Will Jazz Survive? Thoughts on the State of the Great American Art.

Science.gov (United States)

Benjamin, Playthell

1983-01-01

Jazz is undoubtedly the great North American contribution to art, yet this art form is undermined by the White music elite which chooses instead to support institutions that perpetuate European music. When jazz is given attention in the mass media, both its Black origins and the great Black jazz artists are largely ignored. (GC)

Hidden Disadvantage: Asian American Unemployment and the Great Recession. EPI Issue Brief #277

Science.gov (United States)

Austin, Algernon

2010-01-01

Nationally, Asian Americans have the lowest unemployment rate of the major racial groups. But a closer look at unemployment by educational attainment shows a more complicated picture. Asian Americans with bachelor's degrees have a higher unemployment rate than whites with comparable education, but Asian American high school dropouts are more…

The Great American Recession and forgone healthcare: Do widened disparities between African-Americans and Whites remain?

Science.gov (United States)

Travers, Jasmine L; Cohen, Catherine C; Dick, Andrew W; Stone, Patricia W

2017-01-01

During the Great Recession in America, African-Americans opted to forgo healthcare more than other racial/ethnic groups. It is not understood whether disparities in forgone care returned to pre-recession levels. Understanding healthcare utilization patterns is important for informing subsequent efforts to decrease healthcare disparities. Therefore, we examined changes in racial disparities in forgone care before, during, and after the Great Recession. Data were pooled from the 2006-2013 National Health Interview Survey. Forgone medical, mental, and prescription care due to affordability were assessed among African-Americans and Whites. Time periods were classified as: pre-recession (May 2006-November 2007), early recession (December 2007-November 2008), late recession (December 2008-May 2010) and post-recession (June 2010-December 2013). Multivariable logistic regressions of race, interacted with time periods, were used to identify disparities in forgone care controlling for other demographics, health insurance coverage, and having a usual place for medical care across time periods. Adjusted Wald tests were performed to identify significant changes in disparities across time periods. The sample consisted of 110,746 adults. African-Americans were more likely to forgo medical care during the post- recession compared to Whites (OR = 1.16, CI = 1.06, 1.26); changes in foregone medical care disparities were significant in that they increased in the post-recession period compared to the pre-recession (OR = 1.17, CI = 1.08, 1.28 and OR = 0.89, CI = 0.77, 1.04, respectively, adjusted Wald Test p-value Great Recession and may be a result of outstanding issues related to healthcare access, cost, and quality. While health insurance is an important component of access to care, it alone should not be expected to remove these disparities due to other financial constraints. Additional strategies are necessary to close remaining gaps in care widened by the Great Recession.

American Cooperative Schools in Bolivia. The Ball State Report.

Science.gov (United States)

Dunworth, John

Four American Cooperative Schools in Bolivia are surveyed in this document in connection with a project to provide inservice development in the form of graduate courses, workshops, and consultantships. The four schools were 1) the American Cooperative School in La Paz, serving children of all nationalities from prekindergarten through grade 12…

Overburndened and Underfunded: California Public Schools Amidst the Great Recession

Directory of Open Access Journals (Sweden)

Rhoda Freelon

2012-06-01

Full Text Available Since 2008, many nations, including the United States, have struggled with the effects of a global recession. The state of California has been particularly impacted by the Great Recession. Unemployment rates in California are among the highest in the United States, and a weak fiscal environment has forced deep cutbacks to a variety of state services. This study uses California as a case to explore the effects of economic crisis on public schools and the students they serve. The study draws on two years of survey and interview data with a representative sample of public school principals across California. The data show that, during the Great Recession, students have experienced growing social welfare needs that often shape their well-being and their performance in schools. We also find that the capacity of public schools to meet these needs and provide quality education has been eroded by budget cuts. This study finds that schools primarily serving low-income families have been hardest hit during the recession, in part because they cannot raise private dollars to fill the gap left by public sector cuts. The Great Recession thus has undermined educational quality while producing widening educational inequality in California.

School Reform Unplugged: The Bensenville New American School Project, 1991-93.

Science.gov (United States)

Mirel, Jeffrey

1994-01-01

This examination of the New American Schools Development Corporation initiative in Bensenville (Illinois) details the controversy over the reform effort and argues that factors such as school governance, local control, and school finance played major roles in determining program outcomes. The importance of political influences in reform efforts is…

Predicting Parental Home and School Involvement in High School African American Adolescents

Science.gov (United States)

Hayes, DeMarquis

2011-01-01

Predictors of parental home and school involvement for high school adolescents were examined within two groups of urban African American parents from various socioeconomic levels. Home involvement was defined as parent-adolescent communication about school and learning, while school involvement was defined in terms of parent attendance and…

School Counseling for African American Adolescents: The Alfred Adler Approach

Science.gov (United States)

Sapp, Marty

2010-01-01

This article discusses how Adlerian counseling can be used as a form of school counseling for African American adolescents. Moreover, school counseling for African American adolescents is discussed within the context of African American culture. Due to the strength-based nature of Adlerian approach, it can capitalize on African American…

The Effects of Home-School Dissonance on African American Male High School Students

Science.gov (United States)

Brown-Wright, Lynda; Tyler, Kenneth Maurice

2010-01-01

The current study examined associations between home-school dissonance and several academic and psychological variables among 80 African American male high school students. Regression analyses revealed that home-school dissonance significantly predicted multiple academic and psychological variables, including amotivation, academic cheating,…

Pain education in North American medical schools.

Science.gov (United States)

Mezei, Lina; Murinson, Beth B

2011-12-01

Knowledgeable and compassionate care regarding pain is a core responsibility of health professionals associated with better medical outcomes, improved quality of life, and lower healthcare costs. Education is an essential part of training healthcare providers to deliver conscientious pain care but little is known about whether medical school curricula meet educational needs. Using a novel systematic approach to assess educational content, we examined the curricula of Liaison Committee on Medical Education-accredited medical schools between August 2009 and February 2010. Our intent was to establish important benchmark values regarding pain education of future physicians during primary professional training. External validation was performed. Inclusion criteria required evidence of substantive participation in the curriculum management database of the Association of American Medical Colleges. A total of 117 U.S. and Canadian medical schools were included in the study. Approximately 80% of U.S. medical schools require 1 or more pain sessions. Among Canadian medical schools, 92% require pain sessions. Pain sessions are typically presented as part of general required courses. Median hours of instruction on pain topics for Canadian schools was twice the U.S. median. Many topics included in the International Association for the Study of Pain core curriculum received little or no coverage. There were no correlations between the types of pain education offered and school characteristics (eg, private versus public). We conclude that pain education for North American medical students is limited, variable, and often fragmentary. There is a need for innovative approaches and better integration of pain topics into medical school curricula. This study assessed the scope and scale of pain education programs in U.S. and Canadian medical schools. Significant gaps between recommended pain curricula and documented educational content were identified. In short, pain education was

What American Schools Can Learn from Hogwarts School of Witchcraft and Wizardry.

Science.gov (United States)

Booth, Margaret Zoller; Booth, Grace Marie

2003-01-01

A mother and daughter share their insights on what American schools can learn about cooperative, student-centered, problem-solving approaches to instruction from the Hogwarts School of Witchcraft and Wizardry in the Harry Potter books. (Contains 11 references.) (PKP)

Help-Seeking in the School Context: Understanding Chinese American Adolescents' Underutilization of School Health Services

Science.gov (United States)

Anyon, Yolanda; Whitaker, Kelly; Shields, John P.; Franks, Heather

2013-01-01

Background: This article examines whether school contextual factors, such as referral practices and peer dynamics, contribute to Chinese American students' underrepresentation in school health programs. Methods: Data from the 2007 Youth Risk Behavior Survey (N?=?1,744) as well as interviews and focus groups (N?=?51) with Chinese American users and…

CERN–Latin-American School of High-Energy Physics in Peru

CERN Multimedia

Nick Ellis, Organising Committee

2013-01-01

The 7th CERN–Latin-American School of High-Energy Physics was held in Arequipa, Peru, from 6 to 19 March 2013. The School is held every other year in a Latin-American country. This was the first time it had been hosted in Peru – a choice that reflects the increasing development of high-energy physics in the country, including collaboration in ALICE and experimental neutrino physics.   Participants in the 7th CERN–Latin-American School of High-Energy Physics in the grounds of the El Lago Estelar hotel in Arequipa, Peru. The 2013 School was attended by a total of 69 students, including 19 from Peru, selected from more than 130 applicants. About 80% of the students came from Latin-American countries, with most of the others coming from Europe. All in all, 18 different nationalities were represented. The lecturers and discussion group leaders were also from a variety of different countries including Argentina, Belgium, Brazil, Chile, Israel, Mexico, Peru, Spain, Switz...

Toward a New Generation of American Schools.

Science.gov (United States)

Kearns, David T.

1993-01-01

U.S. business and industry must follow Xerox's training, staff development, and research and development example to leapfrog ahead of foreign competitors. The business community launched the New American Schools Development Corporation to carry out the America 2000 plan to transform U.S. schooling. So far, America 2000 communities are focusing on…

Cultural and School-Grade Differences in Korean and White American Children's Narrative Skills

Science.gov (United States)

Kim, Meesook

2003-03-01

A great deal of ethnographic research describes different communicative styles in Asian and Western countries. Asian cultures emphasise the listener's role in assuring successful communication, whereas Western cultures place the responsibility primarily on the speaker. This pattern suggests that Asian children may develop higher-level receptive skills and Western children may develop higher-level expressive skills. However, the language of children in formal education may develop in certain ways regardless of cultural influences. The present study quantifies the cultural and school-grade differences in language abilities reflected in middle-class Korean and white American children's story-telling and story-listening activities. Thirty-two Korean first- and fourth-grade children and their American counterparts were individually asked to perform two tasks: one producing a story from a series of pictures, and one involving listening to and then retelling a story. The individual interview was transcribed in their native languages and analysed in terms of ambiguity of reference, the number of causal connectors, the amount of information, and the number of central and peripheral idea units that were included in the story retelling. The data provided some empirical evidence for the effects of culture and school education in children's language acquisition.

Should we establish a North American school of global health sciences?

Science.gov (United States)

Hotez, Peter J

2004-08-01

Since 1997, an unprecedented amount of American philanthropy from both private and federal sources has been directed toward research and control programs for the major tropical infectious diseases of developing countries. The US and Canadian capacity to respond to these new initiatives might prove inadequate, however, as tropical disease research and training infrastructures have deteriorated at most North American academic health centers over the last three decades. Training opportunities in clinical tropical medicine, parasitology laboratory diagnostics, vector control, and public health practice are especially depleted and portend a lost generation of experts in these areas. In addition, unlike some of the European schools of tropical medicine, no North American medical or public health school currently boasts a comprehensive faculty in the global health sciences, with expertise that spans laboratory investigation, clinical and translational research, health policy, and international development. To meet the challenge presented by the new philanthropy targeting the global diseases of poverty, a North American school of global health sciences should be established. The North American school, possibly in association with one of the existing schools of medicine or public health, would provide interdisciplinary training to produce a new generation of global health scientists.

The Great Recession and health risks in African American youth.

Science.gov (United States)

Chen, Edith; Miller, Gregory E; Yu, Tianyi; Brody, Gene H

2016-03-01

In the present study, we investigated associations of macro-economic conditions - the Great Recession - with cellular epigenetic aging, allostatic load, and self-reported health, in a group that experiences significant health disparities, African Americans. A sample of 330 African American adolescents in Georgia was followed from pre-recession (2007, M age=16.6) to post-recession (2010, M age=19.3). Economic data were collected in both 2007 and 2010. Three groups were formed to represent economic trajectories across the period of the Great Recession (stable low economic hardship, downward mobility, and stable high economic hardship). At age 19, measures of cellular epigenetic aging (derived from leukocyte DNA methylation profiles, reflecting the disparity between a person's biological and chronological age), allostatic load (composite of blood pressure, C reactive protein, cortisol, epinephrine, norepinephrine, and body mass index), and adolescent self-report of health were obtained. Linear trend analyses documented significant differences across all outcomes. The more time adolescents spent under economic hardship, the higher their epigenetic aging [estimate=1.421, SE=0.466, p=.002] and allostatic load [estimate=1.151, SE=0.375, p=.002] scores, and the worse their self-report of health [estimate=4.957, SE=1.800, p=.006]. Specific group comparisons revealed that adolescents in the downward mobility group had higher levels of allostatic load than adolescents in the stable low hardship group [p<.05]. Overall, these findings suggest that the health profiles of African American youth may in part be shaped by environmental macro-economic societal conditions, and that effects on biological markers can be detected relatively early in life. Copyright © 2015 Elsevier Inc. All rights reserved.

Great Excavations: Tales of Early Southwestern Archaeology, 1888-1939, School of American Research Press, 1995

Directory of Open Access Journals (Sweden)

Stephen E. Nash

1997-05-01

Full Text Available Great Excavations: Tales of Early Southwestern Archaeology, 1 888-1939, is an "intentionally selective" account of eight major archaeological expeditions to the Southwest in the late 19th and early 20th centuries. It succeeds in achieving the goals set forth in the prologue. The reader is taken on an "armchair tour"  of early Southwestern excavations in the hope that the resulting "basic understanding of what the early archae­ologists did" will stimulate a desire to "learn more about the intriguing prehistory of the Southwest" (pp. xiii. As a student of the history of North American archaeology, I would be amiss to speak for Elion's "layperson" audience, but my suspicion is that her presentation will indeed stimulate those readers. As an archaeologist, I thoroughly enjoyed this book, and it may well be that Elliott's journalistic approach makes this book more enjoyable because she is able to remain above the level of detail that often burden archaeolo­gists' accounts of these expeditions. I must temper this statement by noting that Elliott's journalistic hyper­ bole and tendency to oversimplify complex research and analysis are at times discomforting.

The State of Disability Awareness in American Medical Schools.

Science.gov (United States)

Seidel, Erica; Crowe, Scott

2017-09-01

This study was designed to: (1) determine how many American medical schools include disability awareness in their curriculum, (2) explore the format of disability awareness programs in existence, and (3) understand why some schools do not include disability awareness in their curriculum. An online survey was sent to deans of medical education (or equivalent positions) at accredited allopathic and osteopathic American medical schools (N = 167) in 2015. Seventy-five schools (45%) completed surveys. Fifty-two percent (39/75) reported having a disability awareness program. The most common format was people with disabilities or caregivers speaking in a large group setting. Programs were most likely to focus on adults with physical disabilities. Among schools without a program, the top barriers were no one advocating for inclusion in the curriculum and time constraints. Nearly half of schools without a program expressed interest in adopting an awareness curriculum if one was made available. Such results indicate that efforts should be made to increase the number of schools that provide disability awareness education through increased advocacy and providing additional resources to schools without a curriculum.

The American School in the Political Socialization Process.

Science.gov (United States)

Ehman, Lee H.

1980-01-01

Studies on the effects of schooling on the political socialization of American youth are reviewed. School-level and classroom-level attributes are related to four political socialization outcomes: political knowledge; political attitudes and values; attitudes toward political participation; and participation in political or quasi-political…

Providence-St. Mel School: How a School That Works for African American Students Works

Science.gov (United States)

Pressley, Michael; Raphael, Lisa; Gallagher, J. David; DiBella, Jeanette

2004-01-01

A portrait, using grounded theory qualitative methodologies, was constructed of a K-12 school serving urban, African American students, one producing high achievement. The primary data were observations complemented by questionnaire responses and document analyses. Consistent with conclusions in the effective schooling literature, this school has…

A Phenomenological Examination of Middle School African American Adolescent Men's Experiences with Professional School Counselors

Science.gov (United States)

Washington, Ahmad Rashad

2013-01-01

This qualitative study was conducted with a sample of five (5) middle school African American adolescent men from two different schools in the same school district to explore their perceptions of and experiences with their professional school counselors. Phenomenological qualitative methodology was used to complete this study. To gather research…

Neoliberalism inside Two American High Schools

Science.gov (United States)

Cleary, Joseph, Jr.

2017-01-01

This article examines "neoliberalism" inside two American public high schools. The work of one leading critical theorist, Mark Olssen, is explained and examined. Particular attention is paid to Olssen's concepts of "homo economicus" and "manipulatable man." It is concluded that Olssen's theories on neoliberalism…

Gun Violence and the Meaning of American Schools

Science.gov (United States)

Warnick, Bryan R.; Kim, Sang Hyun; Robinson, Shannon

2015-01-01

In the United States, targeted school shootings have become a distinct genre of violence. In this essay, Bryan Warnick, Sang Hyun Kim, and Shannon Robinson examine the social meanings that exist in American society that might contribute to this phenomenon, focusing on the question: "Why are schools conceptualized as appropriate places to…

The Last Great American Picture Show : New Hollywood Cinema in the 1970s

NARCIS (Netherlands)

2004-01-01

In The Last Great American Picture Show wordt de veranderende herwaardering in kaart gebracht voor de Amerikaanse film in de jaren zeventig. Deze periode, vroeger aangeduid als het decennium van de 'lost generation', wordt meer en meer erkend als het eerste 'Nieuwe Hollywood'. In deze periode werd

Precarious Slopes? The Great Recession, Federal Stimulus, and New Jersey Schools. Working Paper #02-12

Science.gov (United States)

Chakrabarti, Rajashri; Sutherland, Sarah

2012-01-01

While sparse literature exists investigating the impact of the Great Recession on various sectors of the economy, there is virtually no research that studies the effect of the Great Recession, or past recessions, on schools. This paper starts to fill the void. Studying school funding during the recession is of paramount importance because schools…

77 FR 65886 - Century Metal Recycling PVT. LTD v. Dacon Logistics, LLC dba CODA Forwarding, Great American...

Science.gov (United States)

2012-10-31

... FEDERAL MARITIME COMMISSION [Docket No. 12-09] Century Metal Recycling PVT. LTD v. Dacon Logistics, LLC dba CODA Forwarding, Great American Alliance Insurance Company, Avalon Risk Management, HAPAG... Recycling Pvt. Ltd d/ b/a/CMR American, LLC (Century Metal), hereinafter ``Complainant,'' against Dacon...

The voice of American botanists: the founding and establishment of the American Journal of Botany, "American botany," and the Great War (1906-1935).

Science.gov (United States)

Smocovitis, Vassiliki Betty

2014-03-01

This paper examines the crucial early history of the American Journal of Botany from the years following the founding of the Botanical Society of America in 1906 to the termination of the agreement for publication with the Brooklyn Botanic Garden in 1935. It examines the efforts of individuals like F. C. Newcombe, who did the most to raise support for the journal and became the first Editor-in-Chief, in the context of the growing numbers of professional botanists and plant scientists who were actively engaged in research requiring appropriate publication venues and in the process of forming an independent identity as "American botanists." It also examines the launching of the journal in the context of the Great War in Europe and the transition from German botany to American botany in the second decade of the 20th century.

From Ivy League to NBA: A Great Urban High School Falls through the Hoop.

Science.gov (United States)

Carlson, Tucker

1993-01-01

Describes the history of education at Dunbar High School in Washington, D.C., the country's first African-American high school founded by ex-slaves in 1870. Argues that today the school emphasizes athletics over academics and that the source of decline has been holding students to lower standards. (JB)

Critics horizons of school management: Latin American perspective

Directory of Open Access Journals (Sweden)

Beatriz RAMÍREZ ARISTIZÁBAL

2018-01-01

Full Text Available Modernity has defined a way to be school as a stage in which the State devises certain ways of behaviour, citizen education and institution conception specific for a determined social order. Consequently, the direction of the school becomes a key strategy of the hegemonic project. This article aims to outline some signs that demonstrate an alternative school management in order to contribute to the school of thought on Latin-American perspectives in education. It aims to offer other keys on the perception of the Colombian reality on school management from a critical position that allows the creation of scenarios full of learning possibilities in the inside and outside of the school.

Achievement Emotions as Predictors of High School Science Success Among African-American and European American Students

Science.gov (United States)

Bowe, Marilyn Louise Simmons

The literature includes few studies of the interrelations of achievement goals and achievement emotions with respect to minority students and science achievement. The objective of this study was to test the control-value theory (CVT) of achievement emotions to determine if the eight discrete achievement emotions would be predictive of test scores on the High School Graduation Test (GHSGT)-Science for African-American compared to European-American science students. Convenience cluster sampling was employed to select 160 students who were all juniors in the same public high school at the time that they took the GHSGT-Science. The central research question for this study aimed to uncover whether any of the eight achievement emotions identified in CVT would contribute significantly to the predictability of science achievement as measured by GHSGT-Science scores. Data were collected using a nonexperimental, cross sectional design survey. Data were analyzed using a hierarchal, forced entry, multiple regression analysis. Key results indicated that the eight achievement emotions were predictive of GHSGT-Science score outcomes. Positive social change at the individual level could reflect a boost in confidence for African American science students and help decrease the achievement gap in science, technology, engineering, and mathematics (STEM) endeavors between European Americans and African-American students. Educators may consider the importance of achievement emotions in science outcomes by including social emotional learning (SEL) as a part of the regular science curriculum. Future researchers should repeat the study in a school district where the population is available to support the desired cluster sample of equal parts European Americans to African Americans and male to female students.

Teachers' Perception of African American Middle School Girls' Interest in Mathematics and Science

Science.gov (United States)

Best, Bonnie M.

Research into African American female underrepresentation in science, technology, engineering, and mathematics (STEM) fields has become an area of interest due to the fact that a majority of African American middle school females do not possess the high levels of mathematics and science knowledge because of social and cultural barriers both inside and outside school that challenge their academic success. The purpose of this qualitative interpretative phenomenological study was to explore teachers' shared, lived experiences of teaching mathematics and science to African American middle school girls. Delgado and Stefancic's critical race theory, Pratt-Clarke's critical race feminism, and Baker-Miller's relational-cultural theory were used to guide this study. Research questions focused on the perceptions and experiences of teachers' lived experiences teaching mathematics and science to African American middle school females. Criterion, purposive, and maximum variation sampling techniques were used to recruit 10 teachers who have 3 or more years' experience teaching African American middle school girls. Semistructured face-to-face interviews were the primary data collection source. First cycle and second cycle coding methods were used to support the analysis of this study. Findings suggest that there is a connection between a positive student-teacher relationship and academic success. The results of this study contribute to positive social change by providing empirical evidence policymakers and teachers can use to improve the mathematics and science instruction and practices that are needed to meet the needs of African American middle school females and reduce the underrepresentation and underachievement of African American females in mathematics and science.

8th Latin American School of Mathematics

CERN Document Server

Figueiredo, Djairo; Iório, Rafael; Lopes, Orlando

1988-01-01

The Latin American School of Mathematics (ELAM) is one of the most important mathematical events in Latin America. It has been held every other year since 1968 in a different country of the region, and its theme varies according to the areas of interest of local research groups. The subject of the 1986 school was Partial Differential Equations with emphasis on Microlocal Analysis, Scattering Theory and the applications of Nonlinear Analysis to Elliptic Equations and Hamiltonian Systems.

School-Based Considerations for Supporting Arab American Youths' Mental Health

Science.gov (United States)

Goforth, Anisa N.; Nichols, Lindsey M.; Stanick, Cameo F.; Shindorf, Zachary R.; Holter, Olivia

2017-01-01

Arab Americans are a culturally, linguistically, and religiously diverse group. Although there are an estimated 3.6 million Arab Americans in the USA, there is little discussion about how to best provide culturally responsive school-based mental health supports to Arab American youths. The purpose of this article is to (1) briefly describe the…

A Research on the Impact of Internet Use in American Elementary School Libraries

OpenAIRE

Feng-Hsiung Hou

2003-01-01

The purpose of this research was to explore the impact of Internet use in American elementary school libraries operations and to find the best way for use Internet tools in elementary school libraries operations. This study may offer important information about the impact of Internet usage for elementary school library s operations. The research question was: Is the Internet usage having significant impact for organizational operations in the American elementary school libraries? This study e...

Bringing the Great American Eclipse of 2017 to Audiences across the Nation

Science.gov (United States)

Young, C. A.; Mayo, L.; Cline, T. D.; Ng, C.; Stephenson, B. E.

2015-12-01

The August 21, 2017 eclipse across America will be seen by an estimated 500 million people from northern Canada to South America as well as parts of western Europe and Africa. Through This "Great American Eclipse" NASA in partnership with Google, the American Parks Network, American Astronomical Society, the Astronomical League, and numerous other science, education, outreach, and public communications groups and organizations will develop the approaches, resources, partnerships, and technology applications necessary to bring the excitement and the science of the August 21st, 2017 total solar eclipse across America to formal and informal audiences in the US and around the world. This effort will be supported by the highly visible and successful Sun Earth Days program and will be the main theme for Sun-Earth Days 2017.This presentation will discuss NASA's education and communication plans for the eclipse and will detail a number of specific programs and partnerships being leveraged to enhance our reach and impact.

A Research on the Impact of Internet Use in American Elementary School Libraries

Directory of Open Access Journals (Sweden)

Feng-Hsiung Hou

2003-03-01

Full Text Available The purpose of this research was to explore the impact of Internet use in American elementary school libraries operations and to find the best way for use Internet tools in elementary school libraries operations. This study may offer important information about the impact of Internet usage for elementary school library s operations. The research question was: Is the Internet usage having significant impact for organizational operations in the American elementary school libraries? This study employed survey research to conduct the research process. Research participants were 50 administrators in 50 elementary school libraries; Texas, U.S.A. Descriptive statistics was used to analyze the impact of Internet applied in the elementary school libraries. Results indicated that there was a significant impact of the Internet usage in American elementary school libraries operations. The author suggests that elementary school libraries organizational leaders need pay attention to the impact of Internet usage in their business and they also need plan how to utilize the Internet into their elementary school libraries in the future.

Multicultural Leadership in School Counseling: An Autophenomenography of an African American School Counselor's Successes and Challenges

Science.gov (United States)

Wines, Lisa A.

2013-01-01

This autophenomenography describes multicultural leadership in school counseling from the perspective of a female African American school counselor; who served as a lead counselor, researcher, and participant of a research study, while employed in a predominantly White-culture school district. The theoretical framework grounding this study was…

Medical Humanities Teaching in North American Allopathic and Osteopathic Medical Schools.

Science.gov (United States)

Klugman, Craig M

2017-11-07

Although the AAMC requires annual reporting of medical humanities teaching, most literature is based on single-school case reports and studies using information reported on schools' websites. This study sought to discover what medical humanities is offered in North American allopathic and osteopathic undergraduate medical schools. An 18-question, semi-structured survey was distributed to all 146 (as of June 2016) member schools of the American Association of Medical Colleges and the American Association of Colleges of Osteopathic Medicine. The survey sought information on required and elective humanities content, hours of humanities instruction, types of disciplines, participation rates, and humanities administrative structure. The survey was completed by 134 schools (145 AAMC; 31 AACOM). 70.8% of schools offered required and 80.6% offered electives in humanities. Global health and writing were the most common disciplines. Schools required 43.9 mean (MD 45.4; DO 37.1) and 30 (MD 29; DO 37.5) median hours in humanities. In the first two years, most humanities are integrated into other course work; most electives are offered as stand-alone classes. 50.0% of schools report only 0-25% of students participating in humanities electives. Presence of a certificate, concentration or arts journal increased likelihood of humanities content but decreased mean hours. Schools with a medical humanities MA had a higher number of required humanities hours. Medical humanities content in undergraduate curriculum is lower than is indicated in the AAMC annual report. Schools with a formal structure have a greater humanities presence in the curriculum and are taken by more students.

African American Educators' Ideas and Practices for Increasing High School Graduation Rates, 1920-1940

Science.gov (United States)

Juergensen, Miyoshi B.

2015-01-01

This study explores African American educators' ideas about school completion in the 1920s and 1930s as a way to begin to understand their contributions to the historical discourse on school completion. Using publications from African American professional teaching organizations, the author elevates and examines how African American educators both…

Practicing for 2023 and 2024: What the AAS Solar Eclipse Task Force Learned from the "Great American Eclipse" of 2017

Science.gov (United States)

Fienberg, R. T.; Speck, A. K.; Habbal, S. R.

2017-12-01

More than three years ahead of the "Great American Eclipse" of August 2017, the American Astronomical Society formed the AAS Solar Eclipse Task Force to function as a think tank, coordinating body, and communication gateway to the vast resources available about the 2017 eclipse and solar eclipses more generally. The task force included professional and amateur astronomers, formal and informal educators, and science journalists; many had experienced total solar eclipses before, and others would experience their first totality in August 2017. The AAS task force secured funding from the AAS Council, the National Science Foundation, and NASA. These resources were used mainly for three purposes: (1) to build a website that contains basic information about solar eclipses, safe viewing practices, and eclipse imaging and video, along with resources for educators and the media and a searchable map of eclipse-related events and activities, with links to other authoritative websites with more detailed information; (2) to solicit, receive, evaluate, and fund proposals for mini-grants to support eclipse-related education and public outreach to underrepresented groups both inside and outside the path of totality; and (3) to organize a series of multidisciplinary workshops across the country to prepare communities for the eclipse and to facilitate collaborations between astronomers, meteorologists, school administrators, and transporation and emergency-management professionals. Most importantly, the AAS Solar Eclipse Task Force focused on developing and disseminating appropriate eclipse safety information. The AAS and NASA jointly developed safety messaging that won the endorsement of the American Academies of Opthalmology and Optometry. In the weeks immediately preceding the eclipse, it became clear that the marketplace was being flooded by counterfeit eclipse glasses and solar viewers, leading to a last minute change in our communication strategy. In this talk, we'll review the

Recruitment and retention of Native American graduate students in school psychology.

Science.gov (United States)

Goforth, Anisa N; Brown, Jacqueline A; Machek, Greg R; Swaney, Gyda

2016-09-01

There is a clear underrepresentation of Native Americans in the field of school psychology. There are a number of factors that have led to this underrepresentation, including cultural and historical variables, barriers to accessing higher educational opportunities, and lack of financial support. Given the importance of having diverse perspectives in the field, as well as the need for mental health services and academic supports for Native American children and their families, school psychology trainers should consider actively recruiting and retaining Native American graduate students to doctoral and specialist programs. This article provides specific research-based recommendations for recruiting Native American students and strategies for supporting their success and matriculation in the program. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

School Climate, Discrimination, and Depressive Symptoms among Asian American Adolescents

Science.gov (United States)

Wang, Cixin; Atwal, Kavita

2015-01-01

The current study examined a multidimensional, developmental, and transactional model for depressive symptoms among Asian American adolescents using longitudinal data from 1,664 Asian American adolescents in the Children of Immigrants Longitudinal Study (CILS). Specifically, the relationships among school climate, acculturation, perceived…

The Great Depression and Elementary School Teachers as Reported in "Grade Teacher" Magazine

Science.gov (United States)

Field, Sherry L.; Bellows, Elizabeth

2012-01-01

This study focuses on elementary school teachers during the Great Depression and the role that they played to sustain everyday school activity. The authors draw evidence primarily from the pages of "Grade Teacher" magazine, through teachers' letters written to its editor, Florence Hale, and her responses to them. Opportunities to study…

Proceedings of the Latin American School of Physics

International Nuclear Information System (INIS)

1991-01-01

The main subjects covered by the Latin American School of Physics are nuclear physics and elementary particle physics. Some areas such as solid state physics, statistical mechanics and gravitation are also included. (M.C.K.)

American School & University. Volume 77, Number 12

Science.gov (United States)

Agron, Joe, Ed.

2005-01-01

Each month, "American School & University" provides a mix of thought-provoking features, how-to-articles, industry reports, exclusive surveys, new sections, insightful columns, new product introductions and case histories to assist education officials in better performing their jobs. This July 2005 issue includes the following: "Sweat Shop"…

The Indirect Effect of Ethnic Identity on Marijuana Use Through School Engagement: An African American High School Sample.

Science.gov (United States)

Arsenault, Chelsea E; Fisher, Sycarah; Stevens-Watkins, Danelle; Barnes-Najor, Jessica

2018-01-16

African American marijuana use is associated with many negative social, emotional, and health-related consequences. Of significance, over recent years this population has shown an increase in use. In the literature, ethnic identity and school engagement are prominent protective factors against substance use. This study will examine how these protective factors are related, specifically whether ethnic identity mitigates risk through school engagement to reduce marijuana use. A path analysis was conducted with 437 African American high school students (41% male) from Midwestern schools to examine the role of school engagement in the relationship between ethnic identity and marijuana use. The results revealed that students high in ethnic identity have higher school engagement, which lessens their frequency of marijuana use. Therefore, ethnic identity reduces marijuana use by increasing student's school engagement. Conclusions/Importance: The results offer a clearer picture of how ethnic identity and school engagement protect against marijuana use. The results also present insight into how to protect students who are low in ethnic identity.

Academic attainment and the high school science experiences among high-achieving African American males

Science.gov (United States)

Trice, Rodney Nathaniel

This study examines the educational experiences of high achieving African American males. More specifically, it analyzes the influences on their successful navigation through high school science. Through a series of interviews, observations, questionnaires, science portfolios, and review of existing data the researcher attempted to obtain a deeper understanding of high achieving African American males and their limitations to academic attainment and high school science experiences. The investigation is limited to ten high achieving African American male science students at Woodcrest High School. Woodcrest is situated at the cross section of a suburban and rural community located in the southeastern section of the United States. Although this investigation involves African American males, all of whom are successful in school, its findings should not be generalized to this nor any other group of students. The research question that guided this study is: What are the limitations to academic attainment and the high school science experiences of high achieving African American males? The student participants expose how suspension and expulsion, special education placement, academic tracking, science instruction, and teacher expectation influence academic achievement. The role parents play, student self-concept, peer relationships, and student learning styles are also analyzed. The anthology of data rendered three overarching themes: (1) unequal access to education, (2) maintenance of unfair educational structures, and (3) authentic characterizations of African American males. Often the policies and practices set in place by school officials aid in creating hurdles to academic achievement. These policies and practices are often formed without meaningful consideration of the unintended consequences that may affect different student populations, particularly the most vulnerable. The findings from this study expose that high achieving African American males face major

Great aspirations: the postwar American college counseling center.

Science.gov (United States)

McCarthy, Tom

2014-02-01

In the decade after World War II, psychologists, eager to bring the benefits of counseling to larger numbers, convinced hundreds of American colleges and universities to establish counseling centers. Inspired by the educational-vocational counseling center founded by psychologists at the University of Minnesota in 1932, Carl R. Rogers's "client-centered" methods of personal adjustment counseling, and the 400-plus college counseling centers created by the Veterans Administration to provide the educational-vocational counseling benefit promised to returning World War II servicemen under the 1944 GI Bill, these counseling psychologists created a new place to practice where important currents in psychology, higher education, and federal policy converged and where they attempted to integrate educational-vocational counseling with personal adjustment counseling based on techniques from psychotherapy. By the mid-1960s, half of America's colleges and universities had established counseling centers, and more than 90% offered students educational, vocational, and psychological counseling services, a great achievement of the first generation of counseling psychologists.

Overrepresentation of African American Males in Exclusionary Discipline: The Role of School-Based Mental Health Professionals in Dismantling the School to Prison Pipeline

Directory of Open Access Journals (Sweden)

Jamilia J. Blake

2010-09-01

Full Text Available African American males are at increased risk for experiencing disciplinary practices that exclude them from the school environment. It is believed that African American males’ overrepresentation in the receipt of these practices contributes to their involvement in the criminal justice system as they approach adolescence and enter adulthood. The connection of exclusionary discipline with incarceration rates is termed the School to Prison Pipeline. Although some scholars have identified school-wide initiatives as having potential in curtailing African American males’ overrepresentation in these punitive discipline practices, less discussion has focused on the role of school-based mental health professionals to address this issue. School-based mental health professionals possess a unique set of skills that may assist schools in decreasing African American males’ exposure to exclusionary discipline practices and consequently reducing their risk for adverse outcomes. The purpose of this review is to provide school-based mental health professionals with specific recommendations for reducing this negative educational experience.

Asian American High School Students' Self-Concepts and Identities

Science.gov (United States)

Gao, Jing

2017-01-01

Purpose: This study aims to explore Asian American students' identities and their perceptions about who they are within the Midwestern American high school setting. Design/methodology/approach: A naturalistic inquiry (Lincoln and Guba, 1985) is employed in this qualitative study. Naturalistic inquiry assumes that reality is constructed by…

Incidental oligotrophication of North American Great Lakes.

Science.gov (United States)

Evans, Mary Anne; Fahnenstiel, Gary; Scavia, Donald

2011-04-15

Phytoplankton production is an important factor in determining both ecosystem stability and the provision of ecosystem goods and services. The expansive and economically important North American Great Lakes are subjected to multiple stressors and understanding their responses to those stresses is important for understanding system-wide ecological controls. Here we show gradual increases in spring silica concentration (an indicator of decreasing growth of the dominant diatoms) in all basins of Lakes Michigan and Huron (USA and Canadian waters) between 1983 and 2008. These changes indicate the lakes have undergone gradual oligotrophication coincident with and anticipated by nutrient management implementation. Slow declines in seasonal drawdown of silica (proxy for seasonal phytoplankton production) also occurred, until recent years, when lake-wide responses were punctuated by abrupt decreases, putting them in the range of oligotrophic Lake Superior. The timing of these dramatic production drops is coincident with expansion of populations of invasive dreissenid mussels, particularly quagga mussels, in each basin. The combined effect of nutrient mitigation and invasive species expansion demonstrates the challenges facing large-scale ecosystems and suggest the need for new management regimes for large ecosystems.

Recommendations for Working with African American Parents of Primary School Children in Low-Resourced Schools

Science.gov (United States)

Mehta, Sejal; West-Olatunji, Cirecie; Sanders, Tiffany; Goodman, Rachael

2007-01-01

The purpose of this paper is to provide a strength-based discussion of the relationship between parenting values of low-income African Americans and the academic performance of their school-aged children. Using resilience theory as a framework (Seccombe, 2002), the authors suggest that African American parents in low-resourced communities have…

African American Fathers' Involvement in Their Children's School-Based Lives

Science.gov (United States)

Abel, Yolanda

2012-01-01

This research investigated African American fathers' involvement in the school-based lives of their elementary-aged children using the Hoover-Dempsey and Sandler model of parent involvement and Epstein's framework of involvement. Questionnaires were administered to 101 African American males in the mid-Atlantic region of the United States.…

Continuums of Precarity: Refugee Youth Transitions in American High Schools

Science.gov (United States)

McWilliams, Julia Ann; Bonet, Sally Wesley

2016-01-01

This article examines how the pre-migratory experiences of 90 Bhutanese, Burmese, and Iraqi refugee youth shape their aspirations, needs and capabilities as they transition to postsecondary education and work in the American urban context. It further explores how their schooling experiences in precarious urban school districts influence their…

Leadership and Spirituality: The Indivisible Leadership of African American School Administrators as Pastors

Science.gov (United States)

Jones, Anthony D., Sr.

2010-01-01

The purpose of this phenomenological study was to understand the role that spirituality plays in the leadership of African American men who are both a pastor and a public school administrator. Very little has been written about the role of African American spirituality in educational leadership or about school administrators who are also pastors.…

Perceptions of selected science careers by African American high school males

Science.gov (United States)

Ijames, Erika Denise

Research indicates that internal and external factors such as role models, stereotypes, and pressures placed on African American males by their family and friends influence their perceptions of science careers (Assibey-Mensah, 1997; Hess & Leal, 1997; Jacobowitz, 1983; Maple & Stage, 1991; Thomas, 1989; Ware & Lee, 1988). The purpose of this research was to investigate the perceptions of African American high school males about selected science careers based on apparent internal and external factors. Two questions guided this research: (1) What are high school African American males' perceptions of science careers? (2) What influences high school African American males' perceptions of science careers? This research was based on a pilot study in which African American college males perceived a selection of science careers along racial and gender lines. The follow-up investigation was conducted at Rockriver High School in Acorn County, and the participants were three college-bound African American males. The decision to choose males was based on the concept of occupational niching along gender lines. In biology, niching is defined as the role of a particular species regarding space and reproduction, and its interactions with other factors. During the seven-week period of the students' senior year, they met with the researcher to discuss their perceptions of science careers. An ethnographic approach was used to allow a richer and thicker narrative to occur. Critical theory was used to describe and interpret the voices of the participants from a social perspective. The data collected were analyzed using a constant comparative analysis technique. The participants revealed role models, negative stereotypes, peer pressure, social pressures, and misconceptions as some of the factors that influenced their perceptions of science careers. Results of this research suggest that by dispelling the misconceptions, educators can positively influence the attitudes and perceptions of

The status of evolutionary medicine education in North American medical schools.

Science.gov (United States)

Hidaka, Brandon H; Asghar, Anila; Aktipis, C Athena; Nesse, Randolph M; Wolpaw, Terry M; Skursky, Nicole K; Bennett, Katelyn J; Beyrouty, Matthew W; Schwartz, Mark D

2015-03-08

Medical and public health scientists are using evolution to devise new strategies to solve major health problems. But based on a 2003 survey, medical curricula may not adequately prepare physicians to evaluate and extend these advances. This study assessed the change in coverage of evolution in North American medical schools since 2003 and identified opportunities for enriching medical education. In 2013, curriculum deans for all North American medical schools were invited to rate curricular coverage and perceived importance of 12 core principles, the extent of anticipated controversy from adding evolution, and the usefulness of 13 teaching resources. Differences between schools were assessed by Pearson's chi-square test, Student's t-test, and Spearman's correlation. Open-ended questions sought insight into perceived barriers and benefits. Despite repeated follow-up, 60 schools (39%) responded to the survey. There was no evidence of sample bias. The three evolutionary principles rated most important were antibiotic resistance, environmental mismatch, and somatic selection in cancer. While importance and coverage of principles were correlated (r = 0.76, P evolutionary principles were covered by 4 to 74% more schools. Nearly half (48%) of responders anticipated igniting controversy at their medical school if they added evolution to their curriculum. The teaching resources ranked most useful were model test questions and answers, case studies, and model curricula for existing courses/rotations. Limited resources (faculty expertise) were cited as the major barrier to adding more evolution, but benefits included a deeper understanding and improved patient care. North American medical schools have increased the evolution content in their curricula over the past decade. However, coverage is not commensurate with importance. At a few medical schools, anticipated controversy impedes teaching more evolution. Efforts to improve evolution education in medical schools

Creating developmentally auspicious school environments for African American boys.

Science.gov (United States)

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

2014-01-01

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

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

Science.gov (United States)

Mohamed, Roslyn J. F. Billy

2013-01-01

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

Can the American High School become an Avenue of Advancement for All?

Science.gov (United States)

Balfanz, Robert

2009-01-01

As the twenty-first century opens, says Robert Balfanz, the United States is developing a deep social consensus that American high schools should ensure that all adolescents graduate from high school prepared for postsecondary schooling and training. Balfanz asks how well high schools are succeeding in this mission and whether they can ultimately…

American Sammys and French Poilus in the Great War: sport, masculinities and vulnerability.

Science.gov (United States)

Terret, Thierry

2011-01-01

The violence and duration of fighting throughout the Great War created an intense feeling of vulnerability among the men engaged in battle, which challenged their perception of manliness. When the Americans joined the war in 1917, the balance between the two opposing armies was modified and the psychological crises of French soldiers brought to an end. The confidence shown by the American soldiers and their first successes on the battlefield changed the way the French Poilus perceived their new allies. From scepticism to admiration, Frenchmen's feelings extended beyond the fighting. Indeed, by living with American soldiers in the trenches and camps behind the front, French soldiers discovered a new culture where games and sport played a major role and contributed to building manliness. The Foyers Franco-Americains du Soldat (Franco-American hostels for soldiers) provided an ideal place for the cultural transfer of a model of masculinity from Sammys to Poilus. The foyers were managed by the American YMCA and eventually reached the number of 1,500 in France during the war. These hostels afforded soldiers numerous opportunities to develop cultural and sports practices, by bringing together Americans and Frenchmen. Mainly based on the archives of the American Expeditionary Forces, the YMCA and the French Army, the paper argues that the Foyers du Soldat brought to light a new model of masculinity based on sport, which challenged the Frenchmen's vision. It aims to show the rapid transformation of masculine identity within a context of extreme vulnerability and confirms the changes in representations of men in French society at this time.

The Impact of High School on the Leadership Development of African American Male Scholar-Athletes

Science.gov (United States)

Fuller, Rhema; Harrison, C. Keith; Bukstein, Scott; Martin, Brandon E.; Lawerence, Malia; Parks, Cliff

2017-01-01

The purpose of this article is to examine how the high school setting assisted the leadership development of African American males. Additionally, we explored how the leadership developed in high school was applied in the post-high school setting. We utilized purposeful sampling to identify and recruit African American male scholar-athletes (N =…

Missing Voices: African American School Psychologists' Perspectives on Increasing Professional Diversity

Science.gov (United States)

Proctor, Sherrie L.; Truscott, Stephen D.

2013-01-01

Since the mid 1960s, there has been a noticeable decrease in the percentage of African American educators. Although a sizeable literature is dedicated to understanding how to recruit African American teachers, fewer studies focus on recruiting and retaining African American school psychologists. Therefore, this exploratory qualitative study…

Influence of domestic livestock grazing on American Pika (Ochotona princeps) forage and haypiling behavior in the Great Basin. Western North American Naturalist.

Science.gov (United States)

Constance I. Millar

2011-01-01

In a pilot study, I observed a relationship between domestic livestock grazing and location of American pika (Ochotona princeps) haypiles in the eastern Sierra Nevada and several Great Basin mountain ranges. Where vegetation communities adjacent to talus bases (forefields) were grazed, mean distance from the talus borders to the closest fresh...

Educational technology infrastructure and services in North American medical schools.

Science.gov (United States)

Kamin, Carol; Souza, Kevin H; Heestand, Diane; Moses, Anna; O'Sullivan, Patricia

2006-07-01

To describe the current educational technology infrastructure and services provided by North American allopathic medical schools that are members of the Association of American Medical Colleges (AAMC), to present information needed for institutional benchmarking. A Web-based survey instrument was developed and administered in the fall of 2004 by the authors, sent to representatives of 137 medical schools and completed by representatives of 88, a response rate of 64%. Schools were given scores for infrastructure and services provided. Data were analyzed with one-way analyses of variance, chi-square, and correlation coefficients. There was no difference in the number of infrastructure features or services offered based on region of the country, public versus private schools, or size of graduating class. Schools implemented 3.0 (SD = 1.5) of 6 infrastructure items and offered 11.6 (SD = 4.1) of 22 services. Over 90% of schools had wireless access (97%), used online course materials for undergraduate medical education (97%), course management system for graduate medical education (95%) and online teaching evaluations (90%). Use of services differed across the undergraduate, graduate, and continuing medical education continuum. Outside of e-portfolios for undergraduates, the least-offered services were for services to graduate and continuing medical education. The results of this survey provide a benchmark for the level of services and infrastructure currently supporting educational technology by AAMC-member allopathic medical schools.

Social Anxiety and Mental Health Service Use Among Asian American High School Students.

Science.gov (United States)

Brice, Chad; Masia Warner, Carrie; Okazaki, Sumie; Ma, Pei-Wen Winnie; Sanchez, Amanda; Esseling, Petra; Lynch, Chelsea

2015-10-01

Asian American adults endorse more symptoms of social anxiety (SA) on self-report measures than European Americans, but demonstrate lower prevalence rates of SA disorder in epidemiological studies. These divergent results create ambiguity concerning the mental health needs of Asian Americans. The present study is the first to investigate this issue in adolescents through assessment of self-reported SA in Asian American high school students. Parent and self-ratings of impairment related to SA and self-reported mental health service use for SA were also measured. Asian American students endorsed a greater number of SA symptoms and scored in the clinical range more frequently than other ethnic groups. Also, Asian American and Latino students endorsed more school impairment related to SA than other ethnic groups. No differences in parent-reported impairment or service utilization were identified. Implications for future research and treatment for SA among Asian American adolescents are discussed.

Pedagogic Knowledge and the Victorian Era Anglo-American Teacher.

Science.gov (United States)

Larsen, Marianne A.

2002-01-01

Discusses the expected knowledge base of British Victorian elementary teachers in the rational and scientific study of pedagogy and didactics. Concludes comparative research has revealed prevalence of similar pedagogic discourse in Great Britain and North American schools. (KDR)

The Great Diseases Project: a partnership between Tufts Medical School and the Boston public schools.

Science.gov (United States)

Jacque, Berri; Malanson, Katherine; Bateman, Kathleen; Akeson, Bob; Cail, Amanda; Doss, Chris; Dugan, Matt; Finegold, Brandon; Gauthier, Aimee; Galego, Mike; Roundtree, Eugene; Spezzano, Lawrence; Meiri, Karina F

2013-05-01

Medical schools, although the gatekeepers of much biomedical education and research, rarely engage formally with K-12 educators to influence curriculum content or professional development. This segregation of content experts from teachers creates a knowledge gap that limits inclusion of current biomedical science into high school curricula, affecting both public health literacy and the biomedical pipeline. The authors describe how, in 2009, scientists from Tufts Medical School and Boston public school teachers established a partnership of formal scholarly dialogue to create 11th- to 12th-grade high school curricula about critical health-related concepts, with the goal of increasing scientific literacy and influencing health-related decisions. The curricula are based on the great diseases (infectious diseases, neurological disorders, metabolic disease, and cancer). Unlike most health science curricular interventions that provide circumscribed activities, the curricula are comprehensive, each filling one full term of in-class learning and providing extensive real-time support for the teacher. In this article, the authors describe how they developed and implemented the infectious disease curriculum, and its impacts. The high school teachers and students showed robust gains in content knowledge and critical thinking skills, whereas the Tufts scientists increased their pedagogical knowledge and appreciation for health-related science communication. The results show how formal interactions between medical schools and K-12 educators can be mutually beneficial.

New records of marginal locations for American pika (Ochotona princeps) in the Western Great Basin

Science.gov (United States)

Constance I. Millar; Robert D. Westfall; Diane L. Delany

2013-01-01

We describe 46 new site records documenting occupancy by American pika (Ochotona princeps) at 21 locations from 8 mountain regions in the western Great Basin, California, and Nevada. These locations comprise a subset of sites selected from regional surveys to represent marginal, isolated, or otherwise atypical pika locations, and to provide...

Position of the American Dietetic Association, School Nutrition Association, and Society for Nutrition Education: Comprehensive School Nutrition Services

Science.gov (United States)

Briggs, Marilyn; Mueller, Constance G.; Fleischhacker, Sheila

2010-01-01

It is the position of the American Dietetic Association (ADA), School Nutrition Association (SNA), and Society for Nutrition Education (SNE) that comprehensive, integrated nutrition services in schools, kindergarten through grade 12, are an essential component of coordinated school health programs and will improve the nutritional status, health,…

Part-Time Work and Physical Activity in American High School Students.

Science.gov (United States)

Van Domelen, Dane R

2015-08-01

To compare physical activity (PA) in American high school students who work part-time with those who do not work. Data were obtained from the National Health and Nutrition Examination Survey 2003 to 2006 (n = 791). Work status was self-reported and PA was measured using accelerometers. In males, adjusted for age, race, and poverty-income ratio, workers averaged greater counts per minute, less sedentary time, and greater moderate-to-vigorous PA compared with nonworkers. In females, workers and nonworkers had similar counts per minute, whereas nonworkers had somewhat greater moderate-to-vigorous PA. There was a work-by-school status interaction on sedentary time (P = 0.021), whereby work was associated with less sedentary time among students not on break from school. In American high school students, work is associated with greater PA in males and a different composition of PA in females.

2015 Latin American School of High-Energy Physics | Ibarra, Ecuador | 4 - 17 March 2015

CERN Multimedia

2014-01-01

We would like to draw your attention to the 2015 Latin-American School of High-Energy Physics, to be held in Ibarra, Ecuador from 4 to 17 March 2015.   PLEASE NOTE THAT THE DEADLINE FOR APPLICATIONS IS 21 NOVEMBER 2014. The lectures will cover a broad range of HEP topics at a level suitable for students working towards a PhD in experimental particle physics. Note that financial support may be available for Latin American students attending the School. Although the School is targeted particularly at students from Latin American countries, it is open to self-funding students from other regions. More details can be found here.

Bridging the Great Homework Divide: A Solutions Guide for Parents of Middle School Students

Science.gov (United States)

National Education Association Research Department, 2006

2006-01-01

In a recent survey, parents and middle school students reported that they are challenged by the demands of homework. Responses to the survey, titled "The Great Homework Divide," indicate that students and their parents are struggling to adjust to the middle school workload, which can be both heavier and more varied than previously experienced by…

School Psychologists Working with Native American Youth: Training, Competence, and Needs

Science.gov (United States)

Robinson-Zanartu, Carol; Butler-Byrd, Nola; Cook-Morales, Valerie; Dauphinais, Paul; Charley, Elvina; Bonner, Mike

2011-01-01

Despite growing emphases on multicultural competence, Native American youth remain tremendously underserved by schools: low achievement, high dropout rates, and over-identification for special education persist. The authors analyzed responses of 403 school psychologists to a national survey regarding their competence gained in training, in current…

Intricacies of School Relationships and the Well-Being of Arab American Youth: Implications for School Psychologists

Science.gov (United States)

Tabbah, Rhonda; Miranda, Antoinette Halsell; Wheaton, Joe E.

2016-01-01

The purpose of this study was to explore the symbolic interaction theory in a sample of Arab American adolescents. Four areas of self-concept were investigated in relation to school environment, including perceived discrimination and social supports. Sixty-one Arab American adolescents (28 males and 33 females) between the ages of 12 and 18 years…

Delaying Middle School and High School Start Times Promotes Student Health and Performance: An American Academy of Sleep Medicine Position Statement.

Science.gov (United States)

Watson, Nathaniel F; Martin, Jennifer L; Wise, Merrill S; Carden, Kelly A; Kirsch, Douglas B; Kristo, David A; Malhotra, Raman K; Olson, Eric J; Ramar, Kannan; Rosen, Ilene M; Rowley, James A; Weaver, Terri E; Chervin, Ronald D

2017-04-15

During adolescence, internal circadian rhythms and biological sleep drive change to result in later sleep and wake times. As a result of these changes, early middle school and high school start times curtail sleep, hamper a student's preparedness to learn, negatively impact physical and mental health, and impair driving safety. Furthermore, a growing body of evidence shows that delaying school start times positively impacts student achievement, health, and safety. Public awareness of the hazards of early school start times and the benefits of later start times are largely unappreciated. As a result, the American Academy of Sleep Medicine is calling on communities, school boards, and educational institutions to implement start times of 8:30 AM or later for middle schools and high schools to ensure that every student arrives at school healthy, awake, alert, and ready to learn. © 2017 American Academy of Sleep Medicine

"I Am More than What I Look Alike": Asian American Women in Public School Administration

Science.gov (United States)

Liang, Jia; Peters-Hawkins, April L.

2017-01-01

Purpose: Little research exists that examines the leadership experiences of Asian American women in public schools. This study sought to understand the meanings Asian American women school administrators have constructed out of their professional lives given the intersection of gender, race-ethnicity, and leadership. Research Method/Approach: Data…

Fighting through Resistance: Challenges Faced by African American Women Principals in Predominately White School Settings

Science.gov (United States)

Jackson, Alicia D.

2013-01-01

African American women represented a growing proportion within the field of education in attaining leadership roles as school principals. As the numbers continued to rise slowly, African American women principals found themselves leading in diverse or even predominately White school settings. Leading in such settings encouraged African American…

Do singing-ground surveys reflect american woodcock abundance in the western Great Lakes region?

Science.gov (United States)

Matthew R. Nelson,; Andersen, David E.

2013-01-01

The Singing-ground Survey (SGS) is the primary monitoring tool used to assess population status and trends of American woodcock (Scolopax minor). Like most broad-scale surveys, the SGS cannot be directly validated because there are no independent estimates of abundance of displaying male American woodcock at an appropriate spatial scale. Furthermore, because locations of individual SGS routes have generally remained stationary since the SGS was standardized in 1968, it is not known whether routes adequately represent the landscapes they were intended to represent. To indirectly validate the SGS, we evaluated whether 1) counts of displaying male American woodcock on SGS routes related to land-cover types known to be related to American woodcock abundance, 2) changes in counts of displaying male American woodcock through time were related to changes in land cover along SGS routes, and 3) land-cover type composition along SGS routes was similar to land-cover type composition of the surrounding landscape. In Wisconsin and Minnesota, USA, counts along SGS routes reflected known American woodcock-habitat relations. Increases in the number of woodcock heard along SGS routes over a 13-year period in Wisconsin were related to increasing amounts of early successional forest, decreasing amounts of mature forest, and increasing dispersion and interspersion of cover types. Finally, the cover types most strongly associated with American woodcock abundance were represented along SGS routes in proportion to their composition of the broader landscape. Taken together, these results suggest that in the western Great Lakes region, the SGS likely provides a reliable tool for monitoring relative abundance and population trends of breeding, male American woodcock.

76 FR 3120 - Native American and Alaska Native Children in School Program; Office of English Language...

Science.gov (United States)

2011-01-19

... DEPARTMENT OF EDUCATION Native American and Alaska Native Children in School Program; Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students; Overview Information; Native American and Alaska Native Children in School Program...

Elementary Schools, Teaching, and Social Studies in Texas: Facing the Great Depression

Science.gov (United States)

Bellows, M. Elizabeth; Baumi, Michelle; Field, Sherry L.

2013-01-01

Across the United States, the Great Depression was a period of tremendous upheaval. Economic, family, political, and educational institutions shook mightily as the tremors of widespread financial downturn were felt. Public schools faced increasing hardships, which included financial problems such as a weakened tax base due to the non-payment of…

Racial and Ethnic Socialization as Moderators of Racial Discrimination and School Adjustment of Adopted and Non-adopted Korean American Adolescents

Science.gov (United States)

Seol, Kyoung Ok; Yoo, Hyung Chol; Lee, Richard M.; Park, Ji Eun; Kyeong, Yena

2015-01-01

This study investigated roles of racial and ethnic socialization in the link between racial discrimination and school adjustment among a sample of 233 adopted Korean American adolescents from White adoptive families and 155 non-adopted Korean American adolescents from immigrant Korean families. Adopted Korean American adolescents reported lower levels of racial discrimination, racial socialization, and ethnic socialization than non-adopted Korean American adolescents. However, racial discrimination was negatively related to school belonging and school engagement, and ethnic socialization was positively related to school engagement for both groups. Racial socialization also had a curvilinear relationship with school engagement for both groups. Moderate level of racial socialization predicted positive school engagement, whereas low and high levels of racial socialization predicted negative school engagement. Finally, ethnic socialization moderated the link between racial discrimination and school belonging, which differed between groups. In particular, ethnic socialization exacerbated the relations between racial discrimination and school belonging for adopted Korean American adolescents, whereas, ethnic socialization buffered this link for non-adopted Korean American adolescents. Findings illustrate the complex relationship between racial and ethnic socialization, racial discrimination, and school adjustment. PMID:26479418

The Psychosocial Factors Contributing to the Underrepresentation of African American Males in Advanced High School Mathematics Courses

Science.gov (United States)

Rowlett, Joel Everett

2013-01-01

This case study examined the beliefs of African American males on the psychosocial and pedagogical factors contributing to the underrepresentation of African American males in advanced high school math courses. Six 11th grade African American male juniors from a large, comprehensive, Southeastern high school served as individual cases. Within- and…

Considerations for School Psychologists Working with Arab American Children and Families

Science.gov (United States)

Goforth, Anisa N.

2011-01-01

There are an estimated three million Arab Americans in the United States, with 25% of the population under the age of 18. Given this significant population, it is likely that some school psychologists come across children from Arab backgrounds during their career. Many school psychologists, however, may not be aware of the unique cultural…

School Reform in the United States: Frames and Representations

Science.gov (United States)

Shannon, Patrick

2012-01-01

This essay reviews six competing positions on U.S. school reform: a speech from Secretary of Education, Arne Duncan; Diane Ravitch's "The Death and Life of the Great American School System"; Frederick Hess's "The Same Thing Over and Over"; Charles Payne's "So Much Reform, So Little Change"; Anthony Byrk and others' "Organizing School for…

American Association of Dental Schools Curricular Guidelines for Orthodontics.

Science.gov (United States)

Journal of Dental Education, 1980

1980-01-01

Guidelines reviewed and approved by the American Association of Dental Schools and sent to the Council on Dental Education in June 1979 are outlined. Educational goals and objectives and sequence of instruction (including growth and development, preclinical orthodontics, and clinical experience) are discussed. (MLW)

The Contribution of Student Perceptions of School Climate to Understanding the Disproportionate Punishment of African American Students in a Middle School

Science.gov (United States)

Shirley, Erica L. M.; Cornell, Dewey G.

2012-01-01

This study investigated the contribution of student perceptions of school climate to racial differences in school discipline. Four hundred middle school students completed a school climate survey. Compared to Caucasian students, African-American students were referred to the office for discipline three times as frequently and received five times…

"Great aspirations: The postwar American college counseling center": Correction to McCarthy (2014).

Science.gov (United States)

2018-05-01

Reports an error in "Great aspirations: The postwar American college counseling center" by Tom McCarthy ( History of Psychology , 2014[Feb], Vol 17[1], 1-18). In the article, the copyright attribution was incorrect. The copyright is "In the public domain". The online version of this article has been corrected. (The following abstract of the original article appeared in record 2014-04967-001.) In the decade after World War II, psychologists, eager to bring the benefits of counseling to larger numbers, convinced hundreds of American colleges and universities to establish counseling centers. Inspired by the educational-vocational counseling center founded by psychologists at the University of Minnesota in 1932, Carl R. Rogers's "client-centered" methods of personal adjustment counseling, and the 400-plus college counseling centers created by the Veterans Administration to provide the educational-vocational counseling benefit promised to returning World War II servicemen under the 1944 GI Bill, these counseling psychologists created a new place to practice where important currents in psychology, higher education, and federal policy converged and where they attempted to integrate educational-vocational counseling with personal adjustment counseling based on techniques from psychotherapy. By the mid-1960s, half of America's colleges and universities had established counseling centers, and more than 90% offered students educational, vocational, and psychological counseling services, a great achievement of the first generation of counseling psychologists. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

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…

The American Public School Teacher: Past, Present, and Future

Science.gov (United States)

Drury, Darrel; Baer, Justin

2011-01-01

At its heart are the National Education Association's "Status of the American Public School Teacher" surveys, which are conducted every five years and offer unprecedented insights into the professional lives and experiences of teachers nationwide. This volume analyzes and summarizes the survey's findings, while also offering commentaries…

American high school students shine a spotlight on CERN

CERN Multimedia

2008-01-01

Between 2 and 7 April eighteen American high school students were let loose at CERN armed with video cameras. Their mission? To take on the role of broadcast journalists and inspire their peers across the US with short documentaries and blogs illuminating the work happening at the world’s most powerful particle accelerator. Members of the teams of budding physicists and broadcast journalists pose in front of the ATLAS detector.Following in the footsteps of professional journalists around the world, six teams of American high school students recently travelled to CERN to experience the increasing excitement in the run-up to the switch-on of the LHC. The six teams are from five states across the US and were the winners of a competition sponsored and funded by the US Department of Energy’s Office of Science and the National Science Foundation. Each team consists of three students plus a teacher, who combine their knowledge of ph...

School Public Relations and the Principalship: An Interview with Mark Bielang, President of American Association of School Administrators

Science.gov (United States)

Johnson, Paul

2011-01-01

From returning phone calls to traversing the political landscape to building trust, American Association of School Administrators (AASA) president Mark Bielang covers a lot of territory as he describes the public relations challenges confronting today's school administrators. Having just concluded his term as AASA president, Mr. Bielang has served…

Position of the American Dietetic Association: local support for nutrition integrity in schools.

Science.gov (United States)

Bergman, Ethan A; Gordon, Ruth W

2010-08-01

It is the position of the American Dietetic Association (ADA) that schools and communities have a shared responsibility to provide students with access to high-quality, affordable, nutritious foods and beverages. School-based nutrition services, including the provision of meals through the National School Lunch Program and the School Breakfast Program, are an integral part of the total education program. Strong wellness policies promote environments that enhance nutrition integrity and help students to develop lifelong healthy behaviors. ADA actively supported the 2004 and proposed 2010 Child Nutrition reauthorization which determines school nutrition policy. ADA believes that the Dietary Guidelines for Americans should serve as the foundation for all food and nutrition assistance programs and should apply to all foods and beverages sold or served to students during the school day. Local wellness policies are mandated by federal legislation for all school districts participating in the National School Lunch Program. These policies support nutrition integrity,including a healthy school environment. Nutrition integrity also requires coordinating nutrition education and promotion and funding research on program outcomes. Registered dietitians and dietetic technicians, registered, and other credentialed staff, are essential for nutrition integrity in schools to perform in policy-making, management, education, and community building roles. A healthy school environment can be achieved through adequate funding of school meals programs and through implementation and evaluation of strong local wellness policies.

Stereotype Threat Effects on African American Children in an Urban Elementary School

Science.gov (United States)

Wasserberg, Martin J.

2014-01-01

This study investigated whether a diagnostic testing condition leads to stereotype threat effects for African American children (n = 198) at an urban elementary school. Results indicated that presenting a reading test as diagnostic of abilities hindered the performance of African American children aware of racial stereotypes but not of those…

School-Based Management: The Changing Locus of Control in American Public Education.

Science.gov (United States)

Drury, Darrel; Levin, Douglas

School-based management is a reinvention and countermovement to a broader historical trend to centralize and standardize American education. The present study represents one component of the Organisation for Economic Cooperation and Development's project to investigate how schools in 12 member nations can most effectively respond to recent…

Asian-American Communications: In-School Staff Workshops, 1991-92. Final Evaluation Report. OREA Report.

Science.gov (United States)

Zhang, Zenin

The In-School Staff Workshops project run by Asian-American Communications was evaluated in its fourth year. The project provided various workshops for staff on Asian American and Asian cultures, intercultural communications, and strategies for helping Asian American students adjust to their new social and educational environments. The project…

The Nature of Teacher-Community Contact in Schools Serving Southwest Indian Children. American Indian Education Papers, No. 2.

Science.gov (United States)

Knight, Margaret E.

Previous school-community research in American Indian communities has demonstrated that "isolation" or lack of communication between school staff and community parents has contributed to the failure of educating American Indian children. To validate this research in the Southwest, a diary indicating the out-of-school activities was…

Strong Teens: A School-Based Small Group Experience for African American Males

Science.gov (United States)

White, Nathan J.; Rayle, Andrea Dixon

2007-01-01

This article describes the school-based, small group adaptation of the existing Strong Teens Curriculum (STC) for African American male adolescents in high schools. The STC was created to equip adolescents with skills that promote more effective social interaction and enhance personal emotional and psychological wellness. The authors present a…

A Model of Successful Adaptation to Online Learning for College-Bound Native American High School Students

Science.gov (United States)

Kaler, Collier Butler

2012-01-01

Purpose: The purpose of this paper is to examine the conditions for Native American high school students that result in successful adaptation to an online learning environment. Design/methodology/approach: In total, eight Native American students attending high schools located on Montana Indian reservations, and one urban city, were interviewed.…

Sexuality education in North American medical schools: current status and future directions.

Science.gov (United States)

Shindel, Alan W; Parish, Sharon J

2013-01-01

Both the general public and individual patients expect healthcare providers to be knowledgeable and approachable regarding sexual health. Despite this expectation there are no universal standards or expectations regarding the sexuality education of medical students. To review the current state of the art in sexuality education for North American medical students and to articulate future directions for improvement. Evaluation of: (i) peer-reviewed literature on sexuality education (focusing on undergraduate medical students); and (ii) recommendations for sexuality education from national and international public health organizations. Current status and future innovations for sexual health education in North American medical schools. Although the importance of sexuality to patients is recognized, there is wide variation in both the quantity and quality of education on this topic in North American medical schools. Many sexual health education programs in medical schools are focused on prevention of unwanted pregnancy and sexually transmitted infection. Educational material on sexual function and dysfunction, female sexuality, abortion, and sexual minority groups is generally scant or absent. A number of novel interventions, many student initiated, have been implemented at various medical schools to improve the student's training in sexual health matters. There is a tremendous opportunity to mold the next generation of healthcare providers to view healthy sexuality as a relevant patient concern. A comprehensive and uniform curriculum on human sexuality at the medical school level may substantially enhance the capacity of tomorrow's physicians to provide optimal care for their patients irrespective of gender, sexual orientation, and individual sexual mores/beliefs. © 2013 International Society for Sexual Medicine.

American Association of Dental Schools Curricular Guidelines for Oral Radiology.

Science.gov (United States)

Journal of Dental Education, 1980

1980-01-01

Oral radiology curricular guidelines developed by the American Association of Dental Schools are provided. The guidelines describe minimal conditions under which a satisfactory educational experience can be offered. Principles of x-radiation, radiobiological concepts, radiological health, radiographic technique, radiographic quality, and darkroom…

Predominantly Black Institutions and Public Montessori Schools: Reclaiming the "Genius" in African American Children

Science.gov (United States)

Jor'dan, Jamilah R.

2018-01-01

There are more than 22,000 Montessori schools in over 100 countries worldwide. Beginning in the 1950s the American Montessori movement was primarily a private pre-school movement. There are more than 5,000 schools in the United States; over 500 of these are public. Montessori schools are an increasingly popular choice in the U.S. for public school…

American Association for Dental Schools Curricular Guidelines for Microscopic Anatomy (General and Oral).

Science.gov (United States)

Susi, Frank; Mundell, Robert

1980-01-01

Guidelines developed by the Section on Anatomical Sciences of the American Association for Dental Schools are presented. These guidelines were drawn up as an effort to provide a general criterion-referenced standard against which a school can measure its course content in histology. (MLW)

"Are You Only an Applauder?" American Music Correspondence Schools in the Early Twentieth Century

Science.gov (United States)

Vogel, Dorothy

2015-01-01

The purpose of this study was to examine correspondence schools of music in the early twentieth century. Advertisements in widely circulated household and music periodicals and archival copies of courses from Siegel-Myers Correspondence School of Music, United States School of Music, American College of Music, and others were examined. Research…

Influence of Mentoring on African American and Hispanic Males in High School

Science.gov (United States)

Smith, Jacqueline A.

2016-01-01

The mixed method research study was designed to evaluate the effects on a mentoring initiative on 40 African American and Hispanic males in an urban high school. The study took place over a three-month period in a traditional public school with 2,000 students. Data collection methods used included individual interview with student mentees, surveys…

Digital History: Using the Internet to Enhance African American Studies in the Secondary School

Science.gov (United States)

Scheuerell, Scott; Jaeger, Matt

2015-01-01

The authors discuss how high school students participated in a unit in which they learned about African American history in a 1:1 computer classroom--in particular, how they were able to use digital history to learn about a variety of African American leaders who are not frequently covered in the traditional American History textbook. In addition,…

Making America's Schools Great Now: Reclaiming Democracy and Activist Leadership under Trump

Science.gov (United States)

Horsford, Sonya Douglass

2018-01-01

Trump's vow to "make America great again" seeks to usher in a policy agenda reminiscent of an era that served as a boon to the rich while devastating poor, working-class, Americans, particularly people of color. His education policy and budget blueprint prove no exception, signalling troubling priorities for those who value strong public…

African American Students and U.S. High Schools. Fact Sheet

Science.gov (United States)

Alliance for Excellent Education, 2008

2008-01-01

This fact sheet highlights the statistics of the status of the African American students living in the continental United States in terms of: population; graduation, dropouts, and preparedness; schools, segregation, and teacher quality; and special, gifted, and college preparatory education. According to the National Center for Education…

The Impact of Oakland Freedom School's Summer Youth Program on the Psychosocial Development of African American Youth

Science.gov (United States)

Bethea, Sharon L.

2012-01-01

The present investigation considers the program outcomes of one community youth project, Leadership Excellence Inc., Oakland Freedom Schools. Oakland Freedom Schools are culturally relevant 6-week summer Language Arts enrichment programs for primarily inner-city African American youth aged 5 to 14 years. In this study, 79 African American youth…

Serving LGBT Students: Examining the Spiritual, Religious, and Social Justice Implications for an African American School Administrator

Science.gov (United States)

Reed, Latish; Johnson, Les T.

2010-01-01

This qualitative case study probes one African American school leader with a conservative religious upbringing as she works in a high school with a self-identified population of African American lesbian, guy, bisexual, and transgender (LGBT) students. The findings demonstrate that the participant's leadership practices were guided by her spiritual…

Forging Appealing Identities in Complex Environments: A Case Study of American Law Schools

Science.gov (United States)

Pizarro Milian, Roger

2017-01-01

Competition has intensified substantially within the American law school sector in recent decades. Scholars note that this has augmented pressures to engage in institutional self-promotion, as law schools attempt to distinguish themselves within a severely over-crowded marketplace. To date, however, few have ventured to empirically examine the…

The Mythology of Schooling: The Historiography of American and European Education in Comparative Perspective

Science.gov (United States)

Kelly, Matthew Gardner

2014-01-01

This essay explores the historiography of American and European education, considering how educational historians communicate powerful messages about the purposes and promises of schooling through their writing. I divide the historiography of American education into four interpretive traditions: traditionalism, radical revisionism, progressive…

The Study and Improvement of American High Schools: A Portrait of Work in Progress.

Science.gov (United States)

Newmann, Fred M.; Behar, Steven L.

This is an integrated report on 28 ongoing projects that were set up to study and improve American high schools on a large scale. The activities include establishment of a national data base on high school students; a study of new standards for college admission; administrators' reports on what works in urban schools; intensive studies of single…

Time Perspective and School Membership as Correlates to Academic Achievement among African American Adolescents

Science.gov (United States)

Adelabu, Detris Honora

2007-01-01

This study examined the relationship of academic achievement to time perspective (future, present) and school membership (belonging, acceptance, rejection) among 232 low-income, urban African American adolescents. Findings indicated positive, significant relationships among academic achievement, future time perspective, school belonging, and…

American Government. Nevada Competency-Based Adult High School Diploma Project.

Science.gov (United States)

Nevada Univ., Las Vegas. Coll. of Education.

This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on American government is divided into fourteen topics. The topics included are: definition of "State"; left to right political spectrum; Dictatorship vs. Democracy; Capitalism,…

Playing doctor, seriously: graduation follies at an American medical school.

Science.gov (United States)

Segal, D

1984-01-01

In American medical schools, the period of time between the announcement of internships and graduation is known as FYBIGMI, for "Fuck You Brother I Got My Internship." At University Medical School (pseudonym), as at most American medical schools, this period culminates in an elaborate musical comedy (attended by faculty and relatives) in which faculty are abused, patients are represented in terms of stigmatized stereotypes, and the students demonstrate a profane familiarity with cultural taboos. Using the analytic methods of cultural anthropology, this examination of the FYBIGMI performance at U.M.S. focuses primarily on the seniors' presentation of their newly acquired professional identity, which is constituted in the skits by recurring oppositions to socially stigmatized, medically self-destructive patients. In this oppositional logic, racial stereotypes play a particularly large role. In addition, the seniors establish their new social status by inverting their relationship to their (former) supervisors on a personal basis, and by confronting the audience with their professional ability to treat cultural taboos with profane familiarity. The FYBIGMI theatrical, and its representation of professional identity, is analyzed in relation to a proposed model of the underlying structure of the process of medical education, that is, an escalating dialectic of intimidation and self-congratulation.

Managing for Results in America's Great City Schools. A Report of the Performance Measurement and Benchmarking Project

Science.gov (United States)

Council of the Great City Schools, 2008

2008-01-01

This report describes statistical indicators developed by the Council of the Great City Schools and its member districts to measure big-city school performance on a range of operational functions in business, finance, human resources and technology. The report also presents data city-by-city on those indicators. This is the second time that…

Korean American High School Students' Perspectives on U.S. History

Science.gov (United States)

An, Sohyun

2012-01-01

Along with the ever-increasing racial/ethnic diversity in U.S. schools, researchers began to investigate the impact of racial/ethnic identity on young people's understanding of the nation's history. Compared to other racial minorities, Asian American students have received little academic and educational attention. This article seeks to address…

The Policing of Native Bodies and Minds: Perspectives on Schooling from American Indian Youth

Science.gov (United States)

Quijada Cerecer, Patricia D.

2013-01-01

Research indicates that high school campus climates are contentious for students of color, particularly as they negotiate institutional and personal racism. Unfortunately, minimal research centers on the experiences of American Indian youth. In response, this qualitative study explores American Indian responses to hostile campus climates. Using a…

Keeping "Every Catholic Child in a Catholic School" during the Great Depression, 1933-1939

Science.gov (United States)

Ryan, Ann Marie

2007-01-01

The quest for state and federal aid for Catholic schools is not new. Concerns regarding excessive entanglement, mission dilution, and external control have been voiced for decades. A particularly instructive historical period on this issue is the era of the Great Depression. Because of widespread economic hardship across sectors, Catholic leaders…

A Descriptive Qualitative Study Exploring Teacher and Parental Perceptions of African-American Middle School Male Students Related to Mathematics Performance

Science.gov (United States)

Fowler, Crystal Nicole

2013-01-01

This qualitative descriptive case study explored the perceptions of parents and teachers of the academic achievement gap in mathematics between African-American middle school males and their White counterparts. Ten parents, both African-American and White, with students attending middle school in the Cherokee County School District and 5 teachers…

Trends of overweight and obesity among white and American Indian school children in South Dakota, 1998-2010.

Science.gov (United States)

Hearst, Mary O; Biskeborn, Kristin; Christensen, Mathew; Cushing, Carrie

2013-01-01

To investigate the prevalence of overweight and obesity among white and American Indian children in a predominantly rural state. Using a repeated, cross-sectional design of school children's height and weight, the study sample included 361,352 measures of children who were 5.0-19.9 years, attending school across 13 academic calendar years. Trained staff measured height, weight, and recorded gender, age, and race. Data were voluntarily reported to the State Department of Health. American Indian children consistently had higher rates of overweight and obesity compared to white children. Across the years, 16.3% of white students were overweight, whereas 19.3% of American Indian students were overweight. In addition, 14.5% of white children were obese and 25.9% of American Indian children were obese. Examining by rural versus urban schools, prevalence of overweight had been increasing among white male and female students and American Indian female students living in rural areas. Obesity is also increasing among rural white females and male and female American Indian children. The findings here suggest that although American Indian children are at higher risk, in general, compared to white children, rural populations in general are experiencing increases in childhood overweight and obesity. Targeted rural interventions beginning at an early age are necessary to improve the health of rural children, especially in American Indian communities. Copyright © 2013 The Obesity Society.

The role of the pediatrician in abolishing corporal punishment in schools. Committee on School Health, American Academy of Pediatrics.

Science.gov (United States)

Poole, S R; Ushkow, M C; Nader, P R; Bradford, B J; Asbury, J R; Worthington, D C; Sanabria, K E; Carruth, T

1991-07-01

Corporal punishment in school is allowed in 30 states in the United States. The American Academy of Pediatrics, together with numerous other child-advocacy groups, has reaffirmed its position that corporal punishment in schools should be prohibited by state statute in all states. This article provides background information and recommendations regarding the potential role for pediatricians in attaining this goal.

School Administrators' Perceptions of the Achievement Gap between African American Students and White Students

Science.gov (United States)

Royle, Jonathan; Brown, Casey Graham

2014-01-01

This study included an analysis of principal perceptions of the achievement gap between African American and White students. School administrators from campuses with a substantial number of African American students within the subgroup were interviewed to explore their perceptions of the achievement gap. The study revealed factors within the…

Bullying Prevention as a Social Justice Issue: Implications with Asian American Elementary School Students

Science.gov (United States)

Wang, Cixin; Wang, Weimeng; Zheng, Lianzhe; Atwal, Kavita

2016-01-01

This study examined Asian American elementary students' experience with victimization. Data were collected from 313 fourth and fifth graders from an ethnically diverse elementary school in southern California. Most participants self-identified as Asian/Asian American and spoke an Asian language at home. Results indicated that Asian American…

Between Hosts and Guests: Conditional Hospitality and Citizenship in an American Suburban School

Science.gov (United States)

Shirazi, Roozbeh

2018-01-01

This article utilizes the idea of hospitality to explore how educative practices contribute to the making of citizens at Light Falls High School (LHS), a suburban American secondary school that professes a strong commitment to racial equity and global awareness. The data are derived from an ethnographic case study which took place in 2013-2014. I…

Strategy and Resistance: How Native American Students Engage in Accommodation in Mainstream Schools

Science.gov (United States)

Masta, Stephanie

2018-01-01

This article explores the experiences of a group of Native American 8th graders who attend a mainstream school and how they engage in accommodation as an act of agency and resistance to protect and maintain their identities in their school environment. By using tribal critical race theory to examine these experiences, this study raises important…

The Role and Impact of Nurses in American Elementary Schools: A Systematic Review of the Research

Science.gov (United States)

Lineberry, Michelle J.; Ickes, Melinda J.

2015-01-01

School nurses are tasked with the critical job of keeping students safe and well. Due to competing demands for resources in schools, the impact of school nurses must be demonstrated to secure their jobs. A systematic review of the literature from 1937 to 2013 was conducted to show the efficacy of school nursing activities in American elementary…

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…

The Freedom Schools, the Civil Rights Movement, and Refocusing the Goals of American Education

Science.gov (United States)

Hale, Jon N.

2011-01-01

This article examines the history of the 1964 Mississippi Freedom Schools to illustrate how integrating the Civil Rights Movement into the social studies curriculum refocuses the aims of American education on participatory democracy. Teaching the Civil Rights Movement and employing the teaching strategies used in the Freedom Schools leads to the…

Amazonian magnetostratigraphy: Dating the first pulse of the Great American Faunal Interchange

Science.gov (United States)

Campbell, Kenneth E., Jr.; Prothero, Donald R.; Romero-Pittman, Lidia; Hertel, Fritz; Rivera, Nadia

2010-04-01

The chronostratigraphy of the youngest Neogene deposits of the Amazon Basin, which comprise the Madre de Dios Formation in eastern Peru, remains unresolved. Although 40Ar/ 39Ar dates on two volcanic ashes from this formation in Peru provide critical baseline data points, stratigraphic correlations among scattered riverine outcrops in adjacent drainage basins remain problematic. To refine the chronostratigraphy of the Madre de Dios Formation, we report here the magnetostratigraphy of an outcrop on the Madre de Dios River in southeastern Peru. A total of 18 polarity zones was obtained in the ˜65-m-thick Cerro Colorado section, which we correlate to magnetozones Chrons C4Ar to C2An (9.5-3.0 Ma) based on the prior 40Ar/ 39Ar dates. These results confirm the late Miocene age of a gomphothere recovered from the Ipururo Formation, which underlies the late Miocene Ucayali Unconformity at the base of the Cerro Colorado outcrop. The results also support earlier interpretations of a late Miocene age for other fossils of North American mammals recovered from basal conglomeratic deposits of the Madre de Dios Formation immediately above the Ucayali Unconformity. These mammals include other gomphotheres, peccaries, and tapirs, and their presence in South America in the late Miocene is recognized as part of the first pulse of the Great American Faunal Interchange.

GENETIC ANALYSIS OF THE CHINESE MITTEN CRAB (ERIOCHEIR SINENSIS) INTRODUCED TO THE NORTH AMERICAN GREAT LAKES AND ST. LAWRENCE SEAWAY

Science.gov (United States)

The Chinese mitten crab (Eriocheir sinensis) is a globally invasive organism, with established non-native populations in Europe and California, USA. Since 1965, there have been sixteen confirmed catches of E. sinensis in the North American Great Lakes and their associated waterw...

The Impact of the Great Recession on School District Finances: Evidence from New York. Working Paper #03-12

Science.gov (United States)

Chakrabarti, Rajashri; Setren, Elizabeth

2012-01-01

There is a slowly emerging literature that seeks to understand how the Great Recession affected other parts of the economy; however, there is no research that examines the effect of Great Recession (or any other recession) on schools. Given the fundamental role of education in human capital formation and growth, it is essential to understand the…

European and North American Schools of Public Health – Establishment, growth, differences and similarities

Directory of Open Access Journals (Sweden)

Jadranka Bozikov

2016-06-01

Full Text Available Unlike European Schools of Public Health, whose development was primarily influenced by the medical profession and was linked to the healthcare system, North American Schools of Public Health operate as independent academic institutions engaged in research and education of Public Health specialists. While Public Health has been recognised as a distinctive profession in USA and Canada for almost a century, in many European countries it is not recognized as such and, accordingly, there are no well-defined job positions for graduates. Similarities and differences between the European and American Schools of Public Health are reviewed and the importance of classification of core competences, responsibilities and scope of knowledge required for Public Health practice was pointed out as a prerequisite for accreditation of study curricula. For the professionalization of Public Health in Europe further efforts are needed.

Friend affiliations and school adjustment among Mexican-American adolescents: the moderating role of peer and parent support.

Science.gov (United States)

Espinoza, Guadalupe; Gillen-O'Neel, Cari; Gonzales, Nancy A; Fuligni, Andrew J

2014-12-01

Studies examining friendships among Mexican-American adolescents have largely focused on their potentially negative influence. The current study examined the extent to which deviant and achievement-oriented friend affiliations are associated with Mexican-American adolescents' school adjustment and also tested whether support from friends and parents moderates these associations. High school students (N = 412; 49 % male) completed questionnaires and daily diaries; primary caregivers also completed a questionnaire. Although results revealed few direct associations between friend affiliations and school adjustment, several moderations emerged. In general, the influence of friends' affiliation was strongest when support from friends was high and parental support was low. The findings suggest that only examining links between friend affiliations and school outcomes does not fully capture how friends promote or hinder school adjustment.

Job Loss at Home: Children's School Performance during the Great Recession in Spain. CEP Discussion Paper No. 1364

Science.gov (United States)

Ruiz-Valenzuela, Jenifer

2015-01-01

This paper studies the effect of parental job loss on children's school performance during the Great Recession in Spain, using an original panel dataset for students observed since the beginning of the crisis in a school in the province of Barcelona. By using fixed effects, this paper is more likely to deal with the problem of selection into…

Prevalence of sleep duration on an average school night among 4 nationally representative successive samples of American high school students, 2007-2013.

Science.gov (United States)

Basch, Charles E; Basch, Corey H; Ruggles, Kelly V; Rajan, Sonali

2014-12-11

Consistency, quality, and duration of sleep are important determinants of health. We describe sleep patterns among demographically defined subgroups from the Youth Risk Behavior Surveillance System reported in 4 successive biennial representative samples of American high school students (2007 to 2013). Across the 4 waves of data collection, 6.2% to 7.7% of females and 8.0% to 9.4% of males reported obtaining 9 or more hours of sleep. Insufficient duration of sleep is pervasive among American high school students. Despite substantive public health implications, intervention research on this topic has received little attention.

How To Succeed in School without Really Learning: The Credentials Race in American Education.

Science.gov (United States)

Labaree, David F.

Getting ahead and getting an education are inseparable in the minds of most Americans. Social mobility lies at the core of the American dream, and educational opportunity is the primary avenue by which to realize this dream. This book suggests that it is time to consider whether the connection between schooling and social mobility is doing more…

The Great Gatsby and the Collapse of American Dream

Institute of Scientific and Technical Information of China (English)

逄红

2014-01-01

Gatsby's dream is a typical American Dream. His failure signified the decay of the American post-war spirit. His death belled the alarm for the other disillusioned people from fantasy dreams and set them to reconsider the social reality.This thesis would discuss the collapse of the Gatsby's dream and that of American dream based on the book plot and the background of 1920s.

Listening to their voices: Exploring mathematics-science identity development of African American males in an urban school community

Science.gov (United States)

Wilson, Kimi Leemar

National data continues to show an underrepresentation of African American males pursuing science, technology, engineering and mathematics (STEM) majors, careers and professions in the United States. Whites and Asian Americans are continuously positioned as the face of STEM education and participation. And while research has provided ways to support mathematics and science learning for African American males, there still remains a gap in understanding how their formed mathematics-science identities in K-12 public schooling influences STEM participation. The research undertaken in this study explores this gap, and uses an integrative identity framework to understand mathematics-science identity development which goes beyond personal identity, and explores the relational, collective and material components of identity. Specifically, this research seeks to answer the following research questions: What are the shared lived experiences that exist between a group of African American male students developing a mathematics-science identity, and how these shared lived experiences shape their mathematics-science identity development? Therefore, by analyzing African American males lived experiences employing an integrative identity framework fosters a greater understanding of how mathematics-science identity is formed in K-12 public schools, which impacts STEM education and participation. The high school aged youth featured in this study consist of four African American males, who live in a moderate size city in California. Data for this study consists of observations, phenomenological interviews, and policy document analysis that took place over six months. Data has been analyzed to describe and interpret the young men's mathematics and science experiences, as revealed in their K-12 public school education. This inquiry sought to make meaning of how African American males experience mathematics and science teaching and learning within K-12 public schooling and how these

"Not at the Expense of Their Culture": Graduating Native American Youth from High School

Science.gov (United States)

Wilcox, Kristen Campbell

2015-01-01

What kinds of challenges do educators face in increasing Native American high school graduation rates, and what kinds of adaptations to a traditional high school are understood as necessary to achieve this outcome? This case study explored these questions as part of a larger multiple case study that investigated practices and processes related to…

Disease prevalence among nursery school children after the Great East Japan earthquake.

Science.gov (United States)

Ishikuro, Mami; Matsubara, Hiroko; Kikuya, Masahiro; Obara, Taku; Sato, Yuki; Metoki, Hirohito; Isojima, Tsuyoshi; Yokoya, Susumu; Kato, Noriko; Tanaka, Toshiaki; Chida, Shoichi; Ono, Atsushi; Hosoya, Mitsuaki; Yokomichi, Hiroshi; Yamagata, Zentaro; Tanaka, Soichiro; Kure, Shigeo; Kuriyama, Shinichi

2017-01-01

To investigate the relationship between personal experience of the Great East Japan Earthquake and various disease types among nursery school children. We conducted a nationwide survey of nursery school children born between 2 April 2006 and 1 April 2007. Nursery school teachers completed questionnaires if they agreed to join the study. Questionnaire items for children consisted of their birth year and month, sex, any history of moving into or out of the current nursery school, presence of diseases diagnosed by a physician at the age of 66-78 months and type of disaster experience. The survey was conducted from September 2012 to December 2012. Japan, nationwide. A total of 60 270 nursery school children were included in the analysis, 840 of whom experienced the disaster on 11 March 2011. The health status of children 1.5 years after the disaster based on nursery school records. Experiencing the disaster significantly affected the prevalence of overall and individual diseases. Furthermore, there was a difference in disease prevalence between boys and girls. In boys, experiencing the tsunami (OR 2.53, 95% CI 1.22 to 5.24) and living in an evacuation centre (OR 2.92, 95% CI 1.46 to 5.83) were remarkably associated with a higher prevalence of atopic dermatitis, but these trends were not observed among girls. Instead, the home being destroyed (OR 3.50, 95% CI 2.02 to 6.07) and moving house (OR 4.19, 95% CI 2.01 to 8.71) were positively associated with a higher prevalence of asthma among girls. Our study indicates that experiencing the disaster may have affected the health status of nursery school children at least up to 1.5 years after the disaster. Continuous monitoring of the health status of children is necessary to develop strategic plans for child health.

Color in the Classroom: How American Schools Taught Race, 1900-1954

Science.gov (United States)

Burkholder, Zoe

2011-01-01

Between the turn of the twentieth century and the "Brown v. Board of Education" decision in 1954, the way that American schools taught about "race" changed dramatically. This transformation was engineered by the nation's most prominent anthropologists, including Franz Boas, Ruth Benedict, and Margaret Mead, during World War II.…

Asian American Female School Administrators' Self-Concept and Expectations for Students' Educational Success

Science.gov (United States)

Liang, Jia G.; Liou, Daniel D.

2018-01-01

Historically, Asian American school administrators' experiences leading the K-12 educational system have been under-researched and under-theorized. Today, as the fastest growing population in the United States, Asian American educators' experiences and contributions can no longer be ignored in educational policy and research. Drawing on the…

Evaluation of American Indian Science and Engineering Society Intertribal Middle School Science and Math Bowl Project

Energy Technology Data Exchange (ETDEWEB)

AISES, None

2013-09-25

The American Indian Science and Engineering Society (AISES) has been funded under a U.S. Department of Energy (DOE) grant (Grant Award No. DE-SC0004058) to host an Intertribal Middle-School Science and Math Bowl (IMSSMB) comprised of teams made up of a majority of American Indian students from Bureau of Indian Education-funded schools and public schools. The intent of the AISES middle school science and math bowl is to increase participation of American Indian students at the DOE-sponsored National Science Bowl. Although national in its recruitment scope, the AISES Intertribal Science and Math Bowl is considered a “regional” science bowl, equivalent to the other 50 regional science bowls which are geographically limited to states. Most regional bowls do not have American Indian student teams competing, hence the AISES bowl is meant to encourage American Indian student teams to increase their science knowledge in order to participate at the national level. The AISES competition brings together teams from various American Indian communities across the nation. Each team is provided with funds for travel to and from the event, as well as for lodging and meals. In 2011 and 2012, there were 10 teams participating; in 2013, the number of teams participating doubled to 20. Each Science and Math Bowl team is comprised of four middle school — grades 6 through 8 — students, one alternate, and a teacher who serves as advisor and coach — although in at least two cases, the coach was not a teacher, but was the Indian Education Coordinator. Each team member must have at least a 3.0 GPA. Furthermore, the majority of students in each team must be comprised of American Indian, Alaska Native or Native Hawaiian students. Under the current DOE grant, AISES sponsored three annual middle school science bowl competitions over the years 2011, 2012 and 2013. The science and math bowls have been held in late March concurrently with the National American Indian Science and

Physiology education in North American dental schools: the basic science survey series.

Science.gov (United States)

Gautam, Medha; Shaw, David H; Pate, Ted D; Lambert, H Wayne

2014-06-01

As part of the Basic Science Survey Series for Dentistry, members of the American Dental Education Association (ADEA) Physiology, Pharmacology, and Therapeutics Section surveyed directors of physiology courses in North American dental schools. The survey was designed to assess, among other things, faculty affiliation and experience of course directors, teaching methods, general course content and emphasis, extent of interdisciplinary (shared) instruction, and impact of recent curricular changes. Responses were received from forty-four of sixty-seven (65.7 percent) U.S. and Canadian dental schools. The findings suggest the following: substantial variation exists in instructional hours, faculty affiliation, class size, and interdisciplinary nature of physiology courses; physiology course content emphasis is similar between schools; student contact hours in physiology, which have remained relatively stable in the past fifteen years, are starting to be reduced; recent curricular changes have often been directed towards enhancing the integrative and clinically relevant aspects of physiology instruction; and a trend toward innovative content delivery, such as use of computer-assisted instruction, is evident. Data from this study may be useful to physiology course directors, curriculum committees, and other dental educators with an interest in integrative and interprofessional education.

High School Leaders' Perceptions of Practices That Increase Graduation Rates of African American Males

Science.gov (United States)

Jones, Linda D.

2015-01-01

Research indicates there are significant differences in the academic performance of minorities and whites, particularly at the high school level. On average, Latino and African American high school students read and perform math on the same level as 13-year-old white students and trail their white peers by an average of 20 test points on math and…

A Comparative Study of the Use of Collocation in Iranian High School Textbooks and American English File Books

Directory of Open Access Journals (Sweden)

Mohsen Shahrokhi

2014-05-01

Full Text Available The present study investigates the extent to which lexical and grammatical collocations are used in Iranian high school English textbooks, compared with the American English File books. To achieve the purposes of this study, this study had to be carried out in two phases. In the first phase, the content of the instructional textbooks, that is, American English File book series, Book 2 and Iranian high school English Book 3, were analyzed to find the frequencies and proportions of the collocations used in the textbooks. Since the instructional textbooks used in the two teaching environments (i.e., Iranian high schools and language institutes were not equal with regard to the density of texts, from each textbook just the first 6000 words, content words as well as function words, were considered. Then, the frequencies of the collocations among the first 6000 words in high school English Book 3 and American English File Book 2 were determined.The results of the statistical analyses revealed that the two text book series differ marginally in terms of frequency and type of collocations. Major difference existed between them when it came to lexical collocations in American English File book 2.

"On the Verge of a Renaissance": Arkansas Schools, Curricula, and Teachers during the Great Depression

Science.gov (United States)

Field, Sherry L.; Bauml, Michelle; Bellows, M. Elizabeth

2014-01-01

This article is the third in a larger study of schooling during the Great Depression that seeks to elucidate specific examples of elementary social studies teaching and learning in the South during this time, particularly in Arkansas. Responding to Christine Woyshner's (2009) concern that histories of social studies should look beyond national…

Highlights from Drug Use Among American High School Students 1975-1977.

Science.gov (United States)

Johnston, Lloyd D.; And Others

The current prevalence of drug use among American high school seniors and the trends in use since 1975 are the two major topics treated. Also reported are prevailing attitudes and beliefs among seniors concerning various types of drug use. Eleven separate classes of drugs are distinguished: marihuana (including hashish), inhalants, hallucinogens,…

Charting Success: Data Use and Student Achievement in Urban Schools. Executive Summary

Science.gov (United States)

Faria, Ann-Marie; Heppen, Jessica; Li, Yibing; Stachel, Suzanne; Jones, Wehmah; Sawyer, Katherine; Thomsen, Kerri; Kutner, Melissa; Miser, David; Lewis, Sharon; Casserly, Michael; Simon, Candace; Uzzell, Renata; Corcoran, Amanda; Palacios, Moses

2012-01-01

In recent years, interest has spiked in data-driven decision making in education--that is, using various types of student data to inform decisions in schools and classrooms. In October 2008, the Council of the Great City Schools and American Institutes for Research (AIR) launched a project funded by The Bill & Melinda Gates Foundation that focused…

Relation of peer effects and school climate to substance use among Asian American adolescents.

Science.gov (United States)

Ryabov, Igor

2015-07-01

Using a nationally representative, longitudinal sample of Asian American late adolescents/young adults (ages 18-26), this article investigates the link between peer effects, school climate, on the one hand, and substance use, which includes tobacco, alcohol, and other illicit mood altering substance. The sample (N = 1585) is drawn from the National Longitudinal Study of Adolescent Health (Waves I and III). The study is set to empirically test premises of generational, social capital and stage-environment fit theories. The exploratory variables include individual-level (immigrant generation status, ethnic origin, co-ethnic and co-generational peers - peers from the same immigrant generation) as well as school-level measures (average school socio-economic status and school climate). Multilevel modeling (logistic and negative binomial regression) was used to estimate substance use. Results indicate that preference for co-generational friends is inversely associated with frequency of cannabis and other illicit drug use and preference for co-ethnic peers is inversely associated with other illicit drug use. We also find that school climate is a strong and negative predictor of frequency of cannabis and other illicit drug use as well as of heavy episodic drinking. In terms of policy, these findings suggest that Asian American students should benefit from co-ethnic and co-generational peer networks in schools and, above all, from improving school climate. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Extending Research on the Consequences of Parenting Style for Chinese Americans and European Americans.

Science.gov (United States)

Chao, Ruth K.

2001-01-01

Examined effects of parent-adolescent relationships on school performance for Chinese American and European American high school students. Found positive effects of both authoritative parenting and relationship closeness on school performance for European Americans and to some extent second-generation Chinese, but not first-generation Chinese. The…

Managing for Results in America's Great City Schools. A Report of the Performance Measurement and Benchmarking Project, Spring 2008

Science.gov (United States)

Council of the Great City Schools, 2008

2008-01-01

This report describes statistical indicators developed by the Council of the Great City Schools and its member districts to measure big-city school performance on a range of operational functions in business, finance, human resources and technology. The report also presents data city-by-city on those indicators. This is the second time that…

Chinese and European American Mothers' Beliefs about the Role of Parenting in Children's School Success.

Science.gov (United States)

Chao, Ruth K.

1996-01-01

Compared 48 immigrant Chinese and 50 European American mothers of preschool-age children on their perspectives on the role of parenting in their children's school success. Findings reveal Chinese immigrants have a high regard for education and a belief in a strong parental role, while European Americans regard social skills and self-esteem of…

The Teaching of Reference in American Library Schools. Historical Paper 4

Science.gov (United States)

Cheney, Frances Neel

2015-01-01

In this article, the author proposes to present a superficial view of what is being taught in the 32 American Library Association accredited graduate library schools. She briefly discusses and answers the following three questions: (1) Who is teaching reference?; (2) What is being taught?; and (3) How is it being taught? [For the commentary on…

Bringing the Great American Solar Eclipse to West Virginia

Science.gov (United States)

Keesee, A. M.; Williamson, K.; Robertson-Honecker, J.

2017-12-01

West Virginia experienced up to 90% coverage during the Great American Solar Eclipse on August 21st. To reach the greatest number of West Virginians, we targeted educators and the 4-H program to provide those community leaders with the tools to help students learn about and safely view the eclipse. We developed a website that consolodated relevant eclipse activities, fact sheets, and outreach videos to train educators and others in the public about the science of the eclipse and how to view a partial eclipse safely. The 4-H Summer Experiement used at all 4-H summer camps and events was designed to focus on the eclipse. We distributed over 20,000 custom designed eclipse glasses. These were distributed to teachers through an online request system and to 4-H members involved in summer activities. We hosted a pre-eclipse event on the campus of West Virginia University for the public to learn about the science of the eclipse, relevant research being conducted at the university, and provide tips for safe viewing. Student volunteers were available on campus during the day of the eclipse to hand out glasses and answer questions. We will present the results of our outreach and events as well as lessons learned for the 2024 eclipse. Support for this project was provided by the WVU Department of Physics and Astronomy, WVU Extension, the WV Space Grant Consortium, a WVU internal grant, the Green Bank Observatory, and individual supporters of a crowdfunding campaign.

5th CERN - Latin-American School of High-Energy Physics

OpenAIRE

Grojean, C; Spiropulu, M

2010-01-01

The CERN-Latin-American School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on quantum field theory, quantum chromodynamics, physics beyond the Standard Model, neutrino physics, flavour physics and CP violation, particle cosmology, high-energy astro-particle physics, and heavy-ion physics, as well as trigger and data acquisition, and commissioning and...

Giving Education a Bad Name: Bookish Boys in Contemporary American School Stories

Science.gov (United States)

Aitchison, David

2018-01-01

This article discusses contemporary American school stories that appear to advocate learning and literacy as a democratic good, but actually undermine democratic possibilities by teaching young readers to think of academic inquiry as a means to selfish, petty ends. Since "learning" and "literacy" are catchwords for educators…

National Estimates of Male and Female Enrolment in American High School Choirs, Bands and Orchestras

Science.gov (United States)

Elpus, Kenneth

2015-01-01

The purpose of this study was to estimate, at a national level and over time, the participation rates of males and females among those students who formally enrol in American high school music ensembles. Ten cohorts of nationally representative samples of students from 1982 and 2009 were analysed using data from High School Transcript Studies…

Pharmacology education in North American dental schools: the basic science survey series.

Science.gov (United States)

Gautam, Medha; Shaw, David H; Pate, Ted D; Lambert, H Wayne

2013-08-01

As part of the Basic Science Survey Series (BSSS) for Dentistry, members of the American Dental Education Association (ADEA) Physiology, Pharmacology, and Therapeutics Section surveyed course directors of basic pharmacology courses in North American dental schools. The survey was designed to assess, among other things, faculty affiliation and experience of course directors, teaching methods, general course content and emphasis, extent of interdisciplinary (shared) instruction, and impact of recent curricular changes. Responses were received from forty-nine of sixty-seven (73.1 percent) U.S. and Canadian dental schools. The findings suggest the following: 1) substantial variation exists in instructional hours, faculty affiliation, placement within curriculum, class size, and interdisciplinary nature of pharmacology courses; 2) pharmacology course content emphasis is similar among schools; 3) the number of contact hours in pharmacology has remained stable over the past three decades; 4) recent curricular changes were often directed towards enhancing the integrative and clinically relevant aspects of pharmacology instruction; and 5) a trend toward innovative content delivery, such as use of computer-assisted instruction applications, is evident. Data, derived from this study, may be useful to pharmacology course directors, curriculum committees, and other dental educators with an interest in integrative and interprofessional education.

The Great Recession and confidence in homeownership

OpenAIRE

Anat Bracha; Julian Jamison

2013-01-01

Confidence in homeownership shifts for those who personally experienced real estate loss during the Great Recession. Older Americans are confident in the value of homeownership. Younger Americans are less confident.

"It's Like Spiderman … with Great Power Comes Great Responsibility": School Autonomy, School Context and the Audit Culture

Science.gov (United States)

Keddie, Amanda

2014-01-01

This paper explores issues of school autonomy within the context of the performative demands of the audit culture. The focus is on a case study of Clementine Academy, a large and highly diverse English secondary school. Specific situated, professional, material and external factors at the school were significant in shaping Clementine's response to…

7th CERN - Latin-American School of High-Energy Physics

CERN Document Server

Mulders, M; CLASHEP 2013; CLASHEP2013

2015-01-01

The CERN–Latin-American School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lecture notes on the Standard Model of electroweak interactions, quantum chromodynamics, flavour physics, quantum chromodynamics under extreme conditions, cosmic-ray physics, cosmology, recent highlights of LHC results, practical statistics for particle physicists and a short introduction to the principles of particle physics instrumentation.

How African-American Elementary Students in High-Poverty Schools Experience Creative Expression: A Case Study Approach

Science.gov (United States)

Willis, Belinda F.

2016-01-01

Literature that addresses how the arts enhance student learning through creative expression is minimal. This is especially true for African-American elementary students from high-poverty backgrounds. The purpose of this study was to employ a case study design to explore how African-American elementary students in high-poverty schools experience…

Changes in academic adjustment and relational self-worth across the transition to middle school.

Science.gov (United States)

Ryan, Allison M; Shim, Sungok Serena; Makara, Kara A

2013-09-01

Moving from elementary to middle school is a time of great transition for many early adolescents. The present study examined students' academic adjustment and relational self-worth at 6-month intervals for four time points spanning the transition from elementary school to middle school (N = 738 at time 1; 53 % girls; 54 % African American, 46 % European American). Grade point average (G.P.A.), intrinsic value for schoolwork, self-worth around teachers, and self-worth around friends were examined at every time point. The overall developmental trajectory indicated that G.P.A. and intrinsic value for schoolwork declined. The overall decline in G.P.A. was due to changes at the transition and across the first year in middle school. Intrinsic value declined across all time points. Self-worth around teachers was stable. The developmental trends were the same regardless of gender or ethnicity except for self-worth around friends, which was stable for European American students and increased for African American students due to an ascent at the transition into middle school. Implications for the education of early adolescents in middle schools are discussed.

Practitioners' Perceptions of Culturally Responsive School-Based Mental Health Services for Low-Income African American Girls

Science.gov (United States)

Harper, Erin; Kruger, Ann Cale; Hamilton, Chela; Meyers, Joel; Truscott, Stephen D.; Varjas, Kris

2016-01-01

School-based mental health practitioners are positioned to address low-income urban African American girls' mental health needs through culturally responsive services. Despite the importance of culturally reflective practice, it is understudied. We asked school-based mental health practitioners (N = 7) to reflect on barriers and facilitators to…

American Studies

Directory of Open Access Journals (Sweden)

V. O. Pechatnov

2014-01-01

Full Text Available The "Founding fathers" of American Studies at MGIMO are considered to be A.V. Efimov and L.I. Clove. Alexey Efimov - Corresponding Member of the USSR Academy of Sciences since 1938, Head of the Department of Modern and Contemporary History and Dean of the Historical School at the Moscow State University - one of the first professors of the Faculty of International Relations MGIMO. Efimov distinguished himself by a broad vision and scope of scientific interests. Back in 1934 he published a monograph "On the history of capitalism in the United States," which initiated a series of research culminating in the fundamental work "The United States. The path of capitalist development (pre-imperialist era". Alexey was not only a great scientist but also a great teacher, whose lectures was popular throughout Moscow. His lecture courses, given at the end of the 1940s at MGIMO, became the basis for the first post-war history textbooks USA - "Essays on the history of the United States." At least as colorful a figure was Professor Leo Izrailevich Zubok - a man of unusual destiny. As a teenager he emigrated to the United States with his parents, where he soon joined the American revolutionary movement in the 1920s and was forced to leave the country. He came to MGIMO being already an experienced scientists. His research interests were very wide: from the study of American foreign policy expansion to the history of the labor movement in the United States. Zubok's fundamental works still have not lost its scientific significance. He has successfully combined scientific work with teaching. Tutorials that are based on his lectures were very popular not only among students of MGIMO.

African American Faculty in Social Work Schools: A Citation Analysis of Scholarship

Science.gov (United States)

Huggins-Hoyt, Kimberly Y.

2018-01-01

Purpose: This study assessed the research productivity of African American faculty in the top 25 ranked schools of social work cited in the 2012 U.S. News and World Report. Method: Four citation metrics ("h"-index, "g"-index, age-weighted citation rate, and per author age-weighted citation rate) were examined. Results: Scholar…

Academic Success of Urban African American Elementary Students in Title I Schools

Science.gov (United States)

Anderson, James Sebastian

2017-01-01

The researcher investigated the achievement of third- and fifth-grade urban African American students who attended science, technology, engineering, and mathematics (STEM), Non-STEM, and Theme Title I schools in science and mathematics on the 2015 Georgia Milestones Assessment. The researcher used data from 29 Non-STEM, 14 STEM, and 10 Theme…

Cinema and the Great War - Andrew Kelly, 1997. History by Hollywood. The use and abuse of the American past - Robert Brant Toplin, 1996

NARCIS (Netherlands)

Kester, Bernadette

1998-01-01

textabstractReview of: Cinema and the Great War. Andrew Kelly, Londen, New York (Routledge), 1997, 219 p.History by Hollywood. The use and abuse of the American past. Robert Brant Toplin, Chicago (Urbana), 1996, 267 p.

Planetary Science from NASA's WB-57 Canberra High Altitude Research Aircraft During the Great American Eclipse of 2017

Science.gov (United States)

Tsang, C.; Caspi, A.; DeForest, C. E.; Durda, D. D.; Steffl, A.; Lewis, J.; Wiseman, J.; Collier, J.; Mallini, C.; Propp, T.; Warner, J.

2017-12-01

The Great American Eclipse of 2017 provided an excellent opportunity for heliophysics research on the solar corona and dynamics that encompassed a large number of research groups and projects, including projects flown in the air and in space. Two NASA WB-57F Canberra high altitude research aircraft were launched from NASA's Johnson Space Center, Ellington Field into the eclipse path. At an altitude of 50,000ft, and outfitted with visible and near-infrared cameras, these aircraft provided increased duration of observations during eclipse totality, and much sharper images than possible on the ground. Although the primary mission goal was to study heliophysics, planetary science was also conducted to observe the planet Mercury and to search for Vulcanoids. Mercury is extremely challenging to study from Earth. The 2017 eclipse provided a rare opportunity to observe Mercury under ideal astronomical conditions. Only a handful of near-IR thermal images of Mercury exist, but IR images provide critical surface property (composition, albedo, porosity) information, essential to interpreting lower resolution IR spectra. Critically, no thermal image of Mercury currently exists. By observing the nightside surface during the 2017 Great American Eclipse, we aimed to measure the diurnal temperature as a function of local time (longitude) and attempted to deduce the surface thermal inertia integrated down to a few-cm depth below the surface. Vulcanoids are a hypothesized family of asteroids left over from the formation of the solar system, in the dynamically stable orbits between the Sun and Mercury at 15-45 Rs (4-12° solar elongation). Close proximity to the Sun, plus their small theoretical sizes, make Vulcanoid searches rare and difficult. The 2017 eclipse was a rare opportunity to search for Vulcanoids. If discovered these unique, highly refractory and primordial bodies would have a significant impact on our understanding of solar system formation. Only a handful of deep

Differences in gambling problem severity and gambling and health/functioning characteristics among Asian-American and Caucasian high-school students

OpenAIRE

Kong, Grace; Tsai, Jack; Pilver, Corey E.; Tan, Hwee Sim; Hoff, Rani A.; Cavallo, Dana; Krishnan-Sarin, Suchitra; Steinberg, Marvin A.; Rugle, Loreen; Potenza, Marc N.

2013-01-01

Studies of Asian-American adults have found high estimates of problematic gambling. However, little is known about gambling behaviors and associated measures among Asian-American adolescents. This study examined gambling perceptions and behaviors and health/functioning characteristics stratified by problem-gambling severity and Asian-American and Caucasian race using cross-sectional survey data of 121 Asian-American and 1,659 Caucasian high-school students. Asian-American and Caucasian adoles...

Meeting Multicultural Needs in School Libraries: An Examination of Mexican Migrant Families and Factors that Influence Academic Success

Science.gov (United States)

Plocharczyk, Leah

2005-01-01

The children of Mexican migrants face a number of hardships and difficulties that greatly hamper their ability to succeed in American schools. This paper examines some of the major difficulties and suggests multicultural programs that school librarians can implement in order to help migrant children achieve academic success.

The Influence of Acculturation and Enculturation on Mexican American High School Students' Decision to Apply to College

Science.gov (United States)

Castillo, Linda G.; Lopez-Arenas, Araceli; Saldivar, Isaac M.

2010-01-01

This study examined the influence of acculturation, enculturation, parental education level, financial concerns, and gender on 106 Mexican American high school students' decisions to apply to college. Results indicated that acculturation and female gender were significant predictors. Implications for interventions with Latino high school students…

Dissemination of an effective weight management program for Mexican American children in schools

Science.gov (United States)

The rates of child obesity are epidemic in the United States, and Mexican American children are at particular risk. We have found an intensive, multi-component, school-based, weight management intervention to be efficacious at reducing standardized body mass index (zBMI) in overweight children. Our ...

Racism, Schooling, and the Streets: A Critical Analysis of Vietnamese American Youth Gang Formation in Southern California

Directory of Open Access Journals (Sweden)

Kevin D. Lam

2012-01-01

Full Text Available This paper is an analysis of the relationship between educational experiences, street life, and gang formation for Vietnamese American youth gang members in Southern California. I use critical narrative methodology to center the life and experiences of a Los Angeles area gang member. His narrative substantiates how racism in schools and on the streets works together to impact and inform gang formation. Schools were sites of inter-ethnic conflict and racialized tension, and streets were spaces for contentious interactions with the police. In addition, I place the Vietnamese American youth gang phenomenon in larger historical and political contexts such as California’s anti-youth legislation, representations of Asian American youth, and U.S. geo-politics and imperialism—factors that have serious material and ideological implications and consequences.

A "Great Roads" Approach to Teaching Modern World History and Latin American Regional Survey Courses: A Veracruz to Mexico City Case Study.

Science.gov (United States)

Brown, James Seay, Jr.; Sullivan-Gonzalez, Douglass

2002-01-01

Outlines an innovative way of teaching "World History Since 1500" at Samford University (Birmingham, Alabama) called the "great roads" approach, centered upon important roads in a country's history. Presents the "Veracruz to Mexico City corridor" case study used to teach a Latin American modern history course. (CMK)

The MetLife Survey of the American Teacher: Challenges for School Leadership

Science.gov (United States)

MetLife, Inc., 2013

2013-01-01

"The MetLife Survey of the American Teacher: Challenges for School Leadership" (2012) was conducted by Harris Interactive and is the twenty-ninth in a series sponsored annually by MetLife since 1984 to give voice to those closest to the classroom. This report examines the views of teachers and principals on the responsibilities and challenges…

Obesity in elementary school children after the Great East Japan Earthquake.

Science.gov (United States)

Moriyama, Hidenori; Fuchimukai, Toru; Kondo, Naoki; Takayama, John I

2018-03-01

Rikuzentakata was one of the cities most devastated by the Great East Japan Earthquake on 11 March 2011. Many buildings were swept away or destroyed and affected families were placed into temporary housing. The aim of this study was to determine the impact of long-term temporary housing on the body mass index (BMI) of elementary school children living in Rikuzentakata City. A retrospective cohort study of was carried out of students attending 1st-3rd grade in 2010, and 4th-6th grade in 2013, in eight elementary schools in Rikuzentakata City. Height and weight were measured annually. We compared changes in BMI between children in temporary housing and those in permanent housing. Separately, parents of students attending one of the elementary schools were surveyed in 2013. Of 526 children in the present study, 32% were living in temporary housing. The prevalence of obesity climbed from 5.3% in 2010 to 7.8% in 2013 in the temporary housing group, and from 7.6% to 7.8% in the permanent housing group. BMI z-score in the temporary housing group increased by 0.102 points between 2010 and 2013 (P comic books and their walking commute time had decreased by 2 min compared with before the disaster. Obesity prevalence and BMI z-score increased in children in temporary housing compared with permanent housing. A more sedentary lifestyle may explain this trend. It is important for policy makers and health-care providers to recognize potential consequences of long-term residence in temporary housing. © 2017 Japan Pediatric Society.

The nature of culturally responsive pedagogy in two urban African American middle school science classrooms

Science.gov (United States)

Bondima, Michelle Harris

This ethnographic in nature study explores how two middle school science teachers who have classes populated by urban African Americans teach their students and how their students perceive their teaching. Since urban African American students continue to perform lower than desired on measures of science achievement, there is an urgent need to understand what pedagogical methodologies assist and hinder urban African American students in achieving higher levels of success in science. A pedagogical methodology that theorists posit assists subordinated school populations is culturally responsive pedagogy. Culturally responsive pedagogy is defined as a teaching methodology concerned with preparing students to question inequality, racism, and injustice. Teachers who use culturally responsive pedagogy respect the culture students bring to the class, and require that the teachers willingly do whatever is necessary to educate students (Nieto, 2000). The teacher participants were two female African Americans who were identified by their school supervisors as being highly effective with urban African American students. The researcher presented the teachers in separate case studies conducted over a data collection period of nine months. Data were collected by participant observation, interviews, and artifact collection. Data were analyzed by application of grounded theory techniques. Findings of the teachers' (and the students') beliefs about pedagogy that both assisted and hindered the students' performance in science were reported in a rich and nuanced storytelling manner based on multiple perspectives (teachers', students', and the researcher's). Pedagogical methodologies that the teachers used that assisted their students were the use of cultural metaphors and images in science and applications of motivational techniques that encouraged a nurturing relationship between the teacher and her students. Pedagogical methodologies that hindered students varied by teacher

The Struggle against Separate and Unequal Schools: Middle Class Mexican Americans and the Desegregation Campaign in Texas, 1929-1957.

Science.gov (United States)

San Miguel, Guadalupe, Jr.

1983-01-01

Despite the efforts of Mexican American groups, such as the League of United Latin American Citizens and the G.I. Forum, and court orders to end segregation, schools in Texas continued to segregate Mexican American children. The political liberalism of these groups kept them from developing effective strategies against segregation. (IS)

Second-Generation Outcomes of the Great Migration.

Science.gov (United States)

Alexander, J Trent; Leibbrand, Christine; Massey, Catherine; Tolnay, Stewart

2017-12-01

The mass migration of African Americans out of the South during the first two-thirds of the twentieth century represents one of the most significant internal migration flows in U.S. Those undertaking the Great Migration left the South in search of a better life, and their move transformed the cultural, social, and political dynamics of African American life specifically and U.S. society more generally. Recent research offers conflicting evidence regarding the migrants' success in translating their geographic mobility into economic mobility. Due in part to the lack of a large body of longitudinal data, almost all studies of the Great Migration have focused on the migrants themselves, usually over short periods of their working lives. Using longitudinally linked census data, we take a broader view, investigating the long-term economic and social effects of the Great Migration on the migrants' children. Our results reveal modest but statistically significant advantages in education, income, and poverty status for the African American children of the Great Migration relative to the children of southerners who remained in the South. In contrast, second-generation white migrants experienced few benefits from migrating relative to southern or northern stayers.

9th CERN - Latin-American School of High-Energy Physics

CERN Document Server

2017-01-01

The CERN – Latin-American School of High-Energy Physics is targeted particularly at students in experimental HEP who are in the final years of work towards their PhDs. However, it is anticipated that some post-doctoral students in experimental HEP, and some students in phenomenology, including some masters students, will also be accepted. It should be noted that some pre-knowledge of the subjects is necessary in order to be able to profit fully from the lecture courses.

White and African American Elementary Aged Student Perspectives of School Climate and the Relationship to Academic Achievement

Science.gov (United States)

Spoor, Jeremy

2017-01-01

The achievement gap between White and African American students on the Missouri Assessment Program (MAP) is an educational phenomenon that has been around for generations and yet to be fully understood or eliminated. This study investigated the difference in school climate perceptions between African American and Caucasian (sic) elementary school…

Intervention effects on kindergarten and first-grade teachers' classroom food practices and food-related beliefs in American Indian reservation schools.

Science.gov (United States)

Arcan, Chrisa; Hannan, Peter J; Himes, John H; Fulkerson, Jayne A; Rock, Bonnie Holy; Smyth, Mary; Story, Mary

2013-08-01

Prevalence of obesity among American Indian children is higher than the general US population. The school environment and teachers play important roles in helping students develop healthy eating habits. The aim of this prospective study was to examine teachers' classroom and school food practices and beliefs and the effect of teacher training on these practices and beliefs. Data were used from the Bright Start study, a group-randomized, school-based trial that took place on the Pine Ridge American Indian reservation (fall 2005 to spring 2008). Kindergarten and first-grade teachers (n=75) from 14 schools completed a survey at the beginning and end of the school year. Thirty-seven survey items were evaluated using mixed-model analysis of variance to examine the intervention effect for each teacher-practice and belief item (adjusting for teacher type and school as random effect). At baseline, some teachers reported classroom and school food practices and beliefs that supported health and some that did not. The intervention was significantly associated with lower classroom use of candy as a treat (P=0.0005) and fast-food rewards (P=0.008); more intervention teachers disagreed that fast food should be offered as school lunch alternatives (P=0.019), that it would be acceptable to sell unhealthy foods as part of school fundraising (P=0.006), and that it would not make sense to limit students' food choices in school (P=0.035). School-based interventions involving teacher training can result in positive changes in teachers' classroom food practices and beliefs about the influence of the school food environment in schools serving American Indian children on reservations. Copyright © 2013 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Examining Factors Influencing Asian American and Latino American Students' College Choice

Science.gov (United States)

Wang-Yeung, Leilani Weichun

2016-01-01

This dissertation examines the gap in college enrollment between Asian Americans and Latino Americans regarding the effects of family and school factors, classifying them into the six ethnic/generational status groups (Asian American first generation, Asian American second generation, Asian American third generation and plus, Latino American first…

Constructivist Approach in a Paradigm of Public School Teachers' Professional Development in Great Britain, Canada, the USA

Science.gov (United States)

Mukan, Nataliya; Fuchyla, Olena; Ihnatiuk, Halyna

2017-01-01

The article dwells on professional development of public school teachers as an inevitable constituent of education systems in the 21st century. In such economically developed countries as Great Britain, Canada and the USA, the problem of preparing teachers to a difficult and responsible task of upbringing and educating future citizens always…

Emotion Regulation Strategies in European American and Hong Kong Chinese Middle School Children

Science.gov (United States)

Wan, Kayan Phoebe; Savina, Elena

2016-01-01

This study explored emotion regulation strategies in middle school European American (N = 54) and Hong Kong Chinese (N = 89) children. Children were presented with scenarios describing a fictitious girl/boy who encountered situations eliciting sadness, anger, and fear. Based on Gross' theory (1998), the survey of emotion regulation strategies was…

Parental Warmth, Control, and Involvement in Schooling: Predicting Academic Achievement among Korean American Adolescents.

Science.gov (United States)

Kim, Kyoungho; Rohner, Ronald P.

2002-01-01

Explored the relationship between parenting style and academic achievement of Korean American adolescents, investigating the influence of perceived parental warmth and control and improvement in schooling. Survey data indicated that authoritative paternal parenting related to optimal academic achievement. Differences in maternal parenting styles…

6th CERN - Latin-American School of High-Energy Physics

CERN Document Server

Mulders, M; Spiropulu, M; CLASHEP 2011; CLASHEP2011

2013-01-01

The CERN–Latin-American School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on quantum field theory, quantum chromodynamics, flavour physics and CP-violation, physics beyond the Standard Model, neutrino physics, particle cosmology, ultrahigh-energy cosmic rays and heavy-ion physics, as well as a presentation of recent results from the Large Hadron Collider (LHC) and a short introduction to the principles of particle physics instrumentation.

CERN – Latin-American School of High-Energy Physics | Arequipa, Peru | 6-19 March 2013

CERN Multimedia

2012-01-01

The CERN – Latin-American School of High-Energy Physics targets particularly at students in experimental HEP who are in the final years of work towards their PhDs.   However, it is anticipated that some post-doctoral students in experimental HEP, and some students in phenomenology, including some Masters students, will also be accepted. It should be noted that some pre-knowledge of the subjects is necessary in order to be able to profit fully from the lecture courses. Demand for admission to the CERN – Latin-American Schools of High-Energy Physics exceeds the number of available places, so a competitive selection is made based on information provided on the application form and the letter of recommendation from the candidate's professor or supervisor. The application deadline is 16 November 2012 More information here.

Photo Essay: Pictures for Our “Honorable American Friends”

Directory of Open Access Journals (Sweden)

Samuel Hideo Yamashita

2013-03-01

Full Text Available An American minister’s outrage over a celebration of the dropping of the atomic bombs on Japan led to a generous gift of school supplies for students at a primary school in Hiroshima City. In gratitude, students at this school sent dozens of drawings and paintings to the minister’s church. This exchange was inspired by the minister’s Unitarian faith and moral decency and realized through the generosity of his parishioners. But the Japanese children’s artwork can be read in several other ways that greatly complicate the story and implicate Cold War narratives of victory and defeat as well as powerful memories of the destruction, death, and suffering caused by the war. This essay accompanies the “Hiroshima Children’s Drawings” photo essay featured in the March 2013 issue of Cross-Currents: East Asian History and Culture Review...

Ugandan Immigrant Students' Perceptions of Barriers to Academic Achievement in American High Schools

Science.gov (United States)

Ssekannyo, Denis

2010-01-01

In a world that is now a global village, enterprising individuals, especially from Third World countries, who make it to greener pastures do not leave their children behind. But with a long list of barriers to academic achievement associated with immigrant and minority students in American high schools, an understanding of the experiences and…

The Rise of Women: The Growing Gender Gap in Education and What It Means for American Schools

Science.gov (United States)

DiPrete, Thomas A.; Buchmann, Claudia

2013-01-01

While powerful gender inequalities remain in American society, women have made substantial gains and now largely surpass men in one crucial arena: education. Women now outperform men academically at all levels of school, and are more likely to obtain college degrees and enroll in graduate school. What accounts for this enormous reversal in the…

Methodology of Comparative Analysis of Public School Teachers' Continuing Professional Development in Great Britain, Canada and the USA

Science.gov (United States)

Mukan, Nataliya; Kravets, Svitlana

2015-01-01

In the article the methodology of comparative analysis of public school teachers' continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives are defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research;…

Impact of Science Tutoring on African Americans' Science Scores on the High School Students' Graduation Examination

Science.gov (United States)

Davis, Edward

This study investigated the relationship between an after-school tutorial program for African American high school students at a Title I school and scores on the science portion of the High School Graduation Examination (HSGE). Passing the examination was required for graduation. The target high school is 99% African American and the passing rate of the target high school was 42%---lower than the state average of 76%. The purpose of the study was to identify (a) the relationship between a science tutorial program and scores on the science portion of the HSGE, (b) the predictors of tutoring need by analyzing the relationship between biology grades and scores on the science portion of the HSGE, and (c) the findings between biology grades and scores on the science portion of the HSGE by analyzing the relationship between tutorial attendance and HSGE scores. The study was based on Piaget's cognitive constructivism, which implied the potential benefits of tutorials on high-stakes testing. This study used a 1-group pretest-posttest, quantitative methodology. Results showed a significant relationship between tutoring and scores on the biology portion of the HSGE. Results found no significant relationship between the tutorial attendance and the scores on the biology portion of the HSGE or between the biology grades and scores on the biology portion of the HSGE before tutoring. It has implications for positive social change by providing educational stakeholders with empirically-based guidance in determining the potential benefit of tutorial intervention strategies on high school graduation examination scores.

Parasites of freshwater fishes and the Great American Biotic Interchange: a bridge too far?

Science.gov (United States)

Choudhury, A; García-Varela, M; Pérez-Ponce de León, G

2017-03-01

We examine the extent to which adult helminths of freshwater fishes have been part of the Great American Biotic Interchange (GABI), by integrating information in published studies and new data from Panama with fish biogeography and Earth history of Middle America. The review illustrates the following: (1) the helminth fauna south of the Trans-Mexican Volcanic Belt, and especially south of the Isthmus of Tehuantepec, shows strong Neotropical affinities; (2) host-parasite associations follow principles of the 'biogeographic core fauna' in which host-lineage specificity is pronounced; (3) phylogenetic analysis of the widespread freshwater trematode family Allocreadiidae reveals a complex history of host-shifting and co-diversification involving mainly cyprinodontiforms and characids; (4) allocreadiids, monogeneans and spiruridan nematodes of Middle American cyprinodontiforms may provide clues to the evolutionary history of their hosts; and (5) phylogenetic analyses of cryptogonimid trematodes may reveal whether or how cichlids interacted with marine or brackish-water environments during their colonization history. The review shows that 'interchange' is limited and asymmetrical, but simple narratives of northward isthmian dispersal will likely prove inadequate to explain the historical biogeography of many host-parasite associations in tropical Middle America, particularly those involving poeciliids. Finally, our study highlights the urgent need for targeted survey work across Middle America, focused sampling in river drainages of Colombia and Venezuela, and deeper strategic sampling in other parts of South America, in order to develop and test robust hypotheses about fish-parasite associations in Middle America.

Integrating geoscience and Native American experiences through a multi-state geoscience field trip for high school students

Science.gov (United States)

Kelso, P. R.; Brown, L. M.; Spencer, M.; Sabatine, S.; Goetz, E. R.

2012-12-01

Lake Superior State University (LSSU) developed the GRANITE (Geological Reasoning And Natives Investigating The Earth) to engage high school students in the geosciences. The GRANITE program's target audience is Native American high school students and other populations underrepresented in the geosciences. Through the GRANITE program students undertake a variety of field and laboratory geosciences activities that culminates in a two week summer geoscience field experience during which they travel from Michigan to Wyoming. The sites students visit were selected because of their interesting and diverse geologic features and because in many cases they have special significance to Native American communities. Examples of the processes and localities studied by GRANITE students include igneous processes at Bear Butte, SD (Mato Paha) and Devil's Tower, WY (Mato Tipila); sedimentary processes in the Badlands, SD (Mako Sica) and Black Hills, SD (Paha Sapa); karst processes at Wind Cave, SD (Wasun Niye) and Vore Buffalo Jump; structural processes at Van Hise rock, WI and Dillon normal fault Badlands, SD; hydrologic and laucustrine processes along the Great Lakes and at the Fond du Lac Reservation, MN; fluvial processes along the Mississippi and Missouri rivers; geologic resources at the Homestake Mine, SD and Champion Mine, MI; and metamorphic processes at Pipestone, MN and Baraboo, WI. Through the GRANITE experience students develop an understanding of how geoscience is an important part of their lives, their communities and the world around them. The GRANITE program also promotes each student's growth and confidence to attend college and stresses the importance of taking challenging math and science courses in high school. Geoscience career opportunities are discussed at specific geologic localities and through general discussions. GRANITE students learn geosciences concepts and their application to Native communities and society in general through activities and

Providing Retraining and Advancement Training for Primary/Elementary School Teachers at the State Level in Great Britain and the USA

OpenAIRE

Chychuk Antonina

2017-01-01

In Great Britain and the USA the normative basis of primary/elementary school teachers’ qualification advancement is being actively developed, i. e. this issue is considered at the state level. For a long time the development of retraining and advancement training system for primary/elementary school teachers has been grounded on conceptual foundations of pedagogy that ensures the functionality of the mentioned system. The research results on conceptual foundations for forming an education sy...

School Start Times for Middle School and High School Students - United States, 2011-12 School Year.

Science.gov (United States)

Wheaton, Anne G; Ferro, Gabrielle A; Croft, Janet B

2015-08-07

Adolescents who do not get enough sleep are more likely to be overweight; not engage in daily physical activity; suffer from depressive symptoms; engage in unhealthy risk behaviors such as drinking, smoking tobacco, and using illicit drugs; and perform poorly in school. However, insufficient sleep is common among high school students, with less than one third of U.S. high school students sleeping at least 8 hours on school nights. In a policy statement published in 2014, the American Academy of Pediatrics (AAP) urged middle and high schools to modify start times as a means to enable students to get adequate sleep and improve their health, safety, academic performance, and quality of life. AAP recommended that "middle and high schools should aim for a starting time of no earlier than 8:30 a.m.". To assess state-specific distributions of public middle and high school start times and establish a pre-recommendation baseline, CDC and the U.S. Department of Education analyzed data from the 2011-12 Schools and Staffing Survey (SASS). Among an estimated 39,700 public middle, high, and combined schools* in the United States, the average start time was 8:03 a.m. Overall, only 17.7% of these public schools started school at 8:30 a.m. or later. The percentage of schools with 8:30 a.m. or later start times varied greatly by state, ranging from 0% in Hawaii, Mississippi, and Wyoming to more than three quarters of schools in Alaska (76.8%) and North Dakota (78.5%). A school system start time policy of 8:30 a.m. or later provides teenage students the opportunity to achieve the 8.5-9.5 hours of sleep recommended by AAP and the 8-10 hours recommended by the National Sleep Foundation.

The Perceptions of STEM from Eighth-Grade African-American Girls in a High-Minority Middle School

Science.gov (United States)

Hare, LaChanda N.

Even with the existence of STEM curriculum and STEM programs that target women and minorities, African-American females still lag behind other ethnic groups in STEM fields. Reasons for the underrepresentation of females in STEM fields can be traced back to the early years of schooling. The purpose of this study was to identify the factors that impact African-American females' perspectives of STEM subjects and STEM careers. An explanatory sequential mixed-methods approach was used for data collection with a survey, focus group, and interview. Forty male (N=12) and female (N=28) students from different ethnic groups were surveyed. The focus group and interview sessions consisted of 21 African-American females from two distinct groups: those enrolled in the school's STEM program (STEM) and those who were not enrolled in the STEM program (Non-STEM). The self-efficacy theory and social cognitive career theory served as the theoretical constructs guiding the data analysis. Multiple regression results showed that outcome expectation and personal disposition had the greatest influence on the females' interest in STEM content and STEM careers. Results from the qualitative portion of the study revealed that the learning environment and STEM self-efficacy had a significant impact on African-American females' interest in STEM.

Disillusionment of the American Dream——On An American Tragedy

Institute of Scientific and Technical Information of China (English)

管秀丽

2008-01-01

Theodore Dreiser is now regarded as one of the pre-eminent American realistic novelists of the first half of the twentieth century.an anatomist of the American Dream.In his great work An American Tragedy,Dreis- er exposes and criticizes mercilessly the corruption and black side of American society.The disillusionment of the American Dream is an important theme of the fiction.This paper illustrates "An American Tragedy" is the re- flection of disillusionment of the American Dream in the perspectives of the tragedy of a mortal,the tragedy of American society,and the tragedy of the American Dream.

Development and Validation of the Coping with Acculturative Stress in American Schools (Casas-A) Scale on a Latino Adolescent Sample

Science.gov (United States)

Castro-Olivo, Sara M.; Palardy, Gregory J.; Albeg, Loren; Williamson, Ariel A.

2014-01-01

The psychometric properties of the Coping With Acculturative Stress in American Schools (CASAS-A) scale were examined using a sample of 148 Latino middle school students. CASAS-A is a self-report scale designed to identify students in need of culturally responsive social-emotional interventions due to having high levels of school-related…

AMERICAN DREAM: THE AMERICAN HEGEMONIC CULTURE AND ITS IMPLICATIONS TO THE WORLD

Directory of Open Access Journals (Sweden)

Kasiyarno .

2014-02-01

Full Text Available A nation could be a great one as long as it has a great dream. The best example for this is America. Through its long history, it manages to realize a dream to be a superpower. It can be said that “American Dream” is one of the most significant features for the growth of a “constantly eyeing for winner” culture. American Studies experts call it as a “hegemonic culture” in which American norms, values and cultural practices are considered superior against the world culture. Globalizing the culture has been the most effective engine to spread American cultural values and to shape the global civilizations. Using American Studies perspective, this paper attempts to review the extent to which the “American Dream” has successfully established Americanization, as well as how the hegemonic culture has influenced the lives of peoples across the world in the form of popular culture.

The Great American Eclipse Glasses Debacle of 2017

Science.gov (United States)

Tresch Fienberg, Richard; AAS Solar Eclipse Task Force

2018-01-01

In 2014, looking ahead to the “Great American” solar eclipse of 21 August 2017, the American Astronomical Society established the AAS Solar Eclipse Task Force to help prepare the public for a safe and enjoyable experience. We worked with NASA and several associations of eye-care professionals to come up a safety message that we could all stand behind. The gist of it was that it is perfectly safe to view totality without protection, but when any part of the Sun’s bright face is exposed, you must view through eclipse glasses or handheld viewers that meet the ISO 12312-2 international safety standard for filters for direct viewing of the Sun. We compiled a list of manufacturers whose products we knew to meet the standard (because we examined their test data) and posted it on our website. These manufacturers were all based in the US or Europe. A few weeks before the eclipse, reports surfaced of viewers purchased on Amazon.com labeled “Made in China” or that were obvious knock-offs of US manufacturers’ products. Amazon responded by suspending virtually all sales of eclipse viewers and recalling many of units already sold and shipped. Millions of people who’d bought eclipse glasses online, whether from legitimate sources or from bad actors, were unsure whether they could trust their purchases. We had to change our safety messaging: it was no longer sufficient to tell people to look for the ISO 12312-2 label, because that was being printed on Chinese-made glasses that hadn’t actually been shown to meet the standard. Instead, the only way to know that you had safe viewers was to know that you got them from a legitimate source — which meant we had to expand the list on our website to include every legitimate seller we could identify. Doing so required a monumental effort under intense time pressure. Thankfully there were few reports of eye injuries following the eclipse, but apparently many people who otherwise would have viewed the eclipse chose to skip

The state of radiologic teaching practice in preclinical medical education: survey of American medical, osteopathic, and podiatric schools.

Science.gov (United States)

Rubin, Zachary; Blackham, Kristine

2015-04-01

This study describes the state of preclinical radiology curricula in North American allopathic, osteopathic, and podiatric medical schools. An online survey of teaching methods, radiology topics, and future plans was developed. The Associations of American Medical Colleges, Colleges of Osteopathic Medicine, and Colleges of Podiatric Medicine listing for all US, Canadian, and Puerto Rican schools was used for contact information for directors of anatomy and/or radiology courses. Letters were sent via e-mail to 198 schools, with a link to the anonymous survey. Of 198 schools, 98 completed the survey (48%). Radiology curricula were integrated with other topics (91%), and taught by anatomists (42%) and radiologists (43%). The majority of time was spent on the topic of anatomy correlation (35%). Time spent teaching general radiology topics in the curriculum, such as physics (3%), modality differences (6%), radiation safety (2%), and contrast use (2%) was limited. Most schools had plans to implement an innovative teaching method in the near future (62%). The major challenges included limits on: time in the curriculum (73%); resources (32%); and radiology faculty participation (30%). A total of 82% reported that their curriculum did not model the suggestions made by the Alliance of Medical Student Educators in Radiology. This survey describes the current state of preclinical radiology teaching: curricula were nonstandard, integrated into other courses, and predominantly used for anatomy correlation. Other important contextual principles of the practice of radiology were seldom taught. Copyright © 2015 American College of Radiology. Published by Elsevier Inc. All rights reserved.

The Neglected Genius of American Christianity As a Way Out of the School Mess.

Science.gov (United States)

Gatto, John Taylor

1997-01-01

Modern compulsory schooling ignores the spiritual component of human existence, to the detriment of individual and society. In American Protestant spirituality, everyone counts; a good life's requisites are spelled out: work as salvation, pain as path to self-knowledge, duty, compassion, acceptance of loss, preparation for death. But no teacher…

Heterogeneity in High Math Achievement across Schools: Evidence from the American Mathematics Competitions. NBER Working Paper No. 18277

Science.gov (United States)

Ellison, Glenn; Swanson, Ashley

2012-01-01

This paper explores differences in the frequency with which students from different schools reach high levels of math achievement. Data from the American Mathematics Competitions is used to produce counts of high-scoring students from more than two thousand public, coeducational, non-magnet, non-charter U.S. high schools. High-achieving students…

J.M. Gratale on Tore T. Petersen’s Richard Nixon, Great Britain and the Anglo-American Alignment in the Persian Gulf and Arabian Peninsula

Directory of Open Access Journals (Sweden)

2009-09-01

Full Text Available Tore T. Petersen. Richard Nixon, Great Britain and the Anglo-American Alignment in the Persian Gulf and Arabian Peninsula: Making Allies out of Clients. Sussex Academic Press, 2009.  172pp.  978-1-84519-277-8.Since the events of 9-11 there has been a sizeable quantity of books published on American foreign policy in broad terms, as well as more focused studies on contemporary developments in southwest Asia, more commonly referred to as the Middle East. Many of these volumes are highly politic...

The Great American Divide: The Military-Civilian Gap

Science.gov (United States)

2012-03-14

Steven A. Bank, Kirk J. Stark, and Joseph J. Thorndike provide a historical account of America’s war-time fiscal policies for the major American wars...accessed January 16, 2012). 63 Steven A. Bank, Kirk J. Stark, Joseph J. Thorndike , War and Taxes (Washington, DC: The Urban Institute Press, 2008

The Impact of Cyberbullying on the Self-Esteem and Academic Functioning of Arab American Middle and High School Students

Science.gov (United States)

Yousef, Wael Shaher Mohammed; Bellamy, Al

2015-01-01

Introduction: Cyberbullying has received a considerable amount of attention within the academic and public literature. However, very little if any cyberbullying research has been conducted among Arab American students. This current study explored the impact of cyberbullying among middle and high school Arab American students on their self-esteem…

Examining the Underrepresentation of Asian Americans in Special Education: New Trends from California School Districts

Science.gov (United States)

Cooc, North

2018-01-01

Despite decades of research on racial disproportionality in special education, the underrepresentation of Asian Americans in services tends to be overlooked in policy and practice. Underrepresentation, however, raises the possibility of similar concerns about misidentification, bias, and racial inequality within schools as overrepresentation. Yet,…

Examining science achievement of African American females in suburban middle schools: A mixed methods study

Science.gov (United States)

Topping, Kecia C.

This dissertation examined factors that affected the science achievement of African American females in suburban middle schools. The research literature informed that African American females are facing the barriers of race, gender, socioeconomic status, and cultural learning style preferences. Nationally used measurements of science achievement such as the Standardized Achievement Test, Tenth edition (SAT-10), National Assessment for Educational Progress, and National Center for Educational Statistics showed that African American females are continuing to falter in the areas of science when compared to other ethnic groups. This study used a transformative sequential explanatory mixed methods design. In the first, quantitative, phase, the relationships among the dependent variables, science subscale SAT-10 NCE scores, yearly averages, and the independent variables, attitude toward science scores obtained from the Modified Fennema-Sherman Attitudes toward Science Scale, socioeconomics, and caregiver status were tested. The participants were 150 African American females in grades 6 through 8 in four suburban middle schools located in the Southeastern United States. The results showed a positive, significant linear relationship between the females' attitude and their science subscale SAT-10 NCE scores and a positive, significant linear relationship between the females' attitudes and their yearly averages in science. The results also confirmed that attitude was a significant predictor of science subscale SAT-10 NCE scores for these females and that attitude and socioeconomics were significant predictors of the females' yearly averages in science. In the second, qualitative, phase, nine females purposefully selected from those who had high and low attitude towards science scores on the scale in the quantitative phase were interviewed. The themes that emerged revealed seven additional factors that impacted the females' science achievement. They were usefulness of science

The First Year Out: Understanding American Teens after High School. Morality and Society Series

Science.gov (United States)

Clydesdale, Tim

2007-01-01

Wild parties, late nights, and lots of sex, drugs, and alcohol. Many assume these are the things that define an American teenager's first year after high school. But the reality is really quite different. As Tim Clydesdale reports in "The First Year Out", teenagers generally manage the increased responsibilities of everyday life immediately after…

The Role of an African American Principal in an Urban Information Technology High School

Science.gov (United States)

Gooden, Mark A.

2005-01-01

The research reported here is the result of an exploration of the challenges and triumphs of an African American secondary principal who used a culture-specific leadership style in his quest to raise the standards at an information technology high school. This case study of the principal explores his combining of the elements of traditional…

Polar Bears, Hot Coffee, Wireless Schools, and Much More: Teaching American Studies in Norway

Science.gov (United States)

Potter, Lee Ann

2010-01-01

In this article, the author shares her experience and her observations as a Roving Scholar of American Studies in Norway through the Norway Fulbright Foundation grant. The author visited upper secondary schools all over Norway, teaching lessons to both students and teachers on topics related to U.S. history, government, culture, and geography. She…

Using the Web To Explore the Great Depression.

Science.gov (United States)

Chamberlin, Paul

2001-01-01

Presents an annotated list of Web sites that focus on the Great Depression. Includes the American Experience, American Memory, the National Archives and Records Administration, and the New Deal Network Web sites. Offers additional sites covering topics such as the Jersey homesteads and labor history. (CMK)

Negotiating the "White Male Math Myth": African American Male Students and Success in School Mathematics

Science.gov (United States)

Stinson, David W.

2013-01-01

This article shows how equity research in mathematics education can be decentered by reporting the "voices" of mathematically successful African American male students as they recount their experiences with school mathematics, illustrating, in essence, how they negotiated the White male math myth. Using post-structural theory, the…

An Exploratory Study of the Implementation of Computer Technology in an American Islamic Private School

Science.gov (United States)

Saleem, Mohammed M.

2009-01-01

This exploratory study of the implementation of computer technology in an American Islamic private school leveraged the case study methodology and ethnographic methods informed by symbolic interactionism and the framework of the Muslim Diaspora. The study focused on describing the implementation of computer technology and identifying the…

The Presence of Spanish and Hispanic American Literature in Slovenian secondary Schools since 1945

Directory of Open Access Journals (Sweden)

Marjana Šifrar Kalan

2017-12-01

Full Text Available Traditionally Slovene secondary schools teach national and international literature as part of the study of Slovene. The article examines the presence and the selection of Spanish and Hispanic American literature in Slovene secondary schools between 1945 and 2017, taking into account sociopolitical, cultural and didactic factors. The analysis is based on all syllabuses for Slovene during this period and all text books for literature used and edited since the end of the second world war in Slovenia. Therefore the role of literature written in Spanish is analysed for two different sociopolitical contexts: Yugoslavia and the independent Republic of Slovenia. The aim of the article is to find out whether the presence and the role of Spanish language literature in Spanish has increased or decreased during this period and which are the authors and literary works which 19-year-old Slovenes who complete grammar school and continue their studies at the university are/were acquainted with. The article enumerates all writers and texts in Spanish from the analysed documents and textbooks, identifies drawbacks in the selection of the literature and concludes that experts from different fields, teachers of Slovene, Spanish, experts in literature and didactics should work on a well-balanced selection of Spanish and Hispanic American literature within the teaching of world literature.

School Politics and Conflict in Racially Isolated Schools.

Science.gov (United States)

Michel, George J.

1991-01-01

Compares areas and levels of political conflict in racially isolated school districts by surveying six superintendents from racially isolated African-American schools and six superintendents from racially isolated white schools. Similar issues arise at every conflict level with small variations among issues between African-American and white…

Exploring How African American Males from an Urban Community Navigate the Interracial and Intra-Racial Dimensions of Their Experiences at an Urban Jesuit High School

Science.gov (United States)

Simmons, Robert W., III

2012-01-01

African American males from urban communities have been attending Jesuit high schools in urban spaces for many years, yet little to no literature exists that explores their experiences while attending these elite private schools. This qualitative study of 10 African American males from an urban community attending a similarly positioned Jesuit…

Native American adolescents' views of fetal alcohol syndrome prevention in schools.

Science.gov (United States)

Ma, G X; Toubbeh, J; Cline, J; Chisholm, A

1998-04-01

Alcohol is the most commonly abused substance among adolescents in the United States. Adolescent females are recognized as one group at risk for giving birth to babies with fetal alcohol syndrome (FAS). Sixth through eighth grade Native Americans were surveyed about their attitudes toward and knowledge of FAS risk factors and prevention strategies. Data revealed that 52% of students drank alcohol prior to the survey. Though sexually active, students lacked knowledge about the relationship between alcohol and FAS. The study revealed 1) limited prevention programs in middle schools and 2) the most influential factor in determining attitudes and decisions about alcohol use was the immediate family. Students felt FAS prevention is an important topic in school health education, noting the important role peers play in teaching and role modeling. Various strategies incorporating music and communication technology such as videotape and computer-assisted interactive tools into prevention materials are discussed.

Mathematical Contributions of the Mayas, Aztecs & Incas: A Native American Curriculum Unit for Middle and High School. NATAM XIX.

Science.gov (United States)

Stodola, Janet

Written to fulfill the requirements for a University of Minnesota College of Education off-campus Indian education course for public school teachers, this Native American curriculum unit for middle and high school reflects the mathematical achievements of the Maya, Aztec, and Inca Indians. The number systems, notation, and calendar techniques of…

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

Science.gov (United States)

Brown, James D.

2010-01-01

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

Dating-Partner Preferences among a Group of Inner-City African-American High School Students.

Science.gov (United States)

Smith, Sherry P.

1996-01-01

Examines a set of characteristics that African American inner-city high school students may or may not value in a dating partner. A total of 80 students indicated how important they perceived certain qualities to be in a person they would like to date. The results are in contrast to the previous literature regarding dating-partner preferences…

Relations between Perceived Competence, Importance Ratings, and Self-Worth among African American School-Age Children

Science.gov (United States)

Grier, Leslie K.

2013-01-01

The purpose of this research was to investigate how domain-specific importance ratings affect relations between perceived competence and self-worth among African American school-age children. Importance ratings have been found to affect the strength of the relationship between perceived competence and self-worth and have implications for…

Self-Concept in Arab American Adolescents: Implications of Social Support and Experiences in the Schools

Science.gov (United States)

Tabbah, Rhonda; Miranda, Antoinette Halsell; Wheaton, Joe E.

2012-01-01

The purpose of this study was to investigate three domains (Scholastic Competence, Social Acceptance, and Global Self-Worth) of self-concept in Arab American adolescents in relation to their school experiences, including discrimination, self-perceived teacher social support, and self-perceived classmate social support. Half of the sample either…

School Improvement Grants: Selected States Generally Awarded Funds Only to Eligible Schools. American Recovery and Reinvestment Act of 2009. Final Audit Report. ED-OIG/A05L0002

Science.gov (United States)

US Department of Education, 2012

2012-01-01

This final audit report covers the results of the review of five State educational agencies' monitoring plans and awarding processes for American Recovery and Reinvestment Act of 2009 and regular School Improvement Grants funds that the State educational agencies awarded for fiscal year 2009 (for use during school year 2010-2011). The objectives…

Heather Switzer named American Association of University Women American Dissertation Fellow

OpenAIRE

Chadwick, Heather Riley

2008-01-01

Heather Switzer, planning, governance, and globalization doctoral student in the School of Public and International Affairs at Virginia Tech, has been named an American Association of University Women American Dissertation Fellow.

Childhood school segregation and later life sense of control and physical performance in the African American Health cohort.

Science.gov (United States)

Wolinsky, Fredric D; Andresen, Elena M; Malmstrom, Theodore K; Miller, J Philip; Schootman, Mario; Miller, Douglas K

2012-09-27

The association between childhood school desegregation and later life sense of control and physical performance among African Americans is not clear. We hypothesized that childhood school desegregation adversely affected the sense of control of in later life, and that this reduced sense of control accounts in part for reduced physical performance. In-home follow-up assessments were completed in 2010 with 582 of the 58-74 year old men and women participating in the on-going African American Health cohort. We used these data to examine the relationship between (a) retrospective self-reports of attending segregated schools during one's 1st-to-12th grade education and one's current sense of control, as well as (b) the association between current sense of control and physical performance. Multiple linear regression analysis with propensity score re-weighting was used. Attending segregated schools for at least half of one's 1st-to-12th grade education was significantly associated with higher scores on the sense of control. Adjusting for all covariates and potential confounders, those receiving half or more of their 1st-to-12th grade education in segregated schools had sense of control scores that were .886 points higher (p ≤ .01; standardized effect size = .22). Sense of control scores were independently (all p school segregation and physical performance. Childhood school desegregation was adversely associated with the sense of control of African Americans in later life, and this reduced sense of control appears, in part, to account for their poorer physical performance. The etiologic mechanism through which childhood school segregation at the time that this cohort experienced it improved the sense of control in later life, which subsequently led to better physical performance, has not been identified. We suspect, however, that the pathway involves greater exposure to racial solidarity, same-race students as peer role models and same-race teachers and

Changes in Body Mass Index During a 3-Year Elementary School-Based Obesity Prevention Program for American Indian and White Rural Students.

Science.gov (United States)

Vogeltanz-Holm, Nancy; Holm, Jeffrey

2018-04-01

Childhood obesity is a significant but largely modifiable health risk, disproportionately affecting socioeconomically disadvantaged, racial/ethnic minority, and rural children. Elementary school-aged children typically experience the greatest increases in excess weight gain and therefore are important targets for reducing adolescent and adult obesity while improving children's health. Our study evaluated outcomes of a 3-year elementary school-based program for reducing obesity in American Indian and White students attending eight rural schools in the U.S. upper Midwest. Researchers measured body mass indexes (BMI) and other health indicators and behaviors of 308 beginning third-grade students and then again at the end of students' third, fourth, and fifth grades. The primary focus of this study is a mixed multilevel longitudinal model testing changes in age- and gender-adjusted BMI z scores ( zBMI). There was a significant decrease in zBMI across the 3-year study period. Ethnicity analyses showed that White students had overall decreases in zBMI whereas American Indian students' zBMIs remained stable across the program. Comparisons with children from an age- and cohort-matched national sample provided support for the effectiveness of the school program in reducing BMI and obesity during the study period. An elementary school-based health program that addresses a range of students' obesity-related health behaviors, the school health environment, and that involves educators and parents is an effective intervention for reducing or stabilizing BMI in rural White and American Indian students. School health programs for students living in rural communities may be especially effective due to greater school and community cohesiveness, and valuing of the school's primary role in improving community health.

Racialization, Schooling, and Becoming American: Asian American Experiences

Science.gov (United States)

Lee, Stacey J.; Park, Eujin; Wong, Jia-Hui Stefanie

2017-01-01

Racial categories, inequalities, and hierarchies have shaped life in the United States since the formation of the country. For children and youth in the immigrant and second generations, schools are central sites of racialization. In this article, we focus on what the educational research suggests about the role of schooling in the racialization…

Making Research Delicious: An Evaluation of Nurses' Knowledge, Attitudes, and Practice Using the Great American Cookie Experiment With Mobile Device Gaming.

Science.gov (United States)

Hayes Lane, Susan; Serafica, Reimund; Huffman, Carolyn; Cuddy, Alyssa

2016-01-01

In the current healthcare environment, nurses must have a basic understanding of research to lead change and implement evidence-based practice. The purpose of this study was to evaluate the effectiveness of an educational intervention formulated on the framework of the Great American Cookie Experiment measuring nurses' research knowledge, attitudes, and practice using mobile device gaming. This multisite quantitative study provides insight into promotion of research and information about best practices on innovative teaching strategies for nurses.

Psychiatry in American Medical Education: The Case of Harvard's Medical School, 1900-1945.

Science.gov (United States)

Abraham, Tara H

2018-01-01

As American psychiatrists moved from the asylum to the private clinic during the early twentieth century, psychiatry acquired a growing presence within medical school curricula. This shift in disciplinary status took place at a time when medical education itself was experiencing a period of reform. By examining medical school registers at Harvard University, records from the Dean's office of Harvard's medical school, and oral histories, this paper examines the rise in prominence of psychiatry in medical education. Three builders of Harvard psychiatry - Elmer E. Southard, C. Macfie Campbell, and Harry C. Solomon - simultaneously sought to mark territory for psychiatry and its relevance. In doing so, they capitalized on three related elements: the fluidity that existed between psychiatry and neurology, the new venues whereby medical students gained training in psychiatry, and the broader role of patrons, professional associations, and certification boards, which sought to expand psychiatry's influence in the social and cultural life of twentieth-century America.

Beyond parenting practices: extended kinship support and the academic adjustment of African-American and European-American teens.

Science.gov (United States)

Pallock, Linda L; Lamborn, Susie D

2006-10-01

This study examined adolescents' perceptions of parenting practices and extended kinship support in relation to academic adjustment for 104 African American and 60 European American 9th and 10th graders (14 and 15 year olds). For African-American teens, parental acceptance was associated with school values, teacher bonding, and work orientation. Higher levels of behavioral control and lower levels of psychological control were associated with a stronger work orientation. After accounting for the demographic variables and the three parenting practices, higher levels of extended kinship support related to stronger school values, higher teacher bonding, and a stronger work orientation. For European-American teens, parental acceptance related to academic adjustment, including stronger school values, higher teacher bonding, and a stronger work orientation. European-American adolescents with stronger extended kinship networks reported higher teacher bonding and a stronger work orientation. Results indicate the importance of extended kinship support for both African-American and European-American adolescents.

Prevalence of health-risk behaviors among Asian American and Pacific Islander high school students in the U.S., 2001-2007.

Science.gov (United States)

Lowry, Richard; Eaton, Danice K; Brener, Nancy D; Kann, Laura

2011-01-01

We provided national prevalence estimates for selected health-risk behaviors for Asian American and Pacific Islander high school students separately, and compared those prevalence estimates with those of white, black, and Hispanic students. We analyzed data from the Youth Risk Behavior Surveillance System. To generate a sufficient sample of Asian American and Pacific Islander students, we combined data from four nationally representative surveys of U.S. high school students conducted in 2001, 2003, 2005, and 2007 (total n = 56,773). Asian American students were significantly less likely than Pacific Islander, white, black, or Hispanic students to have drunk alcohol or used marijuana. Asian American students also were the least likely to have carried a weapon, to have been in a physical fight, to have ever had sexual intercourse, or to be currently sexually active. Once sexually active, Asian American students were as likely as most other racial/ethnic groups to have used alcohol or drugs at last sexual intercourse or to have used a condom at last sexual intercourse. Pacific Islander students were significantly more likely than Asian American, white, black, or Hispanic students to have seriously considered or attempted suicide. The prevalence estimates of health-risk behaviors exhibited by Asian American students and Pacific Islander students are very different and should be reported separately whenever feasible. To address the different health-risk behaviors exhibited by Asian American and Pacific Islander students, prevention programs should use culturally sensitive strategies and materials.

Substance Use and Sexual Risk Behaviors among American Indian and Alaska Native High School Students

Science.gov (United States)

de Ravello, Lori; Everett Jones, Sherry; Tulloch, Scott; Taylor, Melanie; Doshi, Sonal

2014-01-01

Background: We describe the prevalence of behaviors that put American Indian and Alaska Native (AI/AN) high school students at risk for teen pregnancy and sexually transmitted infections (STIs) and the relationships among race/ethnicity and these behaviors. Methods: We analyzed merged 2007 and 2009 data from the national Youth Risk Behavior…

The Great American Eclipse: Lessons Learned from Public Education

Science.gov (United States)

Edson, Shauna Elizabeth; Phoebe Waterman Haas Public Observatory

2018-01-01

The total solar eclipse of 2017 was a high-profile opportunity for nationwide public education. Astronomy experts suddenly became vital sources of information for a lay population whose interest in the eclipse greatly surpassed expectations. At the National Air and Space Museum, we leveraged our relatively accessible location and particularly diverse audience to help thousands of people, from novices to enthusiasts, prepare to view the eclipse safely. The goal was to empower all people so they could experience this unique astronomical event, understand what was happening, and observe the Sun safely. Over the course of two years spent talking with the public about the eclipse, we encountered common misconceptions, worries about safety or liability, and people experiencing confusion or information overload. We developed guidelines for handling these challenges, from correcting misinformation to managing the sudden spike in demand for glasses just before August 21.In particular, we helped people understand the following essential points:- The total phase of the eclipse is only visible from a limited path.- The partial eclipse is visible from a large area outside the path of totality.- The eclipse takes up to three hours from start to finish, providing ample time for viewing.- The Sun can be observed safely using several methods, including but not limited to eclipse glasses.- The eclipse happens because the Moon’s orbit is taking it directly between the Sun and the Earth.- Eclipses do not happen every month because the Moon’s orbit is tilted with respect to the Earth's orbital plane.- Students in schools can safely view the eclipse, with proper protection and supervision, to prevent eye damage and minimize liability.Public education about the eclipse appears to have been successful, as evidenced by the large number of people who saw their first total solar eclipse and the absence of reported eye damage cases. Amidst the excitement, photographs, and stories that

Problematizing Diversity Initiatives: Japanese American Youth Identities and the Politics of Representation with/in School Spaces

Science.gov (United States)

Endo, Rachel

2014-01-01

This article reports on a case study that investigated how six Japanese American youth interpreted the effectiveness and relevance of extra-curricular diversity initiatives at their Midwestern middle and secondary public schools. These initiatives were intended to raise cultural awareness, but ultimately promoted cultural fetishism and racially…

Proceedings of the 2011 CERN - Latin American School of High-Energy Physics

International Nuclear Information System (INIS)

Grojean, C.; Mulders, M.; Spiropulu

2011-01-01

The CERN-Latin-American School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on quantum field theory, quantum chromodynamics, flavour physics and CP-violation, physics beyond the Standard Model, neutrino physics, particle cosmology, ultrahigh-energy cosmic rays and heavy-ion physics, as well as a presentation of recent results form the Large Hadron Collider (LHC) and short introduction to the principles of particle physics instrumentation

Proceedings of the 2011 CERN - Latin American School of High-Energy Physics

Energy Technology Data Exchange (ETDEWEB)

Grojean, C.; Mulders, M.; Spiropulu, [eds.

2011-07-01

The CERN-Latin-American School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on quantum field theory, quantum chromodynamics, flavour physics and CP-violation, physics beyond the Standard Model, neutrino physics, particle cosmology, ultrahigh-energy cosmic rays and heavy-ion physics, as well as a presentation of recent results form the Large Hadron Collider (LHC) and short introduction to the principles of particle physics instrumentation.

Variation in obesity among American secondary school students by school and school characteristics.

Science.gov (United States)

O'Malley, Patrick M; Johnston, Lloyd D; Delva, Jorge; Bachman, Jerald G; Schulenberg, John E

2007-10-01

Body mass index (BMI) is known to vary by individual characteristics, but little is known about whether BMI varies by school and by school characteristics. Nationally representative samples of United States schools and students are used to determine the extent to which BMI and percent of students at or above the 85th percentile of BMI vary by school and by school characteristics. Data from the 1991-2004 Monitoring the Future (MTF) study were analyzed in 2006 and 2007. A relatively small proportion of variance in BMI lies between schools; intraclass correlations are on the order of 3%. Still, this is sufficient variation to provide very different environments for students attending schools that are low versus high in average BMI. There is some modest variation by school type (public, Catholic private, non-Catholic private); school size (number of students in the sampled grade); region of the country; and population density. There is more variation as a function of school socioeconomic status (SES) and racial/ethnic composition of the school. School SES in particular was negatively associated with BMI levels, even after controlling individual-level SES and racial/ethnic status. The residual differences in BMI by school suggest that some characteristic of the school and/or community environment--perhaps cultural factors or peer role modeling or differences in school food, beverage, or physical education policies--facilitate obesity in schools with a high concentration of lower socioeconomic students, beyond individual-level factors.

Student Communities and Individualism in American Cinema

Science.gov (United States)

Warnick, Bryan R.; Dawson, Heather S.; Smith, D. Spencer; Vosburg-Bluem, Bethany

2010-01-01

Hollywood films partially construct how Americans think about education. Recent work on the representation of schools in American cinema has highlighted the role of class difference in shaping school film genres. It has also advanced the idea that a nuanced understanding of American individualism helps to explain why the different class genres are…

Media influence on pre-middle school African Americans' perceptions toward science, mathematics, and technology courses and careers

Science.gov (United States)

Waters, Sharon Campbell

2005-07-01

A variety of previous studies have suggested that inaccurate, stereotypical or missing media depictions of science, engineering, and technology (SET) workers and fields have contributed to a growing shortage of youth interested in pursuing careers within the scientific endeavor. However, studies on the perceptions of African American youth have not usually been the focus of such research. In this exploratory study, in-depth interviews were conducted with 34 fifth grade African American students to determine the relative influence television and film portrayals of SET workers had on these children's perceptions of roles in SET fields and careers and school coursework related to them. Framed within the theoretical perspectives of cultivation analysis and the construction of social reality, results indicated the majority of participants perceived scientists as ambiguous, possessing either mythic characteristics of the fantastic persona or they saw them as altruistically inclined figures that saved the world from disease, destruction, and decay. Television and film portrayals of SET workers were found in varying degrees and ways to shape these African American children's perceptions toward SET careers. While children exhibited self-concepts about SET workers that were sometimes idealistic, distorted, or unrealistic, most had favorable perceptions toward math and science courses in school. However, it was the absence of television and film portrayals of African Americans in SET roles that was problematic for the majority of students. Recommendations for media producers, educators, scientific research foundations, and parents were suggested to dispel some of these commonly found media stereotypes of SET workers and African Americans in these roles and their effects.

Great Books. What Works Clearinghouse Intervention Report

Science.gov (United States)

What Works Clearinghouse, 2011

2011-01-01

"Great Books" is a program that aims to improve the reading, writing, and critical thinking skills of students in kindergarten through high school. The program is implemented as a core or complementary curriculum and is based on the Shared Inquiry[TM] method of learning. The purpose of "Great Books" is to engage students in…

Learning Style Preferences of Korean-, Mexican-, Armenian-American, and Anglo Students in Secondary Schools. Research Brief.

Science.gov (United States)

Park, Clara C.

1997-01-01

Investigated the four basic learning style preferences (visual, auditory, kinesthetic, and tactile) of Korean-, Armenian-, and Mexican-American students attending 10 Los Angeles schools and compared them with those of Anglo students. All four ethnic groups, regardless of sex and academic achievement level, indicate a major preference for…

High Standards for All: The Struggle for Equality in the American High School Curriculum, 1890-1990.

Science.gov (United States)

Mirel, Jeffrey; Angus, David

1994-01-01

Close investigation of trends in high school student course taking indicates that curriculum differentiation has had a negative effect on the education of many young people, particularly working-class and black students. It is argued that national goals and standards, wisely developed and applied, can benefit American education. (SLD)

Indian boarding school experience, substance use, and mental health among urban two-spirit American Indian/Alaska natives.

Science.gov (United States)

Evans-Campbell, Teresa; Walters, Karina L; Pearson, Cynthia R; Campbell, Christopher D

2012-09-01

Systematic efforts of assimilation removed many Native children from their tribal communities and placed in non-Indian-run residential schools. To explore substance use and mental health concerns among a community-based sample of 447 urban two-spirit American Indian/Alaska Native adults who had attended boarding school as children and/or who were raised by someone who attended boarding school. Eighty-two respondents who had attended Indian boarding school as children were compared to respondents with no history of boarding school with respect to mental health and substance use. Former boarding school attendees reported higher rates of current illicit drug use and living with alcohol use disorder, and were significantly more likely to have attempted suicide and experienced suicidal thoughts in their lifetime compared to non-attendees. About 39% of the sample had been raised by someone who attended boarding school. People raised by boarding school attendees were significantly more likely to have a general anxiety disorder, experience posttraumatic stress disorder symptoms, and have suicidal thoughts in their lifetime compared to others.

Entanglement and Transnational Transfer in the History of Infant Schools in Great Britain and "Salles D'asile" in France, 1816-1881

Science.gov (United States)

Burger, Kaspar

2014-01-01

The historical developments of infant schools in Great Britain and "salles d'asile" in France--both precursors of present-day preschools--were interconnected. However, historians have not yet analysed specifically how transnational exchange influenced the growth and nature of these institutions. Drawing on archival data and secondary…

One Step Forward--Half a Step Back: A Status Report on Bias-Based Bullying of Asian American Students in New York City Schools

Science.gov (United States)

Asian American Legal Defense and Education Fund, 2013

2013-01-01

In September 2008, Mayor Michael Bloomberg and former Schools Chancellor, Joel Klein announced Chancellor's Regulation A-832, which established policies and procedures on how New York City schools should respond to bias-based harassment, intimidation, and bullying in schools. The Asian American Legal Defense and Education Fund (AALDEF), the Sikh…

Promoting physical activity through the shared use of school recreational spaces: a policy statement from the American Heart Association.

Science.gov (United States)

Young, Deborah R; Spengler, John O; Frost, Natasha; Evenson, Kelly R; Vincent, Jeffrey M; Whitsel, Laurie

2014-09-01

Most Americans are not sufficiently physically active, even though regular physical activity improves health and reduces the risk of many chronic diseases. Those living in rural, non-White, and lower-income communities often have insufficient access to places to be active, which can contribute to their lower level of physical activity. The shared use of school recreational facilities can provide safe and affordable places for communities. Studies suggest that challenges to shared use include additional cost, liability protection, communication among constituencies interested in sharing space, and decision-making about scheduling and space allocation. This American Heart Association policy statement has provided recommendations for federal, state, and local decision-makers to support and expand opportunities for physical activity in communities through the shared use of school spaces.

The Analysis of Content and Operational Components of Public School Teachers' Continuing Professional Development in Great Britain, Canada and the USA

Science.gov (United States)

Mukan, Nataliya; Kravets, Svitlana; Khamulyak, Nataliya

2016-01-01

In the article the content and operational components of continuing professional development of public school teachers in Great Britain, Canada, the USA have been characterized. The main objectives are defined as the theoretical analysis of scientific-pedagogical literature, which highlights different aspects of the problem under research;…

A Phenomenological Case Study of the Experiences of African American High School Students

Directory of Open Access Journals (Sweden)

Edna Theresa West

2013-05-01

Full Text Available In a progression of scholarly research on the achievement gap, the results remain the same. The data show that there is a statistically significant difference in the achievement of African American and Hispanic students compared with their Caucasian and Asian academic counterparts. The purpose of this phenomenological study was to describe the implications of the gap in achievement for young urban adults. The participants were five African American students who had dropped out of traditional school. These students described their academic decline through interviews and focus group sessions at two alternative educational sites. The data were collected and the results indicated that the students felt disconnected from their teachers and the process of education. As a result of this disconnection, they became adrift in the educational system and were eventually swallowed by the undertow.

School Segregation, Charter Schools, and Access to Quality Education*

Science.gov (United States)

Logan, John R.; Burdick-Will, Julia

2015-01-01

Race, class, neighborhood, and school quality are all highly inter-related in the American educational system. In the last decade a new factor has come into play, the option of attending a charter school. We offer a comprehensive analysis of the disparities among public schools attended by white, black, Hispanic, Asian, and Native American children in 2010–2011, including all districts in which charter schools existed. We compare schools in terms of poverty concentration, racial composition, and standardized test scores, and we also examine how attending a charter or non-charter school affects these differences. Black and Hispanic (and to a lesser extent Native American and Asian) students attend elementary and high schools with higher rates of poverty than white students. Especially for whites and Asians, attending a charter school means lower exposure to poverty. Children’s own race and the poverty and charter status of their schools affect the test scores and racial isolation of schools that children attend in complex combinations. Most intriguing, attending a charter school means attending a better performing school in high-poverty areas but a lower performing school in low-poverty areas. Yet even in the best case the positive effect of attending a charter school only slightly offsets the disadvantages of black and Hispanic students. PMID:27616813

Modernity in Two Great American Writers' Vision: Ernest Miller Hemingway and Scott Fitzgerald

Science.gov (United States)

Keshmiri, Fahimeh; Darzikola, Shahla Sorkhabi

2016-01-01

Scott Fitzgerald and Ernest Hemingway, American memorable novelists have had philosophic ideas about modernity. In fact their idea about existential interests of American, and the effects of American system on society, is mirrored in their creative works. All through his early works, Fitzgerald echoes the existential center of his era. Obviously,…

Embryology and histology education in North American dental schools: the Basic Science Survey Series.

Science.gov (United States)

Burk, Dorothy T; Lee, Lisa M J; Lambert, H Wayne

2013-06-01

As part of the Basic Science Survey Series (BSSS) for Dentistry, members of the American Dental Education Association (ADEA) Anatomical Sciences Section surveyed faculty members teaching embryology and histology courses at North American dental schools. The survey was designed to assess, among other things, curriculum content, utilization of laboratories, use of computer-assisted instruction (CAI), and recent curricular changes. Responses were received from fifty-nine (88.1 percent) of the sixty-seven U.S. and Canadian dental schools. Findings suggest the following: 1) a trend toward combining courses is evident, though the integration was predominantly discipline-based; 2) embryology is rarely taught as a stand-alone course, as content is often covered in gross anatomy, oral histology, and/or in an integrated curriculum; 3) the number of contact hours in histology is decreasing; 4) a trend toward reduction in formal laboratory sessions, particularly in embryology, is ongoing; and 5) use of CAI tools, including virtual microscopy, in both embryology and histology has increased. Additionally, embryology and histology content topic emphasis is identified within this study. Data, derived from this study, may be useful to new instructors, curriculum and test construction committees, and colleagues in the anatomical sciences, especially when determining a foundational knowledge base.

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

Science.gov (United States)

Nellums, Michael W.

2011-01-01

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

Structural and Dialectal Characteristics of the Fictional and Personal Narratives of School-age African American Children

Science.gov (United States)

Mills, Monique T.; Watkins, Ruth V.; Washington, Julie A.

2014-01-01

Purpose To report preliminary comparisons of developing structural characteristics associated with fictional and personal narratives in school-age African American children. Method Forty-three children, grades two through five, generated a fictional and a personal narrative in response to a wordless-book elicitation task and a story-prompt task, respectively. Narratives produced in these two contexts were characterized for macrostructure, microstructure, and dialect density. Differences across narrative type and grade level were examined. Results Statistically significant differences between the two types of narratives were found for both macrostructure and microstructure but not for dialect density. There were no grade-related differences in macrostructure, microstructure, or dialect density. Conclusion The results demonstrate the complementary role of fictional and personal narratives for describing young children's narrative skills. Use of both types of narrative tasks and descriptions of both macrostructure and macrostructure may be particularly useful for characterizing the narrative abilities of young school-age African American children, for whom culture-fair methods are scarce. Further study of additional dialect groups is warranted. PMID:23633645

Korean American Social Studies Teachers' Perceptions and Experiences of Teaching Profession in Multicultural Urban High Schools

Science.gov (United States)

Choi, Yoonjung

2018-01-01

This study explores two Korean American social studies teachers' perceptions and experiences of the teaching profession in multicultural, urban public high schools. Drawing upon critical race theory (CRT) and its interconnection to the model minority myth, the most dominant form of racism against Asians as theoretical underpinnings, this study…

Interracial and intraracial contact, school-level diversity, and change in racial identity status among African American adolescents.

Science.gov (United States)

Yip, Tiffany; Seaton, Eleanor K; Sellers, Robert M

2010-01-01

Among 224 African American adolescents (mean age=14), the associations between interracial and intraracial contact and school-level diversity on changes in racial identity over a 3-year period were examined. Youths were determined to be diffused, foreclosed, moratorium, or achieved, and change or stability in identity status was examined. Contact with Black students, Black friends, and White friends predicted change in identity status. Furthermore, in racially diverse schools, having more Black friends was associated with identity stability. Students reporting low contact with Black students in racially diverse schools were more likely to report identity change if they had few Black friends. In students reporting high contact with Blacks in predominantly White schools, their identity was less likely to change for students with fewer White friends. © 2010 The Authors. Child Development © 2010 Society for Research in Child Development, Inc.

Cultural Models of Education and Academic Performance for Native American and European American Students

Science.gov (United States)

Fryberg, Stephanie A.; Covarrubias, Rebecca; Burack, Jacob A.

2013-01-01

We examined the role of cultural representations of self (i.e., interdependence and independence) and positive relationships (i.e., trust for teachers) in academic performance (i.e., self-reported grades) for Native American ("N"?=?41) and European American ("N"?=?49) high school students. The Native American students endorsed…

Discrimination against Muslim American Adolescents

Science.gov (United States)

Aroian, Karen J.

2012-01-01

Although there is ample evidence of discrimination toward Muslim Americans in general, there is limited information specific to Muslim American adolescents. The few existing studies specific to this age group suggest that Muslim American adolescents encounter much discrimination from teachers, school administrators, and classmates. This…

Epidemiology of Knee Sprains in Youth, High School, and Collegiate American Football Players.

Science.gov (United States)

Clifton, Daniel R; Onate, James A; Schussler, Eric; Djoko, Aristarque; Dompier, Thomas P; Kerr, Zachary Y

2017-05-01

  Variations in knee-sprain incidence among competition levels are unclear but may help inform prevention strategies in American football players.   To describe the epidemiology of knee sprains in youth, high school, and collegiate football players.   Descriptive epidemiology study.   Injury and athlete-exposure (AE) data were collected from 3 injury-surveillance programs at the youth, high school, and collegiate competition levels.   Data from 310 youth, 184 high school, and 71 collegiate football team-seasons were collected during the 2012 through 2014 seasons.   Knee-sprain rates and risks were calculated for each competition level. Injury rate ratios (IRRs) and risk ratios (RRs) compared knee-sprain rates by competition level. Injury proportion ratios (IPRs) compared differences in surgery needs, recurrence, injury mechanism, and injury activity by competition level.   Knee-sprain rates in youth, high school, and collegiate football were 0.16/1000 AEs, 0.25/1000 AEs, and 0.69/1000 AEs, respectively. Knee-sprain rates increased as the competition level increased (high school versus youth: IRR = 1.60; 95% confidence interval [CI] = 1.12, 2.30; collegiate versus high school: IRR = 2.73; 95% CI = 2.38, 3.96). Knee-sprain risk was highest in collegiate (4.3%), followed by high school (2.0%) and youth (0.5%) athletes. Knee-sprain risk increased as the competition level increased (high school versus youth: RR = 3.73; 95% CI = 2.60, 5.34; collegiate versus high school: RR = 2.14; 95% CI = 1.83, 2.51). Collegiate football had the lowest proportion of knee sprains that were noncontact injuries (collegiate versus youth: IPR = 0.54; 95% CI = 0.31, 0.95; collegiate versus high school: IPR = 0.59; 95% CI = 0.44, 0.79) and the lowest proportion that occurred while being tackled (collegiate versus youth: IPR = 0.44; 95% CI = 0.26, 0.76; collegiate versus high school: IPR = 0.71; 95% CI = 0.51, 0.98).   Knee-sprain incidence was highest in collegiate football

Intervention effects on kindergarten and 1st grade teachers’ classroom food practices and food-related beliefs in American Indian reservation schools

OpenAIRE

Arcan, Chrisa; Hannan, Peter J.; Himes, John H.; Fulkerson, Jayne A.; Rock, Bonnie Holy; Smyth, Mary; Story, Mary

2013-01-01

Prevalence of obesity among American Indian (AI) children is higher than the general US population. The school environment and teachers play important roles in helping students develop healthy eating habits. The aim of this prospective study was to examine teachers’ classroom and school food practices and beliefs and the effect of teacher training on these practices and beliefs. Data were used from the Bright Start study, a group-randomized, school-based trial on the Pine Ri...

High-energy physics, the South American way

CERN Multimedia

Katarina Anthony

2011-01-01

The 6th CERN–Latin American School of High-Energy Physics (CLASHEP) was held in Brazil from 23 March to 5 April. With its record-breaking attendance and strong international spirit, CLASHEP is yet another sign of the continent's growing particle physics community.   Participants in the 6th CERN–Latin American School of High-Energy Physics outside the Hotel Porto do Mar, Natal (Brazil), where the School was held. CLASHEP was established in 2001 as a way of engaging young Latin American scientists in the field of particle physics - particularly in the experimental aspects of research. It has played an important role in encouraging Latin American institutes to collaborate with CERN and showing how non-Member-State physicists can work as equals with Member-State nationals. “CLASHEP reflects some of CERN’s guiding policies: enlarging its membership and involving new nations in its programmes,” says Nick Ellis, director of the CERN Schools of High-Ene...

Evaluation of the Life Satisfaction and Subjective Happiness Scales with Mexican American High School and College Students

Science.gov (United States)

Vela, Javier C.; Lerma, Eunice; Ikonomopoulos, James

2017-01-01

In the current study, we investigated the psychometric properties of two meaningful measures of subjective well-being among Mexican American high school and college students. Participants completed the Satisfaction With Life Scale (SWLS) or Subjective Happiness Scale (SHS) as measures of subjective well-being. A confirmatory factor analysis (CFA)…

A case study of the effects of social experiences on the science identity formation of Mexican American females in high school chemistry

Science.gov (United States)

Beeton, Renee P.

Mexican Americans are a rapidly growing ethnic group in the United States. However, they are noticeably absent from physical science fields. Little research has explored the experiences of Mexican American girls in high school chemistry. The theories of identity based on communities of practice and multicultural feminism framed this year-long case study of nine Mexican American girls in a high school chemistry course. This study explored the social encounters and experiences that shaped the participants' identities and how their views of themselves affected their attitudes towards high school chemistry and future science careers. Data collection included a focus group and in-depth interviews with the participants, classroom observations, and teacher interviews. Five main identities influenced the participants' potential to become a scientist: ethnic, gender, science, student, and college. Mexican ethnic identity was the overarching identity; however gender also influenced the participants' other identities. The participants were aware of ethnic gender stereotypes that might hinder them from being successful in science. Also, ethnic factors, such as citizenship and abilities to receive financial aid limited their views of themselves as chemists. Participatory science, student, and school identities were all needed in order for the participants to be potential scientists. Family expectations, authentic relationships with teachers, and personal connections were important factors in the development of these participatory identities.

The diverse impacts of the great recession

OpenAIRE

Makoto Nakajima

2013-01-01

The Great Recession had a large negative impact on the U.S. economy. Asset prices, most notably stock and house prices, declined substantially, resulting in a loss in wealth for many American households. In this article, Makoto Nakajima documents how diverse households were affected in a variety of dimensions during the Great Recession, in particular between 2007 and 2009, using newly available data from the 2007-2009 Survey of Consumer Finances. He discusses why it is important to look at th...

Ophiolitic basement to the Great Valley forearc basin, California, from seismic and gravity data: Implications for crustal growth at the North American continental margin

Science.gov (United States)

Godfrey, N.J.; Beaudoin, B.C.; Klemperer, S.L.; Levander, A.; Luetgert, J.; Meltzer, A.; Mooney, W.; Tréhu, A.

1997-01-01

The nature of the Great Valley basement, whether oceanic or continental, has long been a source of controversy. A velocity model (derived from a 200-km-long east-west reflection-refraction profile collected south of the Mendocino triple junction, northern California, in 1993), further constrained by density and magnetic models, reveals an ophiolite underlying the Great Valley (Great Valley ophiolite), which in turn is underlain by a westward extension of lower-density continental crust (Sierran affinity material). We used an integrated modeling philosophy, first modeling the seismic-refraction data to obtain a final velocity model, and then modeling the long-wavelength features of the gravity data to obtain a final density model that is constrained in the upper crust by our velocity model. The crustal section of Great Valley ophiolite is 7-8 km thick, and the Great Valley ophiolite relict oceanic Moho is at 11-16 km depth. The Great Valley ophiolite does not extend west beneath the Coast Ranges, but only as far as the western margin of the Great Valley, where the 5-7-km-thick Great Valley ophiolite mantle section dips west into the present-day mantle. There are 16-18 km of lower-density Sierran affinity material beneath the Great Valley ophiolite mantle section, such that a second, deeper, "present-day" continental Moho is at about 34 km depth. At mid-crustal depths, the boundary between the eastern extent of the Great Valley ophiolite and the western extent of Sierran affinity material is a near-vertical velocity and density discontinuity about 80 km east of the western margin of the Great Valley. Our model has important implications for crustal growth at the North American continental margin. We suggest that a thick ophiolite sequence was obducted onto continental material, probably during the Jurassic Nevadan orogeny, so that the Great Valley basement is oceanic crust above oceanic mantle vertically stacked above continental crust and continental mantle.

News Quantum physics: German Physical Society spring meeting Journal access: American Physical Society's online journals will be available for free in all US high schools Award: High-school physics teacher receives American award for excellence Teacher training: Fobinet offers coordination of teacher-training activities Astronomy: Astronomy fans see stars at Astrofest Conference: Delegates enjoy the workshops and activities at CPD conference Forthcoming events

Science.gov (United States)

2011-05-01

Quantum physics: German Physical Society spring meeting Journal access: American Physical Society's online journals will be available for free in all US high schools Award: High-school physics teacher receives American award for excellence Teacher training: Fobinet offers coordination of teacher-training activities Astronomy: Astronomy fans see stars at Astrofest Conference: Delegates enjoy the workshops and activities at CPD conference Forthcoming events

Anthropometric and Athletic Performance Combine Test Results Among Positions Within Grade Levels of High School-Aged American Football Players.

Science.gov (United States)

Leutzinger, Todd J; Gillen, Zachary M; Miramonti, Amelia M; McKay, Brianna D; Mendez, Alegra I; Cramer, Joel T

2018-05-01

Leutzinger, TJ, Gillen, ZM, Miramonti, AM, McKay, BD, Mendez, AI, and Cramer, JT. Anthropometric and athletic performance combine test results among positions within grade levels of high school-aged American football players. J Strength Cond Res 32(5): 1288-1296, 2018-The purpose of this study was to investigate differences among player positions at 3 grade levels in elite, collegiate-prospective American football players. Participants' data (n = 7,160) were analyzed for this study (mean height [Ht] ± SD = 178 ± 7 cm, mass [Bm] = 86 ± 19 kg). Data were obtained from 12 different high school American football recruiting combines hosted by Zybek Sports (Boulder, Colorado). Eight 2-way (9 × 3) mixed factorial analysis of variances {position (defensive back [DB], defensive end, defensive lineman, linebacker, offensive lineman [OL], quarterback, running back, tight end, and wide receiver [WR]) × grade (freshmen, sophomores, and juniors)} were used to test for differences among the mean test scores for each combine measure (Ht, Bm, 40-yard [40 yd] dash, proagility [PA] drill, L-cone [LC] drill, vertical jump [VJ], and broad jump [BJ]). There were position-related differences (p ≤ 0.05) for Ht, 40 yd dash, and BJ, within each grade level and for Bm, PA, LC, and VJ independent of grade level. Generally, the results showed that OL were the tallest, weighed the most, and exhibited the lowest performance scores among positions. Running backs were the shortest, whereas DBs and WRs weighed the least and exhibited the highest performance scores among positions. These results demonstrate the value of classifying high school-aged American football players according to their specific position rather than categorical groupings such as "line" vs. "skill" vs. "big skill" when evaluating anthropometric and athletic performance combine test results.

Parenting and feeding behaviors associated with school-aged African American and White children.

Science.gov (United States)

Polfuss, Michele Lynn; Frenn, Marilyn

2012-08-01

Pediatric obesity is multifactorial and difficult to treat. Parenting and feeding behaviors have been shown to influence a child's weight status. Most prior studies have focused on preschool-aged White children. Additional complicating factors include parents' inability to accurately identify their child's abnormal weight status. Parenting and feeding behaviors used by 176 African American and White parents of school-age children were examined. Assessment included (a) identifying what behaviors were reported when parent expressed concern with child's weight and (b) the relationship of these behaviors on child's body mass index percentile (BMI%), considering ethnicity, socioeconomic status (SES), and parent's body mass index (BMI). Findings included African American parents and parents concerned about their child's weight exhibited increased controlling/authoritarian parenting and feeding behaviors. Parents were able to accurately identify their child's weight status. Parenting and feeding behaviors played a significant role in the children's BMI% even when controlling for ethnicity, SES, and parent's BMI.

Parenting within Cultural Context: Comparisons between African-American and Asian-American Parents

Science.gov (United States)

Wu, Fang; Qi, Sen

2005-01-01

Using the sub-samples drawn from the National Early Childhood Longitudinal Study: Kindergarten (ECLS-K) database, this study examines similarities and differences between African-American and Asian-American parents in their parenting practice (i.e., parental involvement at home, expectations of child, emotional expressiveness, school involvement,…

Japanese Families' Educational Challenges in the US: Strategies and Attitudes for Language and Cultural Maintenance While in American and Hosuko Schools

Science.gov (United States)

Hamada, Hideki

2008-01-01

Many Japanese families come to the US because the fathers are dispatched to work at Japanese companies in the US, and they return to Japan after a 3-4 year stay. Many children attend an American local school as well as a supplementary Saturday school, hoshuko, in order to keep up academically after they return to Japan. However, balancing an…

African American Educational Leadership in the School Superintendency

Science.gov (United States)

Smith, Eva C.

2013-01-01

African American educational leadership has long been part of American education and African American activism to resist oppression. However, the field of educational leadership has rarely included the contributions of African American leaders, particularly women leaders, into mainstream leadership theory and practices. This omission is difficult…

Reward School Leadership: Building a Good-to-Great Cycle of Excellence

Science.gov (United States)

Zadravec, Stephen

2016-01-01

For years, schools across the country have carried the label, and in many cases the reality, of being "schools in need of improvement." School improvement plans, deficit analyses, and theories for school organizational improvement have saturated the landscape of school communities. While much of this work has been focused on strategies…

Socialization into a Civilization: The Dewey-Kaplan Synthesis in American Jewish Schooling in the Early 20th Century

Science.gov (United States)

Jacobs, Benjamin M.

2009-01-01

This historical study focuses on how John Dewey's theory of education as socialization and Mordecai Kaplan's theory of Judaism as a civilization together served as an ideological base and pedagogical framework for the creation of "progressive," "reconstructed" American Jewish school programs in the early 20th century…

School-based sports participation and its effects on weight maintenance in Mexican American adolescents: A two-year analysis

Science.gov (United States)

Participation in sports has been shown to decrease standardized body mass index (zBMI), especially in school settings. Few studies have examined the impact of sports participation in a Mexican American sample. The purpose of this investigation was to examine the effect of sports participation on wei...

The Rural Special Education Project: A School-Based Program That Prepares Special Educators to Teach Native American Students.

Science.gov (United States)

Prater, Greg; And Others

1996-01-01

A Northern Arizona University program prepares preservice special education teachers to work with Native American children and families. University students live on the Navajo reservation and receive practical classroom experience at Kayenta Unified School District (Arizona). Anglo students are paired with Navajo students who act as "cultural…

Building a Mien-American house: A case study in school-community relations

Science.gov (United States)

Hammond, Lorie A.

2000-10-01

Researchers and policymakers agree that schools and parents must work together if they are to provide the sustenance, services, and support which children need to be successful in our increasingly complex society. (Clark, 1983; Comer, 1980, 1996; Clinton, 1995; Epstein, 1995, 1996). Unfortunately, the social and academic success of language minority students is often adversely affected by the alienation of parents from school culture and by the "deficit" view which teachers hold of language minority parents' academic and parenting skills (Boggs, 1985; Delgado-Gaitan, 1990; Heath, 1983; Lareau, 1987, 1989; Philips, 1983). This case study describes the attempts of one school site to build academic and social bridges between immigrant families from a Southeast Asian Hill Tribe, the Iu Mien, and a mainstream elementary school. This effort is facilitated by a constructivist approach to curriculum in which parents, teachers, and children create an intercultural space---a school community garden---as a context in which academic dialogue can occur. Various strategies which enable inter-cultural learning are described, including the use of students as ethnographers, of parents as expert teachers, and of teachers as cultural brokers. The study also considers the cultural conflicts and understandings which occurred when American teachers and Mien parents built a Mien field-house together: a structure which became symbolic of their blended lives. Through both a descriptive narration and interviews with various participants, the study analyzes (a) community-based curriculum development, led by practitioner reformers, as a way to enable language minority students to be academically successful within their own life worlds, as well as (b) the political and bureaucratic forces which make community-based reforms difficult to sustain. This study employs qualitative research strategies within an action-research context in which the author plays the dual role of practitioner reformer

The Great Asian International School Gold Rush: An Economic Analysis

Science.gov (United States)

Machin, Denry

2017-01-01

The number of international schools is growing, especially in Asia. This presents competitive challenges; most obviously for student recruitment and retention. However, demand for places at these schools is also growing. As a result, while international schooling may feel competitive, aggregate economic data show that growing numbers do not…

Successfully Educating Our African-American Students

Science.gov (United States)

Moncree-Moffett, Kareem

2013-01-01

The purpose of this empirical study was to explore the lived experiences of African American retired female teachers who have prior experience with educating urban African American students in public schools. Also explored are the experiences of active African American female teachers of urban African American students and comparisons are…

Effect of Middle School Interventions on Alcohol Misuse and Abuse in Mexican American High School Adolescents: Five-Year Follow-up of a Randomized Clinical Trial.

Science.gov (United States)

Gonzales, Nancy A; Jensen, Michaeline; Tein, Jenn Yun; Wong, Jessie J; Dumka, Larry E; Mauricio, Anne Marie

2018-03-21

Substance abuse preventive interventions frequently target middle school students and demonstrate efficacy to prevent early onset and use of alcohol and illicit drugs. However, evidence of sustained results to prevent later patterns of alcohol misuse and more serious alcohol abuse disorders has been lacking, particularly for US Latino populations. To test whether a universal middle school prevention program can reduce the frequency of alcohol misuse and rates of alcohol use disorder 5 years after implementation with a Mexican American sample. A previous randomized clinical trial was conducted with 516 Mexican American 7th graders and at least 1 parent who identified as having Mexican origin. Three annual cohorts of families were recruited from rosters of 4 middle schools and randomized to the 9-session Bridges/Puentes family-focused group intervention or a workshop control condition. Recruitment, screening, pretest, and randomization occurred in the same academic year for each cohort: 2003-2004, 2004-2005, and 2005-2006. Data acquisition for the follow-up assessments of late-adolescent alcohol misuse and abuse, which were not included in the initial randomized clinical trial, was conducted from September 2009 to September 2014; analysis was conducted between August 2016 and July 2017. In this assessment, 420 children (81.4%) of the sample were included, when the majority were in their final year of high school. The 9-session Bridges/Puentes intervention integrated youth, parent, and family intervention sessions that were delivered in the spring semester at each school, with separate groups for English-dominant vs Spanish-dominant families. The control workshop was offered during the same semester at each school, also in English and Spanish. Primary outcomes were diagnostic assessment of lifetime alcohol use disorder in the 12th grade, 5 years after the intervention, based on the Diagnostic Interview Schedule for Children and past-year frequency of alcohol use

College Access and Success among High School Graduates Taking the SAT®: Asian American Students. Research Note 2013-8

Science.gov (United States)

McKillip, Mary E. M.; Mackey, Philip E.

2013-01-01

This report shows college enrollment and graduation trends among Asian American SAT® takers who finished high school in 2004 and 2010 by student characteristics, including aspirations, self-perceived ability, and academic achievements. In every case, students in the top categories (high aspirations, high-perceived ability, high-assessed ability)…

Predicting the admission into medical school of African American college students who have participated in summer academic enrichment programs.

Science.gov (United States)

Hesser, A; Cregler, L L; Lewis, L

1998-02-01

To identify cognitive and noncognitive variables as predictors of the admission into medical school of African American college students who have participated in summer academic enrichment programs (SAEPs). The study sample comprised 309 African American college students who participated in SAEPs at the Medical College of Georgia School of Medicine from 1980 to 1989 and whose educational and occupational statuses were determined by follow-up tracking. A three-step logistic regression was used to analyze the data (with alpha = .05); the criterion variable was admission to medical school. The 17 predictor variables studied were one of two types, cognitive and noncognitive. The cognitive variables were (1) Scholastic Aptitude Test mathematics (SAT-M) score, (2) SAT verbal score, (3) college grade-point average (GPA), (4) college science GPA, (5) SAEP GPA, and (6) SAEP basic science GPA (BSGPA). The noncognitive variables were (1) gender, (2) highest college level at the time of the last SAEP application, (3) type of college attended (historically African American or predominately white), (4) number of SAEPs attended, (5) career aspiration (physician or another health science option) (6) parents who were professionals, (7) parents who were health care role models, (8) evidence of leadership, (9) evidence of community service, (10) evidence of special motivation, and (11) strength of letter of recommendation in the SAEP application. For each student the rating scores for the last four noncognitive variables were determined by averaging the ratings of two judges who reviewed relevant information in each student's file. In step 1, which explained 20% of the admission decision variance, SAT-M score, SAEP BSGPA, and college GPA were the three significant cognitive predictors identified. In step 2, which explained 31% of the variance, the three cognitive predictors identified in step 1 were joined by three noncognitive predictors: career aspiration, type of college, and

Application of the North American Multi-Model Ensemble to seasonal water supply forecasting in the Great Lakes basin through the use of the Great Lakes Seasonal Climate Forecast Tool

Science.gov (United States)

Gronewold, A.; Apps, D.; Fry, L. M.; Bolinger, R.

2017-12-01

The U.S. Army Corps of Engineers (USACE) contribution to the internationally coordinated 6-month forecast of Great Lakes water levels relies on several water supply models, including a regression model relating a coming month's water supply to past water supplies, previous months' precipitation and temperature, and forecasted precipitation and temperature. Probabilistic forecasts of precipitation and temperature depicted in the Climate Prediction Center's seasonal outlook maps are considered to be standard for use in operational forecasting for seasonal time horizons, and have provided the basis for computing a coming month's precipitation and temperature for use in the USACE water supply regression models. The CPC outlook maps are a useful forecast product offering insight into interpretation of climate models through the prognostic discussion and graphical forecasts. However, recent evolution of USACE forecast procedures to accommodate automated data transfer and manipulation offers a new opportunity for direct incorporation of ensemble climate forecast data into probabilistic outlooks of water supply using existing models that have previously been implemented in a deterministic fashion. We will present results from a study investigating the potential for applying data from the North American Multi-Model Ensemble to operational water supply forecasts. The use of NMME forecasts is facilitated by a new, publicly available, Great Lakes Seasonal Climate Forecast Tool that provides operational forecasts of monthly average temperatures and monthly total precipitation summarized for each lake basin.

The Model of Unification and the Model of Diversification of Public School Teachers' Continuing Professional Development in Great Britain, Canada and the USA

Science.gov (United States)

Mukan, Nataliya; Myskiv, Iryna; Kravets, Svitlana

2016-01-01

In the article the theoretical framework of public school teachers' continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives have been defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; presentation…

American education: the challenge of change.

Science.gov (United States)

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

1989-12-01

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

War or Peace? How the Subjective Perception of Great Power Interdependence Shapes Preemptive Defensive Aggression.

Science.gov (United States)

Jing, Yiming; Gries, Peter H; Li, Yang; Stivers, Adam W; Mifune, Nobuhiro; Kuhlman, D M; Bai, Liying

2017-01-01

Why do great powers with benign intentions end up fighting each other in wars they do not seek? We utilize an incentivized, two-person "Preemptive Strike Game" (PSG) to explore how the subjective perception of great power interdependence shapes defensive aggression against persons from rival great powers. In Study 1, college students from the United States ( N = 115), China ( N = 106), and Japan ( N = 99) made PSG decisions facing each other. This natural experiment revealed that Chinese and Japanese participants (a) made more preemptive attacks against each other and Americans than against their compatriots, and that (b) greater preexisting perceptions of bilateral competition increased intergroup attack rates. In Study 2, adult Americans ( N = 127) watched real CNN expert interviews portraying United States-China economic interdependence as more positive or negative. This randomized experiment revealed that the more positive portrayal reduced preemptive American strikes against Chinese (but not Japanese), while the more negative portrayal amplified American anger about China's rise, increasing preemptive attacks against Chinese. We also found, however, that preemptive strikes were primarily defensive and not offensive. Interventions to reduce defensive aggression and promote great power peace are discussed.

War or Peace? How the Subjective Perception of Great Power Interdependence Shapes Preemptive Defensive Aggression

Directory of Open Access Journals (Sweden)

Yiming Jing

2017-06-01

Full Text Available Why do great powers with benign intentions end up fighting each other in wars they do not seek? We utilize an incentivized, two-person “Preemptive Strike Game” (PSG to explore how the subjective perception of great power interdependence shapes defensive aggression against persons from rival great powers. In Study 1, college students from the United States (N = 115, China (N = 106, and Japan (N = 99 made PSG decisions facing each other. This natural experiment revealed that Chinese and Japanese participants (a made more preemptive attacks against each other and Americans than against their compatriots, and that (b greater preexisting perceptions of bilateral competition increased intergroup attack rates. In Study 2, adult Americans (N = 127 watched real CNN expert interviews portraying United States–China economic interdependence as more positive or negative. This randomized experiment revealed that the more positive portrayal reduced preemptive American strikes against Chinese (but not Japanese, while the more negative portrayal amplified American anger about China’s rise, increasing preemptive attacks against Chinese. We also found, however, that preemptive strikes were primarily defensive and not offensive. Interventions to reduce defensive aggression and promote great power peace are discussed.

The American Indian Summer Institute in Earth System Science (AISESS) at UC Irvine: A Two-Week Residential Summer Program for High School Students

Science.gov (United States)

Johnson, K. R.; Polequaptewa, N.; Leon, Y.

2012-12-01

Native Americans remain severely underrepresented in the geosciences, despite a clear need for qualified geoscience professionals within Tribal communities to address critical issues such as natural resource and land management, water and air pollution, and climate change. In addition to the need for geoscience professionals within Tribal communities, increased participation of Native Americans in the geosciences would enhance the overall diversity of perspectives represented within the Earth science community and lead to improved Earth science literacy within Native communities. To address this need, the Department of Earth System Science and the American Indian Resource Program at the University California have organized a two-week residential American Indian Summer Institute in Earth System Science (AISESS) for high-school students (grades 9-12) from throughout the nation. The format of the AISESS program is based on the highly-successful framework of a previous NSF Funded American Indian Summer Institute in Computer Science (AISICS) at UC Irvine and involves key senior personnel from the AISICS program. The AISESS program, however, incorporates a week of camping on the La Jolla Band of Luiseño Indians reservation in Northern San Diego County, California. Following the week of camping and field projects, the students spend a week on the campus of UC Irvine participating in Earth System Science lectures, laboratory activities, and tours. The science curriculum is closely woven together with cultural activities, native studies, and communication skills programs The program culminates with a closing ceremony during which students present poster projects on environmental issues relevant to their tribal communities. The inaugural AISESS program took place from July 15th-28th, 2012. We received over 100 applications from Native American high school students from across the nation. We accepted 40 students for the first year, of which 34 attended the program. The

A Study of the Curriculum and Contents in American Progressive Education : Focusing on Castle Kindergarten and Nursery School in Hawaii

OpenAIRE

塩路, 晶子

2010-01-01

This study aims to show the features of American progressive kindergarten in the early 20th century, through analyzing the curriculum and contents of Henry and Dorothy Castle Memorial Kindergarten and Nursery School in Hawaii. This kindergarten was established by Mary Castle at Honolulu in 1899 and influenced from John Dewey. And in 1927, the nursery school was established because educating younger children was important. Children could select the subject matter based on their own interest. A...

Bilingual Language Assessment: Contemporary Versus Recommended Practice in American Schools.

Science.gov (United States)

Arias, Graciela; Friberg, Jennifer

2017-01-01

The purpose of this study was to identify current practices of school-based speech-language pathologists (SLPs) in the United States for bilingual language assessment and compare them to American Speech-Language-Hearing Association (ASHA) best practice guidelines and mandates of the Individuals with Disabilities Education Act (IDEA, 2004). The study was modeled to replicate portions of Caesar and Kohler's (2007) study and expanded to include a nationally representative sample. A total of 166 respondents completed an electronic survey. Results indicated that the majority of respondents have performed bilingual language assessments. Furthermore, the most frequently used informal and standardized assessments were identified. SLPs identified supports, and barriers to assessment, as well as their perceptions of graduate preparation. The findings of this study demonstrated that although SLPs have become more compliant to ASHA and IDEA guidelines, there is room for improvement in terms of adequate training in bilingual language assessment.

Implementation of Local Wellness Policies in Schools: Role of School Systems, School Health Councils, and Health Disparities.

Science.gov (United States)

Hager, Erin R; Rubio, Diana S; Eidel, G Stewart; Penniston, Erin S; Lopes, Megan; Saksvig, Brit I; Fox, Renee E; Black, Maureen M

2016-10-01

Written local wellness policies (LWPs) are mandated in school systems to enhance opportunities for healthy eating/activity. LWP effectiveness relies on school-level implementation. We examined factors associated with school-level LWP implementation. Hypothesized associations included system support for school-level implementation and having a school-level wellness team/school health council (SHC), with stronger associations among schools without disparity enrollment (majority African-American/Hispanic or low-income students). Online surveys were administered: 24 systems (support), 1349 schools (LWP implementation, perceived system support, SHC). The state provided school demographics. Analyses included multilevel multinomial logistic regression. Response rates were 100% (systems)/55.2% (schools). Among schools, 44.0% had SHCs, 22.6% majority (≥75%) African-American/Hispanic students, and 25.5% majority (≥75%) low-income (receiving free/reduced-price meals). LWP implementation (17-items) categorized as none = 36.3%, low (1-5 items) = 36.3%, high (6+ items) = 27.4%. In adjusted models, greater likelihood of LWP implementation was observed among schools with perceived system support (high versus none relative risk ratio, RRR = 1.63, CI: 1.49, 1.78; low versus none RRR = 1.26, CI: 1.18, 1.36) and SHCs (high versus none RRR = 6.8, CI: 4.07, 11.37; low versus none RRR = 2.24, CI: 1.48, 3.39). Disparity enrollment did not moderate associations (p > .05). Schools with perceived system support and SHCs had greater likelihood of LWP implementation, with no moderating effect of disparity enrollment. SHCs/support may overcome LWP implementation obstacles related to disparities. © 2016, American School Health Association.

Narrative performance of gifted African American school-aged children from low-income backgrounds.

Science.gov (United States)

Mills, Monique T

2015-02-01

This study investigated classroom differences in the narrative performance of school-age African American English (AAE)-speaking children in gifted and general education classrooms. Forty-three children, Grades 2-5, each generated fictional narratives in response to the book Frog, Where Are You? (Mayer, 1969). Differences in performance on traditional narrative measures (total number of communication units [C-units], number of different words, and mean length of utterance in words) and on AAE production (dialect density measure) between children in gifted and general education classrooms were examined. There were no classroom-based differences in total number of C-units, number of different words, and mean length of utterance in words. Children in gifted education classrooms produced narratives with lower dialect density than did children in general educated classrooms. Direct logistic regression assessed whether narrative dialect density measure scores offered additional information about giftedness beyond scores on the Peabody Picture Vocabulary Test-Fourth Edition (Dunn & Dunn, 2007), a standard measure of language ability. Results indicated that a model with only Peabody Picture Vocabulary Test-Fourth Edition scores best discriminated children in the 2 classrooms. African American children across gifted and general education classrooms produce fictional narratives of similar length, lexical diversity, and syntax complexity. However, African American children in gifted education classrooms may produce lower rates of AAE and perform better on standard measures of vocabulary than those in general education classrooms.

School-Based Racial and Gender Discrimination among African American Adolescents: Exploring Gender Variation in Frequency and Implications for Adjustment.

Science.gov (United States)

Cogburn, Courtney D; Chavous, Tabbye M; Griffin, Tiffany M

2011-01-03

The present study examined school-based racial and gender discrimination experiences among African American adolescents in Grade 8 (n = 204 girls; n = 209 boys). A primary goal was exploring gender variation in frequency of both types of discrimination and associations of discrimination with academic and psychological functioning among girls and boys. Girls and boys did not vary in reported racial discrimination frequency, but boys reported more gender discrimination experiences. Multiple regression analyses within gender groups indicated that among girls and boys, racial discrimination and gender discrimination predicted higher depressive symptoms and school importance and racial discrimination predicted self-esteem. Racial and gender discrimination were also negatively associated with grade point average among boys but were not significantly associated in girls' analyses. Significant gender discrimination X racial discrimination interactions resulted in the girls' models predicting psychological outcomes and in boys' models predicting academic achievement. Taken together, findings suggest the importance of considering gender- and race-related experiences in understanding academic and psychological adjustment among African American adolescents.

Racial Differences in the Transactional Relationship Between Depression and Alcohol Use From Elementary School to Middle School.

Science.gov (United States)

Birkley, Erica L; Zapolski, Tamika C B; Smith, Gregory T

2015-09-01

The aim of this investigation was to test hypothesized reverse prospective relationships between alcohol consumption and depressive symptomatology as a function of race among youth. In a two-wave prospective study, 328 European American, 328 African American, and 144 Hispanic American youth were studied at the end of fifth grade (last year of elementary school) and the end of sixth grade (first year of middle school). A positive correlation was observed between alcohol consumption and depressive symptoms among all youth. However, the predictive relationship differed based on race. For European American and Hispanic American youth, depressive symptom levels at the end of elementary school predicted alcohol consumption at the end of the first year of middle school, but the converse relationship was not observed. For African American youth, the opposite pattern was found. Alcohol consumption at the end of elementary school predicted depressive symptom levels at the end of the first year of middle school, and the converse relationship was not observed. These findings suggest the possibility that etiological relationships between depression and alcohol use vary by race, thus highlighting the importance of considering race when studying the risk process.

Oral Hygiene and Handwashing Practices among Middle School Students in 15 Latin American and Caribbean Countries.

Science.gov (United States)

McKittrick, T R; Jacobsen, K H

2015-06-01

To examine the relationship between infrequent toothbrushing and infrequent handwashing among middle school students from 15 Latin American and Caribbean countries (Antigua and Barbuda, Argentina, British Virgin Islands, Cayman Islands, Costa Rica, Grenada, Guatemala, Guyana, Peru, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and Grenadines, Suriname, Trinidad and Tobago, and Uruguay). A secondary analysis was done of nationally-representative data from 33 174 middle school students who participated in the Global School-based Student Health Survey (GSHS) between 2006 and 2011. In all 15 countries, the association between rarely brushing or cleaning teeth and rarely handwashing after using the toilet was significant for both boys and girls. The pooled odds ratio for this association was 6.7 (5.8, 7.7). Healthcare providers who notice signs of poor dental hygiene or infrequent bathing in adolescents should consider providing comprehensive hygiene education to their patients, since infrequent oral and body hygiene behaviours tend to co-exist and both are threats to health.

Vocabulary Instruction and Mexican-American Bilingual Students: How Two High School Teachers Integrate Multiple Strategies to Build Word Consciousness in English Language Arts Classrooms

Science.gov (United States)

Ajayi, Lasisi

2015-01-01

Despite the significance of vocabulary knowledge to student learning, limited studies have examined English language arts (ELA) teachers' skills and practices that may be effective for building word consciousness in high school Mexican-American bilingual students. The research objective of the present study is to examine how two high school ELA…

Hispanic-American Students' Attitudes toward Enrolling in High School Chemistry: A Study of Planned Behavior and Belief-Based Change.

Science.gov (United States)

Crawley, Frank E.; Koballa, Thomas R., Jr.

The study sought to: (1) identify the determinants that motivate Hispanic-American students to enroll in high school chemistry; and (2) determine if providing belief-based information to students and their parents/guardians increases chemistry registration. The Theory of Planned Behavior (TPB) and Elaboration Likelihood Model (ELM) guided the…

American Association of Dental Schools Annual Session and Exposition. Poster Presentation Abstracts (78th, Chicago, IL, March 3-8, 2001).

Science.gov (United States)

Journal of Dental Education, 2001

2001-01-01

This issue introduces the poster presentations for the American Association of Dental Schools annual conference. The issue contains a list of poster presentations, poster abstracts for each of four time blocks, a list of poster session authors, and a keyword index. (EV)

Promoting School Engagement: Attitudes toward School among American and Japanese Youth

Science.gov (United States)

Smith, Douglas C.; Ito, Ayako; Gruenewald, John; Yeh, Hsiu-Ling

2010-01-01

Students from the United States and Japan were surveyed with regard to their levels of satisfaction with school and factors that might facilitate or impede school satisfaction. Results indicated that females and younger students from both countries expressed greater satisfaction with school, with overall satisfaction declining in a linear fashion…

A Comparison of African American Students' Self-Perceptions of School Competence with Their Performance on State-Mandated Achievement Tests and Normed Tests of Oral and Written Language and Reading

Science.gov (United States)

Gordon Pershey, Monica

2011-01-01

This study measured self-perceptions of school competence among 263 4th- and 6th-grade African American students who attended an academically challenged school district. Self-perceptions of school competence are defined as self-perceptions of ability, confidence, and school satisfaction. Results indicated that 4th-grade students had lesser…

Ties that Bind? American Influences on Canadian Education

Science.gov (United States)

Von Heyking, Amy

2004-01-01

Concerns about the "Americanization" of Canadian schools have been raised frequently throughout the history of Canadian education. Fear of American influence was behind the requirement in the 1816 Common School Act in Upper Canada that all teachers take an oath of allegiance to the Crown. It was the reason for the strong promotion of the…

Experiences and Perspectives of African-American, Latina/o, Asian-American and European-American Psychology Graduate Students: A National Study

Science.gov (United States)

Maton, Kenneth I.; Wimms, Harriette E.; Grant, Sheila K.; Wittig, Michele A.; Rogers, Margaret R.; Vasquez, Melba J. T.

2013-01-01

A national, web-based survey of 1,222 African-American, Latina/o, Asian-American and European-American psychology graduate students revealed both similarities and differences in experiences and perspectives. Mentoring was found to be the strongest predictor of satisfaction across groups. Academic supports and barriers, along with perceptions of diversity were also important predictors of satisfaction. Students of color differed from European-American students in perceptions of fairness of representation of their ethnic group within psychology, and in aspects of the graduate school experience perceived as linked to ethnicity. Limitations of the study and implications for future research and action are discussed. PMID:21341899

Experiences and perspectives of African American, Latina/o, Asian American, and European American psychology graduate students: A national study.

Science.gov (United States)

Maton, Kenneth I; Wimms, Harriette E; Grant, Sheila K; Wittig, Michele A; Rogers, Margaret R; Vasquez, Melba J T

2011-01-01

A national, Web-based survey of 1,219 African American, Latina/o, Asian American, and European American psychology graduate students revealed both similarities and differences in experiences and perspectives. Mentoring was found to be the strongest predictor of satisfaction across groups. Academic supports and barriers, along with perceptions of diversity within the academic environment, were also important predictors of satisfaction. Students of color perceived less fairness of representation of their ethnic group within psychology than European American students, and a greater linkage between aspects of the graduate school experience and their ethnicity. Limitations of the study and implications for future research and action are discussed.

Differences in gambling problem severity and gambling and health/functioning characteristics among Asian-American and Caucasian high-school students.

Science.gov (United States)

Kong, Grace; Tsai, Jack; Pilver, Corey E; Tan, Hwee Sim; Hoff, Rani A; Cavallo, Dana A; Krishnan-Sarin, Suchitra; Steinberg, Marvin A; Rugle, Loreen; Potenza, Marc N

2013-12-30

Studies of Asian-American adults have found high estimates of problematic gambling. However, little is known about gambling behaviors and associated measures among Asian-American adolescents. This study examined gambling perceptions and behaviors and health/functioning characteristics stratified by problem-gambling severity and Asian-American and Caucasian race using cross-sectional survey data of 121 Asian-American and 1659 Caucasian high-school students. Asian-American and Caucasian adolescents significantly differed on problem-gambling severity, with Asian-American adolescents more often reporting not gambling (24.8% vs. 16.4%), but when they did report gambling, they showed higher levels of at-risk/problem gambling (30.6% vs. 26.4%). Parental approval or disapproval of adolescent gambling also significantly differed between races, with Asian-American adolescents more likely to perceive both parental disapproval (50.0% vs. 38.2%) and approval (19.3% vs. 9.6%) of gambling. Asian-American adolescents were also more likely to express concern about gambling among close family members (25.2% vs. 11.6%). Among Asian-American adolescents, stronger associations were observed between at-risk/problem gambling and smoking cigarettes (interaction odds ratio=12.6). In summary, differences in problem-gambling severity and gambling perceptions indicate possible cultural differences in familial attitudes towards gambling. Stronger links between cigarette smoking and risky/problematic gambling amongst Asian-American adolescents suggest that prevention and treatment efforts targeting youth addictions consider cultural differences. © 2013 Published by Elsevier Ireland Ltd.

Differences in gambling problem severity and gambling and health/functioning characteristics among Asian-American and Caucasian high-school students

Science.gov (United States)

Kong, Grace; Tsai, Jack; Pilver, Corey E.; Tan, Hwee Sim; Hoff, Rani A.; Cavallo, Dana; Krishnan-Sarin, Suchitra; Steinberg, Marvin A.; Rugle, Loreen; Potenza, Marc N.

2013-01-01

Studies of Asian-American adults have found high estimates of problematic gambling. However, little is known about gambling behaviors and associated measures among Asian-American adolescents. This study examined gambling perceptions and behaviors and health/functioning characteristics stratified by problem-gambling severity and Asian-American and Caucasian race using cross-sectional survey data of 121 Asian-American and 1,659 Caucasian high-school students. Asian-American and Caucasian adolescents significantly differed on problem-gambling severity, with Asian-American adolescents more often reporting not gambling (24.8% vs. 16.4%), but when they did report gambling, they showed higher levels of at-risk/problem gambling (30.6% vs. 26.4%). Parental approval or disapproval of adolescent gambling also significantly differed between races, with Asian-American adolescents more likely to perceive both parental disapproval (50.0% vs. 38.2%) and approval (19.3% vs. 9.6%) of gambling. Asian-American adolescents were also more likely to express concern about gambling among close family members (25.2% vs. 11.6%). Among Asian-American adolescents, stronger associations were observed between at-risk/problem gambling and smoking cigarettes (interaction odds ratio=12.6). In summary, differences in problem-gambling severity and gambling perceptions indicate possible cultural differences in familial attitudes towards gambling. Stronger links between cigarette smoking and risky/problematic gambling amongst Asian-American adolescents suggest that prevention and treatment efforts targeting youth addictions consider cultural differences. PMID:24183532

ROLE OF MULTICULTURAL EDUCATION PROGRAMS IN MORAL DEVELOPMENT OF AMERICAN SCHOOLCHILDREN

Directory of Open Access Journals (Sweden)

Svitlana Lukianchuk

2016-05-01

Full Text Available The aim of the article is to analyze the role of multicultural education programs in moral development of schoolchildren in the USA. It is noted that one of the top priority tasks of school is the development of such traditional American values as freedom, democracy, racial and national tolerance and others. For this purpose some changes in educational programs are being made. It is highlighted that implementation of courses and programs of multicultural education has become an important part of the educational process. These programs are of interdisciplinary character and they are integrated into educational programs of moral and social disciplines. According to their aims and priorities all courses and programs of multicultural education are divided into three groups: content-oriented, person-oriented, and socially-oriented. The analysis of the results of their implementation makes it possible for the author to conclude that integration of the programs of multicultural education into the educational process makes great contribution to the moral development of American schoolchildren.

Cradle to third life: An autobiography of an African-American science educator

Science.gov (United States)

Caruthers-Jackson, Sarah

This inquiry used reflective autobiographical research to reveal my beliefs, values, and practices of science teaching by using participatory action research with two students of my science tutoring organization. Also, I conducted an ethnographic inquiry using African-American teachers to understand how my early schooling experiences influenced my beliefs, values, and science practices. I collected data for this inquiry from three African-American teachers through interview-conversation that were videotaped and audiotaped. In addition, I audiotaped two African-American students' tutoring practices along with students' and researcher's journals. The findings indicate that African-American teachers during the school years 1942-1954 used families, churches, and communities to secure teaching resources to provide equal education for their African-American students who received limited resources from the board of education. Also indicated was how African-American teachers instilled in their African-American students a level of motivation that remained with some African-American students for their future endeavors. This researcher's beliefs/values similar to those of her segregated teachers emerged from this action research. Researcher's additional beliefs/values arose out of emerging technologies in teaching science. However, I, as the researcher, believe that the origin of my beliefs/values occurred during those segregated, public school experiences at Monitor Schools during the school years 1942-1954.

Asian American Giving to US Higher Education

Science.gov (United States)

Tsunoda, Kozue

2010-01-01

Asian Americans have had significant impacts on and within mainstream US society, and their great efforts and gifts in the name of charitable causes are no exception. This study aims to examine perceptions within American university development offices about Asian American giving to US higher education. The article begins with a literature review…

Educational Resilience in African American Adolescents

Science.gov (United States)

Cunningham, Michael; Swanson, Dena Phillips

2010-01-01

The purpose of this article was to examine factors within the school context that facilitates educational resilience among African American high school students. The authors expected academic self-esteem to be positively associated with future expectations (academic and general). They expected perceptions of school-based social support to have…

Virtual School Startups: Founder Processes in American K-12 Public Virtual Schools

Science.gov (United States)

Taylor, Brett D.; McNair, Delores E.

2018-01-01

Traditional school districts do not have a lot of experience with virtual schools and have lost students to state and charter virtual schools. To retain students and offer alternative learning opportunities, more public districts are starting their own virtual schools. This study was an examination of foundational processes at three California…

Domestic violence shelter partnerships and veterinary student attitudes at North American veterinary schools and colleges.

Science.gov (United States)

Creevy, Kate E; Shaver, Stephanie L; Cornell, Karen K

2013-01-01

Animal abuse and domestic violence are linked issues, and pet ownership is reported to play a crucial role in the choice to leave an abusive situation. Although veterinarians witness the effects of abuse and violence over the course of their careers, they have limited training regarding these issues. One mechanism for educating veterinary students while providing a service for victims of domestic violence is the creation of partnerships between domestic violence shelters and veterinary schools. These extracurricular programs can provide both care for pets belonging to victims of domestic violence and an educational platform for student participants. The goals of this study were to determine the prevalence and characteristics of domestic violence shelter partnerships (DVSPs) at North American veterinary teaching hospitals and to determine whether the presence of a DVSP was associated with increased awareness among veterinary students regarding animal abuse and domestic violence. Nine of 33 veterinary schools surveyed described a DVSP program. Students at schools with DVSPs associated with their veterinary teaching hospitals were significantly more likely to indicate that their awareness of the link between animal abuse and domestic violence had increased during veterinary school. Most veterinary students reported that they felt poorly prepared to handle domestic violence and animal abuse issues in the workplace. This study indicates that extracurricular DVSPs are a viable means of educating veterinary students regarding domestic violence and animal abuse. A need for improved education on these topics in veterinary schools across North America is identified.

Accountability and Control in American Schools

Science.gov (United States)

Ingersoll, Richard M.; Collins, Gregory J.

2017-01-01

One of the most controversial and significant of contemporary education reforms has been the teacher accountability movement. From this perspective, low-quality teachers and teaching are a major factor behind inadequate school performance, and a lack of accountability and control in schools is a major factor behind the problem of low-quality…

Framing an Urban School Library with the "National School Library Standards"

Science.gov (United States)

Keeling, Mary

2018-01-01

What is the future of urban school libraries? The American Association of School Librarians (AASL) "National School Library Standards" offer a framework for school librarians to reflect on how they can tailor their professional practice to serve their specific school communities. Through the lens of the standards, school librarians can…

Strategies to Improve Teacher Retention in American Overseas Schools in the Near East South Asia Region: A Qualitative Analysis

Science.gov (United States)

Mancuso, Steven V.; Roberts, Laura; White, George P.; Yoshida, Roland K.; Weston, David

2011-01-01

Using a qualitative analysis and drawing from sociological theory, this study examined reasons for teacher turnover and retention from a representative sample of 248 teachers in American overseas schools in the Near East South Asia region. Results suggested that the most important reasons to stay or move pertained to supportive leadership,…

Narrative Performance of Gifted African American School-Aged Children From Low-Income Backgrounds

Science.gov (United States)

2015-01-01

Purpose This study investigated classroom differences in the narrative performance of school-age African American English (AAE)-speaking children in gifted and general education classrooms. Method Forty-three children, Grades 2–5, each generated fictional narratives in response to the book Frog, Where Are You? (Mayer, 1969). Differences in performance on traditional narrative measures (total number of communication units [C-units], number of different words, and mean length of utterance in words) and on AAE production (dialect density measure) between children in gifted and general education classrooms were examined. Results There were no classroom-based differences in total number of C-units, number of different words, and mean length of utterance in words. Children in gifted education classrooms produced narratives with lower dialect density than did children in general educated classrooms. Direct logistic regression assessed whether narrative dialect density measure scores offered additional information about giftedness beyond scores on the Peabody Picture Vocabulary Test–Fourth Edition (Dunn & Dunn, 2007), a standard measure of language ability. Results indicated that a model with only Peabody Picture Vocabulary Test–Fourth Edition scores best discriminated children in the 2 classrooms. Conclusion African American children across gifted and general education classrooms produce fictional narratives of similar length, lexical diversity, and syntax complexity. However, African American children in gifted education classrooms may produce lower rates of AAE and perform better on standard measures of vocabulary than those in general education classrooms. PMID:25409770

Burnout Factories: The Challenge of Retaining Great Teachers in Charter Schools

Science.gov (United States)

Fusco, Mark

2017-01-01

In its well-intentioned effort to create alternatives to public school dropout factories, the charter school sector has created teacher burnout factories. But it does not have to be this way. Charter schools can continue to maintain high standards while creating a more sustainable work environment for teachers. This article examines the teacher…

The Black Man in American Society.

Science.gov (United States)

Framingham Public Schools, MA.

GRADE OR AGES: Junior high school. SUBJECT MATTER: The black man in American society. ORGANIZATION AND PHYSICAL APPEARANCE: There are four major parts each with an overview. The four parts concern a) the African heritage of the black man, b) the American exploitation of the black man, c) the black man's contribution to American society, d) the…

A Deafening Silence: Hizballah After the American Invasion of Iraq

National Research Council Canada - National Science Library

Wrona, Jr, Richard M

2007-01-01

... American servicemen and twenty-three French soldiers. Further bombings, murders, and kidnappings greatly contributed to the American decision months later that the carnage and anarchy in Lebanon were not worth additional American lives...

School Counseling Faculty Perceptions and Experiences Preparing Elementary School Counselors

Science.gov (United States)

Goodman-Scott, Emily; Watkinson, Jennifer Scaturo; Martin, Ian; Biles, Kathy

2016-01-01

School counselors' job roles and preferences reportedly vary by educational level (i.e., elementary, middle and high school); however, several organizations, such as the American School Counselor Association, conceptualize and recommend school counseling practice and preparation through a K-12 lens. Little is known about how or if school…

At Home in the Great Northern Wilderness: African Americans and Freedom’s Ecology in the Adirondacks, 1846-1859

Directory of Open Access Journals (Sweden)

Daegan Miller

2013-05-01

Full Text Available In the fall of 1846, the first of 3,000 African American settlers set foot on their 40-acre plots in the Great Northern Wilderness of New York State, a place we now call the “forever wild” wilderness of the Adirondack State Park. These black settlers were the initial wave of a social experiment meant to destroy both slavery and, more generally, racism throughout the entire United States through the redemptive practice of a utopian agrarianism. The settlers understood that nature and culture, wilderness and society, were thickly, dialectically intertwined. And they weren’t alone: their efforts were seeded by the white abolitionist, Gerrit Smith; fertilized by the utopian socialist communes that covered the Northeast in the 1840s; and nurtured by abolitionists, both black and white. To United States environmental history, I add two threads less frequently seen: African American history and an intellectual history of radical politics. Following these threads has led me beyond the disciplinary confines of history and into larger debates about the cultural politics of wilderness. In this article I argue that the critical wilderness paradigm currently reigning both in and beyond historical scholarship has obscured nuanced, sometimes radical visions of the natural world. Instead of an ironic, deconstructed notion of a troubling wilderness, I suggest another heuristic, the ecology of freedom, which highlights past contingency and hope, and can furthermore help guide our present efforts, both scholastic and activist, to find an honorable, just way of living on the earth.

School-Based Racial and Gender Discrimination among African American Adolescents: Exploring Gender Variation in Frequency and Implications for Adjustment

Science.gov (United States)

Chavous, Tabbye M.; Griffin, Tiffany M.

2012-01-01

The present study examined school-based racial and gender discrimination experiences among African American adolescents in Grade 8 (n = 204 girls; n = 209 boys). A primary goal was exploring gender variation in frequency of both types of discrimination and associations of discrimination with academic and psychological functioning among girls and boys. Girls and boys did not vary in reported racial discrimination frequency, but boys reported more gender discrimination experiences. Multiple regression analyses within gender groups indicated that among girls and boys, racial discrimination and gender discrimination predicted higher depressive symptoms and school importance and racial discrimination predicted self-esteem. Racial and gender discrimination were also negatively associated with grade point average among boys but were not significantly associated in girls’ analyses. Significant gender discrimination X racial discrimination interactions resulted in the girls’ models predicting psychological outcomes and in boys’ models predicting academic achievement. Taken together, findings suggest the importance of considering gender- and race-related experiences in understanding academic and psychological adjustment among African American adolescents. PMID:22837794

Arab American Women Negotiating Identities

Science.gov (United States)

Mango, Oraib

2012-01-01

Compared to the literature available on other ethnic groups in the United States, there is very little information about school experiences of Arab Americans (Nieto, 2003). This study examines the ways that Arab American women reported positioning themselves when faced with difficult situations related to stereotypical images of Arabs and Arab…

A Research Note on American Indian Criminal Justice

Science.gov (United States)

Braunstein, Rich; Anderson, Bill

2008-01-01

One confronts many difficulties when conducting policy-relevant criminal justice research that focuses on American Indian interests. Foremost among these difficulties is the great variation in relevant contexts that apply to this area of research. From the urban context of large American cities, where American Indians constitute a slim minority…

On American Cultural Exportation Strategy

Institute of Scientific and Technical Information of China (English)

李德俊

2015-01-01

American government has been attaching great importance to the role that cultural values plays in international relationships and Culture Exportation has gradually become one of the important parts of American diplomatic strategy. This strategy,which is propelled by a variety of impetuses and conducted by different approaches,is mainly aimed to serve the overall national interests of the United States.

On American Cultural Exportation Strategy

Institute of Scientific and Technical Information of China (English)

李德俊

2015-01-01

American government has been attaching great importance to the role that cultural values plays in international relationships and Culture Exportation has gradually become one of the important parts of American diplomatic strategy.This strategy,which is propelled by a variety of impetuses and conducted by different approaches,is mainly aimed to serve the overall national interests of the United States.

The Great Divide between Business School Research and Business Practice

Science.gov (United States)

Dostaler, Isabelle; Tomberlin, Thomas J.

2013-01-01

In their 2005 "Harvard Business Review" article, Bennis and O'Toole described business schools as being "on the wrong track" as a result of their focus on so-called scientific research. Some commentators argue that business schools have slowly lost their relevance since the end of the 1950s when they undertook a major overhaul in response to the…

Declining loneliness over time: evidence from american colleges and high schools.

Science.gov (United States)

Clark, D Matthew T; Loxton, Natalie J; Tobin, Stephanie J

2015-01-01

We examined changes in loneliness over time. Study 1 was a cross-temporal meta-analysis of 48 samples of American college students who completed the Revised UCLA Loneliness Scale (total N = 13,041). In Study 1, loneliness declined from 1978 to 2009 (d = -0.26). Study 2 used a representative sample of high school students from the Monitoring the Future project (total N = 385,153). In Study 2, loneliness declined from 1991 to 2012. Declines were similar among White students (d = -0.14), Black students (d = -0.17), male students (d = -0.11), and female students (d = -0.11). Different loneliness factors showed diverging trends. Subjective isolation declined (d = -0.20), whereas social network isolation increased (d = 0.06). We discuss the declines in loneliness within the context of other cultural changes, including changes to group membership and personality. © 2014 by the Society for Personality and Social Psychology, Inc.

Building Bridges in a Third Space: A Phenomenological Study of the Lived Experiences of Teaching Chinese in American Chinese Schools

Science.gov (United States)

Weng, Xuan; Lin, Jing

2013-01-01

This study explores the lived experiences of Chinese teachers in American Chinese Schools. Max van Manen's methodology for hermeneutic phenomenological research provides a framework for the study, and the philosophical writings of Heidegger, Gadamer, and Derrida guide the textual interpretations. Pedagogical voices of Aoki, Pinar, and Greene,…

The Relationship of Career Decision-Making Self-Efficacy, Vocational Identity, and Career Exploration Behavior in African American High School Students

Science.gov (United States)

Gushue, George V.; Scanlan, Kolone R. L.; Pantzer, Karen M.; Clarke, Christine P.

2006-01-01

This study explores the relationship between the social cognitive construct of career decision-making self-efficacy and the outcome variables of vocational identity and career exploration behaviors in a sample of 72 urban African American high school students. The results indicate that higher levels of career decision-making self-efficacy are…

Ideas That Shaped American Schools.

Science.gov (United States)

Parker, Franklin

1981-01-01

Briefly discusses 10 books, or series of books, that represent major turning points in American education in the last 75 years. The authors include William H. McGuffey, Abraham Flexner, Lewis M. Terman, John Dewey, George S. Counts, Jerome S. Bruner, James S. Coleman, Michael B. Katz, and B. F. Skinner. (IRT)

Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students Thrive

Science.gov (United States)

TNTP, 2012

2012-01-01

Successful teachers make successful schools. Yet some schools are better than others at accelerating student learning by developing and keeping great teachers, even compared to schools that serve the same population of students and have access to the same resources. These schools are called "greenhouse schools"--schools with carefully…

School Climate in American Secondary Schools: A Psychometric Examination of PISA 2009 School Climate Scale

Science.gov (United States)

Sun, Letao; Royal, Kenneth

2017-01-01

The purpose of this study was to examine the quality of the Program for International Student Assessment (PISA) 2009 school climate survey instrument and evaluate perceptions of secondary school principals' located in the United States about school climate using an Item Response Theory (IRT) methodological approach. In particular, this study…

Racial, Ethnic, and Gender Differences in School Discipline among U.S. High School Students: 1991-2005

OpenAIRE

Wallace, John M.; Goodkind, Sara; Wallace, Cynthia M.; Bachman, Jerald G.

2008-01-01

The present study uses large nationally representative samples of White, Black, Hispanic, Asian American, and American Indian students to examine current patterns and recent trends (1991 to 2005) in racial, ethnic, and gender differences in school discipline. We found that Black, Hispanic, and American Indian youth are slightly more likely than White and Asian American youth to be sent to the office and substantially (two to five times) more likely to be suspended or expelled. Although school...

Nostalgia and Educational History: An American Image

Science.gov (United States)

Rousmaniere, Kate

2017-01-01

This essay examines the way in which nostalgia informs the 1953 painting of a school setting by the popular American artist Norman Rockwell. "The Girl with Black Eye", the cover image of the American popular magazine "The Saturday Evening Post" on 23 May 1953, draws on traditional American iconography of the disciplining of…

Pittsburgh American Community Survey 2015, School Enrollment

Data.gov (United States)

Allegheny County / City of Pittsburgh / Western PA Regional Data Center — School enrollment data are used to assess the socioeconomic condition of school-age children. Government agencies also require these data for funding allocations...

Expecting the Unexpected: a Comparative Study of African-American Women's Experiences in Science during the High School Years

Science.gov (United States)

Hanson, Sandra L.; Johnson, Elizabeth Palmer

Data from the National Educational Longitudinal Study (NELS) for the years 1988 to 1992 are used to explore the science experiences of young African-American women during the high school years. The comparison groups we use in trying to understand these experiences involve White women (for a race contrast) and African-American men (for a gender contrast). Within the context of a critical feminist perspective, it is argued that gender is constructed in a different way in White and African-American communities. Instead of expecting a disadvantage for young African-American women because of their gender and minority statuses, it is suggested that unique gender ideologies and work-family arrangements in the African-American community give these young women the resources and agency that allow them to compete with their White female counterparts and their African-American male counterparts in the science domain. Results from our analyses of the NELS data confirm these expectations. We find that on a majority of science measures, African-American women do as well as - and sometimes better than - White women and African-American men. For example, there are no differences between African-American women and men on attitudes toward science. And when compared with White women, African-American women tend to have more positive attitudes. When disadvantages appear for these young African-American women, they are more likely to be race effects then gender effects. The minimal gender effects in the science experiences of young African-Americans is in contrast to the more frequent male advantage in the White sample. A careful examination of family and individual resources shows that African-American families compensate for disadvantages on some resources (e.g., family socioeconomic status) by providing young women with an excess of other resources (e.g., unique gender ideologies, work expectations, and maternal expectations and involvement). And, unlike White parents, they sometimes

The Great Kanto earthquake and F. Scott Fitzgerald

Science.gov (United States)

Kawakatsu, Hitoshi; Bina, Craig R.

How many recall the following striking sentence from The Great Gatsby by F. Scott Fitzgerald, which appears on the second page of the novel, where Fitzgerald first introduces Gatsby? “If personality is an unbroken series of successful gestures, then there was something gorgeous about him, some heightened sensitivity to the promises of life, as if he were related to one of those intricate machines that register earthquakes ten thousand miles away.”This line may have failed to focus our attention when we first read the book in our younger days. Now, however, as a Japanese seismologist and an American geophysicist (and student of Japanese culture), we would be greatly remiss for failing to take greater note of this statement. Indeed, as The Great Gatsby was published in 1925, it occurred to us that the earthquake Fitzgerald might have been thinking of was the Great Kanto earthquake, which occurred on September 1, 1923 and devastated the Tokyo metropolitan area.

Handbook for Teaching Korean-American Students.

Science.gov (United States)

California State Dept. of Education, Sacramento. Bilingual Education Office.

This handbook is designed for teachers, administrators, and other school personnel. It provides an explanation of the sociocultural and linguistic characteristics of Korean-Americans so educators can address their needs more effectively and orchestrate a better teaching environment by understanding and supporting the Korean-American cultural…

Statement of Dr. Marilyn L. Miller, Immediate Past President, American Association of School Librarians, a Division of the American Library Association, before the Subcommittee on Education, Arts, and Humanities, Senate Labor and Human Resources Committee on Reauthorization of Chapter 2, Education Consolidation and Improvement Act, July 16, 1987.

Science.gov (United States)

Miller, Marilyn L.

1988-01-01

This statement in support of Education Consolidation Improvement Act reauthorization discusses six topics related to school libraries: (1) purpose of school libraries; (2) research supporting need for school libraries; (3) current status; (4) funding realities; (5) deteriorating book collections; and (6) impact of federal aid. An American Library…

The Impacts of a School Garden Program on Urban Middle School Youth

Science.gov (United States)

Duncan, Dennis W.; Collins, Ashley; Fuhrman, Nicholas E.; Knauft, David Alan; Berle, David C.

2016-01-01

School gardens have been an active part of United States schools since 1890, when the first school garden was established in Roxbury, Massachusetts. Since the turn of the 20th century school gardens have greatly expanded to include inner city schools in some of the largest metropolitan areas of the country. Since the early 1990s, school gardens…

Informal learning in SME majors for African American female undergraduates

Directory of Open Access Journals (Sweden)

Ezella McPherson

2014-11-01

Full Text Available This research investigates how eight undergraduate African American women in science, math, and engineering (SME majors accessed cultural capital and informal science learning opportunities from preschool to college. It uses the multiple case study methodological approach and cultural capital as the framework to better understand their opportunities to engage in free-choice science learning. The article demonstrates that African American women have access to cultural capital and informal science learning inside and outside of home and school environments in P-16 settings. In primary and secondary schools, African American girls acquire cultural capital and access to free-choice science learning in the home environment, museums, science fairs, student organizations and clubs. However, in high school African American female teenagers have fewer informal science learning opportunities like those such as those provided in primary school settings. In college, cultural capital is transmitted through informal science learning that consisted of involvement in student organizations, research projects, seminars, and conferences. These experiences contributed to their engagement and persistence in SME fields in K-16 settings. This research adds to cultural capital and informal science learning research by allowing scholars to better understand how African American women have opportunities to learn about the hidden curriculum of science through informal science settings throughout the educational pipeline.

The Depiction of Native Americans in Recent (1991-2004) Secondary American History Textbooks: How Far Have We Come?

Science.gov (United States)

Sanchez, Tony R.

2007-01-01

This study examined 15 secondary American history textbooks to evaluate their accuracy in depicting Native Americans as a follow-up to studies by Costo and Henry (1970) and Loewen (1995). The criteria embodied an authenticity guideline based upon the Five Great Values with a rating scale between 1 (lowest) and 5 (highest). The results indicate…

Resisting Official Knowledge: The Incorporation and Abjection of Race and Poverty in High School American History Textbooks, 1960s-2000s

Science.gov (United States)

Kearl, Benjamin Kelsey

2014-01-01

Through an interpretive analysis of how high school American history textbooks depict the urban-riots of the late-1960s, in this article the author discusses how textbooks incorporate and abject official knowledge related to the intersections of race and poverty. Incorporation is related with Raymond Williams' theory of the selective tradition and…

Creating a virtual community of practice to investigate legitimate peripheral participation by African American middle school girls in science activities

Science.gov (United States)

Edwards, Leslie D.

How do teenage girls develop an interest in science? What kinds of opportunities can science teachers present to female students that support their engagement with learning science? I studied one aspect of this issue by focusing on ways students could use science to enhance or gain identities that they (probably) already valued. To do that I created technology-rich activities and experiences for an after school class in science and technology for middle school girls who lived in a low socio-economic urban neighborhood. These activities and experiences were designed to create a virtual community of practice whose members used science in diverse ways. Student interest was made evident in their responses to the activities. Four conclusions emerged. (1) Opportunities to learn about the lives and work of admired African American business women interested students in learning by linking it to their middle-class aspirations and their interest in things that money and status can buy. (2) Opportunities to learn about the lives and work of African American women experts in science in a classroom context where students then practiced similar kinds of actual scientific tasks engaged students in relations of legitimate peripheral participation in a virtual and diverse community of practice focused on science which was created in the after-school classes. (3) Opportunities where students used science to show off for family, friends, and supporters of the after-school program, identities they valued, interested them enough that they engaged in long-term science and technology projects that required lots of revisions. (4) In response to the opportunities presented, new and enhanced identities developed around becoming a better student or becoming some kind of scientist.

The Influence of Organizational Culture on School-Based Obesity Prevention Interventions: A Systematic Review of the Literature.

Science.gov (United States)

Fair, Kayla N; Solari Williams, Kayce D; Warren, Judith; McKyer, E Lisako Jones; Ory, Marcia G

2018-06-01

Although the influence of organizational culture has been examined on a variety of student outcomes, few studies consider the influence that culture may have on school-based obesity prevention interventions. We present a systematic review of the literature to examine how elements of organizational culture may affect the adoption, implementation, and sustainability of school-based obesity prevention interventions. Fourteen studies examining the impact of organizational-level characteristics on school-based obesity prevention interventions were identified through the online databases EBSCO (CINAHL, ERIC, Agricola), Web of Science, Medline (PubMed), and Scopus. Five themes were identified as elements of organizational culture that influence the adoption, implementation, and sustainability of school-based obesity prevention interventions: organizational response to limited resources, value placed on staff training and professional development, internal support, organizational values, and school climate. Organizational culture can greatly influence the success of school-based obesity interventions. The collection of data related to organizational-level factors may be used to identify strategies for creating and sustaining a supportive environment for obesity prevention interventions in the school setting. © 2018, American School Health Association.

An experimental test of the Bridges to High School intervention on harsh parenting and early age intercourse among Mexican American adolescents.

Science.gov (United States)

Germán, Miguelina; Gonzales, Nancy A; West, Stephen G; Wheeler, Lorey A

2017-07-01

Can an intervention that contained no content on sex or contraception reduce rates of early-age intercourse among Mexican American adolescents? The current study examined whether the Bridges to High School intervention designed, in part, to decrease harsh parenting, had a longitudinal effect on decreasing rates of early-age intercourse in the treatment versus control groups, as well as the moderating role of gender and linguistic acculturation. The sample consisted of 516 Mexican American adolescents (Mage = 12.31 years; 50.8% female) and their mothers who participated in a randomized, intervention trial. A series of longitudinal, meditational path models were used to examine the effects of the intervention on harsh parenting practices and early-age intercourse. Our findings revealed that participation in the treatment versus control group was indirectly linked to a lower likelihood of early-age intercourse through decreased maternal harsh parenting. Tests of mediation were significant. These findings did not vary across gender and linguistic acculturation. Results suggest that the Bridges to High School intervention successfully decreased early-age intercourse among Mexican American adolescents through reduced harsh parenting among mothers. This finding is consistent with positive youth development programs that have been found to have broad, and sometimes nontargeted, effects on adolescent sexual behaviors. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Adherence treatment factors in hypertensive African American women

Directory of Open Access Journals (Sweden)

Marie N Fongwa

2008-02-01

Full Text Available Marie N Fongwa1, Lorraines S Evangelista1, Ron D Hays2, David S Martins3, David Elashoff4, Marie J Cowan1, Donald E Morisky51University of California Los Angeles School of Nursing, Los Angeles, CA, USA; 2University of California Los Angeles School of Medicine, Division of General Internal Medicine and Health Services Research, Los Angeles, CA, USA; 3To Help Everyone Clinic Inc. Los Angeles, CA, USA; 4University of California Los Angeles Public Health, Los Angeles, CA, USA; 5University of California Los Angeles School of Public Health, CA, USABackground: Hypertension among African American women is of epidemic proportions. Nonadherence to treatment contributes to uncontrolled blood pressure in this population. Factors associated with adherence to treatment in African American women are unknown. The purpose of this study was to identify factors associated with adherence to hypertension treatment in African American women.Methods: Five audio-taped focus groups were conducted with hypertensive African American women, 35 years and older receiving treatment for hypertension from an inner-city free clinic. All transcripts from the tapes were analyzed for content describing adherence to treatment factors.Findings: Factors associated with adherence to treatment in hypertensive African American women were in three main categories including: beliefs about hypertension, facilitators of adherence to treatment, and barriers to adherence to treatment.Implications: The study supports the need for education on managing hypertension and medication side effects, early screening for depression in hypertensive African Americans, development of culturally sensitive hypertension educational material, and formation of support groups for promoting adherence to treatment among African American women with hypertension.Keywords: adherence, African American, hypertension treatment factors

Association of Demanding Kin Relations With Psychological Distress and School Achievement Among Low-Income, African American Mothers and Adolescents: Moderating Effects of Family Routine.

Science.gov (United States)

Taylor, Ronald D

2016-12-01

Association of demanding kin relations and family routine with adolescents' psychological distress and school achievement was assessed among 200 low-income, African American mothers and adolescents. Demanding kin relations were significantly associated with adolescents' psychological distress. Family routine was significantly related to adolescents' school achievement. Demanding kin relations were negatively associated with school achievement for adolescents from families low in routine, but unrelated to achievement for adolescents in families high in routine. Additional research is needed on poor families and their social networks. © 2015 The Author. Journal of Research on Adolescence © 2015 Society for Research on Adolescence.

Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students Thrive. Executive Summary

Science.gov (United States)

TNTP, 2012

2012-01-01

Successful teachers make successful schools. Yet some schools are better than others at accelerating student learning by developing and keeping great teachers, even compared to schools that serve the same population of students and have access to the same resources. These schools are called "greenhouse schools"--schools with carefully fostered…

Young, Gifted, and Black: Promoting High Achievement among African-American Students.

Science.gov (United States)

Perry, Theresa; Steele, Claude; Hilliard, Asa G., III

In three linked but separate essays, this book explores how African-American students experience school in a society that has historically devalued their intellectual abilities. It calls for a new understanding of the unique obstacles black students face in American schools and points to a variety of educational practices that can mitigate those…

African-American Female Students and STEM: Principals' Leadership Perspectives

Science.gov (United States)

Sampson, Kristin Morgan

As the U.S. becomes more diverse, school leaders, major corporations, and areas of national defense continue to investigate science, technology, engineering and math (STEM) education issues. African-American female students have historically been underrepresented in STEM fields, yet educational leadership research, examining this population is limited. The purpose of this qualitative study was to explore how principals support African-American female students in schools with a STEM program. The Critical Race Theory (CRT)was used as a theoretical framework to highlight the inadequacies to support educational inequalities. The application of the CRT in this study is due to the embedded inequality practices within the educational system, that have resulted in the underrepresentation of African-American female students in STEM. To complement CRT, the transformative leadership model was also utilized to examine the emancipatory leadership practices principals utilized. These theories framed the context of this study by recognizing the need to address how support is actualized to African-American female students in STEM by their principals. A case study approach was an appropriate method to answer the two research questions, 1) How do principals feel they support African-American female students in their STEM programs? and 2) What practices do principals engage in that support underrepresented students in STEM? This approach intended to uncover how a principal leads a multifaceted population of underrepresented students in STEM programs. Two principals of STEM schools, where more than 50% of the population were African-American, were interviewed and observed completing daily operations at community-wide events. The STEM Coordinators and a teacher were also interviewed, and test scores were examined to provide further information about the STEM program, and public records were obtained to analyze the principals' means of communication. I found that principals supported

The Reception of John Dewey’s Democratic Concept of School in Different Countries of the World

Directory of Open Access Journals (Sweden)

Yelena Rogacheva

2016-07-01

Full Text Available The paper deals with John Dewey’s democratic concept of school and its international significance. The man of the XX century, John Dewey (1859-1952 has made great impact on the development of world pedagogy. The masterwork «Democracy and Education» published in 1916 by American scholar and educational reformer is in the focus of attention too. The main elements of John Dewey’s concept of child-oriented school are given along with the following three conditions: «democracy», «growth» and «experience». The author explains the reasons of Dewey’s influence on educational thought and practice in the XXth century. The experience of old European countries such as Great Britain, France, Turkey, as well as Japan, Russia and Latin America is touched upon in the paper. It is stressed that cultural interpretations of Dewey’s ideas and practices in different countries served as the instrument of modernization of the state and school reform stimulator. John Dewey’s democratic ideas brought him international reputation of an outstanding philosopher and the best educator of the XXth century alongside with the other three: George Kershensteiner, Maria Montessori and Anton Makarenko.

Fun & Fit, Phase I: A Program for Overweight African American and Hispanic American Children from Low-Income Families

Science.gov (United States)

Meaney, Karen S.; Hart, Melanie A.; Griffin, L. Kent

2009-01-01

Fun & Fit is a program designed to create positive physical activity experiences and to promote healthy lifestyle choices among overweight children from low-income African American and Hispanic American families. The program is a collaborative project between Texas Tech University and the Lubbock Independent School District funded through a…

HERBERT HOOVER, GREAT BRITAIN, AND THE RUBBER CRISIS, 1923-1926

Directory of Open Access Journals (Sweden)

Silvano A. Wueschner

2000-01-01

Full Text Available This paper examines the controversy arising out of Great Britain’s decision to implement the Stevenson plan. It examines, in particular, the role played by Herbert Hoover, both behind the scenes and in an effort to affect the repeal of the Stevenson scheme and at the same time to encourage and support the development of new sources of rubber under the control of American producers. During the period 1920-1922 rubber producing countries were confronted by the specter of overproduction. The existence of even a short term oversupply coupled with the business slump, a reaction from the war, led to a decline in the price of rubber. British producers succeeded in inducing the British Colonial authorities to support a scheme whereby rubber exports would be regulated in order to bring about an increase in the price of rubber. This plan, developed by the Stevenson Committee, called for a small minimum tax on all exports. Moreover, it soughtto limit production by establishing a quota based on the actual production of rubber during the 1919-1920 growing season. A progressive tax was applied to exports beyond standard production. American reaction to the scheme was varied. Secretary of Commerce Hoover, while publicly stating that the price of rubber had been low and was supportive of efforts to regulate production, behind the scenes showed a great deal of concern about the actions of the British government in regulating a commodity of which the United States was the single largest consumer. He was also linked, by some, to the idea that Great Britain sought to pay its war debt to the United States through the application of this tax. Much was made in American newspapers and the British press about Hoover’s criticism of British rubber restrictions. He was not opposed to regulating the supply of rubber, but only to the involvement of a government in the process, especially when it affected American producers and consumers. In response he proposed a scheme

Spatial patterns and temporal trends in mercury concentrations, precipitation depths, and mercury wet deposition in the North American Great Lakes region, 2002–2008

International Nuclear Information System (INIS)

Risch, Martin R.; Gay, David A.; Fowler, Kathleen K.; Keeler, Gerard J.; Backus, Sean M.; Blanchard, Pierrette; Barres, James A.; Dvonch, J. Timothy

2012-01-01

Annual and weekly mercury (Hg) concentrations, precipitation depths, and Hg wet deposition in the Great Lakes region were analyzed by using data from 5 monitoring networks in the USA and Canada for a 2002–2008 study period. High-resolution maps of calculated annual data, 7-year mean data, and net interannual change for the study period were prepared to assess spatial patterns. Areas with 7-year mean annual Hg concentrations higher than the 12 ng per liter water-quality criterion were mapped in 4 states. Temporal trends in measured weekly data were determined statistically. Monitoring sites with significant 7-year trends in weekly Hg wet deposition were spatially separated and were not sites with trends in weekly Hg concentration. During 2002–2008, Hg wet deposition was found to be unchanged in the Great Lakes region and its subregions. Any small decreases in Hg concentration apparently were offset by increases in precipitation. - Highlights: ► Data from 5 Hg and precipitation networks in the USA and Canada were combined for the first time. ► High-resolution maps and statistical trends tests were used for spatial and temporal data analysis. ► Some 7-year mean annual Hg concentrations exceeded a 12 ng per liter water-quality criterion. ► Small, localized decreases in Hg concentration were offset by increases in precipitation. ► Hg wet deposition was unchanged in the Great Lakes region and its subregions during 2002–2008. - Analysis of monitoring data from 5 networks in the USA and Canada determined that mercury wet deposition was unchanged in the North American Great Lakes region during 2002–2008.

School-Based Racial and Gender Discrimination among African American Adolescents: Exploring Gender Variation in Frequency and Implications for Adjustment

OpenAIRE

Cogburn, Courtney D.; Chavous, Tabbye M.; Griffin, Tiffany M.

2011-01-01

The present study examined school-based racial and gender discrimination experiences among African American adolescents in Grade 8 (n = 204 girls; n = 209 boys). A primary goal was exploring gender variation in frequency of both types of discrimination and associations of discrimination with academic and psychological functioning among girls and boys. Girls and boys did not vary in reported racial discrimination frequency, but boys reported more gender discrimination experiences. Multiple reg...

Urban Students' Perceptions of the School Environment's Influence on School Violence

Science.gov (United States)

Johnson, Sarah Lindstrom; Burke, Jessica Griffin; Gielen, Andrea Carlson

2012-01-01

This article provides information about aspects of the school environment students perceive to influence the occurrence of school violence. Concept mapping, a mixed-methods methodology, was used with two groups of urban, primarily African American high school students (N = 27) to create conceptual frameworks of their understanding of the school…

African-American Literature and "Post-Racial" America. Or, You Know, Not.

Science.gov (United States)

Blackwell, Jacqueline A.

2011-01-01

In 1983, when the author began graduate school at the University of Virginia in Charlottesville as the only black student in the Graduate English School, it offered no graduate-level African-American Literature course. Today an undergraduate student at the University of Virginia can major in African-American and African Studies and take courses…

Sequential development of platform to off-platform facies of the great American carbonate bank in the central Appalachians: chapter 15

Science.gov (United States)

Brezinski, David K.; Taylor, John F.; Repetski, John E.

2012-01-01

In the central Appalachians, carbonate deposition of the great American carbonate bank began during the Early Cambrian with the creation of initial ramp facies of the Vintage Formation and lower members of the Tomstown Formation. Vertical stacking of bioturbated subtidal ramp deposits (Bolivar Heights Member) and dolomitized microbial boundtsone (Fort Duncan Member) preceded the initiation of platform sedimentation and creation of sand shoal facies (Benevola Member) that was followed by the development of peritidal cyclicity (Daragan Member). Initiation of peritidal deposition coincided with the development of a rimmed platform that would persist throughout much of the Cambrian and Early Odrovician. At the end of deposition of the Waynesboro Formation, the platform became subaerially exposed because of the Hawke Bay regression, bringing the Sauk I supersequence to and end. In the Conestoga Valley of eastern Pennsylvania, Early Cambrian ramp deposition was succeeded by deposition of platform-margin and periplatfrom facies of the Kinzers Formation.

The Multidimensionality of Prosocial Behaviors and Evidence of Measurement Equivalence in Mexican American and European American Early Adolescents

Science.gov (United States)

Carlo, Gustavo; Knight, George P.; McGinley, Meredith; Zamboanga, Byron L.; Jarvis, Lorna Hernandez

2010-01-01

There is growing recognition of the need to examine distinct forms of prosocial behaviors and to conduct research on prosocial behaviors among ethnic minorities. Middle school students (mean age = 12.67 years; 54% girls; European American, n = 290; Mexican American, n = 152) completed a multidimensional measure of prosocial behavior and measures…

The End of the American Dream——On the Tragedy of Gatsby

Institute of Scientific and Technical Information of China (English)

无

2007-01-01

The Great Gatsby is considered as F. Scott Fitzgerald' s most important book. This paper will concentrate on the symbolic meaning of Gatsby's tragedy-the end of the mythical American dream. Gatsby's personal experience approximates the whole of the American dream. This paper gives a detailed analysis on the formation of his dream,his great efforts in realizing his dream and his disillusionment.

A Brief Introduction of American Political Cultrue

Institute of Scientific and Technical Information of China (English)

张晓杰

2009-01-01

@@ The American Constitution in 1787 After the repeated compromise, the work of drawing up a constitution was completed on September 17,1787, a day which has been designated as Constitution Day of America. The appearance of constitution was a great event in American history. It established the Federal System which was the first in the world at that time.

Moving from Separate, to Equal, to Equitable Schooling: Revisiting School Desegregation Policies

Science.gov (United States)

McPherson, Ezella

2011-01-01

For over a century after the 1896 "Plessy v. Ferguson" decision, researchers have been grappling with how to effectively implement educational reform policies to provide students with an equal education in American schools. This literature review examines previous school desegregation cases and school desegregation plans to investigate…

Gender matters, too: the influences of school racial discrimination and racial identity on academic engagement outcomes among African American adolescents.

Science.gov (United States)

Chavous, Tabbye M; Rivas-Drake, Deborah; Smalls, Ciara; Griffin, Tiffany; Cogburn, Courtney

2008-05-01

The authors examined relationships among racial identity, school-based racial discrimination experiences, and academic engagement outcomes for adolescent boys and girls in Grades 8 and 11 (n = 204 boys and n = 206 girls). The authors found gender differences in peer and classroom discrimination and in the impact of earlier and later discrimination experiences on academic outcomes. Racial centrality related positively to school performance and school importance attitudes for boys. Also, centrality moderated the relationship between discrimination and academic outcomes in ways that differed across gender. For boys, higher racial centrality related to diminished risk for lower school importance attitudes and grades from experiencing classroom discrimination relative to boys lower in centrality, and girls with higher centrality were protected against the negative impact of peer discrimination on school importance and academic self-concept. However, among lower race-central girls, peer discrimination related positively to academic self-concept. Finally, socioeconomic background moderated the relationship of discrimination with academic outcomes differently for girls and boys. The authors discuss the need to consider interactions of individual- and contextual-level factors in better understanding African American youths' academic and social development. (PsycINFO Database Record (c) 2008 APA, all rights reserved).

A Case Study: The Impact of an Immersion Experience on the Vocation of Lay Teacher-Leaders in American Jesuit High Schools

Science.gov (United States)

Schreiber, Martin J.

2012-01-01

The purpose of this case study explores the impact of an immersion experience to a least developed country on the vocation of lay teacher leaders in American Jesuit High Schools. Nine lay teacher leaders engaged in a four stage process of immersion from November 2009 to August 2010. The study employed the conceptual framework of Edward…

Age and Cultural Differences in Self-Perceptions of Mastery Motivation and Competence in American, Chinese, and Hungarian School Age Children

Directory of Open Access Journals (Sweden)

Krisztian Jozsa

2014-01-01

Full Text Available We examined age differences in self-perceptions of five dimensions of mastery motivation and also of competence in American, Chinese, and Hungarian children and teens. Participants included 200 Americans, 1,465 Chinese, and 8,175 Hungarians from 7 to 19 years of age. The Dimensions of Mastery Questionnaire provides comparable data across these different cultures as indicated by very similar factor structures and reasonably good internal consistency reliabilities for the scales. Across all three cultures, there was the expected decline from primary to secondary school in total persistence and the four instrumental mastery motivation scales, except for social persistence with adults in the American sample. Mastery pleasure did not decline in the American and Chinese samples but declined in the Hungarian sample. Self-perceived competence did not decline significantly in the American sample or in the Hungarian sample from age 11 to 17; however, competence self-ratings declined in the Chinese sample. The three cultures were compared at 11 and 16. Although there were some significant differences, small effect sizes indicated that the level of motivation was similar for each culture at each age. The other literature provides clues about why the declines occur in all three cultures and why there are some differences among cultures.

Neotropical mammal diversity and the Great American Biotic Interchange: spatial and temporal variation in South America's fossil record

Science.gov (United States)

Carrillo, Juan D.; Forasiepi, Analía; Jaramillo, Carlos; Sánchez-Villagra, Marcelo R.

2015-01-01

The vast mammal diversity of the Neotropics is the result of a long evolutionary history. During most of the Cenozoic, South America was an island continent with an endemic mammalian fauna. This isolation ceased during the late Neogene after the formation of the Isthmus of Panama, resulting in an event known as the Great American Biotic Interchange (GABI). In this study, we investigate biogeographic patterns in South America, just before or when the first immigrants are recorded and we review the temporal and geographical distribution of fossil mammals during the GABI. We performed a dissimilarity analysis which grouped the faunal assemblages according to their age and their geographic distribution. Our data support the differentiation between tropical and temperate assemblages in South America during the middle and late Miocene. The GABI begins during the late Miocene (~10–7 Ma) and the putative oldest migrations are recorded in the temperate region, where the number of GABI participants rapidly increases after ~5 Ma and this trend continues during the Pleistocene. A sampling bias toward higher latitudes and younger records challenges the study of the temporal and geographic patterns of the GABI. PMID:25601879

Staging the Saints: Mormonism and American Musical Theater

OpenAIRE

Johnson, Jacob Vaughn

2017-01-01

American musical theater is often dismissed as frivolous or kitschy entertainment. But what if musicals actually mattered a great deal? What if perhaps the most innocuous musical genre in America actually defines the practices of Mormonism—America’s fastest-growing religion? I address these questions in this dissertation by applying methodologies from Musicology, Voice Studies, Performance Studies, and American Studies to the unexpected yet dynamic relationship between Mormonism and American ...

Earthquakes Threaten Many American Schools

Science.gov (United States)

Bailey, Nancy E.

2010-01-01

Millions of U.S. children attend schools that are not safe from earthquakes, even though they are in earthquake-prone zones. Several cities and states have worked to identify and repair unsafe buildings, but many others have done little or nothing to fix the problem. The reasons for ignoring the problem include political and financial ones, but…

Necessary but Not Sufficient: The Continuing Inequality between Men and Women in Educational Leadership, Findings from the American Association of School Administrators Mid-Decade Survey

OpenAIRE

Robinson, Kerry; Shakeshaft, Charol; Grogan, Margaret; Newcomb, Whitney Sherman

2017-01-01

The gender of school leaders makes a difference in career paths, personal life, and characteristics of workplace. There is additional evidence that men and women are appointed or elected to lead different kinds of educational jurisdictions. Even if those differences did not exist, equitable access to leadership positions for people of different backgrounds would make this an important issue. This article reports gender-related findings from the American Association of School Administrators 20...

The Great Depression: A Textbook Case of Problems with American History Textbooks.

Science.gov (United States)

Miller, Steven L.; Rose, Stephen A.

1983-01-01

The 16 US history textbooks reviewed failed to incorporate economists' research on the causes of the Great Depression and consistently presented information that the economics profession has rejected. Strategies that social studies educators might adopt to improve the quality of economic analysis in textbooks is suggested. (Author/RM)

Working with Spanish-Speaking Latin American Students in Toronto

Science.gov (United States)

Duran, Marcela S.

1978-01-01

The problems affecting the reception, adjustment, and placement of Spanish-speaking students into the Toronto school system are discussed, and include immigration patterns, Spanish values, and the Latin American school. (Author/HP)

Population health concerns during the United States' Great Recession.

Science.gov (United States)

Althouse, Benjamin M; Allem, Jon-Patrick; Childers, Matthew A; Dredze, Mark; Ayers, John W

2014-02-01

Associations between economic conditions and health are usually derived from cost-intensive surveys that are intermittently collected with nonspecific measures (i.e., self-rated health). This study identified how precise health concerns changed during the U.S. Great Recession analyzing Google search queries to identify the concern by the query content and their prevalence by the query volume. Excess health concerns were estimated during the Great Recession (December 2008 through 2011) by comparing the cumulative difference between observed and expected (based on linear projections from pre-existing trends) query volume for hundreds of individual terms. As performed in 2013, the 100 queries with the greatest excess were ranked and then clustered into themes based on query content. The specific queries with the greatest relative excess were stomach ulcer symptoms and headache symptoms, respectively, 228% (95% CI=35, 363) and 193% (95% CI=60, 275) greater than expected. Queries typically involved symptomology (i.e., gas symptoms) and diagnostics (i.e., heart monitor) naturally coalescing into themes. Among top themes, headache queries were 41% (95% CI=3, 148); hernia 37% (95% CI=16, 142); chest pain 35% (95% CI=6, 313); and arrhythmia 32% (95% CI=3, 149) greater than expected. Pain was common with back, gastric, joint, and tooth foci, with the latter 19% (95% CI=4, 46) higher. Among just the top 100, there were roughly 205 million excess health concern queries during the Great Recession. Google queries indicate that the Great Recession coincided with substantial increases in health concerns, hinting at how population health specifically changed during that time. © 2013 Published by American Journal of Preventive Medicine on behalf of American Journal of Preventive Medicine.

Proceedings, 8th CERN–Latin-American School of High-Energy Physics (CLASHEP2015) Ibarra, Ecuador, March 05-17, 2015

CERN Document Server

Mulders, M.; CLASHEP 2015; CLASHEP2015

2016-01-01

The CERN–Latin-American School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lecture notes on the Standard Model of electroweak interactions, flavour physics, neutrino physics, Higgs physics, new physics beyond the standard model, quantum chromodynamics under extreme conditions, cosmology, an introduction to experimental facilities at the high-energy frontier, and practical statistics for particle physicists.

Argumentative Strategies in American and Japanese English.

Science.gov (United States)

Kamimura, Taeko; Oi, Kyoko

1998-01-01

A study examined differences in argumentative strategies in Japanese and American English by analyzing English essays on capital punishment written by 22 American high school seniors and 30 Japanese college sophomores. Differences were found in the organizational patterns, content and use of rational appeals, preference for type of diction, and…

Asthma & Physical Activity in the School

Science.gov (United States)

Asthma & Physical Activity in the School MAKING A DIFFERENCE Asthma & Physical Activity in the School MAKING A DIFFERENCE Min: 5/ ... D. Chair, NAEPP School Subcommittee Working Group on Physical Activity and School American Medical Association Karen Huss, Ph. ...

Intervention effects on kindergarten and 1st grade teachers’ classroom food practices and food-related beliefs in American Indian reservation schools

Science.gov (United States)

Arcan, Chrisa; Hannan, Peter J.; Himes, John H.; Fulkerson, Jayne A.; Rock, Bonnie Holy; Smyth, Mary; Story, Mary

2013-01-01

Prevalence of obesity among American Indian (AI) children is higher than the general US population. The school environment and teachers play important roles in helping students develop healthy eating habits. The aim of this prospective study was to examine teachers’ classroom and school food practices and beliefs and the effect of teacher training on these practices and beliefs. Data were used from the Bright Start study, a group-randomized, school-based trial on the Pine Ridge AI reservation (Fall 2005 to Spring 2008). Kindergarten and first grade teachers (n=75) from 14 schools completed a survey at the beginning and end of the school year. Thirty-seven survey items were evaluated using mixed-model analysis of variance to examine the intervention effect for each teacher-practice and belief item (adjusting for teacher type and school as random effect). At baseline, some teachers reported classroom and school food practices and beliefs that supported health and some that did not. The intervention was significantly associated with lower classroom use of candy as a treat (p=0.0005) and fast food rewards (p=0.008); more intervention teachers disagreed that fast food should be offered as school lunch alternatives (p=0.019), that it would be acceptable to sell unhealthy foods as part of school fund-raising (p=0.006), and that it would not make sense to limit students’ food choices in school (p=0.035). School-based interventions involving teacher training can result in positive changes in teachers’ classroom food practices and beliefs about the influence of the school food environment in schools serving AI children on reservations. PMID:23885704

Making Schools Safe and Inclusive: Gay-Straight Alliances and School Climate in Ontario

Science.gov (United States)

Kitchen, Julian; Bellini, Christine

2013-01-01

Gay-straight alliances (GSAs) have become widespread in Ontario schools and, starting in 2012, all schools are required to permit students to form GSAs. While American research suggests that GSAs have a positive impact on school safety and inclusion, there is little research on the impact of GSAs in Canadian schools. This study, based on a survey…

The relationship between racial identity and self-esteem in African American college and high school students.

Science.gov (United States)

Rowley, S J; Sellers, R M; Chavous, T M; Smith, M A

1998-03-01

The Multidimensional Model of Racial Identity was used to examine the relationship between racial identity and personal self-esteem (PSE) in a sample of African American college students (n = 173) and a sample of African American high school students (n = 72). Racial identity was assessed using the Centrality and Regard scales of the Multidimensional Inventory of Black Identity, whereas the Rosenberg Self-Esteem Scale was used to assess PSE. Four predictions were tested: (a) racial centrality is weakly but positively related to PSE; (b) private regard is moderately related to PSE; (c) public regard is unrelated to PSE; and (d) racial centrality moderates the relationship between private regard and PSE. Multiple regression analysis found that racial centrality and public racial regard were unrelated to PSE in both samples. Private regard was positively related to PSE in the college sample. Racial centrality moderated the relationship between private regard and PSE in both samples, such that the relationship was significant for those with high levels of centrality but nonsignificant for those with low levels.

European-American Children's and Adolescents' Evaluations of Interracial Exclusion.

Science.gov (United States)

Killen, M; Kelly, M; Richardson, C; Crystal, D; Ruck, M

2010-05-01

No research, to date, has investigated the role of ethnic school composition (and intergroup contact) on European-American youth's use of stereotypes to explain interracial discomfort in the context of peer exclusion. In this study European-American 4 th , 7 th and 10 th grade students ( N = 414), attending low and high ethnically diverse public schools (with low and high self-reports of cross-race/ethnic friendships, respectively) evaluated three contexts of interracial exclusion (at lunch time, at a school dance, and at a sleepover). In addition to age and context effects, participants enrolled in high diversity schools were less likely to use stereotypes to explain racial discomfort, more likely to view racial exclusion as wrong, and more likely to estimate that racial exclusion occurs, than were participants enrolled in low diversity schools. These findings have implications for the role of social experience on racial attitudes and judgments about exclusion.

Lincoln’s Image in the American Schoolbook

Directory of Open Access Journals (Sweden)

David Goldfield

2009-09-01

Full Text Available Abraham Lincoln's image in American school books has reflected the shifting political and social landscape of American society. Following Lincoln's assassination in 1865, textbooks for the next half century portrayed him as a martyr for a mostly evangelical Protestant nation and as a role model for African Americans. The centennial of Lincoln's birth in 1909 and the massive immigration during the first two decades of the twentieth century broadened the image of Lincoln in textbooks as a common man and an inspiration for American diversity.

Guide to Financial Aid for American Indian Students.

Science.gov (United States)

Thurber, Hanna J., Ed.; Thomason, Timothy C., Ed.

This directory compiles information on college financial aid for American Indian and Alaska Native students. Information is provided on approximately 175 programs exclusively for American Indian and Alaska Native students, including private scholarships and fellowships, school-specific programs and scholarships, state financial aid, tribal…

American marsupials chromosomes: why study them?

Directory of Open Access Journals (Sweden)

Marta Svartman

2009-01-01

Full Text Available Marsupials, one of the three main groups of mammals, are only found in Australia and in the American continent. Studies performed in Australian marsupials have demonstrated the great potential provided by the group for the understanding of basic genetic mechanisms and chromosome evolution in mammals. Genetic studies in American marsupials are relatively scarce and cytogenetic data of most species are restricted to karyotype descriptions, usually without banding patterns. Nevertheless, the first marsupial genome sequenced was that of Monodelphis domestica, a South American species. The knowledge about mammalian genome evolution and function that resulted from studies on M. domestica is in sharp contrast with the lack of genetic data on most American marsupial species. Here, we present an overview of the chromosome studies performed in marsupials with emphasis on the South American species.

Local Labor Management Relationships as a Vehicle to Advance Reform: Findings from the U.S. Department of Education's Labor Management Conference

Science.gov (United States)

Eckert, Jonathan; Houtchens, Bobbi Ciriza; Garcia, Antero; Greer, Nicholas; Khachatryan, Edit; Liou, James; Owens, Steve; Raphael, Leah; Romero, Elaine; Taylor, Katie; Ulmer, Jasmine; VanDusen, Tracey; Yaron, Linda

2011-01-01

In February 2011, the U.S. Department of Education (ED)--along with co-sponsors from the American Association of School Administrators, the American Federation of Teachers, the Council of the Great City Schools, the Federal Mediation and Conciliation Service, the National Education Association, and the National School Boards Association--brought…

School-Based Management. School Management Digest, Series 1, No. 23.

Science.gov (United States)

Lindelow, John

Many educators advocate school-based management, a method of decentralization wherein the school, instead of the district office, becomes the primary unit of educational decision-making. This shift is part of American education's long-term oscillation between administrative centralization and decentralization. Centralization, say its critics, has…

The Impact of CHAMPS on the Exclusionary Discipline Incidents of African-American Boys

Science.gov (United States)

Russell-Smith, Saundra

2018-01-01

African-American boys who receive exclusionary discipline (i.e. in- or out-of-school suspensions) are overrepresented at the elementary (kindergarten through fifth grade) level. Although African-American boys comprised only 15% of the population of this school, they accounted for 70% of the exclusionary discipline incidents. This…

Not all Americans are creationists. Not all creationists are American (Italian original version)

OpenAIRE

Marco Ferrari

2006-01-01

In addition to their intrusive presence in American schools, creationists - or more modern epigones thereof, known as “intelligent designers” - are also and unexpectedly to be found in other countries. Take the United Kingdom as an example. Over the past few years, Darwin’s homeland has actually been witnessing attempts to introduce literal faith in the Bible into school programmes in a way which does not significantly differ from the one adopted in the United States. It is multi-billionaire ...

From Higher Aims to Hired Hands: The Social Transformation of American Business Schools and the Unfulfilled Promise of Management as a Profession

Science.gov (United States)

Khurana, Rakesh

2010-01-01

Is management a profession? Should it be? Can it be? This major work of social and intellectual history reveals how such questions have driven business education and shaped American management and society for more than a century. The book is also a call for reform. Rakesh Khurana shows that university-based business schools were founded to train a…

The American Indian: Tradition and Transition through Art.

Science.gov (United States)

Zastrow, Leona M.

The purpose of this teaching guide is to educate middle school students about American Indian culture reflected through Indian art forms. Ten contemporary Native American artists are featured with works representing both traditional and transitional techniques and materials. Represented art forms include beadwork, carvings, basketry, jewelry,…

The American Oyster.

Science.gov (United States)

Thompson, Nancy E.

The Maryland Marine Science Education Project has produced a series of mini-units in marine science education for the junior high/middle school classroom. This unit focuses on the American oyster. Although the unit specifically treats the Chesapeake Bay, it may be adapted for use with similar estuarine systems. In addition, the unit may be…

African American Accounting Majors and the 150-hr Requirement

Science.gov (United States)

Booker, Quinton; Hill, Cecil L.; Wright, Carl

2010-01-01

The study provides information on African American accounting majors' views regarding 150-hr issues. The authors collected data from 152 students at two schools. Students at one school supported the requirement while those at the other school did not. However, students believed that the 150-hr requirement enhances the quality of certified public…

School start times for adolescents.

Science.gov (United States)

2014-09-01

The American Academy of Pediatrics recognizes insufficient sleep in adolescents as an important public health issue that significantly affects the health and safety, as well as the academic success, of our nation's middle and high school students. Although a number of factors, including biological changes in sleep associated with puberty, lifestyle choices, and academic demands, negatively affect middle and high school students' ability to obtain sufficient sleep, the evidence strongly implicates earlier school start times (ie, before 8:30 am) as a key modifiable contributor to insufficient sleep, as well as circadian rhythm disruption, in this population. Furthermore, a substantial body of research has now demonstrated that delaying school start times is an effective countermeasure to chronic sleep loss and has a wide range of potential benefits to students with regard to physical and mental health, safety, and academic achievement. The American Academy of Pediatrics strongly supports the efforts of school districts to optimize sleep in students and urges high schools and middle schools to aim for start times that allow students the opportunity to achieve optimal levels of sleep (8.5-9.5 hours) and to improve physical (eg, reduced obesity risk) and mental (eg, lower rates of depression) health, safety (eg, drowsy driving crashes), academic performance, and quality of life. Copyright © 2014 by the American Academy of Pediatrics.

Inez Beverly Prosser and the education of African Americans.

Science.gov (United States)

Benjamin, Ludy T; Henry, Keisha D; McMahon, Lance R

2005-01-01

Inez Beverly Prosser (ca. 1895-1934) was arguably the first African American woman to earn a doctorate in psychology. Her dissertation, completed in 1933, examined personality differences in black children attending either voluntarily segregated or integrated schools and concluded that black children were better served in segregated schools. This research was one of several studies in the 1920s and 1930s that was part of the debate on segregated schools as maintained in the United States under the "separate but equal" doctrine of Plessy v. Ferguson (1896). This article examines the life and career of Prosser in the context of educational barriers and opportunities for African Americans in the early part of the twentieth century and explores the arguments that pitted African Americans against one another in determining how best to educate black children, arguments that eventually led to the desegregation decision of Brown v. Board of Education (1954). Copyright 2005 Wiley Periodicals, Inc.

Moistening of the northern North American Great Plains enhances land-atmosphere coupling

Science.gov (United States)

Gerken, T.; Bromley, G. T.; Stoy, P. C.

2017-12-01

Land use change impacts planetary boundary layer processes and regional climate by altering the magnitude and timing of water and energy flux into the atmosphere. In the North American Great Plains (NGP), a decline in the practice of summer fallow on the order of 20 Mha from the 1970s until the present has coincided with a decrease in summertime radiative forcing, on the order of 6 W m-2. MERRA 2 (Modern-Era Retrospective analysis for Research and Applications) for the area near Fort Peck, Montana, (a FLUXNET site established in 2000) shows a decrease of summertime (June-August) sensible heat fluxes ranging from -3.6 to -8.5 W m-2 decade-1, associated with an increase of latent heat fluxes (5.2-9.1 W m-2 decade-1) since the 1980s. Net radiation changed little. The result was a strong decrease of summer Bowen ratios from 1.5-2 in 1980 to approximately 1 in 2015. Findings are consistent with the effects on increased summertime evapotranspiration due to reduction in summer fallow that should lead to smaller Bowen ratios and a larger build-up of moist static energy. We use a mixed-layer (ML) atmospheric modeling framework to further investigate the impact of the surface energy balance on convective development and local land-atmosphere coupling in the NGP. Using summertime eddy covariance data from Fort Peck and atmospheric soundings from the nearby Glasgow airport, we compare the development of modeled ML and lifted condensation level (LCL) to find times of ML exceeding LCL, a necessary but not sufficient condition for the occurrence of convective precipitation. We establish that the ML model adequately captures ML heights and timing of locally triggered convection at the site and that there is a c. 10% increase in modeled convection permitting conditions today compared to 1975-85 in response to ML-moistening and decreasing Bo. We find that growing season land-atmosphere coupling develops from wet preference in May to dry coupling in July and atmospheric suppression

From Civic Conservation to the Age of Ecology: The Rise and Synthesis of Ecological Ideas in the American High School Science Curriculum, 1900-1980

Science.gov (United States)

Laubach, Stephen A.

2013-01-01

Ecological ideas have been manifested in diverse ways in American high schools since the early twentieth century. Core scientific concepts in ecology--the study of the relationship between organisms and their environment--include adaptations, plant succession, ecosystem ecology, and population ecology. This dissertation argues, however, that there…

Premenstrual symptoms and posttraumatic stress disorder in Japanese high school students 9 months after the great East-Japan earthquake.

Science.gov (United States)

Takeda, Takashi; Tadakawa, Mari; Koga, Shoko; Nagase, Satoru; Yaegashi, Nobuo

2013-07-01

On March 11, 2011, the Great East-Japan Earthquake occurred and a massive tsunami hit the northeastern coast of Japan. Catastrophic disasters such as earthquakes and war cause tremendous damage, not only physically but also mentally. Posttraumatic stress disorder (PTSD) is an anxiety disorder that occurs in the aftermath of a traumatic event. Premenstrual syndrome (PMS) is a cluster of psychological and somatic symptoms that are limited to the late luteal phase of the menstrual cycle. Premenstrual dysphoric disorder (PMDD) is considered a severe form of PMS. To determine the relationship between premenstrual symptoms and natural disaster-induced PTSD among Japanese adolescent girls, we conducted a cross-sectional study. Overall, 1489 high school students who belong to two high schools in Sendai, the largest city in northeastern Japan, were assessed 9 months after the earthquake. These schools are located inland, far from the seashore, and were not damaged by the tsunami. Premenstrual symptoms were assessed using the Premenstrual Symptoms Questionnaire, and PTSD symptoms were assessed using the Japanese-language version of Impact of Event Scale-Revised, which is a widely used self-assessment questionnaire about PTSD symptoms. We analyzed the data of 1,180 girls who completed the questionnaires and 118 girls (10.0%) were classified as having PTSD. The prevalence rates of PMDD and moderate to severe PMS increased according to the comorbidity of PTSD (p PMS/PMDD and natural disaster-induced PTSD. The comorbidity of PMS/PMDD and PTSD may complicate the follow-up of both conditions.

The Effect of Social Problem Solving Skills in the Relationship between Traumatic Stress and Moral Disengagement among Inner-City African American High School Students

Science.gov (United States)

Coker, Kendell L.; Ikpe, Uduakobong N.; Brooks, Jeannie S.; Page, Brian; Sobell, Mark B.

2014-01-01

This study examined the relationship between traumatic stress, social problem solving, and moral disengagement among African American inner-city high school students. Participants consisted of 45 (25 males and 20 females) African American students enrolled in grades 10 through 12. Mediation was assessed by testing for the indirect effect using the confidence interval derived from 10,000 bootstrapped resamples. The results revealed that social problem-solving skills have an indirect effect on the relationship between traumatic stress and moral disengagement. The findings suggest that African American youth that are negatively impacted by trauma evidence deficits in their social problem solving skills and are likely to be at an increased risk to morally disengage. Implications for culturally sensitive and trauma-based intervention programs are also provided. PMID:25071874

The Effect of Social Problem Solving Skills in the Relationship between Traumatic Stress and Moral Disengagement among Inner-City African American High School Students.

Science.gov (United States)

Coker, Kendell L; Ikpe, Uduakobong N; Brooks, Jeannie S; Page, Brian; Sobell, Mark B

2014-06-01

This study examined the relationship between traumatic stress, social problem solving, and moral disengagement among African American inner-city high school students. Participants consisted of 45 (25 males and 20 females) African American students enrolled in grades 10 through 12. Mediation was assessed by testing for the indirect effect using the confidence interval derived from 10,000 bootstrapped resamples. The results revealed that social problem-solving skills have an indirect effect on the relationship between traumatic stress and moral disengagement. The findings suggest that African American youth that are negatively impacted by trauma evidence deficits in their social problem solving skills and are likely to be at an increased risk to morally disengage. Implications for culturally sensitive and trauma-based intervention programs are also provided.

Adolescent adaptation before, during and in the aftermath of the Great Recession in the USA.

Science.gov (United States)

Johnson, Monica Kirkpatrick; Staff, Jeremy; Patrick, Megan E; Schulenberg, John E

2017-02-01

This study examines the impact of the "Great Recession" (from December 2007 to June 2009) on 8th and 10th graders in the USA, using annual nationally representative data from the Monitoring the Future study. Historical changes in youth adjustment (self-esteem, depressed mood, risk taking, aggression and property crime), school achievement (grade point average [GPA], time spent on homework and educational expectations) and structured and unstructured activities (volunteering, employment, sports and evenings out for fun) were examined between 1991 and 2014. Overall, there were only slight changes in mean levels of adjustment, achievement and most youth activities. However, the percentage of youth working during the school year did decline during the Great Recession. Several longer-term trends were also evident, though not directly tied to the Great Recession. These include an increase in GPA, a decrease in time spent on homework, rising educational expectations and more time spent volunteering. Future work should assess how the shift to unpaid work activities (e.g. volunteering and internships) among youth is impacting the transition from school to work in the contemporary economy, and whether the Great Recession had deleterious impacts for younger children or among youth whose parents lost work or had their homes foreclosed. © 2016 International Union of Psychological Science.

The impact of the Great Recession on untreated dental caries among kindergarten students in North Carolina.

Science.gov (United States)

Abasaeed, Rania; Kranz, Ashley M; Rozier, R Gary

2013-09-01

The authors conducted a study to determine the impact of the Great Recession on untreated dental caries in kindergarten-aged children in North Carolina (NC). During the seven school years from 2003-2004 through 2009-2010, the state dental public health program assessed 608,339 kindergarten students for untreated decayed primary teeth (dt) as part of the statewide public health surveillance system. The authors aggregated observations to the school level and matched 7,660 school-year observations for 1,215 schools to National School Lunch Program (NSLP) participation rates, their primary economic indicator of the Great Recession. The authors included additional county-level economic indicators and measures of dentist supply and Medicaid enrollment. They used ordinary least squares regression with school-and year-fixed effects to examine the association of variables with the proportion of children with more than one dt for all schools and for schools with a greater than 10 percent increase in NSLP participation after 2006. The authors found a small but statistically significant association between the proportion of children in the schools participating in the NSLP and the proportion of kindergarten students who had more than one dt (β, 0.031; 95 percent confidence interval [CI], 0.001 to 0.0604). This association was greater in schools that had a greater than 10 percent increase in NSLP participation (β, 0.068; 95 percent CI, -0.007 to 0.143). Regression estimates indicate a 1.3- and 3.1-percentage point cumulative increase in the proportion of children with more than one dt during the period from 2008 through 2009 for all schools and high-risk schools, respectively. Increased NSLP enrollment was associated with less treatment for dental caries in 5-year-old children. Fewer children are receiving needed dental treatment because of the Great Recession. Recent gains made in the treatment of dental caries in children in NC have slowed as a result.

Gay Youth in American Public High Schools: Invisible Diversity.

Science.gov (United States)

Reed, Donald B.

Gay youth enter high school with the knowledge that they are different and with the belief that heterosexuality is normal and that homosexuality is not normal. Also, gay youth enter high school with the belief that honesty and integrity are important personal values. Additionally, the gay youth enter high school without family knowledge of their…

Evaluation of the North American Land Data Assimilation System over the southern Great Plains during the warm season

Science.gov (United States)

Robock, Alan; Luo, Lifeng; Wood, Eric F.; Wen, Fenghua; Mitchell, Kenneth E.; Houser, Paul R.; Schaake, John C.; Lohmann, Dag; Cosgrove, Brian; Sheffield, Justin; Duan, Qingyun; Higgins, R. Wayne; Pinker, Rachel T.; Tarpley, J. Dan; Basara, Jeffery B.; Crawford, Kenneth C.

2003-11-01

North American Land Data Assimilation System (NLDAS) land surface models have been run for a retrospective period forced by atmospheric observations from the Eta analysis and actual precipitation and downward solar radiation to calculate land hydrology. We evaluated these simulations using in situ observations over the southern Great Plains for the periods of May-September of 1998 and 1999 by comparing the model outputs with surface latent, sensible, and ground heat fluxes at 24 Atmospheric Radiation Measurement/Cloud and Radiation Testbed stations and with soil temperature and soil moisture observations at 72 Oklahoma Mesonet stations. The standard NLDAS models do a fairly good job but with differences in the surface energy partition and in soil moisture between models and observations and among models during the summer, while they agree quite well on the soil temperature simulations. To investigate why, we performed a series of experiments accounting for differences between model-specified soil types and vegetation and those observed at the stations, and differences in model treatment of different soil types, vegetation properties, canopy resistance, soil column depth, rooting depth, root density, snow-free albedo, infiltration, aerodynamic resistance, and soil thermal diffusivity. The diagnosis and model enhancements demonstrate how the models can be improved so that they can be used in actual data assimilation mode.

Established Independent School Collaborates with Social Service Agency to Launch New School: Community Partnership School, Pennsylvania

Science.gov (United States)

Stewart, Sarah

2016-01-01

Community Partnership School (CPS) serves 90 to 95 students annually in preK-5th grade. Of these, 100 percent are African American or multiracial, and all qualify for free or reduced-price lunch. Community Partnership School began as a collaboration between Germantown Academy, which had trouble recruiting low-income students to its suburban…

The Department of Energy/American Chemical Society Summer School in Nuclear and Radiochemistry at San Jose State University

International Nuclear Information System (INIS)

Kinard, W.F.; Silber, H.B.

2005-01-01

A Summer School in Nuclear Chemistry sponsored by the U. S. Department of Energy and the American Chemical Society has been held at San Jose State University for the past 20 years. The intent of the program is to introduce outstanding college students to the field of nuclear and radiochemistry with the goal that some of these students will consider careers on nuclear science. The program features radiochemistry experiments along with radiation safety training, guest lectures by well known nuclear scientists and field trips to nuclear chemistry facilities in the San Francisco area. (author)

Boarding Schools and Capital Benefits: Implications for Urban School Reform

Science.gov (United States)

Bass, Lisa R.

2014-01-01

The author discusses the boarding school model as a schooling alternative to improve life chances for disadvantaged youth, particularly African American youth, by positively meeting their social and educational needs. Bourdieu, Coleman, and other social scientists purported that these needs can be better met by exposing students to social and…

How do american students measure up? Making sense of international comparisons.

Science.gov (United States)

Koretz, Daniel

2009-01-01

In response to frequent news media reports about how poorly American students fare compared with their peers abroad, Daniel Koretz takes a close look at what these comparisons say, and do not say, about the achievement of U.S. high school students. He stresses that the comparisons do not provide what many observers of education would like: unambiguous information about the effectiveness of American high schools compared with those in other nations. Koretz begins by describing the. two principal international student comparisons-the Trends in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA). Both assessments, he stresses, reflect the performance of students several years before they complete high school. PISA, which targets fifteen-year-old students, measures students' abilities to apply what they have learned in school to real-world problems. By contrast, TIMSS tests fourth and eighth graders. Unlike PISA, TIMSS follows the school curriculum closely. Because the findings of the two tests are sometimes inconsistent, Koretz stresses the importance of considering data from both sources. He cautions against comparing U.S. students with an "international average," which varies widely from survey to survey depending on which countries participate, and recommends instead comparing them with students in other nations that are similar to the United States or that are particularly high-achieving. Many observers, says Koretz, speculate that the lackluster average performance of American students in international comparisons arises because many, especially minority and low-income U.S. students, attend low-performing schools. But both TIMSS and PISA, he says, show that the performance of American students on the exams is not much more variable than that of students in countries that are socially more homogeneous or that have more equitable educational systems. Koretz emphasizes that the international comparisons

The Depiction of Native Americans in Recent (1991-1998) Secondary American History Textbooks.

Science.gov (United States)

Sanchez, Antonio R.

As a follow-up to studies by R. Costo and J. Henry (1970) and J. Loewen (1995), this study examined 12 current secondary level U.S. history textbooks to evaluate their accuracy in depicting Native Americans. The criteria embodied an authenticity guideline based upon the "Five Great Values" (generosity and sharing, respect for elders and…

School of Optometry at Inter American University.

Science.gov (United States)

Hofstetter, Henry W.

1981-01-01

The optometry program at the Inter American University in Puerto Rico is profiled, with highlights of admission criteria, temporary and permanent facilities, faculty, governance structure, curriculum, research opportunities, and relationship with the university as a whole. (MSE)

Comparison of asthma prevalence among African American teenage youth attending public high schools in rural Georgia and urban Detroit.

Science.gov (United States)

Ownby, Dennis R; Tingen, Martha S; Havstad, Suzanne; Waller, Jennifer L; Johnson, Christine C; Joseph, Christine L M

2015-09-01

The high prevalence of asthma among urban African American (AA) populations has attracted research attention, whereas the prevalence among rural AA populations is poorly documented. We sought to compare the prevalence of asthma among AA youth in rural Georgia and urban Detroit, Michigan. The prevalence of asthma was compared in population-based samples of 7297 youth attending Detroit public high schools and in 2523 youth attending public high schools in rural Georgia. Current asthma was defined as a physician diagnosis and symptoms in the previous 12 months. Undiagnosed asthma was defined as multiple respiratory symptoms in the previous 12 months without a physician diagnosis. In Detroit, 6994 (95.8%) youth were AA compared with 1514 (60.0%) in Georgia. Average population density in high school postal codes was 5628 people/mile(2) in Detroit and 45.1 people/mile(2) in Georgia. The percentages of poverty and of students qualifying for free or reduced lunches were similar in both areas. The prevalence of current diagnosed asthma among AA youth in Detroit and Georgia was similar: 15.0% (95% CI, 14.1-15.8) and 13.7% (95% CI, 12.0-17.1) (P = .22), respectively. The prevalence of undiagnosed asthma in AA youth was 8.0% in Detroit and 7.5% in Georgia (P = .56). Asthma symptoms were reported more frequently among those with diagnosed asthma in Detroit, whereas those with undiagnosed asthma in Georgia reported more symptoms. Among AA youth living in similar socioeconomic circumstances, asthma prevalence is as high in rural Georgia as it is in urban Detroit, suggesting that urban residence is not an asthma risk factor. Copyright © 2015 American Academy of Allergy, Asthma & Immunology. Published by Elsevier Inc. All rights reserved.

The Great Gatsby en The Diamont as Big as the Ritz

NARCIS (Netherlands)

Scott Fitzgerald, F.

2005-01-01

The Great Gatsby has long been celebrated as the archetypal American novel, and its influence on later writers from J.D. Salinger to John OHara cannot be overestimated. Fitzgerald looks deeply into himself and his milieu to create the story of James Gatz, a self-educated nobody from Kentucky who has

African American Physical Education Folklore Surrounding School Transition

Science.gov (United States)

Woodruff, Elizabeth A.; Curtner-Smith, Matthew D.

2015-01-01

Transferring from elementary to secondary school can be difficult for many children, and students making this transition often suffer from anxiety and stress. One source of stress can be found in the scary stories transitioning pupils hear about their new schools, particularly those about physical education and sport. The purpose of this study was…

Transforming High School Counseling: Counselors' Roles, Practices, and Expectations for Students' Success

Science.gov (United States)

Mau, Wei-Cheng J.; Li, Jiaqi; Hoetmer, Kimberly

2016-01-01

This study examined the current roles and practices of American high school counselors in relation to the ASCA [American School Counselor Association] National Model. Expectations for student success by high school counselors were also examined and compared to those of teachers' and school administrators'. A nationally representative sample of 852…

Transactional Process of African American Adolescents' Family Conflict and Violent Behavior.

Science.gov (United States)

Choe, Daniel Ewon; Zimmerman, Marc A

2014-12-01

This is the first longitudinal study of urban African American adolescents that has examined bidirectional effects between their family conflict and violent behavior across all of high school. Structured interviews were administered to 681 students each year in high school at ages 15, 16 17, and 18 years. We used structural equation modeling to test a transactional model and found bidirectional effects between family conflict and violent behavior across the middle years of high school, while accounting for sex and socioeconomic status. Findings suggest a reciprocal process involving interpersonal conflict in African American families and adolescent engagement in youth violence.

The great depression in Argentina, Brazil and Uruguay : revisiting vulnerabilities and policies

NARCIS (Netherlands)

Gerona Morales, Marcelo Esteban; Sosa Clavijo, Silvana Maria

2015-01-01

In this thesis Marcelo Gerona and Silvana Sosa undertake an analysis of the Great Depression (1928-1934) in a sample of three highly interconnected South American countries: Argentina, Brazil and Uruguay (ABU). The problem tackled in this work is the relative vulnerabilities of ABU, which

Teaching about Asian Pacific Americans: Effectiveness Activities, Strategies, and Assignments for Classrooms and Communities. Critical Perspectives on Asian Pacific Americans #15

Science.gov (United States)

Chen, Edith Wen-Chu, Ed.; Omatsu, Glenn, Ed.

2006-01-01

The legitimization of Asian American Studies as an academic discipline has led to the publication of new research, policy reports, and creative writing. Despite the plethora of new scholarship, many significant findings and critical ideas have failed to effectively reach college and high school students or the general American public. "Teaching…

Une Exception Francaise: Les Grandes Ecoles (A French Exception: The Great Schools).

Science.gov (United States)

Kimmel, Alain

1996-01-01

Examines the role of exceptional schools in France that have produced famous personages such as Charles de Gaulle and Jean-Paul Sartre. The schools reviewed include L'Ecole Nationale d'Administration, L'Ecole Polytechnique, L'Ecole Normale Superieure, L'Ecole des Hautes Etudes Commerciales, Saint-Cyr, and L'Institut d'Etudes Politiques de Paris.…

The Educationally Challenged American School District.

Science.gov (United States)

Clinchy, Evans

1998-01-01

Two national reform movements--one focused on creating small, autonomous schools, the other fixated on a standardization agenda--are basically in conflict. The standards movement is touting the traditional, top-down, centralized, bureaucratic system modeled after Frederick Taylor and his efficiency experts. Progressive, decentralized initiatives…

School Leadership Skill Development

Science.gov (United States)

Weigel, Richard A.

2013-01-01

The purpose of this study was to investigate the relationship between what is currently understood about skills for school leadership and the need for a greater understanding of those skills. The importance of developing leadership skills to improve school performance and effectiveness is great. In the field of school leadership, most leaders…

Indian Education in the American Colonies, 1607-1783.

Science.gov (United States)

Szasz, Margaret Connell

Indian schooling in colonial America was continuously immersed in the exchange between cultures that involved religion, land ownership, disease, alcohol, and warfare, and was molded by trade in furs and hides, and Indian slaves. In the past two decades American scholars have begun to reinterpret colonial North American Indian history and the…

Trends in Basic Sciences Education in Dental Schools, 1999-2016.

Science.gov (United States)

Lantz, Marilyn S; Shuler, Charles F

2017-08-01

The purpose of this study was to examine data published over the past two decades to identify trends in the basic sciences curriculum in dental education, provide an analysis of those trends, and compare them with trends in the basic sciences curriculum in medical education. Data published from the American Dental Association (ADA) Surveys of Dental Education, American Dental Education Association (ADEA) Surveys of Dental School Seniors, and two additional surveys were examined. In large part, survey data collected focused on the structure, content, and instructional strategies used in dental education: what was taught and how. Great variability was noted in the total clock hours of instruction and the clock hours of basic sciences instruction reported by dental schools. Moreover, the participation of medical schools in the basic sciences education of dental students appears to have decreased dramatically over the past decade. Although modest progress has been made in implementing some of the curriculum changes recommended in the 1995 Institute of Medicine report such as integrated basic and clinical sciences curricula, adoption of active learning methods, and closer engagement with medical and other health professions education programs, educational effectiveness studies needed to generate data to support evidence-based approaches to curriculum reform are lacking. Overall, trends in the basic sciences curriculum in medical education were similar to those for dental education. Potential drivers of curriculum change were identified, as was recent work in other fields that should encourage reconsideration of dentistry's approach to basic sciences education. This article was written as part of the project "Advancing Dental Education in the 21st Century."

Sport-Related Structural Brain Injury: 3 Cases of Subdural Hemorrhage in American High School Football.

Science.gov (United States)

Yengo-Kahn, Aaron M; Gardner, Ryan M; Kuhn, Andrew W; Solomon, Gary S; Bonfield, Christopher M; Zuckerman, Scott L

2017-10-01

The risk of sport-related concussion (SRC) has emerged as a major public health concern. In rare instances, sport-related head injuries can be even more severe, such as subdural hemorrhage, epidural hemorrhage, or malignant cerebral edema. Unlike SRCs, sport-related structural brain injury (SRSBI) is rare, may require neurosurgical intervention, and can lead to permanent neurologic deficit or death. Data characterizing SRSBI are limited, and many have recognized the need to better understand these catastrophic brain injuries. The goal of the current series is to describe, in detail, the presentation, management, and outcomes of examples of these rare injuries. During the fall of 2015, three high school football players presented with acute subdural hemorrhages following in-game collisions and were treated at our institution within a span of 2 months. For the 2 athletes who required surgical intervention, a previous SRC was sustained within 4 weeks before the catastrophic event. One year after injury, 2 players have returned to school, though with persistent deficits. One patient remains nonverbal and wheelchair bound. None of the athletes has returned to sports. Acute subdural hemorrhage resultant from an in-game football collision is rare. The temporal proximity of the reported SRSBIs to recent SRCs emphasizes the importance of return-to-play protocols and raises questions regarding the possibility of second impact syndrome. Although epidemiologic conclusions cannot be drawn from this small sample, these cases provide a unique opportunity to demonstrate the presentation, management, and long-term outcomes of SRSBI in American high school football. Copyright © 2017 Elsevier Inc. All rights reserved.

Students' perceptions of school climate in the U.S. and China.

Science.gov (United States)

Yang, Chunyan; Bear, George G; Chen, Fang Fang; Zhang, Wei; Blank, Jessica C; Huang, Xishan

2013-03-01

Although the construct of student climate has been studied extensively in the United States, we know little about how school climate is perceived in other countries. With large class sizes yet higher academic achievement and less disruptive and aggressive student behaviors, schools in China present a contrast to many schools in the United States. Differences in school climate between the two countries were examined in this study. The sample consisted of 10,400 American and 3,435 Chinese students across three grade levels (elementary, middle, and high school) in 85 American and 22 Chinese schools. Factor structure and measurement invariance across countries were first established for the Modified-Delaware School Climate Survey-Student. Differences in latent means were then tested. Across all three grade levels Chinese students scored significantly higher than American students on all four subscales (Teacher-Student Relations, Student-Student Relations, School Liking, and Fairness of School Rules). Effects sizes tended to be smallest in elementary schools and largest in middle schools. Significant differences between American and Chinese students exist in their perceptions of school climate. It is likely that those differences can be attributed to cultural differences in respect of authority, academic and social values, self-regulation and peer-regulation of behaviors, and teachers' classroom management. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Americans with Disabilities Act.

Science.gov (United States)

Kaesberg, Mary Ann; Murray, Kenneth T.

1994-01-01

Presents a 35-item checklist of practical activities for school district compliance with the Americans with Disabilities Act (ADA). The checklist is based on ADA statutes, other civil rights legislation and litigation, as well as pertinent regulations and the legislative history of the act contained in the Congressional Record. (MLF)

Nutrition education in the medical school curriculum: a review of the course content at the Royal College of Surgeons in Ireland-Bahrain.

Science.gov (United States)

Schreiber, K R; Cunningham, F O

2016-11-01

Only 14 % of American physicians report that they feel adequately trained to provide nutritional counselling. The average number of nutrition teaching hours in American medical schools is falling below recommendations by the National Academy of Sciences and nutritional education in the medical school curriculum is currently an important discussion topic. This study aimed to review the teaching hours delivered during a 6-year medical programme at The Royal College of Surgeons in Ireland-Bahrain (RCSI-B) and define the importance of nutritional education for medical students. Lecture time regarding the topic of nutrition was quantified by studying the contents of the 6-year course materials on the Moodle ® platform virtual learning environment used by RCSI-B. Students are exposed to approximately 15 h of education in nutrition during their medical studies at RCSI-B. The 15 h spent educating RCSI-B medical students on nutrition is inadequate according to international recommendations. However, RCSI-B is one of many medical schools that do not reach the minimum required hours (25-44) as set by the National Academy of Sciences and the American Society for Nutrition. We recommend that more teaching hours on nutrition be introduced into the curriculum. These extra teaching hours may greatly benefit RCSI-B students, patients and public health in Bahrain.

Bringing China In: International Order and the Role of the Great Powers

Science.gov (United States)

2013-06-01

powers. Can China Learn to Behave Like a Great Power: Spoiler, Supporter or Shirker? Realists generally contend that a structural transformation from...abandonment of American values, but for a distinction between the realizable and the absolute.”33 When Washington and Beijing ruminate on how to

Role Integration through the Practice of Social Work with Schools

Science.gov (United States)

Gherardi, Stacy A; Whittlesey-Jerome, Wanda K.

2018-01-01

The current environment for school social work presents great challenges and great opportunities. Amid promising shifts in programs and policies, many school social workers feel marginalized. Despite sustained efforts at definition, the role of the school social worker remains unclear to many outside the field. More important, this role is often…

School Alienation: A Construct Validation Study

Science.gov (United States)

Morinaj, Julia; Scharf, Jan; Grecu, Alyssa; Hadjar, Andreas; Hascher, Tina; Marcin, Kaja

2017-01-01

Early identification of school alienation is of great importance for students' educational outcomes and successful participation in society. This study examined the psychometric characteristics of a newly developed assessment instrument, the School Alienation Scale (SALS), to measure school alienation among primary and secondary school students.…

Bringing Psychological Science to the Forefront of Educational Policy: Collaborative Efforts of the American Psychological Association's Coalition for Psychology in the Schools and Education

Science.gov (United States)

Rollin, Stephen A.; Subotnik, Rena F.; Bassford, Maya; Smulson, Jennifer

2008-01-01

The following article details the work of the American Psychological Association's (APA's) Coalition for Psychology in the Schools and Education (CPSE). First, a brief history of the background and creation of the coalition is described. The article then details the projects, completed and ongoing, of the CPSE. Those projects include a Teacher…

Preparing for Beslan: Anti-Terrorism Recommendations for an American School

Science.gov (United States)

2008-06-13

confronting school -shooter situations. Columbine , Jonesboro, and Virginia Tech are not just places of profound sorrow but rallying cries for those advocating...installed physical security mechanisms to protect students during a school shooting incident. However, to secure students from a concerted terrorist...Strategy Forum 2004, 6). Some Manhattan schools were forced to evacuate to sites miles away. Two high schools ’ evacuation plans called for students to

Huelga Schools in Houston: Community-Based Education in the Struggle for Legal Recognition, 1970

Science.gov (United States)

San Miguel, Guadalupe, Jr.

2016-01-01

This essay provides an overview of the huelga schools established in Houston, Texas, in 1970. For 2 years, from 1970 to 1972, the Mexican American community opposed the Houston Independent School District's plan to integrate the schools by pairing so-called White Mexican Americans with African American students. While they protested this decision,…

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

Science.gov (United States)

Williams, Joseph M.; Bryan, Julia

2013-01-01

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

European-American Children’s and Adolescents’ Evaluations of Interracial Exclusion