Bao, D. H.; Romeo, George C.; Harvey, Roberta
2010-01-01
This study examines the relationship between educational effectiveness, as measured by the New Jersey High School Proficiency Assessment (HSPA), and funding of school districts based on socioeconomic classification. Results indicate there is a strong relationship between performance in HSPA, socioeconomic classification, and the different sources…
High School Equivalency Assessment and Recognition in the United States: An Eyewitness Account
McLendon, Lennox
2017-01-01
This chapter on high school equivalency describes recent events involved in updating the adult education high school equivalency assessment services and the entrance of additional assessments into the field.
High School Students' Perceptions of Narrative Evaluations as Summative Assessment
Bagley, Sylvia S.
2008-01-01
This study focuses on data collected at "Progressive Secondary School" in Southern California, a high school which uses narrative evaluations and other forms of alternative summative assessment on a school wide basis. Through a survey and personal interviews, students were asked to describe what they liked most and least about the use of…
Assessment of Secondhand Smoke Exposure at School among U.S. Middle and High School Students
Olufajo, Olubode Ademola; Agaku, Israel Terungwa
2015-01-01
To obtain nationally representative estimates of the prevalence of secondhand smoke (SHS) exposure at U.S. schools, we assessed the prevalence and correlates of SHS exposure at school among U.S. middle and high school students using data from the 2011 National Youth Tobacco Survey comprising of 18,866 students spread across all the U.S. states.…
Kovalik, Cindy L.; Yutzey, Susan D.; Piazza, Laura M.
2012-01-01
Change in high school student information literacy (IL) knowledge and skills, from freshman year to senior year in high school was the focus of this quasi-experimental research project. Researchers used a free information literacy skills assessment tool entitled TRAILS (Tool for Real-time Assessment of Information Literacy Skills) to measure…
Assessing Earth and Environmental Science Enrollment Trends in Texas Public High Schools
Sanders, Joan G.
2012-01-01
Scope and Method of Study: This study assesses the status of Earth and environmental sciences education in Texas Public High Schools by analyzing enrollment proportions of 11th and 12th grade students in 607 Independent School Districts (ISD) for the 2010-2011 academic school year using a quantitative, non-experimental alpha research design. This…
Assessment and management of sport-related concussions in United States high schools.
Meehan, William P; d'Hemecourt, Pierre; Collins, Christy L; Comstock, R Dawn
2011-11-01
Little existing data describe which medical professionals and which medical studies are used to assess sport-related concussions in high school athletes. To describe the medical providers and medical studies used when assessing sport-related concussions. To determine the effects of medical provider type on timing of return to play, frequency of imaging, and frequency of neuropsychological testing. Descriptive epidemiology study. All concussions recorded by the High School Reporting Information Online (HS RIO) injury surveillance system during the 2009 to 2010 academic year were included. χ(2) analyses were conducted for categorical variables. Fisher exact test was used for nonparametric data. Logistic regression analyses were used when adjusting for potential confounders. Statistical significance was considered for P sport-related concussions, representing 14.6% of all injuries. Most (94.4%) concussions were assessed by athletic trainers (ATs), 58.8% by a primary care physician. Few concussions were managed by specialists. The assessment of 21.2% included computed tomography. Computerized neuropsychological testing was used for 41.2%. For 50.1%, a physician decided when to return the athlete to play; for 46.2%, the decision was made by an AT. After adjusting for potential confounders, no associations between timing of return to play and the type of provider (physician vs AT) deciding to return the athlete to play were found. Concussions account for nearly 15% of all sport-related injuries in high school athletes. The timing of return to play after a sport-related concussion is similar regardless of whether the decision to return the athlete to play is made by a physician or an AT. When a medical doctor is involved, most concussions are assessed by primary care physicians as opposed to subspecialists. Computed tomography is obtained during the assessment of 1 of every 5 concussions occurring in high school athletes.
