Science.gov

Sample records for traditional school year

  1. Year-Round versus Traditional Schools

    ERIC Educational Resources Information Center

    Lyttle, LeighAnne

    2011-01-01

    This document serves as a literature review for the practicality and cost effectiveness of traditional versus year-round school systems. The differences in year-round and traditional schools are many, as the debate lingers on which type is best for students' learning. Generally conclusive, the literature indicates that year-round schools' benefits…

  2. Analysis of Math and Reading Achievement Scores of Students Attending Year-Round Calendar Schools and Traditional Calendar Schools in Tennessee

    ERIC Educational Resources Information Center

    Abakwue, Chimaeze Ikechi

    2011-01-01

    The purpose of this study was to determine if there were a significant difference in math and reading academic achievement scores between eighth-grade students attending year-round calendar schools and eighth-grade students attending traditional calendar schools based on the TCAP. In addition, this study investigated math and reading achievement…

  3. A Study of Traditional Circle Games of Five-Year-Old United States Public School Kindergarten Children.

    ERIC Educational Resources Information Center

    Rothlein, Liz; Einspruch, Eric

    A total of 203 teachers of 5-year-olds in public school kindergartens representing 35 states responded to a questionnaire about traditional circle games. The teachers were asked to identify three of the favorite traditional circle games used in their classrooms and to indicate how often and how long the games were played. In addition, teachers…

  4. Traditional versus internet bullying in junior high school students.

    PubMed

    Gofin, Rosa; Avitzour, Malka

    2012-11-01

    To examine the prevalence of traditional and Internet bullying and the personal, family, and school environment characteristics of perpetrators and victims. Students (12-14 years old) in 35 junior high schools were randomly selected from the Jerusalem Hebrew (secular and religious) and Arab educational system (n = 2,610). Students answered an anonymous questionnaire, addressing personal, family, and school characteristics. Traditional bullying and Internet bullying for perpetrators and victims were categorized as either occurring at least sometimes during the school year or not occurring. Twenty-eight percent and 8.9 % of students were perpetrators of traditional and Internet bullying, respectively. The respective proportions of victims were 44.9 and 14.4 %. Traditional bullies presented higher Odds Ratios (ORs) for boys, for students with poor social skills (those who had difficulty in making friends, were influenced by peers in their behavior, or were bored), and for those who had poor communication with their parents. Boys and girls were equally likely to be Internet bullies and to use the Internet for communication and making friends. The OR for Internet bullying victims to be Internet bullying perpetrators was 3.70 (95 % confidence interval 2.47-5.55). Victims of traditional bullying felt helpless, and victims of traditional and Internet bullying find school to be a frightening place. There was a higher OR of Internet victimization with reports of loneliness. Traditional bully perpetrators present distinctive characteristics, while Internet perpetrators do not. Victims of traditional and Internet bullying feel fear in school. Tailored interventions are needed to address both types of bullying.

  5. Making the Transition from Traditional to Home Schooling: Home School Family Motivations

    ERIC Educational Resources Information Center

    Anthony, Kenneth Vance; Burroughs, Susie

    2010-01-01

    This study examined the motivations of families that operate home schools. Four intact, religiously conservative families were interviewed and observed over one year. Findings showed that families were motivated by multiple factors to leave traditional schooling and begin home schooling. Additionally, the motivations to home school influenced the…

  6. Charter Schools' Impact on Traditional Public School Performance: Evidence from Arkansas

    ERIC Educational Resources Information Center

    Kalulu, Mavuto; Snyder, Thomas; Ouattara, Saliou N.

    2017-01-01

    This study estimates the effects of open-enrollment charter schools on student performance in traditional public schools in Arkansas. The paper examines the change in Iowa Assessment scores for first and second graders across Arkansas school districts between the 2014-2015 and 2015-2016 school years. The ordinary least-squares regression estimates…

  7. A Comparative Analysis of Texas Grade Five Student Achievement between Year-Round and Traditional School Calendars

    ERIC Educational Resources Information Center

    Wilmore-Dafonte, Christy N.

    2013-01-01

    Purpose: The purpose of this dissertation was to determine the extent to which school instructional calendar configuration (i.e., year-round or traditional) influenced Grade 5 student academic performance as reflected on the Texas Assessment of Knowledge and Skills (TAKS) test as a function of student ethnicity (i.e., Hispanic, White, and Black)…

  8. Music Programs in Charter and Traditional Schools: A Comparative Study of Chicago Elementary Schools

    ERIC Educational Resources Information Center

    Kelley, Jamey; Demorest, Steven M.

    2016-01-01

    Since the arrival of the first charter school in Minnesota in 1991, charter schools have become one of the largest movements in educational reform. In recent years, research has emerged that has compared the effectiveness of charter schools with their traditional school counterparts. The purpose of this study was to compare the extent of music…

  9. Year-Round School. Research Brief

    ERIC Educational Resources Information Center

    Walker, Karen

    2009-01-01

    Despite the numerous advantages of a year-round schedule, there are significant political hurdles to its implementation. The most successful year-round schools are those where leaders worked closely with staff and families to maximize the benefits, minimize the costs, and build support for modifying the traditional school calendar. The research on…

  10. The Quality of School Life in Experimental and Traditional Schools in Western Germany.

    ERIC Educational Resources Information Center

    Scheerer, Hansjorg

    Student perceptions of educational opportunities in contrasting educational settings in West Germany are explored. Two types of schools predominate in the Federal Republic of Germany. One type, the traditional, is characterized by a high degree of state control of the curriculum, teacher training, years of schooling, and number and type of…

  11. Modernity, Traditionality, and Junior High School Attainment in Turkey

    ERIC Educational Resources Information Center

    Aytac, Isik A.; Rankin, Bruce H.

    2004-01-01

    This study focuses on the impact of modernity and traditionality on junior high school attainment of children in Turkey. Using the nationwide Turkish Family Structure Survey, the primary objectives are to determine whether junior high school attainment varies by region, city size, and by family background. Based on a sample of 2025 16 year-old…

  12. Differences in predictors of traditional and cyber-bullying: a 2-year longitudinal study in Korean school children.

    PubMed

    Yang, Su-Jin; Stewart, Robert; Kim, Jae-Min; Kim, Sung-Wan; Shin, Il-Seon; Dewey, Michael E; Maskey, Sean; Yoon, Jin-Sang

    2013-05-01

    Traditional bullying has received considerable research but the emerging phenomenon of cyber-bullying much less so. Our study aims to investigate environmental and psychological factors associated with traditional and cyber-bullying. In a school-based 2-year prospective survey, information was collected on 1,344 children aged 10 including bullying behavior/experience, depression, anxiety, coping strategies, self-esteem, and psychopathology. Parents reported demographic data, general health, and attention-deficit hyperactivity disorder (ADHD) symptoms. These were investigated in relation to traditional and cyber-bullying perpetration and victimization at age 12. Male gender and depressive symptoms were associated with all types of bullying behavior and experience. Living with a single parent was associated with perpetration of traditional bullying while higher ADHD symptoms were associated with victimization from this. Lower academic achievement and lower self esteem were associated with cyber-bullying perpetration and victimization, and anxiety symptoms with cyber-bullying perpetration. After adjustment, previous bullying perpetration was associated with victimization from cyber-bullying but not other outcomes. Cyber-bullying has differences in predictors from traditional bullying and intervention programmes need to take these into consideration.

  13. Online High School Achievement versus Traditional High School Achievement

    ERIC Educational Resources Information Center

    Blohm, Katherine E.

    2017-01-01

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

  14. A Comparative Analysis of Charter Schools and Traditional Public Schools

    ERIC Educational Resources Information Center

    Smith, Jodi Renee Abbott

    2014-01-01

    The focus of this descriptive research study was to compare charter and traditional public schools on the academic knowledge of fifth grade students as measured by Arizona's Instrument to Measure Standards (AIMS) in a suburb of a large southwestern city. This analysis also compared charter and traditional public schools on AYP status. It was…

  15. An Investigation on Teacher Retention and Teachers' Perceptions of Cultural Leadership in Selected North Carolina Year Round and Traditional Elementary Schools

    ERIC Educational Resources Information Center

    Council, Ve-Lecia Selene

    2010-01-01

    The purpose of this study was to investigate teacher retention and teachers' perceptions of cultural leadership in select North Carolina elementary year round and traditional elementary schools. The participants in this study were North Carolina elementary teachers that participated in the 2008 North Carolina Teacher Working Conditions Survey…

  16. Happiness and Depression in the Traditionally Bullied and Cyberbullied 12-Year-Old

    ERIC Educational Resources Information Center

    Uusitalo-Malmivaara, Lotta; Lehto, Juhani E.

    2016-01-01

    This study investigated the overall happiness, school-related happiness, and depression of traditionally bullied and cyberbullied 12-year-old Finnish students. Among the more than 700 participants, traditional bullying (26%) was more frequent than cyberbullying (18%). Receiving insulting text messages or being the subject of offensive comments on…

  17. A Comparative Analysis of Charter Schools and Neighboring Traditional Public Schools' Reading and Math Performance in South Texas

    ERIC Educational Resources Information Center

    Montemayor, Karla Paola

    2017-01-01

    Throughout the past five to ten years in South Texas, there was a high demand for opening charter schools. Charter schools became the innovative educational reform that provided a plausible solution of schooling other than traditional public schools in South Texas. As of 2014-2015, there were 689 charter schools in Texas serving 238,091 students,…

  18. An Analysis of Academic Achievement in Public Elementary Open-Enrollment Charter and Traditional Public Schools

    ERIC Educational Resources Information Center

    Benson, Tammy

    2012-01-01

    The purpose of this study was to examine two types of school organizational structures: elementary open-enrollment charter schools and elementary traditional public schools. The study examined the degree to which attendance rates (based upon the prior school year's data), class size and average number of years of teaching experience were related…

  19. Year-Round Education: Change and Choice for Schools and Teachers

    ERIC Educational Resources Information Center

    Haser, Shelly Gismondi; Nasser, Ilham

    2005-01-01

    Over the last 20 years, many districts and schools have begun to explore year-round education or a modified calendar in response to student under-achievement in low performing schools. Here, the authors detail their two-year study of Title I, year-round, or modified calendar schools that switched from a traditional to a modified schedule in order…

  20. Charter School Competition, Organization, and Achievement in Traditional Public Schools

    ERIC Educational Resources Information Center

    Davis, Tomeka M.

    2013-01-01

    Market models of education reform predict that the growth of charter schools will infuse competition into the public school sector, forcing traditional public schools to improve the practices they engage in to educate students. Some scholars have criticized these models, arguing that competition from charter schools is unlikely to produce…

  1. Year-Round School: Here's What's Happening.

    ERIC Educational Resources Information Center

    Jensen, George M.

    The National Council on Year-round Education was formed in 1972 to aid professional schoolmen and supportive board members who feel that our traditional school attendance pattern is unsound from an educational, financial, and societal standpoint. The Council's president-elect cites here the past year's activities of the Council and presents…

  2. Comparison of traditional six-year and new four-year dental curricula in South Korea.

    PubMed

    Komabayashi, Takashi; Ahn, Chul; Kim, Kang-Ju; Oh, Hyo-Won

    2012-01-01

    This study aimed to compare the dental curriculum of the traditional six-year system with that of the new four-year (graduate-entry) system in South Korea. There are 11 dental schools in South Korea: six are public and five are private. Eight offer the new four-year program and the other three offer the traditional six-year program. Descriptive analyses were conducted using bibliographic data and local information along with statistical analyses such as chi-square tests. In the six-year programs, clinical dentistry subjects were taught almost equally in practical and didactic courses, while the basic science courses were taught more often as practical courses (P < 0.0001). In the four-year programs, both the basic science and clinical dentistry subjects were taught didactically more often; while more dentistry subjects were taught than basic sciences (P = 0.004). The four-year program model in South Korea is more focused on dentistry than on basic science, while both basic and clinical dentistry subjects were equally taught in the six-year program.

  3. Durability of Multi-Track Year-Round Elementary School Principals.

    ERIC Educational Resources Information Center

    Borba, John A.

    2000-01-01

    A followup study surveyed 79 principals of year-round, multitrack California elementary schools. YRE principal persistence between 1993 and 1998 was lower than that of counterparts in traditional-schedule schools. YRE schools need increased administrative support; their principals need stress management strategies. (Contains 14 references.) (MLH)

  4. Electronic Cigarette and Traditional Cigarette Use among Middle and High School Students in Florida, 2011-2014.

    PubMed

    Porter, Lauren; Duke, Jennifer; Hennon, Meredith; Dekevich, David; Crankshaw, Erik; Homsi, Ghada; Farrelly, Matthew

    2015-01-01

    Recent youth trends in the prevalence of e-cigarette and traditional cigarette use in Florida were examined in a cross-sectional, representative state sample from 2011 to 2014. Traditional cigarette use among youth declined during the study period. Experimentation with and past 30-day use of e-cigarettes among Florida youth tripled over 4 years. Past 30-day e-cigarette use exceeded traditional cigarette use in 2014; 10.8% of high school and 4.0% of middle school students reported recent e-cigarette use, compared with 8.7% of high school and 2.9% of middle school students for traditional cigarettes (P<0.001). By 2014, 20.5% of high school and 8.5% of middle school students reported ever use of e-cigarettes. Among ever e-cigarette users in 2014, 30.3% of high school and 42.2% of middle school students had never smoked traditional cigarettes. Given the concern that significant rates of e-cigarette use by U.S. adolescents may have a negative effect on public health, further review of e-cigarette advertising, marketing, sales, and use among U.S. youth is warranted.

  5. Teaching Computation in Primary School without Traditional Written Algorithms

    ERIC Educational Resources Information Center

    Hartnett, Judy

    2015-01-01

    Concerns regarding the dominance of the traditional written algorithms in schools have been raised by many mathematics educators, yet the teaching of these procedures remains a dominant focus in in primary schools. This paper reports on a project in one school where the staff agreed to put the teaching of the traditional written algorithm aside,…

  6. Brief Report: Text Bullying and Traditional Bullying among New Zealand Secondary School Students

    ERIC Educational Resources Information Center

    Marsh, Louise; McGee, Rob; Nada-Raja, Shyamala; Williams, Sheila

    2010-01-01

    This descriptive study examined text and traditional bullying in New Zealand (NZ), and the relationship between text bullying and traditional bullying, and feeling unsafe at school. A self-report online survey assessed the frequency of bullying among 1169 15 year old secondary students, for five categories of bullying: text messages, rumors,…

  7. The Effect of Modifying the Traditional Public School Calendar on Student Achievement in English and Mathematics in Selected School Populations in Hawaii

    ERIC Educational Resources Information Center

    Anderson, John Albert

    2009-01-01

    This quasi-experimental study strives to ascertain whether the change from a public school traditional calendar to a modified or year-round calendar effects academic achievement in English and mathematics. The twelve public elementary schools, not U.S. Department of Defense schools, in the core of this research are identified only as serving…

  8. Financial Implications of the Extended School Year.

    ERIC Educational Resources Information Center

    San Diego Unified School District, CA. Administrative Research Dept.

    This report considers the costs of three types of extended school year programs--all modifications of the quarter system--and compares these costs to the regular program. Compared against the traditional approach are: (1) a quarter system in which students attend three quarters a year and are off one quarter, meaning that 75% of all students are…

  9. Evaluating learning among undergraduate medical students in schools with traditional and problem-based curricula.

    PubMed

    Meo, Sultan Ayoub

    2013-09-01

    This study aimed to assess knowledge and skills in a respiratory physiology course in traditional versus problem-based learning (PBL) groups in two different medical schools. Two different undergraduate medical schools were selected for this study. The first medical school followed the traditional [lecture-based learning (LBL)] curriculum, and the second medical school followed the PBL curriculum. Sixty first-year male medical students (30 students from each medical school) volunteered; they were apparently healthy and of the same age, sex, nationality, and regional and cultural background. Students were taught respiratory physiology according to their curriculum for a period of 2 wk. At the completion of the study period, knowledge was measured based on a single best multiple-choice question examination, and skill was measured based on the objective structured practical examination in the lung function laboratory (respiratory physiology). A Student's t-test was applied for the analysis of the data, and the level of significance was set at P < 0.05. Students belonging to the PBL curriculum obtained a higher score in the multiple-choice question examination (P = 0.001) and objective structured practical examination (P = 0.0001) compared with traditional (LBL) students. Students in the PBL group obtained significantly higher knowledge and skill scores in the respiratory physiology course compared with students in the traditional (LBL) style of medical schools.

  10. Traditional Masculinity During the Middle School Transition: Associations with Depressive Symptoms and Academic Engagement.

    PubMed

    Rogers, Adam A; DeLay, Dawn; Martin, Carol Lynn

    2017-04-01

    Culturally prescribed social scripts for traditional masculinity that emphasize social dominance are frequently linked to diminished well-being for men across a variety of psychological domains. However, few studies have examined the role of traditional masculinity scripts in the lives of early adolescent boys and girls, despite their relevance during this period and their potential developmental implications. To address this need, we examined the development of early adolescents' conformity to traditional masculinity across the middle school transition, as well as its links with depressive symptoms and academic engagement. Using a diverse sample of 280 adolescents (M age  = 11.13, SD = 0.51; 54.3 % Female; 44 % Latina/o) assessed at the beginning (fall 2014) and end (spring 2015) of their first year of middle school, we found an increase in conformity to traditional masculinity scripts among boys, but not among girls. For boys and girls alike, conformity to traditional masculinity predicted greater depressive symptoms and decreased academic engagement. Depressive symptoms also mediated the association between traditional masculinity and academic engagement for boys and girls. This study is among the first to study conformity to traditional masculinity from a developmental lens. The findings suggest that traditional masculinity scripts are relevant for early adolescents (particularly boys) transitioning to middle school. However, for both boys and girls, conformity to these scripts can compromise psychological and academic well-being.

  11. North Carolina Traditional Public School Principals' Perspectives about Charter Schools: A Qualitative Investigation

    ERIC Educational Resources Information Center

    Eslinger Jones, Amy Susan

    2014-01-01

    The purpose of this research was to analyze North Carolina traditional public school principals' perspectives about and experiences with charter schools. A history of school choice in America was explored, as well as the changing role of public school principals. This dissertation presented a thorough review of the literature on school choice and…

  12. A Comparison of Charter Public and Traditional Public School Principals: Who They Are and How They Function

    ERIC Educational Resources Information Center

    Vickers, Jared R.

    2014-01-01

    In the context of the charter school movement in the last 25 years, this author analyzed the 2007-2008 Schools and Staff Survey (SASS) data to answer two research questions: (a) after controlling for school level and school size what are the differences between traditional and charter public school principals when examining their personal and…

  13. Is Year-Round Schooling on Track?

    ERIC Educational Resources Information Center

    Dessoff, Alan

    2011-01-01

    For administrators, teachers, students and their families in some districts, summer isn't what it used to be. Trying to stem a "summer slide" of learning loss by students and also to avoid having to build more schools to cope with overcrowding, districts are operating on year-round schedules that shorten the traditional summer vacation…

  14. Regression from Game-Oriented to Traditional School

    ERIC Educational Resources Information Center

    Westin, Thomas; Wiklund, Mats; Mozelius, Peter; Norberg, Lena

    2015-01-01

    Pupils in Sweden are socialized in commercial off-the-shelf games, and, therefore, game-oriented formal education can constitute a foundation for further socialization of pupils excluded in school. However, digital illiteracy and traditional views among school staff forced a regression from the game-oriented formal trial education in this study…

  15. Online schools and children with special health and educational needs: comparison with performance in traditional schools.

    PubMed

    Thompson, Lindsay A; Ferdig, Rick; Black, Erik

    2012-04-30

    In the United States, primary and secondary online schools are institutions that deliver online curricula for children enrolled in kindergarten through 12th grade (K-12). These institutions commonly provide opportunities for online instruction in conjunction with local schools for students who may need remediation, have advanced needs, encounter unqualified local instructors, or experience scheduling conflicts. Internet-based online schooling may potentially help children from populations known to have educational and health disadvantages, such as those from certain racial or ethnic backgrounds, those of low socioeconomic status, and children with special health care needs (CSHCN). To describe the basic and applied demographics of US online-school users and to compare student achievement in traditional versus online schooling environments. We performed a brief parental survey in three states examining basic demographics and educational history of the child and parents, the child's health status as measured by the CSHCN Screener, and their experiences and educational achievement with online schools and class(es). Results were compared with state public-school demographics and statistical analyses controlled for state-specific independence. We analyzed responses from 1971 parents with a response rate of 14.7% (1971/13,384). Parents of online-school participants were more likely to report having a bachelor's degree or higher than were parents of students statewide in traditional schools, and more of their children were white and female. Most notably, the prevalence of CSHCN was high (476/1971, 24.6%) in online schooling. Children who were male, black, or had special health care needs reported significantly lower grades in both traditional and online schools. However, when we controlled for age, gender, race, and parental education, parents of CSHCN or black children reported significantly lower grades in online than in traditional schooling (adjusted odds ratio [a

  16. School Choice in Indianapolis: Effects of Charter, Magnet, Private, and Traditional Public Schools

    ERIC Educational Resources Information Center

    Berends, Mark; Waddington, R. Joseph

    2018-01-01

    School choice researchers are often limited to comparing one type of choice with another (e.g., charter schools vs. traditional public schools). One area researchers have not examined is the effects of different school types within the same urban region. We fill this gap by analyzing longitudinal data for students (grades 3-8) in Indianapolis,…

  17. The Changing Role of the Principal in the Move from a Traditional School to an Accelerated School.

    ERIC Educational Resources Information Center

    Christensen, Georgia J.

    This paper examines the implications for change in the role of the principal when a school moves from a traditional model to a specific restructured model, an accelerated school. The paper begins with a review of the characteristics of both traditional and restructured schools in general, and the accelerated school as a particular example of a…

  18. Opening the "Black Box": Organizational Differences between Charter Schools and Traditional Public Schools

    ERIC Educational Resources Information Center

    Wei, Xin; Patel, Deepa; Young, Viki M.

    2014-01-01

    Using survey data collected from 2,273 teachers in Texas, this study explores differences in school organization that contribute to the experiences (e.g., working conditions, instruction and student engagement in learning, self-efficacy and job satisfaction, and teacher evaluation) of charter school and traditional public school teachers.…

  19. Special Education Enrollment and Classification in Louisiana Charter Schools and Traditional Schools. REL 2018-288

    ERIC Educational Resources Information Center

    Wolf, Patrick J.; Lasserre-Cortez, Shannon

    2018-01-01

    Charter schools are public schools authorized to operate with some independence from district or state public school regulations, while still being held accountable for student outcomes. Like traditional schools operated by school districts, charter schools are free and are intended to be open to all students who desire to attend. This study…

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

    ERIC Educational Resources Information Center

    Cornwill, William L.; Parks, Alicia L.

    2007-01-01

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

  1. Upholding Mainstream Culture: The Tradition of the American High School Play.

    ERIC Educational Resources Information Center

    Cousins, Heather

    2000-01-01

    Questions the educational value of the traditional high-school play. Argues that the traditional school play upholds mainstream American culture through a process of patriotism and exclusion of minority groups as well as mainstream theatre. Recommends the use of non-mainstream theatre practices such as devised drama as an alternative to the…

  2. A Comparative Study of Job Satisfaction Levels in Charter Schools and Traditional Public Schools

    ERIC Educational Resources Information Center

    Fifer, Bridgett R.

    2011-01-01

    The low levels of job satisfaction visible in school systems across America may be the cause of teacher attrition and shortages. By comparing successful factors in charter schools and traditional public schools that relate to job satisfaction, the purpose of this correlational quantitative study was to assist the educational leadership of new and…

  3. Policy Considerations in Conversion to Year-Round Schools. Policy Briefs of the Education Policy Studies Laboratory, No. 92-01.

    ERIC Educational Resources Information Center

    Glass, Gene V.

    Increasing enrollments and budget problems have prompted many school districts nationwide to experiment with year-round school schedules. Year-round school schedules allow districts to serve more students without constructing more buildings. As in traditional 9-month schools, students in year-round schools attend classes about 180 days a year. The…

  4. Ayuh, This New England School Marries Innovation and Tradition.

    ERIC Educational Resources Information Center

    Rist, Marilee C.

    1988-01-01

    The new Alfred Elementary School in Alfred, Maine, complements the town's typical New England architecture. Behind the traditional facade is a modern school building with classrooms clustered in groups of three. The gymnasium and cafeteria stand together and can be kept open in the evening for community activities. (MLF)

  5. Cyber High School Students' Transition to a Traditional University

    ERIC Educational Resources Information Center

    Gracey, Dorothy M.

    2010-01-01

    This mixed-method study identifies cyber high school graduates' perceptions of the effect of a cyber high school education on successful transition to a traditional university. The study examined students' perceptions of the advantages and disadvantages their cyber education experience contributed to their academic and social transition to…

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

    ERIC Educational Resources Information Center

    Rasberry, Sandra; Turner, James S.

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

  7. Time for Détente between Charter and Traditional Public Schools

    ERIC Educational Resources Information Center

    Foster, Anne

    2014-01-01

    The author, a former school board member and currently head of nationwide parent organization, assesses the competition between charter and traditional public schools, concluding that the competition and acrimony among them does not help them deliver a better education. Policies should be focused on helping both types of schools improve education,…

  8. Beyond Traditional School Value-Added Models: A Multilevel Analysis of Complex School Effects in Chile

    ERIC Educational Resources Information Center

    Troncoso, Patricio; Pampaka, Maria; Olsen, Wendy

    2016-01-01

    School value-added studies have largely demonstrated the effects of socioeconomic and demographic characteristics of the schools and the pupils on performance in standardised tests. Traditionally, these studies have assessed the variation coming only from the schools and the pupils. However, recent studies have shown that the analysis of academic…

  9. Xerophthalmia in a traditional Quran boarding school in Sudan.

    PubMed

    Kheir, Abdelmoneim E M; Dirar, Tarig O M O; Elhassan, Haifa O M; Elshikh, Maha A H; Ahmed, Mohamed B M; Abbass, Mohammed A; Idris, Salma S

    2012-01-01

    To determine the prevalence of xerophthalmia at a traditional boarding school where children do not receive a diet adequate in vitamin A. A cross-sectional survey of 406 males residing in a Quranic traditional school was conducted using the World Health Organization xerophthalmia checklist. The association between the prevalence of night blindness and proportion of students staying at the school for 6 consecutive months and those eating solely at the school was investigated. The difference in age between children with night blindness and those without was investigated. Statistical significance was indicated by P<0.05. The prevalence of night blindness, conjunctival xerosis and Bitot's spots was 24%, 12.5% and 1%, respectively. None of the boys had corneal ulceration, corneal scars and corneal xerosis. No significant association was observed between the differences in mean age and development of night blindness (P=0.657). There was a significant association between the duration of stay (cut-off of 6 months continuously) at the institute and the development of night blindness (P=0.023). There was no statistical significance between regularly eating at the maseed and outside the "maseed" and the development of night blindness (P=0.75). Children residing at a traditional school are vulnerable to developing xerophthalmia where the diet is inadequate in vitamin A. Institutional caregivers should be made aware of the importance of providing a balanced diet rich in vitamin A. Institutional caregivers should also be educated on the signs and symptoms of vitamin A deficiency for early detection of xerophthalmia.

  10. Evaluating Learning among Undergraduate Medical Students in Schools with Traditional and Problem-Based Curricula

    ERIC Educational Resources Information Center

    Meo, Sultan Ayoub

    2013-01-01

    This study aimed to assess knowledge and skills in a respiratory physiology course in traditional versus problem-based learning (PBL) groups in two different medical schools. Two different undergraduate medical schools were selected for this study. The first medical school followed the traditional [lecture-based learning (LBL)] curriculum, and the…

  11. Perceptions and practices of U.S. dental schools regarding curriculum integrated format and traditional format licensure exams.

    PubMed

    Desai, Shamik; Allareddy, Veerasathpurush; Donoff, R Bruce; Howell, T Howard; Karimbux, Nadeem Y

    2013-08-01

    The dental licensure exam in the United States has evolved over the past ten years, and two formats-the traditional format and curriculum integrated format-are now available for students to satisfy licensure requirements. The objective of this study was to examine the differences and relative merits of the two formats. A twenty-five-question survey was distributed to the fifty-seven U.S. dental schools at the time. The survey included both quantitative and discrete variables and followed a strategic sequential order. The first set of questions sought to determine what type of board preparatory/mock exam each dental school offered, and the next set of questions asked which licensure exam each school formally offered. The final questions were qualitative in nature and aimed to determine the school representatives' opinions about the curriculum integrated format versus traditional format. Of the fifty-seven schools contacted, thirty-seven agreed to participate (response rate=64.9 percent). Fourteen schools reported that they administer the traditional format only and twelve administer the curriculum integrated format only, while eleven offer both. Thirty-two schools offered mock board exams to their graduating students, and twenty-four of those said their mock exams were identical in format to the actual qualifying clinical exams offered at their institution. The respondents reported no significant advantage to preparing for the curriculum integrated format examination as compared to the traditional format examination with regards to number of clock hours taken from regular curriculum time. In reporting on this study, this article provides an overview of the relative advantages and disadvantages of the two examination formats used for the dental licensure process in the United States.

  12. Predictors of Traditional and Cyber-Bullying Victimization: A Longitudinal Study of Australian Secondary School Students.

    PubMed

    Hemphill, Sheryl A; Tollit, Michelle; Kotevski, Aneta; Heerde, Jessica A

    2015-09-01

    The purpose of the present article is to compare the individual, peer, family, and school risk and protective factors for both traditional and cyber-bullying victimization. This article draws on data from 673 students from Victoria, Australia, to examine Grade 7 (aged 12-13 years) predictors of traditional and cyber-bullying victimization in Grade 9 (aged 14-15 years). Participants completed a modified version of the Communities That Care youth survey. There were few similarities and important differences in the predictors of traditional and cyber-bullying victimization. For Grade 9 cyber-bullying victimization, in the fully adjusted model, having been a victim of traditional bullying in Grade 7 and emotional control in Grade 7 were predictors. For Grade 9 traditional bullying victimization, predictors were Grade 7 traditional bullying victimization, association with antisocial peers, and family conflict, with family attachment and emotional control marginally statistically significant. The use of evidence-based bullying prevention programs is supported to reduce experiences of both traditional and cyber-bullying victimization, as is the implementation of programs to assist students to regulate their emotions effectively. In addition, traditional bullying victimization may be reduced by addressing association with antisocial friends, family conflict, and bonding to families. © The Author(s) 2014.

  13. School Board Member Definitions of Accountability: A Comparison of Charter and Traditional Public School Board Members

    ERIC Educational Resources Information Center

    Ford, Michael R.; Ihrke, Douglas M.

    2017-01-01

    Purpose: The purpose of this paper is to determine the differing ways in which nonprofit charter and traditional public school board members define the concept of accountability in the school or schools they oversee. The findings speak to the governing consequences of shifting oversight of public education from democratically elected bodies to…

  14. Breaking Tradition: Taking Stock of Research on Global School Choice

    ERIC Educational Resources Information Center

    Wright, Beth

    2013-01-01

    School choice policies, as neoliberal reforms, have often been analyzed using the very discourse embedded in neoliberal mentalities. By reviewing the way scholars have conceptualized school choice as a transnational phenomenon, this paper evaluates the extent to which scholarship has attempted to, or succeeded in, overcoming traditional,…

  15. Longitudinal predictors of cyber and traditional bullying perpetration in Australian secondary school students.

    PubMed

    Hemphill, Sheryl A; Kotevski, Aneta; Tollit, Michelle; Smith, Rachel; Herrenkohl, Todd I; Toumbourou, John W; Catalano, Richard F

    2012-07-01

    Cyberbullying perpetration (using communication technology to engage in bullying) is a recent phenomenon that has generated much concern. There are few prospective longitudinal studies of cyberbullying. The current article examines the individual, peer, family, and school risk factors for both cyber and traditional bullying (the latter is bullying that does not use technology) in adolescents. This article draws on a rich data set from the International Youth Development Study, a longitudinal study of students in Victoria, Australia and Washington State, United States, which began in 2002. In this article, data from almost 700 Victorian students recruited in grade 5 are analyzed to examine grade 7 (aged 12-13 years) predictors of traditional and cyberbullying perpetration in grade 9 (aged 14-15 years). Fifteen per cent of students engaged in cyberbullying, 21% in traditional bullying, and 7% in both. There are similarities and important differences in the predictors of cyber and traditional bullying. In the fully adjusted model, only prior engagement in relational aggression (a covert form of bullying, such as spreading rumors about another student) predicted cyberbullying perpetration. For traditional bullying, previous relational aggression was also predictive, as was having been a victim and perpetrator of traditional bullying, family conflict, and academic failure. The use of evidence-based bullying prevention programs is supported to reduce experiences of all forms of bullying perpetration (cyber, traditional, and relational aggression). In addition, for traditional bullying perpetration, addressing family conflict and student academic support are also important. Copyright © 2012 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  16. Longitudinal predictors of cyber and traditional bullying perpetration in Australian secondary school students

    PubMed Central

    Hemphill, Sheryl A.; Kotevski, Aneta; Tollit, Michelle; Smith, Rachel; Herrenkohl, Todd I.; Toumbourou, John W.; Catalano, Richard F.

    2013-01-01

    Purpose Cyber bullying perpetration (using communication technology to engage in bullying) is a recent phenomenon that has generated much concern. There are few prospective longitudinal studies of cyber bullying. The current paper examines the individual, peer, family and school risk factors for both cyber and traditional bullying (the latter is bullying that does not utilize technology) in adolescents. Methods This paper draws on a rich data set from the International Youth Development Study, a longitudinal study of students in Victoria, Australia and Washington State, United States, which began in 2002. In this paper, data from almost 700 Victorian students recruited in Grade 5 is analyzed to examine Grade 7 (aged 12-13 years) predictors of traditional and cyber bullying perpetration in Grade 9 (aged 14-15 years). Results Fifteen per cent of students engaged in cyber bullying, 21% in traditional bullying and 7% in both. There are similarities and important differences in the predictors of cyber and traditional bullying. In the fully adjusted model, only prior engagement in relational aggression (a covert form of bullying such as spreading rumors about another student) predicted cyber bullying perpetration. For traditional bullying, previous relational aggression was also predictive, as was having been a victim and perpetrator of traditional bullying, family conflict, and academic failure. Conclusions The use of evidence-based bullying prevention programs is supported to reduce experiences of all forms of bullying perpetration(cyber, traditional, and relational aggression). In addition, for traditional bullying perpetration, addressing family conflict and student academic support are also important. PMID:22727078

  17. Racial Mismatch and School Type: Teacher Satisfaction and Retention in Charter and Traditional Public Schools

    ERIC Educational Resources Information Center

    Renzulli, Linda A.; Parrott, Heather Macpherson; Beattie, Irenee R.

    2011-01-01

    Studies of teacher satisfaction suggest that satisfaction is related to both the racial composition and the organizational structure of the schools in which teachers work. In this article, the authors draw from theories of race and organizations to examine simultaneously the effects of school type (traditional public vs. charter) and racial…

  18. An Examination of Four Traditional School Physical Activity Models on Children's Step Counts and MVPA.

    PubMed

    Brusseau, Timothy A; Kulinna, Pamela H

    2015-03-01

    Schools have been identified as primary societal institutions for promoting children's physical activity (PA); however, limited evidence exists demonstrating which traditional school-based PA models maximize children's PA. The purpose of this study was to compare step counts and moderate-to-vigorous physical activity (MVPA) across 4 traditional school PA modules. Step count and MVPA data were collected on 5 consecutive school days from 298 children (Mage = 10.0 ± 0.6 years; 55% female) in Grade 5. PA was measured using the NL-1000 piezoelectric pedometer. The 4 models included (a) recess only, (b) multiple recesses, (c) recess and physical education (PE), and (d) multiple recesses and PE. Children accumulated the greatest PA on days that they had PE and multiple recess opportunities (5,242 ± 1,690 steps; 15.3 ± 8.8 min of MVPA). Children accumulated the least amount of PA on days with only 1 recess opportunity (3,312 ± 445 steps; 7.1 ± 2.3 min of MVPA). Across all models, children accumulated an additional 1,140 steps and 4.1 min of MVPA on PE days. It appears that PE is the most important school PA opportunity for maximizing children's PA. However, on days without PE, a 2nd recess can increase school PA by 20% (Δ = 850 steps; 3.8 min of MVPA).

  19. Mechanisms for Teacher Outreach to Parents in Charter and Traditional Public Schools

    ERIC Educational Resources Information Center

    Rose, Bess A.; Stein, Marc L.

    2014-01-01

    Parent involvement is greatly influenced by the extent to which schools and teachers reach out to parents. Charter schools may be uniquely situated vis-à-vis traditional public schools to create the school organization and policies that can encourage teachers to reach out more. The authors examined the extent to which organizational and…

  20. Academic College Readiness Indicators of Seniors Enrolled in University-Model Schools® and Traditional, Comprehensive Christian Schools

    ERIC Educational Resources Information Center

    Brobst, Sharon Christian

    2013-01-01

    This correlational study examined the relationship between type of high school a senior attends (University-Model SchoolRTM (UMS RTM) or traditional, comprehensive Christian) and academic college readiness, when controlling for prior academic achievement and gender. The study compared archival data from Christian school graduates from six schools…

  1. Does Students' Machismo Fit in School? Clarifying the Implications of Traditional Gender Role Ideology for School Belonging

    ERIC Educational Resources Information Center

    Huyge, Ellen; Van Maele, Dimitri; Van Houtte, Mieke

    2015-01-01

    How much students feel at home in school predicts academic outcomes. In view of the gender achievement gap, it is worth examining the gendered pattern of this school belonging. Studies on school belonging, however, have barely acknowledged possible obstructive effects of traditional gender role attitudes of individual students and student…

  2. Research Comparing Charter Schools and Traditional Public Schools. Literature Review

    ERIC Educational Resources Information Center

    Blazer, Christie

    2010-01-01

    During the 2008-09 school year, over 5,000 charter schools operated in 40 states and Washington, D.C. and were attended by over 1.5 million students, or about three percent of the nation's public school students. Although the first U.S. charter schools opened in 1992, debate continues over whether they provide students with a better education than…

  3. The Effect of a Cross-Curricular Study Programme in Physical Education on the Attitudes and Perceptions of Greek Children towards Traditional (Folk) Dance in the First Year of Secondary School

    ERIC Educational Resources Information Center

    Stivaktaki, Chrysi; Mountakis, Costas; Bournelli, Pagona

    2010-01-01

    The purpose of the present study was to assess the effect of a cross-curricular programme for the teaching of traditional dances on the attitudes and perceptions of Greek pupils in the First Year of Secondary School. At the outset we anticipated that the programme would have positive results in terms of: (a) the pupils' enjoyment of the activity;…

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

    ERIC Educational Resources Information Center

    Maas, Tricia; Lake, Robin

    2015-01-01

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

  5. 9+ The Year-Round School.

    ERIC Educational Resources Information Center

    American Association of School Administrators, Washington, DC.

    The 9-month school year with a 3-month summer vacation had its origin in our earlier agrarian life. Today's teacher shortages, overcrowded schools, and pressures to learn demand extensions of the school year. This publication analyzes five programs: (1) a staggered-vacation school year for all, (2) a full 48-week school year for all, (3) a…

  6. Course Offerings in the Fourth Year of Medical School: How U.S. Medical Schools Are Preparing Students for Internship.

    PubMed

    Elnicki, D Michael; Gallagher, Susan; Willett, Laura; Kane, Gregory; Muntz, Martin; Henry, Daniel; Cannarozzi, Maria; Stewart, Emily; Harrell, Heather; Aiyer, Meenakshy; Salvit, Cori; Chudgar, Saumil; Vu, Robert

    2015-10-01

    The fourth year of medical school remains controversial, despite efforts to reform it. A committee from the Clerkship Directors in Internal Medicine and the Association of Program Directors in Internal Medicine examined transitions from medical school to internship with the goal of better academic advising for students. In 2013 and 2014, the committee examined published literature and the Web sites of 136 Liaison Committee on Medical Education-accredited schools for information on current course offerings for the fourth year of medical school. The authors summarized temporal trends and outcomes when available.Subinternships were required by 122 (90%) of the 136 schools and allow students to experience the intern's role. Capstone courses are increasingly used to fill curricular gaps. Revisiting basic sciences in fourth-year rotations helps to reinforce concepts from earlier years. Many schools require rotations in specific settings, like emergency departments, intensive care units, or ambulatory clinics. A growing number of schools require participation in research, including during the fourth year. Students traditionally take fourth-year clinical electives to improve skills, both within their chosen specialties and in other disciplines. Some students work with underserved populations or seek experiences that will be henceforth unavailable, whereas others use electives to "audition" at desired residency sites. Fourth-year requirements vary considerably among medical schools, reflecting different missions and varied student needs. Few objective outcomes data exist to guide students' choices. Nevertheless, both medical students and educators value the fourth year of medical school and feel it can fill diverse functions in preparing for residency.

  7. Perceptions of veterinary admissions committee members of undergraduate credits earned from community colleges or online compared to traditional 4-year institutions

    PubMed Central

    Kogan, L.R.; Stewart, S.M.; Schoenfeld-Tacher, R.; Hellyer, P.W.

    2015-01-01

    Veterinary admission committees are asked to create and implement a fair, reliable, and valid system to select the candidates most likely to succeed in veterinary school from a large pool of applicants. Although numerous studies have explored grade point average (GPA) as a predictive value of later academic success, there has been little attention paid to how and where an applicant acquires his/her undergraduate coursework. Quality of academic program is an important component of applicant files, and it is suggested that the source of a candidate’s coursework might influence admissions committee decisions, perhaps even outside of the committee’s immediate awareness. Options for undergraduate education include taking classes at a traditional four-year institution, a community college, or online. This study provides an overview of the current state of online courses and community colleges in the US as a foundation to explore the views of veterinary admissions committee members pertaining to coursework completed at traditional residential 4-year schools or at community colleges and whether they are delivered on campus or online (at either type of institution). Survey participants reported a pattern of preference for traditional four-year residential coursework compared to online or community college courses. These results are interesting given the exponential growth of students taking online courses and data showing community colleges are providing a successful gateway to obtaining a four-year degree. This also points to the need for admission committees to discuss potential biases since the information about type of school and/or course may not be consistently available for all applicants. Finally, at a time when admitting a diverse class of students is a goal of many programs, it is of special concern that there are potential biases against courses taken online or from community colleges - venues that tend to draw a more diverse population than traditional 4

  8. Perceptions of veterinary admissions committee members of undergraduate credits earned from community colleges or online compared to traditional 4-year institutions.

    PubMed

    Kogan, L R; Stewart, S M; Schoenfeld-Tacher, R; Hellyer, P W

    2015-01-01

    Veterinary admission committees are asked to create and implement a fair, reliable, and valid system to select the candidates most likely to succeed in veterinary school from a large pool of applicants. Although numerous studies have explored grade point average (GPA) as a predictive value of later academic success, there has been little attention paid to how and where an applicant acquires his/her undergraduate coursework. Quality of academic program is an important component of applicant files, and it is suggested that the source of a candidate's coursework might influence admissions committee decisions, perhaps even outside of the committee's immediate awareness. Options for undergraduate education include taking classes at a traditional four-year institution, a community college, or online. This study provides an overview of the current state of online courses and community colleges in the US as a foundation to explore the views of veterinary admissions committee members pertaining to coursework completed at traditional residential 4-year schools or at community colleges and whether they are delivered on campus or online (at either type of institution). Survey participants reported a pattern of preference for traditional four-year residential coursework compared to online or community college courses. These results are interesting given the exponential growth of students taking online courses and data showing community colleges are providing a successful gateway to obtaining a four-year degree. This also points to the need for admission committees to discuss potential biases since the information about type of school and/or course may not be consistently available for all applicants. Finally, at a time when admitting a diverse class of students is a goal of many programs, it is of special concern that there are potential biases against courses taken online or from community colleges - venues that tend to draw a more diverse population than traditional 4-year

  9. Evaluation of a Secondary School Science Program Inversion: Moving from a Traditional to a Modifified-PCB Sequence

    ERIC Educational Resources Information Center

    Gaubatz, Julie

    2013-01-01

    Studies of high-school science course sequences have been limited primarily to a small number of site-specific investigations comparing traditional science sequences (e.g., Biology-Chemistry-Physics: BCP) to various Physics First-influenced sequences (Physics-Chemistry-Biology: PCB). The present study summarizes a five-year program evaluation…

  10. Four Years On. A Follow-up Study at School Leaving Age of Children Formerly Attending a Traditional and a Progressive Junior School.

    ERIC Educational Resources Information Center

    Gooch, S.; Pringle, M. L. Kellmer

    Beginning in 1956 about 250 students in two London, England junior schools were intensively studied over a 4-year period for intellectual, educational, emotional, and social development. The schools approached instruction differently; one was child-oriented; the other was subject-oriented. In 1964 this followup study was conducted with some of the…

  11. A Bargain Half Fulfilled: Teacher Autonomy and Accountability in Traditional Public Schools and Public Charter Schools

    ERIC Educational Resources Information Center

    Oberfield, Zachary W.

    2016-01-01

    Public charter schools (PCS) are thought to succeed because they have greater autonomy and are held more accountable than traditional public schools (TPS). Though teachers are central to this expectation, there is little evidence about whether teachers in PCS enjoy more autonomy and are held more accountable than teachers in TPS. Also, it is…

  12. Predicting Minority Student Performance in the First Medical School Year

    PubMed Central

    Roman, Stanford A.; Sorenson, James R.; Davis, Walter I.; Erickson, Regina

    1979-01-01

    Impressions and anecdotal evidence have raised concerns that traditional cognitive measures of past performance may not be predictive of the performance among minority students in medical school. This study assessed the relationship between nine objective measures and actual first year academic performance for cohorts of minority students enrolled in a single medical school between 1973 and 1976. The findings support previous impressions that objective measures together explain less than half of the variance in academic performance. Furthermore, the cumulative undergraduate college average and the competitiveness of the undergraduate college are consistently the strongest predictors of academic performance among this group. PMID:529325

  13. Teaching community oriented primary care in a traditional medical school: a two year progress report.

    PubMed

    Klevens, J; Valderrama, C; Restrepo, O; Vargas, P; Casasbuenas, M; Avella, M M

    1992-08-01

    Efforts are being made to extend the practice of Community Oriented Primary Care by reorienting existing health services or restructuring medical education curricula. Nevertheless, changes in education must be simultaneous to changes in health services so that health professionals trained in COPC will find areas to practice COPC. The experience described in this article presents an effort in these two directions. A teaching program was introduced in a traditional medical school curriculum and was extended to six health services by training the directors of the health service as teaching instructors of COPC or closely coordinating actions with the director of the health service. The results of the program show fulfillment of learning objectives and student satisfaction with the program. Evaluations of the development of COPC in the health services involved show modifications in health programs to meet community needs and stronger community leadership and organization.

  14. Empowerment or Impairment? Involving Traditional Communities in School Management

    NASA Astrophysics Data System (ADS)

    Mfum-Mensah, Obed

    2004-03-01

    Community involvement in education has been viewed as a - by no means uncontroversial - means for enabling local members to deepen their participation in the decision-making relevant to their schools by playing a constructive role in the process. On the basis of a study carried out in Ghana, the present contribution to this discussion examines various matters involved in delegating the management of an Alternative Primary Education program to two traditional communities in the north of that country. It also explores how community members, school authorities, the sponsoring non-governmental organization and members of the local management committee themselves perceive such an approach to school management. Issues raised include whether inexperienced and even illiterate local citizens should be allowed to manage their schools, the conflicts which such management often entails and, finally, in what ways it might be beneficially promoted.

  15. The Integration of Traditional Greek Dance in Public Schools

    ERIC Educational Resources Information Center

    Gartzonika, Eleftheria

    2013-01-01

    This paper researches the statutory educational regulations used as a foundation to introduce traditional Greek dance in the school curriculum and which transformed it into a taught subject with connections to the ideological-political and social conditions prevalent in Greece at the time. It particularly concerns the connection between the aims…

  16. Breaking the Tradition of Summer Vacation to Raise Academic Achievement

    ERIC Educational Resources Information Center

    Ramos, Barbara Kay

    2011-01-01

    This study found that students in settings with a year-round calendar statistically outperformed students with traditional calendars in a school-within-a-school setting in mathematics. The study included reading and math achievement of fifth graders in three school-within-a-school year-round elementary schools. Overall, the study made 16…

  17. Secrets for Secondary School Teachers: How To Succeed in Your First Year.

    ERIC Educational Resources Information Center

    Kottler, Ellen; Kottler, Jeffrey A.; Kottler, Cary J.

    This book presents practical strategies to help secondary teachers succeed in their first year of teaching. The 16 chapters include the following: (1) Learning Your Way Around the School (getting oriented, making friends, learning rules and traditions, meeting others); (2) Organizing Your Room (taking inventory and assessing flow, movement, space,…

  18. The Louisiana Accelerated Schools Project First Year Evaluation Report.

    ERIC Educational Resources Information Center

    St. John, Edward P.; And Others

    The Louisiana Accelerated Schools Project (LASP) is a statewide network of schools that are changing from the traditional mode of schooling for at-risk students, which stresses remediation, to one of acceleration, which stresses accelerated learning for all students. The accelerated schools process provides a systematic approach to the…

  19. Explaining the Gap in Charter and Traditional Public School Teacher Turnover Rates

    ERIC Educational Resources Information Center

    Stuit, David A.; Smith, Thomas M.

    2012-01-01

    This study uses national survey data to examine why charter school teachers are more likely to turnover than their traditional public school counterparts. We test whether the turnover gap is explained by different distributions of factors that are empirically and theoretically linked to turnover risk. We find that the turnover rate of charter…

  20. Snow Day Learning: First Years of Kentucky's Non-Traditional Instruction Days

    ERIC Educational Resources Information Center

    Hammons, Karen R.

    2017-01-01

    Non-traditional instruction days in Kentucky, as well as other states, are becoming increasingly popular as weather- and illness-related school closings compromise time in the classroom. This exploratory research study recounted the beginning of the use of non-traditional instruction days in the state of Kentucky as well as the current status…

  1. Research Comparing Charter Schools and Traditional Public Schools. Information Capsule. Volume 1007

    ERIC Educational Resources Information Center

    Blazer, Christie

    2010-01-01

    During the 2008-09 school year, over 5,000 charter schools operated in 40 states and Washington, D.C. and were attended by over 1.5 million students, or about three percent of the nation's public school students. Although the first U.S. charter schools opened in 1992, debate continues over whether they provide students with a better education than…

  2. Missouri School Superintendent Perceptions of Year-Round School Calendars

    ERIC Educational Resources Information Center

    Cook, Becca Christine

    2016-01-01

    The purpose of this study is to synthesize perceptions of Missouri superintendents with regards to year-round school calendars and correlate them to the four themes of Time, Student Learning and Achievement, District Cost, and Family Cost and Support. The idea behind year-round school calendars is that by going to school throughout the year with…

  3. Impact of a Play-Based Curriculum in the First Two Years of Primary School: Literacy and Numeracy Outcomes over Seven Years

    ERIC Educational Resources Information Center

    McGuinness, Carol; Sproule, Liz; Bojke, Chris; Trew, Karen; Walsh, Glenda

    2014-01-01

    In 2000-2002 an innovative early years curriculum, the Enriched Curriculum (EC), was introduced into 120 volunteer schools across Northern Ireland, replacing a traditional curriculum similar to others across the UK at that time. It was intended by the designers to be developmentally appropriate and play-based with the primary goal of preventing…

  4. Blended Learning vs. Traditional Instruction as a Predictor of Student Achievement in New York City Public Schools

    ERIC Educational Resources Information Center

    Murray, Anthony

    2017-01-01

    This study explored the differences in student achievement on New York State standardized tests between blended learning and traditional instructional methodologies. Specifically, the study compared student achievement in iLearnNYC schools, to their peer schools that deliver instruction in a traditional manner. iLearnNYC is a blended learning…

  5. Job Satisfaction of Principals and Assistant Principals in Traditional Public High Schools and Charter High Schools in Los Angeles County, California

    ERIC Educational Resources Information Center

    Postell, Lilia M.

    2012-01-01

    Purpose: The purpose of this study was to determine the job satisfaction of principals and assistant principals in traditional public high schools in Southern California's Los Angeles Unified School District (LAUSD) and those in charter high schools operating within the same boundaries. Methodology: The subjects in the present study were 15…

  6. The use of Banyumas traditional art as analog sources of elementary school science materials

    NASA Astrophysics Data System (ADS)

    Handayani, L.; Nugroho, S. E.; Rohidi, T. R.; Wiyanto

    2018-03-01

    All various traditional arts of Banyumas area support this area to be one famous region located in the periphery of West and Central Java with its unique cultural identity. In science learning, these traditional arts are very important aspect which can be implemented as a source of analog by students thinking a science concept analogically. This paper discusses a kind of Banyumas traditional art: the ebeg, and its cultural characteristics which can play a significant role in supporting elementary school students’ analogical thinking of a science material. The method used were literature and documentary studies. It is concluded that the ebeg provides many cultural characteristics which can be used as analog of elementary school science material, in terms of its music player’s motion, kinds of musical instruments played and its dancer motion.

  7. New York Charter Schools Outperform Traditional Selective Public Schools: More Evidence That Cream-Skimming Is Not Driving Charters' Success. Report 33

    ERIC Educational Resources Information Center

    Winters, Marcus A.

    2017-01-01

    Critics of charter schools in New York City, America's largest school district, often allege that charters score better on standardized tests, on average, than traditional public schools because charters "cream-skim" (i.e., attract) the brightest, most motivated, students. Yet this accusation neglects the fact that not all traditional…

  8. Middle School Advisement.

    ERIC Educational Resources Information Center

    Ball, Tricia

    Designed for those teaching an advisement program to middle school students, this book provides a year-long program with suggestions for many activities geared to middle school students. The text is divided into the traditional four-quarter school year but can be adapted to any school year configuration. The activities are designed so that the…

  9. The Teaching of African Traditional Religion in Primary Schools in Zimbabwe: Challenges and Opportunities

    ERIC Educational Resources Information Center

    Marashe, Joel; Ndamba, Gamuchirai Tsitsiozashe; Chireshe, Excellent

    2009-01-01

    Zimbabwe's Education Ministry recommended the teaching of African Traditional Religion in recognition of its multi-religious society. This study sought to establish the extent to which African Traditional Religion is taught in primary schools, the challenges faced by teachers, and opportunities for promoting its teaching. A descriptive survey…

  10. Effects of Year-Round Schooling on Disadvantaged Students and the Distribution of Standardized Test Performance

    ERIC Educational Resources Information Center

    Graves, Jennifer

    2011-01-01

    Using detailed longitudinal data for the state of California, this paper estimates the effect of year-round school calendars on nationally standardized test performance of traditionally disadvantaged students. The student subgroups studied in this paper are: low socioeconomic status, limited English proficiency, Hispanic and Latino, and African…

  11. NEPC Review: "New York Charter Schools Outperform Traditional Selective Public Schools--More Evidence That Cream-Skimming Is Not Driving Charters' Success"

    ERIC Educational Resources Information Center

    Cordes, Sarah A.

    2017-01-01

    A common argument leveled against charter schools is that they attract the most motivated and intelligent students from already struggling public schools. Marcus Winters seeks to examine this claim, known as "cream-skimming," by comparing the performance of New York City's (NYC) charter middle schools with a set of traditional selective…

  12. Psychology of the scientist: LXXXI. Professional school and traditional program graduates: comparison on measures of achievement in clinical psychology.

    PubMed

    Templer, D I; Tomeo, M E; Pointkowski, S R; Mitroff, D; Niederhauser, R N; Siscoe, K

    2000-06-01

    Clinical psychologists who graduated from traditional programs and those who graduated from professional schools were compared on both scientifically and professionally oriented criteria of achievement and recognition. Upon controlling for year of graduation from a doctoral program, the professional school graduates were less likely to be APA fellows, less likely to be on the editorial board of specified research oriented journals in clinical psychology, less likely to have diplomate status in the American Board of Professional Psychology (ABPP), less likely to have been president of state psychological associations, and less likely to have been APPIC internship directors.

  13. Missouri Public School Accountability Report. 2009-10 School Year

    ERIC Educational Resources Information Center

    Missouri Department of Elementary and Secondary Education, 2010

    2010-01-01

    Each year, the Missouri Department of Elementary and Secondary Education publishes an online "school accountability report card" for each public school district, each building and each charter school. This document provides a statewide report card on key accountability measures about Missouri public schools, including information…

  14. Occupational Attitudes and Expectations of Year 12 Students in Single-Sex and Coeducational Schools: A Focus on Female Youth.

    ERIC Educational Resources Information Center

    Stent, Priscilla; Gillies, Robyn M.

    2000-01-01

    A survey of Year 12 Australian students in coed private (n=105), coed public (n=57), and all-female (n=78) schools revealed a relationship between gender-role identity and traditional/nontraditional career choices; occupations were more gender neutral, but blue- and pink-collar jobs remain stereotyped. Type of school did not influence girls'…

  15. Exploring traditional and cyberbullying among Irish adolescents.

    PubMed

    Callaghan, Mary; Kelly, Colette; Molcho, Michal

    2015-02-01

    This study aimed to explore the associations of traditional and cyberbullying victimisation with self-reported health and life satisfaction, and to examine whether involvement in risk behaviours contributes to these health outcomes. We asked questions on involvement in traditional and cyberbullying, risk behaviours, self-reported health and life satisfaction to school children. In total, 318 students aged from 15 to 18 years old in 8 post-primary schools in Ireland completed the survey. Children who were victims of bullying were more likely to report poor health, low life satisfaction and engaging in risky behaviours. Although not statistically significant, we found that cyber victimisation was positively associated with increased reporting of poor health and low life satisfaction. Traditional bullying is the most common type of bullying among school children in Ireland, and overall, seems to have a stronger association with poor health. However, a sizable proportion of children are victims of cyberbullying or of both cyberbullying and traditional bullying. It is, therefore, important to acknowledge, identify and address all types of bullying to improve the health outcomes of children.

  16. The Transformation of an Invented Tradition: The School Banner as a Symbol of Education

    ERIC Educational Resources Information Center

    Volckmar, Nina

    2017-01-01

    The children's parade, the use of national flags and school banners are key features in the celebration of Norwegian Constitution Day. This article provides a historical analysis of the origin of the school banner and its emergence and development into a living and popular tradition from the late-nineteenth century. This article shows how the…

  17. Dental erosion among 12-14 year old school children in Khartoum: a pilot study.

    PubMed

    El Karim, I A; Sanhouri, N M; Hashim, N T; Ziada, H M

    2007-09-01

    To investigate dental erosion among 12-14 year old Sudanese school children and evaluate the associated risk factors. Cross sectional survey in secondary schools in Khartoum city, Sudan. A sample of 157 school children was obtained from both private and public schools. Erosion on the labial and palatal surfaces of maxillary incisors was measured by criterion based on the Smith and Knight Tooth Wear Index. Dietary intake and other related factors were assessed using a questionnaire. The overall erosion prevalence in this group was 66.9%, of which 45.2% was mild and 21.7% was moderate erosion. A strong association was found between erosion and private schooling (higher socioeconomic groups), carbonated drinks, herbal hibiscus drink and traditional acidic food consumption. There was a high prevalence of dental erosion among Sudanese school children which was mild to moderate in severity and was strongly associated with acidic dietary intake

  18. An examination of the perceived teaching competencies of novice alternatively licensed and traditionally licensed high school science teachers

    NASA Astrophysics Data System (ADS)

    Shea, Kathleen A.

    In most states, there are two routes to teacher licensure; traditional and alternative. The alternative route provides an accelerated entry into the classroom, often without the individual engaging in education coursework or a practicum. No matter the route, teaching skills continue to be learned by novice teachers while in the classroom with the guidance of a school-based mentor. In this study, the perceptions of mentor teachers of traditionally and alternatively licensed high school science teachers were compared with respect to mentees' science teaching competency. Further, the study explored the novice teachers' self-perception of their teaching competency. A survey, consisting of 56 Likert-type questions, was completed by mentors (N = 79) and novice high school science teachers (N = 83) in six northeastern states. The results revealed a statistically significant difference in the perceptions of the mentors of traditionally and alternatively licensed novice high school science teachers in the areas of general pedagogical knowledge, pedagogical content knowledge and professional growth, with more favorable perceptions recorded by mentors of traditionally licensed science teachers. There were no differences in the perceptions of the mentors with respect to novice high school teachers' content knowledge. There was no statistical difference in the self-perceptions of competency of the novice teachers. While alternative routes to licensure in science may be a necessity, the results of this study indicate that the lack of professional preparation may need to be addressed at the school level through the agency of the mentor. This study indicates that mentors must be prepared to provide alternatively licensed novice teachers with different assistance to that given to traditionally licensed novice teachers. School districts are urged to develop mentoring programs designed to develop the teaching competency of all novice teachers regardless of the route that led them

  19. The Continuous School Year. The Cranston Quadricycle Plan for a Continuous School Year. Project Pacesetter.

    ERIC Educational Resources Information Center

    Cranston School Dept., RI.

    Acting on instructions from the Cranston School Committee, a committee comprised of educational professional staff, community leaders, citizens, and students was organized to consider the methods and feasibility of year-round schools. The year round concept and its application in various plans throughout the country was the subject of…

  20. Predictive validity of the UK clinical aptitude test in the final years of medical school: a prospective cohort study.

    PubMed

    Husbands, Adrian; Mathieson, Alistair; Dowell, Jonathan; Cleland, Jennifer; MacKenzie, Rhoda

    2014-04-23

    The UK Clinical Aptitude Test (UKCAT) was designed to address issues identified with traditional methods of selection. This study aims to examine the predictive validity of the UKCAT and compare this to traditional selection methods in the senior years of medical school. This was a follow-up study of two cohorts of students from two medical schools who had previously taken part in a study examining the predictive validity of the UKCAT in first year. The sample consisted of 4th and 5th Year students who commenced their studies at the University of Aberdeen or University of Dundee medical schools in 2007. Data collected were: demographics (gender and age group), UKCAT scores; Universities and Colleges Admissions Service (UCAS) form scores; admission interview scores; Year 4 and 5 degree examination scores. Pearson's correlations were used to examine the relationships between admissions variables, examination scores, gender and age group, and to select variables for multiple linear regression analysis to predict examination scores. Ninety-nine and 89 students at Aberdeen medical school from Years 4 and 5 respectively, and 51 Year 4 students in Dundee, were included in the analysis. Neither UCAS form nor interview scores were statistically significant predictors of examination performance. Conversely, the UKCAT yielded statistically significant validity coefficients between .24 and .36 in four of five assessments investigated. Multiple regression analysis showed the UKCAT made a statistically significant unique contribution to variance in examination performance in the senior years. Results suggest the UKCAT appears to predict performance better in the later years of medical school compared to earlier years and provides modest supportive evidence for the UKCAT's role in student selection within these institutions. Further research is needed to assess the predictive validity of the UKCAT against professional and behavioural outcomes as the cohort commences working life.

  1. Predictive validity of the UK clinical aptitude test in the final years of medical school: a prospective cohort study

    PubMed Central

    2014-01-01

    Background The UK Clinical Aptitude Test (UKCAT) was designed to address issues identified with traditional methods of selection. This study aims to examine the predictive validity of the UKCAT and compare this to traditional selection methods in the senior years of medical school. This was a follow-up study of two cohorts of students from two medical schools who had previously taken part in a study examining the predictive validity of the UKCAT in first year. Methods The sample consisted of 4th and 5th Year students who commenced their studies at the University of Aberdeen or University of Dundee medical schools in 2007. Data collected were: demographics (gender and age group), UKCAT scores; Universities and Colleges Admissions Service (UCAS) form scores; admission interview scores; Year 4 and 5 degree examination scores. Pearson’s correlations were used to examine the relationships between admissions variables, examination scores, gender and age group, and to select variables for multiple linear regression analysis to predict examination scores. Results Ninety-nine and 89 students at Aberdeen medical school from Years 4 and 5 respectively, and 51 Year 4 students in Dundee, were included in the analysis. Neither UCAS form nor interview scores were statistically significant predictors of examination performance. Conversely, the UKCAT yielded statistically significant validity coefficients between .24 and .36 in four of five assessments investigated. Multiple regression analysis showed the UKCAT made a statistically significant unique contribution to variance in examination performance in the senior years. Conclusions Results suggest the UKCAT appears to predict performance better in the later years of medical school compared to earlier years and provides modest supportive evidence for the UKCAT’s role in student selection within these institutions. Further research is needed to assess the predictive validity of the UKCAT against professional and behavioural

  2. Beyond Traditional School-Based Teacher Induction

    ERIC Educational Resources Information Center

    Surrette, Timothy N.

    2016-01-01

    A challenge for public schools is to successfully support and professionally develop early career teachers and thereby prepare them for long and successful careers in education. Multiple studies have indicated high levels of turnover in the profession of teaching, especially during the beginning years in a teachers career. The purpose of this…

  3. Middle School Engineering Problem Solving Using Traditional vs. e-PBL Module Instruction

    NASA Astrophysics Data System (ADS)

    Baele, Loren C.

    This multiple methods (Denzin, 1978) study investigated two instructional approaches, traditional module and electronic Problem-Based Learning instruction (e-PBL), used within a middle school engineering classroom focused on the variables of engagement, content knowledge, student self-assessment and teacher assessment of problem solving solutions. A non-equivalent group quasi-experimental research design (Creswell, 2015) was used on middle school students (N = 100) between those that received traditional module instruction (n = 51) and e-PBL instruction (n = 49). The qualitative approach of triangulation (Jick, 1979) was used to identify emergent themes for both between and within methods of data analysis on student engagement survey responses, two days of field observations notes, and six student interview transcripts. The quantitative results identified that students who received e-PBL instruction self-reported significantly greater engagement than those who received traditional module instruction. Further, there was a significant interaction effect between engineering content knowledge by group and gender as males who received e-PBL instruction had greater growth of content knowledge scores than males receiving traditional instruction, while females who received traditional instruction had greater growth of content knowledge scores than females in the e-PBL group. Through triangulation of the qualitative data, the emergent themes of the study suggest that hands-on learning produces higher levels of reported engagement independent of instructional method. The emergence of problem solving fatigue developed when both study groups reported a decline in engagement when entering into the final phase of the quantitative study suggesting that too many complex, ill-structured problems in rapid succession may negatively impact student engagement. Although females within the treatment group were most engaged, they did not achieve the knowledge growth of the females in the

  4. Middle School Engineering Problem Solving Using Traditional vs. E-PBL Module Instruction

    ERIC Educational Resources Information Center

    Baele, Loren C.

    2017-01-01

    This multiple methods (Denzin, 1978) study investigated two instructional approaches, traditional module and electronic Problem-Based Learning instruction (e-PBL), used within a middle school engineering classroom focused on the variables of engagement, content knowledge, student self-assessment and teacher assessment of problem solving solutions.…

  5. An Effective Approach to Violence Prevention: Traditional Martial Arts in Middle School.

    ERIC Educational Resources Information Center

    Zivin, Gail; Hassan, Nimr R.; DePaula, Geraldine F.; Monti, Daniel A.; Harlan, Carmen; Hossain, Kashfia D.; Patterson, Ksai

    2001-01-01

    Replicated and extended the design and outcome measures of several small studies. In these studies, juveniles at high risk for violence and delinquency showed decreased violence and positive changes in psychological risk factors after being required to take a school-linked course in traditional martial arts. (Author)

  6. Rural Schools and Traditional Knowledge: Representing Alternatives to a Consumer-Dependent Existence

    ERIC Educational Resources Information Center

    Barter, Barbara

    2014-01-01

    Given the present pace of educational globalization, educators--especially in rural schools--will benefit from an awareness of traditional knowledge as a significant contributor to sustainability. Many countries operate through a system whereby major decision making, especially in such areas as education and health, emanate from state levels of…

  7. Applied Technology Proficiency of High School Students in Applied and Traditional Courses

    ERIC Educational Resources Information Center

    Field, Dennis W.

    2003-01-01

    This investigation compares applied technology skill levels of high school students enrolled in various applied and comparable traditional courses, particularly Principles of Technology and physics courses respectively. Outcomes from ACT's Applied Technology Work Keys[R] assessment test were used as a measure of applied technology skill levels.…

  8. Changing Mindsets: A Case Study of a Community of Practice between Charter and Traditional Public School Leaders in the School Leaders Network

    ERIC Educational Resources Information Center

    Ponce, Manuel N., Jr.

    2013-01-01

    The purpose of this study was to examine the essential elements of a community of practice intended to increase communication and collaboration between traditional public and charter school leaders. Members of the Los Angeles Cohort of the School Leaders Network participated in this study. This case study triangulated observation, interview, and…

  9. Comprehensive Education Plan, School Year 1986-87.

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, Washington, DC. Research Information Center.

    The Board of Education and the administration of the District of Columbia Public Schools cooperated to compose a five-year plan for the 1983-87 school years. Long range and intermediate objectives of the plan are described and the offices accountable for them are indicated. The program for the 1986-87 school year is extracted from those…

  10. (Re)Affirming Identities: Implementing a Play-Based Approach to Learning in the Early Years of Schooling

    ERIC Educational Resources Information Center

    Nolan, Andrea; Paatsch, Louise

    2018-01-01

    Learning through play has traditionally been a central tenet in early childhood education, however, in recent times primary schools have begun to consider the benefits of introducing a play-based approach into early years classrooms to support young children's learning, especially in the areas of language and literacy. This study focuses on the…

  11. The Pressure for Choice: An Analysis of a Series of "Traditional School" Proposals to School Boards in B.C. with Regard to Establishing Schools of Choice within the Public System. Research Series #2.

    ERIC Educational Resources Information Center

    Coleman, Peter

    During 1994 to 1996, 15 school districts in British Columbia, Canada, received proposals to establish alternative public schools of choice based on the effective school model. These became commonly known as "traditional schools." Most of the proposals were denied, but four elementary schools were in existence by early 1998 and three…

  12. Should I Stay or Should I Go? Comparing Teacher Mobility in Florida's Charter and Traditional Public Schools

    ERIC Educational Resources Information Center

    Harris, Debbi C.

    2007-01-01

    Currently, we know very little about the mobility decisions of charter public school teachers and how these compare to the decisions made by traditional public school teachers. In addition, it is unclear whether the teachers who leave charter schools tend to be weaker or stronger than their peers. Using statewide administrative data, I begin to…

  13. Year One of School Improvement: Examples from Nine Schools

    ERIC Educational Resources Information Center

    Gordon, Stephen P.; Stiegelbauer, Suzanne; Diehl. Julie

    2006-01-01

    This study reports on the process and outcomes of schoolwide action research by nine schools in their first year as Network members. The participants were a blend of urban, suburban, small town, and rural schools in Central Texas. Focal points of the case studies and cross-case comparison included: (1) how the schools organized for action…

  14. Transition to High School: School "Choice" & Freshman Year in Philadelphia

    ERIC Educational Resources Information Center

    Gold, Eva; Evans, Shani Adia; Haxton, Clarisse; Maluk, Holly; Mitchell, Cecily; Simon, Elaine; Good, Deborah

    2010-01-01

    The School District of Philadelphia's tiered system of selective, nonselective, and charter high schools, and the process for high school choice, has created real variation in the degree to which high schools can successfully meet the needs of ninth graders. Research has shown that the ninth grade year is critical in determining a student's…

  15. Year-Round Schools.

    ERIC Educational Resources Information Center

    McChesney, Jim

    1996-01-01

    One avenue being explored as a way to cut costs while maintaining the quality of programs and services is year-round education (YRE). In most cases, the known benefits and drawbacks of an existing component of traditional scheduling must be weighed against the theoretical advantages and disadvantages of YRE. The five articles reviewed in this…

  16. Changes in America's Public School Facilities: From School Year 1998-99 to School Year 2012-13. Stats in Brief. NCES 2016-074

    ERIC Educational Resources Information Center

    Bahr, Steven; Sparks, Dinah

    2016-01-01

    This Statistics in Brief summarizes the changes from the 1998-99 to the 2012-13 school years in the average age of public schools, ratings of satisfaction of the environmental quality of school facilities, the cost to put school buildings in good overall condition, and short-range plans to improve school facilities. In addition to providing…

  17. Comparative clinical study testing the effectiveness of school based oral health education using experiential learning or traditional lecturing in 10 year-old children.

    PubMed

    Angelopoulou, Matina V; Kavvadia, Katerina; Taoufik, Konstantina; Oulis, Constantine J

    2015-04-28

    School based oral health education through traditional lecturing has been found successful only in improving oral health knowledge, while has low effectiveness in oral hygiene and gingival health. The aim of this study was to evaluate the effectiveness of experiential learning (EL) oral health education to traditional lecturing (TL), on enhancing oral health knowledge, attitude and behavior as well as oral hygiene, gingival health and caries of 10-year-old children. Eighty-four children were recruited for the EL and 100 for the TL group from 3 locations in Greece. Data regarding oral health knowledge, attitude and behavior were collected via questionnaires. Data regarding dental plaque, gingivitis and caries were collected by clinical examination. The evaluation using questionnaires and clinical examination was assessed at baseline and 6 and 18 months afterwards. Two calibrated pediatric dentists examined the students using a periodontal probe and artificial light. Modified hygiene index (HI) was used for dental plaque recording, the simplified gingival index (GI-S) was used for gingivitis and DMFT, based on BASCD criteria, for dental caries. Based on a dedicated manual, the teacher applied in the classroom the oral health educational program using EL. EL group had statistically significant better hygiene than the TL at 6 months (p < 0.05). Within the same group, both groups had enhanced oral health knowledge at 6 and 18 months (p < 0.05) and improved oral health behavior (p > 0.05) and attitude (p > 0.05) at 6 months in comparison to baseline. EL program was found more successful than TL in oral hygiene improvement. Both oral health education programs improved the oral health knowledge, attitude and behavior of children. ClinicalTrials.gov (NCT02320162).

  18. 34 CFR 300.106 - Extended school year services.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true Extended school year services. 300.106 Section 300.106... CHILDREN WITH DISABILITIES State Eligibility Other Fape Requirements § 300.106 Extended school year services. (a) General. (1) Each public agency must ensure that extended school year services are available...

  19. 34 CFR 300.106 - Extended school year services.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 2 2014-07-01 2013-07-01 true Extended school year services. 300.106 Section 300.106... CHILDREN WITH DISABILITIES State Eligibility Other Fape Requirements § 300.106 Extended school year services. (a) General. (1) Each public agency must ensure that extended school year services are available...

  20. 34 CFR 300.106 - Extended school year services.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 2 2013-07-01 2013-07-01 false Extended school year services. 300.106 Section 300.106... CHILDREN WITH DISABILITIES State Eligibility Other Fape Requirements § 300.106 Extended school year services. (a) General. (1) Each public agency must ensure that extended school year services are available...

  1. 34 CFR 300.106 - Extended school year services.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 2 2012-07-01 2012-07-01 false Extended school year services. 300.106 Section 300.106... CHILDREN WITH DISABILITIES State Eligibility Other Fape Requirements § 300.106 Extended school year services. (a) General. (1) Each public agency must ensure that extended school year services are available...

  2. Zero Reject and School Choice: Students with Disabilities in Texas' Charter Schools.

    ERIC Educational Resources Information Center

    Estes, Mary Bailey

    2003-01-01

    Reviews literature on students with disabilities in charter schools. Analyzes Texas' Public Education Information Management System data to compare traditional and charter school attendance of students with disabilities. Finds 3.7 percent fewer students with disabilities attended charter schools during 1999-2000 school year than traditional…

  3. Integrating Emerging Technologies in Teaching Ugandan Traditional Dances in K-12 Schools in New York City

    ERIC Educational Resources Information Center

    Mabingo, Alfdaniels

    2015-01-01

    Schools in New York City have made attempts to embrace and support the strand of "making connections", which is laid out in the New York City Department of Dance blueprint for teaching and learning in dance for grades PreK-12. Accordingly, some schools have integrated Ugandan traditional dances into the dance curriculum, and dance…

  4. Principal Connection/New School Year Resolutions

    ERIC Educational Resources Information Center

    Hoerr, Thomas R.

    2016-01-01

    In this article, Hoerr suggests that as a new school year begins, why not set some goals? Just as with the resolutions made every January 1, the new school year resolutions should focus on areas needing improvement. This article offers three key areas for review: (1) Communication. Hoerr notes, if administrators want faculty to work as colleagues,…

  5. Comparison of High School Dual-Enrollment and Traditional First-Term General/Organic/Biochemistry College Chemistry Class Outcomes

    ERIC Educational Resources Information Center

    Zuidema, Daniel R.; Eames, Kevin J.

    2014-01-01

    Student performance in a high school dual-enrollment chemistry course was compared with student performance in the corresponding traditional college course. The two courses were taught by the same instructor and evaluated using the same American Chemical Society (ACS) standardized examination. Interestingly, the high school dual-enrollment…

  6. Teacher Shortages in Urban Schools: The Role of Traditional and Alternative Certification Routes in Filling the Voids.

    ERIC Educational Resources Information Center

    Ng, Jennifer C.

    2003-01-01

    Examines the impact of teacher recruitment approaches via university-based and alternative certification programs. Asserts that traditional and alternative certification efforts are by themselves limited in their potential to address the problem of teacher shortages in urban schools. Suggests that an organizational view of schools, which looks…

  7. Traditional Lower Blepharoplasty: Is Additional Support Necessary? A 30-Year Review.

    PubMed

    Maffi, Terry R; Chang, Shiliang; Friedland, Jack A

    2011-07-01

    Several refinements have been made in lower eyelid rejuvenation, and there is now strong belief that the traditional approach places too little emphasis on lower eyelid support. The purpose of this study was to retrospectively review the 30-year experience of the senior author (J.A.F.) performing primary lower blepharoplasty by the traditional approach and to determine the complication rate when lower lid-tightening procedures were not performed concomitantly. A retrospective chart review of all traditional blepharoplasties performed by the senior author over the past 30 years was performed. The traditional approach was performed through an external, subciliary incision. Concomitant lower lid-tightening procedures were not performed. The authors determined the complication rate of the procedure, such as symptomatic lower eyelid malposition and chemosis. A total of 3014 patients underwent traditional lower blepharoplasties and, after applying the exclusion criteria, 2007 patients were studied. A postoperative complication was defined as the development of either chemosis or symptomatic lower eyelid malposition. Chemosis developed in only 1.2 percent of the patients (24 of 2007). Eight of the 2007 patients (0.4 percent) developed symptomatic lower eyelid malposition. This study proves that when performed meticulously and precisely, traditional lower blepharoplasty is safe and effective. Correction of preoperatively diagnosed lower lid laxity is essential; however, when lower eyelid tone is adequate, the authors believe that the routine addition of a tightening procedure for support or the routine use of combined internal and external approaches is unnecessary. Therapeutic, IV.

