high range. Findings suggest that children with ASD can benefit from social skill interventions implemented with peers in school settings.

Is Adolescent Poly-tobacco Use Associated with Alcohol and Other Drug Use?

PubMed Central

Creamer, MeLisa R.; Portillo, Gabriela V.; Clendennen, Stephanie L.; Perry, Cheryl L.

2016-01-01

Objectives To examine associations between current multiple tobacco product use, and current use of alcohol and marijuana, binge drinking, and lifetime use of marijuana, alcohol, and other drugs among US high school students. Methods Using 2013 Youth Risk Behavior Survey data (N = 13,583 high school students), logistic regression analyses were conducted to determine if single tobacco product or multiple tobacco product users are more likely to engage in other risk behaviors than zero tobacco product users, controlling for demographic variables. Results Overall, 23% of the sample used tobacco products and 10% of students reported current use of at least 2 tobacco products. Among single tobacco product users, the odds for engaging in risk behaviors ranged from 3.3 to 9.9 compared to non-tobacco users (p < .0001). Among multiple tobacco product users, the odds ranged from 1.5 to 4.7 (p < .01) compared to single tobacco product users. Conclusions Results suggest dual users are significantly more likely to engage in risk behavior than non-users and single product users. Future interventions should consider identifying dual-users as at higher risk, and targeting multiple risk behaviors. PMID:26685820

Early Onset of Distress Disorders and High-School Dropout: Prospective Evidence From a National Cohort of Australian Adolescents.

PubMed

Butterworth, Peter; Leach, Liana S

2018-06-01

Prior research examining whether depression and anxiety lead to high-school dropout has been limited by a reliance on retrospective reports, the assessment of mental health at a single point in time (often remote from the time of high-school exit), and the omission of important measures of the social and familial environment. The present study addressed these limitations by analyzing 8 waves of longitudinal data from a cohort of Australian adolescents (n = 1,057) in the Household, Income and Labor Dynamics in Australia (HILDA) Survey (2001-2008). Respondents were followed from the age of 15 years through completion of or exit from high school. Discrete-time survival analysis was used to assess whether the early experience of a distress disorder (indicated by scores <50 on the 5-item Mental Health Inventory from the Short Form Health Survey) predicted subsequent high-school dropout, after controlling for household and parental socioeconomic characteristics and for tobacco smoking and alcohol consumption. Adolescents with a prior distress disorder had twice the odds of high-school dropout compared with those without (odds ratio = 1.99, 95% confidence interval: 1.24, 3.17). This association was somewhat attenuated but remained significant in models including tobacco and alcohol consumption (odds ratio = 1.74, 95% confidence interval: 1.74; 1.09, 2.78). These results suggest that improving the mental health of high-school students may promote better educational outcomes.

A Comparative Study of Parental Involvement and Its Effect on African-American Male and Overall Student Achievement at Single Gender and Coeducational Middle Schools

ERIC Educational Resources Information Center

Nellums, Michael W.

2011-01-01

The purpose of this study was to determine if Parental Involvement influenced academic performance at single gender and co-educational schools. This study also compared African American male academic achievement with all students enrolled in two single gender, and one coeducational, middle school programs. Although all three schools reflected a…

Single-Sex Schooling: Friendships, Dating, and Sexual Orientation.

PubMed

Li, Gu; Wong, Wang Ivy

2018-05-01

Single-sex schooling has been controversial for decades. The current study investigated the differences in friendships, dating, and past, present, and ideal sexual orientation, between 207 college students who attended single-sex secondary schools and 249 college students who attended coeducational secondary schools in Hong Kong, controlling for personal characteristics such as socioeconomic status. We found that, compared to graduates of coeducational schools, graduates of single-sex schools reported a different gender composition in intimate friendships favoring the same sex, less romantic involvement with other-sex close friends, older age at first date, fewer boyfriends or girlfriends, and more past same-sex sexuality. In contrast, we found no significant differences in the interactions with same-sex versus other-sex friends, most aspects of past or present dating engagement, or self-reported present or ideal sexual orientation. These findings give insight into the interpersonal outcomes of single-sex schooling and fill a gap in previous research which has focused on academic achievement and gender role stereotypes.

Normative Functional Performance Values in High School Athletes: The Functional Pre-Participation Evaluation Project.

PubMed

Onate, James A; Starkel, Cambrie; Clifton, Daniel R; Best, Thomas M; Borchers, James; Chaudhari, Ajit; Comstock, R Dawn; Cortes, Nelson; Grooms, Dustin R; Hertel, Jay; Hewett, Timothy E; Miller, Meghan Maume; Pan, Xueliang; Schussler, Eric; Van Lunen, Bonnie L

2018-01-01

  The fourth edition of the Preparticipation Physical Evaluation recommends functional testing for the musculoskeletal portion of the examination; however, normative data across sex and grade level are limited. Establishing normative data can provide clinicians reference points with which to compare their patients, potentially aiding in the development of future injury-risk assessments and injury-mitigation programs.   To establish normative functional performance and limb-symmetry data for high school-aged male and female athletes in the United States.   Cross-sectional study.   Athletic training facilities and gymnasiums across the United States.   A total of 3951 male and female athletes who participated on high school-sponsored basketball, football, lacrosse, or soccer teams enrolled in this nationwide study.   Functional performance testing consisted of 3 evaluations. Ankle-joint range of motion, balance, and lower extremity muscular power and landing control were assessed via the weight-bearing ankle-dorsiflexion-lunge, single-legged anterior-reach, and anterior single-legged hop-for-distance (SLHOP) tests, respectively. We used 2-way analyses of variance and χ 2 analyses to examine the effects of sex and grade level on ankle-dorsiflexion-lunge, single-legged anterior-reach, and SLHOP test performance and symmetry.   The SLHOP performance differed between sexes (males = 187.8% ± 33.1% of limb length, females = 157.5% ± 27.8% of limb length; t = 30.3, P < .001). A Cohen d value of 0.97 indicated a large effect of sex on SLHOP performance. We observed differences for SLHOP and ankle-dorsiflexion-lunge performance among grade levels, but these differences were not clinically meaningful.   We demonstrated differences in normative data for lower extremity functional performance during preparticipation physical evaluations across sex and grade levels. The results of this study will allow clinicians to compare sex- and grade-specific functional performances and implement approaches for preventing musculoskeletal injuries in high school-aged athletes.

School nursing for children with special needs: does number of schools make a difference?

PubMed

Kruger, Barbara J; Toker, Karen H; Radjenovic, Doreen; Comeaux, Judy M; Macha, Kiran

2009-08-01

Few recent studies have focused on the role of school nurses who predominantly care for children with special health care needs (CSHCN). The primary aim of this study was to explore differences related to (a) child health conditions covered, (b) direct care procedures, (c) care management functions, and (c) consultation sources used among nurses who spent the majority of their time caring for CSHCN compared to a mixed student population and among nurses who covered a single school versus multiple schools. A community-based interdisciplinary team developed a 28-item survey which was completed by 50 nurses (48.5% response) employed by health departments and school districts. Descriptive and comparative statistics and thematic coding were used to analyze data. Nurses who covered a single school (n = 23) or who were primarily assigned to CSHCN (n = 13) had a lower number of students, and more frequently (a) encountered complex child conditions, (b) performed direct care procedures, (c) participated in Individualized Education Plan (IEP) development, (d) collaborated with the Title V-CSHCN agency, and e) communicated with physicians, compared to nurses who covered multiple schools or a general child population. Benefits centered on the children, scope of work, school environment, and family relationships. Challenges included high caseloads, school district priorities, and families who did not follow up. The number of schools that the nurses covered, percent of time caring for CSHCN, and employer type (school district or health department) affected the scope of school nurse practice. Recommendations are for lower student-to-nurse ratios, improved nursing supervision, and educational support.

Is It Attachment Style or Socio-Demography: Singlehood in a Representative Sample.

PubMed

Petrowski, Katja; Schurig, Susan; Schmutzer, Gabriele; Brähler, Elmar; Stöbel-Richter, Yve

2015-01-01

Since the percentage of single adults is steadily increasing, the reasons for this development have become a matter of growing interest. Hereby, an individual's attachment style may have a connection to the partnership status. In the following analysis, attachment style, gender, age, education, and income were compared in regard to the partnership status. Furthermore, an analysis of variance was computed to compare the attachment style within different groups. In 2012, a sample of 1,676 representative participants was used. The participants were aged 18 to 60 (M = 41.0, SD = 12.3); 54% of the sample were female, and 40% were single. Attachment-related attitudes were assessed with the German version of the adult attachment scale (AAS). Single adult males did not show a more anxious attachment style than single adult females or females in relationships. Younger, i.e., 18 to 30 years old, paired individuals showed greater attachment anxiety than single individuals, whereby single individuals between the ages of 31 to 45 showed greater attachment anxiety than individuals in relationships. In addition, single individuals more frequently had obtained their high school diploma in contrast to individuals in relationships. Concerning attachment style, the individuals who had not completed their high school diploma showed less faith in others independent of singlehood or being in a relationship. Concerning age, older single individuals, i.e., 46 to 60 years, felt less comfortable in respect to closeness and showed less faith in others compared to paired individuals. Logistic regression showed that individuals were not single if they did not mind depending on others, showed high attachment anxiety, were older, and had lower education. An income below € 2000/month was linked to a nearly 13-fold increase of likelihood of being single. In sum, the attachment style had a differential age-dependent association to singlehood versus being in a relationship. Education played also a role, exclusively concerning faith in others.

Exploring Solar Power at Zion-Benton High

ERIC Educational Resources Information Center

Kasper, Rick

1978-01-01

Developed to provide students with actual hands-on experience in constructing energy-efficient homes and to increase the community's and students' knowledge of solar power as an alternate source of energy, a building trades program at a high school in Zion, Illinois has its students building single-family solar energy homes. (BM)

Lumina Foundation's Strategic Plan. Goal 2025

ERIC Educational Resources Information Center

Lumina Foundation for Education, 2009

2009-01-01

The mission of Lumina Foundation for Education is to expand access and success in education beyond high school, particularly among adults, first-generation college-going students, low-income students and students of color. This mission is directed toward a single, overarching "big goal"--to increase the percentage of Americans with high-quality…

The Effects of Single-Sex and Coeducational Secondary Schooling on Girls' Achievement.

ERIC Educational Resources Information Center

Daly, Peter

1996-01-01

The effect of coeducational and single-sex secondary schooling on female students' academic achievement was examined. Reexamination of earlier survey data from Northern Ireland studied six outcomes related to student performance on public examinations. Results indicated a small achievement advantage for single-sex schooling (not significant…

Grappling with the issue of homosexuality: perceptions, attitudes, and beliefs among high school students in Kenya.

PubMed

Mucherah, Winnie; Owino, Elizabeth; McCoy, Kaleigh

2016-01-01

While the past decade has seen an improvement in attitudes toward homosexuality, negative attitudes are still prevalent in many parts of the world. In general, increased levels of education tend to be predictive of relatively positive attitudes toward homosexuality. However, in most sub-Saharan countries, it is still believed that people are born heterosexual and that nonheterosexuals are social deviants who should be prosecuted. One such country is Kenya, where homosexuality is illegal and attracts a fine or jail term. The purpose of this study was to examine high school students' perceptions of homosexuality in Kenya. The participants included 1,250 high school students who completed a questionnaire on perceptions of homosexuality. The results showed that 41% claimed homosexuality is practiced in schools and 61% believed homosexuality is practiced mostly in single-sex boarding schools. Consistently, 52% believed sexual starvation to be the main cause of homosexuality. Also, 95% believed homosexuality is abnormal, 60% believed students who engage in homosexuality will not change to heterosexuality after school, 64% believed prayers can stop homosexuality, and 86% believed counseling can change students' sexual orientation. The consequences for homosexuality included punishment (66%), suspension from school (61%), and expulsion from school (49%). Significant gender and grade differences were found. The implications of the study findings are discussed.

Grappling with the issue of homosexuality: perceptions, attitudes, and beliefs among high school students in Kenya

PubMed Central

Mucherah, Winnie; Owino, Elizabeth; McCoy, Kaleigh

2016-01-01

While the past decade has seen an improvement in attitudes toward homosexuality, negative attitudes are still prevalent in many parts of the world. In general, increased levels of education tend to be predictive of relatively positive attitudes toward homosexuality. However, in most sub-Saharan countries, it is still believed that people are born heterosexual and that nonheterosexuals are social deviants who should be prosecuted. One such country is Kenya, where homosexuality is illegal and attracts a fine or jail term. The purpose of this study was to examine high school students’ perceptions of homosexuality in Kenya. The participants included 1,250 high school students who completed a questionnaire on perceptions of homosexuality. The results showed that 41% claimed homosexuality is practiced in schools and 61% believed homosexuality is practiced mostly in single-sex boarding schools. Consistently, 52% believed sexual starvation to be the main cause of homosexuality. Also, 95% believed homosexuality is abnormal, 60% believed students who engage in homosexuality will not change to heterosexuality after school, 64% believed prayers can stop homosexuality, and 86% believed counseling can change students’ sexual orientation. The consequences for homosexuality included punishment (66%), suspension from school (61%), and expulsion from school (49%). Significant gender and grade differences were found. The implications of the study findings are discussed. PMID:27672345

Body-esteem of pupils who attended single-sex versus mixed-sex schools: a cross-sectional study of intrasexual competition and peer victimization.

PubMed

Lereya, Suzet Tanya; Eryigit-Madzwamuse, Suna; Patra, Chanchala; Smith, Joshua H; Wolke, Dieter

2014-10-01

In intrasexual competition (competition for reproductive resources), bullying can be viewed as a tool to devalue competitors, gain a high status and a powerful, dominant position in the peer group which may lead to beneficial gains such as access to potential romantic partners. This study investigated the relationship between intrasexual competition, bullying victimization and body-esteem, in single-sex versus mixed-sex schools. 420 participants completed a body-esteem scale, a retrospective bullying questionnaire, and intrasexual competition scales. Our results showed that relational victimization was associated with low body-esteem for both females and males. Females in single-sex schools experienced higher intrasexual competition which in turn was associated with their body-esteem directly and indirectly via relational victimization. In males, intrasexual competition was indirectly associated with body-esteem via relational victimization. Interventions to improve body esteem may focus on reducing intrasexual competition and peer victimization. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Leveling the Playing Field: Using a One-to-One Laptop Initiative to Close the Achievement Gap

ERIC Educational Resources Information Center

Smith, Luke Andrew

2012-01-01

The purpose of this study was to examine how the one-to-one laptop initiative affected student achievement gaps for students at a single high school in Mooresville, NC. The variable in this study was the preexisting End of Course exams for Algebra I and English I for the two school years prior to the one-to-one laptop implementation year…

Single-photon interference experiment for high schools

NASA Astrophysics Data System (ADS)

Bondani, Maria

2014-07-01

We follow the reductio ad absurdum reasoning described in the book "Sneaking a Look at God's Cards" by Giancarlo Ghirardi to demonstrate the wave-particle duality of light in a Mach-Zehnder interferometric setup analog to the conventional Young double-slit experiment. We aim at showing the double nature of light by measuring the existence of interference fringes down to the single-photon level. The setup includes a strongly attenuated laser, polarizing beam splitters, half-waveplates, polarizers and single-photon detectors.

Ethnic/racial discrimination moderates the effect of sleep quality on school engagement across high school.

PubMed

Dunbar, Margaret; Mirpuri, Sheena; Yip, Tiffany

2017-10-01

Previous research has indicated that school engagement tends to decline across high school. At the same time, sleep problems and exposure to social stressors such as ethnic/racial discrimination increase. The current study uses a biopsychosocial perspective to examine the interactive and prospective effects of sleep and discrimination on trajectories of academic performance. Growth curve models were used to explore changes in 6 waves of academic outcomes in a sample of 310 ethnically and racially diverse adolescents (mean age = 14.47 years, SD = .78, and 64.1% female). Ethnic/racial discrimination was assessed at Time 1 in a single survey. Sleep quality and duration were also assessed at Time 1 with daily diary surveys. School engagement and grades were reported every 6 months for 3 years. Higher self-reported sleep quality in the ninth grade was associated with higher levels of academic engagement at the start of high school. Ethnic/racial discrimination moderated the relationship between sleep quality and engagement such that adolescents reporting low levels of discrimination reported a steeper increase in engagement over time, whereas their peers reporting poor sleep quality and high levels of discrimination reported the worse engagement in the ninth grade and throughout high school. The combination of poor sleep quality and high levels of discrimination in ninth grade has downstream consequences for adolescent academic outcomes. This study applies the biopsychosocial model to understand the development and daily experiences of diverse adolescents. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Good things come in threes: single-parent multigenerational family structure and adolescent adjustment.

PubMed

Deleire, Thomas; Kalil, Ariel

2002-05-01

Using data from the National Educational Longitudinal Study (NELS), we found that teenagers who live in nonmarried families are less likely to graduate from high school or to attend college, more likely to smoke or drink, and more likely to initiate sexual activity. Not all nonmarried families are alike, however. In particular, teenagers living with their single mothers and with at least one grandparent in multigenerational households have developmental outcomes that are at least as good and often better than the outcomes of teenagers in married families. These findings obtain when a wide array of economic resources, parenting behavior, and home and school characteristics are controlled for.

A Comparison of Students in Single-Sex Classes and Coeducational Classes in High Poverty Public Elementary Schools in Mathematics and Reading Achievement

ERIC Educational Resources Information Center

Aldridge, Ashley Elizabeth

2009-01-01

The purpose of this study was to investigate whether any statistically significant differences in mathematics and reading academic achievement and academic gains of male and female students taught in single-sex classes existed when compared to male and female students taught in coeducational classes. This study reported findings from mathematics…

Single-Gender Schools Scrutinized

ERIC Educational Resources Information Center

Zubrzycki, Jaclyn

2012-01-01

This article reports on a study on publicly run schools in the Republic of Trinidad and Tobago which has found that, while single-sex schools may benefit female students who prefer a single-sex environment, they are not inherently beneficial for boys or most girls. While the findings are based on data from one Caribbean nation, experts say they…

Perceptions of Parent School Collaboration within Single Parent Households

ERIC Educational Resources Information Center

Josafat, Jason Marc

2015-01-01

Little is known regarding the involvement levels of single parents in their child's education or what schools can do to support the collaborative involvement with single parents. This is important, because parent involvement is crucial for student success, and schools play an important part in garnering this role towards parent involvement; single…

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

Alcohol, tobacco, and other drug use prevention programs in U.S. schools: a descriptive summary.

PubMed

Kumar, Revathy; O'Malley, Patrick M; Johnston, Lloyd D; Laetz, Virginia B

2013-12-01

This report identifies the prevalence of state, local, and commercially developed substance abuse prevention programs in middle and high schools from 2001 to 2007, using survey data from nationally representative samples of 1,206 schools. Based on school administrators' reports, schools and school districts offer students an average of 1.62 prevention programs during their school years from elementary through high school. Bivariate and multivariate regression analyses were conducted with school demographic characteristics public versus private, size, population density, region of the country, school race/ethnic composition, and socioeconomic status of the student body (SES) as predictors of total number of programs that students received and of the relative use of local, state, and commercial programs. Schools in the West had significantly fewer prevention programs than those in other regions of the country. Students in predominantly White and in higher SES schools received significantly more prevention programs than students in majority African American, majority Hispanic, or in lower SES affluent schools. The most frequently reported programs that students received were locally developed. D.A.R.E. was the most widely adopted prevention program. Findings from this study suggest that schools often develop their own curriculum to suit their students' needs, and students are exposed to multiple prevention programs through their school years, making it difficult to examine the effectiveness of any single program in preventing and reducing substance use among students.

Automated external defibrillators in Washington State high schools

PubMed Central

Rothmier, Justin D; Drezner, Jonathan A; Harmon, Kimberly G

2007-01-01

Background The placement of automated external defibrillators (AEDs) in schools and public sporting venues is a growing national trend. Objective To determine the prevalence and use of AEDs in Washington State high schools and to examine the existing emergency preparedness for sudden cardiac arrest (SCA). Design Cross‐sectional survey. Setting High schools in Washington State. Participants The principal at each high school in the Washington Interscholastic Activities Association (n = 407) was invited to complete a web‐based questionnaire using the National Registry for AED Use in Sports (http://www.AEDSPORTS.com). Main outcome measurements The primary outcome measures studied included AED prevalence and location, funding for AEDs, AED training of school personnel, coordination of AED placement with local emergency response agencies, and prior AED use. Results 118 schools completed the survey (29% response rate). 64 (54%) of the schools have at least one AED on school grounds (mean 1.6, range 1–4). The likelihood of AED placement increased with larger school size (p = 0.044). 60% of AEDs were funded by donations, 27% by the school district and 11% by the school or athletic department itself. Coaches (78%) were the most likely to receive AED training, followed by administrators (72%), school nurses (70%) and teachers (48%). Only 25% of schools coordinated the implementation of AEDs with an outside medical agency and only 6% of schools coordinated with the local emergency medical system. One school reported having used an AED previously to treat SCA in a basketball official who survived after a single shock. The estimated probability of AED use to treat SCA was 1 in 154 schools per year. Conclusions Over half of Washington State high schools have an AED on school grounds. AED use occurred in <1% of schools annually and was effective in the treatment of SCA. Funding of AED programmes was mostly through private donations, with little coordination with local emergency response teams. Significant improvement is needed in structuring emergency response plans and training targeted rescuers for an SCA in the high‐school setting. PMID:17289857

Gender and School Choice: Factors Influencing Parents When Choosing Single-Sex or Co-Educational Independent Schools for Their Children

ERIC Educational Resources Information Center

Jackson, Carolyn; Bisset, Moray

2005-01-01

This paper explores factors influencing parents' choices of single-sex or co-educational schools in the independent sector. In doing so, it explores two relatively under-researched aspects of school choice by focusing upon gender and upon the middle classes. The paper draws upon research conducted in three independent schools--a boys' school, a…

Family Structure and the Intergenerational Transmission of Educational Advantage*

PubMed Central

Martin, Molly A.

2013-01-01

I examine whether the effect of parents’ education on children’s educational achievement and attainment varies by family structure and, if so, whether this can be explained by differential parenting practices. Using data from the National Education Longitudinal Study of 1988, I find that as parents’ education increases, children in single mother families experience a lower boost in their achievement test scores, likelihood of attending any post-secondary schooling, likelihood of completing a four-year college degree, and years of completed schooling relative to children living with both biological parents. Differences in parents’ educational expectations, intergenerational closure, and children’s involvement in structured leisure activities partially explain these status transmission differences by family structure. The findings imply that, among children with highly educated parents, children of single mothers are less likely to be highly educated themselves relative to children who grow up with both biological parents. PMID:23017695

Family structure and the intergenerational transmission of educational advantage.

PubMed

Martin, Molly A

2012-01-01

I examine whether the effect of parents' education on children's educational achievement and attainment varies by family structure and, if so, whether this can be explained by differential parenting practices. Using data from the National Education Longitudinal Study of 1988, I find that as parents' education increases, children in single mother families experience a lower boost in their achievement test scores, likelihood of attending any post-secondary schooling, likelihood of completing a 4-year college degree, and years of completed schooling relative to children living with both biological parents. Differences in parents' educational expectations, intergenerational closure, and children's involvement in structured leisure activities partially explain these status transmission differences by family structure. The findings imply that, among children with highly educated parents, children of single mothers are less likely to be highly educated themselves relative to children who grow up with both biological parents. Copyright © 2011 Elsevier Inc. All rights reserved.

Meeting the Needs of Single-Parent Families.

ERIC Educational Resources Information Center

Olson, Myrna R.; Haynes, Judith A.

1992-01-01

Schools can better meet the needs of single-parent families in the following ways: (1) acknowledge the diversity of single-parent families; (2) avoid assumptions about single-parent families; (3) provide educators with information about differing family structures; and (4) facilitate the connection between single parents and schools. (11…

Screening cluster A and cluster B personality disorders in Chinese high school students.

PubMed

Wang, Yuping; Zhu, Xiongzhao; Cai, Lin; Wang, Qin; Wang, Mengcheng; Yi, Jinyao; Yao, Shuqiao

2013-04-17

Personality disorders (PDs) during adolescence may, in addition to increasing risk for violent behaviors and suicide, also increase risk for elevated PD traits in adulthood. The aim of this study was to explore the prevalence of Cluster A and Cluster B PD traits and their relationships to demographic variables in Chinese high school students. A cohort of 3,552 students from eight high schools completed the Personality Diagnostic Questionnaire-4+ (PDQ-4+) and MacArthur Scale of Subjective Social Status-youth version (SSSy) questionnaires. Boys scored higher than girls on the paranoid, schizotypal, antisocial, and narcissistic PDs. Freshmen and sophomores scored higher than juniors on schizoid, borderline, and antisocial PDs. Children in single-child families scored higher than nonsingletons on the paranoid and antisocial PDs. Students from single-parent households scored higher than students from double-parent households on the schizotypal and antisocial PDs, and students with remarried parents scored higher than students from double-parent households on the borderline and antisocial PDs. Students who had low perception of social status in the society ladder scored higher than those with a high perceived status on the schizoid and borderline PDs, but scored lower on the histrionic PD; students with a low subjective social status in the school community ladder scored higher scores than those with a high perceived status on the paranoid, schizoid, borderline, and antisocial PDs, but scored lower on the histrionic PD. Gender, grade, family structure, and subjective social status may affect the development of PDs. Longitudinal studies and studies of the full scope of PDs are needed to fully elucidate the impact of demographic variables on PD prevalence rates in adolescence and adulthood.

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.

Patellofemoral pain syndrome and its association with hip, ankle, and foot function in 16- to 18-year-old high school students: a single-blind case-control study.

PubMed

Mølgaard, Carsten; Rathleff, Michael Skovdal; Simonsen, Ole

2011-01-01

An increased pronated foot posture is believed to contribute to patellofemoral pain syndrome (PFPS), but the relationship between these phenomena is still controversial. The objectives of this study were to investigate the prevalence of PFPS in high school students and to compare passive internal and external hip rotation, passive dorsiflexion, and navicular drop and drift between healthy high school students and students with PFPS. All 16- to 18-year-old students in a Danish high school were invited to join this single-blind case-control study (N = 299). All of the students received a questionnaire regarding knee pain. The main outcome measurements were prevalence of PFPS, navicular drop and drift, passive ankle dorsiflexion, passive hip rotation in the prone position, and activity level. The case group consisted of all students with PFPS. From the same population, a randomly chosen control group was formed. The prevalence of knee pain was 25%. Of the 24 students with knee pain, 13 were diagnosed as having PFPS. This corresponds to a PFPS prevalence of 6%. Mean navicular drop and drift were higher in the PFPS group versus the control group (navicular drop: 4.2 mm [95% confidence interval (CI), 3.2-5.3 mm] versus 2.9 mm [95% CI, 2.5-3.3 mm]; and navicular drift: 2.6 mm [95% CI, 1.6-3.7 mm] versus 1.4 mm [95% CI, 0.9-2.0 mm]). Higher passive ankle dorsiflexion was also identified in the PFPS group (22.2° [95% CI, 18°-26°] versus 17.7° [95% CI, 15°-20°]). This study demonstrated greater navicular drop, navicular drift, and dorsiflexion in high school students with PFPS compared with healthy students and highlights that foot posture is important to consider as a factor where patients with PFPS diverge from healthy individuals.

Increasing Comprehension of Expository Science Text for Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Carnahan, Christina R.; Williamson, Pamela; Birri, Nicole; Swoboda, Christopher; Snyder, Kate K.

2016-01-01

Using a multiple baseline single-subject design, this study evaluated the effects of a text structure intervention package on the ability of students with autism to comprehend traditional science texts. Three high school students with high-functioning autism and their teacher participated in this study. The intervention package included…

"It All depends...": Middle School Teachers Evaluate Single-Sex Classes

ERIC Educational Resources Information Center

Spielhagen, Frances R.