Assessment and Management of Sport-Related Concussions in United States High Schools
Meehan, William P.; d’Hemecourt, Pierre; Collins, Christy L.; Comstock, R. Dawn
2012-01-01
Background Little existing data describe which medical professionals and which medical studies are used to assess sport-related concussions in high school athletes. Purpose To describe the medical providers and medical studies used when assessing sport-related concussions. To determine the effects of medical provider type on timing of return to play, frequency of imaging, and frequency of neuropsychological testing. Study Design Descriptive epidemiology study. Methods All concussions recorded by the High School Reporting Information Online (HS RIO) injury surveillance system during the 2009 to 2010 academic year were included. χ2 analyses were conducted for categorical variables. Fisher exact test was used for nonparametric data. Logistic regression analyses were used when adjusting for potential confounders. Statistical significance was considered for P concussions, representing 14.6% of all injuries. Most (94.4%) concussions were assessed by athletic trainers (ATs), 58.8% by a primary care physician. Few concussions were managed by specialists. The assessment of 21.2% included computed tomography. Computerized neuropsychological testing was used for 41.2%. For 50.1%, a physician decided when to return the athlete to play; for 46.2%, the decision was made by an AT. After adjusting for potential confounders, no associations between timing of return to play and the type of provider (physician vs AT) deciding to return the athlete to play were found. Conclusion Concussions account for nearly 15% of all sport-related injuries in high school athletes. The timing of return to play after a sport-related concussion is similar regardless of whether the decision to return the athlete to play is made by a physician or an AT. When a medical doctor is involved, most concussions are assessed by primary care physicians as opposed to subspecialists. Computed tomography is obtained during the assessment of 1 of every 5 concussions occurring in high school athletes. PMID:21969181
School Health Index: A Self-Assessment and Planning Guide. Middle School/High School.
Barrios, Lisa C.; Burgeson, Charlene R.; Crossett, Linda; Harrykissoon, Samantha D.; Pritzl, Jane; Wechsler, Howell; Kuester, Sarah A.; Pederson, Linda; Graffunder, Corinne; Rainford, Neil; Sleet, David
2004-01-01
The "School Health Index" is a self-assessment and planning guide that will enable schools to: (1) identify the strengths and weaknesses of school policies and programs for promoting health and safety; (2) develop an action plan for improving student health and safety, and (3) involve teachers, parents, students, and the community in improving…
Guerriero, Réjean M; Proctor, Mark R; Mannix, Rebekah; Meehan, William P
2012-12-01
Sport-related concussion affects athletes at every level of participation. The short and long-term effects of concussions that occur during childhood and adolescence are not fully understood. The purpose of this review is to describe the current burden of disease, current practice patterns and current recommendations for the assessment and management of sport-related concussions sustained by United States high school athletes. Millions of high school students participate in organized sports in the United States. Current estimates suggest that, across all sports, approximately 2.5 concussions occur for every 10 000 athletic exposures, in which an athletic exposure is defined as one athlete participating in one game or practice. At schools that employ at least one athletic trainer, most high school athletes who sustain sport-related concussions will be cared for by athletic trainers and primary care physicians. Approximately 40% will undergo computerized neurocognitive assessment. The number of high school athletes being diagnosed with sport-related concussions is rising. American football has the highest number of concussions in high school with girls' soccer having the second highest total number. Fortunately, coaches are becoming increasingly aware of these injuries and return-to-play guidelines are being implemented.
Fleshman, Robin Earle
This case study seeks to explore three research questions: (1) What science teaching and learning processes, perspectives, and cultures exist within the science classroom of an urban portfolio community high school? (2) In what ways does the portfolio-based approach prepare high school students of color for college level science coursework, laboratory work, and assessment? (3) Are portfolio community high school students of color college ready? Is there a relationship between students' science and mathematics performance and college readiness? The overarching objectives of the study are to learn, understand, and describe an urban portfolio community high school as it relates to science assessment and college readiness; to understand how the administration, teachers, and alumni perceive the use of portfolios in science learning and assessment; and to understand how alumni view their preparation and readiness for college and college science coursework, laboratory work, and assessments. The theoretical framework of this study encompasses four theories: critical theory, contextual assessment, self-regulated learning, and ethic of care. Because the urban high school studied partnered with a community-based organization (CBO), it identifies as a community school. Therefore, I provide context regarding the concept, culture, and services of community schools. Case study is the research design I used to explore in-depth this urban portfolio community high school, which involved mixed methods for data collection and analysis. In total, six alumni/current college students, five school members (administrators and teachers), and three CBO members (administrators, including myself) participated in the study. In addition to school artefacts and student portfolios collected, classroom and portfolio panel presentation observations and 13 semi-structured interviews were conducted to understand the portfolio-based approach as it pertains to science learning and assessment and college
Development of Assessment Instrument of Critical Thinking in Physics at Senior High School
Sugiarti, T.; Kaniawati, I.; Aviyanti, L.
2017-02-01
The result of preliminary study shows that the assessment of physics in school did not train students’ critical thinking skill. The assessment instrument just measured low cognitive aspects. Supposedly, critical thinking skill is trained in the assessment activity. The study aims to determine the characteristics and the quality of critical thinking skill instrument. It employs descriptive-qualitative method with research and development as the research design. The research participants are 35 students involved in the limited trial and 188 students in the wider trial from three public senior high school in Ciamis which in high level school. The data was collected through expert validation, tests and interviews. The results indicate that the characteristics of the assessment instrument of critical thinking skill is open-ended. The instrument fulfills some indicators namely analyzing argument, deduction, induction, and display information in the form of scenario, text, graphic and table. In addition, the data processing through V4 Anates program shows that the instrument reliability achieves 0.67 with high interpretation of 0.67 and the validity is 0.47 with enough interpretation. Thus, the assessment instrument of critical thinking skill in the form of open-ended essay meets the criteria of quality test, so it can use as instrument of assessment critical thinking skill.
Participation in Summer School and High School Graduation in the Sun Valley High School District
Trujillo, Gabriel
2012-01-01
This study examines the effectiveness of a summer school credit recovery program in the Sun Valley High School District. Using logistic regression I assess the relationship between race, gender, course failure, school of origin and summer school participation for a sample of students that failed one or more classes in their first year of high…
Luyten, Johannes W.; Dolkar, Dechen
2010-01-01
This study explores the validity of school-based assessments when they serve to supplement scores on central tests in high-stakes examinations. The school-based continuous assessment (CA) marks are compared to the marks scored on the central written Bhutan Certificate of Secondary Education (BCSE)
Sansosti, Frank J.; Powell-Smith, Kelly A.; Cowan, Richard J.
2010-01-01
Meeting a growing need for school-based practitioners, this book provides vital tools for improving the academic, behavioral, and social outcomes of students with high-functioning autism or Asperger syndrome (HFA/AS). Research-based best practices are presented for conducting meaningful assessments; collaborating with teachers, students, and…
An Assessment of Factors Relating to High School Students' Science Self-Efficacy
Gibson, Jakeisha Jamice
This mixed-methods case study examined two out-of-school (OST) Science, Technology, Engineering and Math (STEM) programs at a science-oriented high school on students' Self-Efficacy. Because STEM is a key for future innovation and economic growth, Americans have been developing a variety of approaches to increase student interest in science within the school curriculum and in OST programs. Nationwide, many OST programs are offered for students but few have engaged in an in-depth assessment. This study included an assessment of two different types of OST programs and direct observations by the researcher. This study involved two advisors (one male, one female), 111 students, and their parents during 2016. Student participants completed two standardized surveys, one to determine their Science Self-Efficacy and another to assess their engagement in science during their OST programs. Parents described their parental involvement and their child's interest in the OST program(s). The OST program advisors participated in lengthy interviews. Additionally, the advisors rated their perceived interest level of the enrolled students and recorded attendance data. Bandura's Social Cognitive Theory (1997a) provided the theoretical framework. This theory describes the multidirectional influence of behavioral factors, personal factors, and environmental factors have on a student's Self-Efficacy. Compiled data from the teachers, students, and parents were used to determine the relationship of selected variables on Science Self-Efficacy of students. A correlational analysis revealed that students who participated in these OST programs possessed a high Mindset for the Enjoyment of science and that teacher ratings were also positively correlated to Mindset and Enjoyment of Science. Descriptive analyses showed that (a) girls who chose to participate in these OST programs possessed higher school grades in their in-school coursework than boys, (b) that parents of girls participated in more
The Development and Assessment of Particle Physics Summer Program for High School Students
Prefontaine, Brean; Kurahashi Neilson, Naoko, , Dr.; Love, Christina, , Dr.
2017-01-01
A four week immersive summer program for high school students was developed and implemented to promote awareness of university level research. The program was completely directed by an undergraduate physics major and included a hands-on and student-led capstone project for the high school students. The goal was to create an adaptive and shareable curriculum in order to influence high school students' views of university level research and what it means to be a scientist. The program was assessed through various methods including a survey developed for this program, a scientific attitudes survey, weekly blog posts, and an oral exit interview. The curriculum included visits to local laboratories, an introduction to particle physics and the IceCube collaboration, an introduction to electronics and computer programming, and their capstone project: planning and building a scale model of the IceCube detector. At the conclusion of the program, the students participated an informal outreach event for the general public and gave an oral presentation to the Department of Physics at Drexel University. Assessment results and details concerning the curriculum and its development will be discussed.
Kong, Alberta S; Farnsworth, Seth; Canaca, Jose A; Harris, Amanda; Palley, Gabriel; Sussman, Andrew L
2012-03-01
In the emerging debate around obesity intervention in schools, recent calls have been made for researchers to include local community opinions in the design of interventions. Community-based participatory research (CBPR) is an effective approach for forming community partnerships and integrating local opinions. We used CBPR principles to conduct formative research in identifying acceptable and potentially sustainable obesity intervention strategies in 8 New Mexico school communities. We collected formative data from 8 high schools on areas of community interest for school health improvement through collaboration with local School Health Advisory Councils (SHACs) and interviews with students and parents. A survey based on formative results was created to assess acceptability of specific intervention strategies and was provided to SHACs. Quantitative data were analyzed using descriptive statistics while qualitative data were evaluated using an iterative analytic process for thematic identification. Key themes identified through the formative process included lack of healthy food options, infrequent curricular/extracurricular physical activity opportunities, and inadequate exposure to health/nutritional information. Key strategies identified as most acceptable by SHAC members included healthier food options and preparation, a healthy foods marketing campaign, yearly taste tests, an after-school noncompetitive physical activity program, and community linkages to physical activity opportunities. An adaptive CBPR approach for formative assessment can be used to identify obesity intervention strategies that address community school health concerns. Eight high school SHACs identified 6 school-based strategies to address parental and student concerns related to obesity. © 2012, American School Health Association.
Assessment of Snacks Consumption among High School Students of Tehran during 2010-2011 Years
F Jafari; M Aminzadeh; F Gitinavard
2013-01-01
Abstract Background & aim: Eating snacks during the day can lead to energy distribution and improvement of the health status of students. The aim of this study was to assess the pattern of snack consumption among high school students in region 8 of Tehran. Methods: This descriptive cross sectional study was performed on 300 high school students in district 8 of Tehran educational board during 2010-2011. Cluster sampling was done as a random method. Data were collected by a researcher-...
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Story Mary
2005-10-01
Full Text Available Abstract Objectives This study examined associations between high school students' lunch patterns and vending machine purchases and the school food environment and policies. Methods A randomly selected sample of 1088 high school students from 20 schools completed surveys about their lunch practices and vending machine purchases. School food policies were assessed by principal and food director surveys. The number of vending machines and their hours of operation were assessed by trained research staff. Results Students at schools with open campus policies during lunchtime were significantly more likely to eat lunch at a fast food restaurant than students at schools with closed campus policies (0.7 days/week vs. 0.2 days/week, p Conclusion School food policies that decrease access to foods high in fats and sugars are associated with less frequent purchase of these items in school among high school students. Schools should examine their food-related policies and decrease access to foods that are low in nutrients and high in fats and sugars.
Teaching Ethics to High School Students
Pass, Susan; Willingham, Wendy
2009-01-01
Working with two teachers and thirty-four high school seniors, the authors developed procedures and assessments to teach ethics in an American high school civics class. This approach requires high school students to discover an agreement or convergence between Kantian ethics and virtue ethics. The authors also created an instrument to measure…
Armendáriz, Joyzukey; Tarango, Javier; Machin-Mastromatteo, Juan Daniel
2018-01-01
This descriptive and correlational research studies 15,658 students from 335 secondary schools in the state of Chihuahua, Mexico, through the results of the examination of admission to high school education (National High School Admission Test--EXANI I from the National Assessment Center for Education--CENEVAL) on logical-mathematical and verbal…
Welcome, Simone E.
2017-01-01
The purpose for this cross-sectional, non-experimental explanatory quantitative research study was to explain the amount of variance in the High School Proficiency Assessment-11 Language Arts and Mathematics scores accounted for by the amount of instructional minutes at high schools in New Jersey. A proportional, stratified random sample which…
Peng, Hsinyi; Lu, Wei-Hsin; Wang, Chao-I
2009-01-01
The purposes of this study were to identify the essential dimensions of intercultural communicative competence (ICC) and to establish a framework for assessing the ICC level of high school students that included a self-report inventory and scoring rubrics for online interaction in intercultural contexts. A total of 472 high school students from…
Assessing High School Students’ Pro-Environmental Behaviour
Hidayah, N.; Agustin, R. R.
2017-09-01
This paper aims to reveal students’ pro-environmental behavior in a High School. Self-reported behavior assessment was administered in this study involving students with age range 15 to 18 years. Pro-environmental behavior in this study comprises six domains. Those are recycling, waste avoidance, consumerism, energy conservation, mobility and transportation, and vicarious conservation behavior. Pro-environmental behavior (PEB) of science class students was compared to behavior of non-science class students. Effect of students’ grade level and extracurricular activity on the behavior was evaluated. Study revealed that science could improve students’ PEB. It is because environmental topics are covered in science class. Student’s involvement in extracurricular activity may enhance PEB as well. In conclusion, students’ PEB is influenced by class program (science or non-science) but it is not influenced by time length in learning science. This finding could be consider by science educator in choosing strategy to enhance student’s pro-environmental behaviour.
A Framework for Assessing High School Students' Statistical Reasoning.
Chan, Shiau Wei; Ismail, Zaleha; Sumintono, Bambang
2016-01-01
Based on a synthesis of literature, earlier studies, analyses and observations on high school students, this study developed an initial framework for assessing students' statistical reasoning about descriptive statistics. Framework descriptors were established across five levels of statistical reasoning and four key constructs. The former consisted of idiosyncratic reasoning, verbal reasoning, transitional reasoning, procedural reasoning, and integrated process reasoning. The latter include describing data, organizing and reducing data, representing data, and analyzing and interpreting data. In contrast to earlier studies, this initial framework formulated a complete and coherent statistical reasoning framework. A statistical reasoning assessment tool was then constructed from this initial framework. The tool was administered to 10 tenth-grade students in a task-based interview. The initial framework was refined, and the statistical reasoning assessment tool was revised. The ten students then participated in the second task-based interview, and the data obtained were used to validate the framework. The findings showed that the students' statistical reasoning levels were consistent across the four constructs, and this result confirmed the framework's cohesion. Developed to contribute to statistics education, this newly developed statistical reasoning framework provides a guide for planning learning goals and designing instruction and assessments.
Getts, Katherine M; Quinn, Emilee L; Johnson, Donna B; Otten, Jennifer J
2017-11-01
Measuring food waste (ie, plate waste) in school cafeterias is an important tool to evaluate the effectiveness of school nutrition policies and interventions aimed at increasing consumption of healthier meals. Visual assessment methods are frequently applied in plate waste studies because they are more convenient than weighing. The visual quarter-waste method has become a common tool in studies of school meal waste and consumption, but previous studies of its validity and reliability have used correlation coefficients, which measure association but not necessarily agreement. The aims of this study were to determine, using a statistic measuring interrater agreement, whether the visual quarter-waste method is valid and reliable for assessing food waste in a school cafeteria setting when compared with the gold standard of weighed plate waste. To evaluate validity, researchers used the visual quarter-waste method and weighed food waste from 748 trays at four middle schools and five high schools in one school district in Washington State during May 2014. To assess interrater reliability, researcher pairs independently assessed 59 of the same trays using the visual quarter-waste method. Both validity and reliability were assessed using a weighted κ coefficient. For validity, as compared with the measured weight, 45% of foods assessed using the visual quarter-waste method were in almost perfect agreement, 42% of foods were in substantial agreement, 10% were in moderate agreement, and 3% were in slight agreement. For interrater reliability between pairs of visual assessors, 46% of foods were in perfect agreement, 31% were in almost perfect agreement, 15% were in substantial agreement, and 8% were in moderate agreement. These results suggest that the visual quarter-waste method is a valid and reliable tool for measuring plate waste in school cafeteria settings. Copyright © 2017 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.
Success Despite Socioeconomics: A Case Study of a High-Achieving, High-Poverty School
Tilley, Thomas Brent; Smith, Samuel J.; Claxton, Russell L.
2012-01-01
This case study of a high-achieving, high-poverty school describes the school's leadership, culture, and programs that contributed to its success. Data were collected from two surveys (the School Culture Survey and the Vanderbilt Assessment of Leadership in Education), observations at the school site, and interviews with school personnel. The…
Ewald, Megan
As a result of recent mandates of the Next Generation Science Standards, assessments are a "system of meaning" amidst a paradigm shift toward three-dimensional assessments. This study is motivated by two research questions: 1) how do high school science teachers describe their processes of decision-making in the development and use of three-dimensional assessments and 2) how do high school science teachers negotiate their identities as assessors in designing three-dimensional assessments. An important factor in teachers' assessment decