WorldWideScience

Sample records for affecting school readiness

  1. Safe, Healthy and Ready to Succeed: Arizona School Readiness Key Performance Indicators

    Science.gov (United States)

    Migliore, Donna E.

    2006-01-01

    "Safe, Healthy and Ready to Succeed: Arizona School Readiness Key Performance Indicators" presents a set of baseline measurements that gauge how well a statewide system of school readiness supports is addressing issues that affect Arizona children's readiness for school. The Key Performance Indicators (KPIs) measure the system, rather…

  2. School Readiness Factor Analyzed.

    Science.gov (United States)

    Brenner, Anton; Scott, Leland H.

    This paper is an empirical statistical analysis and interpretation of data relating to school readiness previously examined and reported on a theoretical basis. A total of 118 white, middle class children from six consecutive kindergarten groups in Dearborn, Michigan were tested with seven instruments, evaluated in terms of achievement, ability,…

  3. Factors of children's school readiness

    Directory of Open Access Journals (Sweden)

    Ljubica Marjanovič Umek

    2006-12-01

    Full Text Available The purpose of the study was to examine the effect of preschool on children's school readiness in connection with their intellectual abilities, language competence, and parents' education. The sample included 219 children who were 68 to 83 months old and were attending the first year of primary school. Children were differentiated by whether or not they had attended preschool before starting school. Children's intellectual ability was determined using Raven's Coloured Progressive Matrices (CPM; Raven, Raven, & Court, 1999, language competence using the Lestvice splošnega govornegarazvoja–LJ (LSGR–LJ, Scales of General Language Development; Marjanovič Umek, Kranjc, Fekonja in Bajc, 2004, and school readiness with the Preizkus pripravljenosti za šolo (PPŠ, Test of School Readiness; Toličič, 1986. The results indicate that children's intellectual ability and language competence have a high predictive value for the school readiness — they explained 51% of the variance in children's scores on the PPŠ. Preschool enrollment has a positive effect on school readiness for children whose parents have a low level of education, but not for those whose parents are highly educated.

  4. Universal School Readiness Screening at Kindergarten Entry

    Science.gov (United States)

    Quirk, Matthew; Dowdy, Erin; Dever, Bridget; Carnazzo, Katherine; Bolton, Courtney

    2018-01-01

    Researchers examined the concurrent and predictive validity of a brief (12-item) teacher-rated school readiness screener, the Kindergarten Student Entrance Profile (KSEP), using receiver operating characteristic (ROC) curve analysis to examine associations between (N = 78) children's social-emotional (SE) and cognitive (COG) readiness with…

  5. Teacher Satisfaction with School and Psychological Well-Being Affects Their Readiness to Help Children with Mental Health Problems

    Science.gov (United States)

    Sisask, Merike; Värnik, Peeter; Värnik, Airi; Apter, Alan; Balazs, Judit; Balint, Maria; Bobes, Julio; Brunner, Romuald; Corcoran, Paul; Cosman, Doina; Feldman, Dana; Haring, Christian; Kahn, Jean-Pierre; Poštuvan, Vita; Tubiana, Alexandra; Sarchiapone, Marco; Wasserman, Camilla; Carli, Vladimir; Hoven, Christina W.; Wasserman, Danuta

    2014-01-01

    Objective: In support of a whole-school approach to mental health promotion, this study was conducted to find out whether and how significantly teachers' satisfaction with school and their subjective psychological well-being are related to the belief that they can help pupils with mental health problems. Design: Cross-sectional data were collected…

  6. College and Career Readiness in Elementary Schools

    Science.gov (United States)

    Pulliam, Nicole; Bartek, Samantha

    2018-01-01

    This conceptual article will provide an in-depth exploration of the relevant literature focused on college and career readiness interventions in elementary schools. Beginning with a theoretical framework, a rationale is provided for early intervention by elementary school counselors. While professional guidelines and standards exist supporting…

  7. Technology Readiness of School Teachers: An Empirical Study of Measurement and Segmentation

    Science.gov (United States)

    Badri, Masood; Al Rashedi, Asma; Yang, Guang; Mohaidat, Jihad; Al Hammadi, Arif

    2014-01-01

    The Technology Readiness Index (TRI) developed by Parasuraman (2000) was adapted to measure the technology readiness of public school teachers in Abu Dhabi, United Arab Emirates. The study aims at better understanding the factors (mostly demographics) that affect such readiness levels. In addition, Abu Dhabi teachers are segmented into five main…

  8. Pathways to School Readiness: Executive Functioning Predicts Academic and Social-Emotional Aspects of School Readiness

    Science.gov (United States)

    Mann, Trisha D.; Hund, Alycia M.; Hesson-McInnis, Matthew S.; Roman, Zachary J.

    2017-01-01

    The current study specified the extent to which hot and cool aspects of executive functioning predicted academic and social-emotional indicators of school readiness. It was unique in focusing on positive aspects of social-emotional readiness, rather than problem behaviors. One hundred four 3-5-year-old children completed tasks measuring executive…

  9. Development toward School Readiness: A Holistic Model

    Science.gov (United States)

    Gaynor, Alan Kibbe

    2015-01-01

    A systemic analysis of early childhood development factors explains the variance in school readiness among representative U.S. 5-year-olds. The underlying theory incorporates a set of causally interactive endogenous variables that are hypothesized to be driven by the effects of three exogenous variables: parental education, immigrant status and…

  10. Child Physical Punishment, Parenting, and School Readiness

    Science.gov (United States)

    Weegar, Kelly; Guérin-Marion, Camille; Fréchette, Sabrina; Romano, Elisa

    2018-01-01

    This study explored how physical punishment (PP) and other parenting approaches may predict school readiness outcomes. By using the Canada-wide representative data, 5,513 children were followed over a 2-year period. Caregivers reported on their use of PP and other parenting approaches (i.e., literacy and learning activities and other disciplinary…

  11. Diagnostics of children's school readiness in scientific studies abroad

    Directory of Open Access Journals (Sweden)

    Nazarenko V.V.

    2012-06-01

    Full Text Available The article considers the problem of children's school readiness as it is represented in contemporary studies of foreign scholars. It displays a variety of approaches to estimation of school readiness as well as the ways of measuring the levels of child development as relating to school readiness, namely those of them which are in common practice in education.

  12. The Pediatrician's Role in Optimizing School Readiness.

    Science.gov (United States)

    2016-09-01

    School readiness includes not only the early academic skills of children but also their physical health, language skills, social and emotional development, motivation to learn, creativity, and general knowledge. Families and communities play a critical role in ensuring children's growth in all of these areas and thus their readiness for school. Schools must be prepared to teach all children when they reach the age of school entry, regardless of their degree of readiness. Research on early brain development emphasizes the effects of early experiences, relationships, and emotions on creating and reinforcing the neural connections that are the basis for learning. Pediatricians, by the nature of their relationships with families and children, may significantly influence school readiness. Pediatricians have a primary role in ensuring children's physical health through the provision of preventive care, treatment of illness, screening for sensory deficits, and monitoring nutrition and growth. They can promote and monitor the social-emotional development of children by providing anticipatory guidance on development and behavior, by encouraging positive parenting practices, by modeling reciprocal and respectful communication with adults and children, by identifying and addressing psychosocial risk factors, and by providing community-based resources and referrals when warranted. Cognitive and language skills are fostered through timely identification of developmental problems and appropriate referrals for services, including early intervention and special education services; guidance regarding safe and stimulating early education and child care programs; and promotion of early literacy by encouraging language-rich activities such as reading together, telling stories, and playing games. Pediatricians are also well positioned to advocate not only for children's access to health care but also for high-quality early childhood education and evidence-based family supports such as

  13. Neighbourhood ethnic diversity buffers school readiness impact in ESL children.

    Science.gov (United States)

    Puchala, Chassidy; Vu, Lan T H; Muhajarine, Nazeem

    2010-01-01

    Contextual factors, as measured by neighbourhood characteristics, shape the experiences children have and affect their "school readiness", i.e., whether they are well or poorly prepared for the transition from home to kindergarten. This study assessed the independent effects of individual and neighbourhood factors on school readiness; specifically, it examined whether and to what degree neighbourhood factors modified children's language ability and thus their school readiness in a population of children in Saskatoon, Saskatchewan. The study included all children attending kindergarten in 2001, 2003 and 2005 in Saskatoon. School readiness and child characteristics were measured by the Early Development Instrument (EDI). The EDI measures child development at school commencement in five domains: physical health and well-being, social competence, emotional maturity, cognitive and language development, and communication skills and general knowledge. Data from the 2001 Census were used to characterize Saskatoon's neighbourhoods. Multilevel modeling examined the independent and buffering or exacerbating effects of individual and neighbourhood factors on the relation between English as a Second Language (ESL) status in children and EDI domain scores. ESL children had significantly lower scores on all EDI domains compared with non-ESL children. Certain factors (e.g., younger age, male, Aboriginal status, having special needs) were significantly related to lower readiness in terms of the emotional maturity, and communication skills and general knowledge domains. Importantly, children who lived in neighbourhoods that were highly transient (with a higher proportion of residents who had moved in the previous year) had lower EDI scores on both domains, and those in neighbourhoods with lower rates of employment had lower EDI scores on communication skills and general knowledge. Neighbourhood ethnic diversity mitigated the negative impact of ESL status on school readiness for both

  14. Child Care Subsidies and School Readiness in Kindergarten

    Science.gov (United States)

    Johnson, Anna D; Martin, Anne; Brooks-Gunn, Jeanne

    2013-01-01

    The federal child care subsidy program represents one of the government’s largest investments in early care and education. Using data from the nationally representative Early Childhood Longitudinal Study – Birth Cohort (ECLS-B), this paper examines associations, among subsidy-eligible families, between child care subsidy receipt when children are 4 years old and a range of school readiness outcomes in kindergarten (sample n ≈ 1,400). Findings suggest that subsidy receipt in preschool is not directly linked to subsequent reading or social-emotional skills. However, subsidy receipt predicted lower math scores among children attending community-based centers. Supplementary analyses revealed that subsidies predicted greater use of center care, but this association did not appear to affect school readiness. PMID:23461769

  15. Reactive Attachment Disorder: Implications for School Readiness and School Functioning

    Science.gov (United States)

    Schwartz, Eric; Davis, Andrew S.

    2006-01-01

    School readiness and functioning in children diagnosed with Reactive Attachment Disorder (RAD) are important issues due to the dramatic impact RAD has on multiple areas of development. The negative impact of impaired or disrupted early relationships, characterized by extreme neglect, abuse, parental mental illness, domestic violence, and repeated…

  16. Computer-Based Assessment of School Readiness and Early Reasoning

    Science.gov (United States)

    Csapó, Beno; Molnár, Gyöngyvér; Nagy, József

    2014-01-01

    This study explores the potential of using online tests for the assessment of school readiness and for monitoring early reasoning. Four tests of a face-to-face-administered school readiness test battery (speech sound discrimination, relational reasoning, counting and basic numeracy, and deductive reasoning) and a paper-and-pencil inductive…

  17. Effects of Preschool Intervention Strategies on School Readiness in Kindergarten

    Science.gov (United States)

    Ma, Xin; Nelson, Regena F.; Shen, Jianping; Krenn, Huilan Y.

    2015-01-01

    Using hierarchical linear modeling, the present study aimed to examine whether targeted intervention strategies implemented individually during a preschool program exhibited any short-term and long-term effects on children's school readiness in kindergarten, utilizing data gathered through the Supporting Partnerships to Assure Ready Kids (SPARK)…

  18. E-Learning Readiness in Public Secondary Schools in Kenya

    Science.gov (United States)

    Ouma, Gordon O.; Awuor, Fredrick M.; Kyambo, Benjamin

    2013-01-01

    As e-learning becomes useful to learning institutions worldwide, an assessment of e-learning readiness is essential for the successful implementation of e-learning as a platform for learning. Success in e-learning can be achieved by understanding the level of readiness of e-learning environments. To facilitate schools in Kenya to implement…

  19. Starting school healthy and ready to learn: using social indicators to improve school readiness in Los Angeles County.

    Science.gov (United States)

    Wold, Cheryl; Nicholas, Will

    2007-10-01

    School readiness is an important public health outcome, determined by a set of interdependent health and developmental trajectories and influenced by a child's family, school, and community environments. The same factors that influence school readiness also influence educational success and health throughout life. A California cigarette tax ballot initiative (Proposition 10) created new resources for children aged 0 to 5 years and their families statewide through county-level First 5 commissions, including First 5 LA in Los Angeles County. An opportunity to define and promote school readiness indicators was facilitated by collaborative relationships with a strong emphasis on data among First 5 LA, the Children's Planning Council, and the Los Angeles County Public Health Department, and other child-serving organizations. A workgroup developed school readiness goals and indicators based on recommendations of the National Education Goals Panel and five key domains of child well-being: 1) good health, 2) safety and survival, 3) economic well-being, 4) social and emotional well-being, and 5) education/workforce readiness. The Los Angeles County Board of Supervisors and First 5 LA Commission adopted the school readiness indicators. First 5 LA incorporated the indicators into the results-based accountability framework for its strategic plan and developed a community-oriented report designed to educate and spur school readiness-oriented action. The Los Angeles County Board of Supervisors approved a countywide consensus-building plan designed to engage key stakeholders in the use of the indicators for planning, evaluation, and community-building activities. School readiness indicators in Los Angeles County represent an important step forward for public health practice, namely, the successful blending of an expanded role for assessment with the ecological model.

  20. Migrant Preschool Children's School Readiness and Early Elementary School Performance

    Science.gov (United States)

    Tavassolie, Tanya; López, Claudia; De Feyter, Jessica; Hartman, Suzanne C.; Winsler, Adam

    2018-01-01

    Little is known about the early educational performance of children in migrant farmworker families. The authors examined the school readiness and early school success of 289 four-year-old preschool children of migrant families attending Redlands Christian Migrant Association centers. Children's school readiness was assessed and public school…

  1. The Effect of Preschool on Children's School Readiness

    Science.gov (United States)

    Marjanovic Umek, Ljubica; Kranjc, Simona; Fekonja, Urska; Bajc, Katja

    2008-01-01

    The purpose of this study was to examine the effect of preschool on children's school readiness in connection with their intellectual abilities, language competence and parents' education. The sample included 219 children from 68 to 83 months old attending the first year of primary school, differentiated by whether or not they had attended…

  2. Democracy in schools: are educators ready for teacher leadership?

    OpenAIRE

    Elsabé de Villiers; SG (Fanie) Pretorius

    2011-01-01

    The aim of this research was to determine educators' perceptions of and readiness for teacher leadership. A total of 283 educators in the Eden and Central Karoo Education District in the Western Cape participated in the study. The participants included district officials, principals, and members of school management teams, as well as veteran, middle, and novice educators. A series of instruments was used to determine educators' perspectives, perceptions and readiness for teacher leadership, i...

  3. Democracy in schools: are educators ready for teacher leadership?

    Directory of Open Access Journals (Sweden)

    Elsabé de Villiers

    2011-01-01

    Full Text Available The aim of this research was to determine educators' perceptions of and readiness for teacher leadership. A total of 283 educators in the Eden and Central Karoo Education District in the Western Cape participated in the study. The participants included district officials, principals, and members of school management teams, as well as veteran, middle, and novice educators. A series of instruments was used to determine educators' perspectives, perceptions and readiness for teacher leadership, including the Teacher Leadership Readiness Instrument (TLRI. The results indicated that educators held positive assumptions about teacher leadership. Educators' preliminary leadership perceptions, assumptions about and readiness for teacher leadership proved that the majority of educators are ready for a more distributed, deep democratic leadership practice in schools. Educators acknowledged the need for continuous professional development in the area of teacher leadership. It was also found that as preliminary leadership perceptions of educators improve or strengthen, readiness for teacher leadership is also likely to improve or strengthen. These findings have significant implications for leadership practices, collaboration, capacity-building and improvement in schools, educators' self-esteem, motivation and productivity, as well as student outcomes.

  4. Exploring the construct of school readiness based on child development for kindergarten children

    Directory of Open Access Journals (Sweden)

    Farida Agus Setiawati

    2017-08-01

    Full Text Available Indonesian government has regulated that the basic age of readiness of a child to attend elementary schools is 7 years old. In fact, some children are not exactly 7 years old when they first go to school because they develop more rapidly. This study is aimed at investigating some aspects of child development which affect their readiness to attend elementary school. The subjects were 101 grade 1, 2, and 3 teachers of elementary schools in Yogyakarta, a special Region in Indonesia. The data were collected through interviews. The results of the data collection were analyzed using both descriptive quantitative and qualitative techniques. The results of the study show some aspects of child development affecting their readiness to attend elementary schools, including cognitive and language ability, social emotional skills, fine motor skills, gross motor skills, arts, religion and moral values, and some others. Beside these aspects, some problems in grades 1, 2, and 3 are also found. This study is expected to give significant indicators to create the construct of school readiness.

  5. The Developmental Approach to School Readiness.

    Science.gov (United States)

    Ogletree, Earl J.

    In the United States, a psychometric psychology dominates the thinking of educators. For traditional, political, and social reasons, developmental psychology rarely informs educational practices. This is the case even though studies show that the inducing of cognitive learning before a child is ready will reduce the child's learning potential and…

  6. Readiness of Teachers for Change in Schools

    Science.gov (United States)

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

    2017-01-01

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

  7. Sleep Duration and School Readiness of Chinese Preschool Children.

    Science.gov (United States)

    Tso, Winnie; Rao, Nirmala; Jiang, Fan; Li, Albert Martin; Lee, So-Lun; Ho, Frederick Ka-Wing; Li, Sophia Ling; Ip, Patrick

    2016-02-01

    To examine the average sleep duration in Chinese preschoolers and to investigate the association between sleep duration and school readiness. This is a cross-sectional study that included 553 Chinese children (mean age = 5.46 years) from 20 preschools in 2 districts of Hong Kong. Average daily sleep duration in the last week was reported by parents and school readiness as measured by the teacher-rated Chinese Early Development Instrument (CEDI). Most Chinese preschoolers had 9-10 hours of sleep per day. Only 11% of preschoolers had the recommended 11-12 hours of sleep per day. This group was associated with more "very ready" CEDI domains. Sleep deprivation (≤7 hours per day) was associated with a lower CEDI total score, lower scores in the emotional maturity and language/cognitive domain, and prosocial behaviors subdomain but a greater score in the hyperactivity/inattention subdomain. Children with a lower family socioeconomic index, lower maternal education level, infrequent parent-child interactions, and who used electronic devices for more than 3 hours per day had shortened sleep durations. Optimal sleep duration was associated with better school readiness in preschool children, whereas sleep deprivation was associated with lower school readiness, more hyperactivity and inattention, and less prosocial behavior. Copyright © 2016 Elsevier Inc. All rights reserved.

  8. Conjoint behavioral consultation: implementing a tiered home-school partnership model to promote school readiness.

    Science.gov (United States)

    Clarke, Brandy L; Sheridan, Susan M; Woods, Kathryn E

    2014-01-01

    An ecological perspective to school readiness focuses on child and family readiness by enhancing the developmental contexts and relationships within which children reside (e.g., home environment, parent-child relationship, home-school relationships). The Getting Ready intervention is an ecological, relationally based, tiered intervention providing both universal and intensive services to children and families to promote child and family school readiness. Intensive level consultation services were provided via Conjoint Behavioral Consultation (CBC; Sheridan & Kratochwill, 1992 , 2008 ). The purpose of this article is to describe the implementation and effects of CBC within the Getting Ready intervention to promote child and family school readiness. Keys to successful implementation of the CBC intervention and issues needing further investigation are discussed.

  9. Parent Involvement in the Getting Ready for School Intervention Is Associated With Changes in School Readiness Skills

    Directory of Open Access Journals (Sweden)

    Maria Marti

    2018-05-01

    Full Text Available The role of parent involvement in school readiness interventions is not well-understood. The Getting Ready for School (GRS intervention is a novel program that has both home and school components and aims to improve early literacy, math, and self-regulatory skills in preschool children from socioeconomically disadvantaged families. In this study, we first examined associations between family characteristics and different indices of parent involvement in the GRS intervention. We then examined associations between parent involvement and change in children's school readiness skills over time. Participants were 133 preschool children attending Head Start and their parents who participated in the GRS intervention during the academic year 2014–2015. Parent involvement was operationalized as attendance to GRS events at the school, time spent at home doing GRS activities, and usage of digital program materials, which included a set of videos to support the implementation of parent-child activities at home. Although few family characteristics were significantly associated with parent involvement indices, there was a tendency for some markers of higher socioeconomic status to be linked with greater parent involvement. In addition, greater parent involvement in the GRS intervention was significantly associated with greater gains in children's early literacy, math, and self-regulatory skills. These findings suggest that parent involvement in comprehensive early interventions could be beneficial in terms of improving school readiness for preschoolers from disadvantaged families.

  10. Parent Involvement in the Getting Ready for School Intervention Is Associated With Changes in School Readiness Skills

    Science.gov (United States)

    Marti, Maria; Merz, Emily C.; Repka, Kelsey R.; Landers, Cassie; Noble, Kimberly G.; Duch, Helena

    2018-01-01

    The role of parent involvement in school readiness interventions is not well-understood. The Getting Ready for School (GRS) intervention is a novel program that has both home and school components and aims to improve early literacy, math, and self-regulatory skills in preschool children from socioeconomically disadvantaged families. In this study, we first examined associations between family characteristics and different indices of parent involvement in the GRS intervention. We then examined associations between parent involvement and change in children's school readiness skills over time. Participants were 133 preschool children attending Head Start and their parents who participated in the GRS intervention during the academic year 2014–2015. Parent involvement was operationalized as attendance to GRS events at the school, time spent at home doing GRS activities, and usage of digital program materials, which included a set of videos to support the implementation of parent-child activities at home. Although few family characteristics were significantly associated with parent involvement indices, there was a tendency for some markers of higher socioeconomic status to be linked with greater parent involvement. In addition, greater parent involvement in the GRS intervention was significantly associated with greater gains in children's early literacy, math, and self-regulatory skills. These findings suggest that parent involvement in comprehensive early interventions could be beneficial in terms of improving school readiness for preschoolers from disadvantaged families. PMID:29904362

  11. “Getting Ready for School:” A Preliminary Evaluation of a Parent-Focused School-Readiness Program

    Directory of Open Access Journals (Sweden)

    Kimberly G. Noble

    2012-01-01

    Full Text Available Children from disadvantaged backgrounds tend to start school with fewer school readiness skills than their more advantaged peers. Emergent literacy and math skills play an important role in this gap. The family is essential in helping children build these skills, and the active involvement of families is crucial to the success of any intervention for young children. The Getting Ready for School (GRS program is a parent-focused curriculum designed to help parents equip their children with the skills and enthusiasm necessary for learning when they start school. Parents meet in weekly workshops led by a trained facilitator and implement the curriculum at home with their children. The objective of this pilot study was to assess the promise of the GRS intervention in children participating in an urban Head Start program and to explore parents' responses to the intervention. We hypothesized that participation in GRS would improve school readiness in literacy and math skills, relative to participation in business-as-usual Head Start. Four Head Start classrooms (two randomly selected “intervention” and two “comparison” classrooms participated in this study. Preliminary analyses suggest that GRS improves school readiness over and above a Head Start-as-usual experience. Implications for early childhood programs and policies are discussed.

  12. Readiness of primary school teachers to accept disabled children

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    Đević Rajka

    2009-01-01

    Full Text Available The paper presents the results of the research with the basic goal to study the readiness of primary school teachers to accept disabled students. Research participants were 205 teachers from primary schools at the territory of Serbia. The goal was accomplished through: (a studying attitudes towards joint education of disabled students and their peers; (b studying teachers' experiences in working with disabled students; and (c studying teachers' readiness to accept disabled students, depending on their involvement/non-involvement in projects of inclusive education. Teachers express supportive attitudes towards joint schooling, but more than one half of them think that a selective approach is necessary in that process, according to the kind and degree of developmental disability. They support joint schooling from the humanistic point of view, but express concerns about the academic achievement of classes that include disabled students. The majority of teachers had experience in working with disabled students and based on that provided interesting suggestions for improving joint schooling. Higher readiness for accepting disabled students was demonstrated by teachers whose schools were involved in the projects of inclusive education. That implies the need for involving schools in similar projects and enabling teachers' immediate contact with students with developmental disabilities.

  13. Democracy in schools: are educators ready for teacher leadership ...

    African Journals Online (AJOL)

    The aim of this research was to determine educators' perceptions of and readiness for teacher leadership. A total of 283 educators in the Eden and Central Karoo Education District in the Western Cape participated in the study. The participants included district officials, principals, and members of school management teams, ...

  14. Democracy in Schools: Are Educators Ready for Teacher Leadership?

    Science.gov (United States)

    de Villiers, Elsabé; Pretorius, S. G.

    2011-01-01

    The aim of this research was to determine educators' perceptions of and readiness for teacher leadership. A total of 283 educators in the Eden and Central Karoo Education District in the Western Cape participated in the study. The participants included district officials, principals, and members of school management teams, as well as veteran,…

  15. School Readiness and Rudolf Steiner's Theory of Learning.

    Science.gov (United States)

    Ogletree, Earl J.; Ujlaki, Vilma

    This paper presents Rudolf Steiner's maturational readiness theory of human physiopsychology and comments on education in the Waldorf Schools. Discussion asserts that Steiner's concept of human development is complex and that intensive study is required for even a superficial understanding of "the four members of man": the physical,…

  16. Television Viewing, Educational Quality of the Home Environment, and School Readiness.

    Science.gov (United States)

    Clarke, Angela Teresa; Kurtz-Costes, Beth

    1997-01-01

    Researchers examined relationships among children's television viewing, school readiness, parental employment, and the home environment's educational quality. Thirty low-income parents completed surveys. Their preschoolers completed IQ and school readiness assessments. Television viewing adversely related to school readiness and the home…

  17. Tornado Emergency Readiness Planning for Schools.

    Science.gov (United States)

    Wisconsin State Dept. of Public Instruction, Madison.

    A place of safe refuge in the event of violent natural forces or a tornado should be included in the design of all new school buildings. Existing a school buildings should be analyzed by the architect, contractor, or engineer to determine if a safe place exists or if one can be readily adapted. Most criteria for fallout shelters are the same for…

  18. Deficiencies in school readiness skills of children with sickle cell anemia: a preliminary report.

    Science.gov (United States)

    Chua-Lim, C; Moore, R B; McCleary, G; Shah, A; Mankad, V N

    1993-04-01

    Patients with sickle cell anemia often express myriad clinical signs and symptoms that affect their life-style and academic performance. Certain psychoeducational and psychosocial factors have been shown to influence the academic achievement of older patients with sickle cell anemia. However, studies evaluating the school readiness skills of younger children have not been published. To determine whether sickle cell anemia delays preschool development in children aged 4 to 6 years, we studied 10 affected children and 10 normal subjects matched for age, sex, and race. School readiness was evaluated by the Pediatric Examination of Educational Readiness (PEER), which assess a child's performance in areas of developmental attainment such as visual input, verbal output, and short-term memory. The presence of associated movements (minor neurologic signs) and other areas of behavior such as selective attention, activity level, adaptive behavior, and processing efficiency are also observed. The children with sickle cell anemia scored significantly lower than their normal counterparts in several parameters of the PEER. The McCarthy Scales of Children's Abilities, a standardized psychometric test, showed that these children with sickle cell anemia were within the normal range of intelligence. Magnetic resonance imaging done on three children with sickle cell anemia who scored lowest on the PEER revealed no cerebrovascular infarcts. These preliminary studies demonstrate significant differences in school readiness skills between children with sickle cell anemia and normal subjects.

  19. Defining School Readiness in Maryland: A Multi-Dimensional Perspective. Publication #2012-44

    Science.gov (United States)

    Forry, Nicole; Wessel, Julia

    2012-01-01

    Increased emphasis has been placed on children's ability to enter kindergarten ready to learn, a concept referred to as "school readiness." School readiness has been defined by the Maryland State Department of Education as "the stage of human development that enables a child to engage in, and benefit from, primary learning…

  20. Teachers' Knowledge and Readiness towards Implementation of School Based Assessment in Secondary Schools

    Science.gov (United States)

    Veloo, Arsaythamby; Krishnasamy, Hariharan N.; Md-Ali, Ruzlan

    2015-01-01

    School-Based Assessment (SBA) was implemented in Malaysian secondary schools in 2012. Since its implementation, teachers have faced several challenges to meet the aims and objectives of the School-Based Assessment. Based on these challenges this study aims to find the level of teachers' knowledge and readiness towards the implementation of…

  1. A Medical School's Organizational Readiness for Curriculum Change (MORC): Development and Validation of a Questionnaire

    NARCIS (Netherlands)

    Jippes, M.; Driessen, E.W.; Broers, N.J.; Majoor, G.D.; Gijselaers, W.H.; Vleuten, C.P.M. van der

    2013-01-01

    PURPOSE: Because successful change implementation depends on organizational readiness for change, the authors developed and assessed the validity of a questionnaire, based on a theoretical model of organizational readiness for change, designed to measure, specifically, a medical school's

  2. Impact of School Readiness Program Interventions on Children's Learning in Cambodia

    Science.gov (United States)

    Nonoyama-Tarumi, Yuko; Bredenberg, Kurt

    2009-01-01

    To reduce the high repetition rates in early years of primary school, the government of Cambodia piloted a school readiness program (SRP) in the first two months of Grade 1 of primary school. This study examines whether such intervention has effects on students' immediate acquisition of school readiness skills as well as students' longer term…

  3. READINESS OF MILITARY HIGH SCHOOL STUDENTS FOR TACTICAL TASKS

    Directory of Open Access Journals (Sweden)

    Nikolai Alekseevich Seredkin

    2017-06-01

    Full Text Available Background. The purpose of this article is to reveal the features and analyze the studies of the interpretation of the concept of “readiness”, to formulate the definition of the concept of “the future officer’s willingness to solve tactical problems,” to describe the components and its main components. Methods. The methodological basis for researching the problem of the future officers’ readiness for solving tactical tasks is the personal and activity approach. Relying on them, the author reveals the essence of the definition of readiness and a description of its components. Results. The results of the article are the readiness of the cadet for professional work and we consider it as an integrated education formed in the process of professional training, ensuring the performance of their service and job functions, the successful solution of the service-combat tasks of professional activity. It includes a system of personality qualities of the future officer, characterized by a positive attitude towards professional activity, the presence of an adequate holistic view of it, the possession of ways to solve professional problems, the perception of oneself as a subject of one’s own activity. Reflexive attitude to one’s own activity is one of the most important conditions for its deep comprehension, critical analysis and constructive improvement. Conclusion. The definition of the concept of the cadet’s readiness for the solution of tactical tasks and its components is the theoretical basis for improving the process of professional training in a military high school. The components of readiness and its indicators set the teacher of the military higher educational institution a vector of practical activities for its formation.

  4. Zero Energy Schools: Designing for the Future: Zero Energy Ready K-12 Schools

    Energy Technology Data Exchange (ETDEWEB)

    Torcellini, Paul A [National Renewable Energy Laboratory (NREL), Golden, CO (United States)

    2017-09-29

    Designing, building, and operating zero energy ready K-12 schools provides benefits for districts, students, and teachers. Optimizing energy efficiency is important in any building, but it's particularly important in K-12 schools. Many U.S. school districts struggle for funding, and improving a school building's energy efficiency can free up operational funds that may then be available for educational and other purposes.

  5. PERFORMANCES PARENTS ABOUT EMOTIONAL READINESS OF THE CHILD TO SCHOOL WHEN ANALYZING THE CHARACTERISTICS OF EMOTIONAL READINESS OF CHILDREN IN THE TRANSITION FROM KINDERGARTEN TO FIRST GRADE

    Directory of Open Access Journals (Sweden)

    Ekaterina Sergeevna Novitskaya

    2016-02-01

    Full Text Available The article examines the importance of emotional understanding of parents child’s readiness for school. The aim of the study was to determine the characteristics of parental influence perceptions about the emotional readiness of children to the actual level of emotional readiness of the child. An experimental study was conducted comparing the methods, testing, questionnaires, observations, interviews, expert assessments, Longitude. We compared the performance of emotional readiness of children in the preparatory group of the kindergarten and the beginning of the school year in first grade. The study revealed that parents consider the emotional readiness primarily in the structure of the psychological readiness; representations of parents about the emotional readiness to occupy the last place among the other groups of ideas. Weak concrete definition of representations of parents about the emotional school readiness issues contributes to the emotional sphere of the child at an early stage of learning in first grade.

  6. Dimensionality and Measurement Invariance of a School Readiness Screener by Gender and Parent Education Levels

    Science.gov (United States)

    Quirk, Matthew; Mayworm, Ashley; Furlong, Michael J.; Grimm, Ryan; Rebelez, Jennica

    2015-01-01

    This study examined the dimensionality and measurement invariance of the Kindergarten Student Entrance Profile (KSEP), a brief screening tool designed for use as a universal school readiness assessment. Teachers rated the readiness of 10,031 children during the first month of kindergarten in four ethnically diverse, medium-sized school districts…

  7. How Home Gets to School: Parental Control Strategies Predict Children's School Readiness

    Science.gov (United States)

    Walker, Aimee Kleisner; MacPhee, David

    2011-01-01

    At-risk families' control style (autonomy support and coercive control) was examined in relation to children's school readiness; children's social skills and mastery motivation were hypothesized mediating variables. In two different, low-income samples from diverse ethnic backgrounds, one preschool sample recruited from Head Start (N = 199) and a…

  8. "Change in Schools It's More Like Sort of Turning an Oil Tanker": Creating Readiness for Health Promoting Schools

    Science.gov (United States)

    Gardner, Belinda; Ollis, Debbie

    2015-01-01

    Purpose: The purpose of this paper is to add to the evidence of best practice in the implementation of the Health Promoting Schools (HPS) framework by examining the process of creating readiness for change in a large international school in South-East Asia. Using a settings-based approach and guided by readiness for change theory the data…

  9. Using Positive Behavior Support Procedures in Head Start Classrooms to Improve School Readiness: A Group Training and Behavioral Coaching Model

    Science.gov (United States)

    Feil, Edward G.; Walker, Hill; Severson, Herbert; Golly, Annemieke; Seeley, John R.; Small, Jason W.

    2009-01-01

    Social-emotional competence is an important determinant of school readiness. School readiness, in turn, sets the stage for school success. There is clear longitudinal evidence that school success, attachment and bonding to the schooling process, and full engagement of schooling can, in combination, operate as a protective factor against a host of…

  10. StormReady in a Box: Enhancing NOAA's Presence in Schools

    Science.gov (United States)

    Grondin, N. S.; Franks, C.

    2015-12-01

    The National Weather Service StormReady Supporter program exists to give schools, companies, TV stations, and other facilities the opportunity to earn recognition for their weather preparedness and awareness. Requirements to earn StormReady Supporter status include having a facility warning point, use of NOAA Weather Radios, and weather hazard Emergency Operation Plans. Despite the increasing importance of weather preparedness in schools, only 1.2% of Minnesota schools are deemed StormReady by the National Weather Service. It was determined that the major impedance for schools becoming StormReady Supporters is the lack of time for administrators to engage in anything "extra" beyond their listed duties. As part of a 2015 Hollings Scholar project, the StormReady in a Box concept was developed to remedy this, by empowering teachers and students to take charge and complete the StormReady Supporter application for their school. StormReady in a Box is a project developed for Junior High School students to learn about weather preparedness and to help their school acquire StormReady status. The project was designed to be relevant to the Minnesota State Education Standards in Science, be simple for teachers to do with their students, and most importantly, to be enjoyable for Junior High School age students to do. The project was also designed to enhance critical thinking skills and logical reasoning abilities, as they relate to the StormReady Supporter application. This presentation will present the overall rationale for the undertaking of this project, the creation of, and the logical next steps for the StormReady in a Box project.

  11. The readiness of schools in Zimbabwe for the implementation of early childhood education

    Directory of Open Access Journals (Sweden)

    Ezron Mangwaya

    2016-02-01

    Full Text Available This qualitative study focuses on primary schools' state of readiness for the introduction of early childhood education. Adopting a multiple case study design, the article explores, through semi-structured interviews and documentation, school heads, teachers-in-charge and classroom teachers' perceptions of their respective schools' state of readiness for the installation and implementation of early childhood education. The study established that, while classroom teachers were adequately qualified to implement early childhood education, teachers-in-charge were not. Secondly, school heads received limited induction for the introduction and implementation of early childhood education. Additionally, inadequate teaching-learning resources and lack of on-going teacher support contributed to schools' lack of readiness for the introduction of early childhood education. The study recommends interventions that curriculum planners and implementers can utilise in order to create conditions that enable primary schools to be ready for introducing and implementing early childhood education.

  12. Reframing School Readiness: Case Studies of African-American and Latina Head Start Parents

    Science.gov (United States)

    King, Nicole Colette

    2017-01-01

    The "school readiness gap" has been attributed to differences in family life, home-school connections, and social inequalities. The current school-parent partnership model fails to acknowledge the ways in which parent roles in education, and the home-school relations in which they are embedded, reflect broader social inequalities that…

  13. THEORETICAL ASPECTS OF READINESS OF TEACHERS IN VOCATIONAL SCHOOLS TO IMPLEMENT STUDENT-CENTERED APPROACH

    Directory of Open Access Journals (Sweden)

    Hanna Tkachuk

    2016-06-01

    Full Text Available This article deals with the problem of readiness for professional (educational activity of teachers in vocational schools. The paper determines the relevance of readiness of teachers of special subjects of vocational schools to personality-oriented professional interaction with students and singled pedagogical conditions that determine this process. The analysis of psychological and pedagogical literature on the interpretation of the concepts of "readiness" and "commitment to the professional (educational activities" is conducted. The features of this type of activity are revealed. It is determined that in the modern branch of science the phenomenon of readiness for professional work is studied at the personal, functional and personal-activity levels. The author suggests the generalized definition of "readiness for professional (teaching activity" in the context of personal interaction between the participants of the educational process of vocational school.

  14. College-Going Capital: Understanding the Impact of College Readiness Policies on Schools and Students

    Science.gov (United States)

    Leibrandt, Sarah Ohle

    2016-01-01

    This dissertation investigates how low-resource high schools support (or not) high achieving, low-income students depending on how they enact college readiness agendas. My study was motivated by the lack of empirical research in two areas--how college readiness policies are being actualized for high achieving, low-income students and how these…

  15. Parental Learning and School Readiness in the Gearing Up for Kindergarten Program

    Directory of Open Access Journals (Sweden)

    Sharon Query

    2013-06-01

    Full Text Available Entering kindergarten is a key moment in a young child’s life, and parents are a child’s first teacher. What can guide parents as they assist children with school readiness? Gearing Up for Kindergarten is an intensive parent education and school readiness program designed to help parents and children prepare for school. Gearing Up for Kindergarten is a parent education program that combines early learning opportunities for pre-kindergarten children with parent education opportunities for adults. This study presents findings from evaluation efforts conducted with 59 Gearing Up for Kindergarten adult participants during the 2006-2007 school year. Participants in the program demonstrated (1 high satisfaction with program quality and experiences, (2 impacts on parental knowledge and confidence, and (3 significant and positive changes in parental practices related to school readiness. Implications for parent education and programs intended to strengthen school readiness among pre-kindergarten children are explored. Parent education on school readiness can provide a substantive resource as parents help their children develop and become ready for the school years.

  16. Relationship of Teachers' Readiness for Change with Their Participation in Decision Making and School Culture

    Science.gov (United States)

    Inandi, Yusuf; Giliç, Fahrettin

    2016-01-01

    The aim of this research is to study the relationship between primary school teachers' level of participation in decision making, school culture and their level of readiness for change. The data in the study were collected from 597 primary school teachers (304 men and 293 women) in central districts of Mersin in 2014 spring semester. Participation…

  17. Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools

    Directory of Open Access Journals (Sweden)

    Hamed Mubarak Al-Awidi

    2017-03-01

    Findings\tTeachers are moderately ready for implementation of the digital curriculum in both components of readiness (technical and pedagogical. Teachers identified some factors that that hinder their readiness. These factors are related to time constraints, knowledge and skills, infrastructure, and technical support. Recommendations for Practitioners: This paper will guide curriculum decision makers to find the best ways to help and support teachers to effectively implement the digital. Future Research: Follow up studies may examine the effectiveness of teacher education pro-grams in preparing students teachers to implement the digital curriculum, and the role of education decision makers in facilitating the implementation of the digital curriculum.

  18. College Readiness versus College Worthiness: Examining the Role of Principal Beliefs on College Readiness Initiatives in an Urban U.S. High School

    Science.gov (United States)

    Convertino, Christina; Graboski-Bauer, Ashley

    2018-01-01

    In light of increasing emphasis on the importance of post-secondary education to personal economic security, there is growing interest to promote college readiness initiatives in high schools, particularly for low-income and minority students for whom the harmful effects of institutional inequities on college readiness is well-documented.…

  19. The utility of single-item readiness screeners in middle school.

    Science.gov (United States)

    Lewis, Crystal G; Herman, Keith C; Huang, Francis L; Stormont, Melissa; Grossman, Caroline; Eddy, Colleen; Reinke, Wendy M

    2017-10-01

    This study examined the benefit of utilizing one-item academic and one-item behavior readiness teacher-rated screeners at the beginning of the school year to predict end-of-school year outcomes for middle school students. The Middle School Academic and Behavior Readiness (M-ABR) screeners were developed to provide an efficient and effective way to assess readiness in students. Participants included 889 students in 62 middle school classrooms in an urban Missouri school district. Concurrent validity with the M-ABR items and other indicators of readiness in the fall were evaluated using Pearson product-moment correlation coefficients, with the academic readiness item having medium to strong correlations with other baseline academic indicators (r=±0.56 to 0.91) and the behavior readiness item having low to strong correlations with baseline behavior items (r=±0.20 to 0.79). Next, the predictive validity of the M-ABR items was analyzed with hierarchical linear regressions using end-of-year outcomes as the dependent variable. The academic and behavior readiness items demonstrated adequate validity for all outcomes with moderate effects (β=±0.31 to 0.73 for academic outcomes and β=±0.24 to 0.59 for behavioral outcomes) after controlling for baseline demographics. Even after controlling for baseline scores, the M-ABR items predicted unique variance in almost all outcome variables. Four conditional probability indices were calculated to obtain an optimal cut score, to determine ready vs. not ready, for both single-item M-ABR scales. The cut point of "fair" yielded the most acceptable values for the indices. The odd ratios (OR) of experiencing negative outcomes given a "fair" or lower readiness rating (2 or below on the M-ABR screeners) at the beginning of the year were significant and strong for all outcomes (OR=2.29 to OR=14.46), except for internalizing problems. These findings suggest promise for using single readiness items to screen for varying negative end

  20. Readiness for School, According to the Perspectives of Grade 1 Teachers and Parents

    Directory of Open Access Journals (Sweden)

    Sezai KOÇYIĞIT

    2014-07-01

    Full Text Available In Turkey, every child who turned 72 months old are initiated elementary school without considering individual differences and whether or not they had any pre-school education, but is every child who started school mentally, socially-emotionally and physically ready to meet requirements of elementary school? Purpose of this research is to determine skills and abilities required for the “school readiness” according to the Grade 1 teachers and parents and reveal results of this situation related to pre-school education. This study was performed with 14 Grade 1 teachers who work in the private and public elementary schools of Konya city and with 13 parents. In research, semi-structured interview was used in order to get perspectives of participants about the phenomenon of readiness level of school that was consisted of open-ended questions. Raw data that were obtained through interviews have been analyzed by using descriptive analysis technique. According to the findings of research, Grade 1 teachers of elementary school described school readiness as “being matured to the ability required by the Grade 1 of elementary school” and stated that this maturity depends on parallel development of social, emotional, mental and physical aspects of child. Teachers also think that pre-school education must be compulsory for children to readily start school.

  1. Social Information Processing Patterns, Social Skills, and School Readiness in Preschool Children

    Science.gov (United States)

    Ziv, Yair

    2013-01-01

    The links among social information processing, social competence, and school readiness were examined in this short-term longitudinal study with a sample of 198 preschool children. Data on social information processing were obtained via child interview, data on child social competence were obtained via teacher report, and data on school readiness…

  2. Increasing Programme Effectiveness through Parent Empowerment: The Getting Ready for School Project in Tajikistan

    Science.gov (United States)

    Whitsel, Christopher Michael; Lapham, Kate

    2014-01-01

    Within the development studies framework, empowerment involves increasing individual agency vis-à-vis the formal and informal opportunity structure. The Open Society Foundation's Early Childhood Programme developed the Getting Ready for School programme specifically for parents of preschool-age children to use at home in the year before school to…

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

    Science.gov (United States)

    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…

  4. A medical school's organizational readiness for curriculum change (MORC): development and validation of a questionnaire.

    Science.gov (United States)

    Jippes, Mariëlle; Driessen, Erik W; Broers, Nick J; Majoor, Gerard D; Gijselaers, Wim H; van der Vleuten, Cees P M

    2013-09-01

    Because successful change implementation depends on organizational readiness for change, the authors developed and assessed the validity of a questionnaire, based on a theoretical model of organizational readiness for change, designed to measure, specifically, a medical school's organizational readiness for curriculum change (MORC). In 2012, a panel of medical education experts judged and adapted a preliminary MORC questionnaire through a modified Delphi procedure. The authors administered the resulting questionnaire to medical school faculty involved in curriculum change and tested the psychometric properties using exploratory and confirmatory factor analysis, and generalizability analysis. The mean relevance score of the Delphi panel (n = 19) reached 4.2 on a five-point Likert-type scale (1 = not relevant and 5 = highly relevant) in the second round, meeting predefined criteria for completing the Delphi procedure. Faculty (n = 991) from 131 medical schools in 56 countries completed MORC. Exploratory factor analysis yielded three underlying factors-motivation, capability, and external pressure-in 12 subscales with 53 items. The scale structure suggested by exploratory factor analysis was confirmed by confirmatory factor analysis. Cronbach alpha ranged from 0.67 to 0.92 for the subscales. Generalizability analysis showed that the MORC results of 5 to 16 faculty members can reliably evaluate a school's organizational readiness for change. MORC is a valid, reliable questionnaire for measuring organizational readiness for curriculum change in medical schools. It can identify which elements in a change process require special attention so as to increase the chance of successful implementation.

  5. Unintended Consequences: Effects of Paternal Incarceration on Child School Readiness and Later Special Education Placement

    Directory of Open Access Journals (Sweden)

    Anna R Haskins

    2014-04-01

    Full Text Available Though sociologists have examined how mass incarceration affects stratification, remarkably little is known about how it shapes educational disparities. Analyzing the Fragile Families Study and its rich paternal incarceration data, I ask whether black and white children with fathers who have been incarcerated are less prepared for school both cognitively and non-cognitively as a result, and whether racial and gendered disparities in incarceration help explain the persistence of similar gaps in educational outcomes and trajectories. Using a variety of estimation strategies, I show that experiencing paternal incarceration by age five is associated with lower non-cognitive school readiness. While the main effect of incarceration does not vary by race, boys with incarcerated fathers have substantially worse non-cognitive skills at school entry, impacting the likelihood of special education placement at age nine. Mass incarceration facilitates the intergenerational transmission of male behavioral disadvantage, and because of the higher exposure of black children to incarceration, it also plays a role in explaining the persistently low achievement of black boys.

  6. Unintended Consequences: Effects of Paternal Incarceration on Child School Readiness and Later Special Education Placement.

    Science.gov (United States)

    Haskins, Anna R

    2014-04-01

    Though sociologists have examined how mass incarceration affects stratification, remarkably little is known about how it shapes educational disparities. Analyzing the Fragile Families Study and its rich paternal incarceration data, I ask whether black and white children with fathers who have been incarcerated are less prepared for school both cognitively and non-cognitively as a result, and whether racial and gendered disparities in incarceration help explain the persistence of similar gaps in educational outcomes and trajectories. Using a variety of estimation strategies, I show that experiencing paternal incarceration by age five is associated with lower non-cognitive school readiness. While the main effect of incarceration does not vary by race, boys with incarcerated fathers have substantially worse non-cognitive skills at school entry, impacting the likelihood of special education placement at age nine. Mass incarceration facilitates the intergenerational transmission of male behavioral disadvantage, and because of the higher exposure of black children to incarceration, it also plays a role in explaining the persistently low achievement of black boys.

  7. Root Shock Revisited: Perspectives of Early Head Start Mothers on Community and Policy Environments and Their Effects on Child Health, Development, and School Readiness

    Science.gov (United States)

    McAllister, Carol L.; Thomas, Tammy L.; Green, Beth L.

    2009-01-01

    Racial differences in school readiness are a form of health disparity. By examining, from the perspective of low-income minority families participating in an Early Head Start study, community and policy environments as they shape and inform lived experiences, we identified several types of social and economic dislocation that undermine the efforts of parents to ready their children for school. The multiple dislocations of community triggered by housing and welfare reform and “urban renewal” are sources of stress for parents and children and affect the health and development of young children. Our findings suggest that racial differences in school readiness result not from race but from poverty and structural racism in American society. PMID:19059871

  8. Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry

    Directory of Open Access Journals (Sweden)

    Sean F. Reardon

    2016-07-01

    Full Text Available Academic achievement gaps between high- and low-income students born in the 1990s were much larger than between cohorts born two decades earlier. Racial/ethnic achievement gaps declined during the same period. To determine whether these two trends have continued in more recent cohorts, we examine trends in several dimensions of school readiness, including academic achievement, self-control, externalizing behavior, and a measure of students’ approaches to learning, for cohorts born from the early 1990s to the 2000–2010 midperiod. We use data from nationally representative samples of kindergarteners (ages 5–6 in 1998 ( n = 20,220, 2006 ( n = 6,600, and 2010 ( n = 16,980 to estimate trends in racial/ethnic and income school readiness gaps. We find that readiness gaps narrowed modestly from 1998 to 2010, particularly between high- and low-income students and between White and Hispanic students.