  8. Students' beliefs, attitudes, and conceptual change in a traditional and a constructivistic high school physics classroom

    NASA Astrophysics Data System (ADS)

    Adams, April Dean

    In this study, the relationships between student beliefs about the nature of science, student attitudes, and conceptual change about the nature of forces were investigated within a traditional and within a constructivistic high school physics classroom. Students in both classrooms were honors students taking a first year high school physics course and were primarily white and middle to upper SES. Students in the traditional classroom were all high ability juniors, and physics instruction was integrated with pre-calculus. Students in the constructivistic classroom were a mixture of juniors and seniors. Due to the interrelated nature of these factors and the complexity of their interactions, a naturalistic inquiry design was chosen. The data sources included videotape of 7-9 weeks of instruction; analysis of the videotapes using the Secondary Teacher Analysis Matrix (Gallagher & Parker, 1995); field notes; pretest/posttest assessment with the Force Concept Inventory (Hestenes, Wells, & Swackhammer, 1992); student responses from the Views on Science-Technology-Society questionnaire (Aikenhead & Ryan, 1992), the Questionnaire for the Assessment of a Science Course (Chiappetta, 1995), and the Constructivist Learning Environment Survey (Taylor, Fraser, & White, 1994); student interviews; and teacher interviews. In the traditional classroom, (a) students did not think that physics was relevant to everyday experiences; (b) high conceptual change students were more likely to have an angular world view (Cobern, 1993) and have views more similar to the teacher's about the nature of science; and (c) high conceptual change students were able to develop an internally consistent understanding of the content; however, that content appeared to be isolated knowledge in some students. In the constructivistic classroom, (a) students saw physics as relevant and useful; (b) there was no difference in world view or agreement with the teacher's views on the nature of science between high

  9. Does a selection interview predict year 1 performance in dental school?

    PubMed

    McAndrew, R; Ellis, J; Valentine, R A

    2017-05-01

    It is important for dental schools to select students who will complete their degree and progress on to become the dentists of the future. The process should be transparent, fair and ethical and utilise selection tools that select appropriate students. The interview is an integral part of UK dental schools student selection procedures. This study was undertaken in order to determine whether different interview methods (Cardiff with a multiple mini interview and Newcastle with a more traditional interview process) along with other components used in selection predicted academic performance in students. The admissions selection data for two dental schools (Cardiff and Newcastle) were collected and analysed alongside student performance in academic examinations in Year 1 of the respective schools. Correlation statistics were used to determine whether selection tools had any relevance to academic performance once students were admitted to their respective Universities. Data was available for a total of 177 students (77 Cardiff and 100 Newcastle). Examination performance did not correlate with admission interview scores at either school; however UKCAT score was linked to poor academic performance. Although interview methodology does not appear to correlate with academic performance it remains an integral and very necessary part of the admissions process. Ultimately schools need to be comfortable with their admissions procedures in attracting and selecting the calibre of students they desire. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  10. Cross-Cultural Equivalence and Psychometric Properties of the Traditional Chinese Version of the Inviting School Survey-Revised

    ERIC Educational Resources Information Center

    Smith, Kenneth H.

    2011-01-01

    The Inviting School Survey-Revised (ISS-R) was adapted and translated into Traditional Chinese (ISS-RC), using a five-step process, based on international test administration guidelines, involving judgmental, logical, and empirical methods. Both versions were administered to a convenience sample of Chinese-English fluent Hong Kong school community…

  11. Understanding the Gap in Special Education Enrollments between Charter and Traditional Public Schools: Evidence from Denver, Colorado

    ERIC Educational Resources Information Center

    Winters, Marcus A.

    2015-01-01

    A widely cited report by the federal Government Accountability Office found that charter schools enroll a significantly smaller percentage of students with disabilities than do traditional public schools. However, thus far no hard evidence exists to definitively explain or quantify the disparity between special education enrollment rates in…

  12. A review of the integration of traditional, complementary and alternative medicine into the curriculum of South African medical schools

    PubMed Central

    2014-01-01

    Background Traditional, complementary and alternative (TCAM) medicine is consumed by a large majority of the South African population. In the context of increasing overall demand for healthcare this paper investigates the extent to which South African medical schools have incorporated TCAM into their curriculum because of the increased legislative and policy interest in formally incorporating TCAM into the health care system since democracy in 1994. Methods Heads of School from seven South African medical schools were surveyed telephonically. Results One school was teaching both Traditional African Medicine (TM) and CAM, five were teaching either TM or CAM and another was not teaching any aspect of TCAM. Conclusions In conclusion, there is a paucity of curricula which incorporate TCAM. Medical schools have not responded to government policies or the contextual realities by incorporating TCAM into the curriculum for their students. South African medical schools need to review their curricula to increase their students’ knowledge of TCAM given the demands of the population and the legislative realities. PMID:24575843

  13. The Non-Traditional Student.

    ERIC Educational Resources Information Center

    Ely, Eileen E.

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

  14. Traditional Arts Knowledge, Traditional Ecological Lore: The Intersection of Art Education and Environmental Education

    ERIC Educational Resources Information Center

    Bequette, James W.

    2007-01-01

    Teaching about Native artworks as part of school arts curriculum can serve to pass on traditional ecological knowledge while also contextualizing colonialism's influence on traditional and contemporary Native arts practices. This article explores how schools can actively engage in community arts partnerships with American Indians who have…

  15. Why Some School Subjects Have a Higher Status than Others: The Epistemology of the Traditional Curriculum Hierarchy

    ERIC Educational Resources Information Center

    Bleazby, Jennifer

    2015-01-01

    Inherent in most school curricula is some sort of curriculum hierarchy--that is, an assumption that some school subjects are more valuable than others. This paper examines the epistemological assumptions that underpin one such curriculum hierarchy, which I refer to as "the traditional curriculum hierarchy". It is a pervasive and…

  16. The first official schools for nursing education in Greece: over a century of tradition.

    PubMed

    Tsoucalas, Gregory; Kousoulis, Antonis A; Karamanou, Marianna; Tsoucalas, Ioannis; Androutsos, George

    2011-12-01

    The pressing need for educated nursing staff in Greece was first recognized by Queen Olga and Crown Princess Sofia, at the end of the nineteenth century with significant international aid.As a result, the School of Nursing Sisters of the Sanatorium "Evangelismos" was founded in 1875 and the first Greek "School of Certified Nurses" of the "Saint Sophia" Children's Hospital was established in 1897. This Children's Hospital has provided Greece with excellent trained nurses in Pediatric as well as Neonatal and Infant Nursing ever since. Distinguished nurses from abroad as well as a plethora of professors and physicians have taught at the school which has effectively made a mark in forming a tradition until today. The international concept of the school, including enhancing the young nurses' practice with experience from abroad is one of its most interesting features. The first Greek nursing schools rank among the first in the world.

  17. Attitudes of High School Students Toward Traditional Views of Women Workers

    ERIC Educational Resources Information Center

    Frye, Virginia H.; Dietz, Siegfried C.

    1973-01-01

    An increase in the proportion of working women over earlier years and agitation for women's rights point toward change in traditional views. This study was undertaken to determine whether traditional views, i.e., views in agreement with common stereotypes, are still prevalent. Any change in attitudes toward working women has widespread…

  18. Traditional Craft or Technology Education: Development of Students' Technical Abilities in Finnish Comprehensive School

    ERIC Educational Resources Information Center

    Autio, Ossi

    2016-01-01

    Changes in the economy, nature, production and society together with increasing scientific and technological knowledge make demands of transforming school teaching in the field of technology education. The aim of the article is briefly to explore the integration between science, technology and traditional craft education by analyzing the current…

  19. Psychiatry in the Harvard Medical School-Cambridge Integrated Clerkship: an innovative, year-long program.

    PubMed

    Griswold, Todd; Bullock, Christopher; Gaufberg, Elizabeth; Albanese, Mark; Bonilla, Pedro; Dvorak, Ramona; Epelbaum, Claudia; Givon, Lior; Kueppenbender, Karsten; Joseph, Robert; Boyd, J Wesley; Shtasel, Derri

    2012-09-01

    The authors present what is to their knowledge the first description of a model for longitudinal third-year medical student psychiatry education. A longitudinal, integrated psychiatric curriculum was developed, implemented, and sustained within the Harvard Medical School-Cambridge Integrated Clerkship. Curriculum elements include longitudinal mentoring by attending physicians in an outpatient psychiatry clinic, exposure to the major psychotherapies, psychopharmacology training, acute psychiatry "immersion" experiences, and a variety of clinical and didactic teaching sessions. The longitudinal psychiatry curriculum has been sustained for 8 years to-date, providing effective learning as demonstrated by OSCE scores, NBME shelf exam scores, written work, and observed clinical work. The percentage of students in this clerkship choosing psychiatry as a residency specialty is significantly greater than those in traditional clerkships at Harvard Medical School and greater than the U.S. average. Longitudinal integrated clerkship experiences are effective and sustainable; they offer particular strengths and opportunities for psychiatry education, and may influence student choice of specialty.

  20. Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content.

    PubMed

    Howlett, David; Vincent, Tim; Watson, Gillian; Owens, Emma; Webb, Richard; Gainsborough, Nicola; Fairclough, Jil; Taylor, Nick; Miles, Ken; Cohen, Jon; Vincent, Richard

    2011-06-01

    To review the initial experience of blending a variety of online educational techniques with traditional face to face or contact-based teaching methods to deliver final year undergraduate radiology content at a UK Medical School. The Brighton and Sussex Medical School opened in 2003 and offers a 5-year undergraduate programme, with the final 5 spent in several regional centres. Year 5 involves several core clinical specialities with onsite radiology teaching provided at regional centres in the form of small-group tutorials, imaging seminars and also a one-day course. An online educational module was introduced in 2007 to facilitate equitable delivery of the year 5 curriculum between the regional centres and to support students on placement. This module had a strong radiological emphasis, with a combination of imaging integrated into clinical cases to reflect everyday practice and also dedicated radiology cases. For the second cohort of year 5 students in 2008 two additional online media-rich initiatives were introduced, to complement the online module, comprising imaging tutorials and an online case discussion room. In the first year for the 2007/2008 cohort, 490 cases were written, edited and delivered via the Medical School managed learning environment as part of the online module. 253 cases contained a form of image media, of which 195 cases had a radiological component with a total of 325 radiology images. Important aspects of radiology practice (e.g. consent, patient safety, contrast toxicity, ionising radiation) were also covered. There were 274,000 student hits on cases the first year, with students completing a mean of 169 cases each. High levels of student satisfaction were recorded in relation to the online module and also additional online radiology teaching initiatives. Online educational techniques can be effectively blended with other forms of teaching to allow successful undergraduate delivery of radiology. Efficient IT links and good image quality

  1. Math Wars: Tradition vs. Real-World Applications.

    ERIC Educational Resources Information Center

    Colvin, Richard Lee

    1999-01-01

    After years of implementing Interactive Math, many California school districts have bowed to parental pressure and returned to a traditional mathematics curriculum. Reforms are catching on in Texas, Ohio, Arkansas, South Carolina, and New Jersey. The white/minority SAT score gap remains wide. The National Council of Teachers of Mathematics 1990…

  2. Past in the Present: The Way Parents Remember Their Own School Years Relates to the Way They Participate in Their Child's Schooling and Remember His/Her School Years

    ERIC Educational Resources Information Center

    Raty, Hannu

    2011-01-01

    This study set out to explore the contribution of parents' own school memories to the way they remembered their child's school years and took part in his/her schooling. The respondents were a group of academically and vocationally educated fathers and mothers (N = 326), who participated in a full 9-year follow-up study of their child's schooling.…

  3. Implementing the Common Core State Standards: Year Three Progress Report from the Great City Schools. Results from 2013-14 School Year

    ERIC Educational Resources Information Center

    Palacios, Moses; Casserly, Michael; Corcoran, Amanda; Hart, Ray; Simon, Candace; Uzzell, Renata

    2014-01-01

    Three years ago, the "Council of the Great City Schools" embarked on a multi-year initiative to help its member school districts implement the Common Core State Standards (CCSS). Part of this initiative involves annual surveys of progress urban public school districts were making in implementing the CCSS. With the support of the Bill…

  4. The Charter School Allure: Can Traditional Schools Measure up?

    ERIC Educational Resources Information Center

    May, Judy Jackson

    2006-01-01

    The school choice debate evokes compelling arguments by advocates and opponents alike. As the controversy continues, urban school districts are losing significant resources to charter schools. Districts seeking to compete in the race to reclaim dollars lost to the school choice battle should emulate the factors that have propelled parents to seek…

  5. Small High Schools on a Larger Scale: The Impact of School Conversions in Chicago

    ERIC Educational Resources Information Center

    Kahne, Joseph E.; Sporte, Susan E.; de la Torre, Marisa; Easton, John Q.

    2008-01-01

    This study examines 4 years of small school reform in Chicago, focusing on schools formed by converting large traditional high schools into small autonomous ones. Analyzing systemwide survey and outcome data, the authors assess the assumptions embedded in the reform's theory of change. They find that these schools are characterized by more…

  6. Perceptions of Teachers in Their First Year of School Restructuring: Failure to Make Adequate Yearly Progress

    ERIC Educational Resources Information Center

    Moser, Sharon

    2010-01-01

    The 2007-2008 school year marked the first year Florida's Title I schools that did not made Adequate Yearly Progress (AYP) for five consecutive years entered into restructuring as mandated by the "No Child Left Behind Act" of 2001. My study examines the perceptions of teacher entering into their first year of school restructuring due to…

  7. Traditional African Dance Education as Curriculum Reimagination in Postcolonial Zimbabwe: A Rethink of Policy and Practice of Dance Education in the Primary Schools

    ERIC Educational Resources Information Center

    Gonye, Jairos; Moyo, Nathan

    2015-01-01

    This paper examines the teaching and learning of traditional dance at primary school level in Zimbabwe as a key aspect of postcolonial curriculum reimagination within the broader project of reclaiming a nation's heritage. The paper used the survey design to determine how a cohort of primary school teachers understood traditional dance and how they…

  8. Implementing Year-Round School--Monroe Style.

    ERIC Educational Resources Information Center

    Cruz, John

    Planning for conversion to a year-round school in James Monroe School, Madera, California, began in 1984 as educators and community faced the fact that continued enrollment increases had reached a critical point. This report describes program development and implementation; an appendix with program worksheets comprises over one-half of the…

  9. Changing Traditions in Germany's Public Schools. International Studies in Education Series.

    ERIC Educational Resources Information Center

    Dichanz, Horst; Zahorik, John A.

    Understanding German elementary and secondary schools requires knowledge of political, geographic, economic, and social aspects of Germany. German schools have developed in accordance with the prevailing influences of their times. People and events, throughout the past 400 years, are discussed. The legal status of education in Germany is similar…

  10. Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2005-06 (Fiscal Year 2006). First Look. NCES 2008-345

    ERIC Educational Resources Information Center

    Zhou, Lei

    2008-01-01

    This brief publication contains basic revenue and expenditure data, by state, for public elementary and secondary education for school year 2005-06. It contains state-level data on revenues by source and expenditures by function, including expenditures per pupil. It presents data from the School District Finance Survey for School Year 2005-06…

  11. A Comparison of Retention Rates of Alternatively Certified and Traditional Certified Teachers.

    ERIC Educational Resources Information Center

    Dial, Micah

    1992-01-01

    A survey of 2,500 teachers entering a large urban school district over the last 7 years showed that alternatively certified teachers were as likely as traditional, university-certified teachers to remain in the profession and pay back the school district's initial investment in teacher training. Many become committed to teaching as a meaningful…

  12. From the Margins to the Mainstream: Potential Impact of Early Colleges on Traditional High Schools

    ERIC Educational Resources Information Center

    Smith, Robert; Fischetti, John; Fort, Deron; Gurley, Tilly; Kelly, Mike

    2012-01-01

    Early colleges are one alternative to the traditional comprehensive high school. This article describes the establishment of an early college in partnership with a university, including the experiences for students, the challenges for teachers, and the difficulties in bridging higher and kindergarten through Grade-12 educations. The article…

  13. Reaching Year 12 in Victoria, Australia: Student and School Influences

    ERIC Educational Resources Information Center

    Marks, Gary

    2014-01-01

    This paper examines student and school influences on reaching Year 12, the final year of schooling in Victoria, Australia. It analyses data from the population of students who were in Year 9 in 2008. Male, English-speaking background, government school, and especially Indigenous students were less likely to reach Year 12 than comparison groups.…

  14. Third-Year High School Mathematics Curriculum: Effects of Content Organization and Curriculum Implementation

    ERIC Educational Resources Information Center

    Chávez, Óscar; Tarr, James E.; Grouws, Douglas A.; Soria, Victor M.

    2015-01-01

    We examined the effect of curriculum organization in US high schools where students could freely choose to study mathematics from textbooks that employed one of two types of content organization, an "integrated" approach or a (traditional) "subject-specific" approach. The study involved 2,242 high school students, enrolled in…

  15. Lesher Middle School: Commitment by Choice

    ERIC Educational Resources Information Center

    Principal Leadership, 2012

    2012-01-01

    This article features Lesher Middle School, a school of choice, as are all of the schools in the Poudre School District in Ft. Collins, Colorado. In 2004, it was a traditional junior high school with a declining enrollment that housed an application-based International Baccalaureate Middle Years Programme (IB MYP) that resulted in tracking…

  16. Traditional Male Circumcision: Ways to Prevent Deaths Due to Dehydration.

    PubMed

    Douglas, Mbuyiselo; Maluleke, Thelmah Xavela

    2018-05-01

    Deaths of initiates occurring in the circumcision initiation schools are preventable. Current studies list dehydration as one of the underlying causes of deaths among traditional male circumcision initiates in the Eastern Cape, a province in South Africa, but ways to prevent dehydration in the initiation schools have not been adequately explored. The goals of this study were to (a) explore the underlying determinants of dehydration among initiates aged from 12 to 18 years in the traditional male circumcision initiation schools and (b) determine knowledge of participants on the actions to be taken to prevent dehydration. The study was conducted at Libode, a rural area falling under Nyandeni municipality. A simple random sampling was used to select three focus group discussions with 36 circumcised boys. A purposive sampling was used to select 10 key informants who were matured and experienced people with knowledge of traditional practices and responsible positions in the communities. The research findings indicate that the practice has been neglected to inexperienced, unskillful, and abusive traditional attendants. The overall themes collated included traditional reasons for water restriction, imbalanced food nutrients given to initiates, poor environmental conditions in the initiation hut, and actions that should be taken to prevent dehydration. This article concludes with discussion and recommendation of ways to prevent dehydration of initiates in the form of a comprehensive circumcision health promotion program.

  17. Traditional Male Circumcision: Ways to Prevent Deaths Due to Dehydration

    PubMed Central

    Douglas, Mbuyiselo; Maluleke, Thelmah Xavela

    2016-01-01

    Deaths of initiates occurring in the circumcision initiation schools are preventable. Current studies list dehydration as one of the underlying causes of deaths among traditional male circumcision initiates in the Eastern Cape, a province in South Africa, but ways to prevent dehydration in the initiation schools have not been adequately explored. The goals of this study were to (a) explore the underlying determinants of dehydration among initiates aged from 12 to 18 years in the traditional male circumcision initiation schools and (b) determine knowledge of participants on the actions to be taken to prevent dehydration. The study was conducted at Libode, a rural area falling under Nyandeni municipality. A simple random sampling was used to select three focus group discussions with 36 circumcised boys. A purposive sampling was used to select 10 key informants who were matured and experienced people with knowledge of traditional practices and responsible positions in the communities. The research findings indicate that the practice has been neglected to inexperienced, unskillful, and abusive traditional attendants. The overall themes collated included traditional reasons for water restriction, imbalanced food nutrients given to initiates, poor environmental conditions in the initiation hut, and actions that should be taken to prevent dehydration. This article concludes with discussion and recommendation of ways to prevent dehydration of initiates in the form of a comprehensive circumcision health promotion program. PMID:26833781

  18. Elementary School Achievement Profiles, Portland Public Schools. A School-by-School Report of Basic Skills Test Results and School/Student/Staff Data. School Year 1985-86.

    ERIC Educational Resources Information Center

    Portland Public Schools, OR. Dept. of Research, Evaluation, and Testing.

    This report contains Portland Achievement Levels Tests results for the 63 elementary schools, 16 middle schools, and 1 special program school in the Portland (Oregon) School District for the 1985-86 school year. Results in reading, language usage, and mathematics are reported for children in grades 3 to 8. Each school data page presents the…

  19. The Public-Private Partnership That Built a "Traditional" School: A Case Study from British Columbia. SAEE Research Series #7.

    ERIC Educational Resources Information Center

    Brown, Daniel

    This study examines the management and outcome of the public-private partnerships (P3s) school construction project used in the Auguston housing development in Abbotsford, British Columbia to build a traditionally-designed elementary school. The study explored the relationship between the project's major players, the fiscal incentives that drove…

  20. Free School Fruit--Sustained Effect 1 Year Later

    ERIC Educational Resources Information Center

    Bere, E.; Veierod, M. B.; Bjelland, M.; Klepp, K.-I.

    2006-01-01

    This study reports the effect of a school-randomized fruit and vegetable intervention consisting of a subscription to the Norwegian School Fruit Programme at no parental cost, and the Fruit and Vegetables Make the Marks (FVMM) educational programme, both delivered in the school year of 2001-02. Nine randomly chosen schools received the…

  1. Do Multiple Mini-Interview and Traditional Interview Scores Differ in Their Associations With Acceptance Offers Within and Across Five California Medical Schools?

    PubMed

    Jerant, Anthony; Henderson, Mark C; Griffin, Erin; Hall, Theodore R; Kelly, Carolyn J; Peterson, Ellena M; Wofsy, David; Franks, Peter

    2018-03-20

    In single-school studies, multiple mini-interview (MMI) and traditional interview (TI) scores are associated with acceptance offers. Unexamined is whether scores at one school are associated with acceptance at other schools; such analyses would mitigate single-school design biases and better estimate how well interviews capture desired applicant attributes. Using data from the five California Longitudinal Evaluation of Admissions Practices (CA-LEAP) public medical schools, the authors examined associations of MMI and TI scores with acceptance offers within and across schools. The analyses included applicants who interviewed at ≥1 CA-LEAP school during the 2011-2013 admissions cycles, when three CA-LEAP schools employed TIs and two employed MMIs. Interview scores were standardized (z-scores: mean = 0, SD = 1) and associations with acceptance offers were examined within and across schools in analyses stratified by school, adjusting for applicant sociodemographics, academic metrics, year, and total number of interviews. Of 4,993 applicants interviewed, 428 (8.6%) interviewed at both MMI schools, 681 (13.6%) at ≥2 TI schools, and 1,327 (26.6%) at ≥1 MMI and ≥1 TI school. For each school, acceptance was associated with interview score at that school and also with interview scores at the other four schools. Cross-school associations of MMI versus TI scores with acceptance did not differ statistically. Interview score at a given CA-LEAP school was associated with acceptance at the other four schools, with no significant differences in associations for MMIs versus TIs. The findings suggest both MMIs and TIs captured attributes valued by admissions teams across CA-LEAP schools.

  2. Local School Council Meetings during the First Year of Chicago School Reform.

    ERIC Educational Resources Information Center

    Easton, John Q.; And Others

    This study analyzes local school council (LSC) meetings in Chicago (Illinois) during their first year of operation. The Chicago School Reform Act of 1988 created a radical shift in authority from the central bureaucracy to the LSCs, empowering the LSCs to set educational policy and govern schools. The councils hire and evaluate the principal,…

  3. Objectively measured sedentary behavior in preschool children: comparison between Montessori and traditional preschools.

    PubMed

    Byun, Wonwoo; Blair, Steven N; Pate, Russell R

    2013-01-03

    This study aimed to compare the levels of objectively-measured sedentary behavior in children attending Montessori preschools with those attending traditional preschools. The participants in this study were preschool children aged 4 years old who were enrolled in Montessori and traditional preschools. The preschool children wore ActiGraph accelerometers. Accelerometers were initialized using 15-second intervals and sedentary behavior was defined as <200 counts/15-second. The accelerometry data were summarized into the average minutes per hour spent in sedentary behavior during the in-school, the after-school, and the total-day period. Mixed linear regression models were used to determine differences in the average time spent in sedentary behavior between children attending traditional and Montessori preschools, after adjusting for selected potential correlates of preschoolers' sedentary behavior. Children attending Montessori preschools spent less time in sedentary behavior than those attending traditional preschools during the in-school (44.4. min/hr vs. 47.1 min/hr, P = 0.03), after-school (42.8. min/hr vs. 44.7 min/hr, P = 0.04), and total-day (43.7 min/hr vs. 45.5 min/hr, P = 0. 009) periods. School type (Montessori or traditional), preschool setting (private or public), socio-demographic factors (age, gender, and socioeconomic status) were found to be significant predictors of preschoolers' sedentary behavior. Levels of objectively-measured sedentary behavior were significantly lower among children attending Montessori preschools compared to children attending traditional preschools. Future research should examine the specific characteristics of Montessori preschools that predict the lower levels of sedentary behavior among children attending these preschools compared to children attending traditional preschools.

  4. Objectively measured sedentary behavior in preschool children: comparison between Montessori and traditional preschools

    PubMed Central

    2013-01-01

    Background This study aimed to compare the levels of objectively-measured sedentary behavior in children attending Montessori preschools with those attending traditional preschools. Methods The participants in this study were preschool children aged 4 years old who were enrolled in Montessori and traditional preschools. The preschool children wore ActiGraph accelerometers. Accelerometers were initialized using 15-second intervals and sedentary behavior was defined as <200 counts/15-second. The accelerometry data were summarized into the average minutes per hour spent in sedentary behavior during the in-school, the after-school, and the total-day period. Mixed linear regression models were used to determine differences in the average time spent in sedentary behavior between children attending traditional and Montessori preschools, after adjusting for selected potential correlates of preschoolers’ sedentary behavior. Results Children attending Montessori preschools spent less time in sedentary behavior than those attending traditional preschools during the in-school (44.4. min/hr vs. 47.1 min/hr, P = 0.03), after-school (42.8. min/hr vs. 44.7 min/hr, P = 0.04), and total-day (43.7 min/hr vs. 45.5 min/hr, P = 0. 009) periods. School type (Montessori or traditional), preschool setting (private or public), socio-demographic factors (age, gender, and socioeconomic status) were found to be significant predictors of preschoolers’ sedentary behavior. Conclusions Levels of objectively-measured sedentary behavior were significantly lower among children attending Montessori preschools compared to children attending traditional preschools. Future research should examine the specific characteristics of Montessori preschools that predict the lower levels of sedentary behavior among children attending these preschools compared to children attending traditional preschools. PMID:23286454

  5. Five years of lesson modification to implement non-traditional learning sessions in a traditional-delivery curriculum: A retrospective assessment using applied implementation variables.

    PubMed

    Gleason, Shaun E; McNair, Bryan; Kiser, Tyree H; Franson, Kari L

    Non-traditional learning (NTL), including aspects of self-directed learning (SDL), may address self-awareness development needs. Many factors can impact successful implementation of NTL. To share our multi-year experience with modifications that aim to improve NTL sessions in a traditional curriculum. To improve understanding of applied implementation variables (some of which were based on successful SDL implementation components) that impact NTL. We delivered a single lesson in a traditional-delivery curriculum once annually for five years, varying delivery annually in response to student learning and reaction-to-learning results. At year 5, we compared student learning and reaction-to-learning to applied implementation factors using logistic regression. Higher instructor involvement and overall NTL levels predicted correct exam responses (p=0.0007 and p<0.0001, respectively). Exam responses were statistically equivalent between the most traditional and highest overall NTL deliveries. Students rated instructor presentation skills and teaching methods higher when greater instructor involvement (p<0.0001, both) and lower overall NTL levels (P<0.0001, both) were used. Students perceived that teaching methods were most effective when lower student involvement and higher technology levels (p<0.0001, both) were used. When implementing NTL sessions as a single lesson in a traditional-delivery curriculum, instructor involvement appears essential, while the impact of student involvement and educational technology levels varies. Copyright © 2017 Elsevier Inc. All rights reserved.

  6. The Needs of Four Year Old Children in School.

    ERIC Educational Resources Information Center

    Curtis, Audrey

    England's trend toward encouraging 4-year-old children to begin infant school at the beginning of the year in which they become 5 years of age led the British Association for Early Childhood Education to investigate the needs of 4-year-olds in school. At the end of a year's discussion, 56 working groups completed a questionnaire which has raised…

  7. Traditional Agriculture and Permaculture.

    ERIC Educational Resources Information Center

    Pierce, Dick

    1997-01-01

    Discusses benefits of combining traditional agricultural techniques with the concepts of "permaculture," a framework for revitalizing traditions, culture, and spirituality. Describes school, college, and community projects that have assisted American Indian communities in revitalizing sustainable agricultural practices that incorporate…

  8. Traditional Indigenous Games promoting physical activity and cultural connectedness in primary schools--cluster randomised control trial.

    PubMed

    Kiran, Asha; Knights, Janice

    2010-08-01

    This study investigated the effectiveness of Traditional Indigenous Games (TIG) to improve physical activity and cultural connectedness among primary school students in the community renewal areas of Townsville in North Queensland. A cluster randomised control trial was conducted in four primary schools in 2007. Baseline and post implementation surveys were conducted in two intervention and two control schools and the results were compared. TIG delivered in primary schools every week over period of three months did not contribute to any statistically significant improvement in intervention and control groups in physical activity levels or cultural connectedness. Further research specifically in terms of intensity and duration of TIG may inform whether physical activity may be improved. Enhancing the Indigenous cultural features of the existing TIG kit might positively influence Indigenous cultural connectedness.

  9. School-Community Links: Supporting Learning in the Middle Years

    ERIC Educational Resources Information Center

    Hayes, Debra; Chodkiewicz, Andrew

    2006-01-01

    This paper reports on research into how schools, parents and local communities work together to support students' learning during the transition from primary to secondary schools in what is referred to as the middle years of schooling. The research was conducted in four Australian schools within one urban school district. These schools were…

  10. Four-Quarter School Year. Results of an Exploratory Study of the Four-Quarter School Year in Metropolitan Atlanta.

    ERIC Educational Resources Information Center

    Bentley, Ernest L; And Others

    Six Atlanta, Georgia, school systems initiated a four-quarter school year program in 1968-69. An exploratory study was conducted to develop procedures and instruments for a comprehensive examination of the plan. Strong support exists in all groups interviewed -- superintendents and steering committee members, students, parents, teachers,…

  11. High School Transfer Students and the Transition to College: Timing and the Structure of the School Year

    PubMed Central

    Sutton, April; Muller, Chandra; Langenkamp, Amy G.

    2013-01-01

    The timing of a high school transfer may shape students’ transitions to college through its (mis)alignment with the structure of the school year. A transfer that occurs during the summer interrupts the four-year high school career, whereas a transfer that occurs midyear disrupts both the four-year high school career and the structure of the school year. Using the Education Longitudinal Study of 2002 (ELS), the investigators find that the penalty suffered after the transfer depends on the degree to which students’ high school pathways synchronize with the curricular and extracurricular structure of the school year. Midyear transfer students appear to suffer the greatest postsecondary matriculation penalty. Students who transfer midyear are less likely to attend a four-year college compared with nontransfer and summer transfer students, whereas summer transfer students are less likely to attend a highly selective four-year college compared with their nontransfer counterparts. Curricular and extracurricular disruptions that transfer students experience after their school move explain some, but not all, of the negative associations observed between transferring and the transition to college. Directions for future research and the theoretical and policy implications of the results are discussed. PMID:24683277

  12. 78 FR 55121 - Submission for Review: Self-Certification of Full-Time School Attendance for the School Year, RI...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-09-09

    ... Attendance for the School Year, RI 25-14 and Information; and Instructions for Completing the Self-Certification of Full-Time School Attendance for the School Year, RI 25-14A AGENCY: U.S. Office of Personnel...-0032, Self-Certification of Full-Time School Attendance For The School Year, RI 25-14; and Information...

  13. Improving School Discipline Data Collection and Reporting: A Status Report for the 2012-2013 School Year

    ERIC Educational Resources Information Center

    Whisman, Andy; Chapman, Don

    2013-01-01

    A statewide analysis was conducted on school disciplinary incidents reported during the 2012-2013 school year--the first full year under the revised Policy 4373. Findings from the analysis are provided to help inform districts and schools about what supports they may need to improve school climate, including more positive approaches to student…

  14. High School Transfer Students and the Transition to College: Timing and the Structure of the School Year

    ERIC Educational Resources Information Center

    Sutton, April; Muller, Chandra; Langenkamp, Amy G.

    2013-01-01

    The timing of a high school transfer may shape students' transitions to college through its (mis)alignment with the structure of the school year. A transfer that occurs during the summer interrupts the four-year high school career, whereas a transfer that occurs midyear disrupts both the four-year high school career and the structure of the school…

  15. A Multidimensional Model of School Dropout from an 8-Year Longitudinal Study in a General High School Population

    ERIC Educational Resources Information Center

    Fortin, Laurier; Marcotte, Diane; Diallo, Thierno; Potvin, Pierre; Royer, Egide

    2013-01-01

    This study tests an empirical multidimensional model of school dropout, using data collected in the first year of an 8-year longitudinal study, with first year high school students aged 12-13 years. Structural equation modeling analyses show that five personal, family, and school latent factors together contribute to school dropout identified at…

  16. School Integration Efforts Three Years after "Parents Involved"

    ERIC Educational Resources Information Center

    Tefera, Adai; Siegel-Hawley, Genevieve; Frankenberg, Erica

    2010-01-01

    This report synthesizes major themes in local policymaking during the last year, as local school districts continue to grapple with legal and economic constraints on policies that are aimed at creating diverse schools. The report last year on the second anniversary of "Parents Involved" began to uncover some of the consequences of the difficult…

  17. School Attachment Theory and Restitution Processes: Promoting Positive Behaviors in Middle Years Schools

    ERIC Educational Resources Information Center

    Penner, Christine; Wallin, Dawn

    2012-01-01

    This paper presents the findings of a case study that examined school attachment and restitution strategies used in a middle years school to determine if the program had provided a viable means of promoting and sustaining positive behaviors among middle years students. Data were gathered by interviewing five teachers who had Restitution I training…

  18. Comparing New School Effects in Charter and Traditional Public Schools

    ERIC Educational Resources Information Center

    Kelly, Andrew P.; Loveless, Tom

    2012-01-01

    This study investigates whether student achievement varies during the institutional life span of charter schools by comparing them to new public schools. The results show that there is little evidence that new public schools struggle with initial start-up issues to the same extent as new charter schools. Even after controlling for school…

  19. Promoting Professional Identity: A Within Group Comparison of Wiki-Based and Traditional Assignments on School Counselling Students' Learning, Sense of Community and Computer Anxiety

    ERIC Educational Resources Information Center

    Rockinson-Szapkiw, Amanda J.; Pritchard, Tracey; McComb-Beverage, Shanna; Schellenberg, Rita

    2013-01-01

    The purpose of this study is to compare traditional and non-traditional instructional practices used in a counsellor education programme to determine their effect on pre-service school counsellors' learning and sense of community, thus leading to enhanced professional identity. Traditional and non-traditional assignments were examined: (a) a…

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

    NASA Astrophysics Data System (ADS)

    Newsome, Demetria Lynn

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

  1. Transitioning to Year-Round Education: Satisfaction and Factors of Choice

    ERIC Educational Resources Information Center

    Ramos, Barbara K.

    2012-01-01

    This study examines a mid-west elementary school transitioning from a school-within-a-school calendar, offering both year-round and traditional calendars, to a year-round only calendar. The satisfaction of teachers and families with the transition, and the factors that teachers and families consider in making a calendar selection, were examined…

  2. A Study of Traditional Circle Games Played in Public School Kindergartens across the United States.

    ERIC Educational Resources Information Center

    Rothlein, Liz; And Others

    1988-01-01

    Investigates traditional circle games played in 203 public school kindergartens in 35 states. Results indicate that music/movement and racing games were the major game categories; the most common frequency and duration was three times per week for 20 minutes; and the purposes of the games were to have fun, and to foster social, physical motor, and…

  3. A longitudinal study of the social and emotional predictors and consequences of cyber and traditional bullying victimisation.

    PubMed

    Cross, Donna; Lester, Leanne; Barnes, Amy

    2015-02-01

    Few longitudinal studies have investigated how cyberbullying interacts with traditional bullying among young people, who are increasingly using online environments to seek information, entertainment and to socialise. This study aimed to identify the associations between the relative contribution of cyberbullying victimisation and traditional bullying victimisation on social and emotional antecedents and outcomes among adolescents. Participants were a cohort of 1,504 adolescents from 16 Australian schools followed from age 13 to 15 years. Adolescents experiencing social and emotional difficulties were more likely to be cyberbullied and traditionally bullied, than traditionally bullied only. Those targeted in both ways experienced more harm and stayed away from school more often than those traditionally bullied only. These findings suggest a high coexistence of cyber and traditional bullying behaviours and their antecedents, and higher levels of harm from a combination of these behaviours for adolescents over time. Future research should engage students as co-researchers to enhance school and parent strategies to support adolescents experiencing difficulties, and to reduce the likelihood of both cyber and traditional bullying.

  4. Control, Trust, and Rethinking Traditional Roles: Critical Elements in Creating a Mutually Beneficial University-School Partnership.

    ERIC Educational Resources Information Center

    Lewison, Mitzi; Holliday, Sue

    1997-01-01

    Describes a partnership between a university graduate student and the principal and teachers of a traditional elementary school who collaborated to engage in study group sessions, keep professional journals, and read and discuss research articles on writing instruction. The paper addresses issues of building trust, equalizing power, and…

  5. Branding Asklepios and the Traditional and Variant Serpent Symbol Display Among Health Professional Schools in the United States, Puerto Rico, and Canada: A Cross-Sectional Survey.

    PubMed

    Hamann, Claus; Martelon, MaryKate

    2016-05-25

    History supports the staff and single serpent, the asklepian, as the symbol of healing and medicine, yet its confusion with the caduceus (a winged staff with two snakes wrapped around it) persists. No population-based information on serpent symbol use exists. To determine the prevalence of asklepian and caduceus display among Internet images of medical and health professional schools' emblems, and to compare asklepian and caduceus display between medical and health professional schools, examining the effects of school longevity and geographic location on symbol display. This cross-sectional survey examined Internet websites and Google Images associated with medical and other health professional schools in the United States, Puerto Rico, and Canada from 2013 to 2015. The primary outcome was display of a traditional or variant asklepian or caduceus among current and past emblems in Google Images. Odds ratios (ORs) and 95% confidence intervals for the comparison of medical versus other health professional schools were calculated by logistic regression. Differences among schools' longevity were assessed with Student's t-tests and linear regression. Among images of current and past emblems of 482 schools-159 medical schools and 323 health professional schools-107 (22.2%) emblems displayed only the traditional, and 205 (42.5%) any, asklepian. Adjusting for geographic region and longevity, medical schools were 59% less likely than health professional schools to display the traditional asklepian (OR 0.41, 95% CI 0.24-0.71, P=.001), and were 7.7 times more likely than health professional schools to display the traditional caduceus. Medical schools were 8% less likely than health professional schools to display any asklepian (OR 0.92, 95% CI 0.62-1.38, P=.70), and were 3.3 times more likely than health professional schools to display any caduceus. Schools' preference of the asklepian over the caduceus confirmed historical origins. Less asklepian and more caduceus display by

  6. Public Elementary and Secondary School Revenues and Current Expenditures for Fiscal Year 1987 (School Year 1986-87): Preliminary Tabulations. E.D. TABS.

    ERIC Educational Resources Information Center

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

    This document reports preliminary tabulations of public elementary and secondary school revenues and current expenditures for Fiscal Year 1987 (School Year 1986-87). Data shows revenues by local, state, intermediate, and federal sources, and current expenditures by categories of instruction, support services, noninstructional services, and fixed…

  7. Moving across Languages, Literacies, and Schooling Traditions

    ERIC Educational Resources Information Center

    Moore, Leslie C.

    2011-01-01

    Millions of children participate in both Qur'anic schooling and public schooling. For the majority, this double schooling entails learning (in) two different non-native languages. Seeking to understand the double-schooling experiences of Muslim children for whom the language of literacy in both of their schools is not their native language, Moore…

  8. Funding of Schools, 2000-2001 School Year = Financement des ecoles, Annee scolaire 2000-2001.

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education and Training, Winnipeg.

    Available in English or French, this reference guide summarizes the funding of Manitoba public schools for the 2000-2001 school year. School funding for operating and capital expenses is administered by the provincial government. Following a list of 2000-2001 revisions to the Schools Finance Program, the first section describes base support. The…

  9. Charter Schools and Student Achievement in Florida

    ERIC Educational Resources Information Center

    Sass, Tim R.

    2006-01-01

    I utilize longitudinal data covering all public school students in Florida to study the performance of charter schools and their competitive impact on traditional public schools. Controlling for student-level fixed effects, I find achievement initially is lower in charters. However, by their fifth year of operation new charter schools reach a par…

  10. Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2010-11 (Fiscal Year 2011). First Look (Provisional Data). NCES 2013-344

    ERIC Educational Resources Information Center

    Cornman, Stephen Q.; Keaton, Patrick; Glander, Mark

    2013-01-01

    This report presents data from the School District Finance Survey (F-33) of the Common Core of Data (CCD) survey system for school year (SY) 2010-11, fiscal year 2011 (FY 11). The F-33 survey is a school district-level financial survey that consists of data submitted annually to the National Center for Education Statistics (NCES) and the…

  11. Feasibility of Rescheduled School Year Plans for Delaware Public Elementary and Secondary Schools.

    ERIC Educational Resources Information Center

    Delaware State Dept. of Public Instruction, Dover.

    A study team for the Delaware Department of Public Instruction sought to discover a rescheduled school year design that could be adopted and used to increase the efficiency of staff and school facilities in Delaware. Through a search of the literature, visits to three school districts, and a conference with a nationally recognized consultant,…

  12. Art School Consequential: Teaching and Learning in the First Year of Art School

    ERIC Educational Resources Information Center

    McKenna, Stacey Redford

    2011-01-01

    In order to understand better the dimensions of education in the foundation year of contemporary art school, this study explores teaching and learning through the lenses of art school freshmen and foundation studio art professors. Since scholarly study of art school education is limited, the author begins with a survey of related fields of…

  13. Comparison of College/Career Readiness Outcomes between the Advancement via Individual Determination (AVID) Program and the Traditional High School Academic Program

    ERIC Educational Resources Information Center

    Day, Sandra K.

    2012-01-01

    This study compared selected college/career readiness outcomes for students attending an urban high school who voluntarily participated in an academic support program, Advancement Via Individual Determination (AVID), to demographically similar/same school peers who completed the traditional academic program (TAP) of study. Grade point average,…

  14. The Joint Development of Traditional Bullying and Victimization with Cyber Bullying and Victimization in Adolescence

    ERIC Educational Resources Information Center

    Jose, Paul E.; Kljakovic, Moja; Scheib, Emma; Notter, Olivia

    2012-01-01

    The present study investigated the stabilities of and interrelationships among traditional (i.e., face-to-face) bullying, traditional victimhood, cyber bullying, and cyber victimhood among adolescents over time. About 1,700 adolescents aged 11-16 years at Time 1 self-reported levels of both bullying and victimization in four contexts (in school,…

  15. Literacy Development in the First Year of Schooling.

    ERIC Educational Resources Information Center

    Hill, Susan; Louden, William

    Drawing on the research study, "100 Children Go to School: Connections between Literacy Development in the Prior to School Period and the First Year of Schooling," conducted from 1996-1998 by a team made up of Susan Hill, Barbara Comber, William Louden, Judith Rivalland, and Jo-Anne Reid, this paper discusses the findings of the study,…

  16. The Relationship between Florida's Traditional Schools, Education Management Organization Charters, and Hometown Charters Fiscal Revenues and Instructional Expenditures on Student Achievement

    ERIC Educational Resources Information Center

    Larkin, Brittany

    2016-01-01

    This research explores the differences in revenue reported after accounting for charter funds passing through district budgets between Florida's traditional schools and charter schools at both the state level and the individual district level. Differences in the percentage of the revenues the schools are expending on instructional services are…

  17. A comparison of students who chose a traditional or a problem-based learning curriculum after failing year 2 in the traditional curriculum: a unique case study at the Nelson R. Mandela School of Medicine.

    PubMed

    McLean, Michelle

    2004-01-01

    To canvas perceptions and experiences of students who had failed Year 2 of a traditional medical program and who chose to remain in the conventional program (n = 6) or had swapped to Curriculum 2001 (C2001), a problem-based learning (PBL) curriculum (n = 14). A year after their decision regarding curriculum choice, students were canvassed (largely open-ended survey) about this decision and about their perceptions of their curricular experiences. C2001 students were positive about their PBL experiences. Overwhelmingly, their decision to swap streams had been a good one. They identified PBL features as supporting their learning. Repeating traditional curriculum students were, however, more circumspect in their opinions. C2001 students had clearly embraced PBL. They were now medical students, largely because of PBL activities underpinned by a sound educational philosophy. This unique case study has provided additional evidence that PBL students are generally more content with their studies than their conventional curriculum counterparts.

  18. A comparison of Hispanic middle school students' performance, and perceived and actual physical exertion, on the traditional and treadmill one-mile runs.

    PubMed

    Latham, Daniel T; Hill, Grant M; Petray, Clayre K

    2013-04-01

    The purpose of this study was to assess whether a treadmill mile is an acceptable FitnessGram Test substitute for the traditional one-mile run for middle school boys and girls. Peak heart rate and perceived physical exertion of the participants were also measured to assess students' effort. 48 boys and 40 girls participated, with approximately 85% classified as Hispanic. Boys' mean time for the traditional one-mile run, as well as peak heart rate and perceived exertion, were statistically significantly faster and higher, respectively, than for the treadmill mile. Girls' treadmill mile times were not statistically significantly different from the traditional one-mile run. There were no statistically significant differences for girl's peak heart rate or perceived exertion. The results suggest that providing middle school students a choice of completing the FitnessGram mile run in either traditional one-mile run or treadmill one-mile format may positively affect performance.

  19. The ethics of improving African traditional medical practice: scientific or African traditional research methods?

    PubMed

    Nyika, Aceme

    2009-11-01

    The disease burden in Africa, which is relatively very large compared with developed countries, has been attributed to various factors that include poverty, food shortages, inadequate access to health care and unaffordability of Western medicines to the majority of African populations. Although for 'old diseases' knowledge about the right African traditional medicines to treat or cure the diseases has been passed from generation to generation, knowledge about traditional medicines to treat newly emerging diseases has to be generated in one way or another. In addition, the existing traditional medicines have to be continuously improved, which is also the case with Western scientific medicines. Whereas one school of thought supports the idea of improving medicines, be they traditional or Western, through scientific research, an opposing school of thought argues that subjecting African traditional medicines to scientific research would be tantamount to some form of colonization and imperialism. This paper argues that continuing to use African traditional medicines for old and new diseases without making concerted efforts to improve their efficacy and safety is unethical since the disease burden affecting Africa may continue to rise in spite of the availability and accessibility of the traditional medicines. Most importantly, the paper commends efforts being made in some African countries to improve African traditional medicine through a combination of different mechanisms that include the controversial approach of scientific research on traditional medicines.

  20. Epidemiology of school accidents during a six school-year period in one region in Poland.

    PubMed

    Sosnowska, Stefania; Kostka, Tomasz

    2003-01-01

    The aim of the study was to analyse the incidence of school accidents in relation to school size, urban/rural environment and conditions of physical education classes. 202 primary schools with nearly 50,000 students aged 7-15 years were studied during a 6-year period in the Włocławek region in Poland. There were in total 3274 school accidents per 293,000 student-years. Accidents during breaks (36.6%) and physical education (33.2%) were most common. Most frequently accidents took place at schoolyard (29.7%), gymnasium (20.2%), and in the corridor and stairs (25.2%). After adjustment for students' age and sex, student-staff ratio and duration of school hours, urban environment increased the probability of accident (OR: 1.25; 95% CI: 1.14-1.38). Middle-size schools (8-23 classes) had similar accident rate as small schools (OR: 0.93; 95% CI: 0.83-1.04), while schools with 24-32 classes (OR: 1.26; 95% CI: 1.10-1.43) and with > or = 33 classes (OR: 1.36; 95% CI: 1.17-1.58) had increased accident rate. Presence of a gymnasium was also associated with increased probability of accident (OR: 1.49; 95% CI: 1.38-1.61). Urban environment, larger school-size and equipment with full-size gymnasium are important and independent risk factors for school accidents. These findings provide some new insights into the epidemiology of school-related accidents and may be useful information for the planning of strategies to reduce accident incidence in schools.

  1. Lessons Learned: Five Years in the Urban Schools Network.

    ERIC Educational Resources Information Center

    Andrew, Erika Nielsen; Dornsife, Carolyn; Flack, Maggie; Hallinan, Mayo Tsuzuki; Jackson, Lola; Raby, Marilyn; Steadman, Mimi Harris

    The 10 chapters in this book provide an overview of 5 years of work by member schools and colleges in the Urban Schools Network, which provides technical assistance to schools in 31 urban areas. "Overview of the Urban Schools Network" (Lola Jackson) is a history, defining purposes, participants, and priorities. "Integrating Academic…

  2. Hawaiian oral tradition describes 400 years of volcanic activity at Kīlauea

    USGS Publications Warehouse

    Swanson, Donald A.

    2008-01-01

    Culturally significant oral tradition involving Pele, the Hawaiian volcano deity, and her youngest sister Hi'iaka may involve the two largest volcanic events to have taken place in Hawai'i since human settlement: the roughly 60-year-long ‘Ailā’au eruption during the 15th century and the following development of Kīlauea's caldera. In 1823, Rev. William Ellis and three others became the first Europeans to visit Kīlauea's summit and were told stories about Kīlauea's activity that are consistent with the Pele–Hi'iaka account and extend the oral tradition through the 18th century. Recent geologic studies confirm the essence of the oral traditions and illustrate the potential value of examining other Hawaiian chants and stories for more information about past volcanic activity in Hawai‘i.

  3. "Much More than a Basic Education": Supporting Self-Determination and Cultural Integrity in a Non-Traditional School for Indigenous Girls

    ERIC Educational Resources Information Center

    Keddie, Amanda

    2011-01-01

    This paper presents data from an interview-based case study of a secondary school located in a suburban area of Queensland (Australia). The school is a non-traditional education site designed to support disadvantaged girls, many of whom are Indigenous, and is highly regarded for its holistic approach to gender and cultural inclusion and equity.…

  4. School-Year Employment and Academic Performance of Young Adolescents

    ERIC Educational Resources Information Center

    Sabia, Joseph J.

    2009-01-01

    Using data from the National Longitudinal Study of Adolescent Health, this study examines the relationship between school-year employment and academic performance of young adolescents under age 16. Ordinary least squares estimates show a significant positive relationship between modest hours of school-year employment and grade point average.…

  5. Examination of physical activity in adolescents over the school year.

    PubMed

    Bruner, Mark W; Chad, Karen E; Beattie-Flath, Jodie A; Humbert, M Louise; Verrall, Tanya C; Vu, Lan; Muhajarine, Nazeem

    2009-11-01

    This study monitored the physical activity behavior of adolescent students over a ten month school year. Physical activity was assessed at two month intervals using self-report and objective (Actical accelerometers) measures. Self-report results (n = 547) indicated a decline in physical activity throughout the school year for all grades and genders. The decline was attributed largely to a decrease in organized activity participation. Objective physical activity results (n = 40) revealed a significant decline in activity in the latter half of the school year (February to June). Declining physical activity was attributed to a decrease in vigorous activity which was consistent across grade and gender. Collectively, the results highlight the importance of promoting consistent opportunities for adolescents to be active throughout the school year.

  6. Charter School Spending and Saving in California

    ERIC Educational Resources Information Center

    Reed, Sherrie; Rose, Heather

    2015-01-01

    Examining resource allocation practices, including savings, of charter schools is critical to understanding their financial viability and sustainability. Using 9 years of finance data from California, we find charter schools spend less on instruction and pupil support services than traditional public schools. The lower spending on instruction and…

  7. Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2008-09 (Fiscal Year 2009). First Look. NCES 2012-313

    ERIC Educational Resources Information Center

    Cornman, Stephen Q.; Noel, Amber M.

    2011-01-01

    This report presents data from the School District Finance Survey (F-33) of the Common Core of Data (CCD) survey system for school year (SY) 2008-09 (fiscal year [FY] 2009). The F-33 is a district-level financial survey that consists of data submitted annually to the National Center for Education Statistics (NCES) and the Governments Division of…

  8. Case Studies of Schools Receiving School Improvement Grants: Findings after the First Year of Implementation. NCEE 2014-4015

    ERIC Educational Resources Information Center

    Le Floch, Kerstin Carlson; Birman, Beatrice; O'Day, Jennifer; Hurlburt, Steven; Mercado-Garcia, Diana; Goff, Rose; Manship, Karen; Brown, Seth; Therriault, Susan Bowles; Rosenberg, Linda; Angus, Megan Hague; Hulsey, Lara

    2014-01-01

    The Study of School Turnaround examines the improvement process in a purposive sample of 35 case study schools receiving federal School Improvement Grants (SIG) over a three-year period (2010-11 to 2012-13 school years). Using site visit, teacher survey, and fiscal data, the case studies describe the school contexts, the principals' leadership…

  9. Promoting Achievement in School through Sport: Three-Year Impact Study and Summary Report Covering Data from 1991-92, 1992-93, and 1993-94 School Years.

    ERIC Educational Resources Information Center

    American Sports Inst., Mill Valley, CA.

    This report presents data on a study of the Promoting Achievement in School through Sport (PASS) program as implemented over three years in eight different schools. The study used grade point average (GPA) as the evaluation element. PASS is a daily, year-long high school course using positive aspects of sports culture to enhance academic…

  10. Assessment of a two-year school-based physical activity intervention among 7-9-year-old children

    PubMed Central

    2011-01-01

    Background Physical activity (PA) in children has declined in recent decades, highlighting the need for effective intervention programs for school-aged children. The main objective of this study was to assess to what extent PA during and after school hours changed among children who received a progressive two-year long intervention vs. that of children who only received general curriculum-based PA. Methods A cluster randomized intervention study was conducted and six elementary schools randomly assigned to serve as control- or intervention schools. All children attending second grade (mean age = 7.4 years - born in 1999) were invited to participate in the fall of 2006 (N = 320, 82% participated), again in 2007 (midpoint) and 2008 (end of intervention). The intervention consisted of multi-component PA-intervention during school hours and was conducted by teachers at each intervention school. PA was assessed by means of accelerometers and subjectively at the intervention schools via teachers' PA log-books. Results There was no difference in PA intensity (minutes of moderate-to-vigorous physical activity - min of MVPA) between the two study groups at baseline, but children in the intervention schools were more physically active at moderate-to-vigorous intensity compared to those in control schools after one year of intervention (mean difference of MVPAlog-minutes: 0.61, 95%CI: 0.02, 1.20, p = 0.04). Moreover, the model for minutes of MVPA during school hours, showed a significant three-way interaction between time at mid-point, group and gender (mean difference of MVPAlog-minutes: 1.06, 95%CI: 0.15, 1.97, p = .02), indicating a significantly greater increase among the boys in the intervention schools compared to girls. No difference in PA was detected between the study groups at the end of the study period after two years of intervention. Conclusions The results suggest that the objective of increasing PA at school was met after one year of intervention, and it was

  11. Socio-demographic characteristics of traditional gold smelters in Makassar, south Sulawesi, Indonesia

    NASA Astrophysics Data System (ADS)

    Habo Abbas, Hasriwiani; Sakakibara, Masayuki; Hakim Arma, Lukmanul; Hardi Yanti, Iva

    2017-06-01

    The traditional gold smelting in Makassar, South Sulawesi, Indonesia, is an informal work with the manufacture of gold jewelry as the core activity. Stages of the gold processing include panning, smelting, and refining with mercury. In the current study, we used a social demography analysis to classify the traditional gold smelter workers in this region. Data (e.g. sex, age, education level, time working, and income) were obtained from a questionnaire survey of 58 smelter workers in the Wajo and Tallo Sub-districts of Makassar. Results showed that 84.5% of the workers were males aged from 21 to 50 years with on the average 15 year of work. The gold smelter were last educated in elementary school (31.0%), junior high school (36.2%), and senior high school (27.6%) levels whereas 5.1% have no education. We found that the monthly income of an un-skilled worker was ∼Rp. 2 million (USD 147.0) whereas that of a skilled worker was between Rp. 2.5 million (USD 183.76) and Rp. 5 million (USD 367.51). An owner could earn over Rp. 5 million (USD 367.51) per month. The result suggested that the traditional gold smelting used rudimentary technique and attracted young people with a low education level. This business continues to exist because the worker earn sufficient income and may higher through mastering gold smelter proficiency.

  12. Sustaining and Strengthening DC Schools: Challenges and Choices for the New Mayor

    ERIC Educational Resources Information Center

    Gallagher, Megan; Bogle, Mary

    2014-01-01

    Mayor-elect Bowser assumed control at a delicate juncture in the turbulent history of DC schools. In the 2008-09 school year, public school enrollment--in both traditional and charter schools--increased for the first time since the 1960s. In 2013-14, the District had the largest student body in over 25 years, and over the past 15 years, public…

  13. Considering the Role of Traditional and Specialist Schools: Do School Experiences Impact the Emotional Well-Being and Self-Esteem of Adults with Dyslexia?

    ERIC Educational Resources Information Center

    Nalavany, Blace Arthur; Carawan, Lena W.; Brown, Lashaunda J.

    2011-01-01

    While increasing attention is being paid to the influence of specialist and traditional school settings on the emotional well-being and self-esteem of children with dyslexia, there appears to be a need for more attention to how different educational settings may impact adulthood. To respond to this gap, this study by assistant professors Blace A.…

  14. School finance: fifty years of expansion.

    PubMed

    Guthrie, J W

    1997-01-01

    Since 1949-50, per-pupil expenditures in public elementary and secondary schools have more than quadrupled, even after adjusting for inflation. This article discusses some of the reasons. A significant share of the increase is the result of an 86% inflation-adjusted increase in teachers' salaries between 1949-50 and 1971-72, although teachers' salaries have changed little in the following 25 years. The ratio of students to school employees has dropped by half since 1949-50 as a result of declining class sizes and the hiring of more nonteaching school employees, which significantly affects costs. Even maintaining class size at a constant level will cause school budgets to grow at a rate greater than that of inflation because schools must compete in a labor market against other employers who are able to produce more with fewer employees. A substantial part of the increase in per-pupil spending is a result of expansions in services provided by the schools. More expensive, specialized classes for high school students, compensatory education for students from disadvantaged backgrounds, special education and related services for students with disabilities, and desegregation efforts all contribute to higher costs. Efforts to improve funding equity have led to increased expenditures: rather than take funding from wealthier districts, most states prefer to raise the funding available to schools at the bottom and the middle of the scale, increasing total spending. Finally, a share of the total increase must be attributed to the workings of the political system governing schools.

  15. Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2009-10 (Fiscal Year 2010): First Look. NCES 2013-307

    ERIC Educational Resources Information Center

    Cornman, Stephen Q.

    2013-01-01

    This report presents data from the School District Finance Survey (F-33) of the Common Core of Data (CCD) survey system for school year (SY) 2009-10, fiscal year 2010 (FY 10). The F-33 is a district-level financial survey that consists of data submitted annually to the National Center for Education Statistics (NCES) and the Governments Division of…

  16. Can a School Change Its Spots? The First Year of Transforming to an Innovative School

    ERIC Educational Resources Information Center

    Tubin, Dorit; Ofek-Regev, Noa

    2010-01-01

    Transforming into an innovative school is one of the strategies schools apply when facing changes in a turbulent environment. In the first year of such a transformation these schools face an essential dilemma: how to facilitate changes without jeopardizing their environmental legitimacy. Examining an Israeli elementary school as an instrumental…

  17. Radical Democratic Schooling on the Ground: Pedagogical Ideals and Realities in a Sudbury School

    ERIC Educational Resources Information Center

    Wilson, Marguerite Anne Fillion

    2015-01-01

    Sudbury schools, which originated in the USA in the 1960s, are radical alternatives to traditional public schooling that promote egalitarian relationships between children and adults. Given that the Sudbury model has been largely overlooked in educational anthropology, this paper presents findings from a 1.5-year critical ethnographic study of a…

  18. Early Years Swimming: A Way of Supporting School Transitions?

    ERIC Educational Resources Information Center

    Jorgensen, Robyn

    2016-01-01

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

  19. The Lvov-Warsaw School: The forgotten tradition of historical psychology.

    PubMed

    Citlak, Amadeusz

    2016-05-01

    This article is an attempt to reconstruct the psychological achievements of the representatives of the Lvov-Warsaw School of historical psychology, virtually forgotten and unknown in the world's psychological literature. Kazimierz Twardowski (1866-1938), founder of the school, developed a philosophical and psychological program on the basis of (among other things) the theory of actions and products, including the research program that is now included in the thread of historical psychology. His student, Wladyslaw Witwicki (1878-1948), developed the cratism theory (the theory of power) on the basis Twardowski's assumptions, providing an alternative to Alfred Adler's theory of striving for superiority while also declaring it a few years before Adler. The consequence of Witwicki's theory and the methodological assumptions was the creation of psychobiography: the first nonpsychoanalytical psychobiography of Socrates (Witwicki, 1909, 1922) and the psychobiography of Jesus Christ (Witwicki, 1958). The school's activities weakened for political reasons, particularly the outbreak of the First World War. The members of the school dispersed after 1918, and they lost international connections with the world of science. Their significant achievements in the field of psychology remained unknown to psychologists for nearly a century. In this article, I would like to present the school's unique but unfinished program of reconstructing mental life through the psychological interpretation of cultural products (literature, arts, diaries), and its value for the practice of research in historical psychology. This program required additional development, but because of the war this never happened. Some of the school's theoretical findings and the first attempts to apply them have still significant value and show us the originality of Lvov-Warsaw School psychology. (c) 2016 APA, all rights reserved).

  20. Overview of Public Elementary and Secondary Schools and Districts: School Year 1996-97. Statistics in Brief.

    ERIC Educational Resources Information Center

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

    In the 1996-97 school year, 86,058 public schools provided instruction to 45.6 million students in the United States. A statistical overview offers a profile of these schools and students. The majority of public school students, 98.2 percent, were enrolled in regular schools; 0.05 percent were in special education schools; 0.04 percent in…

  1. Processes and Dynamics behind Whole-School Reform: Nine-Year Journeys of Four Primary Schools

    ERIC Educational Resources Information Center

    Li, Yuk Yung

    2017-01-01

    Despite decades of research, little is known about the dynamics of sustaining change in school reform and how the process of change unfolds. By tracing the nine-year reform journeys of four primary schools in Hong Kong (using multiyear interview, observational, and archival data), this study uncovers the micro-processes the schools experienced…

  2. The British Schools' National Curriculum: English and the Politics of Teaching Poetry from "Different Cultures and Traditions"

    ERIC Educational Resources Information Center

    Doug, Roshan

    2011-01-01

    This polemic paper illustrates the correlation between the original principles underpinning the British National Curriculum which was introduced in the late 1980s and the current quality of the nation's schools' poetry from a variety of poets including those "from other cultures and traditions". It argues that the conception of the…

  3. Teams versus Bureaucracies: Personnel Policy, Wage-Setting, and Teacher Quality in Traditional Public, Charter, and Private Schools

    ERIC Educational Resources Information Center

    Podgursky, Michael

    2006-01-01

    This paper examines reasons why personnel policy and wage setting differ between traditional public, private, and charter schools and the effects of these policies on academic measures of teacher quality. Survey and administrative data suggest that the regulatory freedom, small size of wage-setting units, and a competitive market environment make…

  4. Moving House for Education in the Pre-School Years

    ERIC Educational Resources Information Center

    Hansen, Kirstine

    2014-01-01

    This paper uses data from the Millennium Cohort Study (MCS) to examine house moves that take place in the pre-school years, focusing on families who move for the education of their children. We present results showing that education- related house moves do indeed occur in the pre-school years with particular types of parents making these…

  5. Ten Recommendations for a Safer School Year. Safety Spotlight

    ERIC Educational Resources Information Center

    Love, Tyler S.; Roy, Ken R.

    2017-01-01

    The beginning of a new school year can be hectic, but it is an opportune and critical time for teachers, supervisors, administrators, and school systems to establish proper safety procedures and practices. It can be more difficult to correct inappropriate behaviors or unsafe habits later in the year. This is especially true if a safety accident…

  6. Toward the 1990s: Emerging Themes in School Counseling.

    ERIC Educational Resources Information Center

    Terrill, Jerry L.

    1990-01-01

    Over the years, school counseling has transcended its traditional vocational guidance function. Various trends and themes in school counseling are explored, including information access and use, prevention versus remediation issues, environmental engineering challenges, professional adaptability and change, and creation of school support systems…

  7. The impact of a 3-year after-school obesity prevention program in elementary school children.

    PubMed

    Yin, Zenong; Moore, Justin B; Johnson, Maribeth H; Vernon, Marlo M; Gutin, Bernard

    2012-02-01

    Children tend to be sedentary during the after-school hours, and this has deleterious effects on their health. The objective of the present study was to determine the effects of a 3-year after-school physical activity (PA) program, without restriction of dietary energy intake, on percent body fat (%BF), cardiorespiratory fitness (CRF), and cardiometabolic markers in children. A cluster randomization design was employed. A total of 574 3rd grade children from 18 elementary schools in the southeastern United States participated. The intervention consisted of 80 minutes of age-appropriate moderate-to-vigorous PA each school day. The main outcomes of interest were %BF measured by dual-energy X-ray absorptiometry; CRF measured by heart rate in response to a submaximal step test; nonfasting total and high-density lipoprotein cholesterol (HDL-C); and resting blood pressure (BP). Intent-to-treat analyses showed significant treatment by time interactions for %BF (p = 0.009) and CRF (p = 0.0003). The change pattern of the means suggested that %BF and CRF in intervention children improved relative to control children during the school months, rebounding to the levels of control children over the summers following years 1 and 2. Year-by-year analyses of what occurred during the months when the program was offered revealed dose–response relations for %BF and CRF, such that the clearest beneficial effects were seen for those youth who attended at least 60% of the after-school sessions. No significant intervention effects were seen for cholesterol or BP. An after-school PA program was effective in reducing adiposity and improving CRF, especially in the children who attended the sessions at least 3 days/week. However, the favorable effects on %BF and CRF were lost over the summer. Thus, it is critical to incorporate strategies that attract and retain the children to receive an adequate dose of PA year-round.

  8. Work-School Conflict and Coping Strategies: Perceptions of Taiwanese Non-Traditional Students in Technological and Vocational Colleges

    ERIC Educational Resources Information Center

    Chen, Ching-Yi; Fischer, Jerome; Biller, Ernie

    2009-01-01

    The purpose of this study was designed to measure non-traditional students' perceptions of role conflicts between work and school and subsequent coping strategies, and to determine factors relevant to both role conflicts and coping. A survey was developed and implemented to investigate the continuing education issues. Results were based on 485…

  9. 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.

  10. Documenting the conversion from traditional to Studio Physics formats at the Colorado School of Mines: Process and early results

    NASA Astrophysics Data System (ADS)

    Kohl, Patrick B.; Kuo, H. Vincent; Ruskell, Todd G.

    2008-10-01

    The Colorado School of Mines (CSM) has taught its first-semester introductory physics course using a hybrid lecture/Studio Physics format for several years. Over the past year we have converted the second semester of our calculus-based introductory physics course (Physics II) to a Studio Physics format, starting from a traditional lecture-based format. In this paper, we document the early stages of this conversion in order to better understand which features succeed and which do not, and in order to develop a model for switching to Studio that keeps the time and resource investment manageable. We describe the recent history of the Physics II course and of Studio at Mines, discuss the PER-based improvements that we are implementing, and characterize our progress via several metrics, including pre/post Conceptual Survey of Electricity and Magnetism (CSEM) scores, Colorado Learning About Science Survey scores (CLASS), solicited student comments, failure rates, and exam scores.

  11. Residents' perspectives on the final year of medical school

    PubMed Central

    Obrien, Bridget; Niehaus, Brian; Teherani, Arianne; Young, John Q.

    2012-01-01

    Objectives To characterize junior residents’ perspectives on the purpose, value, and potential improvement of the final year of medical school. Methods Eighteen interviews were conducted with junior residents who graduated from nine different medical schools and who were in internal medicine, surgery, and psychiatry programs at one institution in the United States. Interview transcripts were coded and analyzed inductively for themes. Results Participants’ descriptions of the purpose of their recently completed final year of medical school contained three primary themes: residency-related purposes, interest- or need-based purposes, and transitional purposes. Participants commented on the most valued aspects of the final year. Themes included opportunities to: prepare for residency; assume a higher level of responsibility in patient care; pursue experiences of interest that added breadth of knowledge, skills and perspective; develop and/or clarify career plans; and enjoy a period of respite. Suggestions for improvement included enhancing the learning value of clinical electives, augmenting specific curricular content, and making the final year more purposeful and better aligned with career goals. Conclusions The final year of medical school is a critical part of medical education for most learners, but careful attention is needed to ensure that the year is developmentally robust. Medical educators can facilitate this by creating structures to help students define personal and professional goals, identify opportunities to work toward these goals, and monitor progress so that the value of the final year is optimized and not exclusively focused on residency preparation. PMID:28029642

  12. 25 CFR 39.207 - How does OIEP determine a school's funding for the school year?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 5. Add together the total WSUs for all Bureau-funded schools. (f) Step 6. Calculate the value of a... for the previous 3 years. (g) Step 7. Multiply each school's WSU total by the base value of one WSU to... 25 Indians 1 2010-04-01 2010-04-01 false How does OIEP determine a school's funding for the school...

  13. 25 CFR 39.207 - How does OIEP determine a school's funding for the school year?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 5. Add together the total WSUs for all Bureau-funded schools. (f) Step 6. Calculate the value of a... for the previous 3 years. (g) Step 7. Multiply each school's WSU total by the base value of one WSU to... 25 Indians 1 2011-04-01 2011-04-01 false How does OIEP determine a school's funding for the school...

  14. Charter School Funding: Inequity Expands

    ERIC Educational Resources Information Center

    Batdorff, Meagan; Maloney, Larry; May, Jay F.; Speakman, Sheree T.; Wolf, Patrick J.; Cheng, Albert

    2014-01-01

    This revenue study is based on Fiscal Year 2010-11 (FY11) data for each of 30 selected states plus the District of Columbia (D.C.). Traditional school districts and public charter schools were analyzed and aggregated "statewide." For each state, one to three "focus areas" were selected based on larger concentrations of charter…

  15. Comparing Slovenian Year 8 and Year 9 Elementary School Pupils' Knowledge of Electrolyte Chemistry and Their Intrinsic Motivation

    ERIC Educational Resources Information Center

    Devetak, Iztok; Lorber, Erna Drofenik; Jurisevic, Mojca; Glazar, Sasa A.

    2009-01-01

    This study explored the differences between eight-year elementary school pupils (before the curriculum reform) and nine-year elementary school pupils (soon after the curriculum reform) in Slovenia, as regards specific chemistry knowledge and motivation to learn chemistry. Altogether, 191 elementary school pupils participated in the study. The…

  16. Parental Resources, Schooling Achievements, and Gender Schooling Gaps: Evidence of Change over 25 years in Rural Guatemala

    PubMed Central

    Maluccio, John A.; Behrman, Jere R.; Hoddinott, John; Murphy, Alexis; Ramakrishnan, Usha

    2013-01-01

    We use village census data and linear regression models to examine changes between 1975 and 2002 in the associations of parental resources with boys' and girls' schooling in four rural Guatemalan villages. Levels of schooling in 1975 were universally low for children 7–17 years. Large increases in schooling achievements occurred between 1975 and 2002. By 2002, schooling levels were comparable for younger boys and girls (7–12 years, N = 3,525) and favored older boys compared to older girls (13–17 years, N = 2,440) by about 0.5 grades. The associations of household standard of living and maternal schooling with schooling among girls diminished over time and became more comparable with these associations among boys, and the associations of household standard of living with schooling among older boys declined and became more comparable with these associations among girls. Thus, as increased social investments reduce the costs of schooling or increase the supply and quality of schooling to families, the magnitudes of the associations between parental resources and children's schooling decline and become more gender equitable at all ages. However, our results show that older boys may benefit more than older girls from social investments in schooling. These changes suggest potential needs to monitor gender gaps in schooling retention among older children, to insure gender equitable access to social investments in schooling, and to encourage parents to invest in schooling as joint measures to achieve greater schooling achievements of girls and boys. PMID:23888089

  17. Determinants of College Choice for Students Attending Two-Year Colleges in Wisconsin

    ERIC Educational Resources Information Center

    Meece, Jeffrey Scott

    2013-01-01

    This study explored variables that impacted college choices of traditionally aged new freshmen who chose to attend two-year colleges in central Wisconsin with the intention of completing bachelor's degrees. Participants in this study were traditionally aged 18 and 19 years-old first-time freshmen who attended one of five two-year schools in…

  18. Community Schools in Ohio: Second-Year Implementation Report. Volume I: Policy Issues.

    ERIC Educational Resources Information Center

    Ohio State Legislative Office of Education Oversight, Columbus.

    This report examines 46 community (charter) schools that operated during the 1999-2000 school year. Community schools tend to be smaller than their public counterparts, enroll a higher proportion of minority and poor students, and serve relatively fewer special-needs students. On average, community-school teachers have fewer years of experience…

  19. Children's Experiences of the First Year of Primary School

    ERIC Educational Resources Information Center

    Einarsdottir, Johanna

    2010-01-01

    This article describes a study with first grade children and their views on the primary school curriculum, as well as their influence on decision-making in school. The study was conducted with 20 six- and seven-year-old children in one primary school in Reykjavik, Iceland. The data gathered includes varied research methods such as group…

  20. Our school's Earth and Space Sciences Club: 12 years promoting interdisciplinary explorations

    NASA Astrophysics Data System (ADS)

    Margarida Maria, Ana; Pereira, Hélder

    2017-04-01

    During the past 12 years, we have been engaging secondary level science students (15 to 18 years old) in the extracurricular activities of our school's Earth and Space Sciences Club, providing them with some of the skills needed to excel in science, technology, engineering, arts, and mathematics (STEAM). Our approach includes the use of authentic scientific data, project based learning, and inquiry-centred activities that go beyond the models and theories present in secondary level textbooks. Moreover, the activities and projects carried out, being eminently practical, also function as an extension of the curriculum and frequently enable the demonstration of the applicability of several concepts taught in the classroom in real life situations. The tasks carried out during these activities and research projects often require the combination of two or more subjects, promoting an interdisciplinary approach to learning. Outside of the traditional classroom settings, through interdisciplinary explorations, students also gain hands-on experience doing real science. Thereby, during this time, we have been able to promote meaningful and lasting experiences and spark students' interest in a wide diversity of topics.

  1. Reaching All Families: Creating Family-Friendly Schools. Beginning of the School Year Activities.

    ERIC Educational Resources Information Center

    Moles, Oliver C., Ed.

    Noting that the beginning of the school year is a key time to communicate with parents, this booklet presents accumulated knowledge and fresh ideas on school outreach strategies for this important time period. The suggestions for action within each strategy are based on broad experience, which can help even seasoned teachers, principals, and…

  2. Marketing Medical Education: An Examination of Recruitment Web Sites for Traditional and Combined-Degree M.D. Programs

    ERIC Educational Resources Information Center

    Schneider, Roberta L.

    2004-01-01

    The Internet has the potential to reshape college recruiting; however, little research has been done to see the impact of the Internet on marketing graduate programs, including medical schools. This paper explores the Web sites of 20 different medical schools, including traditional four-year and bachelor's-M.D. degree programs, to ascertain…

  3. Middle School A/B Block and Traditional Scheduling: An Analysis of Math and Reading Performance by Race

    ERIC Educational Resources Information Center

    Gill, Willie Wallicia Allen

    2011-01-01

    The purpose of this quantitative study was to examine whether a difference existed in the percentage performance of students earning a pass/advanced score on the Standards of Learning (SOL) Test in math and reading in Virginia's Region IV for schools using an A/B block schedule and those using a traditional schedule. The research also examined if…

  4. The Effect of Virtual vs. Traditional Classroom Instruction on Creative Thinking of Iranian High School EFL Learners

    ERIC Educational Resources Information Center

    Varzaneh, Soheila Shafiee; Baharlooie, Roya

    2015-01-01

    This study investigated the effect of virtual vs. traditional classroom instruction on creative thinking among Iranian High school EFL Learners. One-hundred and forty three female of high and low level of proficiency, who were selected randomly, were assigned to two VLI (N = 60) and TCI group (N = 60) based on their scores in OPT. Then, each group…

  5. School Calendars and Energy Use. Technical Report No. 3 of a Study of School Calendars. A Study of the Energy Implications of Nine School Calendars in "Typical" New York State Elementary Schools.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Div. of Research.

    This study, the third in a series of reports, is limited to an analysis of the energy use and cost implications of nine school calendars proposed by the New York State Department of Education. These calendars are characterized as (1) traditional; (2) ten-month school year; (3) mid-August start, two semesters; (4) four-day week; (5) four-day, 7.5…

  6. Three-Year Results of the Friendly Schools Whole-of-School Intervention on Children's Bullying Behaviour

    ERIC Educational Resources Information Center

    Cross, Donna; Monks, Helen; Hall, Marg; Shaw, Therese; Pintabona, Yolanda; Erceg, Erin; Hamilton, Greg; Roberts, Clare; Waters, Stacey; Lester, Leanne

    2011-01-01

    A group randomized controlled trial tested the efficacy of the Friendly Schools program to reduce student bullying behaviour. This socio-ecological intervention targeted the whole school, classroom, family, and individual students to reduce bullying behaviour. Self-report data were collected in 29 schools over three years from a cohort of 1968…

  7. Three Years of Collaboration in the Development of Portal Schools.

    ERIC Educational Resources Information Center

    Pankratz, Roger; Williams, John

    In 1971 six rural, eastern Kansas School Districts collaborated with Kansas State Teachers College in the development of portal schools. Four-year goals and first-year objectives were established and a steering committee comprised of representatives of each significant role group was organized to transact business associated with the development…

  8. Comparision of alternatively certified and traditionally certified Missouri high school science teachers' perceptions of self-efficacy during the induction period

    NASA Astrophysics Data System (ADS)

    Gaither, Linda

    Sixty percent of America's teachers choose traditional baccalaureate programs while the remaining choose one of several alternative pathways. While certification/training is certainly important to preparing effective teachers, other research indicates that teacher efficacy serves as the foundation of teacher behaviors and classroom practice. The purpose of this study ( N = 94 induction high school science teachers) was to determine the relationships between certification pathway and opportunities to observe modeling; between years of experience and personal teaching efficacy; and teachers' perceptions of what characteristics/ experiences best explain personal teaching efficacy. The Teacher Sense of Efficacy Scale was used in an on-line survey for Phase 1 (n = 91), to measure teacher self-efficacy. In Phase 2, a basic qualitative study was conducted using telephone interviews ( n = 2) and a focus group (n = 4) along with a series of short essay questions from the online survey (n = 91). The findings indicate a significant relationship (p = 0.01) between years of teaching and overall personal teaching-efficacy, student engagement, and instructional strategies; a relationship between opportunities to see modeling and certification pathway, where traditionally certified teachers had significantly more opportunities (p = 0.000); and a relationship between classroom management and opportunities to see modeling (p = 0.005). Qualitative analyses confirmed that traditionally-prepared teachers saw a range of "modeling" and model teachers; respondents related such opportunities to more effective teaching, especially in the realm of classroom management. As more teachers choose alternative certification, it is imperative that adequate opportunities to observe teaching strategies are modeled during the certification process and once teachers enter the classroom; they must have intrinsic and extrinsic support to be successful.

  9. Student Leadership in the Middle Years: A Matter of Concern

    ERIC Educational Resources Information Center

    Coffey, Anne; Lavery, Shane

    2018-01-01

    Traditionally, student leadership has been seen as the prerogative of senior students. Very little research has been conducted on how schools nurture and develop leadership skills in students in the middle years of schooling. This article provides an overview of student leadership in six secondary schools with a particular focus on student…

  10. Major Corporation Seeks to Give Back, Funds Boarding School and Professional Development Center: Eagle Rock School and Professional Development Center, Estes Park, Colorado

    ERIC Educational Resources Information Center

    Stewart, Sarah

    2016-01-01

    Eagle Rock, a high school for 15- to 18-year-olds, serves 72 students at risk for dropping out of school. Most come from families who cannot afford any other options. The school provides full scholarships for all students and accepts only students who have not succeeded in traditional settings and want to attend the school. Its programs are…

  11. Perceptions of the value of traditional ecological knowledge to formal school curricula: opportunities and challenges from Malekula Island, Vanuatu

    PubMed Central

    2011-01-01

    Background The integration of traditional ecological knowledge (TEK) into formal school curricula may be a key tool for the revitalisation of biocultural diversity, and has the potential to improve the delivery of educational objectives. This paper explores perceptions of the value of TEK to formal education curricula on Malekula Island, Vanuatu. We conducted 49 interviews with key stakeholders (local TEK experts, educators, and officials) regarding the use of the formal school system to transmit, maintain, and revitalise TEK. Interviews also gathered information on the areas where TEK might add value to school curricula and on the perceived barriers to maintaining and revitalising TEK via formal education programs. Results Participants reported that TEK had eroded on Malekula, and identified the formal school system as a principal driver. Most interviewees believed that if an appropriate format could be developed, TEK could be included in the formal education system. Such an approach has potential to maintain customary knowledge and practice in the focus communities. Participants identified several specific domains of TEK for inclusion in school curricula, including ethnomedical knowledge, agricultural knowledge and practice, and the reinforcement of respect for traditional authority and values. However, interviewees also noted a number of practical and epistemological barriers to teaching TEK in school. These included the cultural diversity of Malekula, tensions between public and private forms of knowledge, and multiple values of TEK within the community. Conclusions TEK has potential to add value to formal education systems in Vanuatu by contextualising the content and process of curricular delivery, and by facilitating character development and self-awareness in students. These benefits are congruent with UNESCO-mandated goals for curricular reform and provide a strong argument for the inclusion of TEK in formal school systems. Such approaches may also assist

  12. Perceptions of the value of traditional ecological knowledge to formal school curricula: opportunities and challenges from Malekula Island, Vanuatu.

    PubMed

    McCarter, Joe; Gavin, Michael C

    2011-11-23

    The integration of traditional ecological knowledge (TEK) into formal school curricula may be a key tool for the revitalisation of biocultural diversity, and has the potential to improve the delivery of educational objectives. This paper explores perceptions of the value of TEK to formal education curricula on Malekula Island, Vanuatu. We conducted 49 interviews with key stakeholders (local TEK experts, educators, and officials) regarding the use of the formal school system to transmit, maintain, and revitalise TEK. Interviews also gathered information on the areas where TEK might add value to school curricula and on the perceived barriers to maintaining and revitalising TEK via formal education programs. Participants reported that TEK had eroded on Malekula, and identified the formal school system as a principal driver. Most interviewees believed that if an appropriate format could be developed, TEK could be included in the formal education system. Such an approach has potential to maintain customary knowledge and practice in the focus communities. Participants identified several specific domains of TEK for inclusion in school curricula, including ethnomedical knowledge, agricultural knowledge and practice, and the reinforcement of respect for traditional authority and values. However, interviewees also noted a number of practical and epistemological barriers to teaching TEK in school. These included the cultural diversity of Malekula, tensions between public and private forms of knowledge, and multiple values of TEK within the community. TEK has potential to add value to formal education systems in Vanuatu by contextualising the content and process of curricular delivery, and by facilitating character development and self-awareness in students. These benefits are congruent with UNESCO-mandated goals for curricular reform and provide a strong argument for the inclusion of TEK in formal school systems. Such approaches may also assist in the maintenance and

  13. The commercialization of traditional medicine in modern Cambodia.

    PubMed

    Ros, Bandeth; Lê, Gillian; McPake, Barbara; Fustukian, Suzanne

    2018-01-01

    Globally, traditional medicine has long been used to address relatively common illness, mental ill health and during childbirth and post-natal care. However, traditional medicine is primarily provided by the private sector and it is unclear how far expenditures on traditional medicine contribute to household impoverishment. A life history method was used to understand the health seeking experience of 24 households over the last 60 years in Cambodia, a country with high out-of-pocket expenditures for health. The life histories suggest that traditional medicine in Cambodia has been undergoing a process of commercialization, with significant impacts on poor households. In the earlier lives of respondents, payments for traditional medicine were reported to have been flexible, voluntary or appropriate to patients' financial means. In contrast, contemporary practitioners appear to seek immediate cash payments that have frequently led to considerable debt and asset sales by traditional medicine users. Given traditional medicine's popularity as a source of treatment in Cambodia and its potential to contribute to household impoverishment, we suggest that it needs to be included in a national conversation about achieving Universal Health Coverage in the country. © The Author 2017. Published by Oxford University Press in association with The London School of Hygiene and Tropical Medicine.

  14. Making Every Diploma Count: Using Extended-Year Graduation Rates to Measure Student Success. Updated

    ERIC Educational Resources Information Center

    American Youth Policy Forum, 2012

    2012-01-01

    States and districts are under increasing pressure to ensure all students complete high school in four years; however, many students who fall off-track on the way to graduation take longer than the traditional four years to earn a high school diploma or its equivalent. Unfortunately, those schools and districts serving overage, under-credit…

  15. Preparing for the Flu During the 2009-10 School Year: Questions and Answers for Schools

    ERIC Educational Resources Information Center

    US Department of Education, 2009

    2009-01-01

    This brochure provides answers to the following questions: (1) Why do school districts, schools, teachers, parents, and communities need to plan for the continuation of learning for students during flu season this year? (2) How should districts and schools go about planning to continue students' education when they are at home because of H1N1?…

  16. Twenty Years of Australian Educational Computing: A Call for Modern Traditionalism

    ERIC Educational Resources Information Center

    McDougall, Anne

    2005-01-01

    This article reflects on twenty or more years of development and research in educational computing. It argues that the emphasis on exploiting the technology in the service of contemporary ideas about learning held by many of the early workers has been lost to a focus on the technology itself and its capabilities. In schools this has led to an…

  17. How Safe Are School and Park Playgrounds?

    ERIC Educational Resources Information Center

    Hudson, Susan D.; Thompson, Donna; Olsen, Heather

    2005-01-01

    Playgrounds traditionally have been found in both schools and parks in America. Each year, parent-teacher associations and school administrations, as well as park and recreation departments, spend millions of dollars to provide playground structures. However, since 1981, HPER professionals and the public have become increasingly aware that these…

  18. The English Program at Murasakino Senior High School

    ERIC Educational Resources Information Center

    Minagawa, Haruo

    2010-01-01

    Murasakino High School is a municipal senior high school located in the northern part of Kyoto, an ancient capital city of Japan. With a little over one thousand students studying in three grades (from fifteen to eighteen years of age), Murasakino has a distinctive scholastic tradition that makes it different from other high schools in Kyoto. Over…

  19. Undergraduate medical student's perceptions on traditional and problem based curricula: pilot study.

    PubMed

    Meo, Sultan Ayoub

    2014-07-01

    To evaluate and compare students' perceptions about teaching and learning, knowledge and skills, outcomes of course materials and their satisfaction in traditional Lecture Based learning versus Problem-Based Learning curricula in two different medical schools. The comparative cross-sectional questionnaire-based study was conducted in the Department of Physiology, College of Medicine, King Saud University, Riyadh, Saudi Arabia, from July 2009 to January 2011. Two different undergraduate medical schools were selected; one followed the traditional curriculum, while the other followed the problem-based learning curriculum. Two equal groups of first year medical students were selected. They were taught in respiratory physiology and lung function lab according to their curriculum for a period of two weeks. At the completion of the study period, a five-point Likert scale was used to assess students' perceptions on satisfaction, academic environment, teaching and learning, knowledge and skills and outcomes of course materials about effectiveness of problem-based learning compared to traditional methods. SPSS 19 was used for statistical analysis. Students used to problem-based learning curriculum obtained marginally higher scores in their perceptions (24.10 +/- 3.63) compared to ones following the traditional curriculum (22.67 +/- 3.74). However, the difference in perceptions did not achieve a level of statistical significance. Students following problem-based learning curriculum have more positive perceptions on teaching and learning, knowledge and skills, outcomes of their course materials and satisfaction compared to the students belonging to the traditional style of medical school. However, the difference between the two groups was not statistically significant.

  20. Simulation Activity for Initiating Thinking about Year Around School Plans.

    ERIC Educational Resources Information Center

    Sagness, Richard L.

    This document presents a three-step model for providing teachers with basic information on year-round or extended school plans. As a first step, descriptions of basic plans are given. The four used in this paper are Staggered Quarter for All, Full 48-week School Year for All, Voluntary Summer Program, and A Summer Program for Professional…

  1. Districts Face Painful Cuts as School Year Begins

    ERIC Educational Resources Information Center

    Cavanagh, Sean

    2011-01-01

    As students around the country begin the 2011-2012 school year, many of them will be returning to districts that have been forced to restructure their operations in the face of budget cuts. Leaders of those school systems have sought to avoid cuts that they believe would weaken instruction. But they also believe the reductions will put a strain on…

  2. A cluster randomized trial of sun protection at elementary schools. Results from year 2.

    PubMed

    Roetzheim, Richard G; Love-Jackson, Kymia M; Hunter, Seft G; Lee, Ji-Hyun; Chen, Ren; Abdulla, Rania; Wells, Kristen J

    2011-12-01

    Elementary schools are one potential venue for sun protection interventions that reduce childhood sun exposure. To assess Year-2 results from a cluster randomized trial promoting hat use at schools. Block randomization was used to assign intervention/control status to participating schools. Data were collected from 2006 to 2008 and analyzed in 2007-2010. Of the 24 schools in the School District of Hillsborough County, Florida enrolled, 4th-graders were targeted in the first year and followed through their 5th-grade year. Classroom sessions were conducted to improve sun protection knowledge, foster more positive attitudes about hat use, and change the subjective norm of wearing hats when at school. Year-2 outcomes assessed included hat use at school (measured by direct observation), hat use outside of school (measured by self-report) and skin pigmentation and nevi counts (measured for a subgroup of 439 students). The percentage of students observed wearing hats at control schools remained unchanged during the 2-year period (range 0%-2%) but increased significantly at intervention schools (2% at baseline, 41% at end of Year 1, 19% at end of Year 2; p<0.001 for intervention effect). Measures of skin pigmentation, nevi counts, and self-reported use of hats outside of school did not change during the study period. This intervention increased use of hats at school through Year 2 but had no measurable effect on skin pigmentation or nevi. Whether school-based interventions can ultimately prevent skin cancer is uncertain. Copyright © 2011 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

  3. Associations between medical school and career preferences in Year 1 medical students in Scotland.

    PubMed

    Cleland, Jennifer; Johnston, Peter W; French, Fiona H; Needham, Gillian

    2012-05-01

    Little is known about the relationship between the career preferences of medical students and the medical schools at which they are enrolled. Our aim was to explore this relationship early in students' medical training. Year 1 (2009-2010) medical students at the five Scottish medical schools were invited to take part in a career preference questionnaire survey. Questions were asked about demographic factors, career preferences and influencing factors. The response rate was 87.9% (883/1005). No significant differences were found among medical schools with regard to first-choice specialty. Surgery (22.5%), medicine (19.0%), general practice (17.6%) and paediatrics (16.1%) were the top career choices. Work-life balance, perceived aptitude and skills, intellectual satisfaction, and amount of patient contact were rated as the most important job-related factors by most respondents. Few differences were found among schools in terms of the impact of job-related factors on future career preferences. Students for whom the work-life balance was extremely important (odds ratio [OR]=0.6) were less likely to prefer surgery. Students for whom the work-life balance (OR=2.2) and continuity of care (OR=2.1) were extremely important were more likely to prefer general practice. Students' early career preferences were similar across the five medical schools. These preferences result from the interplay among demographic factors and the perceived characteristics of the various specialties. Maintaining a satisfactory work-life balance is very important to tomorrow's doctors, and the data hint that this may be breaking down some of the traditional gender differences in specialty choice. Longitudinal work is required to explore whether students' career preferences change as they progress through medical school and training. © Blackwell Publishing Ltd 2012.

  4. When Traditional Ethnic Culture Encounters Gender Equality: The Dilemma of Multicultural Education

    ERIC Educational Resources Information Center

    Chen, Shan-Hua

    2013-01-01

    In recent years, the government of Taiwan has been actively promoting gender equality, the positive results of which are already apparent among the younger generation. This research examines the views of indigenous girls attending secondary school with respect to the gender divide in their traditional culture, whether or not they support the…

  5. One year of free school fruit in Norway--7 years of follow-up.

    PubMed

    Bere, Elling; te Velde, Saskia J; Småstuen, Milada Cvancarova; Twisk, Jos; Klepp, Knut-Inge

    2015-11-10

    It is important that health-promoting efforts result in sustained behavioural changes, preferably throughout life. However, only a very few intervention studies evaluate long term follow up. The aim of the present study is to evaluate the overall and up to seven years effect of providing daily one piece of fruit or vegetable (FV) for free for one school year. A total of 38 randomly drawn elementary schools from two counties in Norway participated in the Fruit and Vegetables Make the Marks project. Baseline (2001) and follow-up surveys were conducted in May 2002, 2005 and 2009 (n = 320 with complete data) to assess FV and unhealthy snack intake. Mixed models were used to analyze the data. Statistically significant adjusted overall effects of the intervention were revealed for FV intake (1.52 times/day) but this weakened over time. A significant adjusted overall effect (-1.54 consumptions/week) and a significant seven-year-follow-up effect (-2.02 consumptions/week) was found for consumption of unhealthy snacks for pupils of parents without higher education. One year of free school fruit resulted in higher FV intake and lower unhealthy snack intake, however this weakened over time for FV intake and became stronger for snack intake. More follow-up studies with larger samples and lower attrition rates are needed in order to further evaluate the long-term effect.

  6. ASBESTOS CONCENTRATIONS TWO YEARS AFTER ABATEMENT IN SEVENTEEN SCHOOLS

    EPA Science Inventory

    Airborne asbestos concentrations were measured at 17 schools that underwent an asbestos abatement 2 years before in 1988. These 17 schools, which involved 20 abatement sites, were part of a study conducted by the U.S. Environmental Protection Agency (EPA) and the New Jersey Depar...

  7. Vision and Reality: A First-Year Look at California's Charter Schools.

    ERIC Educational Resources Information Center

    Dianda, Marcella R.; Corwin, Ronald G.

    California's charter-school legislation took effect January 1, 1993, and authorized the creation of up to 100 charter schools. By the end of the year, 44 charter schools were either operating or being planned. This document offers an initial look at California's charter schools. A total of 34 schools responded to a survey of the state's 44 charter…

  8. 25 CFR 39.205 - How does OIEP calculate a school's total WSUs for the school year?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false How does OIEP calculate a school's total WSUs for the school year? 39.205 Section 39.205 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Administrative Procedures, Student Counts, and Verifications...

  9. Esoteric healing traditions: a conceptual overview.

    PubMed

    Levin, Jeff

    2008-01-01

    This paper presents, for the first time, a comprehensive scholarly examination of the history and principles of major traditions of esoteric healing. After a brief conceptual overview of esoteric religion and healing, summaries are provided of eight major esoteric traditions, including descriptions of beliefs and practices related to health, healing, and medicine. These include what are termed the kabbalistic tradition, the mystery school tradition, the gnostic tradition, the brotherhoods tradition, the Eastern mystical tradition, the Western mystical tradition, the shamanic tradition, and the new age tradition. Next, commonalities across these traditions are summarized with respect to beliefs and practices related to anatomy and physiology; nosology and etiology; pathophysiology; and therapeutic modalities. Finally, the implications of this survey of esoteric healing are discussed for clinicians, biomedical researchers, and medical educators.

  10. Annual Report: Discipline, Crime, and Violence, School Year 2007-2008

    ERIC Educational Resources Information Center

    Virginia Department of Education, 2009

    2009-01-01

    The "Code of Virginia" requires school divisions statewide to submit data to the Virginia Department of Education (VDOE) on incidents of discipline, crime, and violence (DCV). School divisions began reporting such data in 1991. This annual report focuses primarily on DCV data submitted for school year 2007-2008, with selected comparisons…

  11. Annual Report: Discipline, Crime, and Violence, School Year 2006-2007

    ERIC Educational Resources Information Center

    Virginia Department of Education, 2008

    2008-01-01

    The "Code of Virginia" requires school divisions statewide to submit data to the Virginia Department of Education (VDOE) on incidents of discipline, crime, and violence (DCV). School divisions began reporting such data in 1991. This annual report focuses primarily on DCV data submitted for school year 2006-2007, with selected comparisons…

  12. Annual Report: Discipline, Crime, and Violence, School Year 2008-2009

    ERIC Educational Resources Information Center

    Virginia Department of Education, 2011

    2011-01-01

    The "Code of Virginia" requires school divisions statewide to submit data to the Virginia Department of Education (VDOE) on incidents of discipline, crime, and violence (DCV). School divisions began reporting such data in 1991. This annual report focuses primarily on DCV data submitted for school year 2008-2009, with selected comparisons…

  13. Annual Report: Discipline, Crime, and Violence, School Year 2009-2010

    ERIC Educational Resources Information Center

    Virginia Department of Education, 2011

    2011-01-01

    The "Code of Virginia" requires school divisions statewide to submit data to the Virginia Department of Education (VDOE) on incidents of discipline, crime, and violence (DCV). School divisions began reporting such data in 1991. This annual report focuses primarily on DCV data submitted for school year 2009-2010, with selected comparisons…

  14. Development of a Flipped Medical School Dermatology Module.

    PubMed

    Fox, Joshua; Faber, David; Pikarsky, Solomon; Zhang, Chi; Riley, Richard; Mechaber, Alex; O'Connell, Mark; Kirsner, Robert S

    2017-05-01

    The flipped classroom module incorporates independent study in advance of in-class instructional sessions. It is unproven whether this methodology is effective within a medical school second-year organ system module. We report the development, implementation, and effectiveness of the flipped classroom methodology in a second-year medical student dermatology module at the University of Miami Leonard M. Miller School of Medicine. In a retrospective cohort analysis, we compared attitudinal survey data and mean scores for a 50-item multiple-choice final examination of the second-year medical students who participated in this 1-week flipped course with those of the previous year's traditional, lecture-based course. Each group comprised nearly 200 students. Students' age, sex, Medical College Admission Test scores, and undergraduate grade point averages were comparable between the flipped and traditional classroom students. The flipped module students' mean final examination score of 92.71% ± 5.03% was greater than that of the traditional module students' 90.92% ± 5.51% ( P < 0.001) score. Three of the five most commonly missed questions were identical between the two cohorts. The majority of students preferred the flipped methodology to attending live lectures or watching previously recorded lectures. The flipped classroom can be an effective instructional methodology for a medical school second-year organ system module.

  15. Funding Early College High School: Hold Harmless or Shared Commitment

    ERIC Educational Resources Information Center

    Leonard, Jack

    2013-01-01

    Early college high schools are a promising but expensive pathway to college readiness. Most such schools are supported with state funds and/or grants. This descriptive case study presents an early college program, now in its fourth year in a traditional high school, in which the families, high school and local community college shared the entire…

  16. Mathematics Programs in High Schools and Two-Year Colleges.

    ERIC Educational Resources Information Center

    Taylor, Ross

    Reviewing current conditions and projecting future directions, this paper explores trends in high school mathematics and discusses their implications for two-year college education. The first section examines the secondary school mathematics program, indicating that until now this two-track curriculum has focused on precalculus mathematics for…

  17. A Five-Year School Building and Future Sites Program 1966-1970.

    ERIC Educational Resources Information Center

    1965

    Five-year school building and site needs and related financial requirements are summarized for Milwaukee's schools. Educational policies concerning the school building program are stated, and consideration is given to factors affecting school board needs such as birth rate, public housing projects, urban renewal, highways, and expressways. School…

  18. Changes in Weight over the School Year and Summer Vacation: Results of a 5-Year Longitudinal Study

    ERIC Educational Resources Information Center

    Moreno, Jennette P.; Johnston, Craig A.; Woehler, Deborah

    2013-01-01

    Background: Evidence suggests that children gain more weight during the summer months compared with the school year. To examine the impact of the school and summer environment on children's weight further, we conducted a 5-year longitudinal study examining changes in standardized BMI (zBMI) of students entering kindergarten. Methods: Heights and…

  19. The Impact of Cooperative and Traditional Learning on the Academic Achievement of Third Grade Students in Selected Rural School Districts in Northeast, South Carolina

    ERIC Educational Resources Information Center

    Johnson, Shawn Lamont L.

    2013-01-01

    This study examined the impact that cooperative learning and traditional learning have on the academic performance of elementary school students in rural school districts. Cooperative learning is considered a typical model that can maximize the effectiveness of constructivism. Slavin (1991, p. 71) completed a synthesis of research on cooperative…

  20. Thirty Years of School Based Curriculum Development: A Case Study.

    ERIC Educational Resources Information Center

    Ben-Peretz, Miriam; Dor, Ben Zion

    A study of one school's involvement in school-based curriculum development (SBCD) for nearly 30 years provided researchers with information on the factors affecting the success of SBCD programs. The school studied serves 3,500 students in 12 grades at several sites in an Israeli city. Following interviews with faculty members, the researchers…

  1. Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2013-14 (Fiscal Year 2014). First Look. NCES 2016-303

    ERIC Educational Resources Information Center

    Cornman, Stephen Q.

    2017-01-01

    This First Look report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2014.1 Specifically, this report includes findings from the following types of school finance data: (1) Revenue and expenditure totals by state and the 100…

  2. Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2012-13 (Fiscal Year 2013). First Look. NCES 2015-303

    ERIC Educational Resources Information Center

    Cornman, Stephen Q.

    2016-01-01

    This First Look report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2013. Specifically, this report includes findings from the following types of school finance data: (1) revenue and expenditure totals by state and the 100…

  3. Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2011-12 (Fiscal Year 2012). First Look. NCES 2014-303

    ERIC Educational Resources Information Center

    Cornman, Stephen Q.

    2015-01-01

    This First Look report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2012.1. Specifically, this report includes findings from the following types of school finance data: (1) Revenue and expenditure totals by state and the 100…

  4. Elementary Technology Demonstration Schools: The Third Year 1992-93. Publication Number 92.31.

    ERIC Educational Resources Information Center

    Sabatino, Melissa

    The 1992-93 school year was the third year of the Elementary Technology Demonstration Schools program of the Austin (Texas) schools; the project is funded by International Business Machines Corporation (IBM) and Apple Computer Inc. Grants from these corporations were used to equip three elementary schools with IBM equipment and one with Apple…

  5. The Business Schools: 50 Years on

    ERIC Educational Resources Information Center

    Clarke, Thomas

    2008-01-01

    Purpose: This paper aims to offer a critique of the development of university business schools over the last 50 years and provide a perspective on the occasion of the 50th anniversary of the publication of the journal Education + Training. Design/methodology/approach: The approach is critical and reflexive, reviewing the historical growth of…

  6. Relationships among video gaming proficiency and spatial orientation, laparoscopic, and traditional surgical skills of third-year veterinary students.

    PubMed

    Millard, Heather A Towle; Millard, Ralph P; Constable, Peter D; Freeman, Lyn J

    2014-02-01

    To determine the relationships among traditional and laparoscopic surgical skills, spatial analysis skills, and video gaming proficiency of third-year veterinary students. Prospective, randomized, controlled study. A convenience sample of 29 third-year veterinary students. The students had completed basic surgical skills training with inanimate objects but had no experience with soft tissue, orthopedic, or laparoscopic surgery; the spatial analysis test; or the video games that were used in the study. Scores for traditional surgical, laparoscopic, spatial analysis, and video gaming skills were determined, and associations among these were analyzed by means of Spearman's rank order correlation coefficient (rs). A significant positive association (rs = 0.40) was detected between summary scores for video game performance and laparoscopic skills, but not between video game performance and traditional surgical skills scores. Spatial analysis scores were positively (rs = 0.30) associated with video game performance scores; however, that result was not significant. Spatial analysis scores were not significantly associated with laparoscopic surgical skills scores. Traditional surgical skills scores were not significantly associated with laparoscopic skills or spatial analysis scores. Results of this study indicated video game performance of third-year veterinary students was predictive of laparoscopic but not traditional surgical skills, suggesting that laparoscopic performance may be improved with video gaming experience. Additional studies would be required to identify methods for improvement of traditional surgical skills.

  7. Annual Report: Discipline, Crime, and Violence, School Year 2010-2011

    ERIC Educational Resources Information Center

    Virginia Department of Education, 2012

    2012-01-01

    The "Code of Virginia" (Section 22.1-279.3:1) requires school divisions statewide to submit data to the Virginia Department of Education (VDOE) on incidents of discipline, crime, and violence (DCV). School divisions began reporting such data in 1991. This annual report focuses primarily on DCV data submitted for school year 2010-2011,…

  8. The impact of computer-based versus "traditional" textbook science instruction on selected student learning outcomes

    NASA Astrophysics Data System (ADS)

    Rothman, Alan H.

    This study reports the results of research designed to examine the impact of computer-based science instruction on elementary school level students' science content achievement, their attitude about science learning, their level of critical thinking-inquiry skills, and their level of cognitive and English language development. The study compared these learning outcomes resulting from a computer-based approach compared to the learning outcomes from a traditional, textbook-based approach to science instruction. The computer-based approach was inherent in a curriculum titled The Voyage of the Mimi , published by The Bank Street College Project in Science and Mathematics (1984). The study sample included 209 fifth-grade students enrolled in three schools in a suburban school district. This sample was divided into three groups, each receiving one of the following instructional treatments: (a) Mixed-instruction primarily based on the use of a hardcopy textbook in conjunction with computer-based instructional materials as one component of the science course; (b) Non-Traditional, Technology-Based -instruction fully utilizing computer-based material; and (c) Traditional, Textbook-Based-instruction utilizing only the textbook as the basis for instruction. Pre-test, or pre-treatment, data related to each of the student learning outcomes was collected at the beginning of the school year and post-test data was collected at the end of the school year. Statistical analyses of pre-test data were used as a covariate to account for possible pre-existing differences with regard to the variables examined among the three student groups. This study concluded that non-traditional, computer-based instruction in science significantly improved students' attitudes toward science learning and their level of English language development. Non-significant, positive trends were found for the following student learning outcomes: overall science achievement and development of critical thinking

  9. A study to compare traditional and constructivism-based instruction of a high school biology unit on biosystematics

    NASA Astrophysics Data System (ADS)

    Saigo, Barbara Woodworth

    The researcher collaborated with four high school biology teachers who had been involved for 2-1/2 years in a constructivism-based professional development experience that emphasized teaching for conceptual change and using classroom-based inquiry as a basis for making instructional decisions. The researcher and teachers designed a five-day instructional unit on biosystematics using two contrasting approaches, comprising the treatment variable. The "traditional" unit emphasized lecture, written materials, and some laboratory activities. The "constructivist" unit emphasized a specific, inquiry-based, conceptual change strategy and collaborative learning. The study used a quasi-experimental, factorial design to explore impact of instructional approach (the treatment variable) on student performance (the dependent variable) on repeated measures (three) of a biology concept test. Additional independent variables considered were gender, cumulative GPA, and the section in which students were enrolled. Scores on the biology concept test were compiled for the 3 constructivist sections (N = 44) and the 3 traditional sections (N = 42). Analysis of Covariance (ANCOVA) was applied. The main findings in regard to the primary research question were that instructional approach did not have a significant relationship to immediate post test scores or gain, but that one month after instruction students in the constructivist group demonstrated less loss of gain than those in the traditional group; i.e., their longer-term retention was greater. Also, GPA*instructional approach effects were detected for post-post-test gain. GPA and gender were significantly associated with pre-test, post-test, and post-post scores; however, in terms of change (gain) from pre-test to post-test and pre-test to post-post-test, GPA and gender were not significant effects. Section was a significant effect for all three tests, in terms of both score and gain. Gender*section effects were detected for post

  10. A comparison of stress levels, coping styles and psychological morbidity between graduate-entry and traditional undergraduate medical students during the first 2 years at a UK medical school.

    PubMed

    Zvauya, R; Oyebode, F; Day, E J; Thomas, C P; Jones, L A

    2017-02-13

    Stress levels and psychological morbidity are high among undergraduate medical students (UGs), but there is a lack of research into the psychological health of UK graduate-entry medical students (GEs). GEs are likely to experience different (perhaps more severe) stressors and to cope with stress differently. We compared stress levels, psychological morbidity and coping styles in GE versus UG medical students studying at the same UK medical school in the same academic year. A cross-sectional self-rated questionnaire study of all first- and second-year GE and UG medical students was conducted. Perceived stress, psychological morbidity, recent adverse life events, stress-related personality traits and coping styles were assessed using standard questionnaires. 75% GEs and 46% UGs responded to the questionnaire. Both groups reported equally high levels, and similar profiles of, perceived stress and psychological morbidity. Levels of recent adverse life events and stress-related personality traits were similar in both groups. Compared to UGs, GEs were more likely to use active coping (p = 0.02) and positive reframing (p = 0.03), but were also more likely to use substances (alcohol and other drugs; p < 0.001) to help them cope. Unlike UGs, second-year GEs showed less perceived stress (p = 0.007) and psychological morbidity (p = 0.006) than first-year GEs although levels of both were still high. Our results show that both GE students and their younger UG counterparts on a traditional medical course have similar profiles of stress symptoms. They do, however, cope with stress differently. GEs are more likely to use active problem-focused coping strategies, and they are also more likely to cope by using substances (alcohol or other drugs). GE students need interventions to prevent maladaptive coping styles and encourage adaptive coping that are tailored to their needs. Such interventions should be targeted at first-year students. It is vital that these students

  11. A Proposal: The Circular School Year.

    ERIC Educational Resources Information Center

    Reeves, Robert L.

    A proposed plan outlined in this speech divides the school year into three instructional units of 12 weeks each during which time student attendance is required. Three interim units of 15 work days and five vacation days are scheduled in April, August, and December. These interim units are designed to be used by students for remedial work,…

  12. The Transformation of a School System: Principal, Teacher, and Parent Perceptions of Charter and Traditional Schools in Post-Katrina New Orleans. Technical Report

    ERIC Educational Resources Information Center

    Steele, Jennifer L.; Vernez, Georges; Gottfried, Michael A.; Schwam-Baird, Michael

    2011-01-01

    Hurricane Katrina set the stage for a transformation of public education in New Orleans, replacing the city's existing school system with a decentralized choice-based system of both charter and district-run schools. Using principal, teacher, and parent surveys administered three years after Katrina, this study examined schools' governance and…

  13. Involving Parents in the Schools: A Process of Empowerment.

    ERIC Educational Resources Information Center

    Delgado-Gaitan, Concha

    A 4-year ethnographic study in Carpinteria, California, examined the school district's parental involvement activities for their effectiveness with lower-class Spanish-speaking parents. Research at three elementary schools included observations of traditional activities, such as parent-teacher conferences and open house, and non-conventional…

  14. Physical activity in preschool children: comparison between Montessori and traditional preschools.

    PubMed

    Pate, Russell R; O'Neill, Jennifer R; Byun, Wonwoo; McIver, Kerry L; Dowda, Marsha; Brown, William H

    2014-11-01

    Little is known about the influence of Montessori methods on children's physical activity (PA). This cross-sectional study compared PA of children attending Montessori and traditional preschools. We enrolled 301 children in 9 Montessori and 8 traditional preschools in Columbia, South Carolina. PA was measured by accelerometry on weekdays during preschool (In-School), non-school (Non-School), and all day (All Day). Minutes/hour of light, moderate-to-vigorous (MVPA), and total PA (light + MVPA) were calculated. Children attending Montessori preschools accumulated more In-School light (7.7 vs. 6.5 minute/hour), MVPA (7.7 versus 6.5 minute/hour), and total PA (15.4 versus 13.0 minute/hour) than children attending traditional preschools, after adjusting for sex, race/ethnicity, body mass index, parent education and neighborhood poverty index. For Non-School (8.5 versus 6.2 minute/hour) and All Day (8.5 versus 7.6 minute/hour), children in Montessori preschools accumulated more MVPA than children in traditional preschools. In-School PA was higher for children in private Montessori than public Montessori preschools (8.1 versus 7.0 minute/hour; 8.1 versus 6.7 minute/hour; 16.1 versus 13.6 minute/hour, for light, MVPA, and total PA, respectively). Children attending Montessori preschools were more active than children attending traditional preschools. Adopting the Montessori system may be an important strategy for promoting PA in children. © 2014, American School Health Association.

  15. To remove or to replace traditional electronic games? A crossover randomised controlled trial on the impact of removing or replacing home access to electronic games on physical activity and sedentary behaviour in children aged 10–12 years

    PubMed Central

    Straker, Leon M; Abbott, Rebecca A; Smith, Anne J

    2013-01-01

    Objective To evaluate the impact of (1) the removal of home access to traditional electronic games or (2) their replacement with active input electronic games, on daily physical activity and sedentary behaviour in children aged 10–12 years. Design Crossover randomised controlled trial, over 6 months. Setting Family homes in metropolitan Perth, Australia from 2007 to 2010. Participants 10-year-old to 12-year-old children were recruited through school and community media. From 210 children who were eligible, 74 met inclusion criteria, 8 withdrew and 10 had insufficient primary outcome measures, leaving 56 children (29 female) for analysis. Intervention A counterbalanced randomised order of three conditions sustained for 8 weeks each: no home access to electronic games, home access to traditional electronic games and home access to active input electronic games. Main outcome measures Primary outcome was accelerometer assessed moderate/vigorous physical activity (MVPA). Secondary outcomes included sedentary time and diary assessed physical activity and sedentary behaviours. Results Daily MVPA across the whole week was not significantly different between conditions. However, compared with home access to traditional electronic games, removal of all electronic games resulted in a significant increase in MVPA (mean 3.8 min/day, 95% CI 1.5 to 6.1) and a decrease in sedentary time (4.7 min/day, 0.0 to 9.5) in the after-school period. Similarly, replacing traditional games with active input games resulted in a significant increase in MVPA (3.2 min/day, 0.9 to 5.5) and a decrease in sedentary time (6.2 min/day, 1.4 to 11.4) in the after-school period. Diary reports supported an increase in physical activity and a decrease in screen-based sedentary behaviours with both interventions. Conclusions Removal of sedentary electronic games from the child's home and replacing these with active electronic games both resulted in small, objectively measured improvements in

  16. Seniors' Postsecondary Plans and Scholarships School Year 2012-2013. Research & Evaluation Report

    ERIC Educational Resources Information Center

    Griffin, Ashley

    2014-01-01

    During their senior year, students in the Department of Defense Education Activity (DoDEA) schools develop a postsecondary plan indicating their intentions upon graduation from high school. Postsecondary plan data were generated and consists of several categories, including attending a four-year college/university, attending a two-year/community…

  17. "New Directions for Traditional Lessons": Can Handheld Game Consoles Enhance Mental Mathematics Skills?

    ERIC Educational Resources Information Center

    Main, Susan; O'Rourke, John

    2011-01-01

    This paper reports on a pilot study that compared the use of commercial off-the-shelf (COTS) handheld game consoles (HGCs) with traditional teaching methods to develop the automaticity of mathematical calculations and self-concept towards mathematics for year 4 students in two metropolitan schools. One class conducted daily sessions using the HGCs…

  18. Traditional Geology Field Camp: A capstone course at South Dakota School of Mines and Technology (BHNSFS)

    NASA Astrophysics Data System (ADS)

    Uzunlar, N.; Lisenbee, A. L.

    2012-12-01

    The Black Hills Natural Sciences Field Station (BHNSFS) has provided field training in geology and geological engineering for more than 40 years, and since the 1980's as a consortium serving five schools with South Dakota School of Mines and Technology as the coordinator. The traditional summer geology field camp is a five week long, intense program aimed to prepare students for subsequent professional geologic experiences. It is delivered from two separate facilities, one in the Black Hills (South Dakota) from a beautiful log lodge along Sand Creek, in eastern Wyoming, and a second from the town of Taskesti along the North Anatolian fault approximately 200 km east of Istanbul, Turkey. At both locations, the courses maintain a strong emphasis on basic field applications, including the use of GPS as a mapping tool in most exercises. The preparation of well-written reports, based on field descriptions supplemented by research on the web or through published documents, is strongly emphasized. Projects at the Black Hills field camp includes mapping of Precambrian basement, Paleozoic stratigraphy, and Laramide Tertiary plutons and structural features as welll as post-Laramide,, faulted continental strata. The popular Taskesti field camp utilizes the diverse geology of the Tethyan realm, as well as the culture and history, of central Turkey (Anatolia). The course is based at a Turkish Government Earthquake Research Center facility along the North Anatolian fault. Students examine and map selected locations across the Izmir-Ankara suture including: 1) Deformed Cretaceous and Tertiary carbonate and clastic strata of the Sakarya micro-continent in a fore-arc basin; 2) Marble and skarn surrounding Eocene, subduction-related granite intruded into a passive margin sequence in the Sivrihisar region of central Anatolia; 3) Faulted and folded Neogene strata in the northern flank of the post-Tethyan, Haymana Basin and the contrasting terrains across the North Anatolian fault (J

  19. Effect of Olympic and traditional resistance training on vertical jump improvement in high school boys.

    PubMed

    Channell, Brian T; Barfield, J P

    2008-09-01

    The purpose of this study was to compare the effects of a ballistic resistance training program of Olympic lifts with those of a traditional resistance training program of power lifts on vertical jump improvement in male high school athletes. Twenty-seven male student athletes were recruited from a high school football program at a small, rural school in the Southeast. The subjects were divided into an Olympic training group (OT, n = 11), a power training group (PT, n = 10), and a control group (n = 6). Analysis of variance was used to determine whether a significant mean difference existed among groups on vertical jump improvement after 8 weeks of group-specific training. Effect size of vertical jump improvement between groups, and correlations between strength and vertical jump performance, were also examined. There was no significant mean difference (p >or= 0.05) among OT, PT, and control groups, but large effect sizes between OT and control (d = 1.06) and PT and control (d = 0.94) demonstrate that both OT and PT are effective in improving vertical jump performance in male high school athletes. Moderate to high correlations were noted between squat score and vertical jump after adjusting for body weight (r = 0.42) and between power clean and vertical jump after adjusting for body weight (r = 0.75). Findings from the current study indicate that Olympic lifts as well as power lifts provide improvement in vertical jump performance and that Olympic lifts may provide a modest advantage over power lifts for vertical jump improvement in high school athletes.

  20. Fostering Early Adolescents' Motivation: A Longitudinal Study into the Effectiveness of Social Constructivist, Traditional and Combined Schools for Prevocational Education

    ERIC Educational Resources Information Center

    Stroet, Kim; Opdenakker, Marie-Christine; Minnaert, Alexander

    2016-01-01

    Over the past decades, many schools have adapted towards social constructivism with the aim of enhancing students' motivation. There are a variety of perspectives in educational theory, with social constructivist views standing in contrast to traditional views. Hence, we compared students' motivation (levels and developments) in social…

  1. My Experience as NASN School Nurse of the Year

    ERIC Educational Resources Information Center

    Reilly, Dorothy J.

    2004-01-01

    This article shares the author's experience as the National Association of School Nurses (NASN) School Nurse of the Year. Recognition by one's peers for excellence in the profession is indeed an honor and a humbling experience. She states that it was a wonderful opportunity to reconnect with many NASN friends. Special recognition and awards from…

  2. T V Classroom. Report of 1968-1969 School Year.

    ERIC Educational Resources Information Center

    San Diego Unified School District, CA.

    The activities of TV Classroom, one of the largest programs designed to educate adults at the high school level through television, in the 1968-1969 school year are reported. In addition, the history of the program since its inception in 1952 is given, together with an historical chart. Course requirements, publicity, registrations, expenses, and…

  3. School Social Capital and School Effectiveness

    ERIC Educational Resources Information Center

    Tsang, Kwok-Kuen

    2009-01-01

    This article argues that school social capital is crucial for school effectiveness, but it has been disregarded in the traditional school administrative theory. Therefore, this article tries to illustrate the significance of school social capital to school effectiveness. School social capital is defined as the social resources embedded in internal…

  4. Extended School Year Programs: The Effects on Achievement and Other Phases of Student's Lives.

    ERIC Educational Resources Information Center

    Crim, Roger D.

    Reasons for the present emphasis on all-year operation of schools differ from those prevailing 30-40 years ago. During the depression emphasis was on economy. Recently, a more sensible reason for an extended school year is coming into focus--the year-round school has educational value. It is not just something to be considered in order to save…

  5. The School Health Education Study + 50 Years: Scholars' Reflections on Its Impact and Legacy

    ERIC Educational Resources Information Center

    McDermott, Robert J.; Mayer, Alyssa B.

    2011-01-01

    Background: Launched 50 years ago, the School Health Education Study (SHES) examined the health education offerings in 135 public school systems, in 38 states, and over 1100 elementary schools and 350 secondary schools. In its second year, knowledge surveys were administered to students in grades 6, 9 and 12 at many of these schools. Analysis of…

  6. Patterns of School Change.

    ERIC Educational Resources Information Center

    Cohen, Marvin

    An examination was done of school reform efforts supported by Bank Street College of Education's Center for Minority Achievement in two urban junior high schools in New York City. One school was a traditional junior high school with majority minority enrollment with most teachers using traditional techniques. The other school, the Media Arts…

  7. Concept Six Year-Round School Plan. A Simulation Notebook.

    ERIC Educational Resources Information Center

    White, William

    Concept 6, a new program designed to cope with burgeoning enrollments and a shortage of classroom space in Jefferson County, Colorado, keeps school buildings in use 250 days and divides the school year into six terms of instruction. Individual students attend classes four terms and choose their vacations during the other two. An option for a fifth…

  8. Comparing student achievement in the problem-based learning classroom and traditional teaching methods classroom

    NASA Astrophysics Data System (ADS)

    Dobbs, Vicki

    Significant numbers of students fail high school chemistry, preventing them from graduating. Starting in the 2013-2014 school year, 100% of the students must pass a science assessment for schools to meet Adequate Yearly Progress (AYP) in accordance to No Child Left Behind (NCLB). Failure to meet AYP results in sanctions, such as state management or closure of a school or replacing a school staff. The purpose of this study was to determine whether the teaching strategy, Problem Based Learning (PBL), will improve student achievement in high school chemistry to a greater degree than traditional teaching methods. PBL is a student-centered, inquiry-based teaching method based on the constructivist learning theory. The research question looked at whether there was a difference in student achievement between students a high school chemistry classroom using PBL and students in a classroom using traditional teaching methods as measured by scores on a 20-question quiz. The research study used a quasi-experimental pretest/posttest control group design. An independent samples t-test compared gains scores between the pretest and posttest. Analysis of quiz scores indicated that there was not a significant difference (t(171) = 1.001, p = .318) in student achievement between the teaching methods. Because there was not a significant difference, each teacher can decide which teaching method best suites the subject matter and the learning styles of the students. This study adds research based data to help teachers and schools choose one teaching method over another so that students may gain knowledge, develop problem-solving skills, and life-long learning skills that will bring about social change in the form of a higher quality of life for the students and community as a whole.

  9. Rites of Passage or Unwanted Traditions?

    ERIC Educational Resources Information Center

    Reisberg, Leo

    2000-01-01

    Reports on efforts at several colleges (Ithaca College, New York; Princeton University, New Jersey; Luther College, Iowa; and Vassar College, New York) to end such school traditions as nude streaking or naked soccer, usually accompanied by heavy drinking. School officials see such activities as significant threats to students' health and safety.…

  10. Implementation of a 4-Year Point-of-Care Ultrasound Curriculum in a Liaison Committee on Medical Education-Accredited US Medical School.

    PubMed

    Wilson, Sean P; Mefford, Jason M; Lahham, Shadi; Lotfipour, Shahram; Subeh, Mohammad; Maldonado, Gracie; Spann, Sophie; Fox, John C

    2017-02-01

    The established benefits of point-of-care ultrasound have given rise to multiple new and innovative curriculums to incorporate ultrasound teaching into medical education. This study sought to measure the educational success of a comprehensive and integrated 4-year point-of-care ultrasound curriculum. We integrated a curriculum consisting of traditional didactics combined with asynchronous learning modules and hands-on practice on live models with skilled sonographers into all 4 years of education at a Liaison Committee on Medical Education-accredited US Medical School. Each graduating student was administered an exit examination with 48 questions that corresponded to ultrasound milestones. Ninety-five percent (n = 84) of fourth-year medical students completed the exit examination. The mean score was 79.5% (SD, 10.2%), with mean scores on the ultrasound physics and anatomy subsections being 77.1% (SD, 11.0%) and 85.9% (SD, 21.0%), respectively. A comprehensive 4-year point-of-care ultrasound curriculum integrated into medical school may successfully equip graduating medical students with a fundamental understanding of ultrasound physics, anatomy, and disease recognition. © 2016 by the American Institute of Ultrasound in Medicine.

  11. Decreasing Confrontational Behavior amongst African American Females at an Urban, Non-Traditional Alternative High School.

    ERIC Educational Resources Information Center

    Sigler, Susan

    This applied dissertation was designed to decrease confrontation among African American females at an alternative evening school for high school students who were at least 2 years behind grade level academically. The program involved developing a small group guidance curriculum, creating and videotaping role playing scenarios, arranging for…

  12. Parent involvement in beginning primary school: Correlates and changes in involvement across the first two years of school in a New Zealand sample.

    PubMed

    McDowall, Philippa S; Taumoepeau, Mele; Schaughency, Elizabeth

    2017-06-01

    This study described the relations of parents' and teachers' beliefs and attitudes to forms of parents' involvement in children's first two years of primary school. Parents of children in their first year of primary school (age 5) were recruited from 12 classrooms within four schools in New Zealand; 196 families participated in their child's first year, and 124 families continued to participate in their child's second school year. Parents completed the Family-Involvement Questionnaire, New Zealand, and we archivally collected parent-documented children's oral reading homework. Teachers' rated helpfulness of parents' involvement at school (level 2) and parents' rated teacher invitations to be involved and their perceived time and energy (level 1) contributed to school-based involvement in Year 1 in multilevel models, with parents' rated teacher invitations for involvement also found to predict Year 1 home-school communication in regression analyses. Contributors to Year 1 child-parent reading in multilevel models included level 1 predictors of two or more adults in the home and parents' perceived time and energy. Longitudinal analyses suggested both consistency and change in each form of involvement from Year 1 to Year 2, with increases in each form of involvement found to be associated with increases in parents' and/or teachers' views about involvement in Year 2 in cross-sectional time-series analyses. Implications for schools wanting to engage families are that parents' involvement in children's schooling may be influenced by parents' perceptions of their capacity, teachers' engagement efforts, and the school's climate for involvement. This is a special issue paper "Family Engagement in Education and Intervention". Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  13. The Readiness of High School Students to Pursue First Year Physics

    ERIC Educational Resources Information Center

    Ramnarain, U.; Molefe, P.

    2012-01-01

    A high failure rate at first year physics is often attributed to the lack of readiness of high school students to pursue such studies. This research explores this issue and reports on the perceptions of five physics lecturers at a South African university on the preparedness of high school students for first year physics. Qualitative data was…

  14. Effects of Year-Round Education on Texas Middle School Student Performance

    ERIC Educational Resources Information Center

    Coopersmith, Michael

    2011-01-01

    This study was designed to investigate the effects of the year-round calendar on student performance in Texas middle schools as measured by achievement on the Texas Assessment of Knowledge and Skills (TAKS) test. In the State of Texas, 15 schools served students in grades six through eight using the year-round calendar in 2009-2010. The 15…

  15. Cyberbullying: its nature and impact in secondary school pupils.

    PubMed

    Smith, Peter K; Mahdavi, Jess; Carvalho, Manuel; Fisher, Sonja; Russell, Shanette; Tippett, Neil

    2008-04-01

    Cyberbullying describes bullying using mobile phones and the internet. Most previous studies have focused on the prevalence of text message and email bullying. Two surveys with pupils aged 11-16 years: (1) 92 pupils from 14 schools, supplemented by focus groups; (2) 533 pupils from 5 schools, to assess the generalisability of findings from the first study, and investigate relationships of cyberbullying to general internet use. Both studies differentiated cyberbullying inside and outside of school, and 7 media of cyberbullying. Both studies found cyberbullying less frequent than traditional bullying, but appreciable, and reported more outside of school than inside. Phone call and text message bullying were most prevalent, with instant messaging bullying in the second study; their impact was perceived as comparable to traditional bullying. Mobile phone/video clip bullying, while rarer, was perceived to have more negative impact. Age and gender differences varied between the two studies. Study 1 found that most cyberbullying was done by one or a few students, usually from the same year group. It often just lasted about a week, but sometimes much longer. The second study found that being a cybervictim, but not a cyberbully, correlated with internet use; many cybervictims were traditional 'bully-victims'. Pupils recommended blocking/avoiding messages, and telling someone, as the best coping strategies; but many cybervictims had told nobody about it. Cyberbullying is an important new kind of bullying, with some different characteristics from traditional bullying. Much happens outside school. Implications for research and practical action are discussed.

  16. Homework Policy and Student Choice: Findings from a Montessori Charter School

    ERIC Educational Resources Information Center

    Scott, Catherine M.; Glaze, Nelda

    2017-01-01

    The use of homework has been a controversial topic in education for many years: what types of homework to give, how much, and how often. In previous years, Ocean Montessori School (a pseudonym), the site of this study, offered homework like that of traditional public schools, such as worksheets and rote skill practice. Feeling conflicted about the…

  17. Testing Algorithmic Skills in Traditional and Non-Traditional Programming Environments

    ERIC Educational Resources Information Center

    Csernoch, Mária; Biró, Piroska; Máth, János; Abari, Kálmán

    2015-01-01

    The Testing Algorithmic and Application Skills (TAaAS) project was launched in the 2011/2012 academic year to test first year students of Informatics, focusing on their algorithmic skills in traditional and non-traditional programming environments, and on the transference of their knowledge of Informatics from secondary to tertiary education. The…

  18. Teacher Job Satisfaction in a Year-Round School.

    ERIC Educational Resources Information Center

    Haser, Shelly Gismondi; Nasser, Ilham

    2003-01-01

    Describes reasons for teacher job satisfaction at a year-round elementary school (Timber Lane) in Fairfax County, Virginia, such as flexible work schedules, reduced stress, and time for professional planning. (PKP)

  19. School-Community Partnerships in New York State: Snapshot of Trends as Pre-K Expands. School Community Partnerships Project. Policy Brief II

    ERIC Educational Resources Information Center

    Holcomb, Betty; Sudol, Teija

    2014-01-01

    The expansion of Pre-K in early childhood programs, both in the community and in schools, has the potential to build significant new alignment between the traditional K-12 education system and the preschool year. Most communities, however, have only scratched the surface of collaboration between public schools and community programs as…

  20. Who Takes a Gap Year and Why? Longitudinal Surveys of Australian Youth. Briefing Paper 28

    ERIC Educational Resources Information Center

    Lumsden, Marilyn; Stanwick, John

    2012-01-01

    Taking a gap year--a break between high school and university--is becoming increasingly popular with Australian students. In terms of length and purpose, the traditional notion of a gap year being a year off between school and university has expanded considerably over time. For the purposes of the analysis reported in this paper, a person who…

  1. Second Year Evaluation of the Resource Room for the Educable Mentally Impaired and the Low Achieving Student for School Year 1973-1974.

    ERIC Educational Resources Information Center

    Hoek, John H.

    Reported is the 1973-1974 evaluation of a junior high school resource room model for eight educable mentally retarded (EMR) and 18 mildly educationally handicapped students. Discussed is evaluation design including performance comparison of the resource room EMR students and traditional special students (controls), comparison of absentee rates of…

  2. Absenteeism in DC Public Schools Early Education Program: An Update for School Year 2013-14. Research Report

    ERIC Educational Resources Information Center

    Dubay, Lisa; Holla, Nikhil

    2015-01-01

    Enrollment in early childhood education programs can be an important stepping stone to higher educational achievement, particularly for low-income children. This report examines the extent of absenteeism in the District of Columbia Public Schools' (DCPS) school-based Head Start program in the 2013-2014 school year (SY). Absence rates and the share…

  3. High Pressure Reform: Examining Urban Schools' Response to Multiple School Choice Policies

    ERIC Educational Resources Information Center

    Holme, Jennifer Jellison; Carkhum, Rian; Rangel, Virginia Snodgrass

    2013-01-01

    Over the past several decades, policymakers have sought to address the problem of school failure by exposing traditional public schools to competitive market forces. In this analysis, we examine how two traditional public schools in a "high pressure/high choice" urban school cluster in Texas responded to a number of overlapping choice…

  4. Physical activity in preschool children: comparison between Montessori and traditional preschools

    PubMed Central

    Pate, Russell R.; O’Neill, Jennifer R.; Byun, Wonwoo; McIver, Kerry L.; Dowda, Marsha; Brown, William H.

    2014-01-01

    BACKGROUND Little is known about the influence of Montessori methods on children’s physical activity (PA). This cross-sectional study compared PA of children attending Montessori and traditional preschools. METHODS We enrolled 301 children in 9 Montessori and 8 traditional preschools in Columbia, South Carolina. PA was measured by accelerometry on weekdays during preschool (In-School), non-school (Non-School) and all day (All Day). Minutes/hour of light, moderate-to-vigorous (MVPA) and total PA (light + MVPA) were calculated. RESULTS Children attending Montessori preschools accumulated more In-School light (7.7 vs. 6.5 min/hr), MVPA (7.7 vs. 6.5 min/hr) and total PA (15.4 vs. 13.0 min/hr) than children attending traditional preschools, after adjusting for sex, race/ethnicity, body mass index, parent education and neighborhood poverty index. For Non-School (8.5 vs. 6.2 min/hr) and All Day (8.5 vs. 7.6 min/hr), children in Montessori preschools accumulated more MVPA than children in traditional preschools. In-School PA was higher for children in private Montessori than public Montessori preschools (8.1 vs. 7.0 min/hr; 8.1 vs. 6.7 min/hr; 16.1 vs. 13.6 min/hr, for light, MVPA, and total PA, respectively). CONCLUSIONS Children attending Montessori preschools were more active than children attending traditional preschools. Adopting the Montessori system may be an important strategy for promoting PA in children. PMID:25274171

  5. Learning to Switch Gears: In New Haven, a Restorative Approach to School Discipline

    ERIC Educational Resources Information Center

    Dubin, Jennifer

    2016-01-01

    Together, a school district and a local union are working to ensure that educators are trained in restorative practices in order to improve school climates and keep students in school and learning. This article describes how, in recent years, administrators and teachers have shifted from traditional school punishments, such as suspension, to…

  6. Attitudes of Pontiac Secondary School Students: The Second Year of Desegregated Education.

    ERIC Educational Resources Information Center

    Pontiac City School District, MI.

    Pontiac schools were desegregated prior to the 1971-72 school year. Annual attitude surveys have been conducted to assess the impact of desegregation on parents, students, and staff. This report presents data on the attitudes and opinions of secondary school students concerning desegregation, school structure and climate, and interpersonal…

  7. "Was Lietz padagogisch erstrebte, hat Hitler politisch durchgesetzt". Schulreformerische Traditionen und nationalsozialistische Schulpolitik in Thuringen" ("The Pedagogical Intentions of Lietz Were Enforced Politically by Hitler". Traditions of School Reform and National Socialist School Policy in Thuringia).

    ERIC Educational Resources Information Center

    Lesanovsky, Werner

    1998-01-01

    Inquires of the regional effects of National Socialist school policy, using as an example Thuringia (Germany), the educational landscape of which is traditionally characterized by reform-oriented institutions. Reveals how streamlining of reform schools and instruction from the top and self-streamlining from the bottom ran parallel after 1933. (CMK)

  8. A Follow-up Study of ERIC No. ED 122 416, Pilot Study of Ramsay High School, Birmingham Public School System, Birmingham, Alabama. The Trimester as it Relates to a Secondary Arts Program: Advantages, Disadvantages, and Opportunities Implied.

    ERIC Educational Resources Information Center

    Blackwell, Maree Macon; Kegley, Florence A.

    This report evaluates an experimental trimester plan adopted by a Birmingham (Alabama) high school during the 1976-77 school year. The Birmingham trimester plan maintained the usual length school year, simply dividing it into three "mesters," rather than the traditional two. The plan also lengthened each class period to 85 minutes, so…

  9. Motor skills and school performance in children with daily physical education in school--a 9-year intervention study.

    PubMed

    Ericsson, I; Karlsson, M K

    2014-04-01

    The aim was to study long-term effects on motor skills and school performance of increased physical education (PE). All pupils born 1990-1992 from one school were included in a longitudinal study over nine years. An intervention group (n = 129) achieved daily PE (5 × 45 min/week) and if needed one extra lesson of adapted motor training. The control group (n = 91) had PE two lessons/week. Motor skills were evaluated by the Motor Skills Development as Ground for Learning observation checklist and school achievements by marks in Swedish, English, Mathematics, and PE and proportion of pupils who qualified for upper secondary school. In school year 9 there were motor skills deficits in 7% of pupils in the intervention group compared to 47% in the control group (P < 0.001), 96% of the pupils in the intervention group compared to 89% in the control group (P < 0.05) qualified for upper secondary school. The sum of evaluated marks was higher among boys in the intervention group than in the control group (P < 0.05). The sum of marks was also higher in pupils with no motor skills deficit than among pupils with motor skills deficits (P < 0.01), as was the proportion of pupils who qualified for upper secondary school (97% vs 81%, P < 0.001). Daily PE and adapted motor skills training during the compulsory school years is a feasible way to improve not only motor skills but also school performance and the proportion of pupils who qualify for upper secondary school. © 2012 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  10. Factors Affecting Mathematics Achievement of First-Year Secondary School Students in Central Uganda

    ERIC Educational Resources Information Center

    Kiwanuka, Henry Nsubuga; Van Damme, Jan; Van Den Noortgate, Wim; Anumendem, Dickson Nkafu; Namusisi, Speranza

    2015-01-01

    This study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old) from 78 classrooms of 49 schools were analysed. A three-level linear model was…

  11. Stepping Up: How Are American Cities Delivering on the Promise of Public School Choice?

    ERIC Educational Resources Information Center

    Campbell, Christine; Heyward, Georgia; Gross, Betheny

    2017-01-01

    In America today, families in almost every urban community have some kind of public school choice. This report focuses on "public school choice," under which families are able to choose from both an array of traditional public schools and public charter schools. Public school choice has grown rapidly in the past 20 years; new charter…

  12. Preventing and Responding to Bullying: An Elementary School's 4-Year Journey

    ERIC Educational Resources Information Center

    McCormac, Mary E.

    2015-01-01

    Bullying continues to be a pervasive problem in schools and requires a schoolwide approach. This article describes the action research process used to examine the impact of a 4-year, K-5 school bullying prevention and intervention. The school counselors collaborated with students, staff, and parents to implement the program, and collected and…

  13. The Effects of Implementing Change on a Middle School Culture a First Year Principal's Journey

    ERIC Educational Resources Information Center

    Gettemeier, Edward Robert

    2012-01-01

    This study is a first year principal's quest to transform the culture of Midwest Middle School (MMS). The study covers the 2009-2010 school year. The data from the 2008-2009 school year provided the baseline data for this study. Alarming results of a state survey regarding the culture of the medium sized suburban middle school caused concern. The…

  14. Occupational Choices of Elementary School Children: Traditional or Non-Traditional?

    ERIC Educational Resources Information Center

    Awender, M. A.; Wearne, T. David

    This study examined the occupational perspectives and preferences of 178 students (ages 9-14 ) from three urban schools; one in a high socioeconomic area; the second in a lower socioeconomic stratum with parents in white and blue collar jobs; and the third in a low-income industrial area where most parents lived in subsidized low-income housing…

  15. Teacher Time Spent on Student Health Issues and School Nurse Presence

    ERIC Educational Resources Information Center

    Hill, Nina Jean; Hollis, Marianne

    2012-01-01

    Elementary school teacher time spent on student health issues and the relationship to school nurse services was the focus of this 2-year study. A cross-sectional design was used to survey traditional and exceptional (special needs) classroom teachers about the time they spent on health issues and their perception of school nurse presence. The…

  16. Children's Understanding of Lies in Elementary School Years.

    PubMed

    Hayashi, Hajimu

    2017-01-01

    The author examined whether children's understanding of lies exhibits developmental trends in the elementary school years. Four story contexts were presented to 51 first-grade students, 44 fourth-grade students, and 58 adults. These stories represented combinations of a protagonist's intention (truthful or deceptive) and the truth of the protagonist's message (true or false). The results showed that adults judged whether these messages were lies by considering the protagonist's intentions. By contrast, approximately 30% of first-grade students and some fourth-grade students did not consider intentions in making judgments, although they appropriately predicted the outcomes of the messages. These results suggest that children in the early elementary school years have a conception of lies different from that of adults, and their conception of lies becomes more sophisticated after middle childhood.

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

    ERIC Educational Resources Information Center

    Prendergast, Mark; O'Meara, Niamh

    2016-01-01

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

  18. A Study of Year-Round Schools. Volume III: Handbook for Conducting Cost Analysis of Year-Round School Programs.

    ERIC Educational Resources Information Center

    Burnett, Robert W.

    This manual is intended for use by district officials undertaking analysis of the costs of year-round school (YRS) programs. To analyze the budgetary impact of YRS, it is necessary to determine the actual costs incurred with the YRS program and to compare these costs to expenses that would be incurred without the YRS program. A simulated…

  19. Using Narrative as a Data Source and Analytic Method to Investigate Learning Outside of Traditional School Settings with Diverse Youth

    ERIC Educational Resources Information Center

    Martell, Sandra Toro; Antrop-Gonzalez, Rene

    2008-01-01

    Narrative is used to describe and understand how people construct meaning of their lives and experiences and how they think about their own and others' identities. We examined narrative as both data source and method of analysis for investigating learning in non-traditional school settings with students from diverse socio-economic status and…

  20. Sexual harassment in public medical schools in Ghana.

    PubMed

    Norman, I D; Aikins, M; Binka, F N

    2013-09-01

    This study investigated the prevalence and incidence of Traditional (where a person in a position of power harasses a subordinate) and contra power sexual harassment, (where a subordinate is the harasser of authority figure) in medical schools in Ghana. among. Cross-sectional study. Four hundred and nine medical students from four medical schools in Ghana were interviewed. We also considered if academic and financial dependence would predict either traditional or contra power sexual harassment. We further investigated, whether women were more bothered by sexual harassment than men and the correlation between sexual harassment and health. Women were 61% more likely to be sexually harassed than men 39%. Sexual harassment negatively affects the victims' health outcome. We found that the traditional form of sexual harassment was prevalent in medical schools in Ghana and that academic dependence predicted attacks. In the first and second years, women at these institutions are more likely to be sexually harassed than men. Sexual harassment policies of medical school need to be widely circulated. The various medical schools should provide reporting procedures and counseling for victims. This paper would inform policy and research.

  1. The Fate of Traditional Games in the Modern World.

    ERIC Educational Resources Information Center

    Sutton-Smith, Brian

    Challenging the use of schools for the preservation of selected traditional games, often in conjunction with competitive sports advocated by governments, this paper probes five issues. Are the traditional physical activities really worth preserving and, if so, why? Can such traditional activities actually be manipulated to meet expectations? Which…

  2. Health education in primary school textbooks in iran in school year 2010-2011.

    PubMed

    Kazemian, Reza; Ghasemi, Hadi; Movahhed, Taraneh; Kazemian, Ali

    2014-09-01

    Health education in schools is one of the most effective ways of promoting health in a society. Studies have shown the effectiveness of health interventions aimed at improving students' knowledge, attitude, and behaviors about health issues. The aim of this study was to evaluate health issues in primary school textbooks in Iran. In school year 2010-2011, the contents of all primary school textbooks in Iran were assessed in accordance to their health-related teachings. Health lessons of these 27 textbooks in the form of picture and text were retrieved and analyzed using content analysis method. In total, 502 health-related lessons were found. The textbooks of the third grade contained the highest (144) and those of the fourth grade had the lowest (26) number of health lessons. Among health-related issues, the largest number (87) of lessons were about personal hygiene, while prevention of high risk behaviors comprised the least number (8). Some important health issues such as nutrition, oral health, and prevention of high-risk behaviors were not adequately discussed in the textbooks. The potential of primary school textbooks in delivering health messages has been neglected in Iran. Taking the critical importance of school ages into account, incorporating health issues in textbooks should be more strongly emphasized.

  3. Ornamental Horticulture Technology; Suggested 2-Year Post High School Curriculums.

    ERIC Educational Resources Information Center

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

    Developed by a technical education specialist, this guide is designed to aid school administrators in planning and developing 2-year post-high school programs or evaluating existing programs in ornamental horticulture technology. In addition to general information on the program, contents include course outlines with examples of tests and…

  4. Early College High School Initiative. Evaluation Year End Report: 2003?2004

    ERIC Educational Resources Information Center

    Berger, Andrea R.; Cole, Susan; Melton, Janet; Safran, Stephanie; Vogel, Tyler; Walton, Laura; Adelman, Nancy; Hall, Catherine; Keating, Kaelie Knowles; Murray, Samantha; Nielsen, Natalie; Schaffner, Monika

    2005-01-01

    This is the first year-end report produced as part of the on-going evaluation of the Bill & Melinda Gates Foundation's Early College High School Initiative. The program provides funding and support for the establishment of Early College High Schools, which are organized to allow all enrolled students the opportunity to earn a high school diploma…

  5. Museum Heroes All: The Pavia Approach to School-Science Museum Interactions

    ERIC Educational Resources Information Center

    Falomo Bernarduzzi, Lidia; Albanesi, Gabriele; Bevilacqua, Fabio

    2014-01-01

    To improve on the classic school trip to the museum and the traditional distinctions between formal and informal learning, every year we run a project where the schools (first the teachers and then the pupils) are actively involved right from the very first stages of planning. The various projects realised so far involve schools with children of…

  6. Multi-Track Year-Round Schooling as Cost Saving Reform: Not Just a Matter of Time

    ERIC Educational Resources Information Center

    Graves, Jennifer; McMullen, Steven; Rouse, Kathryn

    2013-01-01

    In the face of school crowding and fears about inequality-inducing summer learning loss, many schools have started to adopt multitrack year-round school calendars, which keep the same number of school days, but spread them more evenly across the calendar year. This change allows schools to support a larger student population by rotating which…

  7. Impact of School Desegregation in Milwaukee Public Schools on Quality Education for Minorities... 15 Years Later.

    ERIC Educational Resources Information Center

    Wisconsin Advisory Committee to the United States Commission on Civil Rights.

    This publication reports on the effects of school desegregation in Milwaukee (Wisconsin) Public Schools 15 years after desegregation was introduced and focuses on the quality of education available for minorities. In particular, the report looks at desegregation and educational outcomes, interracial and human relations, the effect of housing…

  8. Do Schools Make a Difference? A Study of High School Effects and First Year College Success

    ERIC Educational Resources Information Center

    Smith, Wade; Droddy, Jason; Guarino, A. J.

    2011-01-01

    Schools across America are being ranked for their effectiveness on a number of student criteria, among them preparation of students for a successful college experience. This study investigates the relationship between graduating seniors, their successful first year retention in college and several personal and school related factors. The study…

  9. Governance and Administrative Infrastructure in New York City Charter Schools. Going Charter Year Three Findings. Charter School Research Project.

    ERIC Educational Resources Information Center

    Ascher, Carol; Echazarreta, Juan; Jacobowitz, Robin; McBride, Yolanda; Troy, Tammi

    In this final report of a 3-year evaluation, researchers explored the developing infrastructure in New York City charter schools and identified areas in which school stakeholders--private partners, boards of trustees, school leaders, parents, and teachers--needed support to help charter schools succeed. The study was based on monthly visits to…

  10. Longer School Years: Reform or Illusion? Policy Studies in Education.

    ERIC Educational Resources Information Center

    Smith, Edward C.

    The advantages and disadvantages of the year-round school fall into three major categories: financial, educational, and professional. Financial advantages are based on the postponement of construction costs and the use of existing school facilities and equipment to serve a larger number of students. Financial disadvantages include a rise in…

  11. Do School Budgets Matter? The Effect of Budget Referenda on Student Dropout Rates

    ERIC Educational Resources Information Center

    Lee, Kyung-Gon; Polachek, Solomon W.

    2018-01-01

    This paper analyzes how changes in school expenditures affect dropout rates based on data from 466 school districts in New York during the 2003/04 to the 2007/08 school years. Past traditional regression approaches show mixed results in part because school expenditures are likely endogenous, so that one cannot disentangle cause and effect. The…

  12. The Necessity of the Literary Tradition: Gabriel Garcia Marquez's "One-Hundred Years of Solitude."

    ERIC Educational Resources Information Center

    Jupp, James C.

    2000-01-01

    Argues that literature from other countries, taught as multicultural literature, must be taught in the context of its own literary tradition in order to provide high-quality academic instruction. Offers an example with Gabriel Garcia Marquez's "One-Hundred Years of Solitude" to show how teaching multicultural literature can live up to…

  13. Comparison of Traditional Instruction on Reflection and Rotation in a Nepalese High School with an ICT-Rich, Student-Centered, Investigative Approach

    ERIC Educational Resources Information Center

    Mainali, Bhesh Raj; Heck, André

    2017-01-01

    A teacher-centered, examination-driven instructional approach emphasizing knowledge of facts and standard methods through drill-and-practice without use of Information and Communications Technology (ICT) is still dominant in Nepalese high schools. In this article, we present a classroom study in which the traditional instructional approach has…

  14. Design of Value-Added Models for IMPACT and TEAM in DC Public Schools, 2010-2011 School Year. Final Report

    ERIC Educational Resources Information Center

    Isenberg, Eric; Hock, Heinrich

    2011-01-01

    This report presents the value-added models that will be used to measure school and teacher effectiveness in the District of Columbia Public Schools (DCPS) in the 2010-2011 school year. It updates the earlier technical report, "Measuring Value Added for IMPACT and TEAM in DC Public Schools." The earlier report described the methods used…

  15. Rethinking Dental School Admission Criteria: Correlation Between Pre-Admission Variables and First-Year Performance for Six Classes at One Dental School.

    PubMed

    Rowland, Kevin C; Rieken, Susan

    2018-04-01

    Admissions committees in dental schools are charged with the responsibility of selecting candidates who will succeed in school and become successful members of the profession. Identifying students who will have academic difficulty is challenging. The aim of this study was to determine the predictive value of pre-admission variables for the first-year performance of six classes at one U.S. dental school. The authors hypothesized that the variables undergraduate grade point average (GPA), undergraduate science GPA (biology, chemistry, and physics), and Dental Admission Test (DAT) scores would predict the level of performance achieved in the first year of dental school, measured by year-end GPA. Data were collected in 2015 from school records for all 297 students in the six cohorts who completed the first year (Classes of 2007 through 2013). In the results, statistically significant correlations existed between all pre-admission variables and first-year GPA, but the associations were only weak to moderate. Lower performing students at the end of the first year (lowest 10% of GPA) had, on average, lower pre-admission variables than the other students, but the differences were small (≤10.8% in all categories). When all the pre-admission variables were considered together in a multiple regression analysis, a significant association was found between pre-admission variables and first-year GPA, but the association was weak (adjusted R 2 =0.238). This weak association suggests that these students' first-year dental school GPAs were mostly determined by factors other than the pre-admission variables studied and has resulted in the school's placing greater emphasis on other factors for admission decisions.

  16. Time to Grow: Year Two Report on ExpandED Schools. A TASC Report

    ERIC Educational Resources Information Center

    Traill, Saskia; Brohawn, Katie

    2014-01-01

    An analysis of data from the second year of The After-School Corporation's (TASC's) national demonstration of an expanded school day for elementary and middle school students shows that ExpandED Schools improved school culture, decreased rates of students' chronic absenteeism and helped students develop positive learning habits and attitudes.…

  17. The American Citizen: 11 Years after High School. Volume II.

    ERIC Educational Resources Information Center

    Wise,.Lauress L.; And Others

    A third follow-up survey of ninth and tenth grade Project Talent participants (1962 and 1963 high school classes) was done approximately eleven years after their expected graduation from high school to gather additional data on the educational, career, personal, and family experiences of these individuals and their reflections on the value of…

  18. School-to-Careers Company of the Year: 2000 Award Winners.

    ERIC Educational Resources Information Center

    National Employer Leadership Council, Washington, DC.

    This booklet profiles the four School-to-Careers Company of the Year Award winners judged to be demonstrating clearly the value and importance of these three key employer activities: working directly with students and teachers, building a school-to-careers system in the community, and strengthening company practice. The four winners and their…

  19. Traditional Bullying as a Potential Warning Sign of Cyberbullying

    ERIC Educational Resources Information Center

    Kowalski, Robin M.; Morgan, Chad A.; Limber, Susan P.

    2012-01-01

    Although traditional bullying and cyberbullying share features in common, they differ in important ways. For example, cyberbullying is often characterized by perceived anonymity and can occur any time of the day or night. Conversely, perpetrators of traditional bullying are known to the victim, and most traditional bullying occurs at school. Yet,…

  20. Two Thousand Years of Interactive Readers: The Jewish Tradition of Text Study and Commentary.

    ERIC Educational Resources Information Center

    Pace, Ann Jaffe

    The Jewish tradition of text study and commentary may convey important messages to educators because of its probable inherent interest and for possible recommendations for pedagogical practice that might be suggested by it. Beyond seeking guidance in religious and everyday affairs, the last 2000 years of Torah study reveals a passionate commitment…

  1. A comparison of the effectiveness of virtual and traditional dissection on learning frog anatomy in high school

    NASA Astrophysics Data System (ADS)

    Montgomery, Laura

    This study examined the effectiveness of a virtual frog dissection software program titled Cyber Ed Dissection Series as compared to a traditional frog dissection in relation to student achievement. The study sample consisted of eighty-four general ability level students attending a mid sized, suburban high school in Southern New Jersey. Students were divided into three groups: traditional dissectors, virtual dissectors, and a choice group. Each group of students took a pretest before beginning a unit on amphibians and upon its completion took a posttest consisting of general knowledge questions. Additionally, a lab practicum test (where students were required to identify organs and organ functions in actual specimens) was administered at the completion of the amphibian unit. Resulting test scores of the posttests and lab practicum tests were analyzed based on whether students dissected traditionally or virtually. Results indicate that there was no significant difference between traditional dissectors and virtual dissectors on the general knowledge test posttest, but there was a significant difference on the lab practicum test. This difference was further explored and analyzed in relation to gender, grade level, and ethnicity. In regard to these three variables, no significant differences between related sub-groups were noted. Responses to an open-ended question regarding the reasons the members of the choice group chose a particular method of dissection are also presented.

  2. Using Alternative Teaching Techniques To Enhance Student Performance in the Traditional Introductory Public Relations Course.

    ERIC Educational Resources Information Center

    Lubbers, Charles A.

    2002-01-01

    Examines the value of two alternative tools as supplements for the traditional introduction to public relations course. Considers the usage of a study manual, usage of televised review sessions, year in school and major status. Indicates that all four variables are significantly correlated with class performance, but that the study manual explains…

  3. The High School Principal's Calendar: A Month-by-Month Planner for the School Year.

    ERIC Educational Resources Information Center

    Ricken, Robert; Simon, Richard; Terc, Michael

    This book has been developed for both new and experienced principals; it lays out everyday challenges and administrative necessities to help principals plan strategically for the academic year. This work provides a month-to-month guide to make the school year run smoothly from opening to closing. Chapters cover key tasks for each month beginning…

  4. Introduction of an Emergent Curriculum and an Inclusive Pedagogy in a Traditional Setting in Israel: A Case Study

    ERIC Educational Resources Information Center

    Tal, Clodie

    2014-01-01

    This study seeks to determine how and to what extent the core principles of the early childhood education programme at Levinsky College of Education in Israel were applied by a third-year student teacher in a traditional fieldwork placement. At the beginning of the school year, the student planned to engage two small groups of children in her…

  5. [Analysis on absentees due to injury during 2012-2013 school year from 32 primary schools in Hubei province].

    PubMed

    Tan, Li; Yan, Weirong; Wang, Ying; Fan, Yunzhou; Jiang, Hongbo; Yang, Wenwen; Nie, Shaofa

    2014-09-01

    To analyze absentees due to injury among primary school pupils in Hubei, 2012-2013; and to provide theoretical basis for the prevention and control of injuries. A total of 32 primary schools in Qianjiang city and Shayang county were sampled to conduct injury absenteeism surveillance, and the total number of students was 21 493. The surveillance contents included absent dates, genders, grades, initial or return absent, and the detailed absent reasons. The classification of injury was based on the 10th Revision of the international classification of diseases developed by WHO. Data from 2012-2013 school-year were extracted from the surveillance system for analysis. The total surveillance period was 182 days, of which the fall semester was 98 days and the spring semester was 84 days. The absenteeism rate and injury rate in different characteristics of primary school students were compared by χ² test, and the possible risk factors of injury were preliminary explored by calculating the RR (95% CI) value. The total daily injury absenteeism rate was 8.26/100 100 during 2012-2013 school-year in 32 primary schools in Hubei province, which was higher in fall semester (9.16/100 000), Qianjiang area (9.63/100 000), rural primary schools (13.44/100 000), boys (9.57/100 000), 1-2 grades (10.41/100 000), and the differences were significant (P < 0.05). The total injury rate was 0.46%. Rural primary schools (RR = 2.32, 95% CI: 1.46-3.70), boys (RR = 1.88, 95% CI: 1.23-2.87), and 3-4 grades (RR = 1.85, 95% CI: 1.10-3.09) were identified as high-risk factors, while using city primary schools, girls, and 5-6 grades as references, respectively. The injury absenteeism rate and injury rate were more higher in rural primary schools, boys and low or middle grades in Hubei province during 2012 to 2013 school year, so monitoring and preventive measures should be focused on those students.

  6. An Evaluation of the Model School Division (MSD) Preschool Program for the School Year 1973-74.

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, Washington, DC. Dept. of Research and Evaluation.

    This study was designed to assess the extent to which children served by the Model Schools Division Preschool Program developed socially, intellectually, physically and emotionally during the 1973-74 school year. This evaluation was also designed to measure the appropriateness of the learning environment and the amount of services provided by the…

  7. Trimming the Fat in America's Schools: Where Are We One Year Following Implementation of Federally Mandated Local School Wellness Plans (LSWPs)?

    ERIC Educational Resources Information Center

    Curriculum Review, 2007

    2007-01-01

    This article presents the results of a survey by the School Nutrition Association (SNA) on the year-long adoption of wellness policies of 15,000 local schools nationwide. Released September 5, SNA's "From Cupcakes to Carrots: Local Wellness Policies One Year Later" was compiled from a survey of 976 school nutrition directors conducted in May 2007.…

  8. Adjustment to the First Year in School--A Singapore Perspective

    ERIC Educational Resources Information Center

    Yeo, Lay See; Clarke, Christine

    2006-01-01

    This paper investigates the concept of adjustment to school for a group of primary one (first grade) pupils in Singapore. Pupils rated by their teachers as being well adjusted obtained significantly higher grades at the end of the school year, did not require additional learning support, and exhibited better social skills compared to children…

  9. The Experience of 50 Years of Comprehensive Schooling in Scotland

    ERIC Educational Resources Information Center

    Howieson, Cathy; Croxford, Linda; Murphy, Daniel

    2017-01-01

    The year 2015 was the 50th anniversary of the introduction of comprehensive schooling in Scotland. This article outlines the two models of comprehensive schooling pursued over this period: the first which aimed to promote a universal, common system, and the second, from around 2000, which has prioritised diversity and choice. Equality (in its…

  10. Inequality in the First Year of Primary School. CES Briefing.

    ERIC Educational Resources Information Center

    Croxford, Linda

    In Scotland, the Early Intervention Programme (EIP) aims to raise standards of literacy and numeracy in the first 2 years of primary school with an emphasis on overcoming disadvantage and inequality. As part of this initiative, one local authority, Aberdeen City, has introduced Baseline Assessment on entry to primary school with a follow-up…

  11. School Safety in Urban Charter and Traditional Public Schools. NCSRP Working Paper # 2007-1

    ERIC Educational Resources Information Center

    Christensen, Jon

    2007-01-01

    This working paper discusses safety in urban charter schools relative to other urban public schools, using several indicators from the Schools and Staffing Survey (SASS). SASS is the nation's most extensive sample survey of elementary and secondary schools and the teachers and administrators who staff them. The indicators measure the frequency of…

  12. A Comparative Study of a Kodaly-Based Developmental Music Program and a Traditional Public School Music Program at the Kindergarten Level.

    ERIC Educational Resources Information Center

    Beatty, Rodger James

    A 9-month longitudinal study of two kindergarten classes compared two types of music instruction: a Kodaly-based developmental music program and a traditional public school music program. The class taught through the Kodaly method received instruction that emphasized the development of rhythmic and melodic perception through visual, aural, and…

  13. 50 Years after "Brown": Segregation in the Miami-Dade County Public Schools

    ERIC Educational Resources Information Center

    Moore, James

    2004-01-01

    Fifty years after the "Brown v. Board of Education" decision outlawed de jure segregation in American schools, many school districts remain segregated. Despite numerous efforts aimed at desegregation, residential segregation--the primary barrier to significant school desegregation--remains entrenched throughout the United States. The Miami-Dade…

  14. The Year-Round School: Where Learning Never Stops. Fastback 259.

    ERIC Educational Resources Information Center

    Ballinger, Charles E.; And Others

    This fastback examines the instructional and administrative benefits of year-round education and describes schools currently operating on a year-round schedule. Instructional benefits of year-round education for gifted, average, and remedial students are cited in a brief introductory article. Other benefits, discussed in more detail, include…

  15. Squashing the Millennium Bug: A Year 2000 Compliance Guide for Elementary/Secondary Schools and School Districts.

    ERIC Educational Resources Information Center

    Root, Mark; Carlson, Robert; Dexter, David; Karinch, Samantha; Kaplan, Heather

    This guide was developed to assist the nation's elementary and secondary schools and school districts address their Year 2000 (Y2K) problem. The guide is divided into three sections: Squashing the Millennium Bug Step-by-Step; Remediating Specific Types of Systems; and Appendix. The first chapter presents the following steps for tackling the Year…

  16. Analysis of the Impacts of City Year's Whole School Whole Child Model on Partner Schools' Performance

    ERIC Educational Resources Information Center

    Meredith, Julie; Anderson, Leslie M.

    2015-01-01

    City Year is a learning organization committed to the rigorous evaluation of its "Whole School Whole Child" model, which trains and deploys teams of AmeriCorps members to low-performing, urban schools to empower more students to reach their full potential. A third-party study by Policy Studies Associates (PSA) examined the impact of…

  17. A Senior High School Interdisciplinary Humanities Curriculum. Final Report.

    ERIC Educational Resources Information Center

    City Univ. of New York, NY. Hunter Coll. High School.

    The Hunter College High School Twelfth grade humanities curriculum was designed to end the artificiality between life and learning as found in the traditional program of studies. An effort was made to restructure the final year of high school to focus on Man rather than subjects, to see the interrelationships of the disciplines, and to end the…

  18. A View from the Field after One Year of School-Based Management.

    ERIC Educational Resources Information Center

    Belli, Gabriella; van Lingen, Gabriele

    1993-01-01

    Recently, a group of 26 elementary, middle, and high school principals met to evaluate the Prince William County (Virginia) Public Schools' school-based management system after its first year of operation. Principals made generally positive comments about budgetary changes; staff and community involvement; the evaluation process; and the role…

  19. Education of Handicapped Children; Status Report: School Year 1973-74 and Midyear 1974-75.

    ERIC Educational Resources Information Center

    Parsley, Marilyn

    Reported is the status of Colorado public schools' special education services for the school year 1973-74 and midyear 1974-75. Presented is school year 1973-74 information on students served, not served, and the nature of services rendered. Summarized are data on special education instructional and support staff. Special education costs and…

  20. Michigan Extended School Year Programs 1992-1995. An Evaluation of a State Grant Initiative.

    ERIC Educational Resources Information Center

    Axelrad-Lentz, Susan F.

    Michigan lawmakers funded a competitive grant program for school districts to plan and implement extended school year (ESY) programs of 200 days. The primary purpose was to raise academic achievement. In the spring of 1992, 16 diverse school districts were awarded ESY planning grants. Continuation grants funded 2 ESY implementation years, for…

  1. School Leadership and Cyberbullying—A Multilevel Analysis

    PubMed Central

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

    2017-01-01

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

  2. School Leadership and Cyberbullying-A Multilevel Analysis.

    PubMed

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

    2017-10-15

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

  3. "The Teacher Who Helps Children Learn Best": Affect and Authority in the Traditional Primary Classroom

    ERIC Educational Resources Information Center

    Hargreaves, Eleanore; Elhawary, Dalia; Mahgoub, Mohamed

    2018-01-01

    This paper draws on the views of nearly 400 Year 5 pupils across nine classes in three government primary schools in Alexandria, Egypt. It explores how they perceived the role of affect in their classroom; and their teachers' authority. By presenting pupils with sentences to complete, our research explored how the prevailing traditional approach…

  4. Examining Computational Skills in Prekindergarteners: The Effects of Traditional and Digital Manipulatives in a Prekindergarten Classroom

    ERIC Educational Resources Information Center

    Mattoon, Cassandra; Bates, Alan; Shifflet, Rena; Latham, Nancy; Ennis, Sarah

    2015-01-01

    The authors investigated benefits of digital technology compared with traditional manipulatives in relation to preschoolers' development and learning of computational skills. The sample consisted of twenty four 4-and 5-year old children who attended a half-day prekindergarten program five times a week in a university laboratory school in the…

  5. High School Reform Implementation: Principals' Perceptions on Their Leadership Role

    ERIC Educational Resources Information Center

    White-Smith, Kimberly A.; White, Monica A.

    2009-01-01

    This research is a collection of comparative case studies that examine the perspectives of four principals in their 1st year of implementing the High School College Collaborative (HSCC), which works to provide traditionally underserved high school students with the opportunity to receive college credit, possibly an associate of arts degree,…

  6. High School Food Courts: A New Evolution in Student Dining.

    ERIC Educational Resources Information Center

    Beach, George

    2000-01-01

    Discusses how traditional high school cafeterias have changed in recent years into food courts and dining areas usually found in shopping malls. Areas examined include food court design, traffic patterns, safety and after-hours usage, and kitchens and serving areas. How one school district turned its food court system into a successful…

  7. Cyber bullying and internalizing difficulties: above and beyond the impact of traditional forms of bullying.

    PubMed

    Bonanno, Rina A; Hymel, Shelley

    2013-05-01

    Although recent research has demonstrated significant links between involvement in cyber bullying and various internalizing difficulties, there exists debate as to whether these links are independent of involvement in more traditional forms of bullying. The present study systematically examined the association between involvement in cyber bullying, as either a victim or a bully, and both depressive symptomatology and suicidal ideation. Self-report data were collected from 399 (57% female) Canadian adolescents in grades 8-10 (mean age = 14.2 years, SD = .91 years). Results indicated that involvement in cyber bullying, as either a victim or a bully, uniquely contributed to the prediction of both depressive symptomatology and suicidal ideation, over and above the contribution of involvement in traditional forms of bullying (physical, verbal, relational). Given the ever increasing rate of accessibility to technology in both schools and homes, these finding underscore the importance of addressing cyber bullying, with respect to both research and intervention, as a unique phenomenon with equally unique challenges for students, parents, school administrators and researchers alike.

  8. West Virginia Safe and Supportive (S3) Schools Project: Year 2 Implementation Evaluation Report

    ERIC Educational Resources Information Center

    Whisman, Andy

    2013-01-01

    The 4-year federal Safe and Supportive Schools (S3) program supports targeted interventions to improve and measure conditions for learning at the high school level. For 2011-2012 (Year 2), two evaluation questions were investigated: (EQ1) To what extent do participating schools implement the program with fidelity relative to the WV Model for…

  9. Early Transition and Adjustment and Children's Adjustment after Six Years of Schooling

    ERIC Educational Resources Information Center

    Margetts, Kay

    2009-01-01

    Researchers have made convincing arguments for the benefits of a smooth transition to school. The passage through this significant social change may have a lasting influence on children's progress. For example, social, emotional and academic difficulties in the early years of schooling have been shown to persist through school and into…

  10. CDC Guidance for State and Local Public Health Officials and School Administrators for School (K-12) Responses to Influenza during the 2009-2010 School Year

    ERIC Educational Resources Information Center

    Centers for Disease Control and Prevention, 2009

    2009-01-01

    This document provides guidance to help decrease the spread of flu among students and school staff during the 2009-2010 school year. This document expands upon earlier school guidance documents by providing a menu of tools that school and health officials can choose from based on conditions in their area. It recommends actions to take this school…

  11. A School-Randomized Clinical Trial of an Integrated Social-Emotional Learning and Literacy Intervention: Impacts after 1 School Year

    ERIC Educational Resources Information Center

    Jones, Stephanie M.; Brown, Joshua L.; Hoglund, Wendy L. G.; Aber, J. Lawrence

    2010-01-01

    Objective: To report experimental impacts of a universal, integrated school-based intervention in social-emotional learning and literacy development on change over 1 school year in 3rd-grade children's social-emotional, behavioral, and academic outcomes. Method: This study employed a school-randomized, experimental design and included 942…

  12. Achieving and Maintaining Change in Urban Schools: The Role of The School Psychologist

    ERIC Educational Resources Information Center

    Petry, Bradley; Serbonich, Nadine

    2018-01-01

    School psychologists in Baltimore (MD) City Public Schools are engaged in efforts to expand their professional roles from a traditional to a more comprehensive model. In Baltimore, school psychologists had been in the traditional role as a special education-specific gatekeeper and service provider. Starting in 2013, a group of school…

  13. Ambulance dispatches to schools during a 5-year period in Fukui Prefecture.

    PubMed

    Takinami, Yoshikazu; Maeda, Shinji

    2017-01-01

    To determine the characteristics and trends of medical emergencies during school activities by analyzing information provided by fire departments. During a 5-year period from January 2009 to December 2013, all nine fire departments in Fukui Prefecture handled 850 emergencies at schools. We investigated the 850 cases with the age range of 0-63 years. It was found that 21.5% of ambulance dispatches to schools were on weekends and there were more dispatches for non-faculty members of all age groups on weekends than on weekdays. The percentage of weekend dispatches was particularly high for students aged ≥19 years. Emergency calls for junior high school students and younger students accounted for the majority of weekday calls. There were a total of 524 ambulance dispatches for the three categories "sprains, contusions, dislocations, and fractures" ( n = 245), "seizures, epilepsy, and syncope" ( n = 171), and "cuts, bruises, lacerations, trauma, amputations, and burns" ( n = 108), with dispatches for these three categories accounting for 61.6% of all dispatches. Almost all dispatches for "heat stroke and dehydration" were during school hours and were concentrated between the months of July and September. Heat stroke was most common among high school students and most often occurred during the summer/fall season and on weekends. Heat stroke was the fourth most frequent condition that required an ambulance dispatch after the above three conditions. Heat stroke is predictable, indicating that it is necessary to prevent heat stroke during high school club activities.

  14. EXTENDED SCHOOL YEAR DESIGNS--AN INTRODUCTION TO NEW PLANS OF SCHOOL ORGANIZATION WHICH CAN RESULT IN FINANCIAL ECONOMIES AND PROVIDE MORE EDUCATION FOR ALL PUPILS.

    ERIC Educational Resources Information Center

    THOMAS, GEORGE ISAIAH

    THIS REPORT EXPLORES PLANS OF ELEMENTARY AND SECONDARY SCHOOL ORGANIZATION BASED UPON THE LENGTHENING OF THE SCHOOL YEAR TO REDUCE BY ONE OR MORE YEARS THE TOTAL PERIOD OF SCHOOLING. PRACTICAL INFORMATION IS PRESENTED CONCERNING (1) THE CONTINUOUS SCHOOL YEAR PLAN, (2) THE TRIMESTER PLAN, (3) THE QUADRIMESTER PLAN, (4) THE MODIFIED SUMMER SCHOOL…

  15. Tradition and Technology. A Magnet School-Museum Partnership.

    ERIC Educational Resources Information Center

    Judd, Michael; Judd, Elizabeth

    1996-01-01

    Presents a case study of an educational partnership between an Albuquerque magnet elementary school and the New Mexico Museum of Natural History and Science. Descriptions of the school and museum are provided as well as the program's goals, current activities and products, outcomes, and future directions. The Proyecto Futuro program, a multiyear…

  16. Is the Traditional Curriculum Past Its Prime?

    ERIC Educational Resources Information Center

    White, John

    2007-01-01

    I take up recent remarks by Teruhisa Horio about school student disaffection in Japan and see echoes of this in Britain. In that country the traditional school curriculum of discrete largely academic subjects is often taken to be one cause of the problem. I review justifications for it but no sound ones appear to be available. We need to…

  17. "We were treated like adults"--development of a pre-medicine summer school for 16 year olds from deprived socioeconomic backgrounds: action research study.

    PubMed

    Greenhalgh, Trisha; Russell, Jill; Boynton, Petra; Lefford, Frances; Chopra, Nikhil; Dunkley, Lisa

    2006-04-01

    To develop a one week widening access summer school for 16 year old pupils from non-traditional backgrounds who are considering applying to medical school, and to identify its short term impact and key success factors. Action research with partnership schools in deprived inner city areas in five overlapping phases: schools liaison, recruitment of pupils and assessment of needs, programme design, programme delivery, and evaluation. The design phase incorporated findings from one to one interviews with every pupil, and workshops and focus groups for pupils, parents, teachers, medical student assistants, NHS staff, and other stakeholders. An in-depth process evaluation of the summer school was undertaken from the perspective of multiple stakeholders using questionnaires, interviews, focus groups, and observation. 40 pupils aged 16 years from socioeconomically deprived and under-represented ethnic minority groups. The summer school was popular with pupils, parents, teachers, and staff. It substantially raised pupils' confidence and motivation to apply to medical school. Critical success factors were identified as an atmosphere of "respect"; a focus on hands-on work in small groups; the input of medical students as role models; and vision and leadership from senior staff. A particularly popular and effective aspect of the course was a grand round held on the last day, in which pupils gave group presentations of real cases. An action research format allowed us to draw the different stakeholders into a collaborative endeavour characterised by enthusiasm, interpersonal support, and mutual respect. The input from pupils to the programme design ensured high engagement and low dropout rates. Hands-on activities in small groups and social drama of preparing and giving a grand round presentation were particularly important.

  18. Math Anxiety and Math Ability in Early Primary School Years.

    PubMed

    Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

    2009-06-01

    Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa-contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development.

  19. School Resegregation: Residential and School Process Study. A Collaborative Leadership Planning/Training Project, Third Year: 1978-79. Final Report.

    ERIC Educational Resources Information Center

    Williams, Georgia

    This report summarizes the work undertaken by the Berkeley Unified School District's (BUSD) project to define a collaborative leadership planning/training model to combat school resegregation. In 1972, four years after full desegregation, the BUSD experienced a marked shift in the school population and its distribution. In 1976, the BUSD committed…

  20. What Is International about International Schools? An Institutional Legitimacy Perspective

    ERIC Educational Resources Information Center

    Bunnell, Tristan; Fertig, Michael; James, Chris

    2016-01-01

    In recent years, the number of International Schools around the world has increased rapidly largely as a result of growth of new forms of International Schools, which differ markedly from the traditional forms. These new forms: are often operated on a for-profit commercial basis; are usually for children from the local (indigenous), wealthy…

  1. An Analysis of Michigan Charter Schools: Enrollment, Revenues, and Expenditures

    ERIC Educational Resources Information Center

    Izraeli, Oded; Murphy, Kevin

    2012-01-01

    Though charter schools are a relatively new phenomenon in American education, they have been in existence long enough now to allow for evaluation of operational outcomes relative to traditional public schools. Using a comprehensive data set for the State of Michigan that spans the years 1995 through 2006, this article aims to provide such an…

  2. Toward Assessment Leadership: Study of Assessment Practices among School and Classroom Leaders

    ERIC Educational Resources Information Center

    Morris, Carrie Elizabeth Eubank

    2017-01-01

    Traditionally, models of instructional leadership espouse data-informed decision making in response to student assessment outcomes as one of the core school leader behaviors. In recent years, rising expectations from accountability policies and related assessment practices have myriad implications for school districts, specifically in the areas of…

  3. Snow White in Hellenic Primary Classrooms: Children's Responses to Non-Traditional Gender Discourses

    ERIC Educational Resources Information Center

    Kostas, Marios

    2018-01-01

    This paper sets out to investigate how children make sense of and negotiate non-traditional gender discourses promoted through the feminist version of the fairytale of Snow White. The research was based on work with 120 pupils aged 9-11 years old in 2 Athenian primary schools. The data were collected through semi-structured group interviews. The…

  4. Compulsory School In- and Outdoors—Implications for School Children’s Physical Activity and Health during One Academic Year

    PubMed Central

    Pagels, Peter; Raustorp, Anders; Guban, Peter; Fröberg, Andreas; Boldemann, Cecilia

    2016-01-01

    Regulated school days entail less free-living physical activity (PA) and outdoor stay, which may jeopardize the opportunities for cohesive moderate-to-vigorous physical activity (MVPA) and, by extension, children’s health. The role of outdoor stay during school time for pupils’ free-living PA vs. physical education (PE) and indoor stay was studied during one academic year in 196 pupils aged 7–14 years at four schools in mid-southern Sweden during five consecutive days each in September, March, and May. Actigraph GT3X+ Activity monitors were used. Predictors for PA during school stay were expressed as mean daily accelerometer counts and were measured per season, day, grade, gender, weather, and time outdoors. Overall, free-living PA outdoors generated the highest mean accelerometer counts for moderate and vigorous PA. Outdoor PA and PE, representing 23.7% of the total school time contributed to 50.4% of total mean accelerometer counts, and were the greatest contributors to moderate and vigorous PA. Age and weather impacted PA, with less PA in inclement weather and among older pupils. More time outdoors, at all seasons, would favorably increase school children’s chances of reaching recommended levels of PA. PMID:27420079

  5. Catholic Schools Still Make a Difference: Ten Years of Research, 1991-2000.

    ERIC Educational Resources Information Center

    Hunt, Thomas C., Ed.; Joseph, Ellis A., Ed.; Nuzzi, Ronald J., Ed.

    The collection of articles in this publication offers a review of the research on Catholic schools during the past decade, and as such, represents an update of "Catholic Schools Make a Difference: Twenty-Five Years of Research." Following the "Introduction," the volume is divided into five sections: (1) "Catholic Schools and the Broader Church"…

  6. High School Learning Environments: Hybrid versus Traditional Formats

    ERIC Educational Resources Information Center

    Clifton, Mary Beth

    2017-01-01

    This research study examined the effects of hybrid course format as compared to face-to-face instruction format in a high school setting. At this time, there is little research on hybrid courses in the secondary schools. The quantitative portion of this ex post facto study utilized causal comparative design. Student data was collected from teacher…

  7. Reading Recovery Program Implementation Year Six, School Year 1995-96. Report of Results and Effectiveness.

    ERIC Educational Resources Information Center

    Schotanus, Helen; And Others

    A study examined the results and effectiveness of the sixth year of the Reading Recovery program in New Hampshire. With the 95 Reading Recovery teachers from previous classes, 38 teachers in the new class, and 4 teacher leaders, a total of 137 teachers taught Reading Recovery during the 1995-96 school year. A total of 693 first-grade children…

  8. Reading Recovery Program Implementation Year Five, School Year 1994-95. Report of Results and Effectiveness.

    ERIC Educational Resources Information Center

    Schotanus, Helen; And Others

    A study examined the results and effectiveness of the fifth year of the Reading Recovery program in New Hampshire. With the 78 Reading Recovery teachers from previous classes, 23 teachers in the new class, and 3 teacher leaders, a total of 104 teachers taught Reading Recovery during the 1994-95 school year. A total of 530 first-grade children…

  9. Enhancing Pupils' Aspirations to University: The St Andrews Sutton Trust School Experience

    ERIC Educational Resources Information Center

    Lasselle, Laurence; Keir, Fraser; Smith, Ian

    2009-01-01

    The Sutton Trust Summer School offers to S5/Year 12 pupils the opportunity to sample student life for a week at one of five selecting universities in the UK. Most of the participants on the Sutton Trust Summer School will be the first generation in their family to attend university and have come from schools which traditionally send low numbers to…

  10. Evaluation of the Family/School Partnership Project, Year III, 1996-97.

    ERIC Educational Resources Information Center

    Kester, Donald L.; Plakos, John; Santos, Will

    The report details the third-year evaluation of a transitional bilingual education project at Chester W. Nimitz Middle School in Huntington Park, California. The Family/School Partnership Project is designed to assist limited English proficient students in mastering English skills to transition to regular classroom activities by integrating…

  11. Typologies of family functioning and children's adjustment during the early school years.

    PubMed

    Sturge-Apple, Melissa L; Davies, Patrick T; Cummings, E Mark

    2010-01-01

    Guided by family systems theory, the present study sought to identify patterns of family functioning from observational assessments of interparental, parent-child, and triadic contexts. In addition, it charted the implications for patterns of family functioning for children's developmental trajectories of adjustment in the school context across the early school years. Two-hundred thirty-four kindergarten children (129 girls and 105 boys; mean age = 6.0 years, SD = 0.50 at Wave 1) and their parents participated in this multimethod, 3-year longitudinal investigation. As expected, latent class analyses extracted 3 primary typologies of functioning including: (a) cohesive, (b) enmeshed, and (c) disengaged families. Furthermore, family patterns were differentially associated with children's maladaptive adjustment trajectories in the school context. The findings highlight the developmental utility of incorporating pattern-based approaches to family functioning.

  12. Time for a Change: The Promise of Extended-Time Schools for Promoting Student Achievement. Research Report

    ERIC Educational Resources Information Center

    Farbman, David; Kaplan, Claire

    2005-01-01

    Extending the school day and year is not easy. The conventional calendar remains one of the most intractable features of the American educational system. Altering the traditional school schedule has significant ramifications for parents, students, teachers, and school administrators. This reform impacts student and family schedules, transportation…

  13. Special Education: A Statistical Report for the 1982-1983 School Year and the 1980-1981 and 1981-1982 School Years.

    ERIC Educational Resources Information Center

    Molenaar, Marie

    The two reports compiled here are intended as aids in evaluating and planning future educational efforts for handicapped students in New Jersey. The reports include a census of handicapped pupils, their programs, the service delivery personnel and special education due process cases for the 1980-81, 1981-82, and 1982-83 school years. Each report…

  14. Traditional Chinese Celebrations: Continuity and Change in Taiwan.

    ERIC Educational Resources Information Center

    Wong, Wendy L.

    This teaching unit is designed to introduce elementary school students to traditional Chinese celebrations in Taiwan. An introductory activity asks students to distinguish between various kinds of celebrations (traditional or modern; religious or secular), and to identify U.S. and Chinese examples of each kind. The body of the unit concerns four…

  15. The Politics of Educational Reform: The Alberta Charter School Experiment 20 Years Later

    ERIC Educational Resources Information Center

    Bosetti, Lynn; Butterfield, Phil

    2016-01-01

    In this paper we examine the public charter school movement in the Province of Alberta, Canada over the past 20 years to determine how charter school policy and regulations have limited and controlled the impact of charter schools on public education. Specifically we focus on the extent to which charter schools in Alberta fulfilled the aims and…

  16. Charter school education in Texas: Student achievement on the exit level assessment in math and science

    NASA Astrophysics Data System (ADS)

    Turner, Jeffery E.

    Public schools in the state of Texas are held accountable for performance and quality of education. Accountability is important to all schools, but it is critical to open-enrollment charter schools to remain in good standing. The current economic situation in Texas public education has brought attention as well as the need for alternative education programs such as charter schools. It is of the utmost importance for charter schools to illustrate that they are meeting the academic needs of the target market. This study addressed student achievement, as well as expenditure per student in both charter schools and traditional schools in the Region 10 educational service center. The datum for the study were obtained from the Texas Education Agency (TEA) website, specifically the Academic Excellence Indicator System Data (AEIS) files for the 2011-2012. The study sample included 30 open-enrollment charters schools and 30 traditional high schools within the Region 10 educational service center during the school year of 2011-2012. The research study determined significant statistical differences between open-enrollment charter schools and traditional high schools. The potential for the study was to gain additional knowledge and insight along with additional data for the open-enrollment charter schools and traditional schools in the Region 10 Educational Service Center. The study has potentially increased the information for researchers and practitioners in education. In addition this study has proved charter schools are a viable and an effective educational tool for the future.

  17. Blending Online Learning with Traditional Approaches: Changing Practices

    ERIC Educational Resources Information Center

    Condie, Rae; Livingston, Kay

    2007-01-01

    Considerable claims have been made for the development of e-learning, either as stand-alone programmes or alongside more traditional approaches to teaching and learning, for students across school and tertiary education. National initiatives have improved the position of schools in terms of access to hardware and electronic networking, software…

  18. Math Anxiety and Math Ability in Early Primary School Years

    PubMed Central

    Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

    2010-01-01

    Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa—contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development. PMID:20401159

  19. The Four Traditions of Geography: A Unified Future Ahead?

    ERIC Educational Resources Information Center

    Marran, James F.

    1985-01-01

    Identifies William Pattison's four traditions of geography (spatial dimension, area studies, people-environment interaction, and earth science); discusses how geography instruction at secondary level has been one dimensional; describes High School Geography Project's efforts to revise geography curriculum by unifying Pattison's traditions (1960s);…

  20. Public High School Four-Year On-Time Graduation Rates and Event Dropout Rates: School Years 2010-11 and 2011-12. First Look. NCES 2014-391

    ERIC Educational Resources Information Center

    Stetser, Marie C.; Stillwell, Robert

    2014-01-01

    This National Center for Education Statistics (NCES) First Look report introduces new data for two separate measures of 4-year on-time graduation rates as well as event dropout rates for school year (SY) 2010-11 and SY 2011-12. Specifically this report provides the following: (1) Four-year adjusted cohort graduation rate (ACGR) data reported by…

  1. Finding Ways to Effectively Use Year 12 Achievement Data to Inform Practice in Secondary Schools

    ERIC Educational Resources Information Center

    Italiano, Frank; Hine, Gregory

    2014-01-01

    This action research explored how Year 12 achievement data were used by school personnel to inform practice within seven Catholic secondary schools. Deputy Principals of Curriculum from participating schools were interviewed regarding their perceptions of the improvement of Year 12 student achievement outcomes, and their insights into how to…

  2. Pilot Study at Ramsay High School, Birmingham Public School System, Birmingham, Alabama. The Trimester Plan as It Relates to a Secondary Art Program: Advantages, Disadvantages and Opportunities Implied.

    ERIC Educational Resources Information Center

    Blackwell, Maree Macon; Kegley, Florence A.

    This paper examines the anticipated advantages and disadvantages of a proposed trimester plan for a Birmingham (Alabama) high school. The proposed plan would maintain the usual length school year, simply dividing it into three "mesters", rather than the traditional two. The Birmingham trimester plan also would lengthen each class period…

  3. Better Together: Ensuring Quality District Schools in Times of Charter Growth and Declining Enrollment

    ERIC Educational Resources Information Center

    Toner, Mark

    2017-01-01

    Across the country, many large school districts have seen flat or declining enrollments in recent years, including in places where there's been concurrent growth in charter schools. The result has been a growing perception that charter expansion is coming at the expense of the health of traditional school districts--a perception that, even if…

  4. School Nurses Race to the Top: The Pilot Year of How One District's School Nurses Revised Their Evaluation Process

    ERIC Educational Resources Information Center

    Haffke, Louise Marie; Damm, Paula; Cross, Barbara

    2014-01-01

    During the 2013-2014 school year, the Shaker Heights, Ohio City school district was mandated to change its evaluation process as part of the Race to the Top initiative. Although not required by the federal or state Departments of Education, the Shaker Heights City school district tasked all members of their faculty and staff, including school…

  5. 34 CFR 300.106 - Extended school year services.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... services means special education and related services that— (1) Are provided to a child with a disability... 34 Education 2 2010-07-01 2010-07-01 false Extended school year services. 300.106 Section 300.106 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION...

  6. Learning Shifts of School Administrators Who Moved from Traditional Schools to Charter Schools

    ERIC Educational Resources Information Center

    Castillo-Alves, Blanca A.

    2017-01-01

    In the current research, there are missing voices of traditional administrators who transitioned into charter administration. This qualitative study included eight participants who are or were administrators in a large urban district in California with the purpose of understanding their experiences and differences in terms of how they learned to…

  7. The Effects of Integrating Theatre-Arts Strategies and Traditional Strategies on Student Performance in an English Classroom at a Selected High School

    ERIC Educational Resources Information Center

    Kariuki, Patrick N.; Black, Lacie N.

    2016-01-01

    The purpose of this study was to examine the effects of integrating theatre-arts strategies and traditional strategies in high school English classrooms. The sample consisted of one eleventh grade English class of twenty-one students. Data were collected from students' cumulative grades. The study was conducted throughout an eighteen-week term,…

  8. Silent Policy Feedback through School Choice

    ERIC Educational Resources Information Center

    Little-Hunt, Catherine Cecchini

    2017-01-01

    Increasing numbers of Florida parents are withdrawing their children from traditional public schools in highly-rated school districts to enroll them in tuition-free, startup, charter schools. Since not all parents have equal access or are as equally motivated to elect school choice alternatives, the fiscal sustainability of the traditional public…

  9. Effectiveness of an ethics course delivered in traditional and non-traditional formats.

    PubMed

    Feldhaus, Charles R; Fox, Patricia L

    2004-04-01

    This paper details a three-credit-hour undergraduate ethics course that was delivered using traditional, distance, and compressed formats. OLS 263: Ethical Decisions in Leadership is a 200-level course offered by the Department of Organizational Leadership and Supervision in the Purdue School of Engineering and Technology at Indiana University Purdue University Indianapolis (IUPUI). Students in engineering, technology, business, nursing, and other majors take the course. In an effort to determine student perceptions of course and instructor effectiveness, end-of-course student survey data were compared using data from traditional, distance, and compressed sections of the course. In addition, learning outcomes from the final course project were evaluated using a standardized assessment rubric and scores on the course project.

  10. 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.

  11. School Choice & Competition: What Is the Impact on School Leadership?

    ERIC Educational Resources Information Center

    Richardson, Lisa

    2013-01-01

    School choice reform rests on the notion that competition amongst schools will produce more efficient schools and improve the educational system as a whole. This study focused on the impact of school choice competition on school principals in both magnet schools and traditional public schools in a midsized district in Florida. This study examined…

  12. School Music Advocates Go Straight to Video: Online Services like SchoolTube Offer Far-Reaching Possibilities

    ERIC Educational Resources Information Center

    Block, Debbie Galante

    2009-01-01

    A few years ago, Bill Pendziwiatr of Crestwood School District in Pennsylvania helped create a video documenting six local music programs, including snippets of rehearsals and performances by choirs, traditional bands, jazz and rock ensembles, orchestras, even a clapping class. His goal was to distribute the video all over the state so that…

  13. Gender Gaps in Letter-Sound Knowledge Persist Across the First School Year

    PubMed Central

    Sigmundsson, Hermundur; Dybfest Eriksen, Adrian; Ofteland, Greta S.; Haga, Monika

    2018-01-01

    Literacy is the cornerstone of a primary school education and enables the intellectual and social development of young children. Letter-sound knowledge has been identified as critical for developing proficiency in reading. This study explored the development of letter-sound knowledge in relation to gender during the first year of primary school. 485 Norwegian children aged 5–6 years completed assessment of letter-sound knowledge, i.e., uppercase letters- name; uppercase letter -sound; lowercase letters- name; lowercase letter-sound. The children were tested in the beginning, middle, and end of their first school year. The results revealed a clear gender difference in all four variables in favor of the girls which were relatively constant over time. Implications for understanding the role of gender and letter-sound knowledge for later reading performance are discussed. PMID:29662461

  14. Traditional Literacy and Critical Thinking

    ERIC Educational Resources Information Center

    Dando, Priscille

    2016-01-01

    How school librarians focus on activating critical thinking through traditional literacy development can proactively set the stage for the deep thinking that occurs in all literacy development. The critical-thinking skills students build while becoming accomplished readers and writers provide the foundation for learning in a variety of…

  15. The First-Year Urban High School Teacher: Holding the Torch, Lighting the Fire

    ERIC Educational Resources Information Center

    Weinberg, Paul J.; Weinberg, Carl

    2008-01-01

    The book tracks co-author Paul Weinberg during his first year of teaching as he is introduced to the daily tribulations of an urban Los Angeles high school. Paul's father Carl Weinberg, who fifty years earlier himself began his career in education an urban secondary school teacher, shares his experiences side-by-side with those of his son.…

  16. The Longer School Day and Five Term Year in CTCs: Some Initial Observations.

    ERIC Educational Resources Information Center

    Hagedorn, Julia

    To satisfy the requirements of the British national curriculum and to provide greater emphasis on the teaching of mathematics, science, and technology, city technical colleges (CTCs) have adopted a longer working week and, in several cases, a longer school year. This document examines outcomes of the longer school day and the five-term year, 4…

  17. Effects Five Years Later: The Michigan School Readiness Program Evaluation through Age 10.

    ERIC Educational Resources Information Center

    Xiang, Zongping; Schweinhart, Lawrence J.

    This follow-up study examined the outcomes of children who had participated in the Michigan School Readiness Program (MSRP), a preschool program for 4-year-olds identified as being at risk for school failure, up to 5 years following their participation in the program. For the evaluation, 338 children who had participated in the state-funded…

  18. Rigor and academic achievement: Career academies versus traditional class structure

    NASA Astrophysics Data System (ADS)

    Kyees, Linda L.

    The purpose of this study was to determine if students who attended high school Career Academy classes, as part of Career and Technical Education, showed greater academic achievement than students who attended traditional high school classes. While all participants attended schools in the same school district, and were seeking the same goal of graduation with a standard diploma, the Career Academy students had the benefit of all classes being directed by a team of teachers who helped them connect their learning to their desired career through collaborative learning projects and assignments. The traditional high school classes taught each subject independent of other subjects and did not have specific connections to desired career goals of the students. The study used a causal-comparative research design and the participants included 1,142 students from 11th and 12th grades who attended 9 high schools in a diversely populated area of central Florida with 571 enrolled in the Career Academies and 571 enrolled in traditional classes. The 10th-grade FCAT scores served as the dependent variable. All students attended similar classes with similar content, making the primary variable the difference in academic gains between students participating in the Career Academy design and the traditional design classes. Using the Man-Whitney U Test resulted in the Career Academy group achieving the higher scores overall. This resulted in rejection of the first null-hypothesis. Further examination determined that the 10th-grade FCAT scores were greater for the average students group, which comprised the largest portion of the participant group, also resulted in rejection of the second null-hypothesis. The gifted and at-risk student group scores resulted in failure to reject the third and fourth null-hypotheses.

  19. Recruitment of adolescents for a smoking study: use of traditional strategies and social media.

    PubMed

    Rait, Michelle A; Prochaska, Judith J; Rubinstein, Mark L

    2015-09-01

    Engaging and retaining adolescents in research studies is challenging. Social media offers utility for expanding the sphere of research recruitment. This study examined and compared traditional and Facebook-based recruitment strategies on reach, enrollment, cost, and retention. Substance users aged 13-17 years were recruited through several methods, including social media, a study website, fliers, talks in schools, bus ads, and referrals. Study involvement included a one-time visit and semiannual follow-up surveys. 1265 individuals contacted study personnel; 629 were ineligible; 129 declined; and 200 participants enrolled. Facebook drew the greatest volume but had a high rate of ineligibles. Referrals were the most successful and cost-effective ($7 per enrolled participant); school talks were the least. Recruitment source was unrelated to retention success. Facebook may expand recruitment reach, but had greater financial costs and more ineligible contacts, resulting in fewer enrollees relative to traditional interpersonal recruitment methods. Referrals, though useful for study engagement, did not provide a differential benefit in terms of long-term retention.

  20. Assessment of dental caries predictors in 6-year-old school children - results from 5-year retrospective cohort study

    PubMed Central

    2012-01-01

    Background This was a retrospective cohort study undertaken to assess the rate and pattern of dental caries development in 6-year-old school children followed-up for a period of 5 years, and to identify baseline risk factors that were associated with 5 years caries experience in Malaysian children. Methods This 5-years retrospective cohort study comprised primary school children initially aged 6 years in 2004. Caries experience of each child was recorded annually using World Health Organization criteria. The rates of dental caries were recorded in prevalence and incidence density of carious lesions from baseline to final examination. Risk assessment was done to assess relative risk for caries after 5 years in children with baseline caries status. Simple and multiple logistic regression analysis were performed to identify significant independent risk factors for caries. Results The sample consisted of 1830 school children. All components of DMFT showed significant differences between baseline and final examination. Filled teeth (FT) component of the DMFT showed the greatest increases. Results revealed the initial baseline caries level in permanent dentition was a strong predictor for future caries after 5 years (RR=3.78, 95% CI=3.48-4.10, P<0.001). Logistic regression analysis showed significant association between caries occurrence and residence (urban/rural) (OR=1.80, P<0.001). However, it was not significantly associated with gender and ethnicity. The incidence density of caries, affected persons (IDp) observed from baseline and after 5 years was 5.80 persons/100 person-year of observation. The rate of new caries-affected tooth (IDt) in the period from baseline and after 5-years was 0.76 teeth/100 teeth-year of observation. Conclusion The majority of 12-year-old school children (70%) were caries-free and most of the caries were concentrated in only a small proportion (30%) of them. We found that the presence of caries in permanent teeth at the age of 6 years was

  1. English-Medium Instruction in Hong Kong: Illuminating a Grey Area in School Policies and Classroom Practices

    ERIC Educational Resources Information Center

    Evans, Stephen; Morrison, Bruce

    2017-01-01

    Research into the medium of instruction (MOI) in Hong Kong has traditionally focused on years 7-9; thus, little is known about school policies and classroom practices in the crucial senior-secondary years which fall beyond the ambit of government diktats. This lacuna is particularly conspicuous in the case of Chinese-medium schools, whose students…

  2. Grade 10 PSAT Participation and Performance--School Year 2015-2016. Memorandum

    ERIC Educational Resources Information Center

    Navarro, Maria V.

    2016-01-01

    The 2015-2016 school year marks the first administration of the redesigned PSAT, which is composed of two sections: (1) Evidence-based Reading and Writing (EBRW) and (2) Math. This memorandum presents results of 2015-2016 Grade 10 PSAT participation and performance of Montgomery County Public Schools (MCPS) students. Among 10,859 MCPS first-time…

  3. Middle School Teacher and Student Ethnicity in Texas: A MultiYear Statewide Analysis

    ERIC Educational Resources Information Center

    Bone, Jamie; Slate, John R.; Martinez-Garcia, Cynthia

    2011-01-01

    In this investigation, relationships between teacher ethnicity and student ethnicity in Texas public middle schools were examined. Through the Texas Education Agency Academic Excellence Indicator System, publicly available data on all public middle schools in Texas for the 1999-2000 through 2009-2010 school years were downloaded. Statistically…

  4. Whatever Happened to the Class of 1994? A Three-Year Longitudinal Study of Traditional Freshmen Entering Frederick Community College in the Fall 1994 Semester.

    ERIC Educational Resources Information Center

    Holton, James M.

    Traditional freshmen, or first-time students who enter college immediately after graduating high school, represent the largest identifiable group of students within Frederick Community College's (FCC) student body. They are afforded a considerable amount of resources from college staff, and for them the college follows various measurements of…

  5. Twenty Years after the Velvet Revolution: Shifts in Czech Adolescents' Perceptions of Family, School, and Society

    ERIC Educational Resources Information Center

    Šerek, Jan; Macek, Petr; Ježek, Stanislav; Lacinová, Lenka

    2014-01-01

    Families and schools are traditionally seen as substantial socialization agents forming adolescents' social values and their views of society. Special attention is paid to the question whether the relative importance of these influences remains stable in times of major social changes. In this study, two different generations of Czech middle…

  6. The Effects of Total Physical Response by Storytelling and the Traditional Teaching Styles of a Foreign Language in a Selected High School

    ERIC Educational Resources Information Center

    Kariuki, Patrick N. K.; Bush, Elizabeth Danielle

    2008-01-01

    The purpose of this study was to examine the effects of Total Physical Response by Storytelling and the traditional teaching method on a foreign language in a selected high school. The sample consisted of 30 students who were randomly selected and randomly assigned to experimental and control group. The experimental group was taught using Total…

  7. Traditional and cyberbullying co-occurrence and its relationship to psychiatric symptoms.

    PubMed

    Tural Hesapcioglu, Selma; Ercan, Filiz

    2017-01-01

    The effect of cyberbullying accompanied by traditional bullying on mental health has been less studied. In this study, the frequency, co-occurrence, and the relationship to psychiatric symptoms of traditional bullying and cyberbullying among bullies and victims are examined. All of the high schools in the province of Mus, Turkey were stratified according to Placement Test for High Schools admission points for 2014-2015. By choosing schools using simple random sampling, 1276 students were reached. Students were given the Brief Symptom Inventory and three separate scale assessments: peer bullying rating, cybervictimization, and cyberbullying scales. High scores in all subscale scores of bullying and victimization were significantly related to higher depression, anxiety, low self-esteem, somatization, and hostility scores. For people who were exposed to cyberbullying in addition to traditional bullying, the severity of the psychiatric symptoms was significantly higher. For all psychiatric symptoms, major predictors were gender, total victimization score, and total cybervictimization score. Moreover, the bullying total score was among the predictors of low self-esteem and hostility. Cybervictimization and cyberbullying occur less often than traditional bullying and victimization, but people who were exposed to or performed cyberbullying were also exposed to or performed traditional bullying. The addition of cyberbullying to traditional bullying is associated with more intense psychiatric symptoms. © 2016 Japan Pediatric Society.

  8. School Violence Prevention Demonstration Program: Report on Year One, 1999-2000 School Year.

    ERIC Educational Resources Information Center

    Rosen, Louis

    This report is the research component of the Center for Civic Education's School Violence Prevention Demonstration Program, a scheme for middle-school-aged students that develops intellectual and participatory skills essential to effective and responsible citizenship. The program is an attempt to draw attention to ways in which civic education can…

  9. Pre-K Longitudinal Study: Findings from the 1999-2000 School Year.

    ERIC Educational Resources Information Center

    Henry, Gary T.; Gordon, Craig S.; Mashburn, Andrew; Ponder, Bentley D.

    The Georgia Prekindergarten Program was established in 1993 to provide the state's 4-year-olds with high-quality preschool experiences. A five-year, longitudinal study examined the ways in which differences in prekindergarten services received by 3,639 Pre-K 4-year-olds affected them during their first 3 years of elementary school and assessed the…

  10. [Epidemiological health factors and their relationship with academic performance during the first year of medical school. Study of two generations].

    PubMed

    López-Bárcena, Joaquin; González-de Cossío Ortiz, Marcela; Avila-Martínez, Isidro; Teos-Aguilar, Oswaldo

    2009-01-01

    Academic drop outs at the university level is a serious problem. At the School of Medicine of the UNAM, over 50% of students enrolled in their first year do not graduate. In order to solve this problem, the UNAM has tutoring and financial aids to help students. One area of enquiry is to analyze factors such as health status (physical and mental), lifestyle and environmental factors that may influence student's performance. The objective in the present study was to identify risk factors for overall health and establish a scholastic performance forecasting profile. Health variables included in the Examen Médico Automatizado (EMA) were correlated with the academic performance in a sample of students from two generations. Four groups were conformed and the variables that were analyzed included traditional academic program (TRAD), high academic demand and having a status as regular or irregular student. 1,848 students were included in the study. The risk factors that characterized students in the TRAD program and had an irregular status were: signs of depression, anxiety, suicidal ideation and suicidal intent, prior pregnancy, poor interpersonal relationships, public school education, low income, parents with less than college education and long commutes from home to school. Students with an irregular status belonging to the high academic demand, reported the strongest protective factors against school failure. The EMA test identifies risk and protective factors that have an influence on student's academic performance. A forecasting failure profile was established among first year of students enrolled in the TRAD program. We suggest strategies that should be implemented and to continue studying cohorts of graduating students.

  11. Yearbook DTP Course Meets Traditional Goals.

    ERIC Educational Resources Information Center

    Olman, Gloria

    1992-01-01

    Outlines a two-semester high school course in Yearbook Desktop Publishing in which students learn desktop publishing skills along with the traditional yearbook curriculum. Presents general and behavioral objectives, rationale, and a course outline of concepts to be covered. (SR)

  12. Predictors of Success with Writing in the First Year of School

    ERIC Educational Resources Information Center

    Mackenzie, Noella; Hemmings, Brian

    2014-01-01

    Language and literacy skills are instrumental to success at school and early success with writing is a key factor in literacy development. By eight years of age, children spend up to half of their school day engaged in writing tasks suggesting that those who find learning to write difficult may be disadvantaged. The ability to hear and record…

  13. Project A+, Elementary Technology Demonstration Schools, 1991-92: The Second Year.

    ERIC Educational Resources Information Center

    Nichols, Todd; Frazer, Linda

    The Elementary Technology Demonstration Schools program, where four elementary schools were equipped with computer hardware and software, was made possible by grants from IBM and Apple, Inc. The goals of the program were, in 3 years, to reduce by 50% the number of students not in their age appropriate grade level and those students not achieving…

  14. A CTE Legacy Built on Chocolate: Milton Hershey School's 100 Years

    ERIC Educational Resources Information Center

    Kemmery, Robert

    2010-01-01

    One hundred years ago, Chocolate Magnate Milton S. Hershey and his wife Catherine signed the deed of trust creating the Hershey Industrial School in the heart of their Pennsylvania farming community. They had no children of their own and wanted to help orphan boys get a good education. The couple eventually left their entire fortune to the school.…

  15. Characteristics of first-year students in Canadian medical schools

    PubMed Central

    Dhalla, Irfan A.; Kwong, Jeff C.; Streiner, David L.; Baddour, Ralph E.; Waddell, Andrea E.; Johnson, Ian L.

    2002-01-01

    Background The demographic and socioeconomic profile of medical school classes has implications for where people choose to practise and whether they choose to treat certain disadvantaged groups. We aimed to describe the demographic and socioeconomic characteristics of first-year Canadian medical students and compare them with those of the Canadian population to determine whether there are groups that are over- or underrepresented. Furthermore, we wished to test the hypothesis that medical students often come from privileged socioeconomic backgrounds. Methods As part of a larger Internet survey of all students at Canadian medical schools outside Quebec, conducted in January and February 2001, first-year students were asked to give their age, sex, self-described ethnic background using Statistics Canada census descriptions and educational background. Postal code at the time of high school graduation served as a proxy for socioeconomic status. Respondents were also asked for estimates of parental income and education. Responses were compared when possible with Canadian age-group-matched data from the 1996 census. Results Responses were obtained from 981 (80.2%) of 1223 first-year medical students. There were similar numbers of male and female students (51.1% female), with 65% aged 20 to 24 years. Although there were more people from visible minorities in medical school than in the Canadian population (32.4% v. 20.0%) (p < 0.001), certain minority groups (black and Aboriginal) were underrepresented, and others (Chinese, South Asian) were overrepresented. Medical students were less likely than the Canadian population to come from rural areas (10.8% v. 22.4%) (p < 0.001) and were more likely to have higher socioeconomic status, as measured by parents' education (39.0% of fathers and 19.4% of mothers had a master's or doctoral degree, as compared with 6.6% and 3.0% respectively of the Canadian population aged 45 to 64), parents' occupation (69.3% of fathers and 48.7% of

  16. Child development at 5 years of age predicted mathematics ability and schooling outcomes in Malawian adolescents.

    PubMed

    Gandhi, Mihir; Teivaanmaki, Tiina; Maleta, Kenneth; Duan, Xiaolian; Ashorn, Per; Cheung, Yin Bun

    2013-01-01

    This study aimed to examine the association between child development at 5 years of age and mathematics ability and schooling outcomes at 12 years of age in Malawian children. A prospective cohort study looking at 609 rural Malawian children. Outcome measures were percentage of correctly answered mathematics questions, highest school grade completed and number of times repeating school grades at 12 years of age. A child development summary score obtained at 5 years of age was the main exposure variable. Regression analyses were used to estimate the association and adjust for confounders. Sensitivity analysis was performed by handling losses to follow-up with multiple imputation (MI) method. The summary score was positively associated with percentage of correctly answered mathematics questions (p = 0.057; p = 0.031 MI) and with highest school grade completed (p = 0.096; p = 0.070 MI), and negatively associated with number of times repeating school grades (p = 0.834; p = 0.339 MI). Fine motor score at 5 years was independently associated with the mathematic score (p = 0.032; p = 0.011 MI). The association between child development and mathematics ability did not depend on school attendance. Child development at 5 years of age showed signs of positive association with mathematics ability and possibly with highest school grade completed at 12 years of age. © 2012 The Author(s)/Acta Paediatrica © 2012 Foundation Acta Paediatrica.

  17. 25 CFR 39.504 - May schools carry over contingency funds to a subsequent fiscal year?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true May schools carry over contingency funds to a subsequent fiscal year? 39.504 Section 39.504 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Contingency Fund § 39.504 May schools carry over contingency funds to a subsequent fiscal year?...

  18. 25 CFR 39.504 - May schools carry over contingency funds to a subsequent fiscal year?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 false May schools carry over contingency funds to a subsequent fiscal year? 39.504 Section 39.504 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Contingency Fund § 39.504 May schools carry over contingency funds to a subsequent fiscal year?...

  19. 25 CFR 39.504 - May schools carry over contingency funds to a subsequent fiscal year?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false May schools carry over contingency funds to a subsequent fiscal year? 39.504 Section 39.504 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Contingency Fund § 39.504 May schools carry over contingency funds to a subsequent fiscal year?...

  20. 25 CFR 39.504 - May schools carry over contingency funds to a subsequent fiscal year?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false May schools carry over contingency funds to a subsequent fiscal year? 39.504 Section 39.504 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Contingency Fund § 39.504 May schools carry over contingency funds to a subsequent fiscal year?...

  1. Cost-Effects Analysis of Year-Round Education Programs.

    ERIC Educational Resources Information Center

    Hough, David; And Others

    This feasibility study was designed to gather and analyze data to determine the potential cost-effectiveness of year-round education (YRE) compared to traditional-schedule education in California. An expanded version of the Stanford Research Institute's cost model was used to fit a broad conceptualization that enabled school districts with…

  2. Children's Diurnal Cortisol Activity during the First Year of School

    ERIC Educational Resources Information Center

    Yang, Pei-Jung; Lamb, Michael E.; Kappler, Gregor; Ahnert, Lieselotte

    2017-01-01

    The present study examined 4- to 5-year-old British children's diurnal cortisol activity during their first year of school. The children's cortisol was measured before enrollment (baseline), upon enrollment, and both 3 and 6 months after enrollment. On each day, cortisol was sampled four times, providing information about the diurnal amount of…

  3. School Innovation in District Context: Comparing Traditional Public Schools and Charter Schools

    ERIC Educational Resources Information Center

    Preston, Courtney; Goldring, Ellen; Berends, Mark; Cannata, Marisa

    2012-01-01

    Market reforms in education are part of the educational policy landscape in many countries. Central to arguments for market reforms is the idea that competition and choice will spur changes in schools to be more innovative, which in turn will lead to better student outcomes. We define innovation in terms of a practice's relative prevalence in a…

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

    ERIC Educational Resources Information Center

    Ni, Yongmei

    2012-01-01

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

  5. Parent-School Ties Should Shift in Teen Years

    ERIC Educational Resources Information Center

    Viadero, Debra

    2010-01-01

    Many educators and parents would agree that it's important for parents to spend time in their children's classrooms, to closely monitor homework, or to read to children at home. Try telling that, though, to a 13-year-old, argues Nancy E. Hill, an education professor at the Harvard Graduate School of Education and the university's Radcliffe…

  6. School Crowding, Year-Round Schooling, and Mobile Classroom Use: Evidence from North Carolina

    ERIC Educational Resources Information Center

    McMullen, Steven C.; Rouse, Kathryn E.

    2012-01-01

    This study exploits a unique policy environment and a large panel dataset to evaluate the impact of school crowding on student achievement in Wake County, NC. We also estimate the effects of two education policy initiatives that are often used to address crowding: multi-track year-round calendars and mobile classrooms. We estimate a multi-level…

  7. FORTY YEARS OF SCHOOL PLANT DISSERTATIONS. A REVIEW WITH SUGGESTIONS FOR FUTURE RESEARCH.

    ERIC Educational Resources Information Center

    CLASEN, ROBERT E.

    A BIBLIOGRAPHIC REVIEW OF PUBLISHED AND UNPUBLISHED DISSERTATIONS RELATED TO SCHOOL PLANTS IS COMPILED BY YEARS BEGINNING WITH STUDIES PRODUCED IN 1921 AND IS CROSS INDEXED BY TOPIC. IT REVIEWS THE SCHOOL PLANT PROBLEMS MOST INVESTIGATED BY STUDENTS. A BRIEF HISTORY OF SCHOOL BUILDING DEVELOPMENT IS PRESENTED IN LIGHT OF CORRESPONDING ECONOMIC AND…

  8. School year versus summer differences in child weight gain: A narrative review

    USDA-ARS?s Scientific Manuscript database

    The causes of the current high prevalence of overweight and obesity among children are not clearly known. Schools have been implicated in the causal chain to high child obesity prevalence. Recent studies have compared school year versus summertime changes (herein called seasonal differences) in chil...

  9. Emerging Partnership Practices in VET Provision in the Senior Years of Schooling in Australia

    ERIC Educational Resources Information Center

    Klatt, Gosia; Angelico, Teresa; Polesel, John

    2018-01-01

    School partnerships support the effective provision of Vocational Education and Training (VET) in the senior years of secondary schooling, to a varying degree, in most OECD nations. However, the nature and quality of these partnerships vary considerably from school to school and, indeed, from nation to nation (see Murray and Polesel, "Eur J…

  10. Food Challenge: Serving Up 4-H to Non-Traditional Audiences

    ERIC Educational Resources Information Center

    Dodd, Sara; Follmer-Reece, Holly E.; Kostina-Ritchey, Erin; Reyna, Roxanna

    2015-01-01

    This article describes a novel approach for introducing 4-H to non-traditional/diverse audiences using 4-H Food Challenge. Set in a low SES and minority-serving rural school, Food Challenge was presented during the school day to all 7th grade students, with almost half voluntarily participating in an after-school club component. Program design…

  11. Student Perceptions of the First Year of Veterinary Medical School.

    ERIC Educational Resources Information Center

    Powers, Donald E.

    2002-01-01

    A brief survey was conducted of nearly 900 first-year students in 14 U.S. veterinary medical schools in order to gather impressions of the first year of veterinary medical education. Although some students reported that conditions were stressful, the majority did not feel that they were inordinately so. Overall, most students were quite positive…

  12. Peer Victimization in Dutch School Classes of Four- to Five-Year-Olds: Contributing Factors at the School Level

    ERIC Educational Resources Information Center

    Bonnet, Marielle; Goossens, Frits A.; Willemen, Agnes M.; Schuengel, Carlo

    2009-01-01

    This research was designed to examine how factors within young children's environment (e.g., school factors, neighborhood) contribute to explaining peer victimization. The sample comprised 2,003 children (between 4 and 5 years of age) from 98 classrooms in 23 elementary schools in the Netherlands. Teachers were asked to complete a questionnaire on…

  13. Lessons from Elsewhere? The Evolution of the Labour Academy School Concept, 1997-2010

    ERIC Educational Resources Information Center

    Fenwick-Sehl, Laura

    2013-01-01

    In the past 25 years, the English education system has experienced a substantial growth in alternative provision, that is, publicly funded schools that accept students from the general population without selection, but provide an educational setting different to the traditional, locally provided schools. Introduced in 2000 by the Labour Party,…

  14. Public School Graduates and Dropouts from the Common Core of Data: School Year 2007-08. First Look. NCES 2010-341

    ERIC Educational Resources Information Center

    Stillwell, Robert

    2010-01-01

    This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and the dropout data for grades 9 through 12 for public schools in school year 2007-08. The counts of graduates, dropouts, and enrollments by grade are from the National Center for Education Statistics (NCES) Common Core of Data (CCD) nonfiscal…

  15. Public School Graduates and Dropouts from the Common Core of Data: School Year 2006-07. First Look. NCES 2010-313

    ERIC Educational Resources Information Center

    Stillwell, Robert

    2009-01-01

    This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9 through 12 for public schools in school year 2006-07. The counts of graduates, dropouts, and enrollments by grade (which serve as the denominators for the graduation and dropout rates) are from the National Center…

  16. Literacy: Traditional, Cultural, Technological. Selected Papers from the Annual Conference of the International Association of School Librarianship (23rd, Pittsburgh, Pennsylvania, July 17-22, 1994).

    ERIC Educational Resources Information Center

    International Association of School Librarianship, Kalamazoo, MI.

    Themes of the 23rd Annual International Association of School Librarianship conference included "Traditional Literacy,""The Current Status of Libraries,""Literacy in a Technological World," and "Preserving Cultural and Historical Literacy." The following papers were presented at the conference: (1)…

  17. The School Leader's Tool for Assessing and Improving School Culture

    ERIC Educational Resources Information Center

    Wagner, Christopher R.

    2006-01-01

    School culture consists of "the beliefs, attitudes, and behaviors which characterize a school" (Phillips, 1996, p. 1). It is the shared experiences both in school and out of school (traditions and celebrations) that create a sense of community, family, and team membership. It affects everything that happens in a school, including student…

  18. Treating Violence in the School through Traditional Martial Arts

    ERIC Educational Resources Information Center

    Kim, Israel

    2004-01-01

    In a comprehensive survey of the literature title "Coping With Violence in the School System," Benbenisti, Astor, and Marachi (2003) map out the programs being deployed throughout the school system today. Those programs listed are "peace builders," "second step," "Richmond's youth against violence,"…

  19. Evaluation of Innovative Schools: OCDQ Results for Fifth-Year Teachers, 1970-1971.

    ERIC Educational Resources Information Center

    Broward County School Board, Fort Lauderdale, FL.

    A random sample is reported of fifth-year teachers from conventional schools and from open or innovative schools who completed the Organizational Climate Descriptions Questionnaire (OCDQ), administered anonymously, which measured subjective rather than objective dimensions. The instrument is interpreted as being primarily a measure of teacher…

  20. Heterosexual and nonheterosexual young university students' involvement in traditional and cyber forms of bullying.

    PubMed

    Wensley, Kate; Campbell, Marilyn

    2012-12-01

    Research has consistently found that school students who do not identify as self-declared completely heterosexual are at increased risk of victimization by bullying from peers. This study examined heterosexual and nonheterosexual university students' involvement in both traditional and cyber forms of bullying, as either bullies or victims. Five hundred twenty-eight first-year university students (M=19.52 years old) were surveyed about their sexual orientation and their bullying experiences over the previous 12 months. The results showed that nonheterosexual young people reported higher levels of involvement in traditional bullying, both as victims and perpetrators, in comparison to heterosexual students. In contrast, cyberbullying trends were generally found to be similar for heterosexual and nonheterosexual young people. Gender differences were also found. The implications of these results are discussed in terms of intervention and prevention of the victimization of nonheterosexual university students.

  1. Charter Schools in Greater Los Angeles: An Evaluative Comparison of Charter Schools vis-a-vis Traditional Public Schools

    ERIC Educational Resources Information Center

    Gutierrez, Matthew H.

    2012-01-01

    In 1992, California became just the second state in the United States to enact significant charter school legislation. Today, over 940 charter schools are operating in California servicing nearly 350,000 students. California leads the nation both in the number as well as the fastest rate of growth of charter schools (Center for Education Reform…

  2. Flight Crew Training: Multi-Crew Pilot License Training versus Traditional Training and Its Relationship with Job Performance

    ERIC Educational Resources Information Center

    Cushing, Thomas S.

    2013-01-01

    In 2006, the International Civil Aviation Organization promulgated requirements for a Multi-Crew Pilot License for First Officers, in which the candidate attends approximately two years of ground school and trains as part of a two-person crew in a simulator of a Boeing 737 or an Airbus 320 airliner. In the traditional method, a candidate qualifies…

  3. The Utilization of Traditional Medicine to Treat Fever in Children in Western Javanese Culture.

    PubMed

    Maulida, Tiany Futihat; Wanda, Dessie

    Fever regularly affects toddlers and may make their parents uneasy. This study aimed to identify common traditional medicines used by parents to treat their children's fever at home. The study was conducted in Karyasari, Leuwiliang, Bogor District. It was descriptive in design, and the instrument used was a questionnaire developed by the authors. A group of 106 respondents was selected through the cluster sampling method. All respondents were female; the youngest was 20 years old, and the oldest was 53 years old. The majority of respondents had graduated from elementary and junior high school (93%), were currently unemployed (95%), and had a household income of less than Bogor's regional minimum wage (RMW) (91%). The majority of mothers (90.6%) identified fever through tactile perception. The most common traditional medicines used by respondents were onion (86.8%) mixed with oil (64.2%) and applied to the body (86.8%). The results of this study suggested the need for health education concerning the use of traditional medicine to treat fever.

  4. Teacher Transition between Year Levels in Primary Schools: An Opportunity for Continuing Professional Development

    ERIC Educational Resources Information Center

    Carlyon, Tracey

    2015-01-01

    Teacher transition between year levels is common practice in many primary schools in New Zealand; however, it is not always perceived as an opportunity for teachers' continuing professional development (CPD). This article reports on a case study that explored four primary school teachers' experiences of transition between year levels. The teachers…

  5. Limited Effects of a 2-Year School-Based Physical Activity Intervention on Body Composition and Cardiorespiratory Fitness in 7-Year-Old Children

    ERIC Educational Resources Information Center

    Magnusson, Kristjan Thor; Hrafnkelsson, Hannes; Sigurgeirsson, Ingvar; Johannsson, Erlingur; Sveinsson, Thorarinn

    2012-01-01

    The aim of this study was to assess the effects of a 2-year cluster-randomized physical activity and dietary intervention program among 7-year-old (at baseline) elementary school participants on body composition and objectively measured cardiorespiratory fitness. Three pairs of schools were selected and matched, then randomly selected as either an…

  6. Can Alternative Education Increase Children's Early School Engagement? A Longitudinal Study from Kindergarten to Third Grade

    ERIC Educational Resources Information Center

    de Bilde, Jerissa; Van Damme, Jan; Lamote, Carl; De Fraine, Bieke

    2013-01-01

    The current study examines the impact of alternative education on children's early school engagement in terms of school enjoyment and independent participation. A sample of 2,776 children from traditional (e.g., mainstream) and alternative (Freinet and Waldorf) Flemish schools was followed from their 3rd year of kindergarten until 3rd grade. The…

  7. Current status of Kampo medicine curricula in all Japanese medical schools

    PubMed Central

    2012-01-01

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

  8. Cohort Graduation Rate: Policy and Technical Manual. 2016-17 Graduation Rates Based on Students First Entering High School during the 2012-13 and 2013-14 School Years

    ERIC Educational Resources Information Center

    Oregon Department of Education, 2017

    2017-01-01

    High School graduation rates are key indicators of accountability for high schools and school districts in Oregon. Beginning with the 2008-09 school year, the Oregon Department of Education (ODE) implemented the cohort method of calculating graduation rates. The cohort method identifies the year the student entered high school for the first time…

  9. The Merits and Challenges of Three-Year Medical School Curricula: Time for an Evidence-Based Discussion

    PubMed Central

    Raymond, John R.; Kerschner, Joseph E.; Hueston, William J.

    2015-01-01

    The debate about three-year medical school curricula has resurfaced recently, driven by rising education debt burden and a predicted physician shortage. In this Perspective, the authors call for an evidence-based discussion of the merits and challenges of three-year curricula. They examine published evidence that suggests that three-year curricula are viable, including studies on three-year curricula in (1) U.S. medical schools in the 1970s and 1980s, (2) two Canadian medical schools with more than four decades of experience with such curricula, and (3) accelerated family medicine and internal medicine programs. They also briefly describe the new three-year programs that are being implemented at eight U.S. medical schools, including their own. Finally, they offer suggestions regarding how to enhance the discussion between the proponents of and those with concerns about three-year curricula. PMID:26266464

  10. Children's refractions and visual activities in the school year and summer.

    PubMed

    Deng, Li; Gwiazda, Jane; Thorn, Frank

    2010-06-01

    To investigate the association of children's refractive errors with their visual activities assessed by questionnaire in the school year and summer break (June, July, and August). The parents of 147 children aged 6 to 18 years participating in a longitudinal study of refraction and visual function filled out a questionnaire in 1999 listing the number of weekly hours outside of school that the children read for pleasure, studied, watched TV, used the computer/played video games, and engaged in sports/outdoor activities. They also provided hours for these activities during the summer break. Refractions were measured annually by non-cycloplegic distance retinoscopy. Myopes refer to subjects who were myopic (spherical equivalent < -0.5 diopter) at the time of the survey and non-myopes (spherical equivalent refraction > or = -0.5 diopter) were emmetropic or in a few cases hyperopic at survey time. During the school year, myopes spent significantly fewer hours (8.25 +/- 6.24 h/week) than non-myopes (10.95 +/- 5.95 h/week) in sports/outdoor activity (p < 0.05). In addition, myopes (12.78 +/- 9.28 h/week) watched more television than non-myopes (8.91 +/- 5.95 h/week) (p = 0.02). No significant refractive group differences were found for other activities. During the summer break, no significant differences were found between refractive groups in any visual activity times. No significant correlations between sports/outdoor activity and TV time were found. Overall, the biggest differences between summer and school activity times were found in outdoor activity (21.76 +/- 13.80 vs.10.34 +/- 6.10 h/week; p < 0.001) and studying (1.69 +/- 3.71 vs. 9.51 +/- 6.96 h/week; p < 0.001). In agreement with other studies, the non-myopes had more hours of sports/outdoor activity during the school year, which may protect against myopia development. A new finding is the high number of sports/outdoor activity hours for both myopes and non-myopes during the summer break, which may contribute

  11. Commentary: The American Tradition of Inequality: Neighborhoods and Schools

    ERIC Educational Resources Information Center

    Lareau, Annette; Jo, Hyejeong

    2017-01-01

    This article is a commentary on "Unwrapping the Suburban "Package Deal": Race, Class, and School Access," by Anna Rhodes and Siri Warkentien. Although guided by powerful ideals of equal opportunity, American schools are deeply unequal. As historians of education have taught, children of different racial, ethnic, and class…

  12. Comparison of the Effects of Cooperative Learning and Traditional Learning Methods on the Improvement of Drug-Dose Calculation Skills of Nursing Students Undergoing Internships

    ERIC Educational Resources Information Center

    Basak, Tulay; Yildiz, Dilek

    2014-01-01

    Objective: The aim of this study was to compare the effectiveness of cooperative learning and traditional learning methods on the development of drug-calculation skills. Design: Final-year nursing students ("n" = 85) undergoing internships during the 2010-2011 academic year at a nursing school constituted the study group of this…

  13. Developmentally Appropriate Practices in the Primary Program: A Survey of Primary School Teachers.

    ERIC Educational Resources Information Center

    Addington, Brenda Burton; Hinton, Samuel

    Under the Kentucky Education Reform Act, public schools in Kentucky were required to restructure the traditional kindergarten through third-grade classes into a multi-age and multi-ability level, ungraded primary program during the 1993-1994 school year. Classrooms that once contained children at relatively the same age have been replaced with…

  14. Can Virtual Schools Thrive in the Real World?

    ERIC Educational Resources Information Center

    Wang, Yinying; Decker, Janet R.

    2014-01-01

    Despite the relatively large number of students enrolled in Ohio's virtual schools, it is unclear how virtual schools compare to their traditional school counterparts on measures of student achievement. To provide some insight, we compared the school performance from 2007-2011 at Ohio's virtual and traditional schools. The results suggest that…

  15. 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…

  16. Development, Implementation, and Evaluation of a Pre-Orientation Summer Virtual Acclimation and Academic Advising (SVA[superscript 3]) Initiative for First-Year, Traditional-Aged College Students

    ERIC Educational Resources Information Center

    Golubski, Pamela M.

    2009-01-01

    The high school to college transition is a difficult time for most first-time, traditional-aged students. Students experience changes in interpersonal and social adjustment, academic and career concerns, and personal adjustment (Bishop, Gallagher, & Cohen, 2000). Failure to successfully adjust and acclimate into their new college community can…

  17. Preventing school vandalism and improving discipline: a three-year study.

    PubMed Central

    Mayer, G R; Butterworth, T; Nafpaktitis, M; Sulzer-Azaroff, B

    1983-01-01

    Vandalism is a major problem facing educators and taxpayers alike. The present investigation analyzed how vandalism costs and student disruption were related to the implementation of a training and consultation package designed to increase the reinforcing ambience of the school. A positive environment, it was posited, would displace previous events that may have set the occasion for vandalism, with cues to promote productive school performance. Eighteen elementary and junior high schools were involved over a 3-year period. Using a delayed treatment control design, treatment was delivered following either 4 or 13 months of baseline. During treatment, teams of school personnel attended training workshops in behavioral strategies for reducing vandalism and disruption by students in school. Each team also met regularly on its campus to plan and implement programs on a schoolwide basis. To demonstrate that reinforcing procedures were actually implemented and accompanied by change in student performance, these variables were periodically probed throughout the study. Project staff also provided consultation. Vandalism costs decreased significantly (p less than .05) more in treatment than control schools, with an average reduction of 78.5% for all project schools. Rates of praise delivered by project teachers and other randomly selected teachers in the school increased significantly (p less than .05), and rates of off-task behavior by students decreased significantly (p less than .05) following treatment. The staff development model used in this study appeared to be both feasible and economical. PMID:6654768

  18. Preventing school vandalism and improving discipline: a three-year study.

    PubMed

    Mayer, G R; Butterworth, T; Nafpaktitis, M; Sulzer-Azaroff, B

    1983-01-01

    Vandalism is a major problem facing educators and taxpayers alike. The present investigation analyzed how vandalism costs and student disruption were related to the implementation of a training and consultation package designed to increase the reinforcing ambience of the school. A positive environment, it was posited, would displace previous events that may have set the occasion for vandalism, with cues to promote productive school performance. Eighteen elementary and junior high schools were involved over a 3-year period. Using a delayed treatment control design, treatment was delivered following either 4 or 13 months of baseline. During treatment, teams of school personnel attended training workshops in behavioral strategies for reducing vandalism and disruption by students in school. Each team also met regularly on its campus to plan and implement programs on a schoolwide basis. To demonstrate that reinforcing procedures were actually implemented and accompanied by change in student performance, these variables were periodically probed throughout the study. Project staff also provided consultation. Vandalism costs decreased significantly (p less than .05) more in treatment than control schools, with an average reduction of 78.5% for all project schools. Rates of praise delivered by project teachers and other randomly selected teachers in the school increased significantly (p less than .05), and rates of off-task behavior by students decreased significantly (p less than .05) following treatment. The staff development model used in this study appeared to be both feasible and economical.

  19. A Hybrid Interview Model for Medical School Interviews: Combining Traditional and Multisampling Formats.

    PubMed

    Bibler Zaidi, Nikki L; Santen, Sally A; Purkiss, Joel A; Teener, Carol A; Gay, Steven E

    2016-11-01

    Most medical schools have either retained a traditional admissions interview or fully adopted an innovative, multisampling format (e.g., the multiple mini-interview) despite there being advantages and disadvantages associated with each format. The University of Michigan Medical School (UMMS) sought to maximize the strengths associated with both interview formats after recognizing that combining the two approaches had the potential to capture additional, unique information about an applicant. In September 2014, the UMMS implemented a hybrid interview model with six, 6-minute short-form interviews-highly structured scenario-based encounters-and two, 30-minute semistructured long-form interviews. Five core skills were assessed across both interview formats. Overall, applicants and admissions committee members reported favorable reactions to the hybrid model, supporting continued use of the model. The generalizability coefficients for the six-station short-form and the two-interview long-form formats were estimated to be 0.470 and 0.176, respectively. Different skills were more reliably assessed by different interview formats. Scores from each format seemed to be operating independently as evidenced through moderate to low correlations (r = 0.100-0.403) for the same skills measured across different interview formats; however, after correcting for attenuation, these correlations were much higher. This hybrid model will be revised and optimized to capture the skills most reliably assessed by each format. Future analysis will examine validity by determining whether short-form and long-form interview scores accurately measure the skills intended to be assessed. Additionally, data collected from both formats will be used to establish baselines for entering students' competencies.

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

    ERIC Educational Resources Information Center

    Vanderloo, Leigh M.; Tucker, Patricia

    2017-01-01

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