2011-01-01

This mixed-methods study explored the effectiveness of single-sex classes according to key stakeholders in this educational reform--the teachers who choose or are hired to teach in single-sex classes and schools. Specifically, this study examined the on-the-ground experiences of middle school teachers as they attempted to implement a relatively…

Single-Sex Classes. Research Brief

ERIC Educational Resources Information Center

Walker, Karen

2004-01-01

The research that has been conducted on single-sex schools and classes, has for the most part, been done in the private school and college realm, primarily because very few public schools established single-sex programs. One of the consistent findings has been that with so much emphasis having been placed on the development of girls, that boys are…

WWC Review of the Report "Expanding College Opportunities for High-Achieving, Low Income Students." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

Do low-income, high-achieving high school seniors benefit from receiving assistance with the college application process? Based on student surveys, a recent study found that providing application guidance, cost information, and fee waivers had a positive impact on postsecondary application submissions and enrollment outcomes. This study meets WWC…

Preliminary Evaluation of the FRIENDS for Life Program on Students' and Teachers' Emotional States for a School in a Low Socio-Economic Status Area

ERIC Educational Resources Information Center

Iizuka, Christina A.; Barrett, Paula M.; Gillies, Robyn; Cook, Clayton R.; Marinovic, Welber

2015-01-01

The purpose of this study was to examine the impact of the FRIENDS for Life program on students' and teachers' emotional outcomes in a school serving a high-poverty population. The focus of the intervention was to train/coach teachers with strategies to develop social and emotional skills for students. A single group, pre/post-test design was used…

Balancing High Quality Subject-Matter Instruction with Positive Teacher-Student Relations in the Middle Grades: Effects of Departmentalization, Tracking and Block Scheduling on Learning Environments. Report No. 15.

ERIC Educational Resources Information Center

McPartland, James M.

This study tests the general hypothesis that there is no single best way to organize a middle school to meet the variety of needs of early adolescent students. Using data from a sample of 433 schools in the Pennsylvania Educational Quality Assessment, it examines the effects of self-contained classroom instruction and departmentalization on two…

Single-Sex Classrooms Are Succeeding

ERIC Educational Resources Information Center

Gurian, Michael; Stevens, Kathy; Daniels, Peggy

2009-01-01

Over the past decade, the Gurian Institute has trained more than forty thousand teachers in more than two thousand schools and districts, both coed and single-sex. The institute's trainers have worked with public and private schools, Montessori schools, and a variety of charter and independent schools in fifteen countries; it has therefore been…

Single-Sex and Coeducational Schooling: Relationships to Socioemotional and Academic Development.

ERIC Educational Resources Information Center

Mael, Fred A.

1998-01-01

The role of coeducation versus single-sex schooling in the academic, socioemotional, interpersonal, and career development of adolescents is discussed, and arguments and research support for both types of schooling are reviewed. Separate-sex schooling seems to provide potential benefits for at least some students. (Author/SLD)

Physical activity and sports team participation: associations with academic outcomes in middle school and high school students.

PubMed

Fox, Claudia K; Barr-Anderson, Daheia; Neumark-Sztainer, Dianne; Wall, Melanie

2010-01-01

Previous studies have found that higher physical activity levels are associated with greater academic achievement among students. However, it remains unclear whether associations are due to the physical activity itself or sports team participation, which may involve requirements for maintaining certain grades, for example. The purpose of this study is to examine the associations between sports team participation, physical activity, and academic outcomes in middle and high school students. Data were drawn from Project EAT (Eating Among Teens), a survey of middle and high school students (n = 4746). Students self-reported their weekly hours of physical activity, sports team participation, and academic letter grades. Two statistical models were considered: first, 2 separate regression analyses with grade point average (GPA) as the outcome and either sports team participation or physical activity as the predictor; second, a single regression with GPA as the outcome and both sports team participation and physical activity as the simultaneous predictors. For high school girls, both physical activity and sports team participation were each independently associated with a higher GPA. For high school boys, only sports team participation was independently associated with a higher GPA. For middle school students, the positive association between physical activity and GPA could not be separated from the relationship between sports team participation and a higher GPA. Regardless of whether academic success was related to the physical activity itself or to participation on sports teams, findings indicated positive associations between physical activity involvement and academic achievement among students.

School Subject Preferences of Pupils in Single Sex and Co-educational Secondary Schools.

ERIC Educational Resources Information Center

Colley, Ann; And Others

1994-01-01

Reports on a study of school subject preference among 566 male and 567 female students in both single-sex and coeducational British secondary schools. Finds an effect of school type for younger students only. Also finds clear effects of gender with higher rankings given to mathematics and science by boys and to art by girls. (CFR)

Learning Separately: The Case for Single-Sex Schools

ERIC Educational Resources Information Center

Meyer, Peter

2008-01-01

While there are no reliable counts of single-gender schools in the first half of the 20th century, best estimates are that most were schools for white boys. Many of the girls' schools that did exist early on served as "finishing" schools rather than preparation for college. In the 1960s and 1970s, the civil rights and feminist movements…

Multiple case study analysis of young women's experiences in high school engineering

NASA Astrophysics Data System (ADS)

Pollock, Meagan C.

At a time when engineers are in critical demand, women continue to be significantly underrepresented in engineering fields (11.7%) and degree programs (21.3%) in the United States. As a result, there is a national demand for improved K-12 STEM education and targeted efforts to improve equity and access to engineering and science careers for every underrepresented group. High school engineering has become a nascent and growing market for developers and an emergent opportunity for students across the United States to learn introductory engineering skills through strategic career pathways; however there is a disparity in participation at this level as well. Much useful research has been used to examine the problematization of underrepresentation (K Beddoes, 2011), but there is a dearth of literature that helps us to understand the experiences of young women in high school engineering. By examining the experiences of young women in high school engineering, we can learn ways to improve the curriculum, pedagogy, and environment for underrepresented groups such as females to ensure they have equitable access to these programs and are subsequently motivated to persist in engineering. Understanding the needs of marginalized groups is complex, and intersectional feminism seeks to understand gender in relation to other identities such as race, class, ethnicity, sexuality, and nationality. This theory asserts that gender alone is neither a total identity nor a universal experience, and it is thus advantageous to consider each of the intersecting layers of identity so as to not privilege a dominate group as representative of all women. Thus, to understand how female students engage with and experience engineering in grade school, it is useful to examine through the lens of gender, class, race, and sexuality, because this intersection frames much of the human experience. The purpose of this study is to examine high school females' experiences in engineering, with a goal to richly describe the diversity of experiences. A multiple case study analysis, this study answers the question: How do gender, class, race, and other components of intersectionality, influence high school females' experiences in engineering? Nine young women taking a high school engineering course in a suburban high school in Central Texas during the school year 2011-2012 volunteered to participate. The students were observed in their engineering classes for half of the spring 2012 semester, with bi-weekly interviews with the students, monthly interviews with the teacher, and a single interview with a parent of each volunteer. The nine rich case studies provide us with new stories that help prevent us from narrowing the experiences of women to a single incomplete stereotype, because these young women vary across race, socioeconomic backgrounds, and sexual orientation. Although each story is unique, there are commonalities among their experiences, including family, influence, classroom environment, biases, and beliefs. By drawing from their collective experiences in high school engineering, the findings direct us toward recommendations for educators, parents, engineering curriculum developers, designers of teacher professional development, and future research to improve equity and access for every student in engineering.

Sex Differences in Verbal and Science Performance for Students from One-Parent Families: Further Tests of Economic and Behavioral Explanations of a Small Effect.

ERIC Educational Resources Information Center

Mulkey, Lynn M.; Morton, Peter J.

This investigation revives direct impact explanations of single-parent effects on student performance by further disagreggation by sex of the student. The effect of living in a single-parent household on the standardized test scores of students was estimated separately for males and females through analyses of data from the High School and Beyond…

Low Energy Technology. A Unit of Instruction in Housing and Home Environment. Single Family Homes--Multi-Family Homes--Mobile Homes.

ERIC Educational Resources Information Center

Beaulieu, Barbara; And Others

This unit of instruction on selection and living styles for energy conservation in single-family and multi-family housing and mobile homes was designed for use by home economics teachers in Florida high schools and by home economics extension agents as they work with their clientele. It is one of a series of 11 instructional units (see note)…

Moral Development in Single-Sex Schools: A Review of the Research

ERIC Educational Resources Information Center

Murphy, Madonna M.

2008-01-01

This paper is a systematic review of the research studies on single-sex schools conducted in the last decade. It concludes that there is empirical support to the hypothesis that single-sex schools may be advantageous for both boys and girls in terms of promoting academic achievement with a greater degree of order and control in the classroom and…

Parents' Views on Mixed and Single-Sex Secondary Schools.

ERIC Educational Resources Information Center

West, Anne; Hunter, Jay

1993-01-01

Reports on two studies of British parental attitudes toward coeducational and single-sex secondary schools. Finds few differences between the parents of primary school girls and boys who will attend secondary schools in the future. Also finds a large majority of boys' parents believe that social advantages accrue for boys educated with girls. (CFR)

Single-Sex Schooling Gets New Showcase

ERIC Educational Resources Information Center

McNeil, Michele

2008-01-01

Single-sex classrooms and schools are common in private education and have emerged as popular options in urban public school districts, such as New York City, particularly as a strategy for raising the achievement of African-American boys. South Carolina is at the forefront of implementing such programs statewide. Ninety-seven schools in South…

A New and Different Space in the Primary School: Single-Gendered Classes in Coeducational Schools

ERIC Educational Resources Information Center

Wills, Robin C.

2007-01-01

This paper derives from a two-year ethnographic study conducted in single-gendered classes in two Tasmanian government coeducational schools in socio-economically disadvantaged areas. These schools specifically adopted proactive strategies to address the educational disengagement of boys whose social behaviour affected their own education and that…

gidakiimanaaniwigamig (Seek To Know)--A Native Youths Science Immersion Program Created Through a Partnership Between a Tribal College, a Research Laboratory and a Science Museum

NASA Astrophysics Data System (ADS)

Dalbotten, D. M.; Pellerin, H.; Steiner, M.

2004-12-01

The National Center for Earth-surface Dynamics, an NSF-sponsored Science and Technology Center, through a partnership between the University of Minnesota, the Science Museum of Minnesota, and the Fond du Lac Tribal and Community College, has created gidakiimanaaniwigamig (Seek to Know), where students in middle and high school participate in hands-on research projects on topics in environmental science through a series of four yearly seasonal camps combined with field trips and after school programming. Through meetings with Native elders, community leaders and educators, we know that the major issues that must be addressed are student retention, gaps in programming that allow students who have been performing successfully in math and science to drift away from their interest in pursuing STEM careers, and concern about moving away from the community to pursue higher education. After-school and summer programs are an effective means of creating interest in STEM careers, but single-contact programs don't have the long-term impact that will create a bridge from grade school to college and beyond. Often children who have learned to love science in grade school gradually move away from this interest as they enter middle and high school. While a single intervention offered by a science camp or visit to a laboratory can be life-altering, once the student is back in their everyday life they may forget that excitement and get sidetracked from the educational goals they formed based on this single experience. We want to build on the epiphany (science is fun!) with continued interaction that allows the students to grow in their ability to understand and enjoy science. In order to foster STEM careers for underrepresented youths we need to create a sustained, long-term, program that takes youths through programs that stimulate that initial excitement and gradually become more intensive and research-oriented as the youths get older. NCED's approach to these challenges is to bring youths into a long-lasting program with repeat contacts; to involve community leaders they trust, such as elders, parents, and teachers; to make connections to traditional Native culture; to provide high-quality hands-on science and involve scientists working on NCED research; and to keep it fun!

An Analysis of the Impact of Single-Sex Schools on Seventh Grade Math and Reading Tasks Scores

ERIC Educational Resources Information Center

Groves-Redwood, Tarawa F.

2012-01-01

The purpose of this study was to determine if there is a statistically significant mean difference in math and reading student performance by types of schools. The types of schools were identified as all-male and all-female public middle schools. Specifically, this study examined the impact of public single-sex schools on the mathematics and…

Alcohol, Tobacco, and Other Drug Use Prevention Programs in U.S. Schools: A Descriptive Summary

PubMed Central

Kumar, Revathy; O’Malley, Patrick; Johnston, Lloyd; Laetz, Viginia

2013-01-01

This report identifies the relative prevalence and trends in state, local, and commercially developed substance abuse prevention programs in middle and high schools from 2001 to 2007, using survey data from nationally representative samples of 1,206 schools. Based on school administrators’ reports, schools and school districts offer students, on average 1.62 prevention programs during their school years from elementary through high school. Bivariate and multivariate regression analyses were conducted with school demographic characteristics (public versus private, size, population density, region of the country, school race/ethnic composition and socioeconomic status of the student body) as predictors of total number of weighted programs students received and of the relative use of local, state, and commercial programs. Schools in the West had significantly fewer prevention programs than those in all other regions of the country. Students in predominantly White and in more affluent schools received significantly more prevention programs than students in majority African American, majority Hispanic, or in less affluent schools. The most frequently reported programs that students received were locally developed. Of all the prevention programs, D.A.R.E. was the most widely adopted. Findings from this study suggest that schools often develop their own curriculum to suit their students’ needs, and students are exposed to multiple prevention programs through their school years, making it difficult to examine the effectiveness of any single program in preventing and reducing substance use among students. PMID:23404662

The Promise of Single-Sex Classes

ERIC Educational Resources Information Center

Stotsky, Sandra

2012-01-01

Despite the enthusiasm and the absence of definitive research on the pros and cons of single-sex classes, a 2011 article in Science, titled "The Pseudoscience of Single-Sex Schooling," by a new organization called American Council for CoEducational Schooling (ACCES) came out with the astonishing conclusion that single-sex education is…

Differences in dynamic balance scores in one sport versus multiple sport high school athletes.

PubMed

Gorman, Paul P; Butler, Robert J; Rauh, Mitchell J; Kiesel, Kyle; Plisky, Phillip J

2012-04-01

Researchers have previously reported on the importance of dynamic balance in assessing an individual's risk for injury during sport. However, to date there is no research on whether multiple sport participation affects dynamic balance ability. Therefore, the purpose of this study was to determine if there was a difference in dynamic balance scores in high school athletes that competed in one sport only as compared athletes who competed in multiple sports, as tested by the Lower Quarter Y Balance Test (YBT-LQ). Ninety-two high school athletes who participated in one sport were matched, by age, gender and sport played, to athletes who participated in the same sport as well as additional sports. All individuals were assessed using the YBT-LQ to examine differences in composite reach score and reach direction asymmetry between single sport and multiple sport athletes. The greatest reach distance of three trials in each reach direction for right and left lower-extremities was normalized by limb length and used for analysis. A two-way ANOVA (gender x number of sports played) was used to statistically analyze the variables in the study. No significant interactions or main effects related to number of sports played were observed for any YBT-LQ score (p>0.05). Male athletes exhibited significantly greater normalized reach values for the posteromedial, posterolateral, and composite reach while also exhibiting a larger anterior reach difference when compared to the females. Athletes who participated in multiple sports had similar performances on the YBT-LQ when compared to athletes who participated in a single sport. The findings of this study suggest that the number of sports played by a high school athlete does not need to be controlled for when evaluating dynamic balance with the YBT-LQ.

The Effects of Specialization and Sex on Anterior Y-Balance Performance in High School Athletes

PubMed Central

Miller, Madeline M.; Trapp, Jessica L.; Post, Eric G.; Trigsted, Stephanie M.; McGuine, Timothy A.; Brooks, M. Alison; Bell, David R.

2017-01-01

Background: Sport specialization and movement asymmetry have been separately discussed as potential risk factors for lower extremity injury. Early specialization may lead to the development of movement asymmetries that can predispose an athlete to injury, but this has not been thoroughly examined. Hypothesis: Athletes rated as specialized would exhibit greater between-limb anterior reach asymmetry and decreased anterior reach distance on the Y-balance test (YBT) as compared with nonspecialized high school athletes, and these differences would not be dependent on sex. Study Design: Cross-sectional study. Level of Evidence: Level 3. Methods: Two hundred ninety-five athletes (117 male, 178 female; mean age, 15.6 ± 1.2 years) from 2 local high schools participating in basketball, soccer, volleyball, and tennis responded to a questionnaire regarding sport specialization status and performed trials of the YBT during preseason testing. Specialization was categorized according to 3 previously utilized specialization classification methods (single/multisport, 3-point scale, and 6-point scale), and interactions between specialization and sex with Y-balance performance were calculated using 2-way analyses of variance. Results: Single-sport male athletes displayed greater anterior reach asymmetry than other interaction groups. A consistent main effect was observed for sex, with men displaying greater anterior asymmetry and decreased anterior reach distance than women. However, the interaction effects of specialization and sex on anterior Y-balance performance varied based on the classification method used. Conclusion: Single-sport male athletes displayed greater anterior reach asymmetry on the YBT than multisport and female athletes. Specialization classification method is important because the 6- and 3-point scales may not accurately identify balance abnormalities. Male athletes performed worse than female athletes on both of the Y-balance tasks. Clinical Relevance: Clinicians should be aware that single-sport male athletes may display deficits in dynamic balance, potentially increasing their risk of injury. PMID:28447871

Common Enrollment, Parents, and School Choice: Early Evidence from Denver and New Orleans. Making School Choice Work Series

ERIC Educational Resources Information Center

Gross, Betheny; DeArmond, Michael; Denice, Patrick

2015-01-01

A number of cities across the country are trying to make school choice work better for families by adopting new systems and policies that cover both district and charter schools. The common enrollment system is a promising new development that allows families to fill out a single application with a single deadline for any and all schools they wish…

Pennsylvania Public School Superintendent Beliefs and Practices Regarding Single Subject Acceleration in an Elementary School Setting

ERIC Educational Resources Information Center

Vizza, Jill Pinnola

2017-01-01

This study was designed to identify factors that might influence Pennsylvania public school superintendents in the decision regarding the potential use of single-subject acceleration as a practice for meeting the needs of students in the elementary setting. The research targeted public school superintendents in the Commonwealth of Pennsylvania. In…

Variation in school health policies and programs by demographic characteristics of US schools, 2006.

PubMed

Balaji, Alexandra B; Brener, Nancy D; McManus, Tim

2010-12-01

To identify whether school health policies and programs vary by demographic characteristics of schools, using data from the School Health Policies and Programs Study (SHPPS) 2006. This study updates a similar study conducted with SHPPS 2000 data and assesses several additional policies and programs measured for the first time in SHPPS 2006. SHPPS 2006 assessed the status of 8 components of the coordinated school health model using a nationally representative sample of public, Catholic, and private schools at the elementary, middle, and high school levels. Data were collected from school faculty and staff using computer-assisted personal interviews and then linked with extant data on school characteristics. Results from a series of regression analyses indicated that a number of school policies and programs varied by school type (public, Catholic, or private), urbanicity, school size, discretionary dollars per pupil, percentage of white students, percentage of students qualifying for free lunch funds, and, among high schools, percentage of college-bound students. Catholic and private schools, smaller schools, and those with low discretionary dollars per pupil did not have as many key school health policies and programs as did schools that were public, larger, and had higher discretionary dollars per pupil. However, no single type of school had all key components of a coordinated school health program in place. Although some categories of schools had fewer policies and programs in place, all had both strengths and weaknesses. Regardless of school characteristics, all schools have the potential to implement a quality school health program. © Published 2010. This article is a US Government work and is in the public domain in the USA.

Stories to Be Read Aloud (Booksearch).

ERIC Educational Resources Information Center

English Journal, 1989

1989-01-01

Presents junior and senior high school teachers' suggestions for short stories to read aloud in a single class period, including "The Laughing Man" (J. D. Salinger), "A & P" (John Updike), "Epicac" (Kurt Vonnegut), "The Story of an Hour" (Kate Chopin), and "The Yellow Wallpaper" (Charlotte…

A Venture in Constitutional Law.

ERIC Educational Resources Information Center

Cole, W. Graham; Dillon, Dorothy H.

1980-01-01

Senior high girls and boys from two single-sex schools undertook a study of a Supreme Court case that provided insight not only into constitutional law and history but also into how men and women can work together and relate in other ways than dating. (DS)

Single-Sex Classrooms

ERIC Educational Resources Information Center

Protheroe, Nancy

2009-01-01

Although single-sex education was once the norm in the U.S., the practice has largely been confined to private schools for more than a century. However, with the introduction of the final version of the U.S. Department of Education's so-called single-sex regulations in 2006, public schools were allowed greater flexibility to offer single-sex…

Socioeconomic Factors Influence Physical Activity and Sport in Quebec Schools.

PubMed

Morin, Pascale; Lebel, Alexandre; Robitaille, Éric; Bisset, Sherri

2016-11-01

School environments providing a wide selection of physical activities and sufficient facilities are both essential and formative to ensure young people adopt active lifestyles. We describe the association between school opportunities for physical activity and socioeconomic factors measured by low-income cutoff index, school size (number of students), and neighborhood population density. A cross-sectional survey using a 2-stage stratified sampling method built a representative sample of 143 French-speaking public schools in Quebec, Canada. Self-administered questionnaires collected data describing the physical activities offered and schools' sports facilities. Descriptive and bivariate analyses were performed separately for primary and secondary schools. In primary schools, school size was positively associated with more intramural and extracurricular activities, more diverse interior facilities, and activities promoting active transportation. Low-income primary schools were more likely to offer a single gym. Low-income secondary schools offered lower diversity of intramural activities and fewer exterior sporting facilities. High-income secondary schools with a large school size provided a greater number of opportunities, larger infrastructures, and a wider selection of physical activities than smaller low-income schools. Results reveal an overall positive association between school availability of physical and sport activity and socioeconomic factors. © 2016, American School Health Association.

Region 9 - Social Vulnerability Index

EPA Pesticide Factsheets

The Social Vulnerability Index is derived from the 2000 US Census data. The fields included are percent minority, median household income, age (under 18 and over 64), population without a high school diploma, linguistically isolated households, and single female head of households with own children under 18 (single moms). The data is at the block group level. Each field for each block group is assigned an index score of 0-3, based on whether the value of that dataset falls in the top quartile (score=3), second quartile (score=2), third quartile (score=1), or bottom quartile (score=0). The scores for each field are then added together to assign a comprehensive score to each block group (0-21). The highest scores are block groups that have the highest percentage of sensitive populations (highest percent minority, lowest per capita income, highest percent of population under 18 and over 64, highest percentage of population without a high school degree, highest percent of linguistically isolated households, and highest percent of single female head of households). Zoe Heller of the US EPA Region 9's Communities and Ecosystems Division, is responsible for the design and development of the Social Vulnerability Index data set.

Arizona - Social Vulnerability Index

EPA Pesticide Factsheets

The Social Vulnerability Index is derived from the 2000 US Census data. The fields included are percent minority, median household income, age (under 18 and over 64), population without a high school diploma, linguistically isolated households, and single female head of households with own children under 18 (single moms). The data is at the block group level. Each field for each block group is assigned an index score of 0-3, based on whether the value of that dataset falls in the top quartile (score=3), second quartile (score=2), third quartile (score=1), or bottom quartile (score=0). The scores for each field are then added together to assign a comprehensive score to each block group (0-21). The highest scores are block groups that have the highest percentage of sensitive populations (highest percent minority, lowest per capita income, highest percent of population under 18 and over 64, highest percentage of population without a high school degree, highest percent of linguistically isolated households, and highest percent of single female head of households). Zoe Heller of the US EPA Region 9's Communities and Ecosystems Division, is responsible for the design and development of the Social Vulnerability Index data set.

Connecting families and high schools through interactive homework

NASA Astrophysics Data System (ADS)

Pandya, Katrina

2008-10-01

The current study analyzed the effectiveness of integrating parents in the education of their children through interactive homework (IH). More specifically, the research questions of the study examined the effectiveness, feasibility, and usefulness of parental involvement in increasing academic performance within high school science classes. Using a mixed method design with a single IH treatment group, a convenience sample of 84 anatomy and biology students was assessed over a 6-week period. Although Spearman correlations failed to reveal any associations linking hours of parental IH involvement with student outcomes, related-samples t tests of pre/post student performance indicated significant increases in homework, test scores and overall grades, with greatest improvement observed in test scores. Exit questionnaires, focus groups, and interviews were coded for emergent themes that in turn were analyzed for common patterns. These qualitative data revealed positive feedback related to specific program components and a general interest for program continuation. The results indicated that it is possible to successfully incorporate parents at the high school level, even in technical subject areas. The research may be of particular interest to families and educators due to the positive scholastic effects of incorporating parents in high school academics. Social change is generated by incorporating parents into the educational process which strengthens the school-home bond and contributes to student achievement and motivation.

Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex science classrooms

NASA Astrophysics Data System (ADS)

Parker, Lesley H.; Rennie, Léonie J.

2002-09-01

Debate continues over the benefits, or otherwise, of single-sex classes in science and mathematics, particularly for the performance of girls. Previous research and analyses of the circumstances surrounding the implementation of single-sex classes warn that the success of the strategy requires due consideration of the nature of the instructional environment for both boys and girls, together with appropriate support for the teachers involved. This article reports the circumstances under which teachers were able to implement gender-inclusive strategies in single-sex science classes in coeducational high schools and documents some of the difficulties faced. The study was part of the Single-Sex Education Pilot Project (SSEPP) in ten high schools in rural and urban Western Australia. Qualitative and quantitative data were gathered during the project from teachers, students and classroom observations. Overall, it was apparent that single-sex grouping created environments in which teachers could implement gender-inclusive science instructional strategies more readily and effectively than in mixed-sex settings. Teachers were able to address some of the apparent shortcomings of the students' previous education (specifically, the poor written and oral communication of boys and the limited experience of girls with 'hands-on' activities and open-ended problem solving). Further, in same-sex classrooms, sexual harassment which inhibited girls' learning was eliminated. The extent to which teachers were successful in implementing gender-inclusive instructional strategies, however, depended upon their prior commitment to the SSEPP as a whole, and upon the support or obstacles encountered from a variety of sources, including parents, the community, students, and non-SSEPP teachers.

Demographic and socio-economic associations with academic attainment (UCAS tariff scores) in applicants to medical school.

PubMed

Powis, David; James, David; Ferguson, Eamonn

2007-03-01

In the United Kingdom medical students are selected predominantly on their academic merit. Their academic achievement marks are equated via the tariff point score structure administered by the Universities and Colleges Admissions Service (UCAS). We studied the applicant databases for 1998-2003 for one English medical school to determine the factors that predict high tariff point scores. Complete demographic data and relative socio-economic status, educational institution attended and tariff point score was available for 8997 UK applicants aged 21 years or younger to the 5-year Bachelor of Medicine/Bachelor of Surgery (BM BS) course at Nottingham University medical school (and partially complete data for a further 1891 applicants). The data were subjected to standard univariate and multivariate analyses and to path analysis. In these samples, the independent predictors of a high tariff point score were being younger and male. The effect sizes were small, although significant. Higher tariff point scores were achieved by those from households less materially disadvantaged. Ethnicity was also a predictor with white, Chinese and those of mixed ethnic origin achieving higher tariff point scores than those from other groups. Finally, the type of school attended predicted academic achievement with applicants from further education colleges, independent schools and grant-maintained schools achieving higher tariff point scores. Notwithstanding the relatively homogeneous (predominantly young, white, high academic achievers) applicant pool to a single UK medical school we identified consistent significant predictors of high tariff point scores. As high tariff point scores are still the major entry criterion to UK medical schools, our findings will be of value in informing policy decisions concerning 'widening access' schemes being established at government request.

Physics education: Understanding the barriers for young women in Ontario

NASA Astrophysics Data System (ADS)

Mainhood, Lindsay Ann

In nearly all countries of the world, at every level of education, physics as a field of science is failing to recruit and retain women. This phenomenon is believed to relate to girls' educational experiences from K-12, but the reasons for the gender gap in physics are not fully understood. The purpose of this phenomenological research is to explore and understand the barriers encountered by Ontario female high school students during their physics education and the meanings attributed to those barriers by these young women. This research is guided by social cognitive career theory (SCCT) and uses the concept of physics identity as a lens through which the influence of contextual barriers can be understood. Nine participants, selected via snowball sampling from an Eastern Ontario university, together participated in four semi-structured focus group meetings and individually participated in a single in-depth, one-on-one interview. Audio data was transcribed verbatim and analyzed using a general inductive approach. Emergent themes are descriptively presented as the findings of the research study: perceiving the high school physics experience, experiencing high school physics education, and identity and gender in the high school physics experience. Sub-themes presented include limited prior experiences, negative perceptions of physics, images of physics learners, decision-making, reactions to pedagogy, learning needs, physics identity, gender-dependent influences, and making meaning of the experiences in high school physics. The shared experience of high school physics education for young women is understood as both a richly challenging and rewarding experience. Based on the findings of this research, recommendations are made for practical and research settings, and for future work in this area. Drawing on literature on underrepresentation of women in physics, this research contributes to the physics education research community and beyond; it offers voices of Ontario female high school students, and an understanding of the barriers and the meanings associated with their experiences in high school physics.