  9. The Interplay of School Readiness and Teacher Readiness for Educational Technology Integration: A Structural Equation Model

    Science.gov (United States)

    Petko, Dominik; Prasse, Doreen; Cantieni, Andrea

    2018-01-01

    Decades of research have shown that technological change in schools depends on multiple interrelated factors. Structural equation models explaining the interplay of factors often suffer from high complexity and low coherence. To reduce complexity, a more robust structural equation model was built with data from a survey of 349 Swiss primary school…

  10. Explaining Gaps in Readiness for College-Level Math: The Role of High School Courses

    Science.gov (United States)

    Long, Mark C.; Iatarola, Patrice; Conger, Dylan

    2009-01-01

    Despite increased requirements for high school graduation, almost one-third of the nation's college freshmen are unprepared for college-level math. The need for remediation is particularly high among students who are low income, Hispanic, and black. Female students are also less likely than males to be ready for college-level math. This article…

  11. School Readiness in Children Living in Non-Parental Care: Impacts of Head Start

    Science.gov (United States)

    Lipscomb, Shannon T.; Pratt, Megan E.; Schmitt, Sara A.; Pears, Katherine C.; Kim, Hyoun K.

    2013-01-01

    The current study examines the effects of Head Start on the development of school readiness outcomes for children living in non-parental care. Data were obtained from the Head Start Impact Study, a randomized controlled trial of Head Start conducted with a nationally representative sample of Head Start programs and families. The sample included…

  12. School Readiness among Low-Income Black Children: Family Characteristics, Parenting, and Social Support

    Science.gov (United States)

    Bono, Katherine E.; Sy, Susan R.; Kopp, Claire B.

    2016-01-01

    This study focuses on the associations between family variables and academic and social school readiness in low-income Black children. Analyses drew from the National Institute for Child Development (NICHD) Study of Early Child Care and Youth Development dataset. The participants included 122 children and their mothers. Data collection occurred…

  13. School Readiness amongst Urban Canadian Families: Risk Profiles and Family Mediation

    Science.gov (United States)

    Browne, Dillon T.; Wade, Mark; Prime, Heather; Jenkins, Jennifer M.

    2018-01-01

    There is an ongoing need for literature that identifies the effects of broad contextual risk on school readiness outcomes via family mediating mechanisms. This is especially true amongst diverse and urban samples characterized by variability in immigration history. To address this limitation, family profiles of sociodemographic and contextual risk…

  14. Obesity-Related Hormones in Low-Income Preschool-Age Children: Implications for School Readiness

    Science.gov (United States)

    Miller, Alison L.; Lumeng, Carey N.; Delproposto, Jennifer; Florek, Brian; Wendorf, Kristin; Lumeng, Julie C.

    2013-01-01

    Mechanisms underlying socioeconomic disparities in school readiness and health outcomes, particularly obesity, among preschool-aged children are complex and poorly understood. Obesity can induce changes in proteins in the circulation that contribute to the negative impact of obesity on health; such changes may relate to cognitive and emotion…

  15. Reliability of Bracken School Readiness Assessment, Third Edition Scores with Young Children in Mumbai, India

    Science.gov (United States)

    Shah, Mira B.; Schaefer, Barbara A.; Clark, Teresa P.

    2013-01-01

    To effectively provide early interventions to children, identifying those who are in need of these interventions is essential. In India, several problems hinder the process of early identification, including a lack of standardized measures for assessment. This study investigates the utility of the Bracken School Readiness Assessment, Third Edition…

  16. First Steps to School Readiness: South Carolina's Response to At-Risk Early Childhood Population.

    Science.gov (United States)

    Buford, Rhonda; Stegelin, Dolores A.

    2003-01-01

    Describes South Carolina's new state early childhood program, First Steps to School Readiness. Includes a profile of the state's at-risk child population, noting poverty and education risk indicators, and describing key program components. The article discusses program oversight, local program partnerships, program funding mechanisms, and local…

  17. Impacts of the Boston Prekindergarten Program on the School Readiness of Young Children with Special Needs

    Science.gov (United States)

    Weiland, Christina

    2016-01-01

    Theory and empirical work suggest inclusion preschool improves the school readiness of young children with special needs, but only 2 studies of the model have used rigorous designs that could identify causality. The present study examined the impacts of the Boston Public prekindergarten program-which combined proven language, literacy, and…

  18. Contemplative Practices in Early Childhood: Implications for Self-Regulation Skills and School Readiness

    Science.gov (United States)

    Willis, Elizabeth; Dinehart, Laura H.

    2014-01-01

    This article examines the development of self-regulation skills in early childhood and the possibilities of children's contemplative practices as a viable tool to facilitate this development. Current research indicates that self-regulation skills in early childhood education make a significant contribution to school readiness, and long-term…

  19. Parental Influence, School Readiness and Early Academic Achievement of African American Boys

    Science.gov (United States)

    Joe, Emanique M.; Davis, James Earl

    2009-01-01

    This study examined the relationship between parental influence and the school readiness of African American boys, using data from the Early Childhood Longitudinal Study: ECLS-K, Parents' influence, via their academic beliefs and behaviors, was associated with the cognitive performance of African American boys during kindergarten. While previous…

  20. Mapping Fiscal Resources in South Hampton Roads Virginia to Support School Readiness. Regional Summary

    Science.gov (United States)

    Finance Project, 2009

    2009-01-01

    In 2007, committees of key stakeholders in the five cities of Chesapeake, Norfolk, Suffolk, Portsmouth, and Virginia Beach developed Collaborative Action Plans focused on key strategies to ensure that children in each city "arrive at kindergarten healthy and ready to succeed in school, and in life." With leadership from Smart Beginnings…

  1. College and Career Readiness for Gifted African American Girls: A Call to School Counselors

    Science.gov (United States)

    Mayes, Renae D.; Hines, Erik M.

    2014-01-01

    Current literature on college and career readiness highlights the role of educators in promoting the success of all students. However, few studies have focused on the specific needs of gifted African American girls. This article discusses the school experiences and career development of gifted African American girls and it provides a culturally…

  2. Does the EDI Measure School Readiness in the Same Way across Different Groups of Children?

    Science.gov (United States)

    Guhn, Martin; Gadermann, Anne; Zumbo, Bruno D.

    2007-01-01

    The present study investigates whether the Early Development Instrument (Offord & Janus, 1999) measures school readiness similarly across different groups of children. We employ ordinal logistic regression to investigate differential item functioning, a method of examining measurement bias. For 40,000 children, our analysis compares groups…

  3. Does the EDI Equivalently Measure Facets of School Readiness for Aboriginal and Non-Aboriginal Children?

    Science.gov (United States)

    Muhajarine, Nazeem; Puchala, Chassidy; Janus, Magdalena

    2011-01-01

    The aim of the current paper was to examine the equivalence of the Early Development Instrument (EDI), a teacher rating measure of school readiness, for Aboriginal and non-Aboriginal children. The current study used an approach, which analyzes the structure and properties of the EDI at the subdomain level. Similar subdomain score distributions…

  4. From Research to Practice: Strategies for Supporting School Readiness in Programs Serving Infants and Toddlers

    Science.gov (United States)

    Powers, Stefanie

    2012-01-01

    Fostering healthy social and emotional development provides the foundation for school readiness in programs serving infants, toddlers, and their families. In this article, the author explores four key concepts that make the link between social and emotional development and early learning: 1) Cognitive and social-emotional development are…

  5. College Readiness in California: A Look at Rigorous High School Course-Taking

    Science.gov (United States)

    Gao, Niu

    2016-01-01

    Recognizing the educational and economic benefits of a college degree, education policymakers at the federal, state, and local levels have made college preparation a priority. There are many ways to measure college readiness, but one key component is rigorous high school coursework. California has not yet adopted a statewide college readiness…

  6. Relationships between Early Child Factors and School Readiness Skills in Young Children with Hearing Loss

    Science.gov (United States)

    Harrington, Marjorie; DesJardin, Jean L.; Shea, Lynn C.

    2010-01-01

    The goal of this longitudinal study is to examine the relationships between early child factors (i.e., age at identification, enrollment in early intervention, oral language skills) and school readiness skills (i.e., conceptual knowledge) in a group of young children with hearing loss (HL). Standardized language, cognition, and conceptual…

  7. How Going to School Affects the Family

    DEFF Research Database (Denmark)

    Landersø, Rasmus; Nielsen, Helena Skyt; Simonsen, Marianne

    in school starting age induced by date of birth, we find that the timing of these transitions affect parental outcomes. At child age seven, for example, being one year older at school start increases maternal employment with four percentage points. At child age 15, similarly, being one year older at school...

  8. Solomon Islands School Leaders Readiness for Inclusive Education

    Science.gov (United States)

    Porakari, James; Sevala, Brenda; Miniti, Patrick; Saemane, George; Sharma, Umesh; Forlin, Chris

    2015-01-01

    The inclusion of students with disabilities was initiated by the Ministry of Education and Human Resource Development in the Solomon Islands in 2013. This paper investigates the knowledge, skills, and values of school leaders in public and private schools in Honiara, the capital of the Solomon Islands, in regard to providing support for inclusive…

  9. Home Schooled Adults: Are They Ready for College?

    Science.gov (United States)

    Galloway, Rhonda A. Scott

    This study investigated home school graduates' potential for success in college by comparing their performance with that of students who had graduated from conventional public and private schools. The basis for comparison was student aptitude for college English as measured by the American College Testing (ACT) English sub-score and the ACT…

  10. Particularities of Speech Readiness for Schooling in Pre-School Children Having General Speech Underdevelopment: A Social and Pedagogical Aspect

    Science.gov (United States)

    Emelyanova, Irina A.; Borisova, Elena A.; Shapovalova, Olga E.; Karynbaeva, Olga V.; Vorotilkina, Irina M.

    2018-01-01

    The relevance of the research is due to the necessity of creating the pedagogical conditions for correction and development of speech in children having the general speech underdevelopment. For them, difficulties generating a coherent utterance are characteristic, which prevents a sufficient speech readiness for schooling forming in them as well…

  11. Experiences of parents regarding a school-readiness intervention for pre-school children facilitated by Community Health Nursing students

    Directory of Open Access Journals (Sweden)

    Mari Prinsloo

    2015-01-01

    When CHN students engage with communities through service learning, a school-readiness intervention may serve as a powerful tool to provide parents with the support that is needed to empower them with the skills to contribute towards their children’s early childhood development. It may improve the parent–child relationship which is critical in the development of children.

  12. Parental Attitudes, Behaviors, and Barriers to School Readiness among Parents of Low-Income Latino Children

    Directory of Open Access Journals (Sweden)

    Jaime Peterson

    2018-01-01

    Full Text Available We sought to explore parental attitudes, behaviors, and barriers regarding school readiness in a county clinic serving low income, Latino children. Between December 2013–September 2014, we conducted a cross sectional survey of parents during 3–6 years well-child appointments about school readiness (SR across: (1 attitudes/behaviors; (2 barriers; and (3 awareness; and (4 use of local resources. Most parents (n = 210, response rate 95.6% find it very important/important for their child to know specific skills prior to school: take turns and share (98.5%, use a pencil and count (97.6%, know letters (99.1%, colors (97.1%, and shapes (96.1%. Over 80% of parents find education important and engage in positive SR behaviors: singing, practicing letters, or reading. Major barriers to SR were lack of knowledge for kindergarten readiness, language barriers, access to books at home, constraints on nightly reading, difficulty completing school forms, and limited free time with child. Awareness of local resources such as preschool programs was higher than actual utilization. These low-income, Latino parents value SR but lack knowledge to prepare their child for school and underutilize community resources such as free preschool programs. Pediatricians are uniquely positioned to address these needs, but more evidence-based interventions are needed.

  13. Socioeconomic Status of Parents and the Achievement of Children on Readiness for School Tests

    Directory of Open Access Journals (Sweden)

    Anela Hasanagic

    2015-07-01

    Full Text Available Socioeconomic status is often determined like the academic background of parents, and it can be determined like the place of living, village or town, city, as well. Socioeconomic status is an important factor in many aspects of living as in academic achievement as well. Problem in this research paper was to examine whether there are differences between children from different socio-economic status (level of education of parents and between children from villages and towns, on Readiness for school tests. The sample was constituted 296 kids, half from villages, and half from towns in Bosnia and Herzegovina. Tests that were used are: Differences test, Similarities test, Numerical test, Trace test, Knowledge Test, Questionnaire for measuring socio-emotional maturity, and Goodenough's Draw-a-Man Test. Results show that there are statistically significant differences between children from different socio-economic background. Children whose parents are low educated have lower results on Readiness for school test, comparing with children whose parents have finished high school or university level. There were differences between village and town children only on Goodenough's Draw-a-Man Test and on Similarity test, while on other instruments place of living was not important factor for achievement on Readiness for School Test.

  14. Toddler Working Memory Skills Predict Kindergarten School Readiness

    Science.gov (United States)

    Fitzpatrick, Caroline; Pagani, Linda S.

    2012-01-01

    Converging findings in psychology, neuroscience, education, and economics suggests that child persistence in learning represents an important determinant of academic success during the school years. Nevertheless, the developmental origins of productive learning behaviors are not well understood. Some findings suggest that executive function skills…

  15. Will I Be Ready as an Administrator for School Emergencies?

    Science.gov (United States)

    Llewellyn, Pamela Easton

    2004-01-01

    This article presents a case study designed for use in educational leadership courses to heighten awareness of what is required of tomorrow's principals when it comes to assuming ultimate responsibility for student safety. Since the Columbine High School shootings in Littleton, Colorado, in April 1999, many other incidents of students bringing…

  16. The Importance and Implementation of Eight Components of College and Career Readiness Counseling in School Counselor Education Programs

    Science.gov (United States)

    Perusse, Rachelle; Poynton, Timothy A.; Parzych, Jennifer L.; Goodnough, Gary E.

    2015-01-01

    School counselor education program administrators (N = 131) responded to an online questionnaire where the importance and extent of implementation of The College Board's National Office of School Counselor Advocacy (NOSCA) Eight Components of College and Career Readiness in their school counselor education program were assessed. The mean…

  17. Motivational readiness of children to school in nuclear and single parent families

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    Kateryna Ostrovska

    2015-12-01

    Full Text Available The aim of the paper is a comparison of psychological readiness of the child to go to school in nuclear and single parent families. To obtain the objectives of the paper the following methods were used: 1 methods “Two schools” by L.A Venger to identify the level of formation of internal position of the student; 2 the method “Motivational research studies in older preschoolers” by M.R. Ginsburg; 3 method “Pattern” by L.I. Tsehanskaya to determine the degree of development of skills training activities; 4 method “Graphic dictation” by D. El’konin to study the ability to follow adult instructions. The investigated group consisted of 40 students from first grade secondary school - 20 students from nuclear families (12 girls and 8 boys and 20 students from single parent families (9 girls and 11 boys. As a result of qualitative, comparative and correlation analysis it was shown that readiness of children to go to school susbstantially depends on completness of their families. The children from families have a higher level of skill training and internal position than children from single parent families. This occurs because both parents pay more attention to the children in the forming of a willingness to learn in school. The studies have shown that in the group of children from nuclear families dominate the highest level of development of skills training activities, increased formation of internal positions and childrens social motivation. These indicators are the hallmarks of readiness to learn at school. Also, some recommendations to teachers are provided as for increase of motivation to learn in children from single parent families.

  18. The Development of Reading Skills in Kindergarten Influence of Parental Beliefs about School Readiness, Family Activities, and Children's Attitudes to School

    Science.gov (United States)

    Jung, Eunjoo

    2016-01-01

    Children's early home learning experiences are important influences on children's adjustment and achievement in the early years of school. This study explores the relationships between parental beliefs about school readiness, family engagement in home learning activities, on children's attitudes to school as reported by parents, and children's…

  19. [School readiness and community mobilization: study retrospective in a Montreal area].

    Science.gov (United States)

    Laurin, Isabelle; Bilodeau, Angèle; Chartrand, Sébastien

    2012-02-22

    This article presents a modelling of the collective decision-making process by which a community-based population-level intervention transformed the organization of early childhood services in a Montréal community from 2001 to 2006. Multisectoral players from a childhood/family issue table. The chosen territory is one of the most multi-ethnic and poorest neighbourhoods of Montréal. The intervention being examined is Understanding the Early Years (UEY), a Canada-wide initiative aiming to strengthen communities' capacity to use quality information to support the thought process relating to the organization of early childhood services. Twelve Canadian regions took part, including Montréal. The time chart for the collective decision-making process presents the events that significantly influenced the procedure: establishment of an intersectoral working committee, production of a portrait of the neighbourhood, think tank, development and implementation of the Passage maison-école [home-to-school] and Femmes-Relais [relay women] projects, retreats, and inclusion of school readiness as a priority focus area in the neighbourhood's three-year action plan. Also presented are the contextual factors that influenced decision making: the neighbourhood's cooperation and coordination history, the researcher's involvement, financial support and shared leadership. The benefits of UEY-Montréal in this territory extended beyond 2006. With respect to current priorities for action in early childhood, this territory is a good example of mobilization for school readiness.

  20. "Give Them Time" -- An Analysis of School Readiness in Ireland's Early Education System: A Steiner Waldorf Perspective

    Science.gov (United States)

    O'Connor, Doireann; Angus, Jonathan

    2014-01-01

    This paper examines a Steiner Waldorf Perspective to School Readiness and applies that international ideology to educational practice and curriculum policy in modern Ireland. The case for a later school start is championed with strong arguments underpinning the reasons why a later start is better in the long run for children's formal learning…

  1. The research reported in this article was conducted from a socio-environmental perspective on learners’ school readiness when entering Grade 1, as well as their school performance in Grade 1 and again in Grade 4. The relation between school readiness and

    Directory of Open Access Journals (Sweden)

    Erna van Zyl

    2011-12-01

    Full Text Available The research reported in this article was conducted from a socio-environmental perspective on learners’ school readiness when entering Grade 1, as well as their school performance in Grade 1 and again in Grade 4. The relation between school readiness and performance in Home Language and Numeracy in Grade 1, and performance in the same learning areas in Grade 4 were investigated by means of a longitudinal quantitative study. One school in the Free State province was purposefully selected. The Aptitude Test for School Beginners (ASB was implemented to capture school readiness, including school maturity and levels of development in physical, cognitive, emotional, social and normative domains. Results confirm that school readiness significantly correlated with academic performance of the respondents in Grade 1 as well as with their school performance in Grade 4.

  2. Head Start, Pre-Kindergarten, and Academic School Readiness: A Comparison Among Regions in the U.S

    Science.gov (United States)

    Zhai, Fuhua; Waldfogel, Jane; Brooks-Gunn, Jeanne

    2013-01-01

    Child care programs (including Head Start, pre-Kindergarten [pre-K], and other center-based care) can differ, with patterns of use based on their location. Yet little research has examined how Head Start and pre-K programs affect children’s academic school readiness, including vocabulary and reading skills at school entry, in the South as compared to other regions. To examine this further, secondary data (n = 2,803) collected in the Fragile Families and Child Wellbeing Study were examined. Overall findings suggest, regardless of region, that Head Start and pre-K participants had higher academic skills at school entry than their counterparts. In addition, when Head Start was compared to other center-based care and pre-K was compared to other care arrangements, both had larger effects on improving academic skills in the South than in other regions. These findings imply that Head Start and pre-K programs should target children who otherwise would receive non-parental non-center-based care. Future research should focus on why the effects of Head Start and pre-K vary between the South and other regions. PMID:23729917

  3. Readiness of Makassar Public High School Counsellors in Coping Organizational Change

    Directory of Open Access Journals (Sweden)

    Andi Dasmawati

    2014-05-01

    Full Text Available This study aims to determine the readiness of State High School counsellors in the city of Makassar who are confronted with organizational change. The assessment is viewed from the aspect of preparedness of counsellors that includes self-esteem, optimism and perceived control. A mixed method was used in this study that was simultaneously embedded. Survey questionnaires were distributed to 68 counsellors of State High Schools in Makassar for purposes of quantitative analysis, while an interview was conducted to five counsellor-coordinators for purposes of qualitative analysis.  Both descriptive and inferential statistics were employed to best analyze the quantitative data, while the qualitative data was analyzed manually. The study revealed that the level of readiness of the 68 counsellors’ performance was low in coping with organizational change. This implies that there is a need for the counsellors to improve their performance in the future. Through the qualitative analysis, it was found out that the counsellors have numerous difficulties in their ability to cope with organizational change, while the result of good performance was noted in the quantitative analysis that was conducted.

  4. And still WE rise: Parent-child relationships, resilience, and school readiness in low-income urban Black families.

    Science.gov (United States)

    Anderson, Riana Elyse

    2018-02-01

    The Family Stress Model acknowledges forms of resilience in the face of hardship; however, few studies have emerged on the potentially positive role of familial relationships in the academic, psychological, and prosocial success of impoverished Black children. The current study evaluates how parent-child relationship conflict and financial stress are associated with children's school readiness (i.e., academic, psychosocial, and socioemotional indicators). Latent profile analyses, incorporating financial stress, general stress, and parent-child relationship variables were used to test whether varying family stress profiles differentially predicted children's school readiness in Black families with children entering kindergarten (N = 292). Findings revealed 4 latent classifications with profiles of low, moderate, moderate/high, and high/moderate stress and conflict variables, respectively. Whereas the low-profile was associated with the most desirable school readiness indicators overall, children in the high/moderate-profile were rated as significantly more psychosocially and socioemotionally prepared for school than their moderate/high-profile counterparts. Families with less conflictual parent-child relationships had more optimal school readiness relative to families with higher conflict and less financial strain. The findings of the current study have the potential to contribute to theories of poverty and parent-child relationships, as well as guide therapeutic services focused on family relationships through school- and community-related programs for impoverished urban Black youth and their families. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  5. Assessing the readiness of a school system to adopt food allergy management guidelines.

    Science.gov (United States)

    Eldredge, Christina; Patterson, Leslie; White, Brenda; Schellhase, Kenneth

    2014-08-01

    The prevalence of potentially fatal food allergies in school-aged children is rising. It is important for schools to have a food allergy management policy and an emergency action plan for each affected student. To examine the current status of food allergy guideline and/or policy implementation and adoption in a large school system in southeastern Wisconsin. A 24-item anonymous electronic survey was developed and completed by school principals and administrators in the Archdiocese of Milwaukee School System (approximately 125 schools) in southeastern Wisconsin. One in 4 responding schools reported no guidelines or policy. Schools that reported having students with special needs due to food allergy were more likely to have a local food allergy policy compared to schools that did not report having students with food allergy special needs (OR 6.3, 1.5-26, P = 0.01). Schools with food allergy guidelines/policies were 3.5 times more likely to require student individual action plans than schools with no guidelines or policies (OR 3.5, 1.00-12.2, P = 0.05). Gaps in evidence-based food allergy policy implementation were found in this school system. Schools with food-allergic children with special needs were more likely to have guidelines/policy, however, they were not more likely to require emergency action plans. The majority of schools (66, 90%) reported interest in receiving further information or training on food allergy management.

  6. Ranking the schools: How school-quality information affects school choice in the Netherlands

    NARCIS (Netherlands)

    Koning, P.W.C.; van der Wiel, K.

    2013-01-01

    This paper analyzes whether information about the quality of high schools published in a national newspaper affects school choice in the Netherlands. We find that negative (positive) school-quality scores decrease (increase) the number of first-year students who choose a school after the year of

  7. Use of Community Readiness Model to Develop and Evaluate a Pilot Culinary Training Program for School Nutrition Staff.

    Science.gov (United States)

    Hildebrand, Deana A; Blevins, Priscilla; Carl, Lillian; Brown, Barbara; Betts, Nancy M; Poe, Tiffany

    2018-02-01

    Use the Community Readiness Model (CRM) to develop and evaluate a contextually appropriate pilot culinary training program for school nutrition staff members. Mixed methods to guide intervention development. Six school districts in rural and urban areas of a southwestern state. School nutrition staff (n = 36; female; 20 years' experience). Pre- and post-training assessments used the CRM. Findings from the pre-assessment were used to develop the pilot culinary training intervention. Readiness to integrate new food preparation methods into existing practices. The researchers used t and Wilcoxon tests to compare overall readiness and dimension scores (P ≤ .05). Thematic analysis was used to identify themes from the discussion component of the assessments. Overall readiness increased from vague awareness to preparation (P = .02). Improved dimensions were knowledge of efforts (P = .004), leadership (P = .05), and knowledge of issues (P = .04). Themes included barriers, leadership, and motivation. The CRM was useful for developing and evaluating a contextually appropriate and effective culinary training program for school nutrition staff. Future efforts should address the provision of additional resources such as on-site chefs, small equipment grants, and engaging school stakeholders. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  8. READINESS Of ELEMENTARY SCHOOL TEACHERS IN IMPLEMENTING CHARACTERS INTEGRATED LEARNING IN THE SCIENCE SUBJECT

    Directory of Open Access Journals (Sweden)

    N. Hindarto

    2015-01-01

    Full Text Available Many problems that arise in today's society are rooted in the issue of morality as a result of the marginalization of the values of character. To solve this problem, need to be enforced the values of good character on every member of the community, and the proper way is through the educational process, including through education in schools ranging from elementary education to higher education. To find out whether the teachers in elementary schools are ready to take this work, the research conducted to determine the readiness of teachers and the problems associated with its implementation. Through a questionnaire calculated in descriptive percentage on a sample of elementary school teachers who are spread in Semarang, Semarang District and Temanggung, it can be concluded that in teachers’ view it is very important to integrate the learning of characters in the lesson. However, they need guidance /examples to develop learning model with its features, which integrate the values of the characters in the science subject.Banyak persoalan yang timbul di masyarakat dewasa ini berakar pada persoalan moralitas sebagai akibat terpinggirkannya nilai-nilai karakter, Untuk mengatasi persoalan ini, perlu ditegakkan lagi nilai nilai karakter yang baik pada setiap anggota masyarakat, dan cara yang tepat adalah melalui proses pendidikan, di antaranya melalui pendidikan di sekolah mulai dari pendidikan dasar sampai pendidikan tinggi. Untuk mengetahui apakah para guru pada Sekolah Dasar siap mengemban tugas ini, maka diadakan penelitian untuk mengetahui kesiapan para guru dan masalah-masalah yang terkait dengan pelaksanaannya. Melalui angket yang kemudian diolah secara deskriptive persentasi pada sampel guru SD yang tersebar di Kota Semarang, Kabupaten Semarang dan Kabupaten Temanggung, dapat diketahui bahwa para guru menganggap sangat penting untuk mengintegrasikan pembelajaran karakter dalam matapelajaran IPA. Namun demikian mereka membutuhkan bimbingan

  9. READY TO LEARN: THE IMPACT OF THE MORNING BLAST PHYSICAL ACTIVITY INTERVENTION ON ELEMENTARY SCHOOL STUDENTS

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    Tingting Xu

    2017-08-01

    Full Text Available Objective: The purpose of this study was to investigate the effects of a physical activity intervention programme, named “Morning Blast”, on elementary school students’ math learning and daily physical activity. The Morning Blast intervention programme was a 16-week cardiovascular endurance emphasized physical activity program that students voluntarily participated in before the school day. Participants that volunteered, did so for the duration of the program. Methods: This mixed-methods study included seven educators and 83 students (n=90. The students were all children who were enrolled in Grades 3, 4, and 5 in a semi-rural elementary school in the United States. Data were collected through focus-group interviews, surveys, quantitative analysis of step counts, and from quasi-experimental research design. Results: Students in the experimental group were found to have: (1 increased scores on math standard score, (2 greater confidence in their academic ability, and (3 had more accumulated steps compared to students in the control group. Students in the experimental group also reported that they were more “ready to learn” after completing the physical activity intervention. This finding was also confirmed by their teachers. Conclusion: This study demonstrates how an increase in physical activity during the morning time has positive benefits for students throughout the school day.

  10. Prioritizing Elementary School Writing Instruction: Cultivating Middle School Readiness for Students with Learning Disabilities

    Science.gov (United States)

    Ciullo, Stephen; Mason, Linda

    2017-01-01

    Helping elementary students with learning disabilities (LD) prepare for the rigor of middle school writing is an instructional priority. Fortunately, several standards-based skills in upper elementary school and middle school overlap. Teachers in upper elementary grades, specifically fourth and fifth grades, have the opportunity to provide…

  11. Not Just Numeracy and Literacy: Theory of Mind Development and School Readiness among Low-Income Children

    Science.gov (United States)

    Cavadel, Elizabeth Woodburn; Frye, Douglas A.

    2017-01-01

    The current study investigated the role of theory of mind development in school readiness among 120 low-income preschool and kindergarten children. A short-term longitudinal design was used to examine relations among theory of mind, the understanding of teaching, and learning behaviors and their collective role in children's literacy and numeracy…

  12. Readiness and Adjustments to School for Children with Intrauterine Growth Restriction (IUGR): An Extreme Test Case Paradigm

    Science.gov (United States)

    Geva, Ronny; Yosipof, Rina; Eshel, Rina; Leitner, Yael; Valevski, Aviva Fattal; Harel, Shaul

    2009-01-01

    This long-term, prospective study evaluated repeatedly school readiness and adjustment at kindergarten and first grade of children with extreme intrauterine growth restriction (IUGR; n = 20) in relation to controls (n = 19). Methods included individual testing of cognitive competence, self-perception, motivation, loneliness and academic…

  13. The Association of Latino Children's Kindergarten School Readiness Profiles with Grade 2-5 Literacy Achievement Trajectories

    Science.gov (United States)

    Quirk, Matthew; Grimm, Ryan; Furlong, Michael J.; Nylund-Gibson, Karen; Swami, Sruthi

    2016-01-01

    This study utilized latent class analysis (LCA) to identify 5 discernible profiles of Latino children's (N = 1,253) social-emotional, physical, and cognitive school readiness at the time of kindergarten entry. In addition, a growth mixture modeling (GMM) approach was used to identify 3 unique literacy achievement trajectories, across Grades 2-5,…

  14. Executive Functioning and School Readiness among Preschoolers with Externalizing Problems: The Moderating Role of the Student-Teacher Relationship

    Science.gov (United States)

    Graziano, Paulo A.; Garb, Leanna R.; Ros, Rosmary; Hart, Katie; Garcia, Alexis

    2016-01-01

    Research Findings: The objective of this study was to examine the student-teacher relationship as a potential moderator of the link between executive functioning (EF) and children's early school readiness among a clinical sample of preschoolers with externalizing behavior problems (EBP). Participants for the study included 139 preschool children…

  15. Promoting academic and social-emotional school readiness: the head start REDI program.

    Science.gov (United States)

    Bierman, Karen L; Domitrovich, Celene E; Nix, Robert L; Gest, Scott D; Welsh, Janet A; Greenberg, Mark T; Blair, Clancy; Nelson, Keith E; Gill, Sukhdeep

    2008-01-01

    Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI-Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social-emotional competencies and (b) language development and emergent literacy skills. Take-home materials were provided to parents to enhance skill development at home. Multimethod assessments of three hundred and fifty-six 4-year-old children tracked their progress over the course of the 1-year program. Results revealed significant differences favoring children in the enriched intervention classrooms on measures of vocabulary, emergent literacy, emotional understanding, social problem solving, social behavior, and learning engagement. Implications are discussed for developmental models of school readiness and for early educational programs and policies.

  16. Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children.

    Science.gov (United States)

    Ansari, Arya; Winsler, Adam

    2014-11-01

    Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (MSRP; Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino ( n = 7,045) and Black children ( n = 6,700) enrolled in two different types of Title-1 public school pre-K programs: those in programs using the Montessori curricula and those in more conventional programs using the High/Scope curricula with a literacy supplement. Parents and teachers reported on children's socio-emotional and behavioral skills with the Devereux Early Childhood Assessment (DECA), while children's pre-academic skills (cognitive, motor, and language) were assessed directly with the Learning Accomplishment Profile Diagnostic (LAP-D) at the beginning and end of their four-year-old pre-K year. All children, regardless of curricula, demonstrated gains across pre-academic, socio-emotional, and behavioral skills throughout the pre-K year; however, all children did not benefit equally from Montessori programs. Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages. Conversely, Black children exhibited healthy gains in Montessori, but demonstrated slightly greater gains when attending more conventional pre-K programs. Findings have implications for tailoring early childhood education programs for Latino and Black children from low-income communities.

  17. Factors Affecting Nursing Students' Readiness and Perceptions Toward the Use of Mobile Technologies for Learning.

    Science.gov (United States)

    Zayim, Nese; Ozel, Deniz

    2015-10-01

    The purpose of this study was to determine the current usage of mobile devices, preferences of mobile learning environments and examine the readiness of nursing students in a public university. In order to investigate preferences and attitudes with respect to mobile technology use in nursing education, 387 students at a state university have been surveyed. It has been observed that while students preferred their current portable laptops, those in higher classes were more inclined to favor mobile phones. The common problems of battery life and high cost of communication, both in smartphones and tablet systems, suggest that hardware quality and financial constraints seem to be two main factors in determining these technologies. While more than half of students expressed readiness for mobile learning, one quarter indicated indecision. Through multivariate regression analysis, readiness to use mobile learning can be described in terms of perceived ease of use, perceived usefulness, personal innovativeness, self-management of learning, perceived device limitation, and availability. Class level, perceived ease of use, personal innovativeness, and self-management of learning explain intention to use mobile learning. Findings obtained from these results can provide guidance in the development and application of mobile learning systems.

  18. Child Readiness to Kindergarten in Parents and Pedagogues Sight

    OpenAIRE

    POKORNÁ, Ivana

    2014-01-01

    The bachelor thesis deals with the readiness of 3-4 year old children to enter kindergarten. The theoretical part describes the biological and psychosocial development of the child aged three to four years and highlights the various factors that may affect the child's entry into kindergarten. Describes the family and kindergarten, the issue of adaptation in pre-school and readiness of the child to them. The practical part contains research focused on the perception of the readiness of childre...

  19. Children's school readiness: implications for eliminating future disparities in health and education.

    Science.gov (United States)

    Pagani, Linda S; Fitzpatrick, Caroline

    2014-02-01

    School-entry characteristics predict adult educational attainment, which forecasts dispositions toward disease prevention. Health and education risks can also be transmitted from one generation to the next. As such, school readiness forecasts a set of intertwined biopsychosocial trajectories that can influence the developmental antecedents to health and disease prevalence in society. To predict children's health behaviors and academic adjustment at the end of fourth grade from their kindergarten entry math, vocabulary, and attention skills. We use a subsample of 614 girls and 541 boys from the Quebec Longitudinal Study of Child Development (Canada). Children were individually assessed for cognitive skills and teachers rated their classroom attention skills at 65 months. Outcome measures include health behaviors, psychosocial, and academic outcomes at 122 months. Multiple regression analyses were used. Receptive vocabulary in kindergarten exclusively predicted fourth-grade dietary habits. Unstandardized coefficients predicted decreases in sweet snack intake (β = -.009, 95% confidence interval [CI] = -.011 to -.006) and dairy product intake (β = .009, 95% CI = .005 to .013). Conversely, higher kindergarten math skills predicted increases in activities requiring physical effort (β = .030, 95% CI = .011 to .056). Although vocabulary and attention skills were found important, kindergarten math skills were stronger and more consistent predictors of later academic outcomes. From a population-health perspective, the skills children bring to the kindergarten classroom might reduce a host of lifestyle risks from childhood through adulthood. Early promotion of such skills also offers possibilities for ultimately reducing later disparities in health and education.

  20. Balancing the Readiness Equation in Early Childhood Education Reform

    Science.gov (United States)

    Brown, Christopher P.

    2010-01-01

    As policy-makers continue to implement early childhood education reforms that frame the field as a mechanism that is to ready children for elementary school success, questions arise as to how the multiple variables in the readiness equation, such as the child, family, and program, are affected by these policies. The instrumental case study…

  1. Effects of Home and School Computer Use on School Readiness and Cognitive Development among Head Start Children: A Randomized Controlled Pilot Trial

    Science.gov (United States)

    Li, Xiaoming; Atkins, Melissa S.; Stanton, Bonita

    2006-01-01

    Data from 122 Head Start children were analyzed to examine the impact of computer use on school readiness and psychomotor skills. Children in the experimental group were given the opportunity to work on a computer for 15-20 minutes per day with their choice of developmentally appropriate educational software, while the control group received a…

  2. Head Start and Urban Children’s School Readiness: A Birth Cohort Study in 18 Cities

    Science.gov (United States)

    Zhai, Fuhua; Brooks-Gunn, Jeanne; Waldfogel, Jane

    2011-01-01

    We used longitudinal data from a birth cohort study, the Fragile Families and Child Wellbeing Study, to investigate the links between Head Start and school readiness in a large and diverse sample of urban children at age 5 (N = 2,803; 18 cities). We found that Head Start attendance was associated with enhanced cognitive ability and social competence and reduced attention problems but not reduced internalizing or externalizing behavior problems. These findings were robust to model specifications (including models with city-fixed effects and propensity-scoring matching). Furthermore, the effects of Head Start varied by the reference group. Head Start was associated with improved cognitive development when compared with parental care or other nonparental care, as well as improved social competence (compared with parental care) and reduced attention problems (compared with other nonparental care). In contrast, compared with attendance at pre-kindergarten or other center-based care, Head Start attendance was not associated with cognitive gains but with improved social competence and reduced attention and externalizing behavior problems (compared with attendance at other center-based care). These associations were not moderated by child gender or race/ethnicity. PMID:21244155

  3. The Competence Readiness of the Electrical Engineering Vocational High School Teachers in Manado towards the ASEAN Economic Community Blueprint in 2025

    OpenAIRE

    Fid Jantje Tasiam; Djoko Kustono; Purnomo Purnomo; Hakkun Elmunsyah

    2017-01-01

    This paper presents the competence readiness of the electrical engineering vocational high school teachers in Manado towards ASEAN Economic Community blueprint in 2025. The objective of this study is to get the competencies readiness description of the electrical engineering vocational high school teachers in Manado towards ASEAN Economic Community blueprint in 2025. Method used quantitative and qualitative approach which the statistical analysis in quantitative and the inductive analysis use...

  4. The Impact of GEAR UP on College Readiness for Students in Low Income Schools

    Science.gov (United States)

    Bausmith, Jennifer Merriman; France, Megan

    2012-01-01

    The purpose of this study was to evaluate the impact of the Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP) on college readiness outcomes using a quasi-experimental design. GEAR UP is designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education by providing 6-year…

  5. Who They Are, What They Think, and What They Do: Mothers' School-Related Identities, Academic Socialization, and Child Academic Readiness

    Science.gov (United States)

    Wei, Qi; Dilworth-Bart, Janean E.; Miller, Kyle E.; Liesen, Carolyn A.

    2018-01-01

    This study adopts an intergenerational approach to explore whether mothers' school experiences influence academic readiness through parenting beliefs and parenting quality. Forty-five mothers were categorised as either having a desired or feared school-related identity based on their narratives about past school experiences and the ways they…

  6. Fit, Healthy, and Ready To Learn: A School Health Policy Guide. Part II: Policies To Promote Sun Safety and Prevent Skin Cancer.

    Science.gov (United States)

    Fraser, Katherine

    This publication is a supplementary chapter to "Fit, Healthy, and Ready to Learn: A School Health Policy Guide; Part I: General School Health Policies, Physical Activity, Healthy Eating, and Tobacco-Use Prevention." It discusses various aspects of a complete school policy and plan to promote sun safety. The first section "Purpose…

  7. Home-School Differences: What It Means for Kindergarten Readiness. NCRECE In Focus. Volume 1, Issue 4

    Science.gov (United States)

    Goffin, Stacie G.

    2010-01-01

    Differences between home and school environments are a topic of longstanding interest and often of concern. The "match" between home and school in terms of child-rearing beliefs and socialization practices can affect the ease with which children adapt to school and ultimately their success in meeting school expectations. With growing numbers of…

  8. Factors Affecting School Choice: What Do Malaysian Chinese Parents Want?

    Science.gov (United States)

    Siah, Poh Chua; Christina Ong, Sook Beng; Tan, Swee Mee; Sim, Chzia Poaw; Xian Thoo, Raphael Yi

    2018-01-01

    Aiming to explore factors affecting Malaysian Chinese parents in sending their children to either national secondary schools or Chinese independent schools, 494 parents were surveyed using a questionnaire. Results showed that parents who sent their children to Chinese independent schools have different priorities compared to those who sent theirs…

  9. Readiness of educational activity subjects for results-oriented cooperation in the inclusive educational practice of higher school

    Directory of Open Access Journals (Sweden)

    Vladimir Ts. Tsyrenov

    2017-11-01

    Full Text Available The relevance of the research is due to the necessity of integration of persons with health limitations and disabilities into the educational space of higher education institutions. With regard to this, the paper is aimed at finding out the extent of readiness of the educational activity subjects for results-oriented cooperation in inclusive educational practice of the higher school. The leading approach to studying this problem is the retrospective interdisciplinary analysis that allows an integrated consideration of the universities' readiness for full-fledged integration of people with health limitations and disabilities into the educational process. In the paper, the results of research into students' attitude toward the disabled and HL people and their readiness for results-oriented cooperation are presented, and the specific problems of psychological and social support rendering are described. The value references system of students with health limitations and disabilities has been found out, and grounds have been provided for having to include the subjects that form a tolerant attitude to special needs people into the student-training content. It has also been proven that qualified professional training has to be ensured for the academic teaching staff, infrastructure has to be provided, and an integrated program has to be developed that would allow personifying the academic process adjusted for the development particularities of students with health limitations. The materials of the paper are of practical importance for educational activity subjects involved into the higher-school inclusive educational practice.

  10. Parents as partners: Building collaborations to support the development of school readiness skills in under-resourced communities

    Directory of Open Access Journals (Sweden)

    Catherine Pitt

    2013-01-01

    Full Text Available The purpose of this paper is to present a preliminary, qualitative review of a therapeutic programme for preschool children and their parents in severely under-resourced contexts to aid the development of the underlying skills required to be ready for formal school. A team of two pairs, each comprising an occupational therapist and a community worker, responded to teachers' requests to assist struggling children in their classes. This led to the development of a programme focusing on Grade R classes, by firstly helping teachers to develop their capability and confidence in assessing and assisting children to develop the abilities underlying vital school-readiness skills during whole-class, therapeutic group sessions. Secondly, parent group sessions were added to empower parents to understand and support their children's development needs at home and so to complement the work done by teachers in the classroom. This second aspect, of working with the parents, developed owing to observations of the children's irregular school attendance, scant parent-school contact, and teachers' reports indicating that parents were not aware of, nor equipped to deal with, the challenges faced by their children. Implications for practice, for planning and for further research are discussed.

  11. Institutional And Teacher Readiness For Inclusive Education In Schools Of Hithadhoo Addu Maldives A Study Of The Perceptions Of Teachers

    Directory of Open Access Journals (Sweden)

    Mariyam Shareefa

    2015-08-01

    Full Text Available The Inclusive Educational Policy of Maldives Ministry of Education 2013 declares that all students should be given equal educational opportunities regardless of their physical intellectual social emotional or other conditions. The aim of this study was to find out what teachers believe perceive and feel about their schools readiness for inclusive education with regard to the school leadership school climate curriculum instructions individual student support and teachers knowledge skills and attitudes. The secondary purpose was to investigate the main challenges that deter inclusivity in the four government schools of Hithadhoo Addu. A mixed approach with survey and focus group interview methods were used in the study. A total of 153 teachers participated in the survey and 10 teachers were in the focus group sessions. The findings revealed that in general teachers had a positive view towards all the readiness factors related to inclusive education. However the results indicated substantial challenges that may impede successful implementation of inclusive education. These challenges include lack of knowledge and skills on inclusive education lack of facilities lack of awareness among all stakeholders curriculum difficulties and time restrictions.

  12. Does a Personalized Health Portal for Diabetes Retinal Imaging Positively Affect Motivational Readiness to Change

    Science.gov (United States)

    2010-11-01

    retinopathy : hawever. eye examinations. which are the standard of care for diabetic patients, can detect the disease in its earty stages Vision with...patients, includes diabetic retinopathy (DR), cataracts and glaucoma. The most common occurrence of the three is diabetic retinopathy , which affects 40...are the standard of care for diabetic patients, can detect the disease in its early stages. Despite that yearly eye exams are recommended for all

  13. School-Related Factors Affecting High School Seniors' Methamphetamine Use

    Science.gov (United States)

    Stanley, Jarrod M.; Lo, Celia C.

    2009-01-01

    Data from the 2005 Monitoring the Future survey were used to examine relationships between school-related factors and high school seniors' lifetime methamphetamine use. The study applied logistic regression techniques to evaluate effects of social bonding variables and social learning variables on likelihood of lifetime methamphetamine use. The…

  14. Ophthalmic, Hearing, Speaking and School Readiness Outcomes in Low Birth Weight and Normal Birth Weight Primary School Children in Mashhad-Iran

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    Ashraf Mohammadzadeh

    2011-01-01

    Full Text Available Low Birth weight infants are at risk of many problems. Therefore their outcome must evaluate in different ages especially in school age. In this study we determined prevalence of ophthalmic, hearing, speaking and school readiness problems in children who were born low birth weight and compared them with normal birth weight children. In a cross-sectional and retrospective study, all Primary School children referred to special educational organization center for screening before entrance to school were elected in Mashhad, Iran. In this study 2400 children enrolled to study and were checked for ophthalmic, hearing, speaking and school readiness problems by valid instrument. Data were analyzed by SPSS 11.5. This study showed that 8.3% of our population had birth weight less than 2500 gram. Visual impairment in LBW (Low Birth Weight and NBW (Normal Birth Weight was 8.29% vs. 5.74% and there was statistically significant difference between them (P=0.015. Hearing problem in LBW and NBW was 2.1% vs. 1.3 and it was not statistically significant. Speaking problem in LBW and NBW was 2.6% vs. 2.2% and it was not statistically significant. School readiness problem in LBW and NBW was 12.4% vs. 5.8% and it was statistically significant (P<0.001. According to the results, neurological problems in our society is more than other society and pay attention to this problem is critical. We believe that in our country, it is necessary to provide a program to routinely evaluate LBW children.

  15. Epilepsy, birth weight and academic school readiness in Canadian children: Data from the national longitudinal study of children and youth.

    Science.gov (United States)

    Prasad, A N; Corbett, B

    2017-02-01

    Birth weight is an important indicator of prenatal/in-utero environment. Variations in birth weight have been reportedly associated with risks for cognitive problems. The National Longitudinal Survey of Children and Youth (NLSCY) dataset was explored to examine relationships between birth weight, academic school readiness and epilepsy. A population based sample of 32,900 children of the NLSCY were analyzed to examine associations between birth weight, and school readiness scores in 4-5-year-old children. Logistic and Linear regression was used to examine associations between having epilepsy and these outcomes. Gestation data was available on 19,867 children, full-term children represented 89.67% (gestation >259days), while 10.33% of children were premature (gestation children with reported epilepsy in the sample. Effects of confounding variables (diabetes in pregnancy, smoking in pregnancy, high blood pressure during pregnancy, and gender of the infant) on birth weight and epilepsy were controlled using a separate structural equation model. Logistic regression analysis identified an association between epilepsy and lower birth weights, as well as an association between lower birth weight, having epilepsy and lower PPVT-R Scores. Model results show the relationship between low birth weight and epilepsy remains statistically significant even when controlling for the influence of afore mentioned confounding variables. Low birth weight appears to be associated with both epilepsy and academic school readiness. The data suggest that an abnormal prenatal environment can influence both childhood onset of epilepsy and cognition. Additional studies with larger sample sizes are needed to verify this relationship in detail. Copyright © 2017 Elsevier B.V. All rights reserved.

  16. Family Support or School Readiness? Contrasting Models of Public Spending on Children's Early Care and Learning. Evidence Speaks Reports, Vol 1, #16

    Science.gov (United States)

    Whitehurst, Grover J.

    2016-01-01

    In the United States, public policy and expenditure intended to improve the prospects of children from low-income families have focused on better preparing children for school through Head Start and universal pre-K. This school readiness approach differs from the dominant model of public support for early care and learning in Northern Europe,…

  17. Sleep complaints affecting school performance at different educational levels.

    Science.gov (United States)

    Pagel, James F; Kwiatkowski, Carol F

    2010-01-01

    The clear association between reports of sleep disturbance and poor school performance has been documented for sleepy adolescents. This study extends that research to students outside the adolescent age grouping in an associated school setting (98 middle school students, 67 high school students, and 64 college students). Reported restless legs and periodic limb movements are significantly associated with lower GPA's in junior high students. Consistent with previous studies, daytime sleepiness was the sleep variable most likely to negatively affects high school students. Sleep onset and maintenance insomnia were the reported sleep variables significantly correlated with poorer school performance in college students. This study indicates that different sleep disorder variables negatively affect performance at different age and educational levels.

  18. SLEEP COMPLAINTS AFFECTING SCHOOL PERFORMANCE AT DIFFERENT EDUCATIONAL LEVELS

    Directory of Open Access Journals (Sweden)

    James F Pagel

    2010-11-01

    Full Text Available The clear association between reports of sleep disturbance and poor school performance has been documented for sleepy adolescents. This study extends that research to students outside the adolescent age grouping in an associated school setting (98 middle school students, 67 high school students, and 64 college students. Reported restless legs and periodic limb movements are significantly associated with lower GPA’s in junior high students. Consistent with previous studies, daytime sleepiness was the sleep variable most likely to negatively affects high school students. Sleep onset and maintenance insomnia were the reported sleep variables significantly correlated with poorer school performance in college students. This study indicates that different sleep disorder variables negatively affect performance at different age and educational levels.

  19. Understanding How Domestic Violence Affects Behavior in High School Students

    Science.gov (United States)

    Frank, Malika

    2011-01-01

    This paper will provide the reader with an understanding of how domestic violence affects the behavior of high school students. The presentation is designed to provide the reader with a working definition of domestic violence, the rate of occurrence and its effects on high school students. Additionally the paper will summarize the negative effects…

  20. Fine Motor Skills and Early Comprehension of the World: Two New School Readiness Indicators

    Science.gov (United States)

    Grissmer, David; Grimm, Kevin J.; Aiyer, Sophie M.; Murrah, William M.; Steele, Joel S.

    2010-01-01

    Duncan et al. (2007) presented a new methodology for identifying kindergarten readiness factors and quantifying their importance by determining which of children's developing skills measured around kindergarten entrance would predict later reading and math achievement. This article extends Duncan et al.'s work to identify kindergarten readiness…

  1. Year 2000 Readiness Kit: A Compilation of Y2K Resources for Schools, Colleges and Universities.

    Science.gov (United States)

    Department of Education, Washington, DC.

    This kit was developed to assist the postsecondary education community's efforts to resolve the Year 2000 (Y2K) computer problem. The kit includes a description of the Y2K problem, an assessment of the readiness of colleges and universities, a checklist for institutions, a Y2K communications strategy, articles on addressing the problem in academic…

  2. Measuring E-Learning Readiness among EFL Teachers in Intermediate Public Schools in Saudi Arabia

    Science.gov (United States)

    Al-Furaydi, Ahmed Ajab

    2013-01-01

    This study will determine their readiness level for the e-learning in several aspects such as attitude toward e-learning, and computer literacy also this study attempt to investigate the main the barriers that EFL teachers have to overcome while incorporating e-learning into their teaching. The theory upon which the study was technology acceptance…

  3. Teachers' and Students' Views on E-Learning Readiness in Kuwait's Secondary Public Schools

    Science.gov (United States)

    Aldhafeeri, Fayiz M.; Khan, Badrul H.

    2016-01-01

    This article reports on an e-learning readiness study that was carried out to assess the organizational and individual factors of the two major stakeholder groups (teachers and students) in the secondary education institutions in the State of Kuwait in order to provide significant information to the policy makers and regulatory bodies for the…

  4. Science, Technology, Engineering and Math Readiness: Ethno-linguistic and gender differences in high-school course selection patterns

    Science.gov (United States)

    Adamuti-Trache, Maria; Sweet, Robert

    2014-03-01

    The study examines science-related course choices of high-school students in the culturally diverse schools of the province of British Columbia, Canada. The analysis employs K-12 provincial data and includes over 44,000 students born in 1990 who graduated from high school by 2009. The research sample reflects the presence of about 27% of students for whom English is not a first language. We construct an empirical model that examines ethno-linguistic and gender differences in Grade 12 course choices while accounting for personal and situational differences among students. The study employs a course selection typology that emphasizes readiness for science, technology, engineering and math fields of study. Findings indicate that math- and science-related course selection patterns are strongly associated with ethnicity, qualified not only by gender and prior math and science achievement but also by the individual's grade level at entry to the system and enrollment in English as a Second Language program. Students who are more likely to engage in math and science courses belong to Asian ethno-linguistic groups and entered the provincial school system during the senior high-school years. We suggest that ethnic diversity and broader academic exposure may play a crucial role in changing the gender composition of science classrooms, university fields of study and science-related occupations.

  5. Ready to Lead, but How? Teachers' Experiences in High-Poverty Urban Schools

    Science.gov (United States)

    Johnson, Susan Moore; Reinhorn, Stefanie K.; Charner-Laird, Megin; Kraft, Matthew A.; Ng, Monica; Papay, John P.

    2014-01-01

    Background/Context: Many strategies to improve failing urban schools rest on efforts to improve leadership within the school. Effective school-based leadership depends not only on the activities of the principal, but also on teachers' efforts to address school-wide challenges. Research has shown that the principal is pivotal in such ventures,…

  6. Socioeconomic Status of Parents and the Achievement of Children on Readiness for School Tests

    OpenAIRE

    Anela Hasanagic

    2015-01-01

    Socioeconomic status is often determined like the academic background of parents, and it can be determined like the place of living, village or town, city, as well. Socioeconomic status is an important factor in many aspects of living as in academic achievement as well. Problem in this research paper was to examine whether there are differences between children from different socio-economic status (level of education of parents) and between children from villages and towns, on Readiness f...

  7. Models of professional readiness of students of higher military schools of the Armed Forces of Ukraine

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    Y.P. Sergienko

    2013-12-01

    Full Text Available Purpose : Creating models of professional readiness, namely, physical, mental, psycho-physiological and functional training based on the integral method developed. Material / Methods : The study involved 60 students of the fourth graduating class of 30 people in the control and experimental groups. To confirm the effectiveness of the developed method was used testing the physical qualities, psychological questionnaires, the study of cognitive processes, as well as functional tests. Results: It was established that at the beginning of the experiment between the control and experimental groups was not significant differences in all indicators. After the study of the experimental group experienced an improvement of performance as compared to the control group. So on average, in terms of physical fitness, they increased by 9.34 %, mental qualities to 21.25 %, physiological capacity of 14.7 % and a functional readiness to 21.13 %. The results obtained are reliable. Conclusions : The developed method allowed to increase the individual results of students to build models that characterize the professional readiness of future officers, as well as increase the adaptive processes of all systems to service and combat activities.

  8. Demographic Factors Affecting Internet Using Purposes of High School Students

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    Abdullah Faruk Kılıç

    2017-01-01

    Full Text Available This study aimed at determining the impact of demographic factors on the Internet usage purposes of high school students. The population of the study consisted of students between 9th and 12th grades from the Anatolian high schools, science high schools, social sciences high schools, sports high schools and fine arts high schools in Turkey. The sample was chosen through the stratified and cluster sampling procedure. The students were chosen randomly depending on the regions of their school attendance. The sample for this research numbered 3170 students. The research was conducted in the second term of the 2014-2015 academic year. The data were obtained through online forms and the bases of participation are honesty, sincerity, and volunteerism. The data collection tool is a questionnaire and a demographic information form prepared by the researchers. Chi-square Automatic Interaction Detector (CHAID analysis was conducted through SPSS in order to determine the demographic factors affecting the purposes of internet usage among high school students. The results of this research show that 9th grade students in Turkey mostly use the Internet to do homework while students from other grades mostly use the Internet for social networking. The male students use the Internet for playing video games more frequently in comparison with female students. Also, socioeconomic status affects the purpose of Internet usage. Hence it is suggested that teachers talking to male students might use the examples of computers and games and with female students they might relate the topics to social media.

  9. Measuring the foundations of school readiness: Introducing a new questionnaire for teachers - The Brief Early Skills and Support Index (BESSI).

    Science.gov (United States)

    Hughes, Claire; Daly, Irenee; Foley, Sarah; White, Naomi; Devine, Rory T

    2015-09-01

    Early work on school readiness focused on academic skills. Recent research highlights the value of also including both children's social and behavioural competencies and family support. Reflecting this broader approach, this study aimed to develop a new and brief questionnaire for teachers: The Brief Early Skills and Support Index (BESSI). The main sample, recruited from the north-west of England, included 1,456 children (49% male), aged 2.5 to 5.5 years. A second sample consisting of 258 children (44% male) aged 3 to 5.5 years was recruited to assess the test-retest reliability of the BESSI across a 1-month interval. Following development and pilot work with early years teachers, a streamlined (30 items) version of the BESSI was sent to 98 teachers and nursery staff, who rated the children in their class. The best-fitting model included four latent factors: Three child factors (Behavioural Adjustment, Language and Cognition, and Daily Living Skills) and one Family Support factor. The three child factors exhibited measurement invariance across gender. All four factors showed good internal consistency and test-retest reliability. Structural equation modelling showed that (1) boys had more problems than girls on all three child factors; (2) older children showed better Language and Cognition and Daily Living Skills than younger children; and (3) children eligible for free school meals (an index of financial hardship) had more problems on all four latent factors. Family Support latent scores predicted all three child latent factors and accounted for their correlation with financial hardship. The BESSI is a promising brief teacher-report screening tool that appears suitable for children aged 2.5 to 5.5 and provides a broader perspective upon school readiness than previous measures. © 2015 The British Psychological Society.

  10. Affect of school related factors in the student's choices of the high school

    OpenAIRE

    Gönül Cengiz; Osman Titrek; Özcan Erkan Akgün

    2007-01-01

    It is studied that to determine the school related factors which affects the students’ choices of the high school, according to the type of the schools. This is a survey study. The participants are 523  9 th grade students in 21 secondary schools in Adapazarı. SPSS is used for analyzing data. Kay-Kare Test is used to determine the demografic differences due to the type of the school. To analyze the data for the school related factors, Kruskal Wallis is used. As a result, it is expr...

  11. Factors Affecting Aggression in South Korean Middle School Students

    OpenAIRE

    MiJeong Park, PhD, RN; Jihea Choi, PhD, RN, CPNP; Seung-Joo Lim, PhD, RN

    2014-01-01

    Purpose: The study was undertaken to assess levels of aggression, and to determine factors affecting aggression among South Korean middle school students. Methods: A descriptive study was conducted using self-report questionnaires. The participants were 340 girls and boys from two middle schools and 302 questionnaires were used for the final data analysis. Aggression, academic stress, depression, self esteem, decision-making competency, and happiness were measured. Data were analyzed using...

  12. Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement.

    Science.gov (United States)

    Reynolds, Arthur J; Richardson, Brandt A; Hayakawa, Momoko; Lease, Erin M; Warner-Richter, Mallory; Englund, Michelle M; Ou, Suh-Ruu; Sullivan, Molly

    2014-11-26

    Early childhood interventions have demonstrated positive effects on well-being. Whether full-day vs part-day attendance improves outcomes is unknown. To evaluate the association between a full- vs part-day early childhood program and school readiness, attendance, and parent involvement. End-of-preschool follow-up of a nonrandomized, matched-group cohort of predominantly low-income, ethnic minority children enrolled in the Child-Parent Centers (CPC) for the full day (7 hours; n = 409) or part day (3 hours on average; n = 573) in the 2012-2013 school year in 11 schools in Chicago, Illinois. The Midwest CPC Education Program provides comprehensive instruction, family-support, and health services from preschool to third grade. School readiness skills at the end of preschool, attendance and chronic absences, and parental involvement. The readiness domains in the Teaching Strategies GOLD Assessment System include a total of 49 items with a score range of 105-418. The specific domains are socioemotional with 9 items (score range, 20-81), language with 6 items (score range, 15-54), literacy with 12 items (score range, 9-104), math with 7 items (score, 8-60), physical health with 5 items (score range, 14-45), and cognitive development with 10 items (score range, 18-90). Full-day preschool participants had higher scores than part-day peers on socioemotional development (58.6 vs 54.5; difference, 4.1; 95% CI, 0.5-7.6; P = .03), language (39.9 vs 37.3; difference, 2.6; 95% CI, 0.6-4.6; P = .01), math (40.0 vs 36.4; difference, 3.6; 95% CI, 0.5-6.7; P = .02), physical health (35.5 vs 33.6; difference, 1.9; 95% CI, 0.5-3.2; P = .006), and the total score (298.1 vs 278.2; difference, 19.9; 95% CI, 1.2-38.4; P = .04). Literacy (64.5 vs 58.6; difference, 5.9; 95% CI, -0.07 to 12.4; P = .08) and cognitive development (59.7 vs 57.7; difference, 2.0; 95% CI, -2.4 to 6.3; P = .38) were not significant. Full-day preschool graduates also had higher

  13. School Psychologists' Willingness to Implement RtI: The Role of Philosophical and Practical Readiness

    Science.gov (United States)

    Fan, Chung-Hau; Denner, Peter R.; Bocanegra, Joel O.; Ding, Yi

    2016-01-01

    After the change in IDEIA, different models of response to intervention (RtI) have been practiced widely in American school systems. School psychologists are in an important position to facilitate RtI practice and provide professional development in order to help their school systems successfully undergo this transformation. However, there is a…

  14. Shelf life of ready to use peeled shrimps as affected by thymol essential oil and modified atmosphere packaging.

    Science.gov (United States)

    Mastromatteo, Marianna; Danza, Alessandra; Conte, Amalia; Muratore, Giuseppe; Del Nobile, Matteo Alessandro

    2010-12-15

    In this work the influence of different packaging strategies on the shelf life of ready to use peeled shrimps was investigated. First, the effectiveness of the coating (Coat) and the active coating loaded with different concentrations of thymol (Coat-500, Coat-1000, and Coat-1500) on the quality loss of the investigated food product packaged in air was addressed; afterwards, the thymol concentration that had shown the best performance was used in combination with MAP (5% O(2); 95% CO(2)). Microbial cell load of main spoilage microorganisms, pH and sensorial quality were monitored during the refrigerated storage. Results of the first step suggested that the sole coating did not affect the microbial growth. A slight antimicrobial effect was obtained when the coating was loaded with thymol and a concentration dependence was also observed. Moreover, the active coating was effective in minimizing the sensory quality loss of the investigated product, it was particularly true at the lowest thymol concentration. In the second step, the thymol concentration (1000 ppm) that showed the strike balance between microbial and sensorial quality was chosen in combination with MAP. As expected, MAP significantly affected the growth of the mesophilic bacteria. In particular, a cell load reduction of about 2 log cycle for the samples under MAP respect to that in air was obtained. Moreover, the MAP packaging inhibited the growth of the Pseudomonas spp. and hydrogen sulphide-producing bacteria. The MAP alone was not able to improve the shelf life of the uncoated samples. In fact, no significant difference between the control samples packaged in air and MAP was observed. Whilst, the use of coating under MAP condition prolonged the shelf life of about 6 days with respect to the same samples packaged in air. Moreover, when the MAP was used in combination with thymol, a further shelf life prolongation with respect to the samples packaged in air was observed. In particular, a shelf life of

  15. Not Driven by High-Stakes Tests: Exploring Science Assessment and College Readiness of Students from an Urban Portfolio Community High School

    Science.gov (United States)

    Fleshman, Robin Earle

    This case study seeks to explore three research questions: (1) What science teaching and learning processes, perspectives, and cultures exist within the science classroom of an urban portfolio community high school? (2) In what ways does the portfolio-based approach prepare high school students of color for college level science coursework, laboratory work, and assessment? (3) Are portfolio community high school students of color college ready? Is there a relationship between students' science and mathematics performance and college readiness? The overarching objectives of the study are to learn, understand, and describe an urban portfolio community high school as it relates to science assessment and college readiness; to understand how the administration, teachers, and alumni perceive the use of portfolios in science learning and assessment; and to understand how alumni view their preparation and readiness for college and college science coursework, laboratory work, and assessments. The theoretical framework of this study encompasses four theories: critical theory, contextual assessment, self-regulated learning, and ethic of care. Because the urban high school studied partnered with a community-based organization (CBO), it identifies as a community school. Therefore, I provide context regarding the concept, culture, and services of community schools. Case study is the research design I used to explore in-depth this urban portfolio community high school, which involved mixed methods for data collection and analysis. In total, six alumni/current college students, five school members (administrators and teachers), and three CBO members (administrators, including myself) participated in the study. In addition to school artefacts and student portfolios collected, classroom and portfolio panel presentation observations and 13 semi-structured interviews were conducted to understand the portfolio-based approach as it pertains to science learning and assessment and college

  16. House of Affection: On the Way to the School

    Directory of Open Access Journals (Sweden)

    Volkan Yücel

    2016-10-01

    Full Text Available This paper focuses on the school as a house of affection. The debate is based on the movie, “On the Way to the School” (2008 and traces the difficulties of education in the second language. How the students’ daily life is being transformed to a unified educational synthesis in the east part of Turkey? Emre (the protagonist requires the students speak only in Turkish and tries to teach them which creates two different feeling spaces and isolated schooling with no real affection.

  17. Accountability Strain, College Readiness Drain: Sociopolitical Tensions Involved in Maintaining a College-Going Culture in a High "Minority", High Poverty, Texas High School

    Science.gov (United States)

    Welton, Anjale; Williams, Montrischa

    2015-01-01

    Currently school reform discourse encourages states to adopt college readiness standards. Meanwhile, federal and state accountability and related mandated reforms remain a policy concern. As such, it is important to examine the interplay between accountability and the establishment of a college-going culture in high "minority", high…

  18. The Relations of Early Television Viewing to School Readiness and Vocabulary of Children from Low-Income Families: The Early Window Project.

    Science.gov (United States)

    Wright, John C.; Auston, Aletha C.; Murphy, Kimberlee C.; St. Peters, Michelle; Pinon, Ronda Scantlin; Kotler, Jennifer

    2001-01-01

    Collected time-use diaries of television viewing from two cohorts of children (ages 2-5 and 4-7) from low-income families and gave annual tests of reading, math, receptive vocabulary, and school readiness. Found that viewing of child-audience informative programs between ages 2 and 3 predicted higher academic performance. Frequent viewers of…

  19. Effects of differences in problem-based learning course length on academic motivation and self-directed learning readiness in medical school students.

    Science.gov (United States)

    Yune, So Jung; Im, Sun Ju; Lee, Sun Hee; Baek, Sun Yong; Lee, Sang Yeoup

    2010-03-01

    Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students. The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week. Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA. PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness. Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.

  20. Beyond Preparation: Identity, Cultural Capital, and Readiness for Graduate School in the Biomedical Sciences.

    Science.gov (United States)

    Gazley, J Lynn; Remich, Robin; Naffziger-Hirsch, Michelle E; Keller, Jill; Campbell, Patricia B; McGee, Richard

    2014-10-01

    In this study, we conducted in-depth interviews with 52 college graduates as they entered a Postbaccalaureate Research Education Program (PREP). Our goal was to investigate what it means for these aspiring scientists, most of whom are from groups underrepresented in the sciences, to feel ready to apply to a doctoral program in the biomedical sciences. For our analysis, we developed and used a theoretical framework which integrates concepts from identity-in-practice literature with Bourdieu's formulation of cultural capital and also examined the impact of racial, ethnic, and gender identities on education and career trajectories. Five patterns of identity work for expected engagement with PREP grew out of our analysis: Credential Seekers, PI Aspirants, Path Builders, Discipline Changers, and Interest Testers. These patterns illuminate differences in perceptions of doing, being , and becoming within science; external and internal foci of identity work; and expectations for institutional and embodied cultural capital. Our findings show that preparing for graduate education is more complex than acquiring a set of credentials as it is infused with identity work which facilitates readiness beyond preparation . This deeper understanding of individual agency and perceptions allows us to shift the focus away from a deficit model where institutions and programs attempt to "fix" students, and to offer implications for programs designed to support college graduates aspiring to become scientists.

  1. Mathematics Teachers' Readiness to Integrate ICT in the Classroom: The Case of Elementary and Middle School Arab Teachers in Israel

    Directory of Open Access Journals (Sweden)

    Nimer F. Baya'a

    2013-03-01

    Full Text Available ICT integration in mathematics education provides mathematics teachers with integrative teaching methods that motivate students learning, support their independent learning and active participation in the discovery of mathematics concepts and topics, and, as a result, helps them have deeper understanding of the mathematical ideas. So, the integration of ICT in the teaching and learning of mathematics, as a result of ICT educational affordances, helps students have better achievement in mathematics. These potentialities of the ICT make its integration in the mathematics classroom a promising practice, but the success of this practice is dependent on various factors, among which are the following: teachers' perceptions of their ability in ICT, teachers' attitudes towards ICT contribution to the mathematics teaching, teachers' attitudes towards ICT contribution to students' mathematics learning, teachers' emotions towards the use of ICT in the mathematics classroom, teachers' feelings of self-esteem and control in the presence of ICT in the mathematics classroom, and teachers' intentions to actually integrate ICT in their teaching. The current research came to verify the readiness of Arab teachers in elementary and middle schools in Israel regarding the integration of ICT in the classroom, and hence its interest in the six above constructs. The research used a questionnaire that included statements related to each one of the above constructs. This questionnaire was administered to 475 Arab teachers in elementary and middle schools in the North, Center and Haifa regions in Israel. The research findings show that more than seventy percent of the participating teachers have positive perceptions of their competence in technology and technology integration in their teaching. Further, they have positive attitudes towards the integration of ICT in teaching and learning and of their self-esteem in the presence of technology, in addition to positive

  2. Linking Ready Kids to Ready Schools: A Report on Policy Insights from the Governors' Forum Series. Arizona, Connecticut, Mississippi, Ohio and Pennsylvania

    Science.gov (United States)

    W. K. Kellogg Foundation, 2009

    2009-01-01

    This report describes efforts to provide seamless transitions from early to elementary education. Specifically, it details SPARK (Supporting Partnerships to Assure Ready Kids), a five-year initiative funded by the Kellogg Foundation, which has contributed a unique, community-based perspective to the national conversation on what it takes to…

  3. The Competence Readiness of the Electrical Engineering Vocational High School Teachers in Manado towards the ASEAN Economic Community Blueprint in 2025

    Directory of Open Access Journals (Sweden)

    Fid Jantje Tasiam

    2017-08-01

    Full Text Available This paper presents the competence readiness of the electrical engineering vocational high school teachers in Manado towards ASEAN Economic Community blueprint in 2025. The objective of this study is to get the competencies readiness description of the electrical engineering vocational high school teachers in Manado towards ASEAN Economic Community blueprint in 2025. Method used quantitative and qualitative approach which the statistical analysis in quantitative and the inductive analysis used in qualitative. There were 46 teachers of the electrical engineering vocational high school in Manado observed. The results have shown that the competencies readiness of the electrical engineering vocational high school teachers in Manado such as: pedagogical, professional, personality, and social were 13.04%, 19.56%, 19.56%, and 19.56% respectively. The results were still far from the focus of the ASEAN economic community blueprint in 2025, so they need to be improved through in-house training, internship programs, school partnerships, distance learning, tiered training and special training, short courses in educational institutions, internal coaching by schools, discussion of educational issues, workshops, research and community service, textbook writing, learning media making, and the creation of technology and art.

  4. Factors Affecting Role Stress and Burnout among School Counselors

    Science.gov (United States)

    Willingham, Wendy Elizabeth

    2009-01-01

    The purpose of this study is to determine factors affecting role stress and burnout among practicing school counselors as measured by the Maslach Burnout Inventory-Educators Survey (MBI-ES) and the Role Conflict and Ambiguity Scale. The MBI-ES utilizes three subscales to measure burnout: emotional exhaustion, depersonalization, and personal…

  5. Yoga in Public School Improves Adolescent Mood and Affect

    Science.gov (United States)

    Felver, Joshua C.; Butzer, Bethany; Olson, Katherine J.; Smith, Iona M.; Khalsa, Sat Bir S.

    2015-01-01

    The purpose of the present study was to directly compare the acute effects of participating in a single yoga class versus a single standard physical education (PE) class on student mood. Forty-seven high school students completed self-report questionnaires assessing mood and affect immediately before and after participating in a single yoga class…

  6. Ready to Lead? A Look into Jewish Religious School Principal Leadership and Management Training

    Science.gov (United States)

    Vaisben, Eran

    2018-01-01

    Although most Jewish supplementary religious school principals have graduated from various academic training programs, there are no data about how these programs sufficiently prepare educational leaders. This study examined the essential leadership and management skills of effective Jewish religious school leaders, and assessed their preparation…

  7. A Rhode Island High School-University Partnership: Urban Students' Perceptions of College Readiness

    Science.gov (United States)

    Callahan, Colleen A.

    2010-01-01

    Nearly one third of U.S. students will fail to graduate from high school this year and another one-third will graduate without the skills needed to be successful after high school. These statistics are even more alarming for minority and low income students, with fewer than 10% of low income minority students going on to earn bachelors' degrees…

  8. Improving Urban Students' College Readiness as a Driver of High School Curriculum Enhancement

    Science.gov (United States)

    Boboc, Marius; Nordgren, R. D.

    2013-01-01

    Many factors inhibit college completion by African-American high school graduates who come from low socio-economic backgrounds. Some factors are "cognitive," while others can be classified as "non-cognitive." Variables in the latter classification are examined in this study conducted at an urban high school in the Midwest with…

  9. Ready to Lead? A Study of Arkansas and Louisiana Charter School Principals' Leadership Skills

    Science.gov (United States)

    Price, Creshun Anjal

    2013-01-01

    The purpose of this study was to explore the relationship of Arkansas and Louisiana district conversion and open-enrollment charter school principals' background characteristics, leadership skills, and school success. A quantitative methodology was used to test the research questions prescribed in the study. Data was collected using a survey. The…

  10. School Finance Reform: Can It Support California's College- and Career-Ready Goal? Report 2

    Science.gov (United States)

    Perry, Mary

    2013-01-01

    For decades, when California's state leaders have wanted to see local school districts respond to shifts in policy and expectations they relied on the state-controlled school finance system to leverage local change. Through the use of categorical programs and earmarked funding, they created incentives for districts that complied and penalties for…

  11. Understanding the Gap between Students Exiting High School and College Readiness: A Modified Delphi Study

    Science.gov (United States)

    Moore, Donna Rena

    2012-01-01

    The purpose of this Modified Delphi study was to discern the appropriate profile of an incoming freshman and the essential knowledge and skills freshmen need for academic success beyond high school. This study was conducted to examine the specific problem that the structure of public high school curriculum and the current college standards in the…

  12. Family Resources in Two Generations and School Readiness among Children of Teen Parents

    Science.gov (United States)

    Fomby, Paula; James-Hawkins, Laurie; Mollborn, Stefanie

    2015-01-01

    Overall, children born to teen parents experience disadvantaged cognitive achievement at school entry compared to children born to older parents. However, within this population there is variation, with a significant fraction of teen parents’ children acquiring adequate preparation for school entry during early childhood. We ask whether the family background of teen parents explains this variation. We use data on children born to teen mothers from three waves of the Early Childhood Longitudinal Study-Birth Cohort (N~700) to study the association of family background with children's standardized reading and mathematics achievement scores at kindergarten entry. When neither maternal grandparent has completed high school, children's scores on standardized assessments of math and reading achievement are one-quarter to one-third of a standard deviation lower compared to families where at least one grandparent finished high school. This association is net of teen mothers’ own socioeconomic status in the year prior to children's school entry. PMID:26806989

  13. Readiness to implement Hazard Analysis and Critical Control Point (HACCP) systems in Iowa schools.

    Science.gov (United States)

    Henroid, Daniel; Sneed, Jeannie

    2004-02-01

    To evaluate current food-handling practices, food safety prerequisite programs, and employee knowledge and food safety attitudes and provide baseline data for implementing Hazard Analysis and Critical Control Point (HACCP) systems in school foodservice. One member of the research team visited each school to observe food-handling practices and assess prerequisite programs using a structured observation form. A questionnaire was used to determine employees' attitudes, knowledge, and demographic information. A convenience sample of 40 Iowa schools was recruited with input from the Iowa Department of Education. Descriptive statistics were used to summarize data. One-way analysis of variance was used to assess differences in attitudes and food safety knowledge among managers, cooks, and other foodservice employees. Multiple linear regression assessed the relationship between manager and school district demographics and the food safety practice score. Proper food-handling practices were not being followed in many schools and prerequisite food safety programs for HACCP were found to be inadequate for many school foodservice operations. School foodservice employees were found to have a significant amount of food safety knowledge (15.9+/-2.4 out of 20 possible points). School districts with managers (P=.019) and employees (P=.030) who had a food handler certificate were found to have higher food safety practice scores. Emphasis on implementing prerequisite programs in preparation for HACCP is needed in school foodservice. Training programs, both basic food safety such as ServSafe and HACCP, will support improvement of food-handling practices and implementation of prerequisite programs and HACCP.

  14. Evaluation of hygiene practices and microbiological status of ready-to-eat vegetable salads in Spanish school canteens.

    Science.gov (United States)

    Rodríguez-Caturla, Magdevis Y; Valero, Antonio; Carrasco, Elena; Posada, Guiomar D; García-Gimeno, Rosa M; Zurera, Gonzalo

    2012-08-30

    This study was conducted in eight Spanish school canteens during the period 2008-2009. Food handlers' practices, kitchen equipment, hygiene/sanitation conditions and handling practices were evaluated using checklists. In parallel, the microbiological quality and safety of ready-to-eat (RTE) vegetable salads were assessed. In addition, food contact surfaces and environmental air quality of different areas were analysed. The study determined the relationship between the microbiological quality of RTE foods and food handling practices, together with the degree of contamination of working surfaces and environmental contamination of processing and distribution areas. Some deficiencies were found regarding the use and change of gloves, hand-washing and cleanliness of working surfaces. The microbial levels detected in the foods examined indicated the absence of pathogens in the samples analysed. Surface counts were higher on cutting boards and faucets, showing insufficient cleanliness procedures. This study constitutes a descriptive analysis of the hygiene/sanitation conditions implemented in food service systems in eight Spanish school canteens. The results should help risk managers to better define control measures to be adopted in order to prevent foodborne infections. Copyright © 2012 Society of Chemical Industry.

  15. Model of affective assessment of primary school students

    Directory of Open Access Journals (Sweden)

    Amir Syamsudin

    2016-06-01

    Full Text Available This study aims to develop an instrument of affective assessment to measure the social competence of elementary school students in the learning process in schools. This study used the development model of Borg & Gall’s approach which was modified into five phases, including the need analyses, developing draft of the product conducted by experts, developing an affective assessment instrument, trying out the affective assessment instrument conducted by teachers of primary education in Yogyakarta, and the dissemination and implementation of the developed affective assessment instrument. The subjects were elementary school students whose school implemented Curriculum 2013 in the academic year of 2013/2014. The validity and reliability of each construct of the affective instrument were established using the PLS SEM Wrap PLS 3.0 analysis program. The study finds the following results. First, the construct of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in the limited, main, and extended testing has been supported by empirical data. Second, the validity of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in the limited, main, and extended testing meets the criteria above 0.70 for each indicator of the loading factor and the criteria below 0.50 for each indicator score of the cross-loading factor. Third, the reliability of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in limited, main, and extended testing meets the criteria above 0.70 for both composite reliability and Cronbach’s alpha scores. Fourth, the number of indicators at preresearch was 53, and 10 indicators were rejected in the limited testing, and four indicators were rejected in the main testing, and one indicator was rejected in the extended testing.

  16. The effect of CBT national examination policy in terms of senior high school students’ cognitive readiness and anxiety facing mathematics tests in DIY Province

    Directory of Open Access Journals (Sweden)

    Eny Sulistyaningsih

    2016-11-01

    Full Text Available The purpose of this study was to determine the influence of CBT and PBT national examination in terms of students’ cognitive readiness and anxiety facing mathematics national examination in DIY province, the influence of major in terms of students’ cognitive readiness and anxiety facing mathematics national examination in DIY Province, and the interaction between national examination and major. This research was descriptive explorative and the method was ex-post facto. The population was all of natural and social science high school students in grade XII in DIY province. The number of sample used was 654 students The results showed that there was influence of national examination in terms of students’ cognitive readiness and anxiety facing national examination. CBT and PBT national examination did not influence the cognitive readiness facing national examination, CBT and PBT national examination influence in national examinations in terms of students’ anxiety facing national examination. The average score of the students’ anxiety facing CBT national exam was greater than that of the students’ anxiety facing PBT national examination. There was no effect caused by differences in majoring in terms of cognitive readiness and national examination math anxiety; and there was no interaction between the different types of national examinations and majors.

  17. Factors affecting aggression in South Korean middle school students.

    Science.gov (United States)

    Park, MiJeong; Choi, Jihea; Lim, Seung-Joo

    2014-12-01

    The study was undertaken to assess levels of aggression, and to determine factors affecting aggression among South Korean middle school students. A descriptive study was conducted using self-report questionnaires. The participants were 340 girls and boys from two middle schools and 302 questionnaires were used for the final data analysis. Aggression, academic stress, depression, self esteem, decision-making competency, and happiness were measured. Data were analyzed using descriptive statistics including t tests, one-way analysis of variance, Pearson's correlation coefficients and multiple regressions. Aggression had significant correlations with academic stress (r = .21, p decision-making competency (r = -.25, p emotional factors like depression and academic stress. Additionally, development of positive factors such as self esteem, decision-making skills, and happiness in middle school students is important to reduce aggression. Copyright © 2014. Published by Elsevier B.V.

  18. Attentional fluctuations in preschoolers: Direct and indirect relations with task accuracy, academic readiness, and school performance.

    Science.gov (United States)

    Isbell, Elif; Calkins, Susan D; Swingler, Margaret M; Leerkes, Esther M

    2018-03-01

    Attentional control fluctuates in the presence of internal and external distractors, wandering on and off a given task. The current study investigated individual differences in attentional fluctuations in 250 preschoolers. Attentional fluctuations were assessed via intra-individual variability in response time in a Go/No-Go task. Greater fluctuations in attentional control were linked to lower task accuracy. In addition, greater attentional fluctuations predicted lower performance in a task of cognitive flexibility, the Dimensional Change Card Sort task. Attentional fluctuations were also associated with laboratory measures of academic readiness in preschool, as assessed by the Applied Problems and Letter-Word Identification subscales of the Woodcock-Johnson III Tests of Achievement, which in turn predicted teacher reports of academic performance in first grade. Attentional fluctuations also had indirect associations with emergent math skills in preschool, via cognitive flexibility, as well as indirect associations with first-grade teacher reports of academic performance, via the relations between cognitive flexibility and emergent math skills in preschool. These results suggest that consistency is an important aspect of attentional control during early childhood. Copyright © 2017 Elsevier Inc. All rights reserved.

  19. Ready-to-use supplementary food increases fat mass and BMI in Haitian school-aged children.

    Science.gov (United States)

    Iannotti, Lora L; Henretty, Nicole M; Delnatus, Jacques Raymond; Previl, Windy; Stehl, Tom; Vorkoper, Susan; Bodden, Jaime; Maust, Amanda; Smidt, Rachel; Nash, Marilyn L; Tamimie, Courtney A; Owen, Bridget C; Wolff, Patricia B

    2015-04-01

    In Haiti and other countries, large-scale investments in school feeding programs have been made with marginal evidence of nutrition outcomes. We aimed to examine the effectiveness of a fortified ready-to-use supplementary food (RUSF), Mamba, on reduced anemia and improved body composition in school-aged children compared to an unfortified cereal bar, Tablet Yo, and control groups. A cluster, randomized trial with children ages 3-13 y (n = 1167) was conducted in the north of Haiti. Six schools were matched and randomized to the control group, Tablet Yo group (42 g, 165 kcal), or Mamba group (50 g, 260 kcal, and >75% of the RDA for critical micronutrients). Children in the supplementation groups received the snack daily for 100 d, and all were followed longitudinally for hemoglobin concentrations, anthropometry, and bioelectrical impedance measures: baseline (December 2012), midline (March 2013), and endline (June 2013). Parent surveys were conducted at baseline and endline to examine secondary outcomes of morbidities and dietary intakes. Longitudinal regression modeling using generalized least squares and logit with random effects tested the main effects. At baseline,14.0% of children were stunted, 14.5% underweight, 9.1% thin, and 73% anemic. Fat mass percentage (mean ± SD) was 8.1% ± 4.3% for boys and 12.5% ± 4.4% for girls. In longitudinal modeling, Mamba supplementation increased body mass index z score (regression coefficient ± SEE) 0.25 ± 0.06, fat mass 0.45 ± 0.14 kg, and percentage fat mass 1.28% ± 0.27% compared with control at each time point (P fat mass (regression coefficient ± SEE) 0.73 ± 0.19 kg and fat-free mass 0.62 ± 0.34 kg compared with control (P children. © 2015 American Society for Nutrition.

  20. Prenatal to Preschool: An Integrated Approach to School Readiness for Native Hawaiian Children.

    Science.gov (United States)

    Herman, Hannah; And Others

    This report outlines the Pre-kindergarten Educational Program (PREP) of Kamehameha Schools Bishop Estate in Hawaii, an integrated early education program serving families with children from the prenatal stage through age 5. The paper first discusses the program's three components and how they adapt to developmental changes in children and…

  1. Child Health and School Readiness: Background Paper on a National Education Goal.

    Science.gov (United States)

    Zill, Nicholas

    One of the objectives of the U.S. Department of Education's National Goals for Education is that "Children will receive the nutrition and health care needed to arrive at school with healthy minds and bodies, and the number of low birthweight babies will be significantly reduced through enhanced prenatal health systems." This paper…

  2. Are High School Students Ready for Recombinant DNA?: The UOP Experience.

    Science.gov (United States)

    Minch, Michael J.

    1989-01-01

    Discusses a three-week summer college honors course for talented high school juniors with three exams, lab six days a week, a research paper, field trips, and student panel discussions. Presents an overview of the course. Describes the lab which uses "E. coli" for DNA recombination. (MVL)

  3. Hands On, Minds On: How Executive Function, Motor, and Spatial Skills Foster School Readiness

    Science.gov (United States)

    Cameron, Claire E.

    2018-01-01

    A growing body of research indicates that three foundational cognitive skills--executive function, motor skills, and spatial skills--form the basis for children to make a strong academic, behavioral, and social transition to formal school. Given inequitable early learning environments or "opportunity gaps" in the United States, these…

  4. Timing Is Everything: Getting Students Back on Track to College Readiness in High School

    Science.gov (United States)

    Royster, Pamela; Gross, Jacob; Hochbein, Craig

    2015-01-01

    National trends and goals have pushed beyond the dropout crisis and are now focused on raising the percentage of graduates prepared for college and career. This study examined a longitudinal cohort (n = 6443) of students in an urban, public school district in order to explore how districts and communities can redirect off-track high school…

  5. Do school context, student composition and school leadership affect school practice and outcomes in secondary education?

    NARCIS (Netherlands)

    Opdenakker, M.C.; van Damme, J

    This study examined effects of school context, student composition and school leadership on school practice and outcomes in secondary education in Flanders. The study reveals that relations between school characteristics do exist and that it is possible to explain an important part of the

  6. Observed Emotional and Behavioral Indicators of Motivation Predict School Readiness in Head Start Graduates

    Science.gov (United States)

    Berhenke, Amanda; Miller, Alison L.; Brown, Eleanor; Seifer, Ronald; Dickstein, Susan

    2011-01-01

    Emotions and behaviors observed during challenging tasks are hypothesized to be valuable indicators of young children's motivation, the assessment of which may be particularly important for children at risk for school failure. The current study demonstrated reliability and concurrent validity of a new observational assessment of motivation in young children. Head Start graduates completed challenging puzzle and trivia tasks during their kindergarten year. Children's emotion expression and task engagement were assessed based on their observed facial and verbal expressions and behavioral cues. Hierarchical regression analyses revealed that observed persistence and shame predicted teacher ratings of children's academic achievement, whereas interest, anxiety, pride, shame, and persistence predicted children's social skills and learning-related behaviors. Children's emotional and behavioral responses to challenge thus appeared to be important indicators of school success. Observation of such responses may be a useful and valid alternative to self-report measures of motivation at this age. PMID:21949599

  7. Climate change in school : where does it fit, and how ready are we?

    Energy Technology Data Exchange (ETDEWEB)

    Fortner, R.W. [Ohio State Univ., Columbus, OH (United States)

    2000-06-01

    The issue of whether the topic of global climate change (GCC) should be part of the school curriculum, from elementary school to high school, was discussed. Studies have shown that teachers place a high priority on climate change as a topic their students should know, but report that their own knowledge is inadequate for conveying it. The subject of GCC is best to be taught in Earth systems oriented classrooms which focus on teaching that the Earth system is composed of interacting subsystems of water, rock, ice, air and life. There is plenty of teaching material about GCC and many credible and free sources of scientific information, but it is was cautioned that some teachers may possess misconceptions about Earth system relationships as well as how human activities impact those systems. The most common misconceptions are: (1) inflated estimates of temperature change, (2) confusion between chlorofluorocarbons, the ozone hole, and climate change, (3) perceived evidence of climate change through warmer weather, (4) all environmental harms such as aerosols, acid rain, and even solid waste disposal cause climate change, (5) confusion between weather issues and climate issues. Overcoming these incorrect perceptions might be difficult. In general, a majority of Americans believe that GCC is a serious threat to their life, but there are some interest groups that oppose human-mediated climate change as a part of the school curriculum, for the same reason they oppose public action the problem. It was emphasized that the development of scientific thinking and technology increases our ability to understand and utilize Earth and space. 26 refs., 2 tabs., 1 fig.

  8. Justification of the conceptual construct "readiness to the labour organization staff sports schools" in the context of vocational training future professionals of physical culture and sports

    Directory of Open Access Journals (Sweden)

    Perepletchikov D.A.

    2010-02-01

    Full Text Available Was analyzed literature devoted to the preparation of students of physical education to administrative activities. In the context of their training we held a comparative analysis of the approaches to organize the pedagogical process. As a reference point for the formation of professional preparedness specialist physical education and sports identified qualifying characteristics posts in this industry. Based on the analysis of literature given the definition of the concept of "readiness for organization of the Youth sports school.

  9. The readiness of teachers to integrate information and communication technology for learning in a selected school in the GautengOnline project.

    OpenAIRE

    2008-01-01

    This study is aimed at providing the reader with a detailed description of the readiness of teachers to integrate Information and Communication Technology (ICT) for learning in a selected school in the GautengOnline (GoL) Project, through qualitative research design that used various data collecting methods: Questionnaire, observations and interview. A large number of teachers showed some interest in using ICT learning but had difficulties on how to get started due to the lack of suitable ICT...

  10. School performance and school behavior of children affected by AIDS in China

    Science.gov (United States)

    Tu, Xiaoming; Lv, Yunfei; Li, Xiaoming; Fang, Xiaoyi; Zhao, Guoxiang; Lin, Xiuyun; Hong, Yan; Zhang, Liying; Stanton, Bonita

    2009-01-01

    It is generally recognized that the AIDS epidemic will have a negative effect on the orphans’ school education. However, few studies have been carried out to examine the school performance and school behavior of AIDS orphans and vulnerable children (children living with HIV-infected parents). Using both self-report and teacher evaluation data of 1625 children from rural central China, we examined the impact of parental HIV/AIDS on children's school performances (academic marks, educational expectation, and student leadership) and school behaviors (e.g., aggression, shy/anxious and assertive social skills). Results indicate that AIDS orphans and vulnerable children had disadvantages in school performances in comparison to their peers from the same community who did not experience AIDS-related death and illness in their family (comparison children). AIDS orphans had the lowest academic marks based on the reports of both children and teachers. Educational expectation was significantly lower among AIDS orphans and vulnerable children than comparison children from teacher's perspective. AIDS orphans were significantly more likely to demonstrate aggressive, impulsive and anxious behaviors than non-orphans. Moreover, orphans have more learning difficulties. Vulnerable children were also at a disadvantage on most measures. The data suggest that a greater attention is needed to the school performance and behavior of children affected by AIDS. The findings also indicate that AIDS relief and assistance program for children should go beyond the school attendance and make efforts to improve their school performance and education aspiration. PMID:20107622

  11. Predictors of Poor School Readiness in Children Without Developmental Delay at Age 2

    Science.gov (United States)

    Dudovitz, Rebecca N.; Coker, Tumaini R.; Barnert, Elizabeth S.; Biely, Christopher; Li, Ning; Szilagyi, Peter G.; Larson, Kandyce; Halfon, Neal; Zimmerman, Frederick J.; Chung, Paul J.

    2016-01-01

    BACKGROUND AND OBJECTIVES: Current recommendations emphasize developmental screening and surveillance to identify developmental delays (DDs) for referral to early intervention (EI) services. Many young children without DDs, however, are at high risk for poor developmental and behavioral outcomes by school entry but are ineligible for EI. We developed models for 2-year-olds without DD that predict, at kindergarten entry, poor academic performance and high problem behaviors. METHODS: Data from the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), were used for this study. The analytic sample excluded children likely eligible for EI because of DDs or very low birth weight. Dependent variables included low academic scores and high problem behaviors at the kindergarten wave. Regression models were developed by using candidate predictors feasibly obtainable during typical 2-year well-child visits. Models were cross-validated internally on randomly selected subsamples. RESULTS: Approximately 24% of all 2-year-old children were ineligible for EI at 2 years of age but still had poor academic or behavioral outcomes at school entry. Prediction models each contain 9 variables, almost entirely parental, social, or economic. Four variables were associated with both academic and behavioral risk: parental education below bachelor’s degree, little/no shared reading at home, food insecurity, and fair/poor parental health. Areas under the receiver-operating characteristic curve were 0.76 for academic risk and 0.71 for behavioral risk. Adding the mental scale score from the Bayley Short Form–Research Edition did not improve areas under the receiver-operating characteristic curve for either model. CONCLUSIONS: Among children ineligible for EI services, a small set of clinically available variables at age 2 years predicted academic and behavioral outcomes at school entry. PMID:27432845

  12. Cognitive Readiness

    National Research Council Canada - National Science Library

    Morrison, John

    2002-01-01

    Cognitive readiness is described as the mental preparation an individual needs to establish and sustain competent performance in the complex and unpredictable environment of modern military operations...

  13. Early Childhood Education, Child Development and School Readiness: Evidence from Zambia

    Directory of Open Access Journals (Sweden)

    Stephanie Simmons Zuilkowski

    2012-12-01

    Full Text Available While early childhood education has received increasing attention in the developing world in recent years, relatively little evidence is available from sub-Saharan Africa on its effects on child development and subsequent school enrolment. We use a prospective case-control design to evaluate the developmental impact of a community-based early childhood center in an urban area in Zambia. Comparing 40 children attending the center to 40 children not attending the center from the same community, we find that center attendance was associated with significantly better performance in an assessment of task orientation, and was also weakly associated with increased letter familiarity. We also observed higher performance among center students on tests of receptive language and pencil-related fine motor skills. These associations were, however, smaller and not statistically significant. We conducted a follow-up one year after the initial assessment, when children were seven years old and should have been in first grade. At follow-up, 27% of non-attendees were not yet enrolled in primary school, compared to just 11% of center students, suggesting that participation in early education encourages a timely transition into first grade.

  14. Readiness to adopt e-learning: pioneering a course in school librarianship education

    Directory of Open Access Journals (Sweden)

    Sandy Zinn

    2009-01-01

    Full Text Available E-learning has come of age in South African higher education but scepticism, caution and an inadequate reward system for innovative teaching methods have resulted in a slow uptake by academics. Within this milieu the author pioneered a course in the ACE School Librarianship programme. The study describes the e-learning experiences of the course participants gleaned from questionnaire responses to questions related to experiences of ICTs, the Internet and online learning, ability to navigate the e-learning environment, utilization of elements of the learning management system and implementation of course ideas in their respective schools and personal lives. The study also provides an opportunity for the author to reflect on her pioneering experiences with e-learning and how she would approach it differently next time. The main lessons learned were that 1 the e-learning environment is not necessarily intuitive and participants need opportunities to digest novel features such as the discussion forum; 2 several of the advantages and disadvantages of e-learning that appear in the research literature are identified in this study; and 3 setting up an e-learning course is best achieved incrementally.

  15. LGBTQ Inclusion in Educator Preparation: Getting Ready for Gender and Sexual Diversity in Secondary School Settings

    Science.gov (United States)

    Hoelscher, Mary Helen

    While many lesbian, gay, bisexual, transgender, and queer (LGBTQ) students are able to resiliently navigate their public school education many others experience harsh school climates and negative health and educational outcomes. Harassment and bullying of LGBTQ students in school environments have been linked to numerous negative psychological and academic outcomes for students diverse in sexual orientation and/or gender identity. Preparing teacher candidates (TCs) to respond effectively to harassment and bullying of students and to create inclusive curriculum has been recommended to improve outcomes for students. Yet the development of these teaching practices has not been pursued broadly in educator preparation programs (EPPs) or specifically in science EPPs (SEPPs). This dissertation broadens the notion of diversity traditionally attended to in EPPs through three studies. The first study is a holistic single-case study of an LGBTQ-inclusive EPP. It focused on the following three research questions: What were the contextual features that surrounded the LGBTQ-inclusive EPP? What were the specific elements of LGBTQ inclusion in the EPP? And, what were the strengths and weaknesses of the LGBTQ-inclusive EPP? This study drew primarily from data collected from interviews with faculty and administrators in a large post-baccalaureate 5th year preparation for licensure program. Document analysis was used to triangulate and expand upon the data collected during the interviews. A framework for analyzing LGBTQ inclusion across the components of an EPP was developed as part of this study. This study has direct implications for the particular EPP, but also clarifies research needs around LGBTQ inclusion in secondary EPPs. While little has research exists about LGBTQ inclusion in EPPs, far less has been attempted and understood in the discipline of secondary life science. The second study thus narrows its focus from the particulars of LGBTQ inclusion in an EPP to the

  16. Primary school teachers' resilience and their readiness for enhancing children's resilience

    OpenAIRE

    Bon, Barbara

    2017-01-01

    Resilience is an important trait, which enables people to successfully recover from difficulties and stress. For teachers, resilience is of vital importance, as it offers different ways and solutions to successfully cope with difficult and stressful situations they face on a daily basis. The way teachers experience and react to stress often affects their pupils, who are under a lot of stress as well. Teachers could help and teach them how to cope with stressful situations by spending some sch...

  17. Demographic Factors Affecting Internet Using Purposes of High School Students

    Science.gov (United States)

    Kilic, Abdullah Faruk; Güzeller, Cem Oktay

    2017-01-01

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

  18. Factors affecting nutritional status of Malaysian primary school children.

    Science.gov (United States)

    Zaini, M Z Anuar; Lim, C T; Low, W Y; Harun, F

    2005-01-01

    This paper investigates the nutritional status of a randomly selected cohort of school children and the factors affecting it. This random survey was conducted in the state of Selangor, involving 1,405 primary students (aged 9-10 years from 54 national primary schools). Physical examination was carried out on all the students. Information on the students was also obtained from the parents. Blood samples were taken by using the finger pricking technique. Body mass index (BMI) was used as a measure of physical growth. The students were mainly from urban areas (82.9%). The mean age was 9.71 years and a higher proportion was females (51%). Malays constituted 83.6%, Indians 11.6% and Chinese 4.2% of the study population. The mean weight and height were 32.30 kg and 135.18 cm respectively. The mean BMI was 17.42 kg/m2, with 1.2% of the students underweight, 76.3% normal BMI, 16.3% overweight and 6.3% were obese. Nutritional status was significantly related to blood pressure, history of breast feeding, eating fast food, taking canned/bottled drinks, income and educational level of parents. Significant differences in nutritional status between sexes and locations (rural/urban) were also found. The prevalence of overweight and obese children was of concern. There is thus an urgent need for the School Health Program to periodically monitor the school children's eating habits and physical growth. Appropriate counselling on nutritional intake and physical activities should be given not only to schoolchildren but also to their teachers and parents or caregivers.

  19. Demographic Factors Affecting Internet Using Purposes of High School Students

    OpenAIRE

    Abdullah Faruk Kılıç; Cem Oktay Güzeller

    2017-01-01

    This study aimed at determining the impact of demographic factors on the Internet usage purposes of high school students. The population of the study consisted of students between 9th and 12th grades from the Anatolian high schools, science high schools, social sciences high schools, sports high schools and fine arts high schools in Turkey. The sample was chosen through the stratified and cluster sampling procedure. The students were chosen randomly depending on the regions of their school at...

  20. Arte Juntos/Art Together: Promoting School Readiness among Latino Children through Parent Engagement and Social Inclusion in a Suburban Museum

    Directory of Open Access Journals (Sweden)

    Zoila Tazi

    2015-03-01

    Full Text Available Census data reveal that suburban communities are becoming increasingly diverse. Once considered affluent and predictable places, American suburbs are now confronting increasing poverty rates as well as ethnic, racial and linguistic diversity. Currently, more than half of US Latinos live in the suburbs. Schools and public institutions such as museums are challenged to provide programming that meets the needs of Latinos, who are disproportionately poor (Ackerman and Tazi 2015:3. Promoting school readiness among Latino children is an important effort in maximizing the potential and educational attainment of this growing population. In one suburban community, a school-museum collaboration resulted in a bilingual parent-child program promoting school readiness and social inclusion for Latino families. Arte Juntos/Art Together engaged parents and children using art andculture-based activities that developed observation skills, creativity, critical thinking, vocabulary, and aesthetic appreciation. Celebrating diverse perspectives and self-expression, the program provided access to museums as enriching spaces for informal learning, personal empowerment and social inclusion

  1. School readiness of maltreated preschoolers and later school achievement: The role of emotion regulation, language, and context.

    Science.gov (United States)

    Panlilio, Carlomagno C; Jones Harden, Brenda; Harring, Jeffrey

    2018-01-01

    Guided by bio-ecological theory, this study aimed to: (1) identify heterogeneity in the developmental patterns of emotion regulation for maltreated preschool-aged children; (2) examine the role of gender, language, placement instability, cognitive stimulation, and emotional support on patterns of stability and change of emotion regulation over time; and (3) elucidate the role of emotion regulation/dysregulation patterns on later academic achievement. This study utilized data from the first cohort of the National Survey of Child and Adolescent Well-Being. Results using LCA and LTA models indicated stability and change in emotionally regulated vs. emotionally dysregulated latent classes across 4, 5, and 6 ½ years of age. Placement instability significantly increased the likelihood of being classified as emotionally dysregulated at wave 1. Moreover, children classified as emotionally dysregulated by age 6 ½ scored significantly lower than children who were classified as emotionally regulated on measures of reading and math achievement by age 10. Based on these findings, placement stability at first contact with CPS should be promoted in order to prevent cascading negative effects on emotion regulation. Additionally, children who are more emotionally dysregulated by the time they transition to formal schooling should receive increased socioemotional and socioemotional learning supports. Copyright © 2017 Elsevier Ltd. All rights reserved.

  2. The Key Factors Affecting Students' Individual Interest in School Science Lessons

    Science.gov (United States)

    Cheung, Derek

    2018-01-01

    Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students' individual interest in school science lessons. The…

  3. Do Local Contributions Affect the Efficacy of Public Primary Schools?

    Science.gov (United States)

    Jimenez, Emmanuel; Paqueo, Vicente

    1996-01-01

    Uses cost, financial sources, and student achievement data from Philippine primary schools (financed primarily from central sources) to discover if financial decentralization leads to more efficient schools. Schools that rely more heavily on local sources (contributions from local school boards, municipal government, parent-teacher associations,…

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

    Science.gov (United States)

    Blasco, Maribel

    2004-01-01

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

  5. Do Schools Affect Girls' and Boys' Reading Performance Differently? A Multilevel Study on the Gendered Effects of School Resources and School Practices

    Science.gov (United States)

    van Hek, Margriet; Kraaykamp, Gerbert; Pelzer, Ben

    2018-01-01

    Few studies on male-female inequalities in education have elaborated on whether school characteristics affect girls' and boys' educational performance differently. This study investigated how school resources, being schools' socioeconomic composition, proportion of girls, and proportion of highly educated teachers, and school practices, being…

  6. How Feelings of Safety at School Affect Educational Outcomes

    OpenAIRE

    Johanna Lacoe

    2013-01-01

    Persistent racial and ethnic gaps in educational achievement have focused policy attention on school climate and safety as important elements of educational performance. In a special issue of Educational Researcher focused on safety and order in schools, Cornell and Mayer (2010) argue that school safety and school order are fundamental to studies of the achievement gap, teacher attrition, and student engagement. This paper represents the first large-scale analysis of how feelings of safety at...

  7. Sleep Complaints Affecting School Performance at Different Educational Levels

    OpenAIRE

    Pagel, James F.; Kwiatkowski, Carol F.

    2010-01-01

    The clear association between reports of sleep disturbance and poor school performance has been documented for sleepy adolescents. This study extends that research to students outside the adolescent age grouping in an associated school setting (98 middle school students, 67 high school students, and 64 college students). Reported restless legs and periodic limb movements are significantly associated with lower GPA's in junior high students. Consistent with previous studies, daytime sleepiness...

  8. Does Accreditation Matter? School Readiness Rates for Accredited versus Nonaccredited Child Care Facilities in Florida's Voluntary Pre-Kindergarten Program

    Science.gov (United States)

    Winterbottom, Christian; Piasta, Shayne B.

    2015-01-01

    Accreditation is a widely accepted indicator of quality in early education and includes many of the components cited in broad conceptualizations of quality. The purpose of this study was to examine whether kindergarten readiness rates differed between Florida child care facilities that were and were not accredited by any relevant national…

  9. Readiness for behavioral change and variation in food consumption among adolescents from a school-based community trial in Duque de Caxias, RJ

    Directory of Open Access Journals (Sweden)

    Diana Barbosa Cunha

    2015-09-01

    Full Text Available OBJECTIVE: To investigate the influence of the stage of readiness for changes in food consumption variation among adolescents participating in school-based community trial in Duque de Caxias (RJ, Brazil.METHODS: It is a secondary analysis of a one-year randomized community trial to prevent excessive weight gain in students attending the 5thgrade in 20 public schools in the municipality of Duque de Caxias. The activities conducted discouraged the consumption of sweetened beverages and cookies and encouraged the consumption of fruits and beans. A food frequency questionnaire was applied at the beginning and at the end of the study. The stages of readiness for behavioral change vary in a scale from (1 "I don't think of changing diet" to (5 "I'm already changing my diet successfully". For the longitudinal analyses, we used generalized linear mixed models.RESULTS: There was a greater change in the consumption of fruit and soft drinks among participants in the intervention group who were in the action stage, compared to participants who did not think about changing their diet.CONCLUSION: The proposed strategy may be used to identify population groups with motivation for changes in dietary behavior.

  10. Readiness for behavioral change and variation in food consumption among adolescents from a school-based community trial in Duque de Caxias, RJ.

    Science.gov (United States)

    Cunha, Diana Barbosa; de Souza, Bárbara da Silva Nalin; da Veiga, Glória Valéria; Pereira, Rosangela Alves; Sichieri, Rosely

    2015-01-01

    To investigate the influence of the stage of readiness for changes in food consumption variation among adolescents participating in school-based community trial in Duque de Caxias (RJ), Brazil. It is a secondary analysis of a one-year randomized community trial to prevent excessive weight gain in students attending the 5th grade in 20 public schools in the municipality of Duque de Caxias. The activities conducted discouraged the consumption of sweetened beverages and cookies and encouraged the consumption of fruits and beans. A food frequency questionnaire was applied at the beginning and at the end of the study. The stages of readiness for behavioral change vary in a scale from (1) "I don't think of changing diet" to (5) "I'm already changing my diet successfully". For the longitudinal analyses, we used generalized linear mixed models. There was a greater change in the consumption of fruit and soft drinks among participants in the intervention group who were in the action stage, compared to participants who did not think about changing their diet. The proposed strategy may be used to identify population groups with motivation for changes in dietary behavior.

  11. Do schools affect girls’ and boys’ reading performance differently? A multilevel study on the gendered effects of school resources and school practices

    NARCIS (Netherlands)

    van Hek, M.; Kraaykamp, Gerbert; Pelzer, Ben

    2017-01-01

    Few studies on male–female inequalities in education have elaborated on whether school characteristics affect girls’ and boys’ educational performance differently. This study investigated how school resources, being schools’ socioeconomic composition, proportion of girls, and proportion of highly

  12. Affective Domain Progression in Single-Sex and Coeducational Schools

    Science.gov (United States)

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

    2018-01-01

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

  13. Factors Affecting Teacher Satisfaction in an Urban School District

    Science.gov (United States)

    Halpert, Michael A.

    2011-01-01

    The purpose of this study was to distinguish factors that influence the satisfaction levels of teachers in urban school districts. This work also distinguished factors that directly impacted teachers' level of satisfaction towards their work and their attitude towards the administration of their schools. Forty-one teachers from two kindergarten…

  14. Evaluating School Improvement Plans and Their Affect on Academic Performance

    Science.gov (United States)

    Fernandez, Kenneth E.

    2011-01-01

    The development of a school improvement plan (SIP) has become an integral part of many school reform efforts. However, there are almost no studies that empirically examine the effectiveness of SIPs. The few studies examining the planning activities of organizations have generally focused on the private sector and have not provided clear or…

  15. THE LACK OF RECOGNITION OF OTHERS, AFFECTS SCHOOL LIFE

    Directory of Open Access Journals (Sweden)

    Apolinar López-Miguel

    2016-01-01

    Full Text Available The school is the ideal place to teach to live in ness (ie, work sameness and otherness because we are different but equal in dignity and human rights, also the importance of "peace education" takes place before the deterioration of coexistence, the result of discrimination. We invite the reader to re-think the role of the school as a driving space of peace, being vital interaction school-family-community; promoting in areas: dialogue, tolerance, respect for differences, to build a Peace Education.

  16. Initial Principal Readiness to Interconnect Positive Behavioral Interventions and Supports and School Mental Health: A Sequential Multivariate Exploratory Analysis

    Science.gov (United States)

    Ecker, Andrew Joseph

    2017-01-01

    Approximately 20% of youth in the U.S. are experiencing a mental health challenge; a rate that is said to increase by more than 50% by 2020. Schools are the largest provider of mental health services to youth, yet two of schools' most efficacious evidence-based systems, Positive Behavioral Interventions and Supports (PBIS) and school mental health…

  17. Factors Affecting Aggression in South Korean Middle School Students

    Directory of Open Access Journals (Sweden)

    MiJeong Park, PhD, RN

    2014-12-01

    Conclusion: Findings indicate that depression, academic stress, and grade (second grade influence aggression. To decrease aggressive behavior, it is necessary to provide systematic and political programs in schools and local communities that can ameliorate negative emotional factors like depression and academic stress. Additionally, development of positive factors such as self esteem, decision-making skills, and happiness in middle school students is important to reduce aggression.

  18. Big Sib Students' Perceptions of the Educational Environment at the School of Medical Sciences, Universiti Sains Malaysia, using Dundee Ready Educational Environment Measure (DREEM) Inventory.

    Science.gov (United States)

    Arzuman, Hafiza; Yusoff, Muhamad Saiful Bahri; Chit, Som Phong

    2010-07-01

    A cross-sectional descriptive study was conducted among Big Sib students to explore their perceptions of the educational environment at the School of Medical Sciences, Universiti Sains Malaysia (USM) and its weak areas using the Dundee Ready Educational Environment Measure (DREEM) inventory. The DREEM inventory is a validated global instrument for measuring educational environments in undergraduate medical and health professional education. The English version of the DREEM inventory was administered to all Year 2 Big Sib students (n = 67) at a regular Big Sib session. The purpose of the study as well as confidentiality and ethical issues were explained to the students before the questionnaire was administered. The response rate was 62.7% (42 out of 67 students). The overall DREEM score was 117.9/200 (SD 14.6). The DREEM indicated that the Big Sib students' perception of educational environment of the medical school was more positive than negative. Nevertheless, the study also revealed some problem areas within the educational environment. This pilot study revealed that Big Sib students perceived a positive learning environment at the School of Medical Sciences, USM. It also identified some low-scored areas that require further exploration to pinpoint the exact problems. The relatively small study population selected from a particular group of students was the major limitation of the study. This small sample size also means that the study findings cannot be generalised.

  19. Schoolchildren affected by HIV in rural South Africa: Schools as ...

    African Journals Online (AJOL)

    This article explores how schoolchildren made vulnerable due to HIV and AIDS might cope and even thrive in a rural school environment in South Africa. I argue that ... Keywords: appreciative inquiry, assets, coping, PhotoVoice, psychosocial aspects, research methods, rural settings, visual participatory methods

  20. The Schoolhouse Network: How School Buildings Affect Teacher Collaboration

    Science.gov (United States)

    Spillane, James P.; Shirrell, Matthew

    2018-01-01

    In recent years, teacher collaboration has emerged as an important strategy to drive improvement, informed by research showing how on-the-job interactions can boost teacher development and effectiveness. Schools across the United States are adjusting their professional cultures and workplace practices in response, creating formal opportunities for…

  1. The physical education lesson in Turkish primary schools: Affective ...

    African Journals Online (AJOL)

    In the study students' affective entry characteristics related to Physical Education lessons were examined based on three dimensions: interest towards the lesson, level of motivation in the lesson and educational gains. The study further aimed to investigate how these three dimensions were affected by the gender factor.

  2. Overview: Texas College and Career Readiness Standards

    Science.gov (United States)

    Texas Higher Education Coordinating Board, 2009

    2009-01-01

    The Texas College and Career Readiness Standards define what students should know and be able to accomplish in order to succeed in entry-level college courses or skilled workforce opportunities upon graduation from high school. This paper answers the following questions: (1) Who developed the Texas College and Career Readiness Standards?; (2) What…

  3. Screening 5 and 6 year-old children starting primary school for development and language.

    Science.gov (United States)

    Yılmaz, Deniz; Bayar-Muluk, Nuray; Bayoğlu, Birgül; İdil, Aysun; Anlar, Banu

    2016-01-01

    Beginning school is an important milestone for children. Children's readiness for school involves cognitive, physical, and emotional development. Certain school programs allow children to start first grade after 66 months of age, together with 72 month-old children. In order to estimate school readiness, we screened children before starting first grade and compared their school performance according to their age and socio-demographic characteristics. Marmara School Readiness, Denver II developmental screening, and language assessment tests were applied. Language delays were more frequent and school readiness test scores were lower in the younger group compared to older children. However, school achievement did not differ between the two age groups. Preschool education, parental income and education affected performance in most tests. Preschool screening seems effective in detecting children with lower than average developmental skills, and the school system may provide a practical opportunity for providing support to those children.

  4. An Environmental Scan Tool to Assess District and School Readiness to Support Transgender and Gender Diverse Youth

    Science.gov (United States)

    Savage, Todd A.; Springborg, Heidi; Lagerstrom, Leslie

    2017-01-01

    It is important that districts and schools do everything they can to create and maintain school climates and environments that are sensitive and responsive to the various educational, social, emotional, and behavioral needs of transgender and gender diverse students, regardless of the actual presence of a student who identifies as something other…

  5. A Balanced Approach to Building STEM College and Career Readiness in High School: Combining STEM Intervention and Enrichment Programs

    Science.gov (United States)

    Rakich, Sladjana S.; Tran, Vinh

    2016-01-01

    Often STEM schools and STEM enrichment programs attract primarily high achieving students or those with strong motivation or interest. However, to ensure that more students pursue interest in STEM, steps must be taken to provide access for all students. For a balanced and integrated career development focus, schools must provide learning…

  6. Readiness for Positive Behavioral Interventions and Supports and School Mental Health Interconnection: Preliminary Development of a Stakeholder Survey

    Science.gov (United States)

    Anello, Vittoria; Weist, Mark; Eber, Lucille; Barrett, Susan; Cashman, Joanne; Rosser, Mariola; Bazyk, Sue

    2017-01-01

    Positive behavioral interventions and supports (PBIS) and school mental health (SMH) are prominent initiatives in the United States to improve student behavior and promote mental health and wellness, led by education and mental health systems, respectively. Unfortunately, PBIS and SMH often operate separately in districts and schools, resulting in…

  7. ELEMENTARY TEACHERS’ OPINIONS ABOUT THEIR COMPETENCE REGARDING SCHOOL READINESS IN LITERACY TEACHING-SINIF ÖĞRETMENLERİNİN İLKOKUMA YAZMA ÖĞRETİMİNDE OKUL OLGUNLUĞUNU BELİRLEME VE KULLANMA YETERLİKLERİNE İLİŞKİN GÖRÜŞLERİ

    Directory of Open Access Journals (Sweden)

    Ayşe Nur Kutluca Canbulat

    2017-04-01

    Full Text Available The aim of this research is to reveal the competence of classroom teachers about managing the first reading and writing instruction process in relation to the school readiness which is considered as an effective factor in the first reading and writing instruction. This study employed a descriptive research method and research data was collected using semistructured interview questions. The research data were analyzed using content analysis. Study group is composed of 20 teachers which are selected on the voluntary basis using convenient sampling from 5 different schools in Aksu district in the province of Antalya. According to the findings, it is appeared that; teachers emphasize more physical properties as a condition for learning, reading and writing; Teachers explain the causes of the problems encountered in literacy process with the methods used, neglectful family, and the child's age rather than attributing the causes to teachers’ main responsibilities of knowing their students well and organizing appropriate learning activities for them. Teachers associated school readiness mostly with adaptation to rules and to school and characteristics such as age, height, weight, Whereas teachers stated that maturity can be determined via natural observation, they perceived activities like holding pen, drawing pictures and painting as physical preparation actities. According to the findings, they mentioned the positive and negative effects of determining school readiness; they do not arrange activities to determine students’ school readiness; they carry out planned teaching process in the curriculum but they do not carry out teaching process in line with individual differences and their readiness. Considering the relationships of students’ reading and writing success with their knowledge and experience in learning environment, it is necessary to expand the contents of the lessons in classroom teacher training program about school readiness and

  8. Physical activity and affect in elementary school children's daily lives

    OpenAIRE

    Kühnhausen, Jan; Leonhardt, Anja; Dirk, Judith; Schmiedek, Florian

    2013-01-01

    A positive influence of physical activity (PA) on affect has been shown in numerous studies. However, this relationship has not yet been studied in the daily life of children. We present a part of the FLUX study that attempts to contribute to filling that gap. To this end, a proper way to measure PA and affect in the daily life of children is needed. In pre-studies of the FLUX study, we were able to show that affect can be measured in children with self-report items that are answered using sm...

  9. Affective factors which relate to dance on secondary school level ...

    African Journals Online (AJOL)

    South African Journal for Research in Sport, Physical Education and Recreation. Journal Home · ABOUT ... Motivation, stress, anxiety and self-concept are affective variables which may relate to dance performance. An empirical investigation ...

  10. Do foreclosures affect Boston public school student academic performance?

    OpenAIRE

    Bradbury, Katharine L.; Burke, Mary A.; Triest, Robert K.

    2013-01-01

    Foreclosures have well-documented adverse consequences for families living in or owning properties undergoing foreclosure and on surrounding neighborhoods, but they may also have other costs. This policy brief summarizes our research on the impact of mortgage foreclosures on academic performance among Boston public school students. The data show that students who live at an address that experiences a foreclosure tend to score substantially lower on standardized tests (math and English) and al...

  11. Factors Affecting Jordanian School Adolescents' Experience of Being Bullied.

    Science.gov (United States)

    Shaheen, Abeer M; Hammad, Sawsan; Haourani, Eman M; Nassar, Omayyah S

    The purpose of this study was to identify the Jordanian school adolescents' experience of being bullied, and to examine its association with selected socio-demographic variables. This cross sectional descriptive study used multi-stages cluster sampling technique to recruit a sample of in-school adolescents in Jordan (N=436). The Personal Experiences Checklist was used to measure the experience of bullying. Descriptive statistics and parametric tests were used in the analysis. Relational-verbal bullying was the most common form of bullying while cyber bullying was the least common type. Male adolescents experienced bullying more than females. In addition, adolescents belonging to low-income families experienced bullying more than those from moderate-income families. Finally, being bullied was negatively correlated with academic performance of students. This study indicated that risk factors for bullying are multifaceted which necessitate the development of prevention and intervention strategies to combat bullying taking into consideration these factors. Schools should introduce environmental changes to discourage bullying and establish a policy with specific guidelines of what constitutes bullying behavior and expected disciplinary procedures. Staff training on information about the definition of bullying, current trends, and the effects of bullying is also recommended. Copyright © 2017 Elsevier Inc. All rights reserved.

  12. Contribution entrepreneurial knowledge, skills competence, and self-efficacy to student entrepreneurship readiness of multimedia expertise at vocational high school in Malang

    Science.gov (United States)

    Islami, Pio Arfianova Ftirizky; Elmunsyah, Hakkun; Muladi

    2017-09-01

    This study aims to determine the contribution of entrepreneurship knowledge, skills competence, and self-efficacy to entrepreneurship readiness. The design used in this research using a quantitative approach and knowledge test techniques using regression analysis. The number of samples in this study as many as 181 students. The results showed that there was a significant contribution between entrepreneurship knowledge to entrepreneurship readiness. There is also a significant contribution between the skills competence to entrepreneurship readiness and there is a significant contribution between self-efficacy to entrepreneurship readiness. Futhermore, there is a significant contribution simultaneously between entrepreneurship knowledge, skill competence; self-efficacy to entrepreneurship readiness.

  13. Timing of examinations affects school performance differently in early and late chronotypes

    NARCIS (Netherlands)

    van der Vinne, Vincent; Zerbini, Giulia; Siersema, Anne; Pieper, Amy; Merrow, Martha; Hut, Roelof A.; Roenneberg, Till; Kantermann, Thomas

    Circadian clocks of adolescents typically run lateincluding sleep timesyet adolescents generally are expected at school early in the morning. Due to this mismatch between internal (circadian) and external (social) times, adolescents suffer from chronic sleep deficiency, which, in turn, affects

  14. Assessing Influences on Perceived Training Transfer: An Investigation of Perceptions of Air Force Logistics Readiness Officer Technical School Graduates

    National Research Council Canada - National Science Library

    Hobbs, Sarah E

    2005-01-01

    .... This research specifically investigates how influences/attitudes/beliefs of LRO technical school graduates regarding their training influence their perceptions about the transfer of such training back to the job...

  15. School Factors Explaining Achievement on Cognitive and Affective Outcomes : Establishing a Dynamic Model of Educational Effectiveness

    NARCIS (Netherlands)

    Creemers, Bert; Kyriakides, Leonidas

    2010-01-01

    The dynamic model of educational effectiveness defines school level factors associated with student outcomes. Emphasis is given to the two main aspects of policy, evaluation, and improvement in schools which affect quality of teaching and learning at both the level of teachers and students: a)

  16. Experiences of School Principals with Newcomers from War-Affected Countries in Africa

    Science.gov (United States)

    Okoko, Janet Mola

    2011-01-01

    This article is based on the results of an exploratory study of experiences of 2 urban school principals about leading schools with immigrants from war-affected countries in Africa. It examines how they perceived their preparation for multicultural leadership, and explores lessons that leadership development institutions can learn from their…

  17. A Prospective Study Investigating the Impact of School Belonging Factors on Negative Affect in Adolescents

    Science.gov (United States)

    Shochet, Ian M.; Smith, Coral L.; Furlong, Michael J.; Homel, Ross

    2011-01-01

    School belonging, measured as a unidimensional construct, is an important predictor of negative affective problems in adolescents, including depression and anxiety symptoms. A recent study found that one such measure, the Psychological Sense of School Membership scale, actually comprises three factors: Caring Relations, Acceptance, and Rejection.…

  18. Teachers' Challenges, Strategies, and Support Needs in Schools Affected by Community Violence: A Qualitative Study

    Science.gov (United States)

    Maring, Elisabeth F.; Koblinsky, Sally A.

    2013-01-01

    Background: Exposure to community violence compromises teacher effectiveness, student learning, and socioemotional well-being. This study examined the challenges, strategies, and support needs of teachers in urban schools affected by high levels of community violence. Methods: Twenty teachers from 3 urban middle schools with predominantly…

  19. Affective Self-Regulation Trajectories during Secondary School Predict Substance Use among Urban Minority Young Adults

    Science.gov (United States)

    Griffin, Kenneth W.; Lowe, Sarah R.; Acevedo, Bianca P.; Botvin, Gilbert J.

    2015-01-01

    This study explored the relationship between trajectories of affective self-regulation skills during secondary school and young adult substance use in a large multiethnic, urban sample (N = 995). During secondary school, participants completed a measure of cognitive and behavioral skills used to control negative, unpleasant emotions or perceived…

  20. The Social Context of Readiness.

    Science.gov (United States)

    Nelson, Regena Fails

    This study examined how kindergarten teachers' views of readiness (maturational, learning, or school) are influenced by students from urban, suburban, and rural areas; by minority and non-minority students; and by students from lower and middle class backgrounds. The framework for the study was the social constructivist theory, the theory that all…

  1. Understanding school travel : how residential location choice and the built environment affect trips to school.

    Science.gov (United States)

    2010-01-01

    This project investigates issues related to parents decisions about childrens school transportation. This has become an important area : of research due to the growing concerns that increased reliance on private automobile in school travel has ...

  2. Factors affecting sex education in the school system.

    Science.gov (United States)

    Woo, G W; Soon, R; Thomas, J M; Kaneshiro, B

    2011-06-01

    To describe the current status of school based sex education and to determine predictors of providing a comprehensive sex education curriculum. Cross-sectional mailed survey Hawaii Seventh and eighth grade health teachers Participants were surveyed regarding the content, quality, and influences on sex education for the 2007 to 2008 academic year. Measures of association (chi-square, ANOVA) and multiple logistic regression were used to determine predictors for teaching comprehensive sex education topics including sexually transmitted infections and pregnancy prevention. Approximately 80% of teachers incorporated some form of sex education into their curriculum and 54.4% of teachers incorporated a comprehensive education. Teachers indicated that personal values and the availability of curriculum had the greatest influence on the content of the curriculum. Specific factors which were associated with an increased likelihood of providing a comprehensive curriculum included teaching in a public school (public 66.7% versus private 34.6%, P = 0.01), receiving formal training in sex education (received training 77.8% versus did not receive training 50.0%, P = 0.03) and having contact with a student who became pregnant (contact 72.7% versus no contact 46.7%, P = 0.04). Although most teachers incorporate some form of sex education, only half incorporate a comprehensive curriculum. Personal values as well as teacher resources play an important role in the content of the curriculum. Copyright © 2011 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.

  3. Instructional Alignment of Workplace Readiness Skills in Marketing Education

    Science.gov (United States)

    Martin, Sarah J.; Reed, Philip A.

    2015-01-01

    This study examined high school marketing education teachers' knowledge of workplace readiness skills and whether that knowledge had an impact on student workplace readiness skill achievement. Further, this study examined the usage of Virginia's 13 Workplace Readiness Skills curriculum and identified the teaching methods and instructional…

  4. Does Combining School and Work Affect School and Post-School Outcomes? Longitudinal Surveys of Australian Youth

    Science.gov (United States)

    Anlezark, Alison; Lim, Patrick

    2011-01-01

    In this report the authors seek to answer the question of whether combining school and work is detrimental or beneficial to a student's school educational performance and labour market outcomes. They find that young people who combine school and work are distributed right across the school population. Results show that individuals can combine…

  5. The key factors affecting students' individual interest in school science lessons

    Science.gov (United States)

    Cheung, Derek

    2018-01-01

    Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students' individual interest in school science lessons. The present study aimed to address this gap, using a mixed methods design. Qualitative interview data were collected from 60 Hong Kong junior secondary school students, who were asked to describe the nature of their interest in science lessons and the factors to which they attribute this. Teacher interviews, parent interviews, and classroom observations were conducted to triangulate student interview data. Five factors affecting students' individual interest in school science lessons were identified: situational influences in science lessons, individual interest in science, science self-concept, grade level, and gender. Quantitative data were then collected from 591 students using a questionnaire. Structural equation modelling was applied to test a hypothesised model, which provided an acceptable fit to the student data. The strongest factor affecting students' individual interest in school science lessons was science self-concept, followed by individual interest in science and situational influences in science lessons. Grade level and gender were found to be nonsignificant factors. These findings suggest that teachers should pay special attention to the association between academic self-concept and interest if they want to motivate students to learn science at school.

  6. Development of affective modelling competencies in primary school learners

    Directory of Open Access Journals (Sweden)

    Piera Biccard

    2011-09-01

    Full Text Available Learner affect and beliefs about mathematics are complex and multifaceted aspects of mathematical learning. Traditional teaching and learning approaches in mathematics education often result in problematic beliefs about mathematics. Since beliefs influence what learners learn and how they deal with learning mathematics, it is essential that the roles of beliefs and affect in mathematics classrooms are carefully examined. In solving modelling problems, learners and teachers take on new roles in the classroom: learners are placed in an active, self-directing situation in which they solve real-world problems. When learners engage in modelling tasks, they display and integrate cognitive, meta-cognitive and affective competencies. A modelling approach therefore allows one to detect learner beliefs in an authentic learning environment. Will this environment lead to students having more positive and productive dispositions towards mathematics? This article presents partial results of a study documenting the development of modelling competencies in learners working in groups over a period of 12 weeks. Through a design research approach, 12 learners working in groups solved three modelling problems, and transcriptions of learner interactions, questionnaires and informal interviews revealed that learner beliefs improved over this short period when exposed to modelling tasks. The results are encouraging, and may provide mathematics education with an avenue to develop more positive learner beliefs in mathematics.

  7. Analysis of the 'Educational Climate' in Spanish Public Schools of Dentistry using the Dundee Ready Education Environment Measure: a multicenter study.

    Science.gov (United States)

    Tomás, I; Millán, U; Casares, M A; Abad, M; Ceballos, L; Gómez-Moreno, G; Hidalgo, J J; Llena, C; López-Jornet, P; Machuca, M C; Monticelli, F; Palés, J

    2013-08-01

    To analyse the 'Educational Climate' (EC) of dental students in Spain. The study group consisted of 1391 students from nine Spanish Public Schools of Dentistry, who responded to the questionnaire based on 'Dundee Ready Education Environment Measure' (DREEM). This questionnaire has 50 items that are grouped into five domains: Learning, Teachers, Academic, Atmosphere and Social. The global score on the EC was 123.1 (interpretation: 'EC more positive than negative'). The scores obtained in the different domains were: 28.0 in Learning (interpretation: 'a generally positive perception of learning'), 26.8 in Teachers (interpretation: 'teachers are going in the right direction'), 20.8 in Academic (interpretation: 'feeling more on the positive side'), 29.7 in Atmosphere (interpretation: 'a generally positive atmosphere') and 17.7 in Social (interpretation: 'social perception acceptable'). In seven items (14%), an average of Schools of Dentistry, an average of >100 was achieved in all of them, although there were two centres that showed significantly higher values of EC. Spanish dental students felt that their EC was more positive than negative and considered that the different domains were positive and acceptable. However, they pointed out the existence of several educational problem areas associated with the development of a traditional curriculum. Accordingly, and in parallel with the implementation of an innovative curriculum in all Spanish Dental Schools in the coming years, immediate educational goals must address the problem areas identified, thereby further promoting a more positive perception of EC. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  8. Factors Affecting the Readiness of Medical Doctors and Patients with Chronic Conditions toward the Usage of Smartphones in the Saudi Arabian Healthcare Sector

    OpenAIRE

    Bassam M Al-Mahadeen

    2015-01-01

    Numerous studies have reported the rapid increase in the number of individuals who use smartphones. However, smartphones appear to be increasingly used by healthcare workers, particularly physicians and nurses. Therefore, this study aims to investigate the readiness of medical doctors and patients with chronic conditions in using and adopting smartphones for communication. This study employs the Technology Acceptance Model to examine the behavior of people in using smartphones from the perspe...

  9. Mental Health Curricula at Schools of Pharmacy in the United Kingdom and Recent Graduates’ Readiness to Practice

    Science.gov (United States)

    Taylor, Denise; Branford, Dave

    2013-01-01

    Objective. To assess mental health education in the undergraduate pharmacy curricula in the United Kingdom and gauge how well prepared graduates are to manage mental health patients. Method. The authors conducted semi-structured telephone interviews with pharmacy educators and administered an electronic self-administered survey instrument to pharmacy graduates. Results. The mental health conditions of depression, schizophrenia, bipolar disorder, and Parkinson disease were taught, in detail, by all schools, but more specialized areas of mental health (eg, personality disorder, autism) were generally not taught. Just 5 of 19 schools attempted to teach the broader social aspects of mental health. A third of the schools provided experiential learning opportunities. Graduates and recently registered pharmacists stated that undergraduate education had prepared them adequately with regard to knowledge on conditions and treatment options, but that they were not as well prepared to talk with mental health patients and deal with practical drug management-related issues. Conclusion. The mental health portion of the undergraduate pharmacy curricula in colleges and schools of pharmacy in the United Kingdom is largely theoretical, and pharmacy students have little exposure to mental health patients. Graduates identified an inability to effectively communicate with these patients and manage common drug management-related issues. PMID:24052650

  10. Mental health curricula at schools of pharmacy in the United Kingdom and recent graduates' readiness to practice.

    Science.gov (United States)

    Rutter, Paul; Taylor, Denise; Branford, Dave

    2013-09-12

    To assess mental health education in the undergraduate pharmacy curricula in the United Kingdom and gauge how well prepared graduates are to manage mental health patients. The authors conducted semi-structured telephone interviews with pharmacy educators and administered an electronic self-administered survey instrument to pharmacy graduates. The mental health conditions of depression, schizophrenia, bipolar disorder, and Parkinson disease were taught, in detail, by all schools, but more specialized areas of mental health (eg, personality disorder, autism) were generally not taught. Just 5 of 19 schools attempted to teach the broader social aspects of mental health. A third of the schools provided experiential learning opportunities. Graduates and recently registered pharmacists stated that undergraduate education had prepared them adequately with regard to knowledge on conditions and treatment options, but that they were not as well prepared to talk with mental health patients and deal with practical drug management-related issues. The mental health portion of the undergraduate pharmacy curricula in colleges and schools of pharmacy in the United Kingdom is largely theoretical, and pharmacy students have little exposure to mental health patients. Graduates identified an inability to effectively communicate with these patients and manage common drug management-related issues.

  11. Are We Ready for BYOD? An Analysis of the Implementation and Communication of BYOD Programs in Victorian Schools

    Science.gov (United States)

    Janssen, Kitty Catharina; Phillipson, Sivanes

    2015-01-01

    Many Victorian secondary schools appear to be implementing Bring Your Own Device (BYOD) programs as the Australian Federal government's Digital Education Revolution funding has come to an end for 1-to-1 Learning programs. One of the key elements identified as important for the success of these programs is the clear communication of policies and…

  12. A Case Study: The High/Scope Preschool Curriculum and Kindergarten Readiness in the Pittsgrove Township School District

    Science.gov (United States)

    Thomas, Loren D.

    2010-01-01

    The New Jersey Department of Education has been stressing the value of early childhood education for the past 12 years. Research has clearly demonstrated the value of high-quality preschool programs for preparing children for school and even later life. Particularly in light of the Core Curriculum Content Standards and elementary curriculum, which…

  13. A Developmental Perspective on Workplace Readiness: Preparing High School Students for Success. Research Brief, Publication #2009-24

    Science.gov (United States)

    Lippman, Laura; Keith, Julie

    2009-01-01

    Attention has been focused for decades on the need to improve high school students' preparation for the workplace. Employers report that nearly half of their entry-level employees are inadequately prepared and lack basic communication and critical thinking skills as well as a work ethic. Although a postsecondary credential is considered necessary…

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

    Science.gov (United States)

    Park, Julie J.; Chang, Stephanie H.

    2015-01-01

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

  15. Comparing student and staff perceptions of the "Educational Climate" in Spanish Dental Schools using the Dundee Ready Education Environment Measure.

    Science.gov (United States)

    Tomás, I; Aneiros, A; Casares-de-Cal, M A; Quintas, V; Prada-López, I; Balsa-Castro, C; Ceballos, L; Gómez-Moreno, G; Llena, C; López-Jornet, P; Machuca, M C; Palés, J

    2018-02-01

    To compare the perceptions of students and teachers of the "Educational Climate" (EC) in Spanish public dental schools. A group of 1064 students and 354 teachers from six Spanish public dental schools responded to the DREEM questionnaire. This has 50 items grouped into five subscales: perception of learning (Learning); perception of teachers (Teachers); academic self-perceptions (Academic); perception of the atmosphere in the faculty (Atmosphere); and social self-perceptions (Social). The DREEM scale provides results for each item, each subscale and the overall EC. The EC scores were 123.2 (61.6%) for the students and 134.1 (67.0%) for the teachers (Peducational aspects. Both groups agreed on the need to: improve support systems for students who suffer from stress and reduce teaching based on "factual learning." © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  16. Beyond College Eligibility: A New Framework for Promoting College Readiness. College Readiness Indicator Systems Resource Series

    Science.gov (United States)

    Annenberg Institute for School Reform at Brown University, 2014

    2014-01-01

    The College Readiness Indicator Systems (CRIS) initiative was developed in response to a troubling pattern: More students than ever are enrolling in college after high school, but many of them are not college ready, as evidenced by persistently low rates of college completion. The sense of urgency to close the gap between college eligibility and…

  17. Conceptualizing Student Affect for Science and Technology at the Middle School Level: Development and Implementation of a Measure of Affect in Science and Technology (MAST)

    Science.gov (United States)

    Romine, William L.; Sadler, Troy D.; Wulff, Eric P.

    2017-01-01

    We describe the development of the Measure of Affect in Science and Technology (MAST), and study its usefulness for measuring science affect in middle school students via both classical and Rasch measurement perspectives. We then proceed to utilize the measurement structure of the MAST to understand how middle school students at varying levels of…

  18. Variables Affecting a Level of Practice and Quality of Educational Quality Assurance in Basic Education Schools

    Directory of Open Access Journals (Sweden)

    Jakkapong Prongprommarat

    2016-10-01

    Full Text Available The purposes of this research were to study the Level of Practice and Quality of Educational Quality Assurance in Basic Education Schools of the Office of the Basic Education Commission. The sample consisted of 60 secondnary schools in Office of the basic Education Commission in the provinces of Chaiyaphum, Nakhon Ratchasima, Burirum, Surin and Khon Kaen were drawn by using proportionally with the number of teachers in each school. The data were collected by using (1 the questionnaire on the acting of educational quality assurance in basic education schools. (2 the record form the external assessment of the office for National Education Standards and Quality Assessment, (3 the questionnaire on the director leadership, (2 test of the directors and teachers attitudes towards educational quality assurance, (5 test of the directors and teachers inquirying motive, (6 test of the directors and teachers working responsibility, and (7 the questionnaire on the directors and teachers cooperative. The statistical methods used to analysis the data were mean, standard deviation, coefficient of variation and path analysis. The findings revealed that: 1. The level of acting of educational quality assurance in basic education schools was at a high level. There was just a fairly difference in acting of educational quality assurance in basic education schools. 2. The level of external quality assessment in basic education schools was at a good level. There was just a little difference in external quality assessment in basic education schools. 3. The variables affecting level of acting of educational quality assurance in basic education schools were the level of the school directors attitudes towards educational quality assurance (β = 0.10, the level of the school directors working responsibility (β = 0.13, the level of the teacher attitudes towards educational quality assurance (β = 0.23 and the level of the teachers inquirying motive (β = 0.49 These four

  19. Center-Based Early Care and Education and Children's School Readiness: Do Impacts Vary by Neighborhood Poverty?

    Science.gov (United States)

    Morrissey, Taryn W.; Vinopal, Katie

    2018-01-01

    Neighborhoods provide resources that may affect children's achievement or moderate the influences of other developmental contexts, such as early care and education (ECE). Using a sample (N ˜ 12,430) from the 2010-2011 Early Childhood Longitudinal Study-Kindergarten Cohort, merged with census tract-level poverty data from the 2008-2012 American…

  20. Gender Differences in Introductory University Physics Performance: The Influence of High School Physics Preparation and Affect

    Science.gov (United States)

    Hazari, Zahra

    2006-12-01

    The attrition of females studying physics after high school has been a continuing concern for the physics education community. If females are well prepared, feel confident, and do well in introductory college physics, they may be inclined to study physics further. This quantitative study uses HLM to identify factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that predict female and male performance in introductory college physics. The study includes controls for student demographic and academic background characteristics, and the final dataset consists of 1973 surveys from 54 introductory college physics classes. The results highlight high school physics and affective experiences that differentially predict female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believe that high school physics would help in university physics. There were also experiences that similarly predict female and male performance. The results paint a dynamic picture of the factors from high school physics and the affective domain that influence the future physics performance of females and males. The implication is that there are many aspects to the teaching of physics in high school that, although widely used and thought to be effective, need reform in their implementation in order to be fully beneficial to females and/or males in college.

  1. Factors Affecting the Readiness of Medical Doctors and Patients with Chronic Conditions toward the Usage of Smartphones in the Saudi Arabian Healthcare Sector

    Directory of Open Access Journals (Sweden)

    Bassam M Al-Mahadeen

    2015-01-01

    Full Text Available Numerous studies have reported the rapid increase in the number of individuals who use smartphones. However, smartphones appear to be increasingly used by healthcare workers, particularly physicians and nurses. Therefore, this study aims to investigate the readiness of medical doctors and patients with chronic conditions in using and adopting smartphones for communication. This study employs the Technology Acceptance Model to examine the behavior of people in using smartphones from the perspectives of trust and rural areas. To realize our objective, we conducted a questionnaire survey that involved medical doctors and patients with chronic conditions. Our particular focus was Al Qunfudhah City in Saudi Arabia. More than 200 questionnaires were distributed to people belonging to different healthcare sectors in the rural areas of Al Qunfudhah City. Our aim was to include every possible scenario and to obtain excellent perspectives. The results that we eventually analyzed indicated that trust factor and rural areas significantly influence the readiness of people belonging to the healthcare sector toward using smartphones. The results of our study concur with the findings of other studies. Our results indicate that smartphones and other high-technology gadgets are now necessary and accepted devices in the different healthcare fields. However, further studies should explore the challenges and effects of smartphone use in the healthcare sector.

  2. Nisin, rosemary, and ethylenediaminetetraacetic acid affect the growth of Listeria monocytogenes on ready-to-eat turkey ham stored at four degrees Celsius for sixty-three days.

    Science.gov (United States)

    Ruiz, A; Williams, S K; Djeri, N; Hinton, A; Rodrick, G E

    2009-08-01

    The objectives of this study were to determine the anti-Listeria and general antimicrobial properties of nisin, rosemary, and EDTA alone and in combination on Listeria monocytogenes inoculated on ready-to-eat vacuum-packaged diced turkey ham and to ascertain the effects of the treatments on pH and objective color. The turkey hams were cut into 0.5-cm pieces, inoculated with a L. monocytogenes cocktail containing 5 strains of the bacterium, and treated with either no treatment and no inoculum (negative control), inoculum only (positive control), 0.5% nisin, 20 mM EDTA, 1% rosemary, 0.5% nisin + 20 mM EDTA, 0.5% nisin + 1% rosemary, 0.5% nisin + 20 mM EDTA + 1% rosemary, or 20 mM EDTA + 1% rosemary. All samples were vacuum-packaged, stored for 63 d at 4 degrees C +/- 1 degrees C, and analyzed at 1-wk intervals for total aerobes, L. monocytogenes, lactic acid organisms, pH, and objective color. Nisin, nisin with rosemary, nisin with EDTA, and nisin with rosemary and EDTA treatments reduced (P hams treated with nisin. The EDTA and rosemary treatments alone and in combination were ineffective in inhibiting growth of L. monocytogenes. Although none of the treatments completely eliminated L. monocytogenes, the results indicated that ready-to-eat turkey ham can have significantly decreased L. monocytogenes when treated with nisin alone or in combination with rosemary or EDTA, or both.

  3. Rice University: Innovation to Increase Student College Readiness

    Science.gov (United States)

    Gigliotti, Jennifer

    2012-01-01

    "College readiness" means that a student can enter a college classroom without remediation and successfully complete entry-level college requirements (Conley, 2012). In order for students to be considered college ready, they must acquire skills, content knowledge, and behaviors before leaving high school. Research on high-school performance…

  4. Teachers' challenges, strategies, and support needs in schools affected by community violence: a qualitative study.

    Science.gov (United States)

    Maring, Elisabeth F; Koblinsky, Sally A

    2013-06-01

    Exposure to community violence compromises teacher effectiveness, student learning, and socioemotional well-being. This study examined the challenges, strategies, and support needs of teachers in urban schools affected by high levels of community violence. Twenty teachers from 3 urban middle schools with predominantly low-income African American students completed open-ended interviews. Selected schools were in geographic areas with high violent crime levels. Consistent with an ecological risk and resilience framework, findings revealed that teachers experienced challenges and adopted coping strategies at the individual, family, school, and community levels. Teachers employed a number of strategies associated with resilience, such as prayer and seeking support from family and colleagues, but also engaged in some avoidant strategies, such as emotional withdrawal and avoiding difficult students. Findings suggest interventions to improve school safety and reduce the negative impact of violence-related stressors. Teacher training in behavior management, effective school leadership, improved school security, peer mediation, expanded mental health services, and parent involvement may promote resilience among both teachers and their students. © 2013, American School Health Association.

  5. The relationship between affect and constructivism as viewed by middle school science teachers

    Science.gov (United States)

    Black, Denise L.

    The purpose of this research was to examine middle school science teachers' perceptions of their students' affective behaviors at each level of the affective domain (receiving, responding, valuing, organization, characterization of value system), perceptions of the usefulness of constructivism as a curricular theory, and constructivist teaching strategies. This study investigated the relationship between affect and constructivism to determine if constructivist strategies can predict levels of affective behavior. Affect is a broad generalization that includes elements (i.e., interests, attitudes, values, emotions, and feelings). The importance of this research relates to enhancing learning, increasing achievement, participatory democracy, and facilitating understanding of science, as well as promoting the development of higher order thinking skills. A nonexperimental, descriptive research design was used to determine the relationship between affect and constructivism. A total of 111 middle school teachers participated in this study. Three instruments were used in this study: Taxonomy of Affective Behavior (TAB), Survey of Science Instruction (SSI), and a short demographic survey. Statistical significance obtained from one-sample t-tests provided evidence that teachers were aware that the affective domain was a viable construct. Statistical evidence of one-sample t-tests provided evidence that teachers perceived constructivism was useful to teach science to middle school students. Pearson product moment correlations results indicated statistically significant relationships between perceptions of constructivism and associated constructivist teaching strategies. Stepwise multiple linear regression analysis revealed a relationship between affect and constructivism. Teacher responses indicated they felt constrained from implementing constructivism due to an emphasis on testing. Colleges of education, curriculum specialists, science teachers, and school districts may

  6. ASSOCIATION BETWEEN AFFECTS AND REPRESENTATIONS INVOLVED IN THE SCHOOL LEARNING ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    Andreia Osti

    2017-04-01

    Full Text Available This study assumes that the affective dimensions involves the process of planning and developing pedagogical practices and are an important factor in determining the nature of relations between the students and the various objects of knowledge. In this sense, the study aimed to analyze how students represent the affective aspects of both the teaching and learning process and what are their perceptions of the learning environment. The participants were 120 students of the 5th year of elementary school of public schools in the metropolitan region of Campinas, 60 of those students having satisfactory academic performance and 60 having learning disabilities. To gather the data, three instruments were used: “Psychopedagogical Educational Par Proof”, “AffectionsZanon Scale” and “Teacher Expectations Scale”. The results revealed that students with learning disabilities differ significantly from those with adequate performance. Students with learning difficulties establish fewer ties with the formal school learning and for their teachers and this portrays non-school situations while students with satisfactory performance have a better understanding of the expectations of their teachers and this shows that they have a more emotional relationship with the school environment. It is believed that this study contributes to the understanding of the relationship between the feelings experienced by students in the context of the classroom and its implications for the academic performance of the same. Keywords: Positive Psychology. Interpersonal relationships. Learning experiences.

  7. Effects of a Kundalini Yoga Program on Elementary and Middle School Students' Stress, Affect, and Resilience.

    Science.gov (United States)

    Sarkissian, Meliné; Trent, Natalie L; Huchting, Karen; Singh Khalsa, Sat Bir

    2018-04-01

    The Your Own Greatness Affirmed (YOGA) for Youth program delivers yoga to urban inner-city schools with the goal of providing practical benefits that support underserved children at high risk of behavioral and emotional problems. A 10-week YOGA for Youth program delivered 1 to 2 times per week was implemented in 3 schools in urban neighborhoods to examine the effect of the program on student stress, affect, and resilience. Thirty children were administered the Perceived Stress Scale, the Positive and Negative Affect Schedule, and the Resilience Scale before and after the yoga program. After the program, informal qualitative interviews were conducted with school teachers, yoga teachers, and students to determine the overall impact of the yoga program. The quantitative results of this study indicated that the yoga program significantly improved students stress (p < 0.05), positive affect (p < 0.05), and resilience (p < 0.001). The qualitative results indicated that students, school teachers, and yoga teachers all found the program to be beneficial for students' well-being. Taken together, these data suggest that the YOGA for Youth program may provide students in low-income urban schools with behavioral skills that will protect against risk factors associated with the development of behavioral and emotional problems.

  8. A Capstone Project Using the Gap Analysis Model: Closing the College Readiness Gap for Latino English Language Learners with a Focus on School Support and School Counseling Resources

    Science.gov (United States)

    Jimenez, Evelyn

    2013-01-01

    This capstone project applied Clark and Estes' (2008) gap analysis framework to identify performance gaps, develop perceived root causes, validate the causes, and formulate research-based solutions to present to Trojan High School. The purpose was to examine ways to increase the academic achievement of ELL students, specifically Latinos, by…

  9. Predictors of Osteopathic Medical Students' Readiness to Use Health Information Technology.

    Science.gov (United States)

    Jacobs, Robin J; Iqbal, Hassan; Rana, Arif M; Rana, Zaid; Kane, Michael N

    2017-12-01

    The advent of health information technology (HIT) tools can affect the practice of modern medicine in many ways, ideally by improving quality of care and efficiency and reducing medical errors. Future physicians will play a key role in the successful implementation of HIT. However, osteopathic medical students' willingness to learn, adopt, and use technology in a health care setting is not well understood. To understand osteopathic medical students' knowledge, attitudes, and behaviors regarding HIT and to identify factors that may be related to their readiness to use HIT. Using a cross-sectional approach, quantitative surveys were collected from students attending a large osteopathic medical school. Multivariate regression modeling was used to determine whether knowledge, attitudes, behaviors, and personal characteristics were associated with students' readiness to use HIT in future clinical practice. Six hundred four students responded to at least 70% of the survey and were included in the analysis. Multivariate modeling successfully explained the 26% of variance in predicting students' readiness to use HIT (F8,506=22.6, Ptechnology use, younger age, being male, and prior exposure to technology were associated with readiness to use HIT. Understanding students' level of HIT readiness may help guide medical education intervention efforts to better prepare future osteopathic physicians for HIT engagement and use. Innovative approaches to HIT education in medical school curricula that include biomedical informatics may be necessary.

  10. Pedagogical Factors Affecting Integration of Computers in Mathematics Instruction in Secondary Schools in Kenya

    Science.gov (United States)

    Wanjala, Martin M. S.; Aurah, Catherine M.; Symon, Koros C.

    2015-01-01

    The paper reports findings of a study which sought to examine the pedagogical factors that affect the integration of computers in mathematics instruction as perceived by teachers in secondary schools in Kenya. This study was based on the Technology Acceptance Model (TAM). A descriptive survey design was used for this study. Stratified and simple…

  11. Does perceived teacher affective support matter for middle school students in mathematics classrooms?

    Science.gov (United States)

    Sakiz, Gonul; Pape, Stephen J; Hoy, Anita Woolfolk

    2012-04-01

    The purpose of the present study was to explore the importance of perceived teacher affective support in relation to sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy, and academic effort in middle school mathematics classrooms. A self-report survey was administered to 317 seventh- and eighth-grade students in 5 public middle schools. Structural equation modeling indicated significant associations between perceived teacher affective support and middle school students' motivational, emotional, and behavioral outcomes. The structural model explained a significant proportion of variance in students' sense of belonging (42%), academic enjoyment (43%), self-efficacy beliefs (43%), academic hopelessness (18%), and academic effort (32%) in mathematics classrooms. In addition to providing the basis for a concise new measure of perceived teacher affective support, these findings point to the importance of students' perceptions of the affective climate within learning environments for promoting academic enjoyment, academic self-efficacy, and academic effort in mathematics. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  12. Societal Changes Affecting Primary School Education after the Second World War in Finland

    Science.gov (United States)

    Paksuniemi, Merja; Niemisalo, Sari

    2016-01-01

    To demonstrate how changes in both foreign and domestic environments after the Second World War affected primary education and teacher training in Finland, the article presents a historical picture of the post-war reality of the school system, based on a review of sources that include laws, decrees, curricula, textbooks and previous research. The…

  13. Antecedent Factors Affecting Academic Performance of Graduate Students at the Nairobi Evangelical Graduate School of Theology

    Science.gov (United States)

    Mbogo, Rosemary Wahu

    2016-01-01

    This paper reports the findings of a Master's level thesis work that was done in 1997 to assess the antecedent factors affecting the academic performance of graduate students at the Nairobi Evangelical School of Theology (N.E.G.S.T.), which is currently Africa International University (AIU). The paper reviews the effect of lack of finance on…

  14. Some Factors That Affecting the Performance of Mathematics Teachers in Junior High School in Medan

    Science.gov (United States)

    Manullang, Martua; Rajagukguk, Waminton

    2016-01-01

    Some Factor's That Affecting The Mathematic Teacher Performance For Junior High School In Medan. This research will examine the effect of direct and indirect of the Organizational Knowledge towards the achievement motivation, decision making, organizational commitment, the performance of mathematics teacher. The research method is a method of…

  15. Factors Affecting Christian Parents' School Choice Decision Processes: A Grounded Theory Study

    Science.gov (United States)

    Prichard, Tami G.; Swezey, James A.

    2016-01-01

    This study identifies factors affecting the decision processes for school choice by Christian parents. Grounded theory design incorporated interview transcripts, field notes, and a reflective journal to analyze themes. Comparative analysis, including open, axial, and selective coding, was used to reduce the coded statements to five code families:…

  16. Student and School Factors Affecting Mathematics Achievement: International Comparisons between Korea, Japan and the USA

    Science.gov (United States)

    Shin, Jongho; Lee, Hyunjoo; Kim, Yongnam

    2009-01-01

    The purpose of the study was to comparatively investigate student- and school-level factors affecting mathematics achievement of Korean, Japanese and American students. For international comparisons, the PISA 2003 data were analysed by using the Hierarchical Linear Modeling method. The variables of competitive-learning preference, instrumental…

  17. The relationship between affective response to social comparison and academic performance in high school

    NARCIS (Netherlands)

    Wehrens, M.J.P.W.; Buunk, Abraham (Bram); Lubbers, M.J.; Dijkstra, Pieternel; Kuyper, H.; Van der Werf, M.P.C.

    The goal of the present study was to study the relationship between affective responses to social comparison and test scores among high school students Our analyses showed that three types of responses to social comparison could be distinguished: an empathic, constructive, and destructive response.

  18. PISA 2012 Analysis of School Variables Affecting Problem-Solving Competency: Turkey-Serbia Comparison

    Directory of Open Access Journals (Sweden)

    Emine YAVUZ

    2017-12-01

    Full Text Available According to the OECD's PISA 2012 Turkey problem-solving report, Turkey and Serbia are at the same mathematical literacy level. However, Serbia's average of problem-solving competency is said to be higher than Turkey's. In this study, school variables that affect problem-solving competency of the two countries were examined and compared. The method of the study was causal comparison method, and HLM analysis was performed on data of 4494 students from 147 schools in Turkey sample and 4059 students from 132 schools in Serbia sample separately. As a result of HLM analysis, "obstacle and family donation" variable for Serbia and "abandon, teacher morale and mathematics competition" variable for Turkey were statistically significant. Although it was found that for each countries different variables influence the problem-solving competency, it was quite remarkable that these variables are in common in that they are components of the school climate concept.

  19. Gender and Daily School: Dilemmas and Prospects of the School Intervention in the Affective-Sexual Socialization of Adolescents

    Directory of Open Access Journals (Sweden)

    Rodrigo Pereira da Rocha Rosistolato

    2009-01-01

    Full Text Available This article examines the classification of gender used by teachers who develop projects on sexual education in Rio de Janeiro to explain the views and the dilemmas of school intervention in the affective-sexual socialization of adolescents. The empirical material that supports the arguments is composed by 16 in-depth interviews, conducted with teachers responsible for school spaces where sexual education projects are developed in basic schools of Rio de Janeiro: The Centers of Adolescents Multipliers (Núcleos de Adolescentes Multiplicadores-/NAM‘s. Remarks were also made in a training course for teachers who wish to work with sexual education in school. The representations of gender classifications presented range from modern to traditional concerning femininity and masculinity. The projects were coordinated mostly by teachers, and pupils’ participation was basically composed of women. The teachers sought consistency between their performance in school and family spaces. But at the same time that they guided their students to combat the inequalities of gender, they had doubts and uncertainties about the possibility of educating their own children according to ideals of gender equality, especially the sons. Familiar situations contrasted with performances in the classroom, presenting tensions between denial and assertion of masculinity and traditional femininities.

  20. Mindfulness Training in Primary Schools Decreases Negative Affect and Increases Meta-Cognition in Children

    Science.gov (United States)

    Vickery, Charlotte E.; Dorjee, Dusana

    2016-01-01

    Studies investigating the feasibility and impact of mindfulness programs on emotional well-being when delivered by school teachers in pre-adolescence are scarce. This study reports the findings of a controlled feasibility pilot which assessed acceptability and emotional well-being outcomes of an 8-week mindfulness program (Paws b) for children aged 7–9 years. The program was delivered by school teachers within a regular school curriculum. Emotional well-being was measured using self-report questionnaires at baseline, post-training and 3 months follow-up, and informant reports were collected at baseline and follow-up. Seventy one participants aged 7–9 years were recruited from three primary schools in the UK (training group n = 33; control group n = 38). Acceptability of the program was high with 76% of children in the training group reporting ‘liking’ practicing mindfulness at school, with a strong link to wanting to continue practicing mindfulness at school (p mindfulness and emotion regulation scores from baseline to post-training (p = 0.038) and baseline to follow-up (p = 0.033). Findings from this study provide initial evidence that the Paws b program in children aged 7–9 years (a) can be feasibly delivered by primary school teachers as part of the regular curriculum, (b) is acceptable to the majority of children, and (c) may significantly decrease negative affect and improve meta-cognition. PMID:26793145

  1. The Association of Readiness for Interprofessional Learning with empathy, motivation and professional identity development in medical students.

    Science.gov (United States)

    Visser, Cora L F; Wilschut, Janneke A; Isik, Ulviye; van der Burgt, Stéphanie M E; Croiset, Gerda; Kusurkar, Rashmi A

    2018-06-07

    The Readiness for Interprofessional Learning Scale is among the first scales developed for measurement of attitude towards interprofessional learning (IPL). However, the conceptual framework of the RIPLS still lacks clarity. We investigated the association of the RIPLS with professional identity, empathy and motivation, with the intention of relating RIPLS to other well-known concepts in healthcare education, in an attempt to clarify the concept of readiness. Readiness for interprofessional learning, professional identity development, empathy and motivation of students for medical school, were measured in all 6 years of the medical curriculum. The association of professional identity development, empathy and motivation with readiness was analyzed using linear regression. Empathy and motivation significantly explained the variance in RIPLS subscale Teamwork & Collaboration. Gender and belonging to the first study year had a unique positive contribution in explaining the variance of the RIPLS subscales Positive and Negative Professional Identity, whereas motivation had no contribution. More compassionate care, as an affective component of empathy, seemed to diminish readiness for IPL. Professional Identity, measured as affirmation or denial of the identification with a professional group, had no contribution in the explanation of the variance in readiness. The RIPLS is a suboptimal instrument, which does not clarify the 'what' and 'how' of IPL in a curriculum. This study suggests that students' readiness for IPE may benefit from a combination with the cognitive component of empathy ('Perspective taking') and elements in the curriculum that promote autonomous motivation.

  2. Gender Stereotyping and Affective Attitudes Towards Science in Chinese Secondary School Students

    Science.gov (United States)

    Liu, Mingxin; Hu, Weiping; Jiannong, Shi; Adey, Philip

    2010-02-01

    This study explores explicit and implicit gender-science stereotypes and affective attitudes towards science in a sample of Chinese secondary school students. The results showed that (1) gender-science stereotyping was more and more apparent as the specialization of science subjects progresses through secondary school, becoming stronger from the 10th grade; girls were more inclined to stereotype than boys while this gender difference decreased with increasing grade; (2) girls tend to have an implicit science-unpleasant/humanities-pleasant association from the 8th grade, while boys showed a negative implicit attitude towards science up to the 11th grade. In self-report, girls preferred humanities to science, while boys preferred science to humanities; (3) implicit affective attitude was closely related to implicit stereotype. In particular, implicit affective attitude has a stronger predictive power on stereotype than the other way around, the result of which may have more significance for girls.

  3. Commentary on "Finance, Management, and Costs of Public and Private Schools in Indonesia" and "Do Local Contributions Affect the Efficiency of Public Primary Schools?"

    Science.gov (United States)

    Berger, Mark C.

    1996-01-01

    Studies on Indonesia and the Philippines in this special issue examine how local financial control affects costs of providing primary schooling. In both countries, schools with greater financial decentralization operated more efficiently. These results have important implications for U.S. schools, where decentralization reforms in Kentucky and…

  4. Power quality affects teacher wellbeing and student behavior in three Minnesota Schools

    International Nuclear Information System (INIS)

    Havas, Magda; Olstad, Angela

    2008-01-01

    Background: Poor power quality (dirty electricity) is ubiquitous especially in schools with fluorescent lights and computers. Previous studies have shown a relationship between power quality and student behavior/teacher health. Objectives: The purpose of this study is to determine the ability of power line filters to reduce dirty electricity in a school environment and to document changes in health and behavior among teachers and students. Method: We installed Graham Stetzer filters and dummy filters and measured power quality in three Minnesota Schools. Teachers completed a daily questionnaire regarding their health and the behavior of their students for an 8-week period. Teachers were unaware of which filters were installed at any one time (single blind study). Results: Dirty electricity was reduced by more than 90% in the three schools and during this period teacher health improved as did student behavior in the middle/elementary schools. Headaches, general weakness, dry eyes/mouth, facial flushing, asthma, skin irritations, overall mood including depression and anxiety improved significantly among staff. Of the 44 teachers who participated 64% were better, 30% were worse, and 6% did not change. Behavior of high school students did not improve but elementary/middle school students were more active in class; more responsive, more focused; had fewer health complaints; and had a better overall learning experience. Conclusions: Dirty electricity in schools may be adversely affecting wellbeing of teachers and behavior of their students, especially younger students in middle and elementary school. Power line filters improve power quality and may also protect those who are sensitive to this energy. Work on electric and magnetic field metrics with and without Stetzer filters urgently needs to be carried out to determine just what characteristics of the dirty electricity may be interacting with the people

  5. The Practices of Admission to School and the Effectiveness of Individualized Supported Education

    Science.gov (United States)

    Kutluca Canbulat, Ayse Nur; Tuncel, Meric

    2012-01-01

    This study has been prepared by assessing students' level of readiness to school about the subjects of Language, Psychomotor, Affective, Social, and Cognition developments and to support the development of students who are incapable in those fields of the first grade students who started primary school. The Kiel Test of Admission to School has…

  6. From Readiness to Action: How Motivation Works

    Directory of Open Access Journals (Sweden)

    Kruglanski Arie W.

    2014-09-01

    Full Text Available We present a new theoretical construct labeled motivational readiness. It is defined as the inclination, whether or not ultimately implemented, to satisfy a desire. A general model of readiness is described which builds on the work of prior theories, including animal learning models and personality approaches, and which aims to integrate a variety of research findings across different domains of motivational research. Components of this model include the Want state (that is, an individual’s currently active desire, and the Expectancy of being able to satisfy that Want. We maintain that the Want concept is the critical ingredient in motivational readiness: without it, readiness cannot exist. In contrast, some motivational readiness can exist without Expectancy. We also discuss the role of incentive in motivational readiness. Incentive is presently conceived of in terms of a Match between a Want and a Perceived Situational Affordance. Whereas in classic models incentive was portrayed as a first order determinant of motivational readiness, here we describe it as a second order factor which affects readiness by influencing Want, Expectancy, or both. The new model’s relation to its theoretical predecessors, and its implications for future research, also are discussed.

  7. Factors affecting condom use among junior secondary school pupils in South Africa

    Directory of Open Access Journals (Sweden)

    Karl Peltzer

    2000-10-01

    Full Text Available The aim of the study is to investigniefi2ctors affecting condom use among junior Secondary School pupi1s in South Africa. The sample included 446 Grade 10 Secondary school pupils, 200 (44.896 ma1e and 246 (55.2%,females within the age range of I0 to 30 years (M age 16.6 years, SD = 2.5 from three rural schools in one region of the Northern Province in South Africa. Main outcomes measures included sexual activity and condom use (12 items, source of “condom” information (12 items, knowledge of correct condom use (10 items, a 16-item AIDS Health Belief Scale and a 28-item Condom Use Self-Efficiency Scale. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

  8. Effects of parent-child affective quality during high school years on subsequent substance use.

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    Ekaterina S. Ralston

    2012-04-01

    Full Text Available The literature indicates that the quality of affective relationships between youth and parents is associated with lower levels of a range of problem behaviors during childhood, early and late adolescence. While the protective effect of parental monitoring on substance use in the high school and post high school years has been demonstrated, there is a knowledge gap concerning effects of parent-child affective quality (PCAQ during the same periods. We tested a conceptual theoretical model to examine the effects of PCAQ on substance use following high school. The sample was from a RCT that assessed adolescents in rural Iowa from the seventh grade through two years after high school (N=456. We specified direct effects of PCAQ in 12th grade on drunkenness, smoking and illicit drug use during the two years immediately following high school graduation. We also specified the effects of early substance use initiation (alcohol, tobacco and marijuana use reported at baseline on later use. The direct effect of PCAQ in 12th grade on substance use was significant for all substances during at least one of the two years past graduation (ypg. Results were: drunkenness 1 ypg, β=-.126, p<.05; smoking 1 ypg, β=-.119, p<.05; 2 ypg, β=-.146, p<.05; illicit drug use 2 ypg, β=-.165, p<.05. Some significant indirect effects of PCAQ at baseline, via PCAQ at 12th grade, were found. Results also indicated significant direct effects of early initiation on two of the three substances, albeit with a different pattern of effects over time for each substance by years post high school. Importantly, while early initiation remains the strongest predictor of long-term tobacco and illicit drug use, results show how PCAQ might reduce its harmful effects.

  9. Factors affecting nocturnal enuresis amongst school-aged children: brief report

    OpenAIRE

    Ashrafalsadat Hakim; Farshid Kompani; Mohammad Bahadoram

    2015-01-01

    Enuresis is the inability to control urination during sleep. It is one of the most common childhood urologic disorders. Nocturnal enuresis refers to the occurrence of involuntary voiding at night after 5 years. Persistent nocturia can decrease self-esteem, increase anxiety and other emotional problems in children. The aim of this study is to evaluate the factors affecting nocturia amongst school-aged children. Methods: This cross- sectional study was conducted on 200 children over a period...

  10. 2. Rhythmical Creativity in Duple and Triple Meter of Students of Early-School Education in the Light of Their Stabilised Musical Aptitudes and Rhythm Readiness to Improvise

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    Kołodziejski Maciej

    2018-03-01

    Full Text Available The article presents the results of (author's own research on the students of earlyschool education imitation and the rhythmical improvisation in the light of their stabilised musical aptitudes measured with Edwin E. Gordon's AMMA test and also Edwin E. Gordon's readiness to rhythm improvisation readiness record (RIRR. In the first part of the research the students imitated some rhythmical patterns diversified in terms of difficulty in duple and triple meter and the subsequent part concerned guiding the oral rhythmical dialogue (on the BAH syllable by the teacher with the application of various rhythmical motives in different metres. The students' both imitative and improvising performances were rated by three competent judges. What was undertaken was searching for the relations between musical aptitudes, improvisation readiness and the pupils' rhythmical imitation and improvisation abilities.

  11. Affect

    NARCIS (Netherlands)

    Cetinic, M.; Diamanti, J.; Szeman, I.; Blacker, S.; Sully, J.

    2017-01-01

    This chapter historicizes four divergent but historically contemporaneous genres of affect theory – romantic, realist, speculative, and materialist. While critics credited with the turn to affect in the 1990s wrote largely in the wake of poststructuralism from the perspective of gender and queer

  12. Aspects of School Violence Affecting Coexistence Among Socio-Educational Actors

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    Rosa Margarita Sáenz Rojo

    2017-02-01

    Full Text Available The research was conducted at the Industrial Technical School Robinsoniana “Laudelino Mejia” Municipio Trujillo, Trujillo State Parroquia Cristobal Mendoza. Venezuela. Nonviolence, both in theory and in practice, it is for UNESCO rejection of violence and seeks the resolution of conflicts and the realization of common objectives from a constructivist perspective. Throughout 2001, it said Agency launched the initiative of a collection of examples of “good practices” for conflict resolution in the school world, both formal and non-formal level. The purpose of the study was to reveal aspects of school violence affecting coexistence among socio-educational actors. Study was oriented from ethnography, which is interested in the systematic approach to a social situation, considered globally in their natural context. Information collected, transcribed and arranged to develop the different categories of analysis, so that school life as subjective category, subcategories emerged: coexist harmoniously rights responsibly, assertive communication. As relates to school violence emerged: indiscipline, damage to the institution, physical and psychological violence, teaching practice assertiveness. Ending with reflections.

  13. Comparison of Nutritional Status Among, Flood Affected and Unaffected School Aged Children

    International Nuclear Information System (INIS)

    Mohsin, S.N.; Aasim, M.; Ghous, R.; Fatima, M.

    2017-01-01

    Background: Natural disasters like floods affect large human populations by not only displacing them temporarily but also poses nutritional issues to women and children. Objectives: To determine the long term effects of floods, on the nutritional status of school going children in Pakistan. Study design, settings and duration: A cross sectional study which was conducted in public schools of district Nowshera which is a large district of province Khyber Pakhtunkhwa, Pakistan from February 2012 to March 2014. Subjects and Methods: A total of 353 children aged 6-14 years were enrolled. There were 190 children from flood affected areas and 163 controls from unaffected areas. Using height, weight, age and gender, malnutrition indicators like acute malnutrition, chronic malnutrition and underweight were calculated to evaluate effect of flood on these children after 20 months of the calamity. Weight for age (WAZ) was used to measure underweight, height for age (HAZ) to measure stunted growth, and weight for height (WHZ) to measure wasting or acute malnutrition. The malnutrition indicators which were positively associated with floods were further evaluated for associated factors. Results The frequency of acute malnutrition or wasting (WHZ) among flood affected children was 23.7 percent as compared to 16.5 percent among unaffected children while the frequency of underweight (WAZ) in flood affected areas was 42.1 percent as against 36.8 percent in unaffected areas (both were not significant). The frequency of chronic malnutrition or stunting (AZ) was 35.8 percent in affected and 27.6 percent in unaffected children (p< 0.041) and was the only positively associated indicator with exposure to floods. Factors associated with chronic malnutrition were age of the child, maternal education, history of fever, administration of de-worming medication and diarrhea. Conclusion: Floods had a long term effect on nutritional status of school aged children as shown by chronic malnutrition

  14. Special Education and Subject Teachers' Self-Perceived Readiness to Teach Mathematics to Low-Performing Middle School Students

    Science.gov (United States)

    Ekstam, Ulrika; Korhonen, Johan; Linnanmäki, Karin; Aunio, Pirjo

    2018-01-01

    Educational reforms during the last decade have led to a more inclusive environment for students with different needs and have placed demands on teachers' readiness to instruct diverse students in the general classroom. Previous research has ascertained that student achievement is correlated with teacher quality and teachers' efficacy beliefs.…

  15. Ready-to-eat cereals are key sources of selected micronutrients among schoolchildren from public and private elementary schools in Quetzaltenango, Guatemala.

    NARCIS (Netherlands)

    Montenegro-Bethancourt, G.; Vossenaar, M.; Kuijper, L.D.J.; Doak, C.M.; Solomons, N.W,

    2009-01-01

    This cross-sectional dietary survey aimed to assess the consumption and relative nutrient contribution of ready-to-eat cereals (RTEC) among schoolchildren from 2 social classes in an urban center in the Guatemalan province of Quetzaltenango. A total of 449 24-hour dietary records were collected

  16. Gender differences in introductory university physics performance: The influence of high school physics preparation and affect

    Science.gov (United States)

    Hazari, Zahra Sana

    The attrition of females studying physics after high school is a concern to the science education community. Most undergraduate science programs require introductory physics coursework. Thus, success in introductory physics is necessary for students to progress to higher levels of science study. Success also influences attitudes; if females are well-prepared, feel confident, and do well in introductory physics, they may be inclined to study physics further. This quantitative study using multilevel modeling focused on determining factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that influenced female and male performance in introductory university physics. The study controlled for some university/course level characteristics as well as student demographic and academic background characteristics. The data consisted of 1973 surveys from 54 introductory physics courses within 35 universities across the US. The results highlight high school physics and affective experiences that differentially influenced female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects, cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believed that high school physics would help in university physics. There were also experiences that had a similar influence on female and male performance. Positively related to performance were: covering fewer topics for longer periods of time, the history of physics as a recurring topic, physics-related videos, and test/quiz questions that involved calculations and/or were drawn from standardized tests. Negatively related to performance were: student-designed projects, reading/discussing labs the day before performing them, microcomputer based laboratories, discussion after demonstrations, and family

  17. Why Do We Need Future Ready Librarians? That Kid.

    Science.gov (United States)

    Ray, Mark

    2018-01-01

    In this article, the author examines the need of the Future Ready Librarians (FRL) initiative. The FRL Framework helps define how librarians might lead, teach, and support schools based on the core research-based components defined by Future Ready. The framework and initiative are intended to be ways to change the conversation about school…

  18. FORMING THE READINESS OF UNIVERSITY TEACHERS TO WORK IN POSTGRADUATE PEDAGOGICAL EDUCATION

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    Iryna Trubavina

    2017-04-01

    Full Text Available The problem of teaching adult students in the system of postgraduate pedagogical education should be considered not only from the point of view of the students, but also from the point of teachers’ view. Training is a two-way process. In this article national studies on this problem are initially summarized. The methodology of research of postgraduate pedagogical education is singled out. These are such scientific approaches as synergetics and andragogics. The author proves the need for universities to train teachers specially for interaction with adult students who already work as teachers in schools, have very much motivation for study, their own personal and professional experience, may be older than their university teachers, require subject-subject communication. This all affects the specifics of teaching and requires a different willingness to work with such students and correspondent courses at universities. The article is devoted to forming modern university teachers’ readiness to work in postgraduate pedagogical education. The features of such readiness content are first determined by the author as the content, value and operational components of teacher readiness for work. This gives the article practical significance. The results can be extended to the training of all teachers of higher pedagogical educational institutions, that indicate the social significance of the article. The originality of the article is determining the specific content of the components of the teachers’ readiness to work in postgraduate pedagogical education. Forming the teacher’s readiness for training adult students in the system of postgraduate teacher education should include knowledge, skills and values of work. The prospects for research are building and implementing a model of forming the university teachers’ readiness for such work on the basis of andragogy and synergetics, taking into account the specified content of the components of teacher

  19. Aggression Profiles in the Spanish Child Population: Differences in Perfectionism, School Refusal and Affect

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    María Vicent

    2018-01-01

    Full Text Available The aim of this study was to identify the existence of combinations of aggression components (Anger, Hostility, Physical Aggression and Verbal Aggression that result in different profiles of aggressive behavior in children, as well as to test the differences between these profiles in scores of perfectionism, school refusal and affect. It is interesting to analyze these variables given: (a their clinical relevance due to their close relationship with the overall psychopathology; and (b the need for further evidence regarding how they are associated with aggressive behavior. The sample consisted of 1202 Spanish primary education students between the ages of 8 and 12. Three aggressive behavior profiles for children were identified using Latent Class Analysis (LCA: High Aggression (Z scores between 0.69 and 0.7, Moderate Aggression (Z scores between −0.39 and −0.47 and Low Aggression (Z scores between −1.36 and −1.58. These profiles were found for 49.08%, 38.46% and 12.48% of the sample, respectively. High Aggression scored significantly higher than Moderate Aggression and Low Aggression on Socially Prescribed Perfectionism (SPP, Self-Oriented Perfectionism (SOP, the first three factors of school refusal (i.e., FI. Negative Affective, FII. Social Aversion and/or Evaluation, FIII. To Pursue Attention, and Negative Affect (NA. In addition, Moderate Aggression also reported significantly higher scores than Low Aggression for the three first factors of school refusal and NA. Conversely, Low Aggression had significantly higher mean scores than High Aggression and Moderate Aggression on Positive Affect (PA. Results demonstrate that High Aggression was the most maladaptive profile having a high risk of psychological vulnerability. Aggression prevention programs should be sure to include strategies to overcome psychological problems that characterize children manifesting high levels of aggressive behavior.

  20. The New Approaches to Improve the Morpho-Functional Readiness for Systematic School Training of Six-Year Old Children with Iron Deficiency

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    S.A. Mokiia-Serbinа

    2016-02-01

    Full Text Available Objective: to increase morpho-functional readiness for systematic school training of six-year old children with iron deficiency. Materials and methods. The study included 155 six-year old children in preschools with diagnosed iron deficiency and 50 healthy children. Patients were randomized into the basic group (52 children with established latent iron deficiency and 25 persons with iron deficiency anemia I degree and comparison group (53 children with latent iron deficiency and 25 children with iron deficiency anemia I degree. Children with iron deficiency received standard iron therapy. In the basic group combined drug with multicomponent action was additionally used. There were studied such parameters as anthropometric (height, weight, chest perimeter, fine motor skills of hands, biological (change of first teeth, the ratio of the circumference of the head to the body length, the degree of ossification of the left hand skeleton. Results. Under the combined therapy anthropometric parameters and fine motor hand skills restored to the level of healthy children reliably faster. Parameters ofbiological development improved in both groups with no statistical difference. Conclusions. Iron therapy supplied by multi-component drug in six-year old children with iron deficiency enhances their morpho-functional readiness for systematic school training.

  1. The Frequency and Affecting Factors of Smoking Among the High School Teachers in Konya

    Directory of Open Access Journals (Sweden)

    Ruhusen Kutlu

    2007-08-01

    Full Text Available This study was carried out to describe the prevalence of smoking and analyze the affecting factors on smoking among the high school teachers. This descriptive and cross-sectional study was performed among 213 high school teachers working at 6 high schools selected among 37 high schools in Konya randomly between 20 February 2006-30 May 2006. Of 213 high school teachers who participated in the study, 152 (71.4% were men, 61 (28.6% were women, the lowest age was 22, the highest age was 60 and the mean age was 41,45±8,20. The prevalence of current smokers was [ (every day smokers 38.0% (n=81 plus occasional smokers 4.7% (n=10] 42.7% (n=91, former smokers 21.6% (n=46, never smokers 35.7% (n=76, quit ratio [quit ratio is defined as the number of former smokers divided by the number of ever smokers (current and former smokers] was 33.6%, respectively. The lowest age at starting smoking was 10, the highest age was 40 and the median age was 18 years old. The median value of Fagerstrom dependence was 3 and 73.7% (n=67 was placed at a low and very low addiction degree. When the correlation between smoking behavior and socio-demographic characteristics was investigated, being 15-19 aged was statistically regarded as important to start smoking (X2=47.8, p0.05. There was a smoking room (96.4% for teachers in the high schools who participated in the research. However, this restriction was obeyed by the rate of 57.4%, and it was sometimes (62.8% possible that somebody could see the smoker teachers in the corridors of the school. Of the smokers, 65.3% smoked in their houses and 90.6% stated that smoking adversely affected their children. [TAF Prev Med Bull. 2007; 6(4: 273-278

  2. Implementation of project based learning on the Prakerin subject of vocational high school students of the building engineering to enhance employment skill readiness of graduates in the construction services field

    Science.gov (United States)

    Sugandi, Machmud

    2017-09-01

    Implementation of the Prakerin subject in the field of Building Engineering study program in vocational high school (VHS) are facing many issues associated to non-compliance unit of work in the industry and the expected competencies in learning at school. Project Based Learning (PBL) is an appropriate model learning used for Prakerin subject to increase student competence as the extension of the Prakerin implementation in the construction industry services. Assignments based on the selected project during their practical industry work were given to be completed by student. VHS students in particular field of Building Engineering study program who has been completed Prakerin subject will have a better job readiness, and therefore they will have an understanding on the knowledge, skills, and attitudes and good vision on the construction project in accordance with their experience during Prakerin work in the industry.

  3. FACTORS AND ATTITUDES AFFECTING SEXUAL BEHAVIOUR AND SEX PRACTICES AMONG SECONDARY SCHOOL STUDENTS IN ENUGU.

    Directory of Open Access Journals (Sweden)

    2016-11-01

    Full Text Available The study aimed to evaluate factors and attitudes affecting sexual behaviour and sex practices of secondary school students, and to suggest changes necessary for preventing and/or reducing HIV transmission among them. 1009 multi-staged sampled secondary school students aged 10-20 years completed the anonymous interviews. 973(96.4% were Christians and 711(70.5% day students. Premarital sex was approved of by185(18.3% of the respondents while 596(59.1% claimed they would continue to abstain till they get married; 252(25.0% will abstain for some years while 136(13.5% will abstain for months. 181(17.9% believed that abstaining from sex is an abnormal behavior, that HIV/AIDS was a hoax. 573(56.8% agreed that HIV/AIDs is a disease from which they could protect themselves while 387(38.4% thought otherwise. Only 581(57.6% of the respondents would seek advice if they found they were HIV positive. 797(79% of the respondents were afraid of HIV infection while 520(351.5% said that someone in their family might become infected. Attitudinal factors showed statistically significant variation with gender, age, school and class of the respondents. A good number also practice homosexuality and lesbianism. Appropriate information about sexuality education and the negative consequences of early sexual exposure, STIs/HIV/AIDS and teenage pregnancy should be provided in public schools.

  4. An Investigation of Factors Affecting Elementary School Students’ BMI Values Based on the System Dynamics Modeling

    Directory of Open Access Journals (Sweden)

    Tian-Syung Lan

    2014-01-01

    Full Text Available This study used system dynamics method to investigate the factors affecting elementary school students’ BMI values. The construction of the dynamic model is divided into the qualitative causal loop and the quantitative system dynamics modeling. According to the system dynamics modeling, this study consisted of research on the four dimensions: student’s personal life style, diet-relevant parenting behaviors, advocacy and implementation of school nutrition education, and students’ peer interaction. The results of this study showed that students with more adequate health concepts usually have better eating behaviors and consequently have less chance of becoming obese. In addition, this study also verified that educational attainment and socioeconomic status of parents have a positive correlation with students’ amounts of physical activity, and nutrition education has a prominent influence on changing students’ high-calorie diets.

  5. An investigation of factors affecting elementary school students' BMI values based on the system dynamics modeling.

    Science.gov (United States)

    Lan, Tian-Syung; Chen, Kai-Ling; Chen, Pin-Chang; Ku, Chao-Tai; Chiu, Pei-Hsuan; Wang, Meng-Hsiang

    2014-01-01

    This study used system dynamics method to investigate the factors affecting elementary school students' BMI values. The construction of the dynamic model is divided into the qualitative causal loop and the quantitative system dynamics modeling. According to the system dynamics modeling, this study consisted of research on the four dimensions: student's personal life style, diet-relevant parenting behaviors, advocacy and implementation of school nutrition education, and students' peer interaction. The results of this study showed that students with more adequate health concepts usually have better eating behaviors and consequently have less chance of becoming obese. In addition, this study also verified that educational attainment and socioeconomic status of parents have a positive correlation with students' amounts of physical activity, and nutrition education has a prominent influence on changing students' high-calorie diets.

  6. Readiness for Living Technology

    DEFF Research Database (Denmark)

    Peronard, Jean-Paul

    2013-01-01

    This paper is a comparative analysis between workers in healthcare with high and low degree of readiness for living technology such as robotics. To explore the differences among workers’ readiness for robotics in healthcare, statistical analysis was conducted in the data set obtained from 200...

  7. Ready Texas: Stakeholder Convening. Proceedings Report

    Science.gov (United States)

    Intercultural Development Research Association, 2016

    2016-01-01

    With the adoption of substantial changes to Texas high school curricula in 2013 (HB5), a central question for Texas policymakers, education and business leaders, families, and students is whether and how HB5 implementation impacts the state of college readiness and success in Texas. Comprehensive research is needed to understand the implications…

  8. How does public service motivation among teachers affect student performance in schools?

    DEFF Research Database (Denmark)

    Andersen, Lotte Bøgh; Heinesen, Eskil; HolmPedersen, Lene

    2014-01-01

    using an objective outcome measure (the students' academic performance in their final examinations). Combining survey data and administrative register data in a multilevel data set, we are able to control very robustly for the specific characteristics of the students (n = 5,631), the schools (n = 85......The literature expects public service motivation (PSM) to affect performance, but most of the existing studies of this relationship use subjective performance data and focus on output rather than outcome. This article investigates the association between PSM and the performance of Danish teachers...

  9. 中小學行動學習準備度探究與分析 Support-Object-Personnel Mobile-Learning Readiness Model for Primary and Secondary Schools

    Directory of Open Access Journals (Sweden)

    游雅婷 Ya-Ting Yu

    2016-12-01

    Full Text Available 有效整合行動學習資源並在執行行動學習前完成充分準備,是學校創新並達到成功的第一步,然而,當前並無相關準備度評估工具能提供給學校參考。本研究目的在發展行動學習準備度以作為學校實施行動學習前的自我檢核評估工具,並依此分析中小學行動學習準備度現況。研究透過文獻檢閱、焦點團體座談、問卷調查等歷程,以探索性因素分析、單一樣本t檢定、弗里曼等級平均數與卡方檢定等統計方法進行分析,最後由正在進行行動學習的71 所中小學(11 所國中、60 所國小)填寫本研究編製的行動學習準備度線上問卷。研究對象有焦點團體座談4人、問卷調查198 人,以及代表學校填寫行動學習準備度問卷71 人,皆為執行過資訊融入教學的教育人員。研究結果顯示:一、行動學習準備度可分為S:「支持系統」、O:「物件設備」、P:「參與人員」三大面向,以及10 個指標、30 個子指標。二、中小學行動學習準備度填寫結果,在三大面向的成績尚屬平均,其中以「領導者能力」指標成績最高、「校務平台」指標成績最低。 Efficiently integrating mobile learning resources is an essential step in developing a successful innovative education system that can enhance perceptions and stimulate preparations for M-learning among school administrators and faculty members. Currently, tools for measuring M-learning readiness and instruments that can productively evaluate M-learning readiness are extremely limited. This study proposed the support-object-personnel (SOP m-learning readiness model to assess the capacity for m-learning readiness in primary and secondary schools in Taiwan. Through a literature review and focus group interviews (N = 4, several standards were identified. Questionnaires (N =198 were developed and then implemented to conduct a valid survey

  10. Affect School for chronic benign pain patients showed improved alexithymia assessments with TAS-20

    Directory of Open Access Journals (Sweden)

    Thulesius Hans O

    2010-06-01

    Full Text Available Abstract Background Alexithymia is a disturbance associated with psychosomatic disorders, pain syndromes, and a variety of psychiatric disorders. The Affect School (AS based on Tomkins Affect Theory is a therapy focusing on innate affects and their physiological expressions, feelings, emotions and scripts. In this pilot study we tried the AS-intervention method in patients with chronic benign pain. Methods The AS-intervention, with 8 weekly group sessions and 10 individual sessions, was offered to 59 patients with chronic non-malignant pain at a pain rehabilitation clinic in Sweden 2004-2005. Pre and post intervention assessments were done with the Hospital Anxiety and Depression scale (HAD, the Toronto Alexithymia Scale-20 (TAS-20, the Visual Analogue Scale for pain assessment (VAS-pain, the European Quality of Life health barometer (EQoL and the Stress and Crisis Inventory-93 (SCI-93. After the group sessions we used Bergdahl's Questionnaire for assessing changes in interpersonal relations, general well-being and evaluation of AS. Results The AS intervention was completed by 54 out of 59 (92% patients. Significant reductions in total TAS-20 post-test scores (p = 0.0006 as well as TAS-20 DIF and DDF factors (Difficulties Identifying Feelings, and Difficulties Describing Feelings were seen (p = 0.0001, and p = 0.0008 while the EOT factor (Externally Oriented Thinking did not change. Improvements of HAD-depression scores (p = 0.04, EQoL (p = 0.02 and self-assessed changes in relations to others (p Conclusions This pilot study involving 59 patients with chronic benign pain indicates that the alexithymia DIF and DDF, as well as depression, social relations and quality of life may be improved by the Affect School therapeutic intervention.

  11. Factors affecting dance exercise performance in students at a special needs school.

    Science.gov (United States)

    Ito, Yukiko; Hiramoto, Izumi; Kodama, Hideya

    2017-09-01

    In Japan, dance exercise has been introduced as a compulsory element of health and physical education, but there is a considerable discrepancy in the levels of performance among students with intellectual disability (ID) at special needs schools. The aim of this study was therefore to identify the factors affecting the performance of dance exercise in students with ID. A 4 month dance exercise program was implemented for junior high school students at a special needs school, and the performance of 32 students at 22 sessions was assessed quantitatively according to calorie use during exercise and performance proficiency score. The measures were compared according to gender, age, body mass index, diagnosis, and development quotient (DQ) score. Performance in many students improved with repetition and reached the highest attainment level at around the third month. Male gender and older age had a significant positive impact on calorie use, whereas diagnosis of Down syndrome and higher DQ score had a significant positive impact on proficiency score. Four students with poor performance were all female students with autism. This study provides some possible explanations for differences in the levels of dance performance among students with ID. © 2017 Japan Pediatric Society.

  12. Factors Affecting Burnout and School Engagement among High School Students: Study Habits, Self- Efficacy Beliefs, and Academic Success

    Science.gov (United States)

    Bilge, Filiz; Tuzgol Dost, Meliha; Cetin, Bayram

    2014-01-01

    This study examines high school students' levels of burnout and school engagement with respect to academic success, study habits, and self-efficacy beliefs. The data were gathered during the 2011-2012 school year from 633 students attending six high schools located in Ankara, Turkey. The analyses were conducted on responses from 605 students. The…

  13. Does Augmented Reality Affect High School Students' Learning Outcomes in Chemistry?

    Science.gov (United States)

    Renner, Jonathan Christopher

    Some teens may prefer using a self-directed, constructivist, and technologic approach to learning rather than traditional classroom instruction. If it can be demonstrated, educators may adjust their teaching methodology. The guiding research question for this study focused on how augmented reality affects high school students' learning outcomes in chemistry, as measured by a pretest and posttest methodology when ensuring that the individual outcomes were not the result of group collaboration. This study employed a quantitative, quasi-experimental study design that used a comparison and experimental group. Inferential statistical analysis was employed. The study was conducted at a high school in southwest Colorado. Eighty-nine respondents returned completed and signed consent forms, and 78 participants completed the study. Results demonstrated that augmented reality instruction caused posttest scores to significantly increase, as compared to pretest scores, but it was not as effective as traditional classroom instruction. Scores did improve under both types of instruction; therefore, more research is needed in this area. The present study was the first quantitative experiment controlling for individual learning to validate augmented reality using mobile handheld digital devices that affected individual students' learning outcomes without group collaboration. This topic was important to the field of education as it may help educators understand how students learn and it may also change the way students are taught.

  14. The Families of America's Peacekeepers: Their Impact on Readiness in the 21st Century

    National Research Council Canada - National Science Library

    Krueger, Norma

    2001-01-01

    .... Family readiness is important because individual and unit readiness are affected by the degree to which families have developed the skills and attitudes required to handle the demands of military life...

  15. Conceptualizing Student Affect for Science and Technology at the Middle School Level: Development and Implementation of a Measure of Affect in Science and Technology (MAST)

    Science.gov (United States)

    Romine, William L.; Sadler, Troy D.; Wulff, Eric P.

    2017-10-01

    We describe the development of the Measure of Affect in Science and Technology (MAST), and study its usefulness for measuring science affect in middle school students via both classical and Rasch measurement perspectives. We then proceed to utilize the measurement structure of the MAST to understand how middle school students at varying levels of affect express their interest and attitudes toward science and technology and gender differences in how students express their affect. We found that affect in science and technology comprises a main dimension, science interest, and four peripheral dimensions: interest in careers in science and technology, attitudes toward science, and interest in attending science class. Of these, careers in science and technology carry the highest affective demand. While males showed higher levels of personal and situational interest in science, a greater interest in careers in science and technology was the biggest contributor to males' higher affect toward science and technology. We argue that whether the MAST is used as a measure of a single construct or multiple subconstructs depends upon specific research or evaluation goals; however, both uses of the MAST yield measures which produce valid inferences for student affect.

  16. Does Risk Perception Affect Alcohol Consumption among Secondary School Students in Jamaica?

    Science.gov (United States)

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

    2018-04-23

    Background: Alcohol consumption among young people is a major public health problem world-wide and in Jamaica. A number of factors have been reported to affect alcohol use among high school students. The aim of this study was to investigate the influence of perception of the harmfulness of alcohol on alcohol use among secondary school students in Jamaica. Methods: Data collected from a nationally representative sample of 3,365 students were analyzed. Descriptive and inferential statistics were performed using SPSS. Results: Students’ perception of risk of drinking alcohol frequently and getting drunk respectively had positive and significant associations with past month alcohol use (AOR= 1.44, 95% CI= 1.09- 1.88 and AOR= 1.38, 95% CI= 1.02- 1.86, respectively) compared to students who felt that drinking alcohol frequently and getting drunk were very harmful. Males, 12 years or younger were significantly less likely to use alcohol in the past month (AOR= 0.77, 95% CI=0.60- 0.97; AOR= 0.68, 95% CI= 0.53-0.97 respectively). Students with good relationship with their mothers were less likely to use alcohol in the past year and past month (AOR= 0.55, 95% CI= 0.35-0.87; AOR= 0.50, 95% CI= 0.32- 0.78). Conclusion: Risk perception of the harmfulness of alcohol significantly affects alcohol use among secondary school students in Jamaica. Males, 12 years or younger, who had good relationship with mothers, were significantly less likely to use alcohol in past month Creative Commons Attribution License

  17. Factors affecting condom use among senior secondary school pupils in South Africa.

    Science.gov (United States)

    Peltzer, K

    2000-11-01

    The aim of the study was to investigate factors affecting condom use among senior secondary school pupils in South Africa. Objectives were to identify the sociodemographic characteristics and sexual history, knowledge about correct condom use, source of condom information, AIDS health beliefs, self efficacy of condom use, correlates and predictors of condom use in Grade 12 students. Cross sectional survey. 460 Grade 12 secondary school pupils from three rural schools. The sample included 460 Grade 12 secondary school pupils, 170 (37%) males and 290 (63%) females in the age range of 16 to 30 years (mean age 19.7 yrs, SD = 2.5). Self reported sexual activity and condom use (12 items); source of 'condom' information (12 items); knowledge of correct condom use (10 items); a 16 item AIDS Health Belief Scale and a 28 item Condom Use Self-Efficacy Scale. About half of those sexually active (52.6% males and 40.5% females) reported never having used condoms. About 90% levels of correct answers on condom knowledge were found for the items of "protection against AIDS" and "expire date of condoms". Knowing someone with HIV/AIDS was related to current condom use and a history of STD with lifetime condom use. The four AIDS beliefs sub-scales were all related to self efficacy of condom use. Behavioural norm to use condoms, attitudes towards condom use, normative beliefs to use of condoms and subjective norm to use condoms were all related to condom use intention. Normative beliefs and subjective norms to use condoms were both negatively related with lifetime condom use, current condom use, and self efficacy in condom use. Normative beliefs, attitudes and subjective norms about condoms predicted condom use intention, AIDS susceptibility and AIDS benefits predicted condom use with last sexual partner, and AIDS benefits and AIDS barriers predicted condom use intention. Findings have relevant implications and are discussed in the context of developing an educational or intervention

  18. Affective profiles in Italian high school students: life satisfaction, psychological well-being, self-esteem, and optimism

    Directory of Open Access Journals (Sweden)

    Annamaria eDi Fabio

    2015-09-01

    Full Text Available The affective profiles model distinguishes between individuals who are self-fulfilling (high positive affect, low negative affect, high affective (high positive affect, high negative affect, low affective (low positive affect, low negative affect, and self-destructive (low positive affect, high negative affect. The literature shows that the affective profiles model has been used with Swedish people in particular in order to determine differences among profiles in relation to life satisfaction, psychological well-being, self-esteem, and optimism. The present research investigated these differences in Italian high school students. Two studies were conducted: the first with 156 Italian high school students and the second with 148 Italian high school students. The first study analyzed differences among affective profiles with regard to life satisfaction and psychological well-being while the second study analyzed differences among affective profiles with regard to self-esteem and optimism. In the first study, the Positive and Negative Affect Schedule (PANAS, the Satisfaction With Life Scale (SWLS, and the Meaningful Life Measure (MLM were administered to the participants. In the second study, the Positive and Negative Affect Schedule (PANAS, the Self-Esteem Scale (SES, the Life Orientation Test - revised (LOT-r were administered to the participants. The results of the first study showed that, with respect to the other profiles, the self-fulfilling participants had greater life satisfaction and psychological well-being. The results of the second study showed that, with respect to the other profiles, the self-fulfilling participants had higher self-esteem and optimism. These results revealed differences among affective profiles regarding life satisfaction, psychological well-being, self-esteem, and optimism in the Italian context as well thereby offering new possibilities for cross-cultural research and for enhancing self-fulfilling profiles.

  19. The presence of asthma, the use of inhaled steroids, and parental education level affect school performance in children.

    Science.gov (United States)

    Tsakiris, A; Iordanidou, M; Paraskakis, E; Tsalkidis, A; Rigas, A; Zimeras, S; Katsardis, C; Chatzimichael, A

    2013-01-01

    Childhood asthma is a frequent cause of absenteeism that affects school performance. We aimed to investigate the impact of asthma on absenteeism and school performance level of elementary and high school students. Data about sociodemographics, absenteeism, and academic achievement were obtained from 1539 students attending 98 schools in Greece. School performance was assessed for the last two years of school attendance using parents' and teachers' reports and grade point average promotion. The mean of the days of absence of students with asthma was higher compared to the healthy students (6.2 ± 11.7 versus 0.3 ± 3.1, resp., P absenteeism than those with increased healthcare use for asthma (4.3 ± 8.6 versus 12.4 ± 17.0 days, resp., P Absenteeism was associated with poor school performance for the last two years of school (P = 0.002) and with lower grade point promotion in elementary school students (P = 0.001) but not in high school students (P = 0.316). Higher level of parental education was associated with better school performance (P performance (OR = 0.64, P = 0.049, 95%CI = 0.41-1.00) in elementary students. Students with asthma using inhalers were four times more likely to perform excellently in elementary school (OR = 4.3, P = 0.028, 95%CI = 1.17-15.95) than their asthmatic peers with alternative asthma treatments. Conclusions. Asthma and increased healthcare use enhance school absenteeism. Inhaled steroid use and the higher parental education level were the most important predicting factors for good school performance in elementary school asthmatic children.

  20. A Psychometric Analysis of the Positive and Negative Affect Schedule for Children-Parent Version in a School Sample

    Science.gov (United States)

    Ebesutani, Chad; Okamura, Kelsie; Higa-McMillan, Charmaine; Chorpita, Bruce F.

    2011-01-01

    The current study was the 1st to examine the psychometric properties of the Positive and Negative Affect Schedule for Children-Parent Version (PANAS-C-P) using a large school-based sample of children and adolescents ages 8 to 18 (N = 606). Confirmatory factor analysis supported a 2-factor (correlated) model of positive affect (PA) and negative…

  1. The Effects of a Rational-Emotive Affective Education Program for High-Risk Middle School Students.

    Science.gov (United States)

    LaConte, Michael A.; And Others

    1993-01-01

    Investigated effects of participation in developmentally appropriate affective education program. Middle school students (n=23), identified as high risk for dropping out and also as learning disabled or emotionally disturbed, were assigned to experimental and control conditions. Participants in affective education group met for 15 weeks.…

  2. Affective profiles in Italian high school students: life satisfaction, psychological well-being, self-esteem, and optimism.

    Science.gov (United States)

    Di Fabio, Annamaria; Bucci, Ornella

    2015-01-01

    The affective profiles model distinguishes between individuals who are self-fulfilling (high positive affect, low negative affect), high affective (high positive affect, high negative affect), low affective (low positive affect, low negative affect), and self-destructive (low positive affect, high negative affect). The literature shows that the affective profiles model has been used with Swedish people in particular in order to determine differences among profiles in relation to life satisfaction, psychological well-being, self-esteem, and optimism. The present research investigated these differences in Italian high school students. Two studies were conducted: the first with 156 Italian high school students and the second with 148 Italian high school students. The first study analyzed differences among affective profiles with regard to life satisfaction and psychological well-being while the second study analyzed differences among affective profiles with regard to self-esteem and optimism. In the first study, the Positive and Negative Affect Schedule (PANAS), the Satisfaction with Life Scale, and the Meaningful Life Measure were administered to the participants. In the second study, the PANAS, the Self-Esteem Scale, the Life Orientation Test-revised were administered to the participants. The results of the first study showed that, with respect to the other profiles, the self-fulfilling participants had greater life satisfaction and psychological well-being. The results of the second study showed that, with respect to the other profiles, the self-fulfilling participants had higher self-esteem and optimism. These results revealed differences among affective profiles regarding life satisfaction, psychological well-being, self-esteem, and optimism in the Italian context as well thereby offering new possibilities for cross-cultural research and for enhancing self-fulfilling profiles.

  3. Technology Readiness Level Guidebook

    Science.gov (United States)

    2017-09-01

    This guidebook provides the necessary information for conducting a Technology Readiness Level (TRL) Assessment. TRL Assessments are a tool for determining the maturity of technologies and identifying next steps in the research process. This guidebook...

  4. The contribution of schools to supporting the well being of children affected by HIV in eastern Zimbabwe

    DEFF Research Database (Denmark)

    Pufall, Erica L.; Gregson, Simon; Eaton, Jeffrey W.

    2014-01-01

    Objectives:Schools are often cited as a source of support for orphans and children affected by HIV/AIDS in populations experiencing generalized HIV epidemics and severe poverty. Here we investigate the success of schools at including and supporting the well being of vulnerable children in rural Z...... quality may enhance the well being of primary school-age children in eastern Zimbabwe. Local community context also plays an important role in child well being....... measures of school quality (one general and one HIV-specific) and use multivariable regression to test whether these were associated with improved educational outcomes and well being for vulnerable children. Results:School quality was not associated with primary or secondary school attendance...

  5. Trends and Tensions: Australian and International Research about Starting School

    Science.gov (United States)

    Dockett, Sue; Perry, Bob

    2013-01-01

    This paper details and compares the discernible trends observed in a wide-ranging review of the recent starting school literature in Australia and beyond. More than half of the research reviewed considers children's readiness for school. This research is critiqued through a three-way view of readiness: child readiness, school readiness and support…

  6. Health, schooling, needs, perspectives and aspirations of HIV infected and affected children in Botswana: a cross-sectional survey.

    Science.gov (United States)

    Anabwani, Gabriel; Karugaba, Grace; Gabaitiri, Lesego

    2016-07-22

    Antiretroviral treatment means many HIV infected children are surviving with a highly stigmatised condition. There is a paucity of data to inform policies for this growing cohort. Hence we carried out a study on the health, schooling, needs, aspirations, perspectives and knowledge of HIV infected and affected children in Botswana. A cross-sectional survey using interviews and focus group discussions among HIV infected children aged 6-18 years versus HIV aged matched HIV uninfected counterparts living in the same households between August 2010 and March 2011. Supplemental clinical data was abstracted from medical records for HIV infected participants. Nine hundred eighty-four HIV infected and 258 affected children completed the survey. Females predominated in the affected group (63.6 % versus 50.3 %, P School attendance was high in both groups (98.9 % versus 97.3 %, P = 0.057). HIV infected children were mostly in primary school (grades 3-7) while affected children were mostly in upper primary or secondary grades. Sixty percent HIV infected children reported having missed school at least 1 day in the preceding month. Significantly more infected than affected children reported experiencing problems at school (78 % versus 62.3 %, P School related problems included poor grades, poor health/school attendance, stigma and inadequate scholastic materials. The wish-list for improving the school environment was similar for both groups and included extra learning support; better meals; protection from bullying/teasing; more scholastic materials, extracurricular activities, love and care; structural improvements; improved teacher attendance and teaching approaches. Significantly more HIV infected children reported feeling hungry all the time (50.6 % versus 41 %, P = 0.007) and more trouble hearing (26.8 % versus 12.5 %, P = 0.028). The mean age for HIV disclosure 10 years was high. Sexual activity (9.2 % versus 3 %, P = 0.001) and emotions of

  7. Do healthy school meals affect illness, allergies and school attendance in 8- to 11-year-old children? A cluster-randomised controlled study.

    Science.gov (United States)

    Laursen, R P; Lauritzen, L; Ritz, C; Dyssegaard, C B; Astrup, A; Michaelsen, K F; Damsgaard, C T

    2015-05-01

    A nutritionally adequate diet in childhood is important for health and resistance of allergies and infections. This study explored the effects of school meals rich in fish, vegetables and fibre on school attendance, asthma, allergies and illness in 797 Danish 8- to 11-year-old children. No comparable studies conducted in high-income settings have been identified. The OPUS School Meal Study was a cluster-randomised cross-over trial. Children from third and fourth grades at nine Danish schools received school meals or usual packed lunch (control) for two 3-month periods. Occurrence and duration of illnesses, asthma and allergies during the last 14 days were recorded by parental questionnaires at baseline and after each 3-month period. Self-reported well-being was assessed by visual analogue scales. The school meals did not affect school attendance, parent-reported occurrence or duration of asthma and allergies or self-reported well-being. The most common symptoms of illness were stomach pain (24%), headache (28%) and cold (24%). A slightly higher number of children experienced headaches in the school meal (27%) compared with the control period (22%) (P=0.02). However, subgroup analyses showed that this effect was only seen in children eating school meals in the classroom (P=0.007), and not in common dining areas (P=0.2). No effect was found on other symptoms of illness. Provision of nutritionally balanced school meals did not affect school attendance, asthma, allergies, illness or well-being in 8- to 11-year-old children. The slight increase in occurrence of headaches seems to be related to the physical eating environment.

  8. External Factors, Internal Factors and Self-Directed Learning Readiness

    Science.gov (United States)

    Ramli, Nurjannah; Muljono, Pudji; Afendi, Farit M.

    2018-01-01

    There are many factors which affect the level of self-directed learning readiness. This study aims to investigate the relationship between external factors, internal factors and self-directed learning readiness. This study was carried out by using a census method for fourth year students of medical program of Tadulako University. Data were…

  9. Psychological Challenges Affecting Primary School Going Orphans In Wanganui Community Zimbabwe.

    Directory of Open Access Journals (Sweden)

    Mbwirire John

    2017-04-01

    Full Text Available This study sought to identify psychological challenges affecting primary school orphans in Wanganui Community in Zimbabwe. The study employed a mixed method approach combining questionnaires with teachers and care givers interview sessions with orphans and in-depth interviews with community socialdevelopment worker. The study finds that lack of love lack of attention and withdrawal were the main signs and symptoms of psychological challenge in the community. The study revealed that the term and symptoms of psychological challenges were understood differently between African context and Western context. The study recommended that action must be taken as soon as possible once the signs and symptoms which include lack of love lack of attention to rectify the psychological challenges faced by the community.

  10. Aspects of Teacher Education that Affect Student Success in Arizona Public High Schools

    Directory of Open Access Journals (Sweden)

    Faith Elizabeth Andreasen

    2009-03-01

    Full Text Available This study was designed to investigate what aspects of teacher education (if any affect student success. Questionnaires were mailed to a random sample of high- and low-performing urban and rural public high schools across Arizona. Quantitative variables that were researched include the level of degree a teacher attains, the route a teacher chooses to achieve certification, teachers’ attendance at core-subject related workshops, teacher mentoring, and teacher collaboration using data based information to drive decision-making. Qualitative research enabled teachers to state a valuable skill learned in college that promotes student success and to reveal what they felt their current school does to promote student success. A mixed methodology approach was used to analyze the data; quantitatively through regression analysis and qualitatively through coded themes.A detailed explanation was presented with accompanying data to support the statements. The results of this research support teacher mentoring and attendance at core subject related workshops as vehicles to promote student success. This dissertation provides information for policy makers, administrators, and teachers who are invested in promoting student success.

  11. The Relationships between Quality of Work Life, School Alienation, Burnout, Affective Commitment and Organizational Citizenship: A Study on Teachers

    Directory of Open Access Journals (Sweden)

    Huseyin Akar

    2018-04-01

    Full Text Available This research aimed to investigate relationships between quality of work life, burnout, school alienation, affective commitment and organizational citizenship behaviors. In this context, a model was proposed based on the literature review and the model was tested through structural equation model. The study group of the research consists of 314 volunteer teachers working in the state schools in Kilis in 2016-2017 academic years. The data was collected through work-related quality of life scale, burnout scale, school alienation scale, affective commitment scale and organizational citizenship behaviors scale. The analysis with descriptive, correlation, path and bootstrap methods were used to analyze the data. As a result of the analysis, it was found that teachers' perceptions for quality of work life have a negative effect on burnout and school alienation, whereas they have a positive effect on affective commitment. Besides, their perceptions for affective commitment have a positive impact on organizational citizenship behaviors. Another important result derived from the research is that teachers' perceptions for burnout and school alienation play partial mediation roles in the effect of their perceptions for quality of work life on affective commitment. Based on these results, it can be suggested that teachers' working conditions should be constantly improved.

  12. Menstrual hygiene management among Bangladeshi adolescent schoolgirls and risk factors affecting school absence: results from a cross-sectional survey.

    Science.gov (United States)

    Alam, Mahbub-Ul; Luby, Stephen P; Halder, Amal K; Islam, Khairul; Opel, Aftab; Shoab, Abul K; Ghosh, Probir K; Rahman, Mahbubur; Mahon, Therese; Unicomb, Leanne

    2017-07-09

    Many adolescent girls in low-income and middle-income countries lack appropriate facilities and support in school to manage menstruation. Little research has been conducted on how menstruation affects school absence. This study examines the association of menstrual hygiene management knowledge, facilities and practice with absence from school during menstruation among Bangladeshi schoolgirls. We conducted a nationally representative, cross-sectional study in Bangladeshi schools from March to June 2013 among girls 11 to 17 years old who reached menarche. We sampled 700 schools from 50 urban and 50 rural clusters using a probability proportional to size technique. We interviewed 2332 schoolgirls and conducted spot checks in each school for menstrual hygiene facilities. To assess factors associated with reported school absence, we estimated adjusted prevalence difference (APD) for controlling confounders' effect using generalised estimating equations to account for school-level clustering. Among schoolgirls who reached menarche, 41% (931) reported missing school, an average of 2.8 missed days per menstrual cycle. Students who felt uncomfortable at school during menstruation (99% vs 32%; APD=58%; CI 54 to 63) and who believed menstrual problems interfere with school performance (64% vs 30%; APD=27; CI 20 to 33) were more likely to miss school during menstruation than those who did not. School absence during menstruation was less common among girls attending schools with unlocked toilet for girls (35% vs 43%; APD=-5.4; CI -10 to -1.6). School absence was more common among girls who were forbidden from any activities during menstruation (41% vs 33%; APD=9.1; CI 3.3 to 14). Risk factors for school absence included girl's attitude, misconceptions about menstruation, insufficient and inadequate facilities at school, and family restriction. Enabling girls to manage menstruation at school by providing knowledge and management methods prior to menarche, privacy and a

  13. Is Demography Still Destiny? Neighborhood Demographics and Public High School Students' Readiness for College in New York City. A Research and Policy Brief

    Science.gov (United States)

    Fruchter, Norm; Hester, Megan; Mokhtar, Christina; Shahn, Zach

    2012-01-01

    Over the past decade, Mayor Michael Bloomberg has reorganized the New York City school system using principles and strategies extrapolated from his corporate sector experience. The mayor and his administration have restructured the public school system into a portfolio district centered on choice, autonomy, and accountability. These strategies…

  14. Readiness for School Involves an Array of Skills: Let's Not Forget Fine Motor Development. NCRECE In Focus. Volume 1, Issue 5

    Science.gov (United States)

    Goffin, Stacie G.

    2010-01-01

    Interest in children's success as readers has existed for a long time. With growing attention to our nation's global competitiveness, school success with math and science is joining reading as important topic areas for children's early learning. As a result, new research is exploring predictors of school success with math and science as well as…

  15. Are Malaysian Students Ready to Be Authors of Digital Contents? A Case Study of Digital Library Stakeholders’ Readiness

    Directory of Open Access Journals (Sweden)

    Abrizah Abdullah

    2007-09-01

    Full Text Available The paper reports on a study that ascertains the factors facilitating students to utilize digital libraries for educational purposes. The study investigates students ICT readiness, usage of online resources and information seeking behaviour of secondary school students with the specific goal of applying the results to the design of a collaborative digital library for school projects. The digital library has been conceived to support resource needs of these students as well provide the space for them to publish their school projects, which are currently submitted handwritten. The study uses the case study approach and an urban secondary school in Malaysia is chosen as the case school. Findings from a survey and focus group interviews indicate that the students are ready to collaboratively build the digital library resources as evidenced by students digital library readiness score of 31.4/40.

  16. Relationship between academic performance and affective changes during the first year at medical school.

    Science.gov (United States)

    Del-Ben, Cristina Marta; Machado, Vanessa Foresto; Madisson, Mariani Mendes; Resende, Tamara Lovatto; Valério, Fernando Passador; Troncon, Luiz Ernesto De Almeida

    2013-05-01

    Entering medical school may be associated with changes in the students' life, which can affect academic motivation and impair academic performance. This work aimed at measuring longitudinally academic motivation, anxiety, depression and social adjustment in first-year medical students and determining the relationships between these variables and academic performance, as measured mainly by grades on regular exams. Eighty-five first-year medical students (age: 17-25 years) were included after giving informed consent. Beck's Anxiety (BAI) and Beck's Depression (BDI) Inventories, the self-reported Social Adjustment Scale (SAS-SR) and the Academic Motivation Scale (AMS) were applied two months after admission and at the end of the academic year. BAI scores increased throughout the year (7.3 ± 6.6 versus 28.8 ± 6.7; p 0.10). SAS-SR subscales scores remained stable, except for a decreasing pattern for leisure/social life (1.8 ± 0.4 versus 2.1 ± 0.4; p motivation to know (22.2 ± 4.5 versus 19.7 ± 5.5; p academic performance and the global scores for any of the scales except for the SAS-SR subscale for academic life (r = -0.48, p academic year, first-year medical students showed increased anxiety, decreased academic motivation and a maladjusted leisure/social life, which however does not seem to affect academic achievement.

  17. Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum.

    Science.gov (United States)

    Leatemia, Lukas D; Susilo, Astrid P; van Berkel, Henk

    2016-12-03

    To identify the student's readiness to perform self-directed learning and the underlying factors influencing it on the hybrid problem based learning curriculum. A combination of quantitative and qualitative studies was conducted in five medical schools in Indonesia. In the quantitative study, the Self Directed Learning Readiness Scale was distributed to all students in all batches, who had experience with the hybrid problem based curriculum. They were categorized into low- and high -level based on the score of the questionnaire. Three focus group discussions (low-, high-, and mixed level) were conducted in the qualitative study with six to twelve students chosen randomly from each group to find the factors influencing their self-directed learning readiness. Two researchers analysed the qualitative data as a measure of triangulation. The quantitative study showed only half of the students had a high-level of self-directed learning readiness, and a similar trend also occurred in each batch. The proportion of students with a high level of self-directed learning readiness was lower in the senior students compared to more junior students. The qualitative study showed that problem based learning processes, assessments, learning environment, students' life styles, students' perceptions of the topics, and mood, were factors influencing their self-directed learning. A hybrid problem based curriculum may not fully affect the students' self-directed learning. The curriculum system, teacher's experiences, student's background and cultural factors might contribute to the difficulties for the student's in conducting self-directed learning.

  18. Changes in a middle school food environment affect food behavior and food choices.

    Science.gov (United States)

    Wordell, Doug; Daratha, Kenn; Mandal, Bidisha; Bindler, Ruth; Butkus, Sue Nicholson

    2012-01-01

    Increasing rates of obesity among children ages 12 to 19 years have led to recommendations to alter the school food environment. The purpose of this study was to determine whether there are associations between an altered school food environment and food choices of middle school students both in and outside of school. In a midsized western city, two of six middle schools allowed only bottled water in vending machines, only milk and fruit on à la carte menus, and offered a seasonal fruit and vegetable bar. Three years after the intervention was initiated, seventh- and eighth-grade students attending the two intervention schools and four control middle schools were surveyed about their food choices. A total of 2,292 surveys were completed. Self-reported frequency of consumption for nine food groups in the survey was low; consumption was higher outside than in school. Boys consumed more milk than girls although girls consumed more fruits and vegetables. Significant socioeconomic differences existed. Compared with students who paid the full lunch fee, students qualifying for free and reduced-price meals consumed more milk and juice in schools but less outside school; more candy and energy drinks in school; and more sweet drinks, candy, pastries, and energy drinks outside school. Students in intervention schools were 24% more likely to consume milk outside school, 27% less likely to consume juice in school, and 56% less likely to consume sweet pastries in school. There were no differences in fruit and vegetable consumption reported by children in control and intervention schools. Overall, there was a positive association between a modified school food environment and student food behavior in and outside school. Policies related to the school food environment are an important strategy to address the obesity epidemic in our country. Copyright © 2012 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

  19. [Adolescents' affectivity and sexuality: a randomized trial of the efficacy of a school health promotion intervention in a primary school].

    Science.gov (United States)

    Del Prete, Giuseppe; Giraldi, Guglielmo; Miccoli, Silvia; Salamone, Velia; Speranza, Mariangela; Vita, Michela; Osborn, John Frederick; Boccia, Antonio; La Torre, Giuseppe

    2012-01-01

    A cluster randomised trial was conducted to evaluate the efficacy of a health promotion intervention aimed at improving knowledge and preventing sexually transmitted diseases (STD) amongst Grade 9 primary school students in Salerno (Italy). Students were randomized to either one of two groups: intervention group or control group. The intervention group was required to attend three meetings, each lasting one and a half hours. A questionnaire was then administered to both groups to evaluate knowledge of STD, contraception, sexuality, affectivity, satisfaction with interpersonal relationships with family, social groups and healthcare professionals. Variations of knowledge in the two groups were evaluated through calculation of odds ratios. Three hundred twenty-two students participated in the study. All students who received the study intervention were able to identify at least one STD post-intervention, while 2.5% of students in the control group did not indicate any. Students in the intervention group were more likely to select condoms as the most suitable contraception for young people (OR 5.54; 95% CI 3.27 -9.38), compared to controls (OR 1.91; 95% CI 1.20 - 3.05) (p = 0.002). They were also better aware of the possibility of contracting a STD even after incomplete sexual intercourse (OR 0.21, 95% CI 0.13 to 0.35), with a statistically significant difference (p <0.001) compared to the control group (OR 0.71, 95% CI 0.45 to 1.11). In addition, students in the intervention group were more likely to turn to their own parents when having doubts about sexual issues (p = 0.004) and female students to consider their gynecologist as a reference figure. In conclusion, the findings indicate that students randomized to the intervention group were more informed and aware of issues related to sexuality and its associated risks.

  20. Does the local food environment around schools affect diet? Longitudinal associations in adolescents attending secondary schools in East London

    Directory of Open Access Journals (Sweden)

    Smith Dianna

    2013-01-01

    Full Text Available Abstract Background The local retail food environment around schools may act as a potential risk factor for adolescent diet. However, international research utilising cross-sectional designs to investigate associations between retail food outlet proximity to schools and diet provides equivocal support for an effect. In this study we employ longitudinal perspectives in order to answer the following two questions. First, how has the local retail food environment around secondary schools changed over time and second, is this change associated with change in diet of students at these schools? Methods The locations of retail food outlets and schools in 2001 and 2005 were geo-coded in three London boroughs. Network analysis in a Geographic Information System (GIS ascertained the number, minimum and median distances to food outlets within 400 m and 800 m of the school location. Outcome measures were ‘healthy’ and ‘unhealthy’ diet scores derived from adolescent self-reported data in the Research with East London Adolescents: Community Health Survey (RELACHS. Adjusted associations between distance from school to food retail outlets, counts of outlets near schools and diet scores were assessed using longitudinal (2001–2005 n=757 approaches. Results Between 2001 and 2005 the number of takeaways and grocers/convenience stores within 400 m of schools increased, with many more grocers reported within 800 m of schools in 2005 (p Conclusions The results provide some evidence that the local food environment around secondary schools may influence adolescent diet, though effects were small. Further research on adolescents’ food purchasing habits with larger samples in varied geographic regions is required to identify robust relationships between proximity and diet, as small numbers, because of confounding, may dilute effect food environment effects. Data on individual foods purchased in all shop formats may clarify the frequent, overly simple

  1. Capture ready study

    Energy Technology Data Exchange (ETDEWEB)

    Minchener, A.

    2007-07-15

    There are a large number of ways in which the capture of carbon as carbon dioxide (CO{sub 2}) can be integrated into fossil fuel power stations, most being applicable for both gas and coal feedstocks. To add to the choice of technology is the question of whether an existing plant should be retrofitted for capture, or whether it is more attractive to build totally new. This miscellany of choices adds considerably to the commercial risk of investing in a large power station. An intermediate stage between the non-capture and full capture state would be advantageous in helping to determine the best way forward and hence reduce those risks. In recent years the term 'carbon capture ready' or 'capture ready' has been coined to describe such an intermediate stage plant and is now widely used. However a detailed and all-encompassing definition of this term has never been published. All fossil fuel consuming plant produce a carbon dioxide gas byproduct. There is a possibility of scrubbing it with an appropriate CO{sub 2} solvent. Hence it could be said that all fossil fuel plant is in a condition for removal of its CO{sub 2} effluent and therefore already in a 'capture ready' state. Evidently, the practical reality of solvent scrubbing could cost more than the rewards offered by such as the ETS (European Trading Scheme). In which case, it can be said that although the possibility exists of capturing CO{sub 2}, it is not a commercially viable option and therefore the plant could not be described as ready for CO{sub 2} capture. The boundary between a capture ready and a non-capture ready condition using this definition cannot be determined in an objective and therefore universally acceptable way and criteria must be found which are less onerous and less potentially contentious to assess. 16 refs., 2 annexes.

  2. Do healthy school meals affect illness, allergies and school attendance in 8- to 11-year-old children?

    DEFF Research Database (Denmark)

    Laursen, Rikke Pilmann; Lauritzen, Lotte; Ritz, Christian

    2015-01-01

    Background/Objectives:A nutritionally adequate diet in childhood is important for health and resistance of allergies and infections. This study explored the effects of school meals rich in fish, vegetables and fibre on school attendance, asthma, allergies and illness in 797 Danish 8- to 11-year-o...

  3. Pathways through Secondary School in a Comprehensive System: Does Parental Education and School Attended Affect Students' Choice?

    Science.gov (United States)

    Chesters, Jenny

    2015-01-01

    As the Australian labour market restructured during the 1980s and 1990s, Year 12 retention rates more than doubled between 1983 and 1993 secondary schools diversified to include vocational education and training programs as alternative pathways through school. From a human capital perspective, the completion of vocational qualifications in school…

  4. Seasonality affects dietary diversity of school-age children in northern Ghana.

    Directory of Open Access Journals (Sweden)

    Abdul-Razak Abizari

    Full Text Available Dietary diversity score (DDS is relatively easy to measure and is shown to be a very useful indicator of the probability of adequate micronutrient intake. Dietary diversity, however, is usually assessed during a single period and little is known about the effect of seasonality on it. This study investigates whether dietary diversity is influenced by seasonality.Two cross-sectional surveys were conducted in two different seasons-dry season (October 2010 and rainy season (May 2011 among the same school-age children (SAC in two rural schools in northern Ghana. The study population consisted of 228 school-age children. A qualitative 24-hour dietary recall was conducted in both seasons. Based on 13 food groups, a score of 1 was given if a child consumed a food item belonging to a particular food group, else 0. Individual scores were aggregated into DDS for each child. Differences in mean DDS between seasons were compared using linear mixed model analysis.The dietary pattern of the SAC was commonly plant foods with poor consumption of animal source foods. The mean DDS was significantly higher (P < 0.001 in the rainy season (6.95 ± 0.55 compared to the dry season (6.44 ± 0.55 after adjusting for potential confounders such as age, sex, occupation (household head and mother and education of household head. The difference in mean DDS between dry and rainy seasons was mainly due to the difference in the consumption of Vitamin A-rich fruits and vegetables between the seasons. While vitamin A-rich fruits (64.0% vs. 0.9%; P < 0.0001 and vitamin A rich dark green leafy vegetables (52.6% vs. 23.3%, P < .0001 were consumed more during the rainy season than the dry season, more children consumed vitamin A-rich deep yellow, orange and red vegetables during the dry season than during the rainy season (73.7% vs. 36.4%, P <0.001.Seasonality has an effect on DDS and may affect the quality of dietary intake of SAC; in such a context, it would be useful to measure DDS

  5. Teenage employment and career readiness.

    Science.gov (United States)

    Greene, Kaylin M; Staff, Jeremy

    2012-01-01

    Most American youth hold a job at some point during adolescence, but should they work? This article presents a broad overview of teenage employment in the United States. It begins by describing which teenagers work and for how long and then focuses attention on the consequences (both good and bad) of paid work in adolescence. It then presents recent nationally representative data from the Monitoring the Future Study suggesting that limited hours of paid work do not crowd out developmentally appropriate after-school activities. A review of the literature also supports the idea that employment for limited hours in good jobs can promote career readiness and positive development. The article concludes with a discussion of the implications of youth work for practitioners and policymakers who are delivering career-related programming. Copyright © 2012 Wiley Periodicals, Inc., A Wiley Company.

  6. Students’ health engagement and affective relations in Danish upper secondary school

    DEFF Research Database (Denmark)

    Vitus, Kathrine

    2018-01-01

    within sensuous, social and political body-health assemblages, the students attempted to curb school stress, sustain social belonging in an individualistic school environment and both reproduce affirming power discourses and subvert their territorialisation. The study proposes an analytical shift...

  7. Factors affecting unhappiness at school among Japanese adolescents: an epidemiological study.

    Directory of Open Access Journals (Sweden)

    Hisayoshi Morioka

    Full Text Available Unhappiness at school is one of the main reasons for truancy among adolescents. In order to assess this problem more thoroughly in the context of Japanese adolescents, the present study examined the associations between feelings of unhappiness at school and lifestyle habits, school life realities, and mental health status.This study was designed as a cross-sectional survey. A self-administered questionnaire was provided to students enrolled in randomly selected junior and senior high schools throughout Japan. We calculated the percentages of both junior and senior high school students who felt unhappy at school based on factors related to school life, lifestyle habits, and mental health status. Multiple logistic regression analyses were performed in order to examine the associations between those factors and students' feelings of unhappiness at school.A total of 98,867 valid responses were analysed, 7.9% (Boys: 8.4%, Girls: 7.4% of which came from students who responded that they felt unhappy at school. For both junior and senior high school students, the percentages of those who felt unhappy at school were significantly higher among those who had not yet decided on their future life course, who did not participate in extracurricular activities, did not eat breakfast every day, went to bed late, had used tobacco or alcohol in the previous 30 days, and had poor mental health compared with others. The results of multiple logistic regression analyses indicated that the adjusted odds ratios for feeling unhappy at school with regard to the above-mentioned factors were significantly high for both junior and senior high school students.The present results suggest that school employees and administrators must provide health guidance to students, considering that irregular lifestyle habits, lower school engagement, smoking, drinking alcohol, and poor mental health status are all associated with maladaptation to school among adolescents.

  8. Factors affecting unhappiness at school among Japanese adolescents: an epidemiological study.

    Science.gov (United States)

    Morioka, Hisayoshi; Itani, Osamu; Kaneita, Yoshitaka; Iwasa, Hajime; Ikeda, Maki; Yamamoto, Ryuichiro; Osaki, Yoneatsu; Kanda, Hideyuki; Nakagome, Sachi; Ohida, Takashi

    2014-01-01

    Unhappiness at school is one of the main reasons for truancy among adolescents. In order to assess this problem more thoroughly in the context of Japanese adolescents, the present study examined the associations between feelings of unhappiness at school and lifestyle habits, school life realities, and mental health status. This study was designed as a cross-sectional survey. A self-administered questionnaire was provided to students enrolled in randomly selected junior and senior high schools throughout Japan. We calculated the percentages of both junior and senior high school students who felt unhappy at school based on factors related to school life, lifestyle habits, and mental health status. Multiple logistic regression analyses were performed in order to examine the associations between those factors and students' feelings of unhappiness at school. A total of 98,867 valid responses were analysed, 7.9% (Boys: 8.4%, Girls: 7.4%) of which came from students who responded that they felt unhappy at school. For both junior and senior high school students, the percentages of those who felt unhappy at school were significantly higher among those who had not yet decided on their future life course, who did not participate in extracurricular activities, did not eat breakfast every day, went to bed late, had used tobacco or alcohol in the previous 30 days, and had poor mental health compared with others. The results of multiple logistic regression analyses indicated that the adjusted odds ratios for feeling unhappy at school with regard to the above-mentioned factors were significantly high for both junior and senior high school students. The present results suggest that school employees and administrators must provide health guidance to students, considering that irregular lifestyle habits, lower school engagement, smoking, drinking alcohol, and poor mental health status are all associated with maladaptation to school among adolescents.

  9. Maximizing College Readiness for All through Parental Support

    Science.gov (United States)

    Leonard, Jack

    2013-01-01

    The lack of college readiness skills is a national problem, particularly for underachieving high school students. One solution is to offer authentic early college coursework to build confidence and academic momentum. This case study explored a partnership between a traditional, suburban high school (600 students) and a community college to…

  10. User's Manual. Vocational Education Readiness Test (VERT). Revised Edition.

    Science.gov (United States)

    Thomas, Edward L.; And Others

    This user's manual provides information suggesting various ways in which educational personnel may wish to utilize the eight modules included in the Vocational Education Readiness Test (VERT). The introductory section presents questions which can be used by school personnel to determine whether or not VERT will be useful in their school system.…

  11. Restrictive and Supportive Parenting: Effects on Children's School Affect and Emotional Responses

    Science.gov (United States)

    Annear, Karen D.; Yates, Gregory C. R.

    2010-01-01

    In this project upper primary school students were surveyed about their general liking for school, and reasons for going to school. Their parents were asked to respond on a questionnaire indicating their restrictiveness and also support for their child's autonomy. Data were collected from 92 middle SES two-parent families and analysed using…

  12. Family Processes Affect Students' Motivation, and Science and Math Achievement in Cypriot High Schools.

    Science.gov (United States)

    Koutsoulis, Michalis K.; Campbell, James Reed

    2001-01-01

    Studied the influence of home environment on male and female high school students' motivation and achievement. Results for 737 Cypriot high school students and their parents show the importance of student self-concept and negative effects for parental pressure. Results suggest the need for closer lines of communication between home and school.…

  13. How Can Gender Affect Psychopathology in Lebanese School-Age Children?

    Science.gov (United States)

    Khamis, Vivian

    2018-01-01

    This study investigated the extent to which gender differences in coping, school and family environments could account for variation in psychopathology among school-age children. Participants were 665 middle school students. Results showed no gender differences for PTSD. Females scored higher on emotional problems and prosocial behavior whereas…

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

    Science.gov (United States)

    Bowers, Alex J.; Urick, Angela

    2011-01-01

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

  15. Getting Inside the Black Box: Examining How the Operation of Charter Schools Affects Performance

    Science.gov (United States)

    Zimmer, Ron; Buddin, Richard

    2007-01-01

    In recent years, a series of articles have examined the performance of charter schools with mixed results. Some of this research has shown that charter school performance varies by charter type or the age of the school (Bifulco & Ladd, 2006; Buddin & Zimmer, 2005; Hanushek, Kain, & Rivkin, 2002; Sass, 2006). However, this research has…

  16. School-Based Approaches to Affect Adolescents' Diets: Results from the TEENS Study

    Science.gov (United States)

    Lytle, Leslie A.; Murray, David M.; Perry, Cheryl L.; Story, Mary; Birnbaum, Amanda S.; Kubik, Martha Y.; Varnell, Sherri

    2004-01-01

    This article reports on the outcomes of the Teens Eating for Energy and Nutrition at School (TEENS) study, a 2-year intervention study conducted in 16 middle schools with a goal of increasing students' intakes of fruits, vegetables, and lower fat foods. Despite positive interim results for students randomized to intervention schools, the positive…

  17. Effects of Personnel Injuries on Cinc Mission Readiness

    Science.gov (United States)

    1997-09-01

    activities in which injury may be sustained: ACTSPEC (activity specific): 1 =N/A 5 = 0 Course 9 = Fastrope 13 = Patrolling 2 = Running 6 = Weightlifting 10...NAVAL POSTGRADUATE SCHOOL Monterey, California THESIS EFFECTS OF PERSONNEL INJURIES ON CINC MISSION READINESS by Erin G. Snow September, 1997...Thesis 4. TITLE AND SUBTITLE EFFECTS OF PERSONNEL INJURIES ON CINC MISSION READINESS 6. AUTHOR(S) Snow, Erin G. 5. FUNDING NUMBERS 7. PERFORMING

  18. The Presence of Asthma, the Use of Inhaled Steroids, and Parental Education Level Affect School Performance in Children

    Directory of Open Access Journals (Sweden)

    A. Tsakiris

    2013-01-01

    Full Text Available Objective. Childhood asthma is a frequent cause of absenteeism that affects school performance. We aimed to investigate the impact of asthma on absenteeism and school performance level of elementary and high school students. Methods. Data about sociodemographics, absenteeism, and academic achievement were obtained from 1539 students attending 98 schools in Greece. School performance was assessed for the last two years of school attendance using parents’ and teachers’ reports and grade point average promotion. Results. The mean of the days of absence of students with asthma was higher compared to the healthy students (6.2 ± 11.7 versus 0.3 ± 3.1, resp., P<0.001. Students with reduced healthcare use presented less absenteeism than those with increased healthcare use for asthma (4.3 ± 8.6 versus 12.4 ± 17.0 days, resp., P<0.001. Asthma and healthcare use for asthma accounted for an overall estimated variability in absence days of 13.8% and 9%, respectively. Absenteeism was associated with poor school performance for the last two years of school (P=0.002 and with lower grade point promotion in elementary school students (P=0.001 but not in high school students (P=0.316. Higher level of parental education was associated with better school performance (P<0.001. Asthma was associated with a decreased possibility for excellent performance (OR = 0.64, P=0.049, 95%CI = 0.41–1.00 in elementary students. Students with asthma using inhalers were four times more likely to perform excellently in elementary school (OR = 4.3, P=0.028, 95%CI = 1.17–15.95 than their asthmatic peers with alternative asthma treatments. Conclusions. Asthma and increased healthcare use enhance school absenteeism. Inhaled steroid use and the higher parental education level were the most important predicting factors for good school performance in elementary school asthmatic children.

  19. Geographical location and age affects the incidence of parasitic infestations in school children

    Directory of Open Access Journals (Sweden)

    Rayan Paran

    2010-07-01

    Full Text Available Environmental factors affect the dissemination and distribution of intestinal parasites in human communities. To comprehend the prevalence of parasitic infestation and to examine whether geographical location and age also influence the prevalence of infection, fecal samples from 195 school children (rural = 95; male = 39; female = 56 (urban = 100; male = 60; female = 40 of five age groups ranging from 5 to 11 years in two different socio-economic zones (rural and urban were screened for specific intestinal parasites using standard histological techniques. Percentage incidences of parasitic species found in fecal wet mounts and concentrates in rural children were Entamoeba coli (25.3%, Giardia lamblia (17.9%, Blastocystis hominis (14.7%, Entamoeba histolytica (4.2%, Iodamoeba butschlii (1.1%, Hymenolepis nana (1.1% and Ascaris lumbricoides (1.1%. Whereas the percentage incidences among urban children were E. coli (26%, A. lumbricoides (21%, B. hominis (18%, G. lamblia (14%, T. trichiura (8%, I. butschlii (4% and A. duodenale (1%. Such findings may be related to dietary differences, living conditions and the greater use of natural anti-helminthic medicinal plants in rural communities. These results are important for both epidemiological data collection and for correlating dietary differences to intestinal parasitic diseases. Aims: We chose to investigate whether geographical location and age affect the prevalence and distribution of intestinal parasites among school children from two separate regions (rural and urban in areas surrounding, Chennai, Tamil Nadu, India. Settings and Design: A study of the prevalence of parasitic infestations was undertaken among primary school children, in rural and urban communities around Chennai, Tamil Nadu, India. Materials and Methods: Faecal sample collection, direct microscopic techniques, macroscopic examination and concentration techniques for identifying the parasites. Statistical analysis used: Percentage

  20. Factors affecting the prevalence of obesity among primary school students in Turkey.

    Science.gov (United States)

    Ayyildiz, Tulay Kuzlu; Kurtuncu, Meltem; Kulakci, Hulya; Celik, Sevim

    2014-12-01

    Obesity is an energy metabolism disorder which results in the excessive storage of fat and may also lead to physical and psychological problems. Since the 1980s, obesity has drastically increased across all age and socio-economic groups around the world. The purpose of the study was to investigate the risk factors affecting obesity in students in the age group of 6-15 years. This was a population-based cross-sectional study on 868 students in Bahçelievler elementary school in Zonguldak, Turkey from March to April in 2010. Data was collected using demographic questionary forms and weight-length measurements. The median age was 10.3 ± 2.1; 47.6% of the children were female and 52.4% of them were male. About 70.2% of the students consumed fast food. It was identified that 67.1% of the students in the 6-10-year age group and 32.9% in 11-15-year age group were obese (P = 0.000). The obesity prevalence of children with one or two siblings was higher than the ones with more than two siblings (P = 0.001). The study concluded that there were certain criteria related to development of obesity during a specific period of childhood and taking certain precautions could be effective in preventing it.

  1. 3x2 Classroom Goal Structures, Motivational Regulations, Self-Concept, and Affectivity in Secondary School.

    Science.gov (United States)

    Méndez-Giménez, Antonio; Cecchini-Estrada, José-Antonio; Fernández-Río, Javier; Prieto Saborit, José Antonio; Méndez-Alonso, David

    2017-09-20

    The main objective was to analyze relationships and predictive patterns between 3x2 classroom goal structures (CGS), and motivational regulations, dimensions of self-concept, and affectivity in the context of secondary education. A sample of 1,347 secondary school students (56.6% young men, 43.4% young women) from 10 different provinces of Spain agreed to participate (M age = 13.43, SD = 1.05). Hierarchical regression analyses indicated the self-approach CGS was the most adaptive within the spectrum of self-determination, followed by the task-approach CGS. The other-approach CGS had an ambivalent influence on motivation. Task-approach and self-approach CGS predicted academic self-concept (p approach CGS (negatively) predicted family self-concept (p approach and other-approach CGS's (p approach-oriented CGS's (p approach (positively) and self-approach (negatively) CGS (p < .001; p < .05, respectively; R 2 = .028). These results expand the 3x2 achievement goal framework to include environmental factors, and reiterate that teachers should focus on raising levels of self- and task-based goals for students in their classes.

  2. Affective variables, parental involvement and competence among South Korean high school learners of English

    Directory of Open Access Journals (Sweden)

    Annie Morris

    2013-10-01

    Full Text Available This study investigated the relationships between various affective variables and two measures of competence in English, for 190 South Korean high school students. A 55-item questionnaire was used to measure attitudes (Attitudes toward English Speakers and their Communities and Attitudes toward the English-speaking Culture, motivation (Motivational Intensity, Desire to Learn and Attitudes toward the Learning of English, amotivation, parental involvement (Active Parental Encouragement, Passive Parental Encouragement and Parental Pressure, parental disinterest and students’ competence in L2 (English- EXAM and English-SELF. Pearson product-moment coefficients indicate that active and passive forms of parental encouragement correlate with motivationto learn, as conceptualized by Gardner (1985, 2010, as well as with parental pressure, which suggests that South Korean students report undergoing forms of pressure when their parents actively or passively encourage them. Furthermore, the obtained correlations of the active and passive forms of encouragement with different variables suggest that the two forms represent two distinct concepts. While parental disinterest correlated negatively with motivational variables, parental pressure correlated only with motivational intensity, and only weakly. Therefore, parental pressure seems not to interact significantly with participants’ attitudes, motivation and competence. Multiple linear regression analyses confirm the importance of motivation to learn for students' L2 competence.

  3. DREEM on, dentists! Students' perceptions of the educational environment in a German dental school as measured by the Dundee Ready Education Environment Measure.

    Science.gov (United States)

    Ostapczuk, M S; Hugger, A; de Bruin, J; Ritz-Timme, S; Rotthoff, T

    2012-05-01

    The educational climate in which future doctors are trained is an important aspect of medical education. In contrast to human medicine, it has been rather neglected in dental educational research. The aim of the study was to supplement this lack by applying and validating the Dundee Ready Education Environment Measure (DREEM) for the first time in a German-speaking sample of dental students. All dental students at the Medical Faculty of Heinrich-Heine-University Düsseldorf were asked to complete a German adaptation of the DREEM and the Düsseldorf Mission Statement Questionnaire (DMSQ) in a paper-pencil survey. Data from 205 participants were analysed. Psychometric validation included analysis of item homogeneity and discrimination, test reliability, criterion and construct validity (convergent, factorial). DREEM item parameters were satisfactory, reliability (α = 0.87) and convergent validity (r = 0.66 with DMSQ) were also high. Factor analyses, however, yielded dimensions which did not fully correspond to the original DREEM subscales. Overall perception of the educational environment was positive (DREEM total score = 122.95 ± 15.52). Students in the clinical part of course rated the atmosphere more negatively, but their academic self-perception more positively than preclinical students. Showing satisfactory psychometric properties, DREEM proved suitable for assessing educational environments among dental students. Given the right circumstances, e.g., small and early clinically oriented classes, traditional curricula can generate positive environments. © 2011 John Wiley & Sons A/S.

  4. The Relationships between Quality of Work Life, School Alienation, Burnout, Affective Commitment and Organizational Citizenship: A Study on Teachers

    Science.gov (United States)

    Akar, Huseyin

    2018-01-01

    This research aimed to investigate relationships between quality of work life, burnout, school alienation, affective commitment and organizational citizenship behaviors. In this context, a model was proposed based on the literature review and the model was tested through structural equation model. The study group of the research consists of 314…

  5. The Impact of the School-Based Psychosocial Structured Activities (PSSA) Program on Conflict-Affected Children in Northern Uganda

    Science.gov (United States)

    Ager, Alastair; Akesson, Bree; Stark, Lindsay; Flouri, Eirini; Okot, Braxton; McCollister, Faith; Boothby, Neil

    2011-01-01

    Background: Children in northern Uganda have undergone significant psychosocial stress during the region's lengthy conflict. A Psychosocial Structured Activities (PSSA) program was implemented in 21 schools identified as amongst those most severely affected by conflict-induced displacement across Gulu and Amuru Districts. The PSSA intervention…

  6. Cognitive and Socio-Affective Outcomes of Project-Based Learning: Perceptions of Greek Second Chance School Students

    Science.gov (United States)

    Koutrouba, Konstantina; Karageorgou, Elissavet

    2013-01-01

    The present questionnaire-based study was conducted in 2010 in order to examine 677 Greek Second Chance School (SCS) students' perceptions about the cognitive and socio-affective outcomes of project-based learning. Data elaboration, statistical and factor analysis showed that the participants found that project-based learning offered a second…

  7. Facilitating Long-Term Recovery from Natural Disasters: Psychosocial Programming for Tsunami-Affected Schools of Sri Lanka

    Science.gov (United States)

    Nastasi, Bonnie K.; Jayasena, Asoka; Summerville, Meredith; Borja, Amanda P.

    2011-01-01

    This article reports the findings of a school-based intervention project conducted in the Southern Province of Sri Lanka 15 to 18 months after the December 2004 Tsunami. The work responds to the need for culturally relevant programming to address long-term psychosocial recovery of children and adolescents affected by large scale disasters. Program…

  8. GIS Readiness Survey 2014

    DEFF Research Database (Denmark)

    Schrøder, Lise; Hvingel, Line Træholt; Hansen, Henning Sten

    2014-01-01

    The GIS Readiness Survey 2014 is a follow-up to the corresponding survey that was carried out among public institutions in Denmark in 2009. The present survey thus provides an updated image of status and challenges in relation to the use of spatial information, the construction of the com- mon...

  9. Conflict Prevalence in Primary School and How It Is Understood to Affect Teaching and Learning in Ghana

    Directory of Open Access Journals (Sweden)

    Nana Afia Amponsaa Opoku-Asare

    2015-07-01

    Full Text Available Verbal and non-verbal interactions that occur daily between teachers and headteachers, teachers and pupils, and among pupils can generate conflict that may adversely affect teaching, learning, and schooling effectiveness. Little attention is, however, paid to the quality of relationships that exists between teachers and pupils, among teachers, among pupils, between teachers and their school heads, and between schools and their local communities. This study sought to investigate conflict prevalence in Ghana’s primary schools, and how relationship conflict is understood to affect teaching and learning at the level of headteachers as administrators, teachers as classroom managers, and pupils as learners, and direct beneficiaries of primary education. Using data gathered via interview, questionnaire administration, and observation in 30 public primary schools in 10 circuits of one district of Ashanti Region, the findings revealed a high prevalence of fighting, heckling, bullying, and other forms of relationship conflict among pupils; strained teacher–pupil relations due to insolence, indiscipline, and use of offensive language; and teacher–parent arguments and quarrels due to harsh punishment and verbal assault of pupils. Teacher–pupil conflicts may extend to teachers excluding the affected pupils from teaching and learning activities, denying them the rights to ask and answer questions, and have their class exercises marked, leading to lowered pupil self-esteem, reduced concentration during lessons, and passive involvement in learning activities, which could result in truancy and school dropout. Strengthening guidance mechanisms and encouraging peer mediation could significantly curb conflict in school environments and thereby raise educational standards in the district.

  10. Healthy and Ready to Learn: Effects of a School-Based Public Health Insurance Outreach Program for Kindergarten-Aged Children

    Science.gov (United States)

    Jenkins, Jade Marcus

    2018-01-01

    Background: Rates of child insurance coverage have increased due to expansions in public programs, but many eligible children remain uninsured. Uninsured children are less likely to receive preventative care, which leads to poorer health and achievement in the long term. This study is an evaluation of a school-based health insurance outreach…

  11. Does Teaching English in Saudi Primary Schools Affect Students’ Academic Achievement in Arabic Subjects?

    Directory of Open Access Journals (Sweden)

    Othman Aljohani

    2016-02-01

    Full Text Available The global trend of introducing second language learning, namely, English, in primary schools is increasing. In Saudi Arabia, where English has never been taught in primary schools, the government to implement English as a second language at the primary level in 2005; however, this generated controversy. Opposition to the learning of English has been based on religious, cultural, and educational arguments. The latter argument consists of claims that learning English at a young age might influence children’s mother tongue development and influence their academic success. This paper investigates the impact of teaching English in Saudi primary schools on students’ achievement in Arabic-language subjects. This quantitative research aims to inform the debate on second language learning in primary schools by studying children’s examination results in the Arabic subject areas of grammar, reading, and writing. The sample consisted of primary school students from years 1 to 6 as well as year 6 students from the last year before (2004 and the first year after (2005 the introduction of English. Student results from four primary schools (two government schools and two private schools were collected and analysed. This study found no indication of a positive or negative impact of learning English on students’ achievement in Arabic subjects. However, private school students who studied English beginning in their first year of school had better results in the Arabic subjects that were the focus of this research. Keywords: second language acquisition, language impact, ESL

  12. Does the sale of sweetened beverages at school affect children's weight?

    Science.gov (United States)

    Cunningham, Solveig A; Zavodny, Madeline

    2011-11-01

    In response to the increase in children's weight in recent decades, many states, school districts, and schools in the United States have limited or eliminated the sale of sweetened beverages at school. These policies are promoted for their potential to reduce childhood overweight and obesity, but their effectiveness has not been evaluated. Using a large nationally representative longitudinal dataset, the Early Childhood Longitudinal Study-Kindergarten (ECLS-K), this study explores the relationship between children's access to sweetened beverages at school in 5th and 8th grade, their purchases and total consumption of these beverages, and their weight. We find almost no evidence that availability of sweetened beverages for sale at school leads to heavier weight or greater risk of overweight or obesity among children. We also find limited evidence that availability of sweetened beverages for sale at school leads to higher total consumption of these beverages. Copyright © 2011 Elsevier Ltd. All rights reserved.

  13. Organizational readiness in specialty mental health care.

    Science.gov (United States)

    Hamilton, Alison B; Cohen, Amy N; Young, Alexander S

    2010-01-01

    Implementing quality improvement efforts in clinics is challenging. Assessment of organizational "readiness" for change can set the stage for implementation by providing information regarding existing strengths and deficiencies, thereby increasing the chance of a successful improvement effort. This paper discusses organizational assessment in specialty mental health, in preparation for improving care for individuals with schizophrenia. To assess organizational readiness for change in specialty mental health in order to facilitate locally tailored implementation strategies. EQUIP-2 is a site-level controlled trial at nine VA medical centers (four intervention, five control). Providers at all sites completed an organizational readiness for change (ORC) measure, and key stakeholders at the intervention sites completed a semi-structured interview at baseline. At the four intervention sites, 16 administrators and 43 clinical staff completed the ORC, and 38 key stakeholders were interviewed. The readiness domains of training needs, communication, and change were the domains with lower mean scores (i.e., potential deficiencies) ranging from a low of 23.8 to a high of 36.2 on a scale of 10-50, while staff attributes of growth and adaptability had higher mean scores (i.e., potential strengths) ranging from a low of 35.4 to a high of 41.1. Semi-structured interviews revealed that staff perceptions and experiences of change and decision-making are affected by larger structural factors such as change mandates from VA headquarters. Motivation for change, organizational climate, staff perceptions and beliefs, and prior experience with change efforts contribute to readiness for change in specialty mental health. Sites with less readiness for change may require more flexibility in the implementation of a quality improvement intervention. We suggest that uptake of evidence-based practices can be enhanced by tailoring implementation efforts to the strengths and deficiencies of the

  14. Measuring the Level of Effectiveness of the High School Assistant Principal and the High School Instructional Leadership Team (ILT) in Preparing Their English I, II, and III Teachers and Students for End of Course/TN Ready Assessments

    Science.gov (United States)

    Black, Rhonda

    2016-01-01

    This research study addressed measuring the level of instructional leadership effectiveness of the high school assistant principal and the high school instructional leadership teams (ILT) at over forty (40) Shelby County Schools. More specifically, this research study examined their impact on teacher effectiveness and student achievement in their…

  15. Systems security and functional readiness

    International Nuclear Information System (INIS)

    Bruckner, D.G.

    1988-01-01

    In Protective Programming Planning, it is important that every facility or installation be configured to support the basic functions and mission of the using organization. This paper addresses the process of identifying the key functional operations of our facilities in Europe and providing the security necessary to keep them operating in natural and man-made threat environments. Functional Readiness is important since many of our existing facilities in Europe were not constructed to meet the demands of today's requirements. There are increased requirements for real-time systems with classified terminals and stringent access control, tempest and other electronic protection devices. One must prioritize the operations of these systems so that essential functions are provided even when the facilities are affected by overt or covert hostile activities

  16. Nutrition Information at the Point of Selection in High Schools Does Not Affect Purchases

    Science.gov (United States)

    Rainville, Alice Jo; Choi, Kyunghee; Ragg, Mark; King, Amber; Carr, Deborah H.

    2010-01-01

    Purpose/Objectives: Nutrition information can be an important component of local wellness policies. There are very few studies regarding nutrition information at the point of selection (POS) in high schools. The purpose of this study was to investigate the effects of posting entree nutrition information at the POS in high schools nationwide.…

  17. Factors Affecting School Participation in Turkey: An Analysis of Regional Differences

    Science.gov (United States)

    Gumus, Sedat; Chudgar, Amita

    2016-01-01

    There are thousands of children who remain out of school at both primary and secondary levels in Turkey. The current disparities in access to education in Turkey are mostly driven by systematic regional differences and high gender inequalities. Although several existing studies have paid close attention to gender-based inequities in school access,…

  18. School Administrator Self-Perceived Leadership Styles Affect on Occupational Burnout

    Science.gov (United States)

    Maricle, William H.

    2013-01-01

    This study investigated the variables of self-perceived leadership styles and occupational burnout among school administrators in the states of Texas and Louisiana. The purpose of this study was to investigate if relationships exist between school administrator self-perceived leadership styles and occupational burnout. A review of the literature…

  19. Factors Affecting the Transformational Leadership Role of Principals in Implementing ICT in Schools

    Science.gov (United States)

    Afshari, Mojgan; Bakar, Kamariah Abu; Luan, Wong Su; Siraj, Saedah

    2012-01-01

    Leadership is an important factor in the effective implementation of technology in schools. This study examines the transformational leadership role of principals to determine whether transformational leadership role of principals in ICT implementation in schools is influenced by the computer competence, level of computer use, and professional…

  20. Does Schooling Affect Health Behavior? Evidence from the Educational Expansion in Western Germany

    Science.gov (United States)

    Jurges, Hendrik; Reinhold, Steffen; Salm, Martin

    2011-01-01

    During the postwar period German states pursued policies to increase the share of young Germans obtaining a university entrance diploma (Abitur) by building more academic track schools, but the timing of educational expansion differed between states. This creates exogenous variation in the availability of upper secondary schooling, which allows…

  1. Ohio Schools Cautiously Rebuild: Uncertainty in State and Local Funds Affects Strategies. Budget

    Science.gov (United States)

    Patton, Wendy

    2015-01-01

    Policy Matters Ohio periodically surveys schools about fiscal conditions and operational strategies. The Ohio Association of School Business Officials provided a link to such a survey in their newsletter of December 2014 through February 2015. Fifty-three respondents, representing 8.6 percent of districts and including representatives from all…

  2. Caring Teacher Qualities that Affect School Participation and Attendance: Student Portraits

    Science.gov (United States)

    Grimm, Helen M.

    2009-01-01

    This study explores the perspectives of four high school students focusing on the identification of caring teacher qualities and the influence those characteristics have on school participation and attendance. Data was collected using interviews rather than survey in order to hear the often-unheard voices of students. Portraits of each student…

  3. Factors Affecting Subsidized Free Day Secondary Education in Enhancing Learners Retention in Secondary Schools in Kenya

    Science.gov (United States)

    James, Asena Muganda; Simiyu, Aggrey Mukasa; Riechi, Andrew

    2016-01-01

    Learners are the key stakeholders of a school for it to be registered by the Department of Education. However the retention of these learners in Kenya's Secondary Level Education is a great challenge in Kenya. Every secondary school dropout signifies unfulfilled objective, goal and aim for the individual as well as the community at large. The…

  4. Reading enjoyment amongst non-leisure readers can affect achievement in secondary school

    NARCIS (Netherlands)

    Mol, S.E.; Jolles, J.

    2014-01-01

    This study aimed to evaluate determinants of differences in leisure reading behavior and school achievement. We specifically examined reading enjoyment, mental imagery, and sex as predictors in a large, age-homogeneous sample of Dutch secondary school students (N = 1,071). Results showed that the

  5. Factors Affecting Students' Acceptance of Tablet PCs: A Study in Italian High Schools

    Science.gov (United States)

    Cacciamani, Stefano; Villani, Daniela; Bonanomi, Andrea; Carissoli, Claudia; Olivari, Maria Giulia; Morganti, Laura; Riva, Giuseppe; Confalonieri, Emanuela

    2018-01-01

    To maximize the advantages of the tablet personal computer (TPC) at school, this technology needs to be accepted by students as new tool for learning. With reference to the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology, the aims of this study were (a) to analyze factors influencing high school students'…

  6. Does Year Round Schooling Affect the Outcome and Growth of California's API Scores?

    Science.gov (United States)

    Wu, Amery D.; Stone, Jake E.

    2010-01-01

    This paper examined whether year round schooling (YRS) in California had an effect upon the outcome and growth of schools' Academic Performance Index (API) scores. While many previous studies had examined the connection between YRS and academic achievement, most had lacked the statistical rigour required to provide reliable interpretations. As a…

  7. Factors Affecting Children's Judgement of Culturally Deviant Acts: Findings from an International School in Japan

    Science.gov (United States)

    Kutsuki, Aya; Tanaka, Yumi

    2016-01-01

    This study explored the relationship between perceptions of culturally deviant acts and multicultural experiences of elementary-school children attending an international school in Japan. Findings indicated that children judged a Japanese harsher than a foreigner, irrespective of the children's age. It was also found that younger children were…

  8. Ohio Schools Cautiously Rebuild: Uncertainty of State and Local Funds Affects Quality. Budget. Executive Summary

    Science.gov (United States)

    Patton, Wendy

    2015-01-01

    Policy Matters Ohio periodically surveys schools about fiscal conditions and operational strategies. The Ohio Association of School Business Officials provided a link to such a survey in their newsletter of December 2014 through February 2015. Fifty-three respondents, representing 8.6 percent of districts and including representatives from all…

  9. Does Teaching Geometry with Augmented Reality Affect the Technology Acceptance of Elementary School Mathematics Teacher Candidates?

    Science.gov (United States)

    Önal, Nezih; Ibili, Emin; Çaliskan, Erkan

    2017-01-01

    The purpose of this research is to determine the impact of augmented reality technology and geometry teaching on elementary school mathematics teacher candidates' technology acceptance and to examine participants' views on augmented reality. The sample of the research was composed of 40 elementary school mathematics teacher candidates who were…

  10. Greenhouse Affect: The Relationship between the Sustainable Design of Schools and Children's Environmental Attitudes

    Science.gov (United States)

    Izadpanahi, Parisa; Elkadi, Hisham; Tucker, Richard

    2017-01-01

    This study aims to determine if primary school children's environmental attitudes can be predicted by whether their school had been designed or adapted for sustainability. A New Ecological Paradigm ("NEP") scale for children was adopted to measure attitudes, with supplementary questions added to align this scale to the Australian context…

  11. Managing Military Readiness

    Science.gov (United States)

    2017-02-01

    These metrics contain critical information and have their place in readiness management. However, they have never been sufficient to fully...demand signals along with simultaneity assumptions form the es- sence of the operational requirements in national strategy. This section briefly... places demands on the capability and capacity of the Air Force that consume its resources in today’s fight and exceed our capacity to address

  12. K-Reactor readiness

    International Nuclear Information System (INIS)

    Rice, P.D.

    1991-01-01

    This document describes some of the more significant accomplishments in the reactor restart program and details the magnitude and extent of the work completed to bring K-Reactor to a state of restart readiness. The discussion of restart achievements is organized into the three major categories of personnel, programs, and plant. Also presented is information on the scope and extent of internal and external oversight of the efforts, as well as some details on the startup plan

  13. Inquiry Learning in the Singaporean Context: Factors affecting student interest in school science

    Science.gov (United States)

    Jocz, Jennifer Ann; Zhai, Junqing; Tan, Aik Ling

    2014-10-01

    Recent research reveals that students' interest in school science begins to decline at an early age. As this lack of interest could result in fewer individuals qualified for scientific careers and a population unprepared to engage with scientific societal issues, it is imperative to investigate ways in which interest in school science can be increased. Studies have suggested that inquiry learning is one way to increase interest in science. Inquiry learning forms the core of the primary syllabus in Singapore; as such, we examine how inquiry practices may shape students' perceptions of science and school science. This study investigates how classroom inquiry activities relate to students' interest in school science. Data were collected from 425 grade 4 students who responded to a questionnaire and 27 students who participated in follow-up focus group interviews conducted in 14 classrooms in Singapore. Results indicate that students have a high interest in science class. Additionally, self-efficacy and leisure-time science activities, but not gender, were significantly associated with an increased interest in school science. Interestingly, while hands-on activities are viewed as fun and interesting, connecting learning to real-life and discussing ideas with their peers had a greater relation to student interest in school science. These findings suggest that inquiry learning can increase Singaporean students' interest in school science; however, simply engaging students in hands-on activities is insufficient. Instead, student interest may be increased by ensuring that classroom activities emphasize the everyday applications of science and allow for peer discussion.

  14. Factors affecting job satisfaction among primary and secondary school teachers in the autonomous province of Vojvodina

    Directory of Open Access Journals (Sweden)

    Majstorović Nebojša Z.

    2017-01-01

    Full Text Available The study presented in this paper analyses the impact of the individual factors of mental and physical health and life satisfaction, as well as the importance of some organizational factors such as the climate in schools, the composition of classes in the case of class teachers, and certain demographic characteristics on primary and secondary school teachers' job satisfaction. The data were collected from a convenience sample of 176 teachers of primary and secondary schools in Serbia's autonomous province of Vojvodina, of different ages, genders, and years of service. The principal results indicate that job satisfaction is higher among teachers who perceive the climate in their school as positive, among teachers with higher life satisfaction, and among teachers who are in good health and, most importantly, lacking depressive reactions. When it comes to perceptions of the climate, the best predictor of job satisfaction is the degree of respondents' satisfaction with collaboration with colleagues and with decision making processes. The results also indicate that secondary school teachers report a higher level of overall job satisfaction, specifically, a higher level of satisfaction with school governance, co-workers and communication than primary school teachers. As regards demographic characteristics, the results suggest that there are no significant gender differences in job satisfaction levels and that job satisfaction declines with the number of years of service, with respondents who had between 21 and 30 years of service reporting the lowest levels of job satisfaction, which tended to rise towards the end of the teaching career.

  15. Does school environment affect 11-year-olds' fruit and vegetable intake in Denmark?

    DEFF Research Database (Denmark)

    Krølner, Rikke; Due, Pernille; Rasmussen, Mette

    2009-01-01

    It is often found that adolescents eat too little fruit and vegetables. We examined the importance of school for 11-year-olds' daily intake measured by food frequency- and 24-h recall questionnaires in Danish data from the European 2003 Pro Children Survey. Multilevel logistic regression analyses...... > or = 130 g vegetables/day. Most of the total variance in students' intake occurred at the individual level (93-98%). There were larger between-school variations in vegetable intake than in fruit intake. Fruit and vegetable consumption clustered within schools to a larger degree for boys than girls...

  16. Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda

    OpenAIRE

    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 used. The results indicate that out of the total variance in Mathematics achievement 68.8%, 14.2% and 17.0% are situated at student, classroom and ...

  17. Predicting Early School Achievement with the EDI: A Longitudinal Population-Based Study

    Science.gov (United States)

    Forget-Dubois, Nadine; Lemelin, Jean-Pascal; Boivin, Michel; Dionne, Ginette; Seguin, Jean R.; Vitaro, Frank; Tremblay, Richard E.

    2007-01-01

    School readiness tests are significant predictors of early school achievement. Measuring school readiness on a large scale would be necessary for the implementation of intervention programs at the community level. However, assessment of school readiness is costly and time consuming. This study assesses the predictive value of a school readiness…

  18. Can Schools Support HIV/AIDS-Affected Children? Exploring the ‘Ethic of Care’ amongst Rural Zimbabwean Teachers

    Science.gov (United States)

    Campbell, Catherine; Andersen, Louise; Mutsikiwa, Alice; Madanhire, Claudius; Nyamukapa, Constance; Gregson, Simon

    2016-01-01

    How realistic is the international policy emphasis on schools ‘substituting for families’ of HIV/AIDS-affected children? We explore the ethic of care in Zimbabwean schools to highlight the poor fit between the western caring schools literature and daily realities of schools in different material and cultural contexts. Interviews and focus groups were conducted with 44 teachers and 55 community members, analysed in light of a companion study of HIV/AIDS-affected pupils’ own accounts of their care-related experiences. We conceptualise schools as spaces of engagement between groups with diverse needs and interests (teachers, pupils and surrounding community members), with attention to the pathways through which extreme adversity impacts on those institutional contexts and social identifications central to giving and receiving care. Whilst teachers were aware of how they might support children, they seldom put these ideas into action. Multiple factors undermined caring teacher-pupil relationships in wider contexts of poverty and political uncertainty: loss of morale from low salaries and falling professional status; the inability of teachers to solve HIV/AIDS-related problems in their own lives; the role of stigma in deterring HIV/AIDS-affected children from disclosing their situations to teachers; authoritarian teacher-learner relations and harsh punishments fuelling pupil fear of teachers; and lack of trust in the wider community. These factors undermined: teacher confidence in their skills and capacity to support affected pupils and motivation to help children with complex problems; solidarity and common purpose amongst teachers, and between teachers and affected children; and effective bridging alliances between schools and their surrounding communities–all hallmarks of HIV-competent communities. We caution against ambitious policy expansions of teachers' roles without recognition of the personal and social costs of emotional labour, and the need for

  19. Can Schools Support HIV/AIDS-Affected Children? Exploring the 'Ethic of Care' amongst Rural Zimbabwean Teachers.

    Science.gov (United States)

    Campbell, Catherine; Andersen, Louise; Mutsikiwa, Alice; Madanhire, Claudius; Nyamukapa, Constance; Gregson, Simon

    2016-01-01

    How realistic is the international policy emphasis on schools 'substituting for families' of HIV/AIDS-affected children? We explore the ethic of care in Zimbabwean schools to highlight the poor fit between the western caring schools literature and daily realities of schools in different material and cultural contexts. Interviews and focus groups were conducted with 44 teachers and 55 community members, analysed in light of a companion study of HIV/AIDS-affected pupils' own accounts of their care-related experiences. We conceptualise schools as spaces of engagement between groups with diverse needs and interests (teachers, pupils and surrounding community members), with attention to the pathways through which extreme adversity impacts on those institutional contexts and social identifications central to giving and receiving care. Whilst teachers were aware of how they might support children, they seldom put these ideas into action. Multiple factors undermined caring teacher-pupil relationships in wider contexts of poverty and political uncertainty: loss of morale from low salaries and falling professional status; the inability of teachers to solve HIV/AIDS-related problems in their own lives; the role of stigma in deterring HIV/AIDS-affected children from disclosing their situations to teachers; authoritarian teacher-learner relations and harsh punishments fuelling pupil fear of teachers; and lack of trust in the wider community. These factors undermined: teacher confidence in their skills and capacity to support affected pupils and motivation to help children with complex problems; solidarity and common purpose amongst teachers, and between teachers and affected children; and effective bridging alliances between schools and their surrounding communities-all hallmarks of HIV-competent communities. We caution against ambitious policy expansions of teachers' roles without recognition of the personal and social costs of emotional labour, and the need for significant

  20. Can Schools Support HIV/AIDS-Affected Children? Exploring the 'Ethic of Care' amongst Rural Zimbabwean Teachers.

    Directory of Open Access Journals (Sweden)

    Catherine Campbell

    Full Text Available How realistic is the international policy emphasis on schools 'substituting for families' of HIV/AIDS-affected children? We explore the ethic of care in Zimbabwean schools to highlight the poor fit between the western caring schools literature and daily realities of schools in different material and cultural contexts. Interviews and focus groups were conducted with 44 teachers and 55 community members, analysed in light of a companion study of HIV/AIDS-affected pupils' own accounts of their care-related experiences. We conceptualise schools as spaces of engagement between groups with diverse needs and interests (teachers, pupils and surrounding community members, with attention to the pathways through which extreme adversity impacts on those institutional contexts and social identifications central to giving and receiving care. Whilst teachers were aware of how they might support children, they seldom put these ideas into action. Multiple factors undermined caring teacher-pupil relationships in wider contexts of poverty and political uncertainty: loss of morale from low salaries and falling professional status; the inability of teachers to solve HIV/AIDS-related problems in their own lives; the role of stigma in deterring HIV/AIDS-affected children from disclosing their situations to teachers; authoritarian teacher-learner relations and harsh punishments fuelling pupil fear of teachers; and lack of trust in the wider community. These factors undermined: teacher confidence in their skills and capacity to support affected pupils and motivation to help children with complex problems; solidarity and common purpose amongst teachers, and between teachers and affected children; and effective bridging alliances between schools and their surrounding communities-all hallmarks of HIV-competent communities. We caution against ambitious policy expansions of teachers' roles without recognition of the personal and social costs of emotional labour, and the need

  1. Does asthma affect school performance in adolescents? Results from the Swedish population-based birth cohort BAMSE.

    Science.gov (United States)

    Nilsson, Sara; Ödling, Maria; Andersson, Niklas; Bergström, Anna; Kull, Inger

    2018-03-01

    Asthma is common among schoolchildren and may influence quality of life and school attendance. However, it is unclear if asthma affects school performance. The aim of this study was to examine whether different phenotypes of asthma affect school performance during adolescence. The study population consisted of 1715 adolescents from a population-based birth cohort, followed up to age 16 with questionnaires and clinical examinations. Asthma was defined as at least 4 wheeze episodes or at least 1 wheeze episode in combination with inhaled steroids in the last 12 months. School grades were obtained from Statistics Sweden, and logistic regression analysis was performed to investigate the association between the final overall grade from secondary school and asthma phenotypes. Among the adolescents, 20.8% have had ever asthma; 24.2% early transient, 47.2% school-age onset, and 24.2% persistent asthma. At 16 years, 7.8% had asthma; 71.7% multimorbidity and 73.9% allergic asthma. A statistically significant association for performing less well was seen for ever asthma (OR adj  = 1.43, 95% CI = 1.09-1.88). In analyses of asthma onset, an association was seen for school-age onset (OR adj  = 1.49, CI = 1.02-2.16) and a tendency for persistent asthma (OR adj  = 1.61, CI = 0.98-2.66), although with overlapping confidence intervals. Further, adolescents with uncontrolled asthma tended to perform less well (OR adj  = 2.60, CI = 0.87-7.80) compared to adolescents with partly controlled (OR adj  = 1.12, CI = 0.68-1.83) and fully controlled (OR adj  = 1.29, CI = 0.55-3.01) asthma. Our results indicate that asthma impairs school performance in adolescence. Moreover, some evidence suggests the adolescents with asthma during school age and with poorer asthma control to be more likely to perform less well. © 2018 EAACI and John Wiley and Sons A/S. Published by John Wiley and Sons Ltd.

  2. Factors affecting student participation in extra-curricular activities: A comparison between two Middle Eastern dental schools.

    Science.gov (United States)

    Al-Ansari, Asim; Al-Harbi, Fahad; AbdelAziz, Wafaa; AbdelSalam, Maha; El Tantawi, Maha M; ElRefae, Ismail

    2016-01-01

    This study was conducted to assess the level of participation of dental undergraduate students in extracurricular activities (ECAs) and the factors affecting this participation. The study included dental students enrolled in undergraduate programs at the Faculty of Dentistry, Alexandria University, Egypt, and the College of Dentistry, University of Dammam, Saudi Arabia. A questionnaire was developed to collect background information about students, their participation in ECAs, and time allocated for these activities. Students were asked about their perceptions of the relationship between ECAs and academic studies, and their reasons for participating in and satisfaction with ECAs. The study included 199 students from Alexandria and 146 students from Dammam, with response rates of 99.5% and 73%, respectively. The percentages of those reporting ECA participation were 27.1% and 43.8%, respectively, mostly in community service, sports, and social activities. About 60% of students did not think that ECAs affected their studies, although the perceived difficulty of balancing ECAs and academics was associated with lower odds of participation (odds ratio = 0.51). Most students participated in ECAs to socialize and make friends, and the majority was dissatisfied with school-organized ECAs (52% and 59%, respectively). Gender and/or perceived relation between ECAs and academic studies affected actual participation in ECAs in one school but not the other. ECA participation among these students was low. Gender and perception of ECAs in relation to academic studies affected ECA participation differently in the two schools. Better planning and management of ECAs that incorporate students' preferences and reasons for participation is needed. Gender issues and the relationship between ECAs and academic performance should be addressed in relation to school and social characteristics.

  3. Psychosocial support for trauma-affected students after school shootings in Finland.

    Science.gov (United States)

    Turunen, Tuija; Punamäki, Raija-Leena

    2014-01-01

    In Finland, as many as 20 people have lost their lives in two school shootings within one year. This article describes trauma-theoretical rationale, planning, and implementation of acute and long-term psychosocial aftercare that was organized in Kauhajoki where one of the school shootings happened. The aftercare was embedded in the school community's everyday life to enhance easy access. The aftercare proceeded in 6 phases, involving the immediate support phase at the first 24 hr, the acute phase for the first 2 weeks, followed by a 5-month period of empowerment, normalization, and creating "a safe place." The habituation phase coincided with the completion of the renovation of the damaged school building and students returning to the scene. The first anniversary was marked by shared rituals and remembrance, and the follow-up phase lasted until the end of the aftercare in 2 years. The aftercare contained, for example, psychoeducation, screening, and services at community, group, and individual levels.

  4. Gender Differences in the High School and Affective Experiences of Introductory College Physics Students

    Science.gov (United States)

    Hazari, Zahra; Sadler, Philip M.; Tai, Robert H.

    2008-10-01

    The disparity in persistence between males and females studying physics has been a topic of concern to physics educators for decades. Overall, while female students perform as well as or better than male students, they continue to lag considerably in terms of persistence. The most significant drop in females studying physics occurs between high school and college.2 Since most female physicists report that they became attracted to physics and decided to study it further while in high school, according to the International Study of Women in Physics,3 it is problematic that high school is also the stage at which females begin to opt out at much higher rates than males. Although half of the students taking one year of physics in high school are female, females are less likely than males to take a second or Advanced Placement (AP) physics course.4 In addition, the percentage of females taking the first physics course in college usually falls between 30% and 40%. In other words, although you may see gender parity in a first high school physics course, this parity does not usually persist to the next level of physics course. In addition, even if there is parity in a high school physics course, it does not mean that males and females experience the course in the same way. It is this difference in experience that may help to explain the drop in persistence of females.

  5. Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda

    Directory of Open Access Journals (Sweden)

    Henry Nsubuga Kiwanuka

    2015-08-01

    Full Text Available 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 used. The results indicate that out of the total variance in Mathematics achievement 68.8%, 14.2% and 17.0% are situated at student, classroom and school level, respectively. Of all the considered explanatory variables at the three levels, i.e. socio-economic status, gender, prior Mathematics achievement, parental support, peer influence, class mean of prior Mathematics achievement and of students' perception of good classroom assessment, school mean of class climate (class mean of attitude toward mathematics and of parental support were significant predictors of Mathematics achievement. The relevant factors could explain 7.6%, 73.1% and 84.3%, respectively, of student-, classroom- and school-level differences. Implications of our study are considered.

  6. Associations between Perceived Teaching Behaviours and Affect in Upper Elementary School Students

    Science.gov (United States)

    Barnard, Allison D.; Adelson, Jill L.; Pössel, Patrick

    2017-01-01

    We explored the associations between student-perceived teaching behaviours and negative affect (NA) and positive affect (PA) in upper elementary age students, both before and after controlling for perceived parenting behaviours. The Teaching Behaviour Questionnaire, the Alabama Parenting Questionnaire, and the Positive and Negative Affect Schedule…

  7. Implications of advancing paternal age: does it affect offspring school performance?

    Directory of Open Access Journals (Sweden)

    Anna C Svensson

    Full Text Available Average paternal age is increasing in many high income countries, but the implications of this demographic shift for child health and welfare are poorly understood. There is equivocal evidence that children of older fathers are at increased risk of neurodevelopmental disorders and reduced IQ. We therefore report here on the relationship between paternal age and a composite indicator of scholastic achievement during adolescence, i.e. compulsory school leaving grades, among recent birth cohorts in Stockholm County where delayed paternity is notably common. We performed a record-linkage study comprising all individuals in Stockholm County who finished 9 years of compulsory school from 2000 through 2007 (n = 155,875. Data on school leaving grades and parental characteristics were retrieved from administrative and health service registers and analyzed using multiple linear regression. Advancing paternal age at birth was not associated with a decrease in school leaving grades in adolescent offspring. After adjustment for year of graduation, maternal age and parental education, country of birth and parental mental health service use, offspring of fathers aged 50 years or older had on average 0.3 (95% CI -3.8, 4.4 points higher grades than those of fathers aged 30-34 years. In conclusion, advancing paternal age is not associated with poorer school performance in adolescence. Adverse effects of delayed paternity on offspring cognitive function, if any, may be counterbalanced by other potential advantages for children born to older fathers.

  8. Anatomy of British Business School Brands: Attributes Affecting Choice Among Pakistani Postgraduate Students

    Directory of Open Access Journals (Sweden)

    Usman Ahmad

    2014-06-01

    Full Text Available The research studies that investigate business school brands from an Asian consumer perspective are scarce. Current study aims at discovering the branding attributes of UK Business Schools that influence Pakistani business students to apply for admission in higher degrees. Following a naturalistic tradition, data has been collected through semi-structured interviews from a sample of 25 students who were planning to study in United Kingdom. The respondents were identified through personal sources and were later selected using the purposive sampling technique. Thematic analysis was performed to generate themes from the collected data. The data analysis generated four dominant themes that influence the choice of a business school in United Kingdom. These are “financial assistance”, “employability”, “brand reputation” and “rankings”. The study is a pioneer work in the field of university branding from a developing country perspective of Pakistan. The research will be useful to British higher education marketers in devising student-centered branding initiatives. It will also benefit the Pakistani academia, as the country can develop business school brands as well by imparting these attributes to better compete with business schools in UK.

  9. Career Readiness: Has Its Time Finally Come?

    Science.gov (United States)

    DeWitt, Stephen

    2012-01-01

    In 2010, the Association for Career and Technical Education (ACTE) released a "What Is Career Ready?" definition. As the career-readiness definition explains, there is much overlap between "college readiness" and "career readiness," but academic preparedness for college alone is not enough to be truly career-ready.…

  10. Readiness for College: A Case Study of Three Hispanic Immigrant Students Who Overcame the Odds

    Science.gov (United States)

    Fields, Holly Kay

    2012-01-01

    This study is about Hispanic, immigrant, low-income students who have graduated from high school college ready and the contexts from which they achieved such success. Few studies exist relative to immigrant, Hispanic student college readiness. This research hopes to provide insight into how institutional, peer and family culture helped to produce…

  11. Motivations and attitudes affecting high school students' choice of foreign language.

    Science.gov (United States)

    Stewart-Strobelt, Jody; Chen, Huabin

    2003-01-01

    There are some foreign languages that enjoy great status in the United States, while other foreign languages are rarely represented at the high school level. The present study explored the following questions: Why do students choose to take a particular foreign language? Do students gravitate toward it because it is widely thought to be the easiest language to learn or because they perceive greater career opportunities with proficiency in this particular language, or is it simply because there are more classes offered? As long as foreign language study is elective in high schools and as long as a variety of languages are offered, the answers to these questions will remain important for foreign language educators, especially in schools where the various language programs compete with one another for student enrollments and the programs' ultimate survival.

  12. Does the knowledge of emergency contraception affect its use among high school adolescents?

    Science.gov (United States)

    Chofakian, Christiane Borges do Nascimento; Borges, Ana Luiza Vilela; Sato, Ana Paula Sayuri; Alencar, Gizelton Pereira; Santos, Osmara Alves dos; Fujimori, Elizabeth

    2016-01-01

    This study aimed to test how knowledge on emergency contraception (according to age at sexual initiation, type of school, and knowing someone that has already used emergency contraception) influences the method's use. This was a cross-sectional study in a probabilistic sample of students 15-19 years of age enrolled in public and private middle schools in a medium-sized city in Southeast Brazil (n = 307). Data were collected in 2011 using a self-administered questionnaire. A structural equations model was used for the data analysis. Considering age at sexual initiation and type of school, knowledge of emergency contraception was not associated with its use, but knowing someone that had used the method showed a significant mean effect on use of emergency contraception. Peer group conversations on emergency contraception appear to have greater influence on use of the method than knowledge itself, economic status, or sexual experience.

  13. Does the knowledge of emergency contraception affect its use among high school adolescents?

    Directory of Open Access Journals (Sweden)

    Christiane Borges do Nascimento Chofakian

    2016-01-01

    Full Text Available Abstract This study aimed to test how knowledge on emergency contraception (according to age at sexual initiation, type of school, and knowing someone that has already used emergency contraception influences the method’s use. This was a cross-sectional study in a probabilistic sample of students 15-19 years of age enrolled in public and private middle schools in a medium-sized city in Southeast Brazil (n = 307. Data were collected in 2011 using a self-administered questionnaire. A structural equations model was used for the data analysis. Considering age at sexual initiation and type of school, knowledge of emergency contraception was not associated with its use, but knowing someone that had used the method showed a significant mean effect on use of emergency contraception. Peer group conversations on emergency contraception appear to have greater influence on use of the method than knowledge itself, economic status, or sexual experience.

  14. Quality of life, primary traumatisation, and positive and negative affects in primary school students in the Gaza Strip.

    Science.gov (United States)

    Veronese, Guido; Pepe, Alessandro; Almurnak, Feda; Jaradah, Alaa; Hamdouna, Husam

    2018-02-21

    Many researchers have reported that exposure to war and ongoing political violence increases mental health problems in children. Results of studies have also shown a high prevalence (58-80%) of post-traumatic stress disorder in war-affected children living in the occupied Palestinian territory. The aim of this study was to estimate the direct and indirect effects of perceived life satisfaction on the consequences of children's exposure to trauma and the balance of positive and negative affect. Palestinian children were recruited from primary schools in four refugee camps in the Gaza Strip (Bureij, Gaza Beach Camp, Jabalia, Rafah). All children had been involved in or witnessed one or more episodes of violence involving other people in the 2 months prior to the study (the 2012 Gaza War). We used the Multidimensional Students Life Satisfaction Scale (peers, self, living environment, school, family), the Positive and Negative Affect Scale for Children, and the revised Children Impact of Events scale (intrusion and avoidance symptoms) to test (through structural equation modelling) the moderation effect of life satisfaction on war trauma via positive emotions. 1276 Palestinian children were enrolled in this study. The model tested with structural equation modelling was robust. Children's life satisfaction influenced both the intrusion (β=-0·48; p=0.003) and avoidance (β=-11; p=0·021) effects of primary traumatisation. The consequences of primary traumatisation by intrusion (β=0·34; p=0·008) and avoidance (β=0·27; p=0.011) contributed to increasing negative affect. Finally, perceived life satisfaction had direct effects on affective experience, specifically increasing positive affect and diminishing negative affect. Perceived quality of life in children has a role in controlling war-related traumas. Life satisfaction contributes both directly and indirectly to change affectivity. When children perceive themselves to be highly satisfied with their home and

  15. Reading enjoyment amongst non-leisure readers can affect achievement in secondary school

    OpenAIRE

    Mol, Suzanne E.; Jolles, Jelle

    2014-01-01

    This study aimed to evaluate determinants of differences in leisure reading behavior and school achievement. We specifically examined reading enjoyment, mental imagery, and sex as predictors in a large, age-homogeneous sample of Dutch secondary school students (N = 1,071). Results showed that the prevalence of leisure reading was low in both the lower, pre-vocational track (19.5%) and the higher, pre-academic track (32.5%). Boys read even less than girls. Almost all leisure readers enjoyed re...

  16. School meals with fish affect serum vitamin d in 8-11 year-old children - preliminary results from the opus school meal study

    DEFF Research Database (Denmark)

    Petersen, R. A.; Damsgaard, C. T.; Dalskov, S.-M.

    Body Less Head size-adjusted Bone Mineral Content than the control diet, but lower in May/June (pMineral Density. Conclusions Fish-containing NND school meals affected vitamin D intake and ?status, and seemed to mitigate children?s decreases in 25(OH......Background and aims Few foods contain vitamin D and many children fail to meet recommended intakes, including Danish children. This may promote low serum concentrations, particularly as cutaneous vitamin D production is negligible during winter/spring at Northern latitudes. Aims To examine if New......-over intervention. A total of 784 third and fourth graders received NND school meals for 3 months and habitual packed lunch for 3 months. Dietary intake and serum 25(OH)D was measured, and DXA-scans performed, at baseline and after each dietary period. Results Intake of fatty fish (? 3.6-7.2 g/d) and vitamin D (? 0...

  17. PV ready roofing systems

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2001-07-01

    The integration of PV technology into roofs of houses has become very popular in the United States, Japan, Germany and The Netherlands. There could be a considerable market in the UK for these systems, given the large number of houses that are projected to be built in the next 10 years, and taking account of increased awareness of energy issues. A significant proportion of the market share of annual installed PV is for solar PV systems installed into homes (currently 15%), this is expected to rise to 23% (900MW) by 2010. The grid connected roof and building mounted facade systems represent the fastest growing market for PV systems in Europe. In conclusion, therefore, innovative approached for fixing PV technology onto roofs have been identified for both domestic roofs and for the commercial sector. With reference to production methodologies within the roofing industry, both approaches should be capable of being designed with PV-ready connections suitable for fixing PV modules at a later date. This will help overcome the key barriers of cost of installation, skills required and the lack of retrofit potential. Based on the results of this project, Sustainable Energy together with PV Systems are keen to take forward the full research and development of PV-ready systems for both the domestic and commercial sectors.

  18. Health beliefs of school-age rural children in podoconiosis-affected families: A qualitative study in Southern Ethiopia.

    Directory of Open Access Journals (Sweden)

    Abebayehu Tora

    2017-05-01

    Full Text Available Several studies have suggested investigation of health beliefs in children to be an important pre-condition for primary prevention of disease. However, little effort has been made to understand these in the context of podoconiosis. This study therefore aimed to explore the health beliefs of school-age rural children in podoconiosis-affected families.A cross sectional qualitative study was conducted in March 2016 in Wolaita Zone, Southern Ethiopia. Data were collected through in-depth individual interviews (IDIs and focus group discussions (FGDs, with a total of one hundred seventeen 9 to15-year-old children recruited from podoconiosis affected families. The study revealed various misconceptions regarding risk factors for podoconiosis. Most children believed barefoot exposure to dew, worms, snake bite, frog urine, other forms of poison, and contact with affected people to be major causes of the disease. Their knowledge about the role of heredity and that of long term barefoot exposure to irritant mineral particles was also weak. Though most participants correctly appraised their susceptibility to podoconiosis in relation to regular use of footwear and foot hygiene, others based their risk perceptions on factors they think beyond their control. They described several barriers to preventive behaviour, including uncomfortable footwear, shortage and poor adaptability of footwear for farm activities and sports, and shortage of soap for washing. Children also perceived low self-efficacy to practice preventive behaviour in spite of the barriers.Health education interventions may enhance school-age children's health literacy and be translated to preventive action. Overcoming practical challenges such as shortage of footwear and other hygiene facilities requires other forms of interventions such as livelihood strengthening activities. Linking podoconiosis-affected families with local governmental or non-governmental organizations providing socio

  19. Cognitive and Affective Orientations of Elementary School Children Toward Air, Water, and Soil Pollution.

    Science.gov (United States)

    Holloway, Mildred Azelle Evans

    The purpose of this study was to obtain information about children's knowledge of and attitudes toward problems of environmental pollution. It sought to determine whether or not fourth, fifth, and sixth grade children in selected elementary schools, one in the United States and one in Mexico, differed in their knowledge of and their attitudes…

  20. Measuring the Influences That Affect Technological Literacy in Rhode Island High Schools

    Science.gov (United States)

    Walach, Michael

    2015-01-01

    This study sampled the current state of technological literacy in Rhode Island high schools using a new instrument, the Technological Literacy Assessment, which was developed for this study. Gender inequalities in technological literacy were discovered, and possible causes and solutions are presented. This study suggests possible next steps for…

  1. How does classroom composition affect learning outcomes in Ugandan primary schools?

    DEFF Research Database (Denmark)

    Jones, Edward Samuel

    2016-01-01

    There is widespread agreement that schooling quality should be a priority in the post-2015 education agenda, but less agreement on how quality can be enhanced in a cost effective manner. In Uganda, classroom overcrowding is often considered a critical cause of poor learning outcomes. This paper...

  2. Do Foreclosures Affect Boston Public School Student Academic Performance? Public Policy Brief No. 13-5

    Science.gov (United States)

    Bradbury, Katharine; Burke, Mary A.; Triest, Robert K.

    2013-01-01

    Foreclosures have well-documented adverse consequences for families living in or owning properties undergoing foreclosure and on surrounding neighborhoods, but they may also have other costs. This policy brief summarizes our research on the impact of mortgage foreclosures on academic performance among Boston public school students. The data show…

  3. Do Birth Order, Family Size and Gender Affect Arithmetic Achievement in Elementary School?

    Science.gov (United States)

    Desoete, Annemie

    2008-01-01

    Introduction: For decades birth order and gender differences have attracted research attention. Method: Birth order, family size and gender, and the relationship with arithmetic achievement is studied among 1152 elementary school children (540 girls, 612 boys) in Flanders. Children were matched on socioeconomic status of the parents and…

  4. Reading enjoyment amongst non-leisure readers can affect achievement in secondary school.

    Science.gov (United States)

    Mol, Suzanne E; Jolles, Jelle

    2014-01-01

    This study aimed to evaluate determinants of differences in leisure reading behavior and school achievement. We specifically examined reading enjoyment, mental imagery, and sex as predictors in a large, age-homogeneous sample of Dutch secondary school students (N = 1,071). Results showed that the prevalence of leisure reading was low in both the lower, pre-vocational track (19.5%) and the higher, pre-academic track (32.5%). Boys read even less than girls. Almost all leisure readers enjoyed reading and engaged in mental imagery, i.e., the propensity "to see images" of a written story in the mind's eye. Overall, boys who did not like to read for leisure had the poorest school performance. Non-leisure readers who reported that they enjoyed reading got higher school grades in the higher educational track. In the lower track, this was the case for girls. Our study findings imply that reading promotion programs should take into account individual differences in sex, achievement level, and reading enjoyment when aiming to decrease the academic achievement gap.

  5. Reading enjoyment amongst non-leisure readers can affect achievement in secondary school

    Directory of Open Access Journals (Sweden)

    Suzanne E. Mol

    2014-10-01

    Full Text Available This study aimed to evaluate determinants of differences in leisure reading behavior and school achievement. We specifically examined reading enjoyment, mental imagery, and sex as predictors in a large, age-homogeneous sample of Dutch secondary school students (N = 1,071. Results showed that the prevalence of leisure reading was low in both the lower, pre-vocational track (19.5% and the higher, pre-academic track (32.5%. Boys read even less than girls. Almost all leisure readers enjoyed reading and engaged in mental imagery, i.e., the propensity ‘to see images’ of a written story in the mind’s eye. Overall, boys who did not like to read for leisure had the poorest school performance. Non-leisure readers who reported that they enjoyed reading got higher school grades in the higher educational track. In the lower track, this was the case for girls. Our study findings imply that reading promotion programs should take into account individual differences in sex, achievement level, and reading enjoyment when aiming to decrease the academic achievement gap.

  6. Does Grade Inflation Affect the Credibility of Grades? Evidence from US Law School Admissions

    Science.gov (United States)

    Wongsurawat, Winai

    2009-01-01

    While the nature and causes of university grade inflation have been extensively studied, little empirical research on the consequence of this phenomenon is currently available. The present study uses data for 48 US law schools to analyze admission decisions in 1995, 2000, and 2007, a period during which university grade inflation appears to have…

  7. A System Gone Berserk: How Are Zero-Tolerance Policies Really Affecting Schools?

    Science.gov (United States)

    Martinez, Stephanie

    2009-01-01

    School administrators continue to use zero-tolerance policies as a one-size-fits-all, quick-fix solution to curbing discipline problems with students. Originally intended to address serious offenses such as possession of firearms, zero-tolerance policies are also now meant to address fighting and disrespect. Despite the seeming popularity of…

  8. Factors Affecting Student Career Choice in Science: An Australian Study of Rural and Urban Schools.

    Science.gov (United States)

    Young, Deidra J.; Fraser, Barry J.; Woolnough, Brian E.

    1997-01-01

    Reports on a study done at Oxford University on why young people chose to pursue a career in the physical sciences and engineering. Characteristics of schools that appeared to influence students to pursue a study of science were also investigated. Currently, England, Australia, Canada, China, Japan, and Portugal have contributed information to…

  9. Gender and Middle School Science: An Examination of Intrinsic and Extrinsic Factors Affecting Achievement

    Science.gov (United States)

    Austin, Jennifer

    Gender differences in middle school science were examined utilizing a mixed-methods approach. The intrinsic and extrinsic experiences of male and female non-gifted high-achieving students were investigated through the administration of the CAIMI, student interviews, teacher questionnaires, observations, and document examination. Male and female students were selected from a rural Northeast Georgia school district based on their high performance and high growth during middle school science. Eighty-three percent of the student participants were white and 17% were Hispanic. Half of the male participants and one third of the female participants were eligible for free and reduced meals. Findings revealed that male participants were highly motivated, whereas female participants exhibited varying levels of motivation in science. Both male and female students identified similar instructional strategies as external factors that were beneficial to their success. Due to their selection by both genders, these instructional strategies were considered to be gender-neutral and thereby useful for inclusion within coeducational middle school science classrooms.

  10. Factors affecting school completion by the girl child in Binga Rural ...

    African Journals Online (AJOL)

    Despite the plausible increase in the enrolment rate of girls, progress in education among rural girls at global, regional and local level has been impeded by high influx of school dropouts. The objectives of the study were to assess factors that prohibit girls from completing their formal education in Binga rural district in ...

  11. School Schedules Affect Sleep Timing in Children and Contribute to Partial Sleep Deprivation

    Science.gov (United States)

    Anacleto, Tâmile Stella; Adamowicz, Taísa; Simões da Costa Pinto, Laura; Louzada, Fernando Mazzilli

    2014-01-01

    Although the environmental light/dark cycle is the main zeitgeber for the human species, the social cues seem to be important in the synchronization of circadian rhythms. In Brazil, the existence of two school schedules--one with only morning classes (MG) and other with only afternoon classes (AG)--allows the investigation of the effect of school…

  12. Factors Affecting the Level of Test Anxiety among EFL Learners at Elementary Schools

    Science.gov (United States)

    Aydin, Selami

    2013-01-01

    Many studies on test anxiety among adult language learners have been performed, while only a few studies have dealt with overall test anxiety. In addition, these studies do not specifically address test anxiety in foreign language learning among elementary school language learners. Thus, this study aims to investigate the level of test anxiety…

  13. Do Job Satisfaction and Demographic Characteristics of Female Teachers Influence Their Affective Commitment to Schools?

    Science.gov (United States)

    Dinc, M. Sait; Kocyigit, Zubeyde

    2017-01-01

    The main purpose of this paper is to examine the effect of ethical leadership on teachers' job satisfaction, and affective commitment in an education sector. This study proposes that ethical leadership has a significant and positive effect on overall job satisfaction and affective commitment. Moreover, it suggests that ethical leadership has an…

  14. Differentiation of Competence and Affect Self-Perceptions in Elementary School Students: Extending Empirical Evidence

    Science.gov (United States)

    Arens, A. Katrin; Hasselhorn, Marcus

    2015-01-01

    This study aimed to address two underexplored research questions regarding support for the separation between competence and affect self-perceptions due to differential relations to outcome criteria. First, it is tested whether higher relations between affect self-perceptions and effort than between competence self-perceptions and effort can also…

  15. Consumers and Makers: Exploring Opposing Paradigms of Millennial College Readiness

    Science.gov (United States)

    Jackson, Matthew

    2017-01-01

    The political and technological circumstances of the past two decades have culminated in opposing epistemic paradigms of college readiness, where millennial students' conceptual understanding of "learning" is both narrowed to meet the demands of school systems bound to accountability and amplified by a rapidly evolving digital world. The…

  16. College and Career Readiness in the Middle Grades

    Science.gov (United States)

    Schaefer, Mary Beth; Rivera, Lourdes M.

    2012-01-01

    The development and implementation of a comprehensive and systemic career development program, The Career Institute, provided the mechanism through which one school community addressed students' career development and college readiness needs while also attending to their academic and personal-social development. The Career Institute consisted of a…

  17. IS YOUR DISTRICT READY TO START A JUNIOR COLLEGE.

    Science.gov (United States)

    PATTERSON, DOW

    TO DETERMINE IF A DISTRICT IS READY TO ESTABLISH A JUNIOR COLLEGE, CERTAIN QUESTIONS MUST BE ANSWERED--(1) ARE THERE ENOUGH HIGH SCHOOL GRADUATES TO WARRANT THE PROGRAM WITHOUT UNDUE TAXATION. (2) WILL THE COLLEGE BE ABLE TO OFFER THE USUAL PROGRAMS OF TRANSFER, VOCATIONAL TRAINING, GUIDANCE, AND GENERAL EDUCATION. (3) SHOULD IT BE AN EXTENSION OF…

  18. Research Ready Program: A First in Regional South Australia

    Science.gov (United States)

    Penman, Joy; Oliver, Mary

    2012-01-01

    In response to the South Australian Certificate of Education (SACE) Board's introduction in 2010 of the new Research Project subject, the University of South Australia's Centre for Participation and Community Engagement took the opportunity to engage further with school students by organising the Research Ready Program. The adoption of the program…

  19. Organisational readiness for introducing a performance management system

    Directory of Open Access Journals (Sweden)

    Michael Ochurub

    2012-09-01

    Full Text Available Orientation: The successful introduction of performance management systems to the public service requires careful measurement of readiness for change.Research purpose: This study investigated the extent to which employees were ready for change as an indication of whether their organisation was ready to introduce a performance management system (PMS.Motivation for the study: Introducing system changes in organisations depends on positive employee preconditions. There is some debate over whether organisations can facilitate these preconditions. This research investigates change readiness linked to the introduction of a PMS in a public sector organisation. The results add to the growing literature on levels of change readiness.Research design, approach and method: The researchers used a quantitative, questionnairebased design. Because the organisation was large, the researchers used stratified sampling to select a sample from each population stratum. The sample size was 460, which constituted 26% of the total population. They used a South African change readiness questionnaire to elicit employee perceptions and opinions.Main findings: The researchers found that the organisation was not ready to introduce a PMS. The study identified various challenges and key factors that were negatively affecting the introduction of a PMS.Practical/managerial implications: The intention to develop and introduce performance management systems is generally to change the attitudes, values and approaches of managers and employees to the new strategies, processes and plans to improve productivity and performance. However, pre-existing conditions and attitudes could have an effect. It is essential to ensure that organisations are ready to introduce performance management systems and to provide sound change leadership to drive the process effectively. This study contributes to the body of knowledge about the challenges and factors organisations should consider when they

  20. Contribution of student involvement in production/service unit and experience of industry practices to entrepreneurial attitude and the impact entrepeneurship readiness of vocational high school students of great Malang

    Science.gov (United States)

    Mukminna, Halimahtus; Isnandar, Muladi

    2017-09-01

    Purpose of this research was to determine the contribution of student involvement in production/ service unit (X1), experience of industry practices (X2), and entrepreneurial attitude (Y) towards readiness entrepreneurship (Z) of vocational student regional Malang. The design of the study using a quantitative approach. The samples used as many as 130 respondents. Instruments used for collecting data in the form of questionnaires. Data analysis included descriptive and test of hypothesis. The result showed: that the description of data on the level of student involvement in production/ service unit, experience of industry practices, entrepreneurial attitude and entrepreneurship readiness in the high category. The contribution student involvement in production/ service unit of entrepreneurial attitude of 10.6%. The contribution experience of industry practices of entrepreneurial attitude of 17.4%. The contribution student involvement in production/ service unit and experience of industry practices simultaneously to entrepreneurial attitude of 44.1%. The contribution student involvement in production/ service unit of readiness entrepreneurship of 4%. The contribution experience of industry practices of readiness entrepreneurship of 5%. The contribution entrepreneurial attitude of readiness entrepreneurship of 16%. Finally, the contribution student involvement in production/ service unit, experience of industry practices, and entrepreneurial attitude simultaneously to readiness entrepreneurship of 50.3%.

  1. Ready, Set, Algebra?

    Science.gov (United States)

    Levy, Alissa Beth

    2012-01-01

    The California Department of Education (CDE) has long asserted that success Algebra I by Grade 8 is the goal for all California public school students. In fact, the state's accountability system penalizes schools that do not require all of their students to take the Algebra I end-of-course examination by Grade 8 (CDE, 2009). In this dissertation,…

  2. Ready and Able

    Science.gov (United States)

    Osborn, John E.

    2005-01-01

    School districts operate under bidding laws that, in many cases, restrict the flexibility they have in pre-qualifying contractors and limit choices in project-delivery methods. Because the legal impediments imposed on school districts are not likely to change, it is essential that institutions focus on more effective planning and troubleshooting.…

  3. Variables Affecting Secondary School Students' Willingness to Eat Genetically Modified Food Crops

    Science.gov (United States)

    Maes, Jasmien; Bourgonjon, Jeroen; Gheysen, Godelieve; Valcke, Martin

    2017-04-01

    A large-scale cross-sectional study (N = 4002) was set up to determine Flemish secondary school students' willingness to eat genetically modified food (WTE) and to link students' WTE to previously identified key variables from research on the acceptance of genetic modification (GM). These variables include subjective and objective knowledge about genetics and biotechnology, perceived risks and benefits of GM food crops, trust in information from different sources about GM, and food neophobia. Differences between WTE-related variables based on students' grade level, educational track, and gender were analyzed. The students displayed a rather indecisive position toward GM food and scored weakly on a genetics and biotechnology knowledge test. WTE correlated most strongly with perceived benefits and subjective and objective knowledge. The results have clear implications for education, as they reiterate the need to strengthen students' scientific knowledge base and to introduce a GM-related debate at a much earlier stage in their school career.

  4. ASSOCIATION BETWEEN AFFECTS AND REPRESENTATIONS INVOLVED IN THE SCHOOL LEARNING ENVIRONMENT

    OpenAIRE

    Andreia Osti; Ana Paula Porto Noronha

    2017-01-01

    This study assumes that the affective dimensions involves the process of planning and developing pedagogical practices and are an important factor in determining the nature of relations between the students and the various objects of knowledge. In this sense, the study aimed to analyze how students represent the affective aspects of both the teaching and learning process and what are their perceptions of the learning environment. The participants were 120 students of the 5th year of elementar...

  5. Electronic School.

    Science.gov (United States)

    Executive Educator, 1994

    1994-01-01

    This issue of "The Electronic School" features a special forum on computer networking. Articles specifically focus on network operating systems, cabling requirements, and network architecture. Tom Wall argues that virtual reality is not yet ready for classroom use. B.J. Novitsky profiles two high schools experimenting with CD-ROM…

  6. Process operational readiness and operational readiness follow-on

    International Nuclear Information System (INIS)

    Nertney, R.J.

    1992-11-01

    The first document in the System Safety Development Center (SSDC) series deals with the subject of Occupancy-Use Readiness. The material included in that manual provided the basis for development of the SSDC workshop in Operational Readiness. The original Occupancy Readiness Manual, however, deals only generally with the subject of process safety; i.e., the safety of overall ''processes'' such as solar collection systems, nuclear reactors, and coal fired electrical plants. The manual also fails to detail the considerations involved in maintaining the state of readiness on a continuing basis. Both of the latter subjects are dealt with in some detail in the SSDC's Operational Readiness Workshop. The purpose of this document is to provide additional documentary material dealing with subjects introduced in SSDC-1 Occupancy-Use Readiness Manual, and SSDC-12, Safety Considerations in Evaluation of Maintenance Programs. In augmenting SSDC-1, Part I of this manual provides additional material related to process safety; in the case of SSDC-12, the subject of safety considerations in evaluation of maintenance programs is broadened in Part II to include maintenance of personnel systems and procedural systems as well as hardware. ''Maintenance'' is related more directly to the concept of operational readiness and an alternative analytical tree is provided for hardware maintenance program evaluation

  7. Are We Ready to Recommend a College Readiness Index? A Reply to Gaertner and McClarty (2015)

    Science.gov (United States)

    Lazowski, Rory A.; Barron, Kenneth E.; Kosovich, Jeff J.; Hulleman, Chris S.

    2016-01-01

    In an article published in "Educational Measurement: Issues and Practice," Gaertner and McClarty (2015) discuss a college readiness index based, in part, on nonacademic or noncognitive factors measured in middle school. Such an index is laudable as it incorporates important constructs beyond academic achievement measures that may be…

  8. A Qualitative Study of Indian and Indian Immigrant Adolescents' Perceptions of the Factors Affecting Their Engagement and Performance in School

    Science.gov (United States)

    Areepattamannil, Shaljan; Freeman, John G.; Klinger, Don A.

    2018-01-01

    Although a growing body of quantitative research has examined the non-cognitive factors affecting the school engagement and performance of adolescents across cultures, there is relatively sparse qualitative research investigating the perceptions of adolescents regarding the factors influencing their engagement and performance in school. This focus…

  9. Physical activity and affect in elementary school children’s daily lives

    Directory of Open Access Journals (Sweden)

    Jan eKühnhausen

    2013-07-01

    Full Text Available A positive influence of physical activity (PA on affect has been shown in numerous studies. However, this relationship has not yet been studied in the daily life of children. We present a part of the FLUX study that attempts to contribute to filling that gap. To this end, a proper way to measure PA and affect in the daily life of children is needed. In pre-studies of the FLUX study, we were able to show that affect can be measured in children with self-report items that are answered using smartphones. In the current article, we show that it is feasible to objectively measure children’s PA with accelerometers for a period of several weeks and report descriptive information on the amount of activity of 51 children from 3rd and 4th grade. Additionally, we investigate the influence of daily PA on daily affect in children. Mixed effects models show no effect of PA on any of the four measured dimensions of affect. We discuss that this might be due to effects taking place at shorter time intervals, which can be investigated in future analyses.

  10. Advancing E-Commerce Beyond Readiness in a Developing Country: Experiences of Ghanaian Firms

    OpenAIRE

    Richard Boateng; Richard Heeks; Alemayehu Molla; Robert Hinson

    2011-01-01

    This paper identifies factors affecting the assimilation of electronic commerce in Ghana and the solutions that Ghanaian firms have developed. Drawing from the elements of two electronic commerce readiness frameworks, the study analyzes the readiness of Ghana to support the conduct of electronic commerce at the firm-level. The study covers the government, technology, market and culture readiness factors. Findings suggest that social networks, managerial capabilities and government commitment ...

  11. Retiree Health Insurance for Public School Employees: Does it Affect Retirement?

    Science.gov (United States)

    Fitzpatrick, Maria D.

    2014-01-01

    Despite the widespread provision of retiree health insurance for public sector workers, little attention has been paid to its effects on employee retirement. This is in contrast to the large literature on health-insurance-induced “job-lock” in the private sector. I use the introduction of retiree health insurance for public school employees in combination with administrative data on their retirement to identify the effects of retiree health insurance. As expected, the availability of retiree health insurance for older workers allows employees to retire earlier. These behavioral changes have budgetary implications, likely making the programs self-financing rather than costly to taxpayers. PMID:25479889

  12. Teachers' Readiness to Implement Nutrition Education Programs: Beliefs, Attitudes, and Barriers

    Science.gov (United States)

    Perikkou, Anastasia; Kokkinou, Eleni; Panagiotakos, Demosthenes B.; Yannakoulia, Mary

    2015-01-01

    Teachers' attitudes about school food environments and their readiness to implement school-based nutrition programs were investigated. A total of 1,436 primary-school teachers filled out a questionnaire on their demographic and professional characteristics and their attitudes, beliefs, and barriers for implementing health educational programs. The…

  13. Cost-Effectiveness of Ready for Recess to Promote Physical Activity in Children

    Science.gov (United States)

    Wang, Hongmei; Li, Tao; Siahpush, Mohammad; Chen, Li-Wu; Huberty, Jennifer

    2017-01-01

    Background: Many school-based recess interventions have been shown to be effective in increasing physical activity but their relative efficiency compared to other school-based programs are unknown. This study examined the cost-effectiveness of Ready for Recess, a program designed to increase students' physical activity in 2 elementary schools.…

  14. Sticker Shock: How Information Affects Citizen Support for Public School Funding.

    Science.gov (United States)

    Schueler, Beth E; West, Martin R

    2016-01-01

    This study examines the role of information in shaping public opinion in the context of support for education spending. While there is broad public support for increasing government funding for public schools, Americans tend to underestimate what is currently spent. We embed a series of experiments in a nationally representative survey administered in 2012 ( n = 2,993) to examine whether informing citizens about current levels of education spending alters public opinion about whether funding should increase. Providing information on per-pupil spending in a respondent's local school district reduces the probability that he or she will express support for increasing spending by 22 percentage points on average. Informing respondents about state-average teacher salaries similarly depresses support for salary increases. These effects are larger among respondents who underestimate per-pupil spending and teacher salaries by a greater amount, consistent with the idea that the observed changes in opinion are driven, at least in part, by informational effects, as opposed to priming alone.

  15. High School 9th Grade Students' Understanding Level and Misconceptions about Temperature and Factors Affecting It

    Science.gov (United States)

    Akbas, Yavuz

    2012-01-01

    The purpose of this study is to explore students' understanding levels and misconceptions about temperature and factors affecting it. The concept of the study was chosen from Geography National Curriculum. In this study, a questionnaire was developed after a pilot study with an aim to ascertain the students' understanding levels of temperature and…

  16. How Need for Cognition Affects the Formation of Performance Expectancies at School

    Science.gov (United States)

    Dickhauser, Oliver; Reinhard, Marc-Andre

    2009-01-01

    Individuals with low Need for Cognition (NFC) have been found to process information using a peripheral route compared to individuals higher in NFC. These differences affect the formation of performance expectancies. Based on previous work demonstrating that the formation of performance expectancies can be understood as an information processing…

  17. Motivational and Affective Determinants of Self-Regulatory Strategy Use in Elementary School Mathematics

    Science.gov (United States)

    Chatzistamatiou, Mariza; Dermitzaki, Irini; Efklides, Anastasia; Leondari, Angeliki

    2015-01-01

    The aim of the study was to investigate the relationships between elementary students' reported use of self-regulatory strategies in mathematics and their motivational and affective determinants. Participants of the study were 344 fifth- and sixth-grade Greek students. Students were asked to complete self-reported measures regarding the strategies…

  18. The Costly Consequences of not Being Socially and Behaviorally Ready to Learn by Kindergarten in Baltimore City.

    Science.gov (United States)

    Bettencourt, Amie F; Gross, Deborah; Ho, Grace; Perrin, Nancy

    2018-02-01

    Social, emotional, and behavioral skills are foundational to learning and long-term success. However, poverty and exposure to adverse childhood experiences reduce the chances of children entering kindergarten socially-behaviorally ready to learn. This study examined the unique impact of 5-year-old children (N = 11,412) entering kindergarten not socially-behaviorally ready on three costly school outcomes by fourth grade in Baltimore City Public Schools: being retained in grade, receiving services and supports through an IEP or 504 plan, and being suspended/expelled. Controlling for all other types of school readiness, students not identified as socially-behaviorally ready for kindergarten were more likely to experience all three school outcomes. Findings underscore the importance of early prevention and intervention strategies targeting parents and social-behavioral readiness skills during the first 5 years of life.

  19. An Evaluation of Factors Affecting Decision Making Among 4th Grade Elementary School Students with Low Socio-Economic Status

    Directory of Open Access Journals (Sweden)

    Alper KAŞKAYA

    2017-06-01

    Full Text Available Decision making is one of the most important life skills. While making correct, timely, accurate and appropriate decisions lead to positive changes in one’s life, making incorrect decisions may have a negative impact. It is an important issue to examine what the 4th grade students in primary school have about the decision-making ability to be achieved in adolescence and what qualities 4th grade primary students should have for this skill. Evaluation of 4th grade elementary school students for developmental characteristics and qualifications they need to have to be able to gain appropriate decision making ability by puberty emerges as an important issue. Even though age 9-10 is not a period when important or life changing decisions are made, it is still considered the period that individuals start to make real decisions in their life. In this age period, we believe that attempts can be made to help children use their decision making ability more effectively by identifying factors affecting this behavior. In this regard, the aim of this study is to determine factors that have impact on children’s decision making process. This study is designed as a case study and conducted according to qualitative research approach. The study was conducted with 34 elementary school students and 3 teachers. Student interview forms developed by researchers were used to collect the data. In accordance with the data obtained, interviews were conducted with the teachers. The content analysis is included during data analysis process. In our study, we have shown that TV-media, family- close family/friends, neighborhood, the teaching process and some developmental characteristics are found to have affected children’s decision making.

  20. Exploring the factors affecting the implementation of tobacco and substance use interventions within a secondary school setting: a systematic review.

    Science.gov (United States)

    Waller, Gillian; Finch, Tracy; Giles, Emma L; Newbury-Birch, Dorothy

    2017-11-14

    The aim of this mixed-methods, systematic literature review was to develop an understanding of the factors affecting the implementation of tobacco and substance use intervention programmes in the secondary school setting using NPT as an analytical framework. A search strategy was developed that combined implementation, school and intervention search terms. Literature searches were conducted in MEDLINE, Embase, PsycHINFO, Scopus, ERIC, CINAHL, Web of Science and the Cochrane Library. PROSPERO was also searched for similar systematic reviews and a grey literature search of policy documents and relevant material was also conducted. Papers were eligible for inclusion if they were based in a secondary school and focused on the implementation of a tobacco or substance use programme. Both quantitative and qualitative methodologies were considered for inclusion. Normalisation Process Theory (NPT) was used as a conceptual framework to identify facilitators and barriers of implementation and to structure the synthesis. Inclusion criteria were met by 15 papers. The included papers were both quantitative and qualitative and focused on a range of tobacco and substance use interventions, delivered by differing providers. Key facilitating factors for implementation were positive organisational climate, adequate training and teacher's and pupil's motivation. Barriers to implementation included heavy workloads, budget cuts and lack of resources or support. Quality appraisal identified papers to be of moderate to weak quality, as papers generally lacked detail. NPT highlighted the need for studies to extend their focus to include reflexive monitoring around appraisal and the evaluation processes of implementing new tobacco or substance use programs. Future research should also focus on employing implementation theory as a tool to facilitate bridging the gap between school health research and practice.

  1. Exploring the factors affecting the implementation of tobacco and substance use interventions within a secondary school setting: a systematic review

    Directory of Open Access Journals (Sweden)

    Gillian Waller

    2017-11-01

    Full Text Available Abstract Background The aim of this mixed-methods, systematic literature review was to develop an understanding of the factors affecting the implementation of tobacco and substance use intervention programmes in the secondary school setting using NPT as an analytical framework. Methods A search strategy was developed that combined implementation, school and intervention search terms. Literature searches were conducted in MEDLINE, Embase, PsycHINFO, Scopus, ERIC, CINAHL, Web of Science and the Cochrane Library. PROSPERO was also searched for similar systematic reviews and a grey literature search of policy documents and relevant material was also conducted. Papers were eligible for inclusion if they were based in a secondary school and focused on the implementation of a tobacco or substance use programme. Both quantitative and qualitative methodologies were considered for inclusion. Normalisation Process Theory (NPT was used as a conceptual framework to identify facilitators and barriers of implementation and to structure the synthesis. Results Inclusion criteria were met by 15 papers. The included papers were both quantitative and qualitative and focused on a range of tobacco and substance use interventions, delivered by differing providers. Key facilitating factors for implementation were positive organisational climate, adequate training and teacher's and pupil’s motivation. Barriers to implementation included heavy workloads, budget cuts and lack of resources or support. Quality appraisal identified papers to be of moderate to weak quality, as papers generally lacked detail. Conclusion NPT highlighted the need for studies to extend their focus to include reflexive monitoring around appraisal and the evaluation processes of implementing new tobacco or substance use programs. Future research should also focus on employing implementation theory as a tool to facilitate bridging the gap between school health research and practice.

  2. Purposeful Play Leads to School Readiness

    Science.gov (United States)

    Gilbert, Jaesook L.; Harte, Helene Arbouet; Patrick, Carol

    2011-01-01

    Initiatives such as the No Child Left Behind Act of 2001 (NCLB) reflect America's recent emphasis on literacy and educational accountability. Policymakers have a heightened interest in educating children earlier and fostering brain growth, in part due to the increased awareness of research on brain development and the importance of the early years…

  3. Inequality in Preschool Education and School Readiness

    Science.gov (United States)

    Magnuson, Katherine A.; Meyers, Marcia K.; Ruhm, Christopher J.; Waldfogel, Jane

    2004-01-01

    Attendance in U.S. preschools has risen substantially in recent decades, but gaps in enrollment between children from advantaged and disadvantaged families remain. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, we analyze the effect of participation in child care and early education on children's school…

  4. Assessing Approaches to Learning in School Readiness

    Directory of Open Access Journals (Sweden)

    Otilia C. Barbu

    2015-07-01

    Full Text Available This study examines the psychometric properties of two assessments of children’s approaches to learning: the Devereux Early Childhood Assessment (DECA and a 13-item approaches to learning rating scale (AtL derived from the Arizona Early Learning Standards (AELS. First, we administered questionnaires to 1,145 randomly selected parents/guardians of first-time kindergarteners. Second, we employed confirmatory factor analysis (CFA with parceling for DECA to reduce errors due to item specificity and prevent convergence difficulties when simultaneously estimating DECA and AtL models. Results indicated an overlap of 55% to 72% variance between the domains of the two instruments and suggested that the new AtL instrument is an easily administered alternative to the DECA for measuring children’s approaches to learning. This is one of the first studies that investigated DECA’s approaches to learning dimension and explored the measurement properties of an instrument purposely derived from a state’s early learning guidelines.

  5. eBooks--Ready for School Libraries?

    Science.gov (United States)

    Pappas, Marjorie

    2009-01-01

    For those who tend to purchase many books for personal or professional use, the eBook reader would easily pay for itself within a year. The two leading brands of eBook readers today are the Amazon Kindle and the Sony Book Reader. Both are similar in size, weight, and purchase price. The Kindle includes a keyboard while the Reader provides access…

  6. Partnership Instability, School Readiness, and Gender Disparities

    Science.gov (United States)

    Cooper, Carey E.; Osborne, Cynthia A.; Beck, Audrey N.; McLanahan, Sara S.

    2011-01-01

    Trends in family formation during the past several decades have increased children's exposure to mothers' partnership instability, defined as an entrance into or exit from a coresidential union or a dating partnership. Instability, in turn, is associated with negative outcomes for children and adolescents. This study uses data from the Fragile…

  7. LHCf: ready to go

    CERN Multimedia

    CERN Bulletin

    2015-01-01

    Reinstalled in the tunnel at the end of 2014, the two detectors of the LHCf experiment are now ready for operation. The first data should be taken in May.   LHCf’s Arm1 detector. The Large Hadron Collider forward (LHCf) experiment measures neutral particles emitted at nearly zero degrees from the proton beam direction. Because these "very forward" particles carry a large fraction of the collision energy, they are important for understanding the development of atmospheric air-shower phenomena produced by high-energy cosmic rays. To measure these particles, two detectors, Arm1 and Arm2, sit along the LHC beamline, at 140 metres either side of the ATLAS collision point. In July 2010, after a 9-month operation, the LHCf collaboration removed the two detectors from the tunnel to avoid severe radiation damage. The Arm2 detector was reinstalled in the tunnel for data-taking with proton–lead collisions in 2013, while Arm1 was being upgraded to be a radiation-ha...

  8. Change readiness research

    DEFF Research Database (Denmark)

    Høstgaard, Anna Marie Balling

    2006-01-01

    the ”Basic Structure for The Electronic Health Record” (B-EHR) using prototypes. http://medinfo.dk/epj/proj/gepka/). In the Gepka project the participation varied from 33.3% to 78.9%. The objective of this study is to set out themes by which this variation can be studied. A qualitative explorative research...... of participation – it is to suggest a qualitative relationship between the two. Neither does this study try to generalize the results, as further research on more wards would be needed to do so. This study does, however, set out themes that can be a useful tool in future CRR projects in order to maximize......The Change readiness research method (CRR) has become a wellknown method in Denmark to identify issues needed to be discussed on a hospital ward before implementation of a new IT-system and to start a dialogue. A precondition for a constructive dialogue, however, is a high degree of participation...

  9. Smoke Ready Toolbox for Wildfires

    Science.gov (United States)

    This site provides an online Smoke Ready Toolbox for Wildfires, which lists resources and tools that provide information on health impacts from smoke exposure, current fire conditions and forecasts and strategies to reduce exposure to smoke.

  10. Checklist for clinical readiness published

    Science.gov (United States)

    Scientists from NCI, together with collaborators from outside academic centers, have developed a checklist of criteria to evaluate the readiness of complex molecular tests that will guide decisions made during clinical trials. The checklist focuses on tes

  11. School-based mental health intervention for children in war-affected Burundi: a cluster randomized trial.

    Science.gov (United States)

    Tol, Wietse A; Komproe, Ivan H; Jordans, Mark J D; Ndayisaba, Aline; Ntamutumba, Prudence; Sipsma, Heather; Smallegange, Eva S; Macy, Robert D; de Jong, Joop T V M

    2014-04-01

    Armed conflicts are associated with a wide range of impacts on the mental health of children and adolescents. We evaluated the effectiveness of a school-based intervention aimed at reducing symptoms of posttraumatic stress disorder, depression, and anxiety (treatment aim); and improving a sense of hope and functioning (preventive aim). We conducted a cluster randomized trial with 329 children in war-affected Burundi (aged 8 to 17 (mean 12.29 years, standard deviation 1.61); 48% girls). One group of children (n = 153) participated in a 15-session school-based intervention implemented by para-professionals, and the remaining 176 children formed a waitlist control condition. Outcomes were measured before, one week after, and three months after the intervention. No main effects of the intervention were identified. However, longitudinal growth curve analyses showed six favorable and two unfavorable differences in trajectories between study conditions in interaction with several moderators. Children in the intervention condition living in larger households showed decreases on depressive symptoms and function impairment, and those living with both parents showed decreases on posttraumatic stress disorder and depressive symptoms. The groups of children in the waitlist condition showed increases in depressive symptoms. In addition, younger children and those with low levels of exposure to traumatic events in the intervention condition showed improvements on hope. Children in the waitlist condition who lived on their original or newly bought land showed improvements in hope and function impairment, whereas children in the intervention condition showed deterioration on these outcomes. Given inconsistent effects across studies, findings do not support this school-based intervention as a treatment for posttraumatic stress disorder and depressive symptoms in conflict-affected children. The intervention appears to have more consistent preventive benefits, but these effects are

  12. Adherence to the Mediterranean Diet and Factors Affecting Obesity in High School Students

    Directory of Open Access Journals (Sweden)

    Aysun Yüksel

    2017-12-01

    Full Text Available The prevalence overweight and obese among children and adolescents increases gradually in the world and became an epidemic in both developing and developed countries. Overweight and obesity in the adolescent period are the main risk factors contributing to the development of cardiovascular diseases in the adulthood period. This study was planned to reveal the prevalence of obesity and association of healthy lifestyle behaviors with obesity in adolescents. Methods: This research was carried out 859 students studying at Istanbul Hezarfen High School between the dates 1 February to 31 March 2017. The general dietary habits and night eating statuses were determined using the Mediterranean Diet Quality Index (KIDMED and Night Eating Questionnaire (NEQ and anthropometric parameters such as height and body weight were measured. Results: The mean age of the students was 15.9 ± 1.3 years. Of the students, 19.2% had overweight, 13.7% had obese BMI values. In this study, 32.4% of all students had low and 13% of them had optimal nutritional quality. The difference between two genders was statistically significant (p<0.05. The Night Eating Syndrome was not present in 78.9% of all students whereas it was detected in 21.1% of them. Conclusions: In our study, there was no statistically significant relationship between obesity, adherence to Mediterranean Diet and Night Eating Syndrome.

  13. Moderate to heavy infections of Trichuris trichiura affect cognitive function in Jamaican school children.

    Science.gov (United States)

    Nokes, C; Grantham-McGregor, S M; Sawyer, A W; Cooper, E S; Robinson, B A; Bundy, D A

    1992-06-01

    A double-blind placebo trial was conducted to determine the effect of moderate to high loads of Trichuris trichiura (whipworm) infection on the cognitive functions of 159 school children (age 9-12 years) in Jamaica. Infected children were randomly assigned to Treatment or Placebo groups. A third group of randomly selected uninfected children were assigned to a Control for comparative purposes. The improvement in cognitive function was evaluated using a stepwise multiple linear regression, designed to control for any confounding variables. The expulsion of worms led to a significant improvement in tests of auditory short-term memory (P less than 0.02; P less than 0.01), and a highly significant improvement in the scanning and retrieval of long-term memory (P less than 0.001). After 9 weeks, treated children were no longer significantly different from an uninfected Control group in these three tests of cognitive function. The removal of T. trichiura was more important than Ascaris lumbricoides in determining this improvement. The results suggest that whipworm infection has an adverse effect on certain cognitive functions which is reversible by therapy.

  14. The impact of the school-based Psychosocial Structured Activities (PSSA) program on conflict-affected children in Northern Uganda.

    Science.gov (United States)

    Ager, Alastair; Akesson, Bree; Stark, Lindsay; Flouri, Eirini; Okot, Braxton; McCollister, Faith; Boothby, Neil

    2011-11-01

    Children in northern Uganda have undergone significant psychosocial stress during the region's lengthy conflict. A Psychosocial Structured Activities (PSSA) program was implemented in 21 schools identified as amongst those most severely affected by conflict-induced displacement across Gulu and Amuru Districts. The PSSA intervention comprised a series of 15 class sessions designed to progressively increase children's resilience through structured activities involving drama, movement, music and art (with additional components addressing parental support and community involvement). Eight schools were selected by random quota sampling from those schools receiving the PSSA intervention. Two hundred and three children were identified in these schools as being scheduled to receive intervention, and were followed up 12 months later following engagement with PSSA activities. A comparison group comprised 200 children selected from schools that had met inclusion criteria for receipt of intervention, but were not scheduled for intervention coverage until later. Preliminary research used participatory focus group methodology to determine local indicators of child well-being as viewed by parents, teachers, and children respectively. Pre- and post- assessments focused on ratings for each child - by parents, teachers and children - with respect to these indicators. Significant increases in ratings of child well-being were observed in both intervention and comparison groups over a 12-month period. However, the well-being of children who had received the PSSA intervention increased significantly more than for children in the comparison group, as judged by child and parent (but not teacher) report. This effect was evident despite considerable loss-to-follow-up at post-testing as a result of return of many households to communities of origin. General improvement in child well-being over a 12-month period suggests that recovery and reconstruction efforts in Northern Uganda following

  15. NORMAL VALUES AND FACTORS AFFECTING FUNCTIONAL REACH TEST IN SAUDI ARABIA SCHOOL CHILDREN WITH TYPICAL DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    Hatem A. Emara

    2015-10-01

    Full Text Available Background: The most critical feature of motor development is the ability to balance the body in sitting or standing. Impaired balance limits a child’s ability to recover from unexpected threats to stability. The functional reach test (FRT defines the maximal distance an individual is able to reach forward beyond arm’s length in a standing position without loss of balance, taking a step, or touching the wall. The Purpose of this study was to establish the normal values for FRT in Saudi Arabia school children with typical development and to study the correlation of anthropometric measures with FRT values. Methods: This cross-sectional study was conducted in Almadinah Almonawarah, Kingdom of Saudi Arabia. A total of 280 children without disabilities aged 6 to 12 years were randomly selected. Functional reach was assessed by having subjects extend their arms to 90 degrees and reach as far forward as they could without taking a step. Reach distance was recorded by noting the beginning and final position of the subject's extended arm parallel to a yard stick attached to the wall. Three successive trials of FRT were performed and the mean of the three trials was calculated. Pearson product moment correlation was used to examine the association of FR to age, and anthropometric measures. Results: Normal mean values of FR ranged from 24.2cm to 33.95cm. Age, height and weight significantly correlate with FRT. Conclusion: The FRT is a feasible test to examine the balance of 6-12 year-old children. FRT may be useful for detecting balance impairment, change in balance performance over time.

  16. Does exposure to GSM 900 MHz mobile phone radiation affect short-term memory of elementary school students?

    Science.gov (United States)

    Movvahedi, M M; Tavakkoli-Golpayegani, A; Mortazavi, S A R; Haghani, M; Razi, Z; Shojaie-Fard, M B; Zare, M; Mina, E; Mansourabadi, L; Nazari-Jahromi; Safari, A; Shokrpour, N; Mortazavi, S M J

    2014-05-01

    Now-a-days, children are exposed to mobile phone radiation at a very early age. We have previously shown that a large proportion of children in the city of Shiraz, Iran use mobile phones. Furthermore, we have indicated that the visual reaction time (VRT) of university students was significantly affected by a 10 min real/sham exposure to electromagnetic fields emitted by mobile phone. We found that these exposures decreased the reaction time which might lead to a better response to different hazards. We have also revealed that occupational exposures to radar radiations decreased the reaction time in radar workers. The purpose of this study was to investigate whether short-term exposure of elementary school students to radiofrequency (RF) radiation leads to changes in their reaction time and short-term memory. A total of 60 elementary school children ages ranging from 8 to 10 years studying at a public elementary school in Shiraz, Iran were enrolled in this study. Standardized computer-based tests of VRT and short-term memory (modified for children) were administered. The students were asked to perform some preliminary tests for orientation with the VRT test. After orientation, to reduce the random variation of measurements, each test was repeated ten times in both real and sham exposure phases. The time interval between the two subsequent sham and real exposure phases was 30 min. The mean ± standard deviation reaction times after a 10 min talk period and after a 10 min sham exposure (switched off mobile) period were 249.0 ± 82.3 ms and 252.9 ± 68.2 ms (P = 0.629), respectively. On the other hand, the mean short-term memory scores after the talk and sham exposure periods were 1062.60 ± 305.39, and 1003.84 ± 339.68 (P = 0.030), respectively. To the best of our knowledge, this is the first study to show that short-term exposure of elementary school students to RF radiation leads to the better performance of their short-term memory.

  17. G+ COMMUNITY: MEASURING TEACHERS’ READINESS AND ACCEPTANCE

    Directory of Open Access Journals (Sweden)

    Mohd Faisal Farish Ishak

    2017-08-01

    Full Text Available The purpose of this paper is to explore teachers’ acceptance and readiness in using the cloud-based community as a platform for professional collaboration related to their teaching and learning. Familiarity with certain social networking platforms has made the preferable collaboration among teachers only limited to using Facebook, WhatsApp or Telegram. However, with time and space constraints in schools, some of the sharing sessions could not be done effectively most of the time. The study focuses on teachers’ acceptance and readiness of having their community in the cloud when they were introduced to the platform during a Continuous Professional Development (CPD course. A total number of 61 teachers used Google Community named as ‘Contemporary Children’s Literature (CCL 2016’ as a platform for their Professional Learning Community (PLC during the course. Descriptive analysis was done using Google Sheets and the findings show that these teachers are receptive towards Google Community in terms of its engagement level, usefulness as well as ease of use. The introduction to Google Community has created a new pathway for their collaboration especially for teaching and learning purposes. In a nutshell, their acceptance towards the cloud-based community indicates that, given the right training channel, teachers are positive and opened to utilising and integrating the cloud-based technology in their current teaching practice.

  18. Magnetic fusion: Environmental Readiness Document

    International Nuclear Information System (INIS)

    1981-03-01

    Environmental Readiness Documents are prepared periodically to review and evaluate the environmental status of an energy technology during the several phases of development of that technology. Through these documents, the Office of Environment within the Department of Energy provides an independent and objective assessment of the environmental risks and potential impacts associated with the progression of the technology to the next stage of development and with future extensive use of the technology. This Environmental Readiness Document was prepared to assist the Department of Energy in evaluating the readiness of magnetic fusion technology with respect to environmental issues. An effort has been made to identify potential environmental problems that may be encountered based upon current knowledge, proposed and possible new environmental regulations, and the uncertainties inherent in planned environmental research

  19. Too much of a good thing? How breadth of extracurricular participation relates to school-related affect and academic outcomes during adolescence.

    Science.gov (United States)

    Knifsend, Casey A; Graham, Sandra

    2012-03-01

    Although adolescents often participate in multiple extracurricular activities, little research has examined how the breadth of activities in which an adolescent is involved relates to school-related affect and academic performance. Relying on a large, multi-ethnic sample (N = 864; 55.9% female), the current study investigated linear and non-linear relationships of 11th grade activity participation in four activity domains (academic/leadership groups, arts activities, clubs, and sports) to adolescents' sense of belonging at school, academic engagement, and grade point average, contemporarily and in 12th grade. Results of multiple regression models revealed curvilinear relationships for sense of belonging at school in 11th and 12th grade, grade point average in 11th grade, and academic engagement in 12th grade. Adolescents who were moderately involved (i.e., in two domains) reported a greater sense of belonging at school in 11th and 12th grade, a higher grade point average in 11th grade, and greater academic engagement in 12th grade, relative to those who were more or less involved. Furthermore, adolescents' sense of belonging at school in 11th grade mediated the relationship of domain participation in 11th grade to academic engagement in 12th grade. This study suggests that involvement in a moderate number of activity domains promotes positive school-related affect and greater academic performance. School policy implications and recommendations are discussed.

  20. Operational readiness of EFAD systems

    International Nuclear Information System (INIS)

    Kabat, M.J.

    1992-02-01

    An assessment of the operational readiness of the Emergency Filtered Air Discharge (EFAD) systems, installed in Canadian CANDU multi-unit nuclear power plants, was performed in this project. Relevant Canadian and foreign standards and regulatory requirements have been reviewed and documentation on EFAD system design, operation, testing and maintenance have been assessed to identify likely causes and potential failures of EFAD systems and their components under both standby and accident conditions. Recommendations have also been provided in this report for revisions which are needed to achieve and maintain appropriate operational readiness of EFAD systems

  1. A proposed framework of big data readiness in public sectors

    Science.gov (United States)

    Ali, Raja Haslinda Raja Mohd; Mohamad, Rosli; Sudin, Suhizaz

    2016-08-01

    Growing interest over big data mainly linked to its great potential to unveil unforeseen pattern or profiles that support organisation's key business decisions. Following private sector moves to embrace big data, the government sector has now getting into the bandwagon. Big data has been considered as one of the potential tools to enhance service delivery of the public sector within its financial resources constraints. Malaysian government, particularly, has considered big data as one of the main national agenda. Regardless of government commitment to promote big data amongst government agencies, degrees of readiness of the government agencies as well as their employees are crucial in ensuring successful deployment of big data. This paper, therefore, proposes a conceptual framework to investigate perceived readiness of big data potentials amongst Malaysian government agencies. Perceived readiness of 28 ministries and their respective employees will be assessed using both qualitative (interview) and quantitative (survey) approaches. The outcome of the study is expected to offer meaningful insight on factors affecting change readiness among public agencies on big data potentials and the expected outcome from greater/lower change readiness among the public sectors.

  2. Does students' exposure to gender discrimination and sexual harassment in medical school affect specialty choice and residency program selection?

    Science.gov (United States)

    Stratton, Terry D; McLaughlin, Margaret A; Witte, Florence M; Fosson, Sue E; Nora, Lois Margaret

    2005-04-01

    To examine the role of gender discrimination and sexual harassment in medical students' choice of specialty and residency program. Anonymous, self-administered questionnaires were distributed in 1997 to fourth-year students enrolled in 14 public and private U.S. medical schools. In addition to reporting the frequency of gender discrimination and sexual harassment encountered during preclinical coursework, core clerkships, elective clerkships, and residency selection, students assessed the impact of these exposures (none, a little, some, quite a bit, the deciding factor) on their specialty choices and rankings of residency programs. A total of 1,314 (69%) useable questionnaires were returned. Large percentages of men (83.2%) and women (92.8%) experienced, observed, or heard about at least one incident of gender discrimination and sexual harassment during medical school, although more women reported such behavior across all training contexts. Compared with men, significantly (p harassment influenced their specialty choices (45.3% versus 16.4%) and residency rankings (25.3% versus 10.9%). Across all specialties, more women than men experienced gender discrimination and sexual harassment during residency selection, with one exception: a larger percentage of men choosing obstetrics and gynecology experienced such behavior. Among women, those choosing general surgery were most likely to experience gender discrimination and sexual harassment during residency selection. Interestingly, correlations between exposure to gender discrimination and sexual harassment and self-assessed impact on career decisions tended to be larger for men, suggesting that although fewer men are generally affected, they may weigh such experiences more heavily in their choice of specialty and residency program. This study suggests that exposure to gender discrimination and sexual harassment during undergraduate education may influence some medical students' choice of specialty and, to a lesser

  3. 75 FR 68321 - Forage Genetics International; Supplemental Request for Partial Deregulation of Roundup Ready...

    Science.gov (United States)

    2010-11-05

    ...] Forage Genetics International; Supplemental Request for Partial Deregulation of Roundup Ready Alfalfa... Inspection Service has received a supplemental request for ``partial deregulation'' from Forage Genetics... affected persons of the availability of the documents submitted to the Agency from Forage Genetics...

  4. Ready for Takeoff: China’s Advancing Aerospace Industry

    Science.gov (United States)

    2011-01-01

    designed to study the effects of radiation and microgravity on different varieties of fruit and vegetable seeds, fungi , and molecular biomaterials. No...negatively affect U.S. interests and would increase the costs—human and material—of resisting such force. xiv Ready for Takeoff: China’s Advancing...summarizes projec- tions of its future growth, and analyzes factors that are likely to affect that growth, such as the availability of high-speed rail

  5. Strategic Management and Innovation: A Checklist for Readiness Evaluation of AACSB Standards

    Science.gov (United States)

    Kundu, Goutam Kumar; Bairi, Jayachandra

    2016-01-01

    Purpose: The purpose of this paper is to introduce the concept of a checklist, focusing on the detailed analysis of the requirement of the Association to Advance Collegiate Schools of Business (AACSB) standards related to strategic management and innovation area, for evaluation of implementation readiness in a business school setting.…

  6. Increasing College Access: A Look at College Readiness from the Experiences of Foster Youth

    Science.gov (United States)

    Hutchins, Demetrees Lee

    2017-01-01

    Fewer than 50% of all foster youth in the United States graduate from high school by the age of 18 and only 20% of those high school graduates attend college. There are many barriers that impact the college-going rates of foster youth. Past studies on college attendance among foster youth rarely look at college readiness experiences from the…

  7. Two Future Ready Librarians Explore Advocacy in and outside of the Library

    Science.gov (United States)

    Miller, Shannon McClintock; Ray, Mark

    2018-01-01

    As part of the national Future Ready Librarians initiative at the Alliance for Excellent Education, Mark Ray and Shannon McClintock Miller serve as national advocates for school library programs and librarians. Mark and Shannon began their library advocacy careers in school libraries. For eight years, Shannon was the district librarian in Van…

  8. Microbiological Safety of Ready-to-eat Foods Sold in Primary ...

    African Journals Online (AJOL)

    A study was conducted to assess the microbial safety of ready-to-eat (RTE) foods sold in private and public primary schools in Abeokuta, South-western Nigeria. One hundred and sixty RTE food samples were collected from forty food vendors in thirty primary schools and analysed microbiologically. Socio-economic status ...

  9. Socioeconomic Status, Higher-Level Mathematics Courses, Absenteeism, and Student Mobility as Indicators of Work Readiness

    Science.gov (United States)

    Folds, Lea D.; Tanner, C. Kenneth

    2014-01-01

    The purpose of this study was to analyze the relations among socioeconomic status, highest-level mathematics course, absenteeism, student mobility and measures of work readiness of high school seniors in Georgia. Study participants were 476 high school seniors in one Georgia county. The full regression model explained 27.5% of the variance in…

  10. A study of the factors affecting the attitudes of young female students toward chemistry at the high school level

    Science.gov (United States)

    Banya, Santonino K.

    Chemistry is a human endeavor that relies on basic human qualities like creativity, insights, reasoning, and skills. It depends on habits of the mind: skepticism, tolerance of ambiguity, openness to new ideas, intellectual honesty, curiosity, and communication. Young female students begin studying chemistry curiosity; however, when unconvinced, they become skeptical. Researches focused on gender studies have indicated that attitudes toward science education differ between males and females. A declining interest in chemistry and the under representation of females in the chemical science was found (Jacobs, 2000). This study investigated whether self-confidence toward chemistry, the influence of role models, and knowledge about the usefulness of chemistry were affecting the attitudes toward chemistry, of 183 high school young females across the United States. The young female students surveyed, had studied chemistry for at least one year prior to participating in the study during the fall semester of 2003. The schools were randomly selected represented diverse economic backgrounds and geographical locations. Data were obtained using Chemistry Attitude Influencing Factors (CAIF) instrument and from interviews with a focus group of three young female students about the effect of self-confidence toward chemistry, the influence of role models, and knowledge about the usefulness of chemistry on their decision to study chemistry. The CAIF instrument consisted of a 12-items self-confidence questionnaire (ConfiS), 12-items each of the influence of role models (RoMoS) and knowledge about usefulness of chemistry (US) questionnaire. ConfiS was adopted (with permission) from CAEQ (Coll & Dalgety, 2001), and both RoMoS and US were modified from TOSRA (Fraser, 1978), public domain document. The three young female students interviewed, gave detailed responses about their opinions regarding self-confidence toward chemistry, the influence of role models, and knowledge about the

  11. Readiness for Solving Story Problems.

    Science.gov (United States)

    Dunlap, William F.

    1982-01-01

    Readiness activities are described which are designed to help learning disabled (LD) students learn to perform computations in story problems. Activities proceed from concrete objects to numbers and involve the students in devising story problems. The language experience approach is incorporated with the enactive, iconic, and symbolic levels of…

  12. Consequence Management - Ready or Not?

    Science.gov (United States)

    2003-04-07

    Defense will have sufficient capability and be ready to respond to a Weapons of Mass Destruction/ Effects attack. An effective consequence management...Defense adopts the National Military Strategy and its consequence management approach, it must identify Weapons of Mass Destruction/ Effects threats...that the Department of Defense: develop Weapons of Mass Destruction/ Effects performance standards for response assets; implement a consequence

  13. Onderzoek online readiness modezaken 2012

    NARCIS (Netherlands)

    Boels, Han; Weltevreden, Jesse

    2013-01-01

    In dit onderzoek is de online readiness van modezaken in 2012 in kaart gebracht. In totaal hebben 124 (voornamelijk zelfstandige) modezaken deelgenomen aan het onderzoek. Het onderzoek is uitgevoerd door het lectoraat Online Ondernemen samen met studenten van de minor Marketing Tomorrow van de

  14. Onderzoek online readiness rijscholen 2013

    NARCIS (Netherlands)

    Weltevreden, Jesse; Boels, Han

    2013-01-01

    In dit onderzoek is de online readiness van rijscholen in 2013 in kaart gebracht. In totaal hebben 115 rijscholen deelgenomen aan het onderzoek. Het onderzoek is uitgevoerd door het lectoraat Online Ondernemen samen met studenten van de minor Marketing Tomorrow van de Hogeschool van Amsterdam.

  15. Workplace Readiness for Communicating Diversity.

    Science.gov (United States)

    Muir, Clive

    1996-01-01

    Proposes a model for communicating change about diversity using a workplace-readiness approach. Discusses ways organizational change agents can assess the company's current interpersonal and social dynamics, use appropriate influence strategies, and create effective messages that will appeal to employees and help to achieve the desired acceptance…

  16. Statistics in Schools

    Science.gov (United States)

    Information Statistics in Schools Educate your students about the value and everyday use of statistics. The Statistics in Schools program provides resources for teaching and learning with real life data. Explore the site for standards-aligned, classroom-ready activities. Statistics in Schools Math Activities History

  17. Socio-Economic Factors Affecting Parents' Involvement in Homework: Practices and Perceptions from Eight Johannesburg Public Primary Schools

    Science.gov (United States)

    Ndebele, Misheck

    2015-01-01

    This paper examines socio-economic factors influencing parental involvement in homework at the Foundation Phase in eight Johannesburg public primary schools. The research was conducted among over 600 parents from schools in different geographical and socio-economic areas such as the inner city, suburban and township. Two primary schools were…

  18. Solar Ready: An Overview of Implementation Practices

    Energy Technology Data Exchange (ETDEWEB)

    Watson, A.; Guidice, L.; Lisell, L.; Doris, L.; Busche, S.

    2012-01-01

    This report explores three mechanisms for encouraging solar ready building design and construction: solar ready legislation, certification programs for solar ready design and construction, and stakeholder education. These methods are not mutually exclusive, and all, if implemented well, could contribute to more solar ready construction. Solar ready itself does not reduce energy use or create clean energy. Nevertheless, solar ready building practices are needed to reach the full potential of solar deployment. Without forethought on incorporating solar into design, buildings may be incompatible with solar due to roof structure or excessive shading. In these cases, retrofitting the roof or removing shading elements is cost prohibitive. Furthermore, higher up-front costs due to structural adaptations and production losses caused by less than optimal roof orientation, roof equipment, or shading will lengthen payback periods, making solar more expensive. With millions of new buildings constructed each year in the United States, solar ready can remove installation barriers and increase the potential for widespread solar adoption. There are many approaches to promoting solar ready, including solar ready legislation, certification programs, and education of stakeholders. Federal, state, and local governments have the potential to implement programs that encourage solar ready and in turn reduce barriers to solar deployment. With the guidance in this document and the examples of jurisdictions and organizations already working to promote solar ready building practices, federal, state, and local governments can guide the market toward solar ready implementation.

  19. Relationships between negative affect and academic achievement among secondary school students: the mediating effects of habituated exercise.

    Science.gov (United States)

    Hashim, Hairul A; Freddy, Golok; Rosmatunisah, Ali

    2012-09-01

    The current study was undertaken to examine the associations between self-determination, exercise habit, anxiety, depression, stress, and academic achievement among adolescents aged 13 and 14 years in eastern Malaysia. The sample consisted of 750 secondary school students (mean age = 13.4 years, SD = 0.49). Participants completed self-report measures of exercise behavioral regulation, negative affect, and exercise habit strength. Midyear exam results were used as an indicator of academic performance. Structural equation modeling was used to analyze the data. The results of structural equation modeling revealed a close model fit for the hypothesized model, which indicates that higher levels of self-determination were positively associated with habituated exercise behavior. In turn, exercise habit strength fostered academic achievement and buffered the debilitative effect of stress, depression, and anxiety on student academic performance. The analysis of model invariance revealed a nonsignificant difference between male and female subjects. The findings support the notion that habituated exercise fosters academic performance. In addition, we found that habituated exercise buffers the combined effects of stress, anxiety and depression on academic performance. The finding also supports the roles of self-determination in promoting exercise habituation.

  20. Factors Affecting Academic Resilience in Middle School Students: A Case Study (Factores que Afectan la Resiliencia Académica en Estudiantes de Bachillerato)

    Science.gov (United States)

    Rojas Flórez, Luisa Fernanda

    2015-01-01

    This research was carried out with the purpose of identifying how and which risk and protective factors affect academic outcomes. The study explored how different family and individual environmental factors foster academic resilience. The exploratory study took place with a group of six students from a public school in Bogotá, Colombia. The school…