GIS in the Classroom: A New Zealand Experience

ERIC Educational Resources Information Center

Brodie, Sally

2006-01-01

This article begins by describing the use of GIS at a local scale within a single school, and builds outwards to review the use of GIS in the contexts of national classrooms. The single school is Diocesan School for Girls in Auckland. It is an independent girls' school for Years 1-13, well resourced with IT staff, computer hardware and software.…

The Relationship between Correlates of Effective Schools and Social Emotional Learning within Single Gender Schools Serving Boys of Color

ERIC Educational Resources Information Center

Green, Curt R.

2013-01-01

Urban school districts throughout the United States are creating single gender classrooms or schools to improve student achievements for their lowest performing subgroups (Noguera, 2009). It is hoped that separating the sexes will improve domains such as discipline, attendance and academic performance, while decreasing the dropout rate. If single…

The pathways of high school science teachers and policy efforts to alter the pipeline

NASA Astrophysics Data System (ADS)

Sass, Tim

2012-03-01

There is currently much interest in improving the quality of science education in K-12 schools and encouraging more students, particularly minorities and women, to pursue careers in STEM fields. Two interrelated issues are at the forefront: the quality of science teachers and the supply of science teachers. Education research in general finds that the single most important school-based factor affecting student achievement is teacher quality. While there is little evidence that teacher credentials matter for student achievement in the lower grades, there is at least some evidence that content knowledge is an important determinant of teacher quality in middle and secondary schools. However, little is known about the pre-service preparation of high school science teachers and how the training of science teachers affects their performance in the classroom. While there are many efforts underway to increase the supply of science teachers, little is known about the supply of science teachers from different pathways and the factors that lead science teachers to leave the profession. In this presentation I discuss recent work on the supply of teachers from alternative pathways, focusing on high school science teachers. I also summarize the literature on teacher quality and attrition, emphasizing the current state of knowledge on secondary school teachers. Finally, I present current policy initiatives and discuss the likelihood of their success given current research findings.

Daily Cybervictimization Among Latino Adolescents: Links with Emotional, Physical and School Adjustment

PubMed Central

Espinoza, Guadalupe

2015-01-01

The current study examines how Latino adolescents’ daily cybervictimization experiences are associated with their emotional and physical well-being and school adjustment. Latino high school students (N = 118) completed daily checklists across five consecutive school days. Hierarchical linear modeling results revealed that daily cybervictimization experiences were associated with greater feelings of distress, anger, shame and physical symptoms. Moderation analyses showed gender differences such that the daily level associations with distress and anger were significant for Latinas but not Latino adolescents. Daily cybervictimization experiences were also related to increased school attendance problems such as arriving late to class or skipping a class. Mediation models indicated that daily feelings of distress accounted for the association between single episodes of cybervictimization and attendance problems. The results address several voids in the cybervictimization literature and demonstrate that a discrete encounter of victimization online is associated with compromised well-being and school adjustment among Latino adolescents. PMID:27307652

A Blind Segmentation Approach to Acoustic Event Detection Based on I Vector

DTIC Science & Technology

2013-08-25

Hui Lee1 1 School of ECE, Georgia Institute of Technology , Atlanta, GA. 30332-0250, USA 2 School of Computing, University of Eastern Finland, Finland...recordings obtained at low signal-to-noise-ratio (SNR) enviroments with highly-mixed events in a single acous- tic segment. Research in AED [1] is...2532–2535. [28] C.-C. Chang and C.-J. Lin, “LIBSVM: A library for support vector machines,” ACM Transactions on Intelligent Systems and Technology

A new model of special relativity and the relationship between the time warps of general and special relativity

NASA Astrophysics Data System (ADS)

Stannard, Warren B.

2018-05-01

Einstein’s two theories of relativity were introduced over 100 years ago. High school science students are seldom exposed to these revolutionary ideas as they are often perceived to be too difficult conceptually and mathematically. This paper brings together the two theories of relativity in a way that is logical and consistent and enables the teaching of relativity as a single subject. This paper introduces new models and analogies which are suitable for the teaching of Einstein’s relativity at a high school level, exposing students to our best understanding of time, space, matter and energy.

Family environment and its relation to adolescent personality factors.

PubMed

Forman, S G; Forman, B D

1981-04-01

Investigated the relationship between family social climate characteristics and adolescent personality functioning. The High School Personality Questionnaire (HSPQ) was administered to 80 high school students. These students and their parents also completed the Family Environment Scale (FES). Results of a stepwise multiple regression analysis indicated that one or more HSPQ scales had significant associations with each FES scale. Significant variance in child behavior was attributed to family social system functioning; however, no single family variable accounted for a major portion of the variance to the exclusion of other factors. It was concluded that child behavior varies with total system functioning, more than with separate system factors.

Peer and teacher bullying/victimization of South Australian secondary school students: prevalence and psychosocial profiles.

PubMed

Delfabbro, Paul; Winefield, Tony; Trainor, Sarah; Dollard, Maureen; Anderson, Sarah; Metzer, Jacques; Hammarstrom, Anne

2006-03-01

This study examined the nature and prevalence of bullying/victimization by peers and teachers reported by 1,284 students (mean age = 15.2 years) drawn from a representative sample of 25 South Australian government and private schools. Students completed a self-report survey containing questions relating to teacher and peer-related bullying, measures of psychosocial adjustment, and personality. The results showed that students could be clearly differentiated according to the type of victimization they had experienced. Students reporting peer victimization typically showed high levels of social alienation, poorer psychological functioning, and poorer self-esteem and self-image. By contrast, victims of teacher victimization were more likely to be rated as less able academically, had less intention to complete school and were more likely to be engaged in high-risk behaviours such as gambling, drug use and under-age drinking. Most bullying was found to occur at school rather than outside school and involved verbal aggression rather than physical harm. Boys were significantly more likely to be bullied than girls, with the highest rates being observed amongst boys attending single-sex government schools. Girls were more likely to be subject to bullying if they attended coeducational private schools. The implications of this work for enhancing school-retention rates and addressing psychological distress amongst adolescent students are discussed.

Effect of Single-Sex Education on Progress in GCSE

ERIC Educational Resources Information Center

Malacova, Eva

2007-01-01

Multilevel modeling was carried out on national value-added data to study the effects of single-sex education on the progress of pupils from 2002 Key Stage 3 to 2004 GCSE. The analysis suggests that pupils in a selective environment achieve higher progress in single-sex schools; however, the advantage of single-sex schooling seems to decrease with…

Evaluating the Impact of Professional Development and Curricular Implementation on Student Mathematics Achievement: A Mixed Methods Study

ERIC Educational Resources Information Center

Krupa, Erin Elizabeth

2011-01-01

In this era of high-stakes testing and accountability, curricula are viewed as catalysts to improve high school students' mathematics performances and a critical question is whether single subject or integrated curricula produce stronger student outcomes. This study was designed to investigate the effects of an integrated reform-based curriculum,…

Implementation of a Single Comprehensive Function-Based Intervention across Multiple Classrooms for a High School Student

ERIC Educational Resources Information Center

Whitford, Denise K.; Liaupsin, Carl J.; Umbreit, John; Ferro, Jolenea B.

2013-01-01

A comprehensive function-based intervention was developed to address the chronic, high levels of off-task behavior by a 15-year-old ninth grade Caucasian male with learning disabilities and ADHD. A descriptive FBA identified that the student's off-task behavior was reinforced by peer attention and task avoidance. Intervention involved the…

Pond Power

ERIC Educational Resources Information Center

Bode, Claudia; Criss, Mary; Ising, Andrew; McCue, Sharon; Ralph, Shannon; Sharp, Scott; Smith, Val; Sturm, Belinda

2014-01-01

Every year, high school students hunch over microscopes and peer at a plethora of tiny creatures. Swimming single-celled protists and whirling multicellular rotifers often steal the show, preventing students from noticing the static algae. However, these frequently overlooked, ordinary algae are inspiring research all over the world as scientists…

A Tabular Approach to Titration Calculations

ERIC Educational Resources Information Center

Lim, Kieran F.

2012-01-01

Titrations are common laboratory exercises in high school and university chemistry courses, because they are easy, relatively inexpensive, and they illustrate a number of fundamental chemical principles. While students have little difficulty with calculations involving a single titration step, there is a significant leap in conceptual difficulty…

Views of teenagers on termination of pregnancy at Muyexe high school in Mopani District, Limpopo Province, South Africa

PubMed Central

Lebese, Tsakani R.; Maputle, Sonto M.; Mulaudzi, Lindiwe

2016-01-01

Background Teenage pregnancy is a global social health concern especially because of the HIV and AIDS pandemic, sexually transmitted infections, high rate of termination of pregnancy (TOP), adolescents’ parenthood and decreased level of contraceptives. Aim To explore the views of teenagers on the TOP at Muyexe high school in a rural village of Mopani District, Limpopo Province. Setting Muyexe high school in a rural village of Mopani District, Limpopo Province, in South Africa. Methodology A qualitative method using explorative and descriptive designs was used to find in-depth description and understanding of teenagers’ views on TOP. The target population was girls aged 15–19 years at Muyexe high school in Mopani District. Non-probability, convenient sampling was used to select high school teenage girls who had undergone TOP for the study. Data were collected using individual self-report technique (interview). Tesch’s eight steps of qualitative data analysis were used. Measures to ensure trustworthiness and ethical considerations were observed. Results Two major themes were revealed: (1) Views of teenagers regarding TOP (poverty, relationship problems and single parenthood, negative impact on the teen’s life while attending school) and (2) teenager’s fears regarding pregnancy (stigma, fear of parents and friends, rape and incest and fear of giving birth). Conclusion Majority of participants had knowledge about TOP; some had experiences about TOP while others held inadequate knowledge. Recommendations were based on the findings by teaching dangers of TOP and various contraceptive methods to prevent unwanted pregnancies and TOP. PMID:27380849

Social Cognitive Theory and Physical Activity Among Korean Male High-School Students.

PubMed

Lee, Chung Gun; Park, Seiyeong; Lee, Seung Hwan; Kim, Hyunwoo; Park, Ji-Won

2018-02-01

The most critical step in developing and implementing effective physical activity interventions is to understand the determinants and correlates of physical activity, and it is strongly suggested that such effort should be based on theories. The purpose of this study is to test the direct, indirect, and total effect of social cognitive theory constructs on physical activity among Korean male high-school students. Three-hundred and forty-one 10th-grade male students were recruited from a private single-sex high school located in Seoul, South Korea. Structural equation modeling was used to test the expected relationships among the latent variables. The proposed model accounted for 42% of the variance in physical activity. Self-efficacy had the strongest total effect on physical activity. Self-efficacy for being physically active was positively associated with physical activity ( p < .01). Self-efficacy also had positive indirect effects on physical activity through perceived benefits ( p < .05) and goal setting ( p < .01). The results of this study indicated that the social cognitive theory is a useful framework to understand physical activity among Korean male adolescents. Physical activity interventions targeting Korean male high-school students should focus on the major sources of efficacy.

A Comparison of the Effect of Single-Sex and Coeducational Schooling Arrangements on the Self-Esteem and Mathematics Achievement of Adolescent Females.

ERIC Educational Resources Information Center

Dollison, Richard A.

Coeducation has been nearly universal in public schools in the United States during the 20th century. Research conducted in the last decade has questioned the effectiveness of coed schooling with regard to the self-esteem and mathematics achievement of adolescent females. Early research reported that single-sex schools where superior to…

Girl Talk: A Qualitative Study of Girls Talking about the Meaning of Their Lives in an Urban Single-Sex Elementary School

ERIC Educational Resources Information Center

Ridenour, Carolyn S.; Hassell Hughes, Sheila

2016-01-01

The suburban-urban achievement gap (diminishing until the 1980s) has stopped its narrowing trend, and single-sex schools are proliferating as a reform model, especially in urban areas. In this study researchers interviewed eight elementary school girls (in an all-girls school) three times over 2 years, and the resulting 23 transcripts were…

Attitudes and Achievement of Bruneian Science Students.

ERIC Educational Resources Information Center

Dhindsa, Harkirat S.; Chung, Gilbert

2003-01-01

Evaluates attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. Results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. (Contains 46 references.)…

Single-Sex Schools and the Law.

ERIC Educational Resources Information Center

Brown, Frank; Russo, Charles J.

1999-01-01

Reviews single-sex schools' history and legal status. Explores constitutional dimensions of gender-based discrimination delineated in five leading cases (in Philadelphia, New York City, Detroit, Mississippi, and Virginia). Due to claims of Equal Protection Clause and/or Title IX violations, such schools are unlikely to proliferate. (20 references)…

The Historical Context of the Single-Sex Schooling Debate among African Americans.

ERIC Educational Resources Information Center

McCluskey, Audrey T.

1993-01-01

Argues that similarities in the socioeconomic and racial climate and the attempt to refute negative gender and race-inspired images were circumstances that were present in the emergence of single-sex schools for blacks. It examines the worth of such schools in affecting positive social change. (GLR)

Single-Sex Programs: Resolving the Research Conundrum

ERIC Educational Resources Information Center

Salomone, Rosemary C.

2006-01-01

In March, 2004, the federal Department of Education issued proposed Title IX regulations that promise to provide public school districts and charter school organizers considerable flexibility in establishing single-sex classes and schools. At the same time, however, as part of the No Child Left Behind Act, the Department has called for…

Circulation policies in health science libraries.

PubMed

Watkins, C; Coker, N C

1970-10-01

There is general agreement that library policies have considerable influence on the use of libraries. Medical school (health science) libraries of this country were surveyed as to their policies in respect to whether faculty and student use were regulated by a single policy, circulation regulations, hours library was accessible to users, accessibility of reserve material, interlibrary loan, policy on overdue material, and exit control. THE LIBRARIES WERE THEN DIVIDED INTO THREE GROUPS, HIGH, MIDDLE, AND LOW ACCORDING TO THE FOLLOWING CHARACTERISTICS: size of student body, size of faculty, size of holdings, size of library staff, annual budget, and annual circulation. Our findings would indicate that schools falling in a high category based upon these criteria tend to be more restrictive in their policies and to have different regulations for faculty and students than do schools in the low category.These findings warrant further study.

Availability of healthy snack foods and beverages in stores near high-income urban, low-income urban, and rural elementary and middle schools in Oregon.

PubMed

Findholt, Nancy E; Izumi, Betty T; Nguyen, Thuan; Pickus, Hayley; Chen, Zunqiu

2014-08-01

Food stores near schools are an important source of snacks for children. However, few studies have assessed availability of healthy snacks in these settings. The aim of this study was to assess availability of healthy snack foods and beverages in stores near schools and examine how availability of healthy items varied by poverty level of the school and rural-urban location. Food stores were selected based on their proximity to elementary/middle schools in three categories: high-income urban, low-income urban, and rural. Audits were conducted within the stores to assess the presence or absence of 48 items in single-serving sizes, including healthy beverages, healthy snacks, fresh fruits, and fresh vegetables. Overall, availability of healthy snack foods and beverages was low in all stores. However, there was significant cross-site variability in availability of several snack and fruit items, with stores near high-income urban schools having higher availability, compared to stores near low-income urban and/or rural schools. Stores near rural schools generally had the lowest availability, although several fruits were found more often in rural stores than in urban stores. There were no significant differences in availability of healthy beverages and fresh vegetables across sites. Availability of healthy snack foods and beverages was limited in stores near schools, but these limitations were more severe in stores proximal to rural and low-income schools. Given that children frequent these stores to purchase snacks, efforts to increase the availability of healthy products, especially in stores near rural and low-income schools, should be a priority.

Anthropometric and Performance Measures for High School Basketball Players

PubMed Central

Greene, Joseph J.; McGuine, Timothy A.; Leverson, Glen; Best, Thomas M.

1998-01-01

Objective: To determine possible anthropometric and performance sex differences in a population of high school basketball players. Design and Setting: Measurements were collected during the first week of basketball practice before the 1995-1996 season. Varsity basketball players from 4 high schools were tested on a battery of measures chosen to detect possible anthropometric and performance sex differences. Subjects: Fifty-four female and sixty-one male subjects, from varsity basketball teams at high schools enrolled in the athletic training outreach program at the University of Wisconsin Hospital Sports Medicine Center in Madison, WI, volunteered to take part in this study. Measurements: We took anthropometric measurements on each of the 115 subjects. These included height, weight, body composition, ankle range of motion, and medial longitudinal arch type in weightbearing. Performance measures included the vertical jump, 22.86-m (25-yd) shuttle run, 18.29-m (20-yd) sprint, and single-limb balance time. Results: We compared anthropometric and performance characteristics using a 2-sample t test. The only exception to this was for medial longitudinal arch type, where the 2 groups were compared using a 2-tailed Fisher's exact test. The male subjects were significantly taller and heavier, while the females had a significantly higher percentage of body fat. There were no significant differences found for ankle plantar flexion and dorsiflexion, but the females had significantly more inversion and eversion range of motion. Analysis of medial longitudinal arch type found females to have a higher percentage of pronated arches and males to have a higher percentage of supinated arches. Performance testing revealed that the males were able to jump significantly higher and run the 22.86-m (25-yard) shuttle run and 18.29-m (20-yard) sprint significantly faster than the female subjects. There was no significant difference between the groups for single-limb balance time. Conclusions: We found significant anthropometric and performance sex differences in a cohort of high school basketball players. Further study of these measures is necessary to determine if these differences can predict the risk for ankle injuries in this particular population. PMID:16558515

Exploring high school learners' perceptions of bullying.

PubMed

Blake, Patricia; Louw, Johann

2010-12-01

Learners' perceptions of aspects of school life that are sufficiently serious to interfere with their schoolwork were investigated. Bullying was a form of behaviour that was singled out for inclusion and further exploration in the study. Learners from three coeducational Western Cape Education Department schools were surveyed: 414 Grade 8 and 474 Grade 9 learners completed an anonymous, voluntary self-report questionnaire. Factors identified as most frequently interfering with their schoolwork included classmates not listening in class, feeling overwhelmed by schoolwork, teacher absenteeism, and verbal fighting. When asked specifically about bullying, 40% of learners indicated that they frequently experienced bullying at school-although they ranked it as much lower when compared to other potentially problematic school experiences. Furthermore, although the majority of learners indicated they thought teachers considered bullying a problem, few felt there was anything that school staff could do to counteract bullying effectively. These findings suggest that learners perceive bullying as an unavoidable part of school experience and have normalised this aggressive behaviour.

African American Girls' Perceptions of Their Adjustment from Coeducational Elementary Schools to a Single-Gender Middle School, and How They Believe Educators Can Best Support This Transition: A Case Study

ERIC Educational Resources Information Center

Presley, Christal L.

2009-01-01

his qualitative and quantitative study investigated student perceptions of seventh-grade African American females who transitioned from a coeducational elementary school to a single-gender middle school. This study was conducted by surveying students, having them answer writing prompts, and interviewing them. Data furnished by the respondents was…

Single-Sex Education in Public School Settings

ERIC Educational Resources Information Center

Crawford-Ferre, Heather Glynn; Wiest, Lynda R.

2013-01-01

Although researchers have studied the effectiveness of single-sex education (SSE), the findings have been mixed. This exploratory study reports the perceived goals and effectiveness of single-sex education based on interviews with a small group of educators involved with SSE in various ways. Research participants included a school principal and…

Affective Domain Progression in Single-Sex and Coeducational Schools

ERIC Educational Resources Information Center

Dhindsa, Harkirat S.; Salleh, Siti-Zahrani Binti Haji Md

2018-01-01

Students who study science in single-sex and coeducational schools have attracted lots of attention from the education community. However, changes to students' attitudes toward science as they progress to higher grades in these schools are not clearly understood. The aim of this study was to compare the changes in attitudes toward science among…

Teachers' Experiences of a Single-Sex Initiative in a Co-Education School

ERIC Educational Resources Information Center

Gray, Colette; Wilson, Joanne

2006-01-01

Argued to "raise boys' grades" and "boost boys' academic achievement", single-sex classes in coeducation schools is one strategy among a plethora aimed at raising standards. This paper explores the experiences of teachers in one coeducation post-primary school that sought to raise academic performance, particularly among boys,…

Association between elementary school personality and high school smoking and drinking.

PubMed

Peterson, Sarah J; Smith, Gregory T

2017-11-01

Among US high school students, alcohol consumption and cigarette smoking are associated with numerous concurrent and future harms. We tested whether multiple elementary school personality dispositions to behave impulsively can predict these addictive behaviors invariably across gender and race. This longitudinal design involved testing whether individual differences on impulsigenic traits in elementary school predicted drinking and smoking 4 years later in high school in 23 public schools in Kentucky, USA. A total of 1897 youth, mean age 10.33 at wave 1, drawn from urban, rural and suburban backgrounds. Drinking and smoking frequency were assessed by single-item questions. The key predictors were impulsigenic traits measured with the UPPS-P Child Version impulsive behavior scale. Important covariates included were pubertal status, depression, negative affect and positive affect; each was assessed by self-report. Three personality traits measured in 5th grade, each representing different dispositions to engage in impulsive behavior, predicted drinking and smoking in 9th grade above and beyond other risk factors and 5th grade drinking and smoking. Specifically, urgency (b = 0.10, 0.13), sensation-seeking (b = 0.13, 0.07) and low conscientiousness (b = 0.14, 0.11) each uniquely predicted both high school drinking and smoking, respectively. There was no evidence that any trait predicted either outcome more strongly than the other traits, nor was there evidence that predictive results varied by gender or race. Three personality traits (urgency, sensation-seeking and low conscientiousness), when measured in 11-year-old children, predict those children's drinking and smoking behavior individually at age 15. The effects are invariant across gender and race. © 2017 Society for the Study of Addiction.

Pilot of a mobile money school fee payment system in rural Benin.

PubMed

Adida, Claire L; Chabi Bouko, Adam; Verink, Alex; Chockalingam, Ganz; Burney, Jennifer

2018-01-01

We present a rationale for, and results from, the pilot of a direct individual-to-institution remittance system in the context of school fee payment in rural Benin. Data confirm that school fees act as an impediment to educational attainment, and in very rural poor settings such as northern Benin, students often depend on extended family and kinship networks to pay fees. But existing remittance options are costly, in terms of fees, time, and risk. We pilot a new technology bundle in a single public high school in northeastern Benin, and evaluate its effectiveness. Here we describe the technical and institutional implementation of the project, as well as our findings from the first year of operation. We discuss takeaways and implications for scale-up.

Pilot of a mobile money school fee payment system in rural Benin

PubMed Central

Chabi Bouko, Adam; Verink, Alex; Chockalingam, Ganz; Burney, Jennifer

2018-01-01

We present a rationale for, and results from, the pilot of a direct individual-to-institution remittance system in the context of school fee payment in rural Benin. Data confirm that school fees act as an impediment to educational attainment, and in very rural poor settings such as northern Benin, students often depend on extended family and kinship networks to pay fees. But existing remittance options are costly, in terms of fees, time, and risk. We pilot a new technology bundle in a single public high school in northeastern Benin, and evaluate its effectiveness. Here we describe the technical and institutional implementation of the project, as well as our findings from the first year of operation. We discuss takeaways and implications for scale-up. PMID:29889839

Single-Parent Family Forms and Children's Educational Performance in a Comparative Perspective: Effects of School's Share of Single-Parent Families

ERIC Educational Resources Information Center

de Lange, Marloes; Dronkers, Jaap; Wolbers, Maarten H. J.

2014-01-01

Living in a single-parent family is negatively related with children's educational performance compared to living with 2 biological parents. In this article, we aim to find out to what extent the context of the school's share of single-parent families affects this negative relationship. We use pooled data from the Organisation for Economic…

Do Single-Sex Schools Improve the Education of Low-Income and Minority Students? An Investigation of California's Public Single-Gender Academies

ERIC Educational Resources Information Center

Hubbard, Lea; Datnow, Amanda

2005-01-01

Single-sex public schools are seen as a vehicle for improving the educational experiences of low-income and minority students. Our two-year ethnographic study of low-income and minority students who attended experimental single-sex academies in California indicates that improving achievement involves more than separating students by gender. Using…

A Comparison of Various MRA Methods Applied to Longitudinal Evaluation Studies in Vocational Education.

ERIC Educational Resources Information Center

Kapes, Jerome T.; And Others

Three models of multiple regression analysis (MRA): single equation, commonality analysis, and path analysis, were applied to longitudinal data from the Pennsylvania Vocational Development Study. Variables influencing weekly income of vocational education students one year after high school graduation were examined: grade point averages (grades…

Perspectives. Fall-Winter 2005-06

ERIC Educational Resources Information Center

Northeast Technical Assistance Center (NETAC), Rochester Institute of Technology, 2006

2006-01-01

PEPNet's "Perspectives" is the collaborative newsletter of the four PEPNet regional centers. This newsletter combines each centers' individual strengths into a single resource that can be used on a national level. The issue focuses on the following topics: (1) IDEA and transition to life beyond high school (Sharaine J. Rawlinson); (2)…

A Lending Library of Physics Demonstrations.

ERIC Educational Resources Information Center

Pizzo, Joseph F., Jr.

Twenty-three self-contained single concept physics demonstration packages were designed and constructed at Lamar University (Texas). Each package was available for loan to pre-college science instructors in southeastern Texas in the spring and summer of 1987. During the spring, three high school physics teachers used the demonstrations and…

The Memory Bridge Initiative on Service Learners

ERIC Educational Resources Information Center

Wescott, Amy; Healy, Tara C.

2011-01-01

This study evaluated the Memory Bridge Initiative (MBI), an educational, experiential program pairing high school students with older adults who have dementia. A qualitative, single group design with baseline and follow-up measures examined whether or not students would have a positive learning experience while gaining newfound appreciation and…

Continuing the Classroom Community: Suggestions for Using Online Discussion Boards

ERIC Educational Resources Information Center

Jewell, Vivian

2005-01-01

A considerable use of technology to supplement classroom instruction could improve student learning. A high school teacher reveals the ways in which the use of online discussions of literature assignments increases student participation by extending dialogue beyond the physical space and time of a single class.

Learning through Aviation. Final Report.

ERIC Educational Resources Information Center

Conway, Lee

This study summarizes the effects of an educational experiment which used a light, single engine airplane to generate basic instructional and behavioral changes in an inner city junior high school class. The project involved 25 disadvantaged area, 13-year-old boys and their parents, four regular staff teachers, two pilot instructors and a college…

Lessons in Inclusion

ERIC Educational Resources Information Center

Lum, Lydia

2005-01-01

Dr. Wallace Loh still remembers the sting of hearing his high school teachers in Peru call him "el chino"--Spanish for "Chinese boy." Why didn't they simply use his name? After all, they did so with his classmates. They typically did not single out students of other foreign nationalities, such as calling the German student…

School Transformation + Development Map

ERIC Educational Resources Information Center

Locker, Frank M.

2010-01-01

The field of education has highly varied educational practices and facilities needs. Still, much of education continues to be delivered in the recognizable tradition of teachers working alone in isolated classrooms and buildings planned based on rows and rows of those classrooms. But there is no longer one single, universal view of how education…

A Crosscultural Analysis of Argumentative Strategies in Student Essays.

ERIC Educational Resources Information Center

Kamimura, Taeko; Oi, Kyoko

A study of essays on a single topic (capital punishment) written by 22 American high school students and 30 second-year Japanese college students investigated: cultural differences in organizational patterns in argumentative essays; comparative use of rational and affective appeals; differences in content of rational and affective appeals;…

College Women's Career Self-Efficacy and Educational Environments.

ERIC Educational Resources Information Center

Scheye, Paula A.; Gilroy, Faith D.

1994-01-01

Examined relationship between composition by sex (single-sex versus coeducational) of women's (n=274) high school and college environments and sex of their selected influential teachers and their self-efficacy in traditional or nontraditional careers. Found no main effects for composition by sex of institution, or sex of influential teachers, nor…

Academic Engagement among First-Year College Students: Precollege Antecedents

ERIC Educational Resources Information Center

Grabowski, Stanislaw; Sessa, Valerie

2014-01-01

This study describes how student characteristics and environmental influences experienced in high school (and the interactions among them) impact academic engagement of first-semester college students. Data, collected from 300 first-year students at a single university at two different times, showed that precollege student characteristics of…

Does Adolescent Family Structure Predict Military Enlistment? A Comparison of Post-High School Activities

PubMed Central

Spence, Naomi J.; Henderson, Kathryn A.; Elder, Glen H.

2013-01-01

This paper investigates the link between adolescent family structure and the likelihood of military enlistment in young adulthood, as compared to alternative post-high school activities. We use data from the National Longitudinal Study of Adolescent Health and multinomial logistic regression analyses to compare the odds of military enlistment with college attendance or labor force involvement. We find that alternative family structures predict enlistment relative to college attendance. Living in a single-parent household during adolescence increased odds of military enlistment, but the effect is accounted for by socioeconomic status and early feelings of social isolation. Living with a stepparent or with neither biological parent more than doubles the odds of enlistment, independent of socioeconomic status, characteristics of parent-child relationships, or feelings of social isolation. Although college attendance is widely promoted as a valued post-high school activity, military service may offer a route to independence and a greater sense of belonging. PMID:24000268

Prevalence of intestinal protozoa infection among school-aged children on Pemba Island, Tanzania, and effect of single-dose albendazole, nitazoxanide and albendazole-nitazoxanide.

PubMed

Speich, Benjamin; Marti, Hanspeter; Ame, Shaali M; Ali, Said M; Bogoch, Isaac I; Utzinger, Jürg; Albonico, Marco; Keiser, Jennifer

2013-01-04

Pathogenic intestinal protozoa infections are common in school-aged children in the developing world and they are frequently associated with malabsorption syndromes and gastrointestinal morbidity. Since diagnosis of these parasites is difficult, prevalence data on intestinal protozoa is scarce. We collected two stool samples from school-aged children on Pemba Island, Tanzania, as part of a randomized controlled trial before and 3 weeks after treatment with (i) single-dose albendazole (400 mg); (ii) single-dose nitazoxanide (1,000 mg); (iii) nitazoxanide-albendazole combination (1,000 mg-400 mg), with each drug given separately on two consecutive days; and (iv) placebo. Formalin-fixed stool samples were examined for the presence of intestinal protozoa using an ether-concentration method to determine the prevalence and estimate cure rates (CRs). Almost half (48.7%) of the children were diagnosed with at least one of the (potentially) pathogenic protozoa Giardia intestinalis, Entamoeba histolytica/E. dispar and Blastocystis hominis. Observed CRs were high for all treatment arms, including placebo. Nitazoxanide showed a significant effect compared to placebo against the non-pathogenic protozoon Entamoeba coli. Intestinal protozoa infections might be of substantial health relevance even in settings where they are not considered as a health problem. Examination of a single stool sample with the ether-concentration method lacks sensitivity for the diagnosis of intestinal protozoa, and hence, care is indicated when interpreting prevalence estimates and treatment effects.

Prevalence of intestinal protozoa infection among school-aged children on Pemba Island, Tanzania, and effect of single-dose albendazole, nitazoxanide and albendazole-nitazoxanide

PubMed Central

2013-01-01

Background Pathogenic intestinal protozoa infections are common in school-aged children in the developing world and they are frequently associated with malabsorption syndromes and gastrointestinal morbidity. Since diagnosis of these parasites is difficult, prevalence data on intestinal protozoa is scarce. Methods We collected two stool samples from school-aged children on Pemba Island, Tanzania, as part of a randomized controlled trial before and 3 weeks after treatment with (i) single-dose albendazole (400 mg); (ii) single-dose nitazoxanide (1,000 mg); (iii) nitazoxanide-albendazole combination (1,000 mg–400 mg), with each drug given separately on two consecutive days; and (iv) placebo. Formalin-fixed stool samples were examined for the presence of intestinal protozoa using an ether-concentration method to determine the prevalence and estimate cure rates (CRs). Results Almost half (48.7%) of the children were diagnosed with at least one of the (potentially) pathogenic protozoa Giardia intestinalis, Entamoeba histolytica/E. dispar and Blastocystis hominis. Observed CRs were high for all treatment arms, including placebo. Nitazoxanide showed a significant effect compared to placebo against the non-pathogenic protozoon Entamoeba coli. Conclusions Intestinal protozoa infections might be of substantial health relevance even in settings where they are not considered as a health problem. Examination of a single stool sample with the ether-concentration method lacks sensitivity for the diagnosis of intestinal protozoa, and hence, care is indicated when interpreting prevalence estimates and treatment effects. PMID:23289920

[Effects of reading difficulties on scholastic self-evaluation and mental health in elementary school children].

PubMed

Yamashita, Toshiya; Hayashi, Takashi

2014-05-01

We aimed to examine the effects of reading difficulties on scholastic self-evaluation and mental health in elementary school students. Following guidelines for diagnosing reading disorders in elementary school students, we administered reading test batteries consisting of single sounds, single words, and single sentences to 41 fifth-grade elementary school students in Japan. The students' levels of scholastic self-evaluation, self-esteem, and depressive symptoms were assessed using self-rating questionnaires. By evaluating students' reading speed and the number of reading errors they made, we found that six students (14.6%) had reading difficulties (RD group) as per the guidelines for diagnosing reading disorders. The scholastic self-evaluation scores of this RD group were significantly lower than that of the non-RD group. No significant differences were found between the groups on self-esteem or depressive symptoms scores, which we considered to be indicators of mental health, Speed in reading single sounds and single words, and the number of reading errors in reading single sounds had significant negative correlations with scholastic self-evaluation scores. We found that reading difficulties might result in decreased scholastic self-evaluation in elementary school students; however, reading difficulties did not directly influence self-esteem or depression.

High school science teachers' perceptions of telecommunications utilizing a Concerns-Based Adoption Model (CBAM)

NASA Astrophysics Data System (ADS)

Slough, Scott Wayne

The purpose of this study was to describe high school science teachers' perceptions of telecommunications. The data were collected through open-ended ethnographic interviews with 24 high school science teachers from five different high schools in a single suburban school district who had been in an emerging telecommunications-rich environment for two and one-half years. The interview protocol was adapted from Honey and Henriquez (1993), with the Concerns-Based Adoption Model (CBAM) (Bailey & Palsha, 1992) providing a conceptual framework for data analysis. For this study, the emerging telecommunications-rich environment included a district-wide infrastructure that had been in place for two and one-half years that included a secure district-wide Intranet, 24 network connections in each classroom, full Internet access from the network, four computers per classroom, and a variety of formal and informal professional development opportunities for teachers. Categories of results discussed include: (a) teacher's profession use of telecommuunications; (b) teachers' perceptions of student's use of telecommunications; (c) teachers' perceptions of barriers to the implementation of telecommunications; (d) teachers' perceptions of supporting conditions for the implementation of telecommunications; (e) teachers' perceptions of the effect of telecommunications on high school science instruction; (f) teachers' perceptions of the effect of telecommunications on student's learning in high school science; and (g) the demographic variables of the sex of the teacher, years of teaching experience, school assignment within the district, course assignment(s), and academic preparation. Implications discussed include: (a) telecommunications can be implemented successfully in a variety of high school science classrooms with adequate infrastructure support and sufficient professional development opportunities, including in classes taught by females and teachers who were not previously computer experts; (b) confirmation of the basic tenets of the CBAM model; (c) the need for a model that addresses nonstatic innovations; (d) the need for a model that addresses concerns of teachers who choose not to implement telecommunications; (e) the need for new assessment strategies; (f) informal professional development, teachers teaching other teachers, is essential in implementing telecommunications; (g) the pressure that telecommunications places upon the science curriculum; and (h) space and safety concerns associated with telecommunications in the science laboratory space.

Single-Sex versus Secondary Schooling: A Systematic Review

ERIC Educational Resources Information Center

Mael, Fred; Alonso, Alex; Gibson, Doug; Rogers, Kelly; Smith, Mark

2005-01-01

Single-sex education refers most generally to education at the elementary, secondary, or postsecondary level in which males or females attend school exclusively with members of their own sex. This report deals primarily with single-sex education at the elementary and secondary levels. Research in the United States on the question of whether public…

The Repudiation of Single-Sex Education: Boys' Schools in the Soviet Union, 1943-1954

ERIC Educational Resources Information Center

Ewing, E. Thomas

2006-01-01

This article examines the 11-year Soviet experiment with boys' schools as a way to cast new light on scholarly research and public debates about single-sex education. Drawing on archival and published materials by educators who described school conditions, identified problems, suggested reforms, and evaluated remedies, the author argues that…

Single-Sex Schooling and Labour Market Outcomes

ERIC Educational Resources Information Center

Sullivan, Alice; Joshi, Heather; Leonard, Diana

2011-01-01

One quarter of the 1958 British Birth cohort attended single-sex secondary schools. This paper asks whether sex-segregated schooling had any impact on the experience of gender differences in the labour market in mid-life. We examine outcomes at age 42, allowing for socio-economic origins and abilities measured in childhood. We find no net impact…

Teaching Science Courses In and Out of Area of Specialisation in a Single-Sex/Co-Educational Schools.

ERIC Educational Resources Information Center

Ogunsola-Bandele, Mercy F.

This study examined the differences and similarities experienced by secondary school science teachers when teaching science within and outside their area of specialization in single sex and co-educational schools. Interviews were conducted and audio taped for six experienced science teachers on their qualification, classes/subjects taught and…

Single-Sex Education versus Coeducation in North Georgia Public Middle Schools

ERIC Educational Resources Information Center

Blake, Catherine Danielle

2012-01-01

The U.S. Department of Education is giving more liberties to school districts to offer single-sex schools in order to adequately serve the needs of students. The purpose of this quantitative causal-comparative study was to test the theory of students' performances based on their educational environment by comparing students who received…

Meeting the Needs of Single-Parent Children: School and Parent Views Differ.

ERIC Educational Resources Information Center

Wanat, Carolyn L.

1992-01-01

A Wisconsin study of single-parent children in the seventh and eighth grades revealed four general areas of need: stability and structure, acceptance, adult attention, and parental involvement. Parents felt that the parenting role should be left to them and that schools should limit out-of-school projects and educate their children by providing…

The Media, Marketing, and Single Sex Schooling

ERIC Educational Resources Information Center

Mills, Martin

2004-01-01

The Australian media's interest in education, as in many Anglophone countries, is frequently dominated by concerns about boys in schools. In 2002, in a country region of the Australian State of Queensland, this concern was evident in a debate on the merits of single sex schooling that took place in a small local newspaper. The debate was fuelled…

Student and Teacher Perceptions of a Single-Sex Middle School Learning Environment.

ERIC Educational Resources Information Center

Smith, Nancy

A study of a single-sex learning environment was conducted in a public school, Edward Hand Middle School in Lancaster, Pennsylvania; sixth, seventh, and eighth grade students were grouped homogeneously by sex for all major subjects for a period of one semester and grouped heterogeneously for one semester. The study examined the effects that the…

Should the Sexes Be Separated for Secondary Education--Comparisons of Single-Sex and Co-Educational Schools?

ERIC Educational Resources Information Center

Robinson, Pamela; Smithers, Alan

1999-01-01

English researchers compared the academic and social benefits of single sex and coeducational schools, examining test scores and interviewing 100 college students (balanced for sex and type of school) about their experiences and their ease of adjustment to higher education. Results indicated that segregating the sexes did not increase…

Effectiveness of Tutorials for Introductory Physics in Argentinean high schools

NASA Astrophysics Data System (ADS)

Benegas, J.; Flores, J. Sirur

2014-06-01

This longitudinal study reports the results of a replication of Tutorials in Introductory Physics in high schools of a Latin-American country. The main objective of this study was to examine the suitability of Tutorials for local science education reform. Conceptual learning of simple resistive electric circuits was determined by the application of the single-response multiple-choice test "Determining and Interpreting Resistive Electric Circuits Concepts Test" (DIRECT) to high school classes taught with Tutorials and traditional instruction. The study included state and privately run schools of different socioeconomic profiles, without formal laboratory space and equipment, in classes of mixed-gender and female-only students, taught by novice and experienced instructors. Results systematically show that student learning is significantly higher in the Tutorials classes compared with traditional teaching for all of the studied conditions. The results also show that long-term learning (one year after instruction) in the Tutorials classes is highly satisfactory, very similar to the performance of the samples of college students used to develop the test DIRECT. On the contrary, students following traditional instruction returned one year after instruction to the poor performance (<20%) shown before instruction, a result compatible with the very low level of conceptual knowledge of basic physics recently determined by a systematic study of first-year students attending seven universities in Spain and four Latin-American countries. Some replication and adaptation problems and difficulties of this experience are noted, as well as recommendations for successful use of Tutorials in high schools of similar educational systems.

A large outbreak of mumps in the postvaccine era.

PubMed

Wharton, M; Cochi, S L; Hutcheson, R H; Bistowish, J M; Schaffner, W

1988-12-01

During a county-wide mumps outbreak in Nashville, Tennessee, 332 cases of mumps were identified at a public high school (attack rate, 18.8%). A pep rally 17 d before the peak of the outbreak at a single public high school may have provided an opportunity for point-source exposure. A case-control study demonstrated that vaccine efficacy was 75% (we used provider-verified records and excluded students with a history of mumps disease). Although school records were nonuniform, mumps immunization status was correct, compared with provider-verified records, in at least 85% of both cases and controls. Parental reports were much less reliable. The cost of the outbreak was estimated at $154/case. Receiving mumps vaccine at a vaccine clinic held after the outbreak had peaked was associated with a decrease in risk of mumps disease. Thus, these clinics may have a role in the control of such outbreaks.

Household Structure and Children’s Educational Attainment: A Perspective on Coresidence with Grandparents

PubMed Central

Monserud, Maria A.; Elder, Glen H.

2013-01-01

Children from alternative households complete fewer years of schooling. Yet little is known about the implications of coresidence with grandparents for educational attainment. Using data from the National Longitudinal Study of Adolescent Health (N = 10,083), this study found that extended households with two biological parents were not detrimental to high school completion or college enrollment. Although coresidence with grandparents did not compensate for not living with two biological parents, it seemed to be beneficial for the educational attainment of youth from single-mother households. In contrast, skipped-generation households were associated with a persistent disadvantage for educational attainment. Limited socioeconomic resources partially accounted for the adverse effects of alternative households, whereas parenting quality did not explain these effects. Interactions of gender by household structure suggested that stepfather households could have negative consequences for high school completion and college enrollment only for girls. PMID:24415799

Resident and parental perceptions of adolescent problems and family communications in a low socioeconomic population.

PubMed

Hawley, L E; Shear, C L; Stark, A M; Goodman, P R

1984-11-01

This cross-sectional survey of a low socioeconomic patient group was designed to determine the prevalence and severity of parentally perceived behavioral problems in adolescents as well as to investigate the correlation between such problems and single parenting, family communications, and medical care delivered. The sample population consisted of 79 parents and 121 teenagers selected from a family practice center. The medical record and telephone interview were the sources of information. Results include a parental perception of a high prevalence of problems with school grades (48 percent), school attendance (38 percent), and household problems (chores and sibling rivalry). Of low prevalence but high severity were perceived problems related to suicidal ideation, running away, sexual activity, and gang membership. Single-parent homes had a threefold higher incidence of behavioral problems, a greater degree of communication, and a lower use of community resources than two-parent families. None of the approximately 400 perceived behavioral problems listed by parents was found in the family physicians' master problem list. The results indicate the need for physician education of low socioeconomic and single-parent patients with regard to communication and coping style. In addition, it appears that training programs should provide more education in the care of adolescents.

Calculation of the Area of Stochastic Layer for a Single-Null Divertor Tokamak with the Effects of Dipole Coil Using Method of Maps

NASA Astrophysics Data System (ADS)

Basemore, Alphonso; Ali, Halima; Watson, Michael; Punjabi, Alkesh

1996-11-01

We calculate the variation in area of the stochastic scrape-off layer of a single-null divertor tokamak resulting from the effects of an externally placed dipole coil using the Method of Maps (Punjabi A, Verma A and Boozer A, Phys Rev Lett), 69, 3322 (1992) and J Plasma Phys, 52, 91 (1994). The unperturbed magnetic topology is represented by the Symmetric Simple Map (Ali H, Watson M, Mayer C, Punjabi A and Boozer A, Bull Am Phys Soc), 40, 1855 (1995). The effects of the dipole coil are repesented by the Dipole Map (Ali H, Watson M, Punjabi A and Boozer A, Sherwood Mtg), paper 1C20 (1996). A single dipole coil is placed across from the X-point below the last good surface. The strength of the dipole perturbation and the distance of the coil from last good surface are varied. The area of the stochastic layer is calculated using the method of fractal dimension. This work is supported by US DOE OFES. Alphonso Basemore is a HU CFRT Summer Fusion High School Workshop scholar from Mount Tabor High School in North Carolina. He is supported by NASA under its NASA SharpPlus Program.

Profiling medical school learning environments in Malaysia: a validation study of the Johns Hopkins Learning Environment Scale.

PubMed

Tackett, Sean; Bakar, Hamidah Abu; Shilkofski, Nicole A; Coady, Niamh; Rampal, Krishna; Wright, Scott

2015-01-01

While a strong learning environment is critical to medical student education, the assessment of medical school learning environments has confounded researchers. Our goal was to assess the validity and utility of the Johns Hopkins Learning Environment Scale (JHLES) for preclinical students at three Malaysian medical schools with distinct educational and institutional models. Two schools were new international partnerships, and the third was school leaver program established without international partnership. First- and second-year students responded anonymously to surveys at the end of the academic year. The surveys included the JHLES, a 28-item survey using five-point Likert scale response options, the Dundee Ready Educational Environment Measure (DREEM), the most widely used method to assess learning environments internationally, a personal growth scale, and single-item global learning environment assessment variables. The overall response rate was 369/429 (86%). After adjusting for the medical school year, gender, and ethnicity of the respondents, the JHLES detected differences across institutions in four out of seven domains (57%), with each school having a unique domain profile. The DREEM detected differences in one out of five categories (20%). The JHLES was more strongly correlated than the DREEM to two thirds of the single-item variables and the personal growth scale. The JHLES showed high internal reliability for the total score (α=0.92) and the seven domains (α, 0.56-0.85). The JHLES detected variation between learning environment domains across three educational settings, thereby creating unique learning environment profiles. Interpretation of these profiles may allow schools to understand how they are currently supporting trainees and identify areas needing attention.

Profiling medical school learning environments in Malaysia: a validation study of the Johns Hopkins Learning Environment Scale

PubMed Central

Tackett, Sean; Bakar, Hamidah Abu; Shilkofski, Nicole A.; Coady, Niamh; Rampal, Krishna; Wright, Scott

2015-01-01

Purpose: While a strong learning environment is critical to medical student education, the assessment of medical school learning environments has confounded researchers. Our goal was to assess the validity and utility of the Johns Hopkins Learning Environment Scale (JHLES) for preclinical students at three Malaysian medical schools with distinct educational and institutional models. Two schools were new international partnerships, and the third was school leaver program established without international partnership. Methods: First- and second-year students responded anonymously to surveys at the end of the academic year. The surveys included the JHLES, a 28-item survey using five-point Likert scale response options, the Dundee Ready Educational Environment Measure (DREEM), the most widely used method to assess learning environments internationally, a personal growth scale, and single-item global learning environment assessment variables. Results: The overall response rate was 369/429 (86%). After adjusting for the medical school year, gender, and ethnicity of the respondents, the JHLES detected differences across institutions in four out of seven domains (57%), with each school having a unique domain profile. The DREEM detected differences in one out of five categories (20%). The JHLES was more strongly correlated than the DREEM to two thirds of the single-item variables and the personal growth scale. The JHLES showed high internal reliability for the total score (α=0.92) and the seven domains (α, 0.56-0.85). Conclusion: The JHLES detected variation between learning environment domains across three educational settings, thereby creating unique learning environment profiles. Interpretation of these profiles may allow schools to understand how they are currently supporting trainees and identify areas needing attention. PMID:26165949

Single Parent Family Structure as a Predictor of Alcohol Use among Secondary School Students: Evidence from Jamaica

PubMed

Oshi, Sarah N; Abel, Wendel D; Agu, Chinwendu F; Omeje, Joachim C; Smith, Patrice Whitehorne; Ukwaja, Kingsley N; Ricketts Roomes, Tana; Meka, Ijeoma A; Weaver, Steve; Rae, Tania; Oshi, Daniel C

2018-04-23

The aim of this study was to examine the potential relationship between Jamaican secondary students’ alcohol drinking habits and their family structure. Methods: Data collected from a nationally representative survey of 3,365 students were analysed. Descriptive and inferential statistics were performed. Results: Out of the 3,365 students, 1,044 (31.0%) were from single-parent families. Single-parent families, married-parent families and common law-parent families were significantly associated with lifetime use of alcohol (AOR= 1.72, 95% CI= 1.06 - 2.79; AOR= 1.73, 95% CI= 1.07- 2.81, AOR= 1.94, 95%CI= 1.17- 3.21 respectively). However, family structure was not significantly associated with past year and past month alcohol use. Students whose parents “sometimes” knew their whereabouts were significantly less likely to use alcohol in their lifetime compared to students whose parents “Always” knew where the students were. Conclusion: Family structure is an independent predictor of alcohol use among high school students in Jamaica. Being from single-parent families, married-parent and common- law parent families were significantly associated with increased likelihood for lifetime alcohol use. Creative Commons Attribution License

Single-gender mathematics and science classes and the effects on urban middle school boys and girls

NASA Astrophysics Data System (ADS)

Sudler, Dawn M.

This study compared the differences in the Criterion-Referenced Competency Test (CRCT) mathematics and science achievement scores of boys and girls in Grade 7 at two urban middle schools. The data allowed the researcher to determine to what degree boys and girls in Grade 7 differ in their mathematics and science achievements within a single-gender environment versus a coeducational learning environment. The study compared any differences between boys and girls in Grade 7 within a single-gender environment in the subjects of mathematics and science, as measured by the CRCT assessments. The study also compared differences between boys and girls in Grade 7 within a coeducational environment in the subjects of mathematics and science, as measured by the CRCT assessments. Two middle schools were used within the study. One middle school was identified as a single-gender school (Middle School A); the other was identified as a coeducational school (Middle School B). This quantitative study applied the use of a descriptive research design. In addition, CRCT scores for the subjects of mathematics and science were taken during the spring of 2008 from both middle schools. Data were measured using descriptive statistics and independent t test calculations. The frequency statistics proceeded to compare each sample performance levels. The data were described in means, standard deviations, standard error means, frequency, and percentages. This method provided an excellent description of a sample scored on the spring 2008 CRCT mathematics and science assessments.

Prevalence and social environment of cigarette smoking in Cyprus youth.

PubMed

Christophi, Costas A; Kolokotroni, Ourania; Alpert, Hillel R; Warren, Charles W; Jones, Nathan R; Demokritou, Philip; Connolly, Gregory N

2008-06-02

Tobacco use is the single most preventable cause of morbidity and mortality in humans. Limited data exist regarding the extent of the problem among Cyprus youth. We use the Global Youth Tobacco Survey to assess the prevalence of cigarette smoking among middle and high school students as well as the social environment in which this is taking place. The survey was conducted by the Cyprus International Institute for the Environment and Public Health in association with Harvard School of Public Health. A two-stage cluster sample design was used to select a representative sample of students from middle and high schools registered with the Republic of Cyprus in 2005-2006. The study questionnaire consisted of 99 questions and participation in the survey was voluntary. Statistical analyses were performed taking into consideration the specific design of the study and the sample weights associated with each completed questionnaire. The prevalence of current smoking, defined as having smoked cigarettes on one or more days of the past 30 days, is 13% among boys and 7% among girls in middle schools, and 36% among boys and 23% among girls in high schools. Furthermore, 16% of middle school students and more than 24% of high school students that had never smoked indicated that they are likely to initiate smoking within the next year. Exposure to environmental tobacco smoke is also very high with 91% of students reporting being exposed to smoke in places outside home. In addition, more than 95% of current smokers reported that they had bought cigarettes in a store during the past month and were not refused cigarettes because of their age. Smoking prevalence among Cyprus middle and high school students is high and there are indications of an increase in the prevalence of smoking among girls over the last few years. Susceptibility rates, exposure to second-hand smoke, and access to and availability of cigarettes to youth are also high and concerning. The present survey indicates that the problem of cigarette smoking among youth in Cyprus is significant and requires collective action immediately.

Sibling Caretaking Among Mexican American Youth: Conditions That Promote and Hinder Personal and School Success

PubMed Central

East, Patricia L.; Hamill, Sharon B.

2013-01-01

This study examined how Mexican American youths’ extent of sibling caretaking is related to their personal and school adjustment, and whether mothers’ gender-role attitudes and youths’ familistic beliefs moderate these associations. One hundred and ninety-five Mexican American youth (M age 14.8 years; 64% girls) and their mothers participated in the study. Youth completed questionnaires about their extent of sibling caretaking, their educational aspirations, school involvement, school absences, grades, and their prosocial tendencies. Results indicated that, when examined singly, frequent sibling caretaking was related to youths’ higher educational aspirations, greater prosocial tendencies, and more school engagement for older youth, but also to more school absences. When extensive sibling care was coupled with mothers’ sex-stereotyped attitudes, youth experienced poorer outcomes. Youth who held strong familistic beliefs and were highly involved in sibling care reported lower educational aspirations, particularly girls. Findings underscore the importance of considering socialization influences when evaluating associations between sibling caretaking and youths’ development. PMID:24353372

The Gatsby Plant Science Summer School: Inspiring the Next Generation of Plant Science Researchers[OA

PubMed Central

Levesley, Aurora; Jopson, Juliet; Knight, Celia

2012-01-01

We provide evidence from a 5-year study to show that a single concerted effort at the start of undergraduate study can have a clear and lasting effect on the attitudes of students toward plant science. Attendance at a week-long residential plant science summer school in the first year of an undergraduate degree resulted in many students changing courses to include more plant science and increased numbers of graduates selecting plant-based PhDs. The evidence shows that the Gatsby Plant Science Summer School has increased the pool of high-quality plant science related PhD applicants in the UK and has had a positive impact on students’ career aspirations. The results are discussed within the context of enhancing the pipeline of future plant scientists and reversing the decline of this vulnerable and strategically important subject relevant to addressing food security and other major global challenges. We have shown that a single well-designed and timely intervention can influence future student behavior and as such offers a framework of potential use to other vulnerable disciplines. PMID:22534129

The Gatsby Plant Science Summer School: inspiring the next generation of plant science researchers.

PubMed

Levesley, Aurora; Jopson, Juliet; Knight, Celia

2012-04-01

We provide evidence from a 5-year study to show that a single concerted effort at the start of undergraduate study can have a clear and lasting effect on the attitudes of students toward plant science. Attendance at a week-long residential plant science summer school in the first year of an undergraduate degree resulted in many students changing courses to include more plant science and increased numbers of graduates selecting plant-based PhDs. The evidence shows that the Gatsby Plant Science Summer School has increased the pool of high-quality plant science related PhD applicants in the UK and has had a positive impact on students' career aspirations. The results are discussed within the context of enhancing the pipeline of future plant scientists and reversing the decline of this vulnerable and strategically important subject relevant to addressing food security and other major global challenges. We have shown that a single well-designed and timely intervention can influence future student behavior and as such offers a framework of potential use to other vulnerable disciplines.

Single-Sex School Boys' Perceptions of Coeducational Classroom Learning Environments

ERIC Educational Resources Information Center

Yates, Shirley M.

2011-01-01

Reviews in many countries have found little evidence of consistent advantages in either single-sex education or coeducation. Over the last three decades, coeducation has been introduced into many single-sex schools, but there is a dearth of evidence from the student perspective of the impact of such changes on the classroom learning environment.…

Gender and Body Concerns in Adolescent Females: Single Sex and Coeducational School Environments.

ERIC Educational Resources Information Center

Mensinger, Janell

This paper involves focus group research with adolescent women from coeducational and single sex independent schools. First, it discusses research that finds girls who attend single sex institutions to be at a distinct advantage with respect to gender issues and academics. In order to obtain a better understanding of these differences, a study is…

Single-Sex Versus Coeducational Schooling: A Systematic Review. Doc # 2005-01

ERIC Educational Resources Information Center

Mael, Fred; Alonso, Alex; Gibson, Doug; Rogers, Kelly; Smith, Mark

2005-01-01

Single-sex education refers most generally to education at the elementary, secondary, or postsecondary level in which males or females attend school exclusively with members of their own sex. This report deals primarily with single-sex education at the elementary and secondary levels. Research in the United States on the question of whether public…

A Case Study of Single-Sex Middle School Mathematics Classes in a Mixed-Sex Public School

ERIC Educational Resources Information Center

Kawasha, Fridah Singongi Silishebo

2010-01-01

The purpose of this case study was to (a) examine the main and interaction effects of gender, race and class-type on mathematics achievement, mathematics attitudes and sources of mathematics self-efficacy, (b) investigate teacher-student interactions in the single-sex mathematics classes and (c) investigate perspectives about single-sex…

Geotube: a network based framework for Goescience dissemination

NASA Astrophysics Data System (ADS)

Grieco, Giovanni; Porta, Marina; Merlini, Anna Elisabetta; Caironi, Valeria; Reggiori, Donatella

2016-04-01

Geotube is a project promoted by Il Geco cultural association for the dissemination of Geoscience education in schools by open multimedia environments. The approach is based on the following keystones: • A deep and permanent epistemological reflection supported by confrontation within the International Scientific Community • A close link with the territory • A local to global inductive approach to basic concepts in Geosciences • The construction of an open framework to stimulate creativity The project has been developed as an educational activity for secondary schools (11 to 18 years old students). It provides for the creation of a network of institutions to be involved in order to ensure the required diversified expertise. They can comprise: Universities, Natural Parks, Mountain Communities, Municipalities, schools, private companies working in the sector, and so on. A single project lasts for one school year (October to June) and requires 8-12 work hours at school, one or two half day or full day excursions and a final event of presentation of outputs. The possible outputs comprise a pdf or ppt guidebook, a script and a video completely shooted and edited by the students. The framework is open in order to adapt to the single class or workgroup needs, the level and type of school, the time available and different subjects in Geosciences. In the last two years the two parts of the project have been successfully tested separately, while the full project will be presented at schools in in its full form in April 2016, in collaboration with University of Milan, Campo dei Fiori Natural Park, Piambello Mountain Community and Cunardo Municipality. The production of geotube outputs has been tested in a high school for three consecutive years. Students produced scripts and videos on the following subjects: geologic hazards, volcanoes and earthquakes, and climate change. The excursions have been tested with two different high schools. Firstly two areas have been selected for their geodiversity: Val d'Ossola and Varese District, both in the Southern Alps geological region. Then a group of five BS students from University of Milan have been involved in the production of guidebooks and geologic educational itineraries in the two areas. Some of these outputs have been tested within the SOLE (Social Open Learning Environment) Erasmus+ project. Then some of the selected itineraries have been used for excursions with students. Partial tests have so far showed the high educational potential of the Geotube project allowing the creation of a network of institution collaborating for its success in the final complete form.

The Multicolored Patchwork Portraiture of an Effective Veteran High School Special Education Teacher Amidst the Tempest of the High Stakes Testing Movement

ERIC Educational Resources Information Center

Bicehouse, Vaughn L.

2010-01-01

This single-subject study used the art and science of portraiture to illuminate a veteran special education teacher who is meeting the needs of her students with disabilities. This qualitative study was not done for the purposes of generalization but rather to show how this remarkable and effective special educator acts as an inspirational…

When being a girl matters less: accessibility of gender-related self-knowledge in single-sex and coeducational classes and its impact on students' physics-related self-concept of ability.

PubMed

Kessels, Ursula; Hannover, Bettina

2008-06-01

Establishing or preserving single-sex schooling has been widely discussed as a way of bringing more girls into the natural sciences. We test the assumption that the beneficial effects of single-sex education on girls' self-concept of ability in masculine subjects such as physics are due to the lower accessibility of gender-related self-knowledge in single-sex classes. N=401 eighth-graders (mean age 14.0 years) from coeducational comprehensive schools. Random assignment of students to single-sex vs. coeducational physics classes throughout the eighth grade. At the end of the year, students' physics-related self-concept of ability was measured using a questionnaire. In a subsample of N=134 students, the accessibility of gender-related self-knowledge during physics classes was assessed by measuring latencies and endorsement of sex-typed trait adjectives. Girls from single-sex physics classes reported a better physics-related self-concept of ability than girls from coeducational classes, while boys' self-concept of ability did not vary according to class composition. For both boys and girls, gender-related self-knowledge was less accessible in single-sex classes than in mixed-sex classes. To the extent that girls' feminine self-knowledge was relatively less accessible than their masculine self-knowledge, their physics-related self-concept of ability improved at the end of the school year. By revealing the importance of the differential accessibility of gender-related self-knowledge in single- and mixed-sex settings, our study clarifies why single-sex schooling helps adolescents to gain a better self-concept of ability in school subjects that are considered inappropriate for their own sex.

Sport specialization's association with an increased risk of developing anterior knee pain in adolescent female athletes.

PubMed

Hall, Randon; Barber Foss, Kim; Hewett, Timothy E; Myer, Gregory D

2015-02-01

To determine if sport specialization increases the risk of anterior knee pain in adolescent female athletes. Retrospective cohort epidemiology study. Female basketball, soccer, and volleyball players (N = 546) were recruited from a single county public school district in Kentucky consisting of 5 middle schools and 4 high schools. A total of 357 multisport and 189 single-sport (66 basketball, 57 soccer, and 66 volleyball) athlete subjects were included due to their diagnosis of patellofemoral pain (PFP) on physical exam. Testing consisted of a standardized history and physician-administered physical examination to determine the presence of PFP. This study compared self-reported multisport athletes with sport-specialized athletes participating in only 1 sport. The sports-participation data were normalized by sport season, with each sport accounting for 1 season of exposure. Incidence rate ratios and 95% confidence intervals (CI) were calculated and used to determine significant differences between athletes who specialized in sport in early youth and multisport athletes. Specialization in a single sport increased the relative risk of PFP incidence 1.5-fold (95% CI 1.0-2.2, P = .038) for cumulative PFP diagnoses. Specific diagnoses such as Sinding Larsen Johansson/ patellar tendinopathy (95% CI 1.5-10.1, P = .005) and Osgood Schlatter disease (95% CI 1.5-10.1, P = .005) demonstrated a 4-fold greater relative risk in single-sport compared with multisport athletes. Incidence of other specific PFP diagnoses such as fat pad, plica, trauma, pes anserine bursitis, and iliotibial-band tendonitis was not different between single-sport and multisport participants (P > .05). Early sport specialization in female adolescents is associated with increased risk of anterior knee-pain disorders including PFP, Osgood Schlatter, Sinding Larsen-Johansson compared with multisport athletes.

The Growth of Single-Sex Schools: Federal Policy Meets Local Needs and Interests

ERIC Educational Resources Information Center

Mansfield, Katherine Cumings

2013-01-01

Changes to Title IX allowing the growth of single-sex schools have garnered media attention promoting the benefits of separating boys and girls. Alternately, civil rights groups such as the ACLU continue to oppose any type of school segregation. Within this context, a private philanthropy, the Foundation for the Education of Young Women (FEYW) has…

Single-Sex, Single Race Public Schools: A Solution to the Problems Plaguing the Black Community?

ERIC Educational Resources Information Center

Narine, Marcia L.

This paper analyzes educational and social forces that prevent black males from achieving in school and policies that separate black males by race and gender from the general school population. The policy, social, and legal ramifications of plans for at-risk black male students in New York City, Baltimore (Maryland), Milwaukee (Wisconsin), and…

A Study of Attitudes in an All Boys' School.

ERIC Educational Resources Information Center

Tickner, Anne-Marie

This study examined the effect of single-sex schooling on the academic and social development of boys. An extensive literature review presents the conflicting results of studies of various issues related to single-sex education. Subjects of the present study were 39 boys in a fourth grade class at a boys school and 23 boys in a fourth grade class…

Modification effects of family economic status and school factors on depression risk of single-father family children in Mid-Taiwan area.

PubMed

Lin, Jin-Ding; Hsieh, Yu-Hsin; Lin, Fu-Gong

2013-05-01

The incidence of single-parent families has increased significantly in Taiwan in recent years. Children born in single-parent families are predisposed to suffering from emotional problems. We aimed to determine if the children of single-parent families are more depressive than children from both-parent families, and to examine the individual and joint effects of various factors on the depression risk. A cross-sectional study was performed to investigate the depression status of elementary school children in MiaoLi County, Taiwan. A total of 881 eligible subjects, including 144 children from single-parent families were recruited from 29 schools. Data for depression-related demographic characteristics, family and school variables were collected. The results show that 27.6% of children from single-father families with depressive symptoms, 15.1% children from single-mother families and 15.3% children from both-parent families with repressive symptoms. This study provides significant evidences that single-father family was one significant predictor for childhood depression and the enhanced effects of socioeconomic status and peer relationship on depression of children from single father families were found up to 4-fold (OR=4.0, 95% CI=1.8-8.5) and 5-fold (OR=5.5, 95% CI=2.3-13.2) risk respectively. The results provide hints to parents and teachers for improving the mental health of children in single-parent families by reducing the occurrence of depression. Copyright © 2013 Elsevier Ltd. All rights reserved.

Academic status of deaf and hard-of-hearing students in public schools: student, home, and service facilitators and detractors.

PubMed

Reed, Susanne; Antia, Shirin D; Kreimeyer, Kathryn H

2008-01-01

We examined facilitators and detractors of academic success of 25 deaf or hard-of-hearing (DHH) students selected from a pool of 187 students attending general education classes and enrolled in a study of academic progress. Interviews with their teachers of DHH, general education teachers, principals, parents, interpreters, and students themselves were analyzed for child, family, and school facilitators and detractors of academic status. Facilitators included student self-advocacy and motivation, high family and school expectations, families' ability to help with homework, and good communication between professionals. Detractors included additional disabilities and poor family-school communication. A comparison of above- and below-average students revealed no single distinguishing facilitator or detractor. Each above-average student had many facilitators, whereas each below-average student had several significant detractors.

Peer Attitudes Towards Adolescent Participants in Male- and Female-Oriented Sports

ERIC Educational Resources Information Center

Alley, Thomas R.; Hicks, Catherine M.

2005-01-01

This study examined gender stereotypes in peer ratings of femininity and masculinity for adolescent participants in three sports. Following a preliminary study of gender stereotyping of several sports, high school students rated unfamiliar cohorts each of whom was described in a single paragraph as either a male or female dedicated participant in…

TV and Zines: Media and the Construction of Gender for Early Adolescents.

ERIC Educational Resources Information Center

Blair, Heather A.; Sanford, Kathy

1999-01-01

Research involving junior high school students in a white upper-middle class suburban community in western Canada examined how television and magazines influenced teenagers' gender identity, how girls and boys dealt with these influences, and how advertising reinforced patriarchal structures presented by media. Single-sex classes may provide a…

Program Evaluation of a High School Science Professional Learning Community

ERIC Educational Resources Information Center

McLelland-Crawley, Rebecca

2014-01-01

Teachers may benefit more from a professional learning community (PLC) than from professional development initiatives presented in single day workshops. The purpose of this program evaluation study was to identify characteristics of an effective PLC and to determine how the members of the PLC have benefitted from the program. Fullan's educational…

Return to Play Guidelines Cannot Solve the Football-Related Concussion Problem

ERIC Educational Resources Information Center

Johnson, L. Syd M.

2012-01-01

Background: High school football players are the single largest cohort of athletes playing tackle football, and account for the majority of sport-related concussions. Return to play guidelines (RTPs) have emerged as the preferred approach for addressing the problem of sport-related concussion in youth athletes. Methods: This article reviews…

The Impact of Powerful Teaching and Learning on Teachers' Sense of Efficacy: A Phenomenological Study

ERIC Educational Resources Information Center

Allinger, Jodell Schara

2011-01-01

This qualitative phenomenological study explored the impact of the professional development model, "Powerful Teaching and Learning" (PTL) on teachers' sense of efficacy of 17 secondary teachers at a single high school in Washington State. Qualitative data was collected through in-depth interviews and analyzed using the methodical…

Structuring Contexts: Pathways toward Un-Obstructing Race-Consciousness

ERIC Educational Resources Information Center

Berchini, Christina

2016-01-01

This research is situated in second-wave White Teacher Identity studies and investigates the ways context structures a high school English teacher's white identity, practices, and race-consciousness. Working with detailed data and vignettes from a single case study, the author highlights the teaching of a unit on the Holocaust. Using the required…

A Profile of Adolescent Anger in Diverse Family Configurations and Recommendations for Intervention.

ERIC Educational Resources Information Center

Coffman, Shirley Gwinn; Roark, Albert E.

1992-01-01

Examined anger in high school students (n=563) and classified students as belonging to intact, single-parent, or reconstituted families. Found significant difference between grade point averages of students from intact families and reconstituted families; students from intact families participated significantly more often in activities than did…

Promoting Single-Parent Family Children's Attitudes toward Science and Science Performance through Extracurricular Science Intervention in Taiwan

ERIC Educational Resources Information Center

Hong, Zuway-R.; Lin, Huann-shyang; Lawrenz, Frances

2008-01-01

This study investigated the efficacy of extracurricular science intervention in promoting students' science learning performance and attitudes toward science. The Junior High School Student Questionnaire (JSSQ) was used to measure attitudes toward science, sexist attitudes and perceptions of the classroom learning environment. Twenty-eight eighth…

Teaching Topographic Map Skills and Geomorphology Concepts with Google Earth in a One-Computer Classroom

ERIC Educational Resources Information Center

Hsu, Hsiao-Ping; Tsai, Bor-Wen; Chen, Che-Ming

2018-01-01

Teaching high-school geomorphological concepts and topographic map reading entails many challenges. This research reports the applicability and effectiveness of Google Earth in teaching topographic map skills and geomorphological concepts, by a single teacher, in a one-computer classroom. Compared to learning via a conventional instructional…

Black Otherfathering in the Educational Experiences of Black Males in a Single-Sex Urban High School

ERIC Educational Resources Information Center

Brooms, Derrick R.

2017-01-01

Background/Context: A good deal of research has been written about the problems and challenges facing Black male youth in their educational endeavors, ranging from academic performances, aspirations, and outcomes to student-teacher relationships, social experiences, and identity development. Statements calling for more Black male teachers abound…

Teenagers' Use of Tobacco and Their Perceptions of Tobacco Control Initiatives

ERIC Educational Resources Information Center

Brewer, Hannah J.; Kulik, Keri S.; Klingaman, Linda; Deutschlander, Sharon; Black, Christine

2012-01-01

Background: Tobacco use leads to more deaths each year than any other single factor. This research examined teenagers' perceptions of anti-tobacco messages to determine which campaigns and educational approaches were most effective in preventing tobacco use among youth. Methods: Students from five rural high schools in western Pennsylvania were…

Exploring Student Understanding of Grades and Report Cards

ERIC Educational Resources Information Center

Gwidt, Kathleen M.

2010-01-01

This qualitative study was designed to identify how students from a single high school in the rural Midwest perceive grades and report cards. Stratified purposeful random sampling resulted in the inclusion of 14 students who provided journal entries and participated in one-on-one interviews for the purpose of exploring student understanding of…

The Quantitative Determination of Food Dyes in Powdered Drink Mixes: A High School or General Science Experiment

ERIC Educational Resources Information Center

Sigmann, Samuella B.; Wheeler, Dale E.

2004-01-01

The development of a simple spectro photometric method to quantitatively determine the quantity of FD&C color additives present in powdered drink mixes, are focused by the investigations. Samples containing single dyes of binary mixtures of dyes can be analyzed using this method.

Perceived Challenges to Integrating Reading Strategies in Content Areas: A Single Case Study

ERIC Educational Resources Information Center

Pezzolla, Karen

2017-01-01

An alarming percentage of middle and high school students find themselves unable to read their textbooks at grade level proficiency; lacking the necessary skills to access and process information, and read critically. The Common Core State Standards require students to apply reading strategies across the curriculum, therefore requiring teachers to…

Is non-linear frequency compression amplification beneficial to adults and children with hearing loss? A systematic review.

PubMed

Akinseye, Gladys Atinuke; Dickinson, Ann-Marie; Munro, Kevin J

2018-04-01

To conduct a systematic review of the benefits of non-linear frequency compression (NLFC) in adults and children. Ten databases were searched for studies comparing the effects of NLFC and conventional processing (CP) for the period January 2008 to September 2017. Twelve articles were included in this review: four adults and school-aged only, one pre-school only and three with both adults and school-aged children. A two-stage process was implemented to grade the evidence. The individual studies were graded based on their study type (from 1 = highest quality of evidence to 5 = the lowest quality) and then sub-graded based on their quality ("a" for "good quality" or "b" for "lesser quality"). All studies were awarded 4a, except the single pre-school study, which was awarded 2a. The overall evidence for each population was graded based on the quality, quantity and consistency of the studies. The body of evidence was rated as very low for both adults and school-aged children, but high for pre-school children. The low number (and quality) of studies means that evidence supporting the benefit from NLFC is inconclusive. Further high-quality RCTs are required to provide a conclusive answer to this question.

School- and Individual-level Predictors of Weight Status Misperception among Korean Adolescents: A National Online Survey.

PubMed

Kim, Yongjoo; Kawachi, Ichiro

2016-01-01

Growing body of literature has reported that weight status estimation pattern, including accurate-, under-, and overestimation, was associated with weight related behaviors and weight change among adolescents and young adults. However, there have been a few studies investigating the potential role of school contexts in shaping adolescents' weight status estimation pattern among Korea adolescents. The aim of the present study was to investigate the association between weight status misperception patterns and factors at individual-, family-, and school-level, simultaneously, and whether there was significant between schools variation in the distribution of each weight status misperception pattern, underestimation and overestimation respectively, among Korean adolescents aged 12-18 years. Data from the Eighth Korea Youth Risk Behavior Web-based Survey (KYRBS), 2012, a nationally representative online survey of 72,228 students (boys = 37,229, girls = 34,999) from a total of 797 middle and high schools were used. Sex stratified multilevel random intercept multinomial logistic models where adolescents (level 1) were nested within schools (level 2) were performed. At the school level, attending a school with higher average BMI (kg/m2) was positively associated with weight status underestimation, and inversely associated with weight status overestimation among boys and girls. Single-sex schooling was positively associated with weight status underestimation among girls. At the family level, higher household income (high/middle versus low) was inversely associated with both weight status under- and overestimation among boys and girls. Higher maternal education (equal to or more than college graduate versus equal to or less than high school graduate) was positively associated with weight status overestimation among boys, and living with both parents (compared to not living with both parents) was inversely associated with weight status underestimation among girls. At the individual level, high academic achievement (compared to low) was positively associated with weight status underestimation among boys and girls. While further research with prospective designs and objectively measured anthropometric information is needed, school environmental factors such as sex composition and school average BMI, as well as, family contexts such as socioeconomic status need to be considered when developing and implementing obesity prevention programs.

School- and Individual-level Predictors of Weight Status Misperception among Korean Adolescents: A National Online Survey

PubMed Central

2016-01-01

Background Growing body of literature has reported that weight status estimation pattern, including accurate-, under-, and overestimation, was associated with weight related behaviors and weight change among adolescents and young adults. However, there have been a few studies investigating the potential role of school contexts in shaping adolescents’ weight status estimation pattern among Korea adolescents. Objective The aim of the present study was to investigate the association between weight status misperception patterns and factors at individual-, family-, and school-level, simultaneously, and whether there was significant between schools variation in the distribution of each weight status misperception pattern, underestimation and overestimation respectively, among Korean adolescents aged 12–18 years. Method Data from the Eighth Korea Youth Risk Behavior Web-based Survey (KYRBS), 2012, a nationally representative online survey of 72,228 students (boys = 37,229, girls = 34,999) from a total of 797 middle and high schools were used. Sex stratified multilevel random intercept multinomial logistic models where adolescents (level 1) were nested within schools (level 2) were performed. Results At the school level, attending a school with higher average BMI (kg/m2) was positively associated with weight status underestimation, and inversely associated with weight status overestimation among boys and girls. Single-sex schooling was positively associated with weight status underestimation among girls. At the family level, higher household income (high/middle versus low) was inversely associated with both weight status under- and overestimation among boys and girls. Higher maternal education (equal to or more than college graduate versus equal to or less than high school graduate) was positively associated with weight status overestimation among boys, and living with both parents (compared to not living with both parents) was inversely associated with weight status underestimation among girls. At the individual level, high academic achievement (compared to low) was positively associated with weight status underestimation among boys and girls. Conclusions While further research with prospective designs and objectively measured anthropometric information is needed, school environmental factors such as sex composition and school average BMI, as well as, family contexts such as socioeconomic status need to be considered when developing and implementing obesity prevention programs. PMID:27144319

Influences of Gender, Religion, Dietary Patterns, and Mixed-sex Education on Aggressiveness in Children: A Sociodemographic Study in Municipal Primary Schools of South Delhi.

PubMed

Jain, Khushbu; Sharma, Schweta; Prajna, Samani Chaitanya; Jain, Viney

2018-01-01

Increasing antisocial and violent behaviors in adolescents and young adults present serious challenges for public health. Children with persistent high levels of aggressiveness are often associated with developing conduct disorders later in life. Early detection of highly aggressive children and sociodemographic risk-modifying factors are important for developing effective preventive strategies. The present study was undertaken to assess levels of aggressiveness for detecting highly aggressive children in sample populations of primary school children in an urban setting and determine significant biosociocultural risk-modifying factors in this scenario. The study was conducted during August-September, 2015 in 5 primary schools of South Delhi Municipal Corporation. Sociodemographic data on 2080 students were collected. Overall aggressiveness scores (OA-Scores) were estimated using a self-report questionnaire in Hindi. Categorizing students according to their OA-Scores, the data revealed that highly aggressive children constituted 4.3% of the study population. Analysis showed significant influence of (a) gender: boys displayed higher levels of aggressiveness compared to girls; (b) dietary pattern: omnivores showed higher aggressiveness than vegetarians; and (c) school environment: boys in mixed-sex (coeducational) schools displayed lower aggressiveness than from single-sex schools. Statistically significant influences of religion (Hindu/Muslim) and family type (joint/nuclear) on aggressiveness profiles were not noticeable. Vegetarian diets and mixed-sex education act as protective factors in the development of aggressiveness in children, especially among boys. Extending investigations to populations differing in geography and cultural backgrounds are warranted to verify present results.

Attrition during graduate medical education: medical school perspective.

PubMed

Andriole, Dorothy A; Jeffe, Donna B; Hageman, Heather L; Klingensmith, Mary E; McAlister, Rebecca P; Whelan, Alison J

2008-12-01

To identify predictors of attrition during graduate medical education (GME) in a single medical school cohort of contemporary US medical school graduates. Retrospective cohort study. Single medical institution. Recent US allopathic medical school graduates. Attrition from initial GME program. Forty-seven of 795 graduates (6%) did not complete the GME in their initial specialty of choice. At bivariate analysis, attrition was associated with election to the Alpha Omega Alpha Honor Medical Society, being an MD-PhD degree holder, and specialty choice (all P < .05). Attrition was not associated with graduation year (P = .91), sex (P = .67), or age (P = .12). In a multivariate logistic regression model, MD-PhD degree holder (odds ratio, 3.43; 95% confidence interval, 1.27-9.26; P = .02), election to Alpha Omega Alpha (2.19; 1.04-4.66; P = .04), choice of general surgery for GME (5.32; 1.98-14.27; P < .001), and choice of 5-year surgical specialty including those surgical specialties with a GME training requirement of 5 years or longer (2.74; 1.16-6.44; P = .02) each independently predicted greater likelihood of attrition. Academically highly qualified graduates and graduates who chose training in general surgery or in a 5-year surgical specialty were at increased risk of attrition during GME.

Video incident analysis of concussions in boys' high school lacrosse.

PubMed

Lincoln, Andrew E; Caswell, Shane V; Almquist, Jon L; Dunn, Reginald E; Hinton, Richard Y

2013-04-01

Boys' lacrosse has one of the highest rates of concussion among boys' high school sports. A thorough understanding of injury mechanisms and game situations associated with concussions in boys' high school lacrosse is necessary to target injury prevention efforts. To characterize common game-play scenarios and mechanisms of injury associated with concussions in boys' high school lacrosse using game video. Descriptive epidemiological study. In 25 public high schools of a single school system, 518 boys' lacrosse games were videotaped by trained videographers during the 2008 and 2009 seasons. Video of concussion incidents was examined to identify game characteristics and injury mechanisms using a lacrosse-specific coding instrument. A total of 34 concussions were captured on video. All concussions resulted from player-to-player bodily contact. Players were most often injured when contact was unanticipated or players were defenseless (n = 19; 56%), attempting to pick up a loose ball (n = 16; 47%), and/or ball handling (n = 14; 41%). Most frequently, the striking player's head (n = 27; 79%) was involved in the collision, and the struck player's head was the initial point of impact in 20 incidents (59%). In 68% (n = 23) of cases, a subsequent impact with the playing surface occurred immediately after the initial impact. A penalty was called in 26% (n = 9) of collisions. Player-to-player contact was the mechanism for all concussions. Most commonly, injured players were unaware of the pending contact, and the striking player used his head to initiate contact. Further investigation of preventive measures such as education of coaches and officials and enforcement of rules designed to prevent intentional head-to-head contact is warranted to reduce the incidence of concussions in boys' lacrosse.

Feasibility and impact of placing water coolers on sales of sugar-sweetened beverages in Dutch secondary school canteens.

PubMed

Visscher, Tommy L S; van Hal, Wendy C W; Blokdijk, Lobke; Seidell, Jaap C; Renders, Carry M; Bemelmans, Wanda J E

2010-01-01

The aim of this pilot study was to investigate the feasibility and effectiveness of placing water coolers on sugar-sweetened beverage sales at secondary schools (age 12-18 years) in the city of Zwolle, the Netherlands. Six schools, hosting 5,866 pupils, were divided in three intervention and three control schools. In the intervention schools, water coolers were placed in the canteen. Hidden observations were performed in one school to study the intervention's feasibility, and school personnel was interviewed. Beverage sales were monitored before and during the intervention. After the intervention period, 366 class 1 and 2 pupils completed a questionnaire about their drinking habits (response rate 81%). Placement of water coolers appeared to be a feasible intervention at secondary schools. However, it did not affect sales of sugar-sweetened beverages at schools. Although mean intake of sugar-sweetened beverages at school was high, more than 500 ml/day for boys, and more than 250 ml/day for girls, only a minority of these quantities was purchased at school. We conclude that placing water coolers as a single-issue intervention in secondary school canteens should not be prioritized in the combat against obesity. Copyright 2010 S. Karger AG, Basel.

The Potential Impact of Social Science Research on Legal Issues Surrounding Single-Sex Classrooms and Schools

ERIC Educational Resources Information Center

Eckes, Suzanne Elizabeth; McCall, Stephanie D.

2014-01-01

Purpose: This article examines the role social science has played in litigation involving public single-sex educational programs. It also explores a body of social science research related to gender and education that we believe could assist the courts and school leaders in better examining the possibilities and the limitations of single-sex…

A Training Program to Reduce "Visitation Stress" in Single Parents and Their Latency Age Children.

ERIC Educational Resources Information Center

Clark, Ron

This practicum was designed to decrease single parent and latency age child stress associated with child and noncustodial parent visitations, and to improve children's school behaviors. A 9-session, 12-week education and training program for single mothers (N=6) and their elementary school age children (N=15), designed to reduce stress by…

An Action Research Project to Assess Middle School Educators' Professional Development Needs in Single-Sex Classrooms

ERIC Educational Resources Information Center

Simm, Lynnette Marie Gresham

2010-01-01

According to the National Association of Single-Sex Public Education (NASSPE, 2010), an increase of 540 public schools offering single-sex classrooms in the United States has occurred since 2001. Educators who understand the gender differences between boys and girls can inspire students to learn to the best of their ability; however, the problem…

"Dangerous Presumptions": How Single-Sex Schooling Reifies False Notions of Sex, Gender, and Sexuality

ERIC Educational Resources Information Center

Jackson, Janna

2010-01-01

Due to the recent changes in federal regulations about gender equity in education in the USA, some policy makers have resurrected single-sex public education. Because single-sex schooling ignores the complexity of sex, gender, and sexuality, it sets up a "separate but equal" system that is anything but. Discounting the ways in which gender is…

Girls' Participation in Physics in Single Sex Classes in Mixed Schools in Relation to Confidence and Achievement.

ERIC Educational Resources Information Center

Gillibrand, Eileen; Robinson, Peter; Brawn, Richard; Osborn, Albert

1999-01-01

Reports the findings from a three-year longitudinal case study of two single-sex General Certificate of Secondary Education (GCSE) physics classes in a mixed comprehensive school in England. Results indicate that girls who elected to study physics in single-sex classes gain confidence in the subject. This gain in confidence is associated with…

Public School Center vs. Family Home Day Care: Single Parents' Reasons for Selection.

ERIC Educational Resources Information Center

Rothschild, Maria Stupp

This study investigates the reasons single parents in San Diego had for choosing either a public day care center or a licensed day care home for their children. A sample of 30 single parents with children in school district administered children's centers was drawn and matched by a similarly geographically distributed sample of 23 parents with…

Out-of-School Time Program Test Score Impact for Black Children of Single-Parents

ERIC Educational Resources Information Center

Nagle, Barry T.

2013-01-01

Out-of-School Time programs and their impact on standardized college entrance exam scores for black or African-American children of single parents who have applied for a competitive college scholarship program is the study focus. Study importance is supported by the large percentage of black children raised by single parents, the large percentage…

Separated by Sex: A Critical Look at Single-Sex Education for Girls (edited by Susan Morse)

NASA Astrophysics Data System (ADS)

Ceraulo, Reviewed By Sandra C.

1999-05-01

As Cornelius Riordan states in his round-table paper, "The challenge of effective and equitable schooling in the next century is to overcome the resistance and recalcitrance of youth cultures in and out of school" (p 58). While this is admittedly not a new problem, it is more complex in its modern form and innovative ways to solve it are needed. In an old tradition, one such attempt has been single-sex schools, which have had particular success with the disadvantaged and white females in American society, with the notable involvement of Catholic religious communities. The report does not make clear whether their successes can be reproduced in some modification of the public school format. However, the AAUW report on single-sex schools sheds light on some of the characteristics that make true learning communities out of ordinary schools and on what it takes to reach disadvantaged girls. For these reasons, the AAUW report is good reading for educators at all levels.

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

PubMed

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

2012-03-01

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

Hierarchical Deficiencies: Constructed Differences between Adolescent Boys and Girls in a Public School Single-Sex Program in the United States

ERIC Educational Resources Information Center

Glasser, Howard M.

2012-01-01

Although middle school is a critical time in adolescents' development, little is known about how that development is affected by public single-sex classes even though recent federal policy decisions have led more schools to provide these offerings. This case study used ethnographic methods to explore ways teachers, students, and courses in one…

Classroom-Based Inequalities and Achievement Gaps in First Grade: The Role of Classroom Context and Access to Qualified and Effective Teachers

ERIC Educational Resources Information Center

Palardy, Gregory J.

2015-01-01

Background: An enduring question about achievement gaps is, which aspects of schools contribute most? At the early grade levels, when children spend the vast majority of their school day in a single classroom with a single teacher, school inequities that correlate with achievement gaps likely originate within the classroom. This study examined the…

Mixed Schools versus Single-Sex Schools: Are There Differences in the Academic Results for Boys and Girls in Catalonia?

ERIC Educational Resources Information Center

Garcia-Gracia, Maribel; Donoso Vázquez, Trinidad

2016-01-01

This study carries out a comparative analysis of achievement according to gender between mixed and single-sex schools in the region of Catalonia, Spain, for the subjects of Spanish, Catalan, English and Mathematics. After a brief contextualisation, a review of the main findings from international studies on differences in results for mixed schools…

Can Single-Sex Classes in Co-Educational Schools Enhance the Learning Experiences of Girls and/or Boys? An Exploration of Pupils' Perceptions.

ERIC Educational Resources Information Center

Jackson, Carolyn

2002-01-01

Explores the value of introducing single-sex classes within co-educational schools. Draws upon perspectives of girls and boys involved in one such initiative. Concludes girls-only classes may have positive effects for girls, but curriculum-as-usual boys' classes do nothing to challenge problematic male cultures inherent in schools. (BT)

Students' attitudes towards mathematics in single-sex and coeducational schools

NASA Astrophysics Data System (ADS)

Norton, Stephen J.; Rennie, Léonie J.

1998-04-01

This paper examines students' attitudes towards mathematics at the secondary school level. Using five of the Fennema-Sherman scales, the attitudes of boys and girls in Grades 8 to 12 in four schools were compared: a single-sex boys' and a single-sex girls' private school, and a state and a private coeducational school. Multivariate analysis of variance was used to guide an exploration of how students' attitudes varied according to grade, sex and educational setting. There were no differences between students in the two coeducational schools. In general, students' attitudes were found to be less positive in more senior grades; and overall, boys had more positive attitudes than girls. There were clear differences between boys and girls on the Mathematics as a Male Domain scale, with girls being less stereotyped in their perceptions than boys. Except for this scale, effects related to the sex of the student were small, and effects relating to grade level and school type on all variables were also small. Implications are drawn for future research in this area.

[Smoking among adolescents: population study on parental and school influences].

PubMed

Yáñez, A M; López, R; Serra-Batlles, J; Roger, N; Arnau, A; Roura, P

2006-01-01

Smoking represents a public health problem, one which begins during adolescence. The main objective of this study was to analyze the association between smoking and parental and school factors. The study sample consisted of the students from the 20 secondary schools in the region of Osona, Barcelona, Spain. A self-report questionnaire was used to obtain information on the following variables: smoking habit, age of initiation, frequency, type of school (state school or private-subsidized), sex, age, persons living in the home, town, whether the student had lunch at school, whether the student often had lunch or dinner alone at home. A total of 2280 students participated in the study (91%). Mean age was 15.5 years. Of the participants, 20% said they were smokers; 5%, ex-smokers; 34% had tried smoking at least once, and 41% had never smoked. Factors significantly associated with smoking in the multivariate analysis were age, rural town, state school, single parent family, eating alone, and not lunching at school. Smoking prevalence is high among adolescents in our society and there is no gender difference. Our results show that family structure and dynamics can influence smoking in adolescents. Smoking is less prevalent among adolescents who have lunch at school.

Beginning school with asthma independently predicts low achievement in a prospective cohort of children.

PubMed

Liberty, Kathleen A; Pattemore, Philip; Reid, James; Tarren-Sweeney, Michael

2010-12-01

Concerns about the achievement of children with asthma and respiratory conditions are especially important in New Zealand, which has one of the world's highest rates of childhood asthma. The present study evaluated whether entering school with asthma was associated with low achievement after the first year. A child cohort was recruited to a prospective study at time of first enrollment into randomly selected schools in Christchurch. Parent interviews covered demographics and respiratory status. Physician reports were sought for children with asthma, and all respiratory information was clinically reviewed. The children's achievement in reading and math was individually assessed at school entry and reassessed after 12 months. Schools reported absences. Intelligence subtests were administered. Two hundred ninety-eight children were recruited, including 55 (18.5%) with current asthma. At 1-year follow-up, retention was 93.7%. Children who entered school with asthma were more likely to be ≥ 6 months behind other participants in reading words (P = .023) and books (P = .026), but not in math (P = .167) at the end of the first year of school. Achievement was not related to asthma severity. Entering school with asthma reliably predicted low reading achievement independent of other known covariates of low achievement (high absenteeism, minority status, male gender, single-parent family, poor academic skills at school entry, and low socioeconomic status). Entering school with asthma was a significant predictor of low achievement in reading at 12-month follow-up, independent of asthma severity, high absenteeism, or other covariates of low achievement.

Association of parental self-esteem and expectations with adolescents' anxiety about career and education.

PubMed

Salimi, Seyed-Hossein; Mirzamani, Seyed-Mahmoud; Shahiri-Tabarestani, Mostafa

2005-06-01

The views of students in their last year of high school on the effects of parental expectations on students' anxiety about education and a career were studied with 214 boys and girls from six single-sex high schools. Participants were asked to reply to two questionnaires, the Educational and Career Anxiety Questionnaire and the Parent's Self-esteem and Expectancy Questionnaire as well as to respond to a personal informational form. Analysis yielded negative significance for relations between parental self-esteem and expectations and students' anxiety about education and career. Moreover, the study showed that adolescent girls had significantly higher self-esteem than boys. In addition, comparing adolescents' views by their fathers' education showed that fathers with high education were more likely to have children with high parental self-esteem and rational expectations and lower anxiety about education and careers than those whose fathers had only primary education.

American education: the challenge of change.

PubMed

Griffith, J E; Frase, M J; Ralph, J H

1989-12-01

The American education system is being challenged to raise the academic achievement of students to prepare them for the jobs of the future. Yet many demographic, as well as economic and social factors, are making the task more difficult. Low birth rates, especially among non-Hispanic whites, along with high immigration rates, have increased the share of minority and non-English students in public schools. The rise in single-parent families has increased the number of poor students and migration from the cities to the suburbs has concentrated poor and minority students in inner city schools. These same children will make up a greater share of the future labor force. At the same time, the aging of the general population may lessen the commitment of homeowners- -whose taxes pay between 1/3 and 1/2 of education costs. The aging labor force may bring a shortage of qualified teachers, particularly in specialized subject areas. Poor and minority students generally have below average academic skills and are more likely to drop out of high school than non-minority students. However, the skills of American students rank below those of most other industrialized nations, calling into question the ability of Americans to succeed in an increasingly international economic system. How can schools be improved and minority student achievement be enhanced? Reforms of education finance systems, court-ordered integration, and stiffer requirements for teachers and for graduation from high school are among many attempts to meet the immense challenges faced by American schools.

Language, learning, and memory in children with and without single-suture craniosynostosis.

PubMed

Kapp-Simon, Kathleen A; Wallace, Erin; Collett, Brent R; Cradock, Mary Michaeleen; Crerand, Canice E; Speltz, Matthew L

2016-05-01

OBJECTIVE The language and memory functions of children with and without single-suture craniosynostosis (SSC) were compared at school age (mean 7.45 years, standard deviation [SD] 0.54 years). The children in this cohort were originally recruited in infancy and prior to cranial surgery for those with SSC. METHODS Individual evaluations of 179 school-aged children with SSC and 183 controls were conducted (70% of the original cohort) using standardized measures of language, learning, and memory. Parents participated in an interview about specialized education interventions and school progress. Parents and teachers completed questionnaires about language development. RESULTS Children with SSC (cases) obtained lower scores than controls on all measures. The adjusted differences in language, learning, and memory scores were modest, with SD ranging from 0.0 to -0.4 (p values ranged from 0.001 to 0.99). Censored normal regression was used to account for intervention services received prior to the school-age evaluation; this increased case-control differences (SD range 0.1 to -0.5, p value range 0.001 to 0.50). Mean scores for cases in each SSC diagnostic group were lower than those for controls, with the greatest differences observed among children with unilateral coronal craniosynostosis. CONCLUSIONS Children with SSC continue to show poorer performance than controls on language, learning, and memory tasks at early elementary school age, even when controlling for known confounders, although mean differences are small. Multidisciplinary care, including direct psychological assessment, for children with SSC should extend through school age with a specific focus on language and conceptual learning, as these are areas of potential risk. Future research is needed to investigate language, memory, and learning for this population during the middle to high school years.

Youth tobacco surveillance--United States, 1998-1999.

PubMed

2000-10-13

Tobacco use is the single leading preventable cause of death in the United States, accounting for approximately, 430,000 deaths each year. The prevalence of cigarette smoking nationwide among high school students increased during the 1990s, peaking in 1996-1997, then began a gradual decline. Approximately 80% of tobacco users initiate use before the age of 18 years. If the trend in early initiation of cigarette smoking continues, approximately 5 million children aged <18 years who are living today will die prematurely as adults because they began to smoke cigarettes during adolescence. The economic liability associated with tobacco use ranges from $50 billion to $73 billion per year in medical expenses alone. Because of these health and economic consequences, CDC has recommended that states establish and maintain comprehensive tobacco control programs to reduce tobacco use among youth. February 1998 through December 1999. To assist states in developing and maintaining their state-based comprehensive tobacco prevention and control programs, CDC developed the Youth Tobacco Surveillance and Evaluation System, which includes international, national, and state school-based surveys of middle school and high school students. Two components of this system are discussed--the National Youth Tobacco Survey and the state Youth Tobacco Surveys. The national survey is representative of students in the 50 states and the District of Columbia; 15,061 students in 131 schools completed questionnaires in 1999. The state surveys were first conducted in 1998, when three states participated, and in 1999, when 13 states participated (13 states conducted middle school surveys and 10 states conducted high school surveys); state sample sizes ranged from 452 to 15,478 students. This report summarizes data from the 1999 national survey and the 1998 and 1999 state surveys. Findings from the National Youth Tobacco Survey show current tobacco use ranges from 12.8% among middle school students to 34.8% among high school students. Cigarette smoking is the most prevalent form of tobacco used, followed by cigars and smokeless tobacco. Young people have strong cigarette brand preferences. Almost half of current smokers in both middle school and high school report that they usually smoke Marlboro cigarettes. Black students are more likely to smoke Newport cigarettes than any other brand. Half of current smokers in middle school and high school report that they want to completely stop smoking. Nearly one fourth of middle school and high school students who have never smoked cigarettes indicate that they are susceptible to initiating smoking in the next year. Environmental tobacco smoke exposure is very high among both middle school and high school students. During the week before the survey, approximately 9 out of 10 current smokers and half of never smokers were in the same room with someone who was smoking; 8 out of 10 current smokers and 3 out of 10 never smokers rode in a car with someone who was smoking. Six out of 10 current smokers and 3 out of 10 never smokers live in a home where someone else smokes cigarettes. Approximately 70% of middle school and 60% of high school students who currently smoke and are aged <18 years were not asked to show proof of age when they purchased cigarettes. Approximately three fourths of middle school and high school students have seen antismoking commercials; however, 90% report having seen actors smoking on television or in the movies. Approximately 2% of middle school and high school students who had never used tobacco would wear or use something with a tobacco company name or picture on it. This rate increases to approximately 20% for current tobacco users. Youth Tobacco Survey data are used by health and education officials to improve national and state programs to prevent and control youth tobacco use. (ABSTRACT TRUN

A Comparison of Science Performance and Uptake by Fifteen-Year-Old Boys and Girls in Co-Educational and Single-Sex Schools--APU Survey Findings.

ERIC Educational Resources Information Center

Bell, John F.

1989-01-01

Considers the problems involved with the comparison of science performance of pupils attending single-sex and mixed schools, in which the former achieve higher test scores. Concludes that it is not sensible to attribute differences directly to separation of pupils in schools by sex. Suggests that factors such as preselection of students by ability…

Modeling Science Achievement Differences between Single-Sex and Coeducational Schools: Analyses from Hong Kong, SAR and New Zealand from TIMSS 1995, 1999, and 2003

ERIC Educational Resources Information Center

Diaconu, Dana V.

2012-01-01

There is a broad interest in narrowing achievement gaps among all groups of students and improving education by scientifically sound methods. On October 25, 2006, the United States Department of Education published new regulations allowing single-sex education in public schools whenever schools think it will improve student achievement. Thus far,…

Gender Gap in Maths Test Scores in South Korea and Hong Kong: Role of Family Background and Single-Sex Schooling

ERIC Educational Resources Information Center

Kim, Doo Hwan; Law, Helen

2012-01-01

In many industrialised societies, women remain underrepresented in the sciences, which can be predicted by the gender gap in math achievement at school. Using PISA 2006 data, we explore the role of family background and single-sex schooling in girls' disadvantage in maths in South Korea and Hong Kong. This disadvantage is found to be associated…

MCPS School Safety and Security at a Glance 2008-2009

ERIC Educational Resources Information Center

Montgomery County Public Schools, 2009

2009-01-01

"MCPS School Safety and Security at a Glance" provides, in a single document, information about the reporting of incidents related to school safety and security, school climate, local school safety program descriptions, and serious incidents in all Montgomery County (Maryland) Public Schools. The information is presented for each school.…

MCPS School Safety and Security at a Glance 2010-2011

ERIC Educational Resources Information Center

Montgomery County Public Schools, 2011

2011-01-01

"MCPS School Safety and Security at a Glance" provides, in a single document, information about the reporting of incidents related to school safety and security, school climate, local school safety program descriptions, and serious incidents in all Montgomery County (Maryland) Public Schools. The information is presented for each school.…

MCPS School Safety and Security at a Glance 2009-2010

ERIC Educational Resources Information Center

Montgomery County Public Schools, 2010

2010-01-01

"MCPS School Safety and Security at a Glance" provides, in a single document, information about the reporting of incidents related to school safety and security, school climate, local school safety program descriptions, and serious incidents in all Montgomery County (Maryland) public schools. The information is presented for each school.…

The Effects of Family Characteristics and Time Use on Teenagers' Household Labor.

ERIC Educational Resources Information Center

Gager, Constance T.; Cooney, Teresa M.; Call, Kathleen Thiede

1999-01-01

Longitudinal data collected from teenagers were analyzed for types of household chores the teens perform. The study determined that girls devoted more time to household tasks than boys, while both their efforts were greater in larger families and single-parent families. High school males spent more time on extracurricular and leisure activities,…

Microwave Synthesis of Zinc Hydroxy Sulfate Nanoplates and Zinc Oxide Nanorods in the Classroom

ERIC Educational Resources Information Center

Dziedzic, Rafal M.; Gillian-Daniel, Anne Lynn; Peterson, Greta M.; Martínez-Herna´ndez, Kermin J.

2014-01-01

In this hands-on, inquiry-based lab, high school and undergraduate students learn about nanotechnology by synthesizing their own nanoparticles in a single class period. This simple synthesis of zinc oxide nanorods and zinc hydroxy sulfate nanoplates can be done in 15 min using a household microwave oven. Reagent concentration, reaction…

Rethinking Adolescent Risk-Taking Behavior and the Peer Leader Dynamic.

ERIC Educational Resources Information Center

Carter, D. S. G.; And Others

The nature of the interactions that occur among peer leaders, peer influence, and the dynamics of the peer reference group in the context of health, interpersonal relations and lifestyle choice were the subjects of this study. Its first stage (of two) employed a case study of a single metropolitan senior high school in Australia. Adolescent peer…

Portable Conduction Velocity Experiments Using Earthworms for the College and High School Neuroscience Teaching Laboratory

ERIC Educational Resources Information Center

Shannon, Kyle M.; Gage, Gregory J.; Jankovic, Aleksandra; Wilson, W. Jeffrey; Marzullo, Timothy C.

2014-01-01

The earthworm is ideal for studying action potential conduction velocity in a classroom setting, as its simple linear anatomy allows easy axon length measurements and the worm's sparse coding allows single action potentials to be easily identified. The earthworm has two giant fiber systems (lateral and medial) with different conduction velocities…

Predictors of Success for High School Students Enrolled in Online Courses in a Single District Program

ERIC Educational Resources Information Center

Rankin, David T.

2013-01-01

The rapid growth in online learning opportunities and online courses in K-12 education is well documented in the literature. Studies conducted by various researchers that have focused on the K-12 population of online learners demonstrate that certain online learner characteristics and online learning environment characteristics may impact the…

Students' Concept of Force: The Importance of Understanding Newton's Third Law.

ERIC Educational Resources Information Center

Brown, David E.

This paper analyzes the misconceptions high school students have about force and suggests that the misunderstanding of Newton's third law is the key to these misconceptions. Clinical interview and diagnostic test data (N=104) indicates that many students have a naive view of force as an acquired or innate property of single objects rather than…

Child, Family, and Childcare Predictors of Delayed School Entry and Kindergarten Retention among Linguistically and Ethnically Diverse Children

ERIC Educational Resources Information Center

Winsler, Adam; Hutchison, Lindsey A.; De Feyter, Jessica J.; Manfra, Louis; Bleiker, Charles; Hartman, Suzanne C.; Levitt, Jerome

2012-01-01

Concern about kindergarten retention is on the rise within the current climate of high-stakes testing and escalating kindergarten expectations. Kindergarten retention has been linked in previous research to various risk factors such as poverty, low maternal education, single parent status, minority status, English language learner (ELL) status,…

Signifying the Accumulation Graph in a Dynamic and Multi-Representation Environment

ERIC Educational Resources Information Center

Yerushalmy, Michal; Swidan, Osama

2012-01-01

The present study focuses on the accumulation process involved in the integration of a single-variable function. Observing the work of two high-school calculus students who had not yet learned any other integral-related ideas, we analyze the emergence of the semiotic relationship between personal and mathematical meanings, as expressed through the…

An Investigation of the Additive Benefits of Parent Dialogic Reading Techniques in Older Preschool Children

ERIC Educational Resources Information Center

Switalski, Sarah O'Neill

2012-01-01

This study examined the additive benefit of parent dialogic reading techniques in older, high-risk preschool children using multiple baseline design across participants, a single subject research design, as was as well as pre-test and post-test measures. Five preschoolers age-eligible to begin kindergarten the following school year participated.…

The Effect of Academic Stress upon the Anxiety and Depression Levels of Gifted High-School Students.

ERIC Educational Resources Information Center

Yadusky-Holahan, Mary; Holahan, William

1983-01-01

Scores of 60 gifted 12th graders on scales of anxiety and depression supported the hypotheses that depression was significantly higher during the second testing than during baseline. Students in single rooms reported more age specific problems. Implications include the need to promote greater social interaction in residence halls. (CL)

A Comparison of General and Content-Specific Literacy Strategies for Learning Science Content

ERIC Educational Resources Information Center

Reed, Deborah K.; Whalon, Kelly; Lynn, Devon; Miller, Nicole; Smith, Keely

2017-01-01

This study employed an adapted alternating treatments single-case design to explore students' learning of biology content when using a general note-taking (GNT) strategy and a content-specific graphic organizer (CGO) to support reading high school biology texts. The 4 focal participants were 15-18-year-olds committed to a moderate risk juvenile…

Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Yakubova, Gulnoza; Hughes, Elizabeth M.; Hornberger, Erin

2015-01-01

The purpose of this study was to determine the effectiveness of a point-of-view video modeling intervention to teach mathematics problem-solving when working on word problems involving subtracting mixed fractions with uncommon denominators. Using a multiple-probe across students design of single-case methodology, three high school students with…

Student Activity Ideas for the Technology Sequence Systems and Foundation Courses.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

This publication provides single-page outlines of brief ideas for high school student activities in each of the System and Foundation Courses of the New York State technology sequence. The idea outlines are provided as a resource to assist teachers in the development of student learning activities. The six courses for which ideas are presented are…

Training and Skills Development in the East Asian Newly Industrialised Countries: A Comparison and Lessons for Developing Countries.

ERIC Educational Resources Information Center

Tzannatos, Zafiris; Johnes, Geraint

1997-01-01

Review of job training in Korea, Malaysia, Singapore, and Taiwan found no single system appropriate for all. Desirable characteristics included (1) late specialization in school and on-the-job acquisition of specialized skills; (2) private financing; (3) institutional autonomy; (4) high employer involvement; and (5) regular evaluation of training…

Positive Teacher Affect and Maternal Support Facilitate Adjustment after the Transition to First Grade

ERIC Educational Resources Information Center

Kiuru, Noona; Laursen, Brett; Aunola, Kaisa; Zhang, Xia; Lerkkanen, Marja-Kristiina

2016-01-01

This longitudinal study, conducted among a sample of Finnish primary-school children, examined the proposition that a single high-quality relationship (either with a teacher or a parent) can buffer against adjustment problems. Teachers rated the externalizing problems and prosocial behaviors of 378 children in Grade 1 and again in Grade 2.…

Encouraging Girls into Science and Technology with Feminine Role Model: Does This Work?

ERIC Educational Resources Information Center

Bamberger, Yael M.

2014-01-01

This study examines the effect of a program that aimed to encourage girls to choose a science, technology, engineering, and mathematics (STEM) career in Israel. The program involved school visits to a high-tech company and meeting with role model female scientists. Sixty ninth-grade female students from a Jewish modern-orthodox single-sex…

Co-Teacher Perceptions of Lesson Planning in the Online Scripted Math Curriculum Inclusion Classroom

ERIC Educational Resources Information Center

Pollock, Joseph

2017-01-01

The purpose of this qualitative single case embedded exploratory case study was to investigate high school inclusion co-teachers' perceptions of the shared planning process when developing lesson plans for "Agile Mind" (2015) and to determine how teachers work to do this within the constructs of the online scripted curriculum. The…

The Simple Map for a Single-null Divertor Tokamak: How to Find the Last Good Surface

NASA Astrophysics Data System (ADS)

Phan, Huong; Ali, Halima; Punjabi, Alkesh

2000-10-01

The Simple Map^1 is a representation of the magnetic field inside a single-null divertor tokamak. It is given by the equations: X_n+1=X_n kYn (1-Y_n), Y_n+1= Y_n+kX_n+1. These equations mimic the motion of the magnetic field lines in a single-null divertor tokamak. The fixed stable point is (0,0) and the unstable fixed oint is (0,1). k is fixed at 0.60. In our work, the starting values of Y in the map is kept in the interval of 0 to 1, and the starting value of X is 0. Using the successive bifurcation method, we first run these equations for 10^6 iterations to find the approximate value of Y when chaos occurs. We examine the neighborhood of this Y value to find the exact value of Y for the last good surface. We call this value Y_lgs. We find Y_lgs to be 0.997135768 for k=0.60 and X=0. This work is supported by US DOE OFES. Ms. Huong Phan is a HU CFRT Summer Fusion High School Workshop Scholar from Andrew P. Hill High School in California. She is supported by NASA SHARP Plus Program. 1. Punjabi A, Verma A and Boozer A, Phys Rev Lett 69 3322 (1992) and J Plasma Phys 52 91 (1994)

25 CFR 32.2 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-04-01

... this part, the term: (a) Agency School Board means a body, the members of which are appointed by the school boards of the schools located within such agency, and the number of such members shall be... agencies serving a single school, the school board of such school shall fulfill these duties. (b) Alaska...

Vallivue Middle School: Our Schools Are Our Community

ERIC Educational Resources Information Center

Principal Leadership, 2012

2012-01-01

Vallivue School District, located about 20 minutes from Boise, Idaho, can trace its origins to 13 rural schools scattered throughout Canyon County. The schools served students from kindergarten through eighth grade, and each building was independently administered by local school boards. Those boards were consolidated into a single district in…

MCPS School Safety & Security at a Glance 2011-2012

ERIC Educational Resources Information Center

Montgomery County Public Schools, 2012

2012-01-01

"MCPS School Safety and Security at a Glance" provides, in a single document, information about the reporting of incidents related to school safety and security, school climate, local school safety program descriptions, and serious incidents. Information is presented for each Montgomery County (Maryland) public school. While much of this…

MCPS School Safety & Security at a Glance 2013-2014

ERIC Educational Resources Information Center

Montgomery County Public Schools, 2014

2014-01-01

"MCPS School Safety and Security at a Glance" provides, in a single document, information about the reporting of incidents related to school safety and security, school climate, local school safety program descriptions, and serious incidents. Information is presented for each Montgomery County (Maryland) public school. While much of this…

MCPS School Safety & Security at a Glance 2012-2013

ERIC Educational Resources Information Center

Montgomery County Public Schools, 2013

2013-01-01

"MCPS School Safety and Security at a Glance" provides, in a single document, information about the reporting of incidents related to school safety and security, school climate, local school safety program descriptions, and serious incidents. Information is presented for each Montgomery County (Maryland) public school. While much of this…

MCPS School Safety and Security at a Glance 2007-2008

ERIC Educational Resources Information Center

Montgomery County Public Schools, 2008

2008-01-01

"MCPS School Safety and Security at a Glance" provides, in a single document, information about the reporting of incidents related to school safety and security, including school climate, local school safety program descriptions, and serious incidents in all Montgomery County (Maryland) Public Schools. The information is presented for…

Where do they come from and where do they go: implications of geographic origins of medical students.

PubMed

Pretorius, Richard W; Lichter, Michael I; Okazaki, Goroh; Sellick, John A

2010-10-01

Can prior places of residence listed on a medical school application predict where a physician will practice in midcareer? Geographic data were analyzed for a cohort of 399 graduates from a single U.S. medical school. Applicants with origins in the local region had a 40.4% to 49.5% probability of practicing locally in midcareer--an increased likelihood of 6.1 to 7.3 (P < .001) by bivariate analysis. In a logistic regression analysis, residence at birth (odds ratio [OR] = 2.6, P = .019) and at college graduation (OR = 2.8, P = .001) were significant predictors of midcareer practice location, but residence at high school graduation and on application to medical school were not. Midcareer practice location is related to geographic origins. Using multiple indicators of geographic origins available at the time of application can allow admissions committees to make higher-quality decisions.

Cigarette access and pupil smoking rates: a circular relationship?

PubMed

Turner, Katrina M; Gordon, Jacki; Young, Robert

2004-12-01

Adolescents obtain cigarettes from both commercial and social sources. While the relationship between commercial access and adolescent smoking has been researched, no one has considered in detail whether rates of peer smoking affect cigarette availability. In two relatively deprived Scottish schools that differed in their pupil smoking rates, we assess pupil access to cigarettes. 896 13 and 15 year olds were surveyed, and 25 single-sex discussion groups held with a sub-sample of the 13 year olds. Smokers in both schools obtained cigarettes from shops, food vans and other pupils. However, pupils in the 'high' smoking school perceived greater access to both commercial and social sources, and had access to an active 'peer market'. These findings suggest that variations in cigarette access may contribute to school differences in pupil smoking rates, and that the relationship between access and adolescent smoking is circular, with greater availability increasing rates, and higher rates enhancing access.

Postmaterialism, new environmental paradigm and ecocentric approach: A qualitative and quantitative study of environmental attitudes of Turkish senior high school students

NASA Astrophysics Data System (ADS)

Taskin, Ozgur

The present study aims to elucidate the determinant factors that affect environmental attitudes (EA) of senior high school students in Turkey and the origins of these EAs. Over nine hundred students from different school types, neighborhoods, geographical regions, social-economic backgrounds participated in the questionnaire based surveys which are called the New Environmental Paradigm (NEP) and the General Attitudes and Perceptions (GAP), and twenty of those students were interviewed as well. Survey results show that EAs of students vary depending on school type, gender, parents' education levels and professions, and household income. Normal public high school students, females, lower-middle class students, students with well educated parents in white collar professions, and student with liberal parents have more pro-environmental attitudes than the others. With regard to school type, students from public technical high school (vocational school), almost all of which are based on single-sex education, have scored the lowest on both surveys which are the NEP and the GAP. The results from the qualitative portion are as follows: Students' perceptions about the environment and related issues are limited to their local habitat. Although the mean scores of students on both surveys do not differ to a statistically significant extent depending on geographical regions, interviews show that participants from different regions have distinct priorities, which range from poverty to sea pollution. Even though students' first priority in their lives is education, education is perceived as a mechanism to achieve a more prosperous life rather than an end in itself. Almost all interview participants agree on the importance of education in shaping EAs. Interestingly, some interviewees (four out of ten males) also comment that a man's sense of his own masculinity can be threatened when confronted by another man to change his attitude towards the environment.

Single-Parent Families: How Can Schools Help?

ERIC Educational Resources Information Center

Ritty, J. Michael; Frost, Martha B.

1985-01-01

It is estimated that the number of children (currently 14 million) who are part of single parent families will be increased by one million each year. Questions and answers which illuminate the role that schools need to have in helping one parent families are discussed. (CB)

Single-Sex Classes in Co-Educational Schools

ERIC Educational Resources Information Center

Wills, Robin; Kilpatrick, Sue; Hutton, Biddy

2006-01-01

This research investigated social and academic outcomes from single-sex classrooms in a Tasmanian coeducational government primary school. Interviews, observations and surveys formed the basis of the evidence. Teachers, parents and children reported positive benefits from the class organisation, but these differed according to gender. Staff…

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.

Competitive foods in schools: Availability and purchasing in predominately rural small and large high schools

PubMed Central

Nollen, Nicole L.; Befort, Christie; Davis, Ann McGrath; Snow, Tricia; Mahnken, Jonathan; Hou, Qingjiang; Story, Mary; Ahluwalia, Jasjit S.

2013-01-01

OBJECTIVES Schools have an important role to play in obesity prevention, but little is known about the food environment in small, predominately rural schools. The primary purpose of this study was to compare the availability and student purchasing of foods sold outside of the reimbursable meals program through a la carte (ALC) or vending (i.e., competitive foods) in small (n = 7) and large (n = 6) Kansas high schools. METHODS A cross-sectional observational study design was used to capture the number of ALC and vending items available and purchased, and the fat and caloric content of all available and purchased items on a single school day between January and May 2005. RESULTS Small schools had significantly fewer vending machines than large schools [median=3.0 (range=2.0–5.0) versus 6.5 (range=4.0–8.0), p<0.01]. Vending and ALC items at small schools contained a median of 2.3 fewer fat grams per item (p≤0.05), while vending products contained a median of 25.0 fewer calories per item (p≤0.05) than at large schools. Significantly less fat (median= −15.4 grams/student) and fewer calories (median= −306.8 kcal/student) were purchased per student from all competitive food sources and from ALC (median= −12.9 fat grams and −323.3 kcal/student) by students in small schools compared to students in large schools (p≤0.05). CONCLUSIONS The findings, which highlight less availability and lower energy content from competitive foods at small compared to large schools, have implications for understanding how small schools support their food service programs with limited dependence on competitive foods and the impact that food and nutrition professionals can have on the school environment by providing more oversight into the nutritional quality of foods available. PMID:19394472

The Impact of Single-Sex Education on Male and Female Gains in Mathematics and Reading at the Elementary Level in a Selected School in North Carolina

ERIC Educational Resources Information Center

O'Neill, Lisa

2011-01-01

The gender gap in achievement and the increasing awareness of differences between male and female cognitive development have ignited a growing interest in single-sex education. No Child Left Behind legislation and amendments to Title IX legislation have increased the number of schools in America offering single-sex education. This 2-year…

Early Risk Factors for Alcohol Use Across High School and Its Covariation With Deviant Friends

PubMed Central

Armstrong, Jeffrey M.; Ruttle, Paula L.; Burk, Linnea R.; Costanzo, Philip R.; Strauman, Timothy J.; Essex, Marilyn J.

2013-01-01

Objective: Past research has associated childhood characteristics and experiences with alcohol use at single time points in adolescence. Other work has focused on drinking trajectories across adolescence but with risk factors typically no earlier than middle or high school. Similarly, although the connection between underage drinking and affiliation with deviant friends is well established, early risk factors for their covariation across adolescence are uncertain. The present study examines the influence of early individual and contextual factors on (a) trajectories across high school of per-occasion alcohol use and (b) the covariation of alcohol use and deviant friends over time. Method: In a longitudinal community sample (n = 374; 51% female), temperamental disinhibition, authoritarian and authoritative parenting, and parental alcohol use were assessed during childhood, and adolescents reported on alcohol use and affiliation with deviant friends in the spring of Grades 9, 10, 11, and 12. Results: Early parental alcohol use predicted the intercept of adolescent drinking. Subsequent patterns of adolescent alcohol use were predicted by sex and interactions of sex and childhood disinhibition with early authoritarian parenting. Additionally, childhood disinhibition interacted with parental alcohol use to moderate the covariation of drinking and deviant friends. Conclusions: These findings highlight early individual and contextual risk factors for alcohol use across high school, extending previous work and underscoring the importance of developmental approaches and longitudinal techniques for understanding patterns of growth in underage drinking. PMID:23948534

Early risk factors for alcohol use across high school and its covariation with deviant friends.

PubMed

Armstrong, Jeffrey M; Ruttle, Paula L; Burk, Linnea R; Costanzo, Philip R; Strauman, Timothy J; Essex, Marilyn J

2013-09-01

Past research has associated childhood characteristics and experiences with alcohol use at single time points in adolescence. Other work has focused on drinking trajectories across adolescence but with risk factors typically no earlier than middle or high school. Similarly, although the connection between underage drinking and affiliation with deviant friends is well established, early risk factors for their covariation across adolescence are uncertain. The present study examines the influence of early individual and contextual factors on (a) trajectories across high school of per-occasion alcohol use and (b) the covariation of alcohol use and deviant friends over time. In a longitudinal community sample (n = 374; 51% female), temperamental disinhibition, authoritarian and authoritative parenting, and parental alcohol use were assessed during childhood, and adolescents reported on alcohol use and affiliation with deviant friends in the spring of Grades 9, 10, 11, and 12. Early parental alcohol use predicted the intercept of adolescent drinking. Subsequent patterns of adolescent alcohol use were predicted by sex and interactions of sex and childhood disinhibition with early authoritarian parenting. Additionally, childhood disinhibition interacted with parental alcohol use to moderate the covariation of drinking and deviant friends. These findings highlight early individual and contextual risk factors for alcohol use across high school, extending previous work and underscoring the importance of developmental approaches and longitudinal techniques for understanding patterns of growth in underage drinking.

Sexting by high school students: an exploratory and descriptive study.

PubMed

Strassberg, Donald S; McKinnon, Ryan K; Sustaíta, Michael A; Rullo, Jordan

2013-01-01

Recently, a phenomenon known as sexting, defined here as the transfer of sexually explicit photos via cell phone, has received substantial attention in the U.S. national media. To determine the current and potential future impact of sexting, more information about the behavior and the attitudes and beliefs surrounding it must be gathered, particularly as it relates to sexting by minors. The present study was designed to provide preliminary information about this phenomenon. Participants were 606 high school students (representing 98 % of the available student body) recruited from a single private high school in the southwestern U.S. Nearly 20 % of all participants reported they had ever sent a sexually explicit image of themselves via cell phone while almost twice as many reported that they had ever received a sexually explicit picture via cell phone and, of these, over 25 % indicated that they had forwarded such a picture to others. Of those reporting having sent a sexually explicit cell phone picture, over a third did so despite believing that there could be serious legal and other consequences attached to the behavior. Given the potential legal and psychological risks associated with sexting, it is important for adolescents, parents, school administrators, and even legislators and law enforcement to understand this behavior.

Influence of gender, single-sex and co-educational schooling on students' enjoyment and achievement in mathematics

NASA Astrophysics Data System (ADS)

Prendergast, Mark; O'Donoghue, John

2014-11-01

This research investigates the influence that gender, single-sex and co-educational schooling can have on students' mathematics education in second-level Irish classrooms. Although gender differences in mathematics education have been the subject of research for many years, recent results from PISA (Programme for International Student Assessment) show that there are still marked differences between the achievement and attitude of male and female students in Irish mathematics classrooms. This paper examines the influence of gender in more detail and also investigates the impact of single-sex or co-educational schooling. This is a follow on study which further analyses data collected by the authors when they designed a pedagogical framework and used this to develop, implement and evaluate a teaching intervention in four second-level Irish schools. The aim of this pedagogical framework was to promote student interest in the topic of algebra through effective teaching of the domain. This paper further analyses the quantitative data collected and investigates whether there were differences in students' enjoyment and achievement scores based on their gender and whether they attended single-sex or co-educational schools.

Evaluating the Promise of Single-Track Year-Round Schools.

ERIC Educational Resources Information Center

Haenn, Joseph F.

1996-01-01

Describes two single-track year-round elementary schools in Durham, North Carolina, established in discrete attendance zones. Remediation and enrichment activities were provided during intersession. Low-SES students were overrepresented in remediation sessions. Student outcomes data (end-of-grade reading and math test scores) suggest that…

Single-Sex Computer Classes: An Effective Alternative.

ERIC Educational Resources Information Center

Swain, Sandra L.; Harvey, Douglas M.

2002-01-01

Advocates single-sex computer instruction as a temporary alternative educational program to provide middle school and secondary school girls with access to computers, to present girls with opportunities to develop positive attitudes towards technology, and to make available a learning environment conducive to girls gaining technological skills.…

Family Contexts and Schooling Disruption among Orphans in Post-Genocide Rwanda

PubMed Central

2014-01-01

This study examines the relationship between orphan status and schooling disruption in post-genocide Rwanda. The results indicate that while non-orphans have more favorable schooling outcomes in two-parent than in single-parent families, the reverse is true among Rwandan orphans. In single-mother households, paternal orphans, i.e. orphans with only a living mother, have better outcomes than their orphan and non-orphan counterparts. In contrast, paternal orphans have worse outcomes than other children in two-parent households, especially in households headed by males. Maternal orphans are more likely to experience schooling disruptions than non-orphans regardless of family structure. The maternal-orphan disadvantage is nevertheless greater in female-headed than in male-headed households. As expected, non-related orphans are more disadvantaged than orphans related to their household heads. However, non-related orphans have a greater disadvantage in two-parent than in single-parent households. The results also suggest that within households, the provision of childcare to children below schooling age is an impediment to orphan’s schooling. These impediments are, however, greater for double-orphans than paternal or maternal orphans. PMID:25035526

The Use of Succession Planning to Prepare Future Leaders in Selected Federal Agencies at Aberdeen Proving Ground, MD

DTIC Science & Technology

2011-05-01

execute it. Because of its high importance it gets covered in management school extensively. Despite its high importance and extensive coverage, many...with a single criterion that they employ a large number of people. A key finding from the survey was that none of the participating agencies had any...personnel management without regard to political affiliation, race, color, religion, national origin, sex , marital status, age, or handicapping

Dimensions of adolescent subjective social status within the school community: Description and correlates

PubMed Central

Sweeting, Helen; West, Patrick; Young, Robert; Kelly, Shona

2011-01-01

School pupils strive to meet both school-defined and social goals, and the structure of adolescent self-concept is multidimensional, including both academic and non-academic self-perceptions. However, subjective social status within the school community has been represented as a single dimension. Scottish 15-year olds participating in a school-based survey (N = 3194) rated their own status, compared to their school year-group, via images of seven 10-rung ladders. These generated a very high response rate, and factor analysis distinguished three dimensions: (1) ladders representing “popular”, “powerful”, “respected”, “attractive or stylish” and “trouble-maker”; (2) “doing well at school” and “[not] a trouble-maker”; and (3) “sporty”. Unique relationships with variables representing more objective and/or self-report behavioural measures suggest these dimensions are markers of “peer”, “scholastic” and “sports” status. These analyses suggest multiple dimensions of adolescent social hierarchy can be very simply measured and contribute towards the development of more robust instruments within this area. PMID:20579723

Pedestrian traffic injuries among school children in Kawempe, Uganda.

PubMed

Nakitto, Mable T; Mutto, Milton; Howard, Andrew; Lett, Ronald

2008-09-01

Traffic injuries are an important problem in low income countries. In Uganda road traffic is the largest single cause of injury in Kampala; pedestrians, and children are most affected. Pedestrian injury affects school children in Uganda. To determine the overall risk of pedestrian traffic injury among school children in Kawempe, Uganda. A cohort was assembled at 35 primary schools and followed for 3 terms. Ten of the schools had participated in previous injury programs, others were systematically selected. Injuries were recorded by teachers using a questionnaire. Data collected included ID, school, age, grade, gender, incident date, vehicle type, and injury outcome. Demographic characteristics are described and cumulative incidences calculated. The cohort included 8,165 children (49% male) from 35 primary schools. The mean age was 9 years (Sd=2.78). Of the 35 schools, 92% were day; the others mixed day and boarding. 53 children (27 girls) were involved in a traffic incident. 25% of the injuries reported were serious and warranted care in a health facility. No deaths occurred. Forty % of incidents involved commercial motorcycles, 41% bicycles, 9% cars, 8% taxis, and 2% trucks. The cumulative incidence was 0.168% each term. Over the 3 terms of the year the cumulative incidence was 0.5 +/- 0.02. There were no gender differences in the cumulative incidence. Each school year about 1/2 % of Kawempe school children are involved in a traffic incident. Interventions are necessary to reduce the unacceptably high incidents of pedestrian traffic. Interventions to alleviate this situation including safer routes, teaching skills of road crossing to children as well as better regulation and road safety education to two wheelers could reduce the unacceptably high incidents of pedestrian traffic injury.

Positive youth development among African American adolescents: examining single parents as a factor.

PubMed

Roberts, Shani R; Lewis, Rhonda K; Carmack, Chakema

2011-01-01

Over the past few decades researchers have begun to examine the importance of understanding positive youth development and the many contexts in which youth find themselves. The social contexts in which adolescent development occurs are varied and complex, particularly the development among African American youth. African American youth are faced with a number of challenges including living in single-parent homes, high teen pregnancy rates, and poor neighborhoods, yet many of these youth continue to thrive. The purpose of this study was to examine the relationship between family structure (single-parenting) and adolescent outcomes such as educational aspirations and sexual activity among African American adolescent youth aged 12-17. Approximately 462 African American youth were surveyed. A number of positive results emerged; for instance, there was a negative correlation between family structure and educational aspirations. The number of parents in the home did not interfere with youth wanting to complete high school and go on to college (r = - .218, r² = .04, p < .05). The results also showed that as educational aspirations increased, the number of sexual partners decreased (r = - .141, meaning that the more adolescents reported a desire to complete high school, they were less likely to report having sexual intercourse. These positive results should be promoted among African American youth so that those faced with these challenges will note that others have overcome and accomplished their goals. In this population educational aspirations were important. Limitations and future research are discussed.

Validation of Single-Item Screening Measures for Provider Burnout in a Rural Health Care Network.

PubMed

Waddimba, Anthony C; Scribani, Melissa; Nieves, Melinda A; Krupa, Nicole; May, John J; Jenkins, Paul

2016-06-01

We validated three single-item measures for emotional exhaustion (EE) and depersonalization (DP) among rural physician/nonphysician practitioners. We linked cross-sectional survey data (on provider demographics, satisfaction, resilience, and burnout) with administrative information from an integrated health care network (1 academic medical center, 6 community hospitals, 31 clinics, and 19 school-based health centers) in an eight-county underserved area of upstate New York. In total, 308 physicians and advanced-practice clinicians completed a self-administered, multi-instrument questionnaire (65.1% response rate). Significant proportions of respondents reported high EE (36.1%) and DP (9.9%). In multivariable linear mixed models, scores on EE/DP subscales of the Maslach Burnout Inventory were regressed on each single-item measure. The Physician Work-Life Study's single-item measure (classifying 32.8% of respondents as burning out/completely burned out) was correlated with EE and DP (Spearman's ρ = .72 and .41, p < .0001; Kruskal-Wallis χ(2) = 149.9 and 56.5, p < .0001, respectively). In multivariable models, it predicted high EE (but neither low EE nor low/high DP). EE/DP single items were correlated with parent subscales (Spearman's ρ = .89 and .81, p < .0001; Kruskal-Wallis χ(2) = 230.98 and 197.84, p < .0001, respectively). In multivariable models, the EE item predicted high/low EE, whereas the DP item predicted only low DP. Therefore, the three single-item measures tested varied in effectiveness as screeners for EE/DP dimensions of burnout. © The Author(s) 2015.

A 194 kilowatt solar photovoltaic flat panel power system for the combined Beverly High School/C. H. Patten Vocational High School, Beverly, Massachusetts

NASA Astrophysics Data System (ADS)

Addiss, R. R., Jr.; Lawson, P. A.

1980-06-01

The design and performance of a photovoltaic power system is discussed. The 194 kW system consists of the photovoltaic array, the inverter/control subsystem, the building and utility interface, and the monitoring subsystem. The photovoltaic array consists of 56 separate subarrays of 112 photovoltaic modules each, deployed in rows on the southerly facing slope north of the school building. The wiring scheme permits individual modules to be disconnected without a radical change in subarray output current. Power is transmitted at 4160 V from the inverters and a step up transformer to the main 4160 V utility feed line in the school. Separate metering measures power bought and sold. At the optimum tilt angle of 40 deg, the array provides 232 MWH of AC energy annually, or 17 percent of the school load. The immediate impact is an $8000 saving in the annual utility bill. Levelized busbar energy costs are reduced from $2/kWH to $1/kWH when site specific parameters are used in the analysis instead of the JPL specified nominal values. A fault detection and isolation scheme which can find a single modulus failure is incorporated into the monitoring subsystem.

Sexting by High School Students.

PubMed

Strassberg, Donald S; Cann, Deanna; Velarde, Valerie

2017-08-01

In the last 8 years, several studies have documented that many adolescents acknowledge having exchanged sexually explicit cell phone pictures of themselves, a behavior termed sexting. Differences across studies in how sexting was defined, recruitment strategies, and cohort have resulted in sometimes significant differences in as basic a metric as what percentage of adolescents have sent, received, or forwarded such sexts. The psychosocial and even legal risks associated with sexting by minors are significantly serious that accurate estimates of its prevalence, including over time, are important to ascertain. In the present study, students (N = 656) from a single private high school were surveyed regarding their participation in sexting. Students at this same school were similarly surveyed four years earlier. In this second survey, reported rates of sending (males 15.8%; females 13.6%) and receiving (males 40.5%; females 30.6%) sexually explicit cell phone pictures (revealing genitals or buttocks of either sex or female breasts) were generally similar to those reported at the same school 4 years earlier. Rates of forwarding sexts (males 12.2%; females 7.6%) were much lower than those previously acknowledged at this school. Correlates of sexting in this study were similar to those reported previously. Overall, our findings suggest that sexting by adolescents (with the exception of forwarding) remains a fairly common behavior, despite its risks.

The problem of teenage pregnancy: an educational imperative.

PubMed

Suri, K B

1994-01-01

Unmarried pregnant teenagers comprise the most significant challenge to contemporary US social welfare policy. In 1986, never-married women who first gave birth in adolescence represented 37% of all poor, female-headed families. Education has been widely recognized as both a cause and a consequence of adolescent motherhood. Failure to complete high school is a major predictor of poverty and the duration of receipt of welfare benefits. The pattern is intergenerational: teenagers whose parents have not completed high school are substantially more likely to become pregnant and have an out-of-wedlock birth than are their peers whose parents have at least a secondary education. Even when socioeconomic factors are controlled for, unmarried teenage mothers average two years less education than their peers. More critical, the literature suggests, than the number of years of schooling is performance in and attitudes toward school. An adolescent who is performing below grade level and aware that her occupational choices are limited as a result is more likely to choose to become an unwed mother than to seek abortion or adoption. This finding suggests the importance of identifying teenagers with risk factors for out-of-wedlock birth (e.g., coming from single-parent households, low socioeconomic family status, chronic school underachievement) and providing them with enriched educational and occupational motivation and opportunities.

Analysis and evaluation of the rationales for single-sex schooling.

PubMed

Bigler, Rebecca S; Hayes, Amy Roberson; Liben, Lynn S

2014-01-01

Amendments passed as part of the No Child Left Behind Act in 2006 made some forms of single-sex (SS) public education legal in the United States. Proponents offer a host of arguments in favor of such schooling. This chapter identifies and evaluates five broad rationales for SS schooling. We conclude that empirical evidence fails to support proponents' claims but nonetheless suggests ways in which to improve coeducation. Specifically, we (a) show that the purported benefits of SS schooling arise from factors confounded with, but not causally linked to, single-sex composition; (b) challenge claims that biological sex is an effective marker of differences relevant to instruction; (c) argue that sexism on the part of teachers and peers persists in SS contexts; and (d) critique the notion that gender per se "disappears" in SS contexts. We also address societal implications of the use of sex-segregated education and conclude that factors found to be beneficial for students should be implemented within coeducational schools.

Single-Sex Mathematics Instruction in an Urban Independent School.

ERIC Educational Resources Information Center

Seitsinger, Anne M.; Barboza, Helen C.; Hird, Anne

An urban independent middle school grouped its 63 sixth and seventh graders into single-sex mathematics classes (SSMC) to improve girls' achievement in mathematics (AIM) and attitudes toward mathematics (ATM) with no negative impact on boys. Researchers analyzed AIM, ATM, and interactions/instruction. AIM measures included Metropolitan Achievement…

A GUIDE TO INSTRUCTIONAL TELEVISION.

ERIC Educational Resources Information Center

DIAMOND, ROBERT M., ED.

THIS IS A GUIDE DESIGNED AS A SINGLE REFERENCE FOR ADMINISTRATORS, TEACHERS, STUDENTS, AND LAYMEN INTERESTED IN TELEVISION FOR A SPECIFIC SCHOOL OR SCHOOL SYSTEM. FOUR EXAMPLES OF SINGLE-ROOM TELEVISION ARE GIVEN AND SUCCESSFUL APPLICATIONS OF STUDIO TELEVISION ARE PRESENTED. ITS USE IN GUIDANCE AND IN ADMINISTRATION IS EXPLAINED. THE PROBLEMS…

Number of Single-Sex Schools Growing

ERIC Educational Resources Information Center

Barak, Tal

2004-01-01

The U.S. Department of Education's office for civil rights has proposed amending the regulations governing Title IX of the Education Amendments of 1972--which prohibits sex discrimination in programs that receive federal money--to allow more flexibility in offering single-sex schools or classes. This article discusses the rapid growth of…

Academic Self-Concept, Gender and Single-Sex Schooling

ERIC Educational Resources Information Center

Sullivan, Alice

2009-01-01

This article assesses gender differences in academic self-concept for a cohort of children born in 1958 (the National Child Development Study). It addresses the question of whether attending single-sex or co-educational schools affected students' perceptions of their own academic abilities (academic self-concept). Academic self-concept was found…

Exploring Secondary Students' Knowledge and Misconceptions about Influenza: Development, validation, and implementation of a multiple-choice influenza knowledge scale

NASA Astrophysics Data System (ADS)

Romine, William L.; Barrow, Lloyd H.; Folk, William R.

2013-07-01

Understanding infectious diseases such as influenza is an important element of health literacy. We present a fully validated knowledge instrument called the Assessment of Knowledge of Influenza (AKI) and use it to evaluate knowledge of influenza, with a focus on misconceptions, in Midwestern United States high-school students. A two-phase validation process was used. In phase 1, an initial factor structure was calculated based on 205 students of grades 9-12 at a rural school. In phase 2, one- and two-dimensional factor structures were analyzed from the perspectives of classical test theory and the Rasch model using structural equation modeling and principal components analysis (PCA) on Rasch residuals, respectively. Rasch knowledge measures were calculated for 410 students from 6 school districts in the Midwest, and misconceptions were verified through the χ 2 test. Eight items measured knowledge of flu transmission, and seven measured knowledge of flu management. While alpha reliability measures for the subscales were acceptable, Rasch person reliability measures and PCA on residuals advocated for a single-factor scale. Four misconceptions were found, which have not been previously documented in high-school students. The AKI is the first validated influenza knowledge assessment, and can be used by schools and health agencies to provide a quantitative measure of impact of interventions aimed at increasing understanding of influenza. This study also adds significantly to the literature on misconceptions about influenza in high-school students, a necessary step toward strategic development of educational interventions for these students.

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

PubMed

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

2000-01-01

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

Teacher perceptions of high school students underachievement in science

NASA Astrophysics Data System (ADS)

Gopalsingh, Bhagyalakshmi

Low high school graduation rates continue to be a challenge in American public education. The pressure to meet the demands of adequate yearly progress (AYP) under the No Child Left behind Act of 2001 has led to an achievement gap in student performance between science and other core subjects, namely English, math, and social studies, on the Georgia High School Graduation Test (GHSGT). GHSGT statistics have consistently reflected a lower science pass percentage compared with other core subjects on the test. The objective of this nonexperimental, quantitative study was to analyze teacher perceptions on reasons for student science underachievement on the GHSGT. A self-developed questionnaire based on Bloom's taxonomy model was administered to 115 high school core subject teachers of a single school district. Analyses of variance (ANOVA) and chi-square tests were used to test hypotheses. Results confirmed that teachers perceived that (a) students demonstrated a low rate of proficiency in science because science demands higher cognitive skills, (b) less emphasis was placed on science because it is a non-AYP indicator, and (c) making science an AYP indicator will optimize student science achievement. Based on results, recommendations were made to promote the integration of English, math, and social studies curriculum with science curriculum to enable students to transfer learned skills and information across subjects. The potential benefits of outcome of this study include (a) providing critical insight for policy makers and educational practitioners to understand the impact of science underachievement on graduation rates, and (b) raising student science achievement to improve graduation rates.

[The association between extracurricular activities and exercise and substance abuse among high school students in Japan: results for an aggregate sample from the Japanese School Survey Project on Alcohol and Other Drugs in 2004, 2006, and 2009].

PubMed

Miyoshi, Yoshihiro; Katsuno, Shingo; Wada, Kiyoshi

2013-12-01

The purpose of this study was to clarify the subgroup differences in the association between participation in school-based extracurricular activities and exercise and levels of cigarette, alcohol, or marijuana use during one's lifetime and in the past year. This study also sought to determine the optimal classification of subgroups based on four variables (participation in school-based extracurricular activities, exercise, gender, and school year). Data consisted of a combined sample (aggregate sample) from the Japanese School Survey Project on Alcohol and Other Drugs (JSPAD) conducted in 2004, 2006, and 2009. The aggregate sample consisted of 75,726 1st-, 2nd-, and 3rd-year students (37,697 males and 38,029 females) at full-time high schools nationwide that were selected by stratified, single-stage cluster sampling during each survey. The aggregate sample combined randomly selected samples of the same size from each year the survey was conducted. Results indicated that 63.4% of the entire sample participated in school-based extracurricular activities, 64.8% of males did so, and 61.9% of females did so. Results also indicated that 66.4% of the entire sample exercised outside of PE class, 79.2% of males did so, and 53.8% of females did so. In addition, the prevalence of cigarette, alcohol, or marijuana use was predicted from the four variables by multiple logistic regression analysis. Results yielded optimal subgroups for the prevalence of each drug's use. Results revealed (1) that participation in school-based extracurricular activities and gender were more predictive, whereas exercise was least predictive, (2) that the association between exercise and substance use measures varies subtly for each subgroup, suggesting the existence of a great variety of opportunities for high school students to exercise, and (3) that school year had a substantial and positive effect on drinking among students who actively participated in school-based extracurricular activities.

The EEE Project

NASA Astrophysics Data System (ADS)

Abbrescia, M.; An, S.; Antolini, R.; Badala, A.; Baldini Ferroli, R.; Bencivenni, G.; Blanco, F.; Bressan, E.; Chiavassa, A.; Chiri, C.; Cifarelli, L.; Cindolo, F.; Coccia, E.; de Pasquale, S.; di Giovanni, A.; d'Incecco, M.; Fabbri, F.L.; Frolov, V.; Garbini, M.; Gustavino, C.; Hatzifotiadou, D.; Imponente, G.; Kim, J.; La Rocca, P.; Librizzi, F.; Maggiora, A.; Menghetti, H.; Miozzi, S.; Moro, R.; Panareo, M.; Pappalardo, G.S.; Piragino, G.; Riggi, F.; Romano, F.; Sartorelli, G.; Sbarra, C.; Selvi, M.; Serci, S.; WIlliams, C.; Zichichi, A.; Zuyenski, R.

The EEE (/Extreme Energy Event/) Project is an experiment for the study of very high-energy extensive air showers, actually starting in Italy. It is based on the detection of the shower muon component by means of a network of tracking detectors, installed in Italian High Schools. The Project, supported by the Ministero dell’Università e della Ricerca (MIUR), Istituto Nazionale di Fisica Nucleare (INFN), European Organization for Nuclear Research (CERN) and Museo Storico della Fisica e Centro Studi e Ricerche “E. Fermi” has been conceived by its leader Professor Antonino Zichichi. In its first phase the detector telescopes will be installed in 21 High Schools in 7 piloting cities all over Italy. The network will soon be heavily upgraded by increasing the number of High Schools and cities. The single tracking telescope is composed by 3 large (~ 2 m2 ) Multi-gap Resistive Plate Chambers (MRPC), realized with float glass electrodes. The use of particle detectors based on such MRPCs will allow to determine with a very high accuracy the direction of the axis of cosmic ray showers initiated by primaries of ultra-high energy, together with a high temporal resolution. The first MRPC telescope, installed in the Liceo Scientifico “B.Touschek” in Grottaferrata near the LNF-INFN site (nearby Rome), is successfully running. By the end of year 2007, the installation of the other telescopes will open the way for the first search of high-energy cosmic rays distant coincidences. In the future, serving many High Schools scattered all over the Italian territory, the EEE Project will also allow to investigate coincidences between multiple primaries producing distant showers. Here we present the experimental apparatus and its tasks.

One More Reason to Learn a New Language: Testing Academic Self-Efficacy Transfer at Junior High School

ERIC Educational Resources Information Center

Fryer, Luke K.; Oga-Baldwin, W. L. Quint

2017-01-01

Self-efficacy is an essential source of motivation for learning. While considerable research has theorised and examined the how and why of self-efficacy in a single domain of study, longitudinal research has not yet tested how self-efficacy might generalise or transfer between subjects such as mathematics, native and foreign language studies. The…

Improving the Comprehension of Students with Significant Developmental Disabilities: Systematic Instruction on the Steps for Completing and Using a Graphic Organizer

ERIC Educational Resources Information Center

Britt, Alexander P.

2015-01-01

A single-subject, multiple-baseline across participants design was used to examine the functional relation between systematic instruction and the ability to complete a graphic organizer and recall facts about informational texts by students with significant development disabilities. Four high school students enrolled in an adapted academic program…

Teaching Evolution in New Jersey Public High Schools: Examining the Influence of Personal Belief and Religious Background on Teaching Practices

ERIC Educational Resources Information Center

Smith, Carlen

2010-01-01

The purpose of this study was to determine relationships between New Jersey biology teachers' personal characteristics and religious backgrounds and the time spent and approach to teaching evolution. The research instrument chosen was a cross-sectional survey. Survey questions were presented in various forms: fill in, single response, Likert…

Addressing the Lack of Measurement Invariance for the Measure of Acceptance of the Theory of Evolution

ERIC Educational Resources Information Center

Wagler, Amy; Wagler, Ron

2013-01-01

The Measure of Acceptance of the Theory of Evolution (MATE) was constructed to be a single-factor instrument that assesses an individual's overall acceptance of evolutionary theory. The MATE was validated and the scores resulting from the MATE were found to be reliable for the population of inservice high school biology teachers. However, many…

Writing Out of the Unexpected: Narrative Inquiry and the Weight of Small Moments

ERIC Educational Resources Information Center

Gordon, Erick; McKibbin, Kerry; Vasudevan, Lalitha; Vinz, Ruth

2007-01-01

In this tale of a single event told from the perspectives of multiple narrators, Erick Gordon, Kerry McKibbin, Lalitha Vasudevan, and Ruth Vinz write about their work together on a Student Press Initiative (SPI) writing project at Horizon Academy, the Department of Correction/Department of Education high school at Rikers Island Jail in New York…

The Influence of Cognitive Reasoning Level, Cognitive Restructuring Ability, Disembedding Ability, Working Memory Capacity, and Prior Knowledge On Students' Performance On Balancing Equations by Inspection.

ERIC Educational Resources Information Center

Staver, John R.; Jacks, Tom

1988-01-01

Investigates the influence of five cognitive variables on high school students' performance on balancing chemical equations by inspection. Reports that reasoning, restructuring, and disembedding variables could be a single variable, and that working memory capacity does not influence overall performance. Results of hierarchical regression analysis…

Student Voices: A Phenomenological Exploration of Minority Girls' Experiences and Beliefs Related to Academic Achievement

ERIC Educational Resources Information Center

Alpren, Kathleen

2012-01-01

For decades, measures of academic outcomes have demonstrated the underachievement of minority students. The purpose of this study was to include student voices in a discussion of achievement by exploring the experiences and beliefs of minority girls that related to academic achievement in one single-sex urban high school. Moreover, the research…

Does Compare-Contrast Text Structure Help Students with Autism Spectrum Disorder Comprehend Science Text?

ERIC Educational Resources Information Center

Carnahan, Christina R.; Williamson, Pamela S.

2013-01-01

Using a single-subject reversal design, this study evaluated the use of a compare-contrast strategy on the ability of students with autism spectrum disorder to comprehend science text. Three middle school students with high-functioning autism and their teacher participated in this study. A content analysis comparing the number of meaning units in…

Impact of a Sustained Job-Embedded Professional Development Program on Classroom Technology Integration

ERIC Educational Resources Information Center

Grashel, Mark A.

2014-01-01

The purpose of this single case study was to examine a grant-funded program of professional development (PD) at a small rural high school in Ohio. Evidence has shown that the current model of technology professional development in-service sessions has had little impact on classroom technology integration. This PD program focused on 21st Century…

How Effective Are Public Health Education Programs, Unfettered Farm Markets and Single Sex Schools?

ERIC Educational Resources Information Center

Fox, Jonathan Franklin

2010-01-01

My dissertation examines the effectiveness of three policy choices in meeting socio-economic goals. The first analyzes the impact of public health education and poverty relief on child mortality in the early twentieth century, when infant and child mortality rates in the United States were startlingly high. During the 1920s, the rates dropped…

WWC Review of the Report "Evaluation of the College Possible Program: Results from a Randomized Controlled Trial." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

The 2013 study, "Evaluation of the College Possible Program: Results From a Randomized Controlled Trial", investigated the effect of the "College Possible" program, which is designed to serve low-income high school students by providing SAT/ACT test preparation, financial aid consulting, and college admissions guidance in an…

"More Confident Going into College": Lessons Learned from Multiple Stakeholders in a New Blended Learning Initiative

ERIC Educational Resources Information Center

Whiteside, Aimee L.; Garrett Dikkers, Amy; Lewis, Somer

2016-01-01

This article examined a blended learning initiative in a large suburban high school in the Midwestern region of the United States. It employed a single-case exploratory design approach to learn about the experience of administrators, teachers, students, and parents. Using Zimmerman's Self-Regulated Learning (SRL) Theory as a guiding framework,…

Do Perceived Cues, Benefits, and Barriers to Physical Activity Differ between Male and Female Adolescents?

ERIC Educational Resources Information Center

Tergerson, Jennifer L.; King, Keith A.

2002-01-01

Surveyed adolescents at single-sex high schools to examine whether perceptions of physical activity differed by gender. The most helpful cue to physical activity for males and females was having a friend to exercise with. Parental encouragement and having a parent who exercised were also helpful. Wanting to do other things was a common barrier to…

Literacy Access: An Examination of the Picture Plus Discussion (PPD) Intervention Using Typical and Age Appropriate Texts

ERIC Educational Resources Information Center

Shurr, Jordan C.

2012-01-01

The purpose of this study was to investigate the use of the picture plus discussion (PPD) intervention on the comprehension abilities of high school students with moderate intellectual disability when read a variety of expository texts aloud. A multiple probe single subject design was employed to measure the effect of the intervention across three…

Anxiety Levels of Children Living in Intact, Single Parent, and Blended Families.

ERIC Educational Resources Information Center

Brown, Tammie D.; And Others

Researchers have not yet been able to determine the effect of divorce on children's level of anxiety. Many studies suggest that divorce and remarriage can cause a great deal of anxiety in children. A study was conducted to determine if elementary, middle, and high school students differ in levels of state anxiety (level of anxiety at a particular…

Universal Tool Grinder Operator Instructor's Guide. Part of Single-Tool Skills Program Machine Industries Occupations.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Div. of Curriculum Development.

The document is an instructor's guide for a course on universal tool grinder operation. The course is designed to train people in making complicated machine setups and precision in the grinding operations and, although intended primarily for adult learners, it can be adapted for high school use. The guide is divided into three parts: (1) the…

Sexual Communication, Sexual Goals, and Students' Transition to College: Implications for Sexual Assault, Decision-Making, and Risky Behaviors

ERIC Educational Resources Information Center

Lindgren, Kristen P.; Schacht, Rebecca L.; Pantalone, David W.; Blayney, Jessica A.; George, William H.

2009-01-01

A qualitative study was conducted to understand college students' experiences and perceptions of sexual communication and sexual goals, and how they were affected by the transition from high school to college. Participants were heterosexual college students (N = 29). Single-sex focus groups were conducted and analyzed for themes. Major themes…

Tinker's Legacy: Freedom of the Press in Public High Schools.

ERIC Educational Resources Information Center

Krafte, Jill H.

1979-01-01

There have been genuine advances in student rights law in the decade since the Gault-Ginsberg-Tinker trilogy; however, there is still a critical need for continued efforts to secure and extend the constitutional rights of minors. Available from DePaul University College of Law, 25 E. Jackson Blvd., Chicago, IL 60604; single copy $5.00. (Author/IRT)

The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms

PubMed Central

Allen, Joseph P.; Mikami, Amori Yee; Gregory, Anne; Hamre, Bridget; Pianta, Robert C.

2012-01-01

Student engagement is an important contributor to school success, yet high school students routinely describe themselves as disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement. This study investigated students’ perceptions of autonomy, teacher connection, and academic competence as predictors of changes in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse (67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in other classrooms. This finding is unique in that it extended to both students’ perceptions of engagement and observations of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs and its relationship to educational practice is discussed. PMID:22198156

The pivotal role of adolescent autonomy in secondary school classrooms.

PubMed

Hafen, Christopher A; Allen, Joseph P; Mikami, Amori Yee; Gregory, Anne; Hamre, Bridget; Pianta, Robert C

2012-03-01

Student engagement is an important contributor to school success, yet high school students routinely describe themselves as disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement. This study investigated students' perceptions of autonomy, teacher connection, and academic competence as predictors of changes in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse (67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in other classrooms. This finding is unique in that it extended to both students' perceptions of engagement and observations of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs and its relationship to educational practice is discussed.

Educational Attainment and Mortality in the United States: Effects of Degrees, Years of Schooling, and Certification

PubMed Central

Lawrence, Elizabeth M.; Rogers, Richard G.; Zajacova, Anna

2016-01-01

Researchers have extensively documented a strong and consistent education gradient for mortality, with more highly educated individuals living longer than those with less education. This study contributes to our understanding of the education-mortality relationship by determining the effects of years of education and degree attainment on mortality, and by including nondegree certification, an important but understudied dimension of educational attainment. We use data from the mortality-linked restricted-use files of the Panel Study of Income Dynamics (PSID) sample (N=9,821) and Cox proportional hazards models to estimate mortality risk among U.S. adults. Results indicate that more advanced degrees and additional years of education are associated with reduced mortality risk in separate models, but when included simultaneously, only degrees remain influential. Among individuals who have earned a high school diploma only, additional years of schooling (beyond 12) and vocational school certification (or similar accreditation) are both independently associated with reduced risks of death. Degrees appear to be most important for increasing longevity; the findings also suggest that any educational experience can be beneficial. Future research in health and mortality should consider including educational measures beyond a single variable for educational attainment. PMID:27482124

Peer sexual harassment: finding voice, changing culture--an intervention strategy for adolescent females.

PubMed

Martin, Jennifer L

2008-01-01

This exploratory intervention study examines the effectiveness of a single-sex women's studies course in reducing sexual harassment in an at-risk high school. It was hypothesized that the young women's loci of control would become more internal as a result of the course and participants would feel they had more control over their lives. Findings indicate that participants' knowledge of sexual harassment gained from the intervention had been retained and reports of sexual harassment increased. Administrative referrals for sexual harassment within the school were reduced by one third during the semester following the intervention. Participants' perceptions of their levels of internality increased over time.

MCPS Schools at a Glance 2014-2015

ERIC Educational Resources Information Center

Montgomery County Public Schools, 2015

2015-01-01

"MCPS Schools at a Glance" provides, in a single document, information about enrollment, staffing, facilities, programs, outcome measures, and personnel costs for each Montgomery County (Maryland) public school. Information on personnel costs for each school includes position salaries for professional and supporting services employees…

Why Single-Sex Schools? Discourses of Culture/Faith and Achievement

ERIC Educational Resources Information Center

Shah, Saeeda; Conchar, Catherine

2009-01-01

This paper is developed from a study carried out to explore factors influencing the choices of a range of stake-holders in a multi-ethnic urban community--students, parents, teachers, community representatives--with regard to single-sex schooling. The paper discusses competing perspectives underpinning the focus of the study. Recent legislation in…

Conflicting Gender Role Prescriptions and Disordered Eating in Single-Sex and Coeducational School Environments.

ERIC Educational Resources Information Center

Mensinger, Janell

2001-01-01

Examined the hypothesis that adolescent girls attending single-sex schools would exhibit greater body dissatisfaction and disordered eating than their coeducational counterparts, reanalyzing data from relevant subscales of an eating disorder inventory (drive for thinness, bulimia, and body dissatisfaction) and a figure rating scale from an earlier…

Look, Mom, I'm a Boy--Don't Tell Anyone I Was a Girl"

ERIC Educational Resources Information Center

Ehrensaft, Diane

2013-01-01

Interventions with a school-aged youth are presented to demonstrate a child's gender transition from female to male with the support of a single mother, grandmother, therapist, pediatric endocrinologist, gender education and advocacy group, and gender-affirming school. This single case study illustrates both the positive psychological effects of…

Single-Sex Schooling in Trinidad and Tobago: a Holistic Exploration

ERIC Educational Resources Information Center

Blair, Erik

2013-01-01

Single-sex schooling has been proposed as a way of addressing the disengagement of boys; the disproportion of gender in certain subjects; stereotyped gender images, and the labelling of some subjects as "masculine" or "feminine". However, there exists no clear research evidence to support such claims. Despite the lack of…

Female Students' Experiences of Computer Technology in Single- versus Mixed-Gender School Settings

ERIC Educational Resources Information Center

Burke, Lee-Ann; Murphy, Elizabeth

2006-01-01

This study explores how female students compare learning computer technology in a single- versus a mixed- gender school setting. Twelve females participated, all of whom were enrolled in a grade 12 course in Communications' Technology. Data collection included a questionnaire, a semi-structured interview and focus groups. Participants described…

Sports Specialization is Associated with An Increased Risk of Developing Anterior Knee Pain in Adolescent Female Athletes

PubMed Central

Hall, Randon; Foss, Kim Barber; Hewett, Timothy E.; Myer, Gregory D.

2014-01-01

Objectives This study sought to determine if sport specialization increases the risk of anterior knee pain in adolescent female athletes. Design Retrospective cohort epidemiology study. Methods Female basketball, soccer and volleyball players (N=546) were recruited from a single county public school district in Kentucky consisting of five middle schools and four high schools. A total of 357 multi-sport, and 189 single sport (66 basketball, 57 soccer and 66 volleyball) athlete subjects were included due to their diagnosis of patellofemoral pain on physical exam. Testing consisted of completion of a standardized history and physician-administered physical examination to determine the presence of patellofemoral pain (PFP). This study compared self-reported multi-sport athletes with sport specialized athletes participating in only one sport. The sports participation data was normalized by sport season with each sport accounting for one season of exposure. Incidence rate ratios (IRR) and 95% confidence intervals (CI) were calculated and used to determine significant differences between athletes who specialized in sport in early youth and multi-sport athletes. Results Specialization in a single sport increased the relative risk of PFP incidence by 1.5 fold (95% CI 1.0 to 2.2; p=0.038) for cumulative PFP diagnoses. Specific diagnoses such as Sinding Larsen Johansson/patellar tendinopathy (95% CI 1.5 to 10.1; p=0.005) and Osgood Schlatter Disease (95% CI 1.5 to 10.1; p=0.005) demonstrated a four-fold greater relative risk in single sport compared to multiple sport athletes. Other specific PFP diagnoses such as Fat Pad, Plica, Trauma, Pes Anserine Bursitis and IT Band Tendonitis incidence were not different between single sport and multiple sport participants (p>0.05). Conclusion Early sport specialization in female adolescents is associated with increased risk of anterior knee pain disorders including PFP, Osgood Schlatter, Sinding Larsen-Johansson compared to multi-sport athletes. PMID:24622506

Effects of single-gender mathematics classrooms on self-perception of mathematical ability and post secondary engineering paths: an Australian case study

NASA Astrophysics Data System (ADS)

Tully, D.; Jacobs, B.

2010-08-01

This study focused on a population of female engineering students, probing the influences of their secondary school experience on their choice to pursue an engineering course of study at university. The motivating question is: Do unique opportunities exist in an all-female secondary school mathematics classroom, which impact a young woman's self-perception of her mathematics ability as well as promote a positive path towards an engineering-based university major? Using both qualitative and quantitative data collection instruments, this study examined a sample of Australian engineering students enrolled at the University of Technology, Sydney (UTS). Demographic statistics show that 40% of UTS' female engineering student population attended a single-gender secondary school, indicating a potential influence of school type (single-gender) on engineering enrolment patterns. Female students were primarily motivated to pursue a post secondary engineering path because of a self-belief that they are good at mathematics. In contrast, male students were more influenced by positive male role models of family members who are practising engineers. In measures of self- perception of mathematical skill and ability, female students from single-gender schools outscored their male engineering counterparts. Additionally, female students seem to benefit from verbal encouragement, contextualisation, same gender problem-solving groups and same gender classroom dynamics.

Gender differences in tenth-grade students' attitudes toward science: The effect of school type

NASA Astrophysics Data System (ADS)

Ndakwah, Ernestine Ajame

The focus of this mixed methods study was on 10th grade students' attitudes towards science. Its purpose was to examine the effect of gender and school-type on attitudes toward science. Research on attitudes toward science has focused on gender, school level, and classroom environment. Relatively little has been done on the effect of school type. In the present study, school type refers to the following variables; private vs. public, single-sex vs. coeducational and high vs. low-achieving schools. The quantitative component of the study allowed the researcher to determine whether there are gender differences in attitudes toward science based on the school type variables being investigated. The Test of Science Related Attitudes (TOSRA) was the instrument used to provide quantitative data for this aspect of the study. TOSRA is a Likert scale consisting of seven subscales measuring different aspects of science attitudes. The qualitative component, on the other hand, explored students' perspectives on the factors, which were influential in the development of the attitudes that they hold. The events and experiences of their lives in and out-of-school, with respect to science, and the meanings that they make of these provided the data from which their attitudes toward science could be gleaned. Data for this component of the study was gathered by means of in-depth focus group interviews. The method of constant comparative analysis was used to analyze the interview transcripts. Statistical treatment of the questionnaire data involved the use of t tests and ANOVA. Findings did not reveal any gender differences on the total attitude scores although there were some differences on some of the subscales. School type did not appear to be a significant variable in students' attitudes to science. The results of both quantitative and qualitative components show that instructional strategy and teacher characteristics, both of which are components of the classroom environment are important factors shaping students' attitudes to science. These findings suggest that efforts to foster positive attitudes to science among high school students should focus on the enhancement of the high school science classroom environment.

Heart Rate Responses of High School Students Participating in Surfing Physical Education.

PubMed

Bravo, Michelle M; Cummins, Kevin M; Nessler, Jeff A; Newcomer, Sean C

2016-06-01

Despite the nation's rising epidemic of childhood obesity and diabetes, schools struggle to promote physical activities that help reduce risks for cardiovascular disease. Emerging data suggest that adopting novel activities into physical education (PE) curriculum may serve as an effective strategy for increasing physical activity in children. The purpose of this investigation was to characterize activity in the water and heart rates (HRs) of high school students participating in surf PE courses. Twenty-four male (n = 20) and female (n = 4) high school students (mean age = 16.7 ± 1.0 years) who were enrolled in surf PE courses at 2 high schools participated in this investigation. Daily measurements of surfing durations, average HR, and maximum HR were made on the students with HR monitors (PolarFT1) over an 8-week period. In addition, HR and activity in the water was evaluated during a single session in a subset of students (n = 11) using a HR monitor (PolarRCX5) and a video camera (Canon HD). Activity and HR were synchronized and evaluated in 5-second intervals during data analyses. The average duration that PE students participated in surfing during class was 61.7 ± 1.0 minutes. Stationary, paddling, wave riding, and miscellaneous activities comprised 42.7 ± 9.5, 36.7 ± 7.9, 2.9 ± 1.4, and 17.8 ± 11.4 percent of the surf session, respectively. The average and maximum HRs during these activities were 131.1 ± 0.9 and 177.2 ± 1.0 b·min, respectively. These data suggest that high school students participating in surf PE attained HRs and durations that are consistent with recommendations with cardiovascular fitness and health. In the future, PE programs should consider incorporating other action sports into their curriculum to enhance cardiovascular health.

Relative Strengths of Predictors of Middle School Girls' Suspendable Offenses

ERIC Educational Resources Information Center

Cavanaugh, Barbara Harlow

2009-01-01

This study determines the relative strength of predictors of school violence among a sample of 229 girls enrolled in a single middle school. The four-part questionnaire, comprising sociodemographic items, a school violence inventory, a self-esteem scale, and an attitudes toward violence scale, measured school violence in terms of suspendable…

Youth tobacco surveillance--United States, 2000.

PubMed

2001-11-02

Tobacco use is the single leading preventable cause of death in the United States, accounting for approximately 430,000 deaths each year. The prevalence of cigarette smoking nationwide among high school students increased during the 1990s, peaking during 1996-1997, then began a gradual decline. Approximately 80% of tobacco users initiate use before age 18 years. If the trend in early initiation of cigarette smoking continues, approximately 5 million children aged <18 years who are living today will die prematurely because they began to smoke cigarettes during adolescence. The economic costs associated with tobacco use ranges from $53 billion to $73 billion per year in medical expenses and $47 billion in lost productivity. Because of these health and economic consequences, CDC has recommended that states establish and maintain comprehensive tobacco-control programs to reduce tobacco use among youth. January 2000 through December 2000. To assist states in developing and maintaining their state-based comprehensive tobacco prevention and control programs, CDC developed the Youth Tobacco Surveillance and Evaluation System, which includes international, national, and state school-based surveys of middle school and high school students. Two components of this system are discussed in this report--the National Youth Tobacco Survey and the state Youth Tobacco Surveys. The national survey is representative of students in the 50 states and the District of Columbia; 35,828 students in 324 schools completed questionnaires in the spring of 2000. Twenty-nine state surveys were conducted in the spring and fall of 2000; state sample sizes ranged from 583 to 33,586 students. This report summarizes data from the 2000 national survey and state surveys. Findings from the National Youth Tobacco Survey indicate that current tobacco use ranges from 15.1% among middle school students to 34.5% among high school students. Cigarette smoking is the most prevalent form of tobacco use, followed by cigar smoking and smokeless tobacco use. Approximately one half of current cigarette smokers in middle school and high school report that they usually smoke Marlboro cigarettes. Black students are more likely to smoke Newport cigarettes than any other brand. More than one half of current cigarette smokers in middle school and high school report that they want to stop smoking. Nearly one fourth of middle school and high school students who have never smoked cigarettes are susceptible to initiating cigarette smoking in the next year. Exposure to secondhand smoke (e.g., environmental tobacco smoke) is substantially higher among both middle school and high school students. During the week before the survey, approximately 9 out of 10 current cigarette smokers and one half of never cigarette smokers were in the same room with someone who was smoking cigarettes; and 8 out of 10 current cigarette smokers and 3 out of 10 never cigarette smokers rode in a car with someone who was smoking cigarettes. Approximately 70% of middle school and 57% of high school students who currently smoke cigarettes live in a home where someone smokes cigarettes. Among never cigarette smokers, approximately 3 out of 10 live in a home where someone smokes cigarettes. Approximately 69% of middle school and 58% of high school students aged <18 years who currently smoke cigarettes were not asked to show proof of age when they bought or tried to buy cigarettes. Approximately 8 out of 10 middle school and high school students have seen antismoking commercials. Eight out of 10 middle school students report having seen actors using tobacco on television or in the movies, and approximately 11% of middle school and 16% of high school students who had never used tobacco would wear or use something with a tobacco company name or picture on it. This rate increases to nearly 60% for current tobacco users. Youth Tobacco Survey data are used by health and education officials to improve national and state programs to prevent and control youth tobacco use. Several states use the data in presentations to their state legislators to demonstrate the need for funding smoking cessation and prevention programs for youth.

Early Single-Sport Specialization: A Survey of 3090 High School, Collegiate, and Professional Athletes

PubMed Central

Buckley, Patrick S.; Bishop, Meghan; Kane, Patrick; Ciccotti, Michael C.; Selverian, Stephen; Exume, Dominique; Emper, William; Freedman, Kevin B.; Hammoud, Sommer; Cohen, Steven B.; Ciccotti, Michael G.

2017-01-01

Background: Youth participation in organized sports in the United States is rising, with many athletes focusing on a single sport at an increasingly younger age. Purpose: To retrospectively compare single-sport specialization in current high school (HS), collegiate, and professional athletes with regard to the rate and age of specialization, the number of months per year of single-sport training, and the athlete’s perception of injury related to specialization. Study Design: Cross-sectional study; Level of evidence, 3. Methods: A survey was distributed to HS, collegiate, and professional athletes prior to their yearly preparticipation physical examination. Athletes were asked whether they had chosen to specialize in only 1 sport, and data were then collected pertaining to this decision. Results: A total of 3090 athletes completed the survey (503 HS, 856 collegiate, and 1731 professional athletes). A significantly greater percentage of current collegiate athletes specialized to play a single sport during their childhood/adolescence (45.2% of HS athletes, 67.7% of collegiate athletes, and 46.0% of professional athletes; P < .001). The age of single-sport specialization differed between groups and occurred at a mean age of 12.7 ± 2.4 (HS), 14.8 ± 2.5 (collegiate), and 14.1 ± 2.8 years (professional) (P < .001). Current HS (39.9%) and collegiate athletes (42.1%) recalled a statistically greater incidence of sport-related injury than current professional athletes (25.4%) (P < .001). The majority (61.7%) of professional athletes indicated that they believed specialization helps the athlete play at a higher level, compared with 79.7% of HS and 80.6% of collegiate athletes (P < .001). Notably, only 22.3% of professional athletes said they would want their own child to specialize to play only 1 sport during childhood/adolescence. Conclusion: This study provides a foundation for understanding current trends in single-sport specialization in all athletic levels. Current HS athletes specialized, on average, 2 years earlier than current collegiate and professional athletes surveyed. These data challenge the notion that success at an elite level requires athletes to specialize in 1 sport at a very young age. PMID:28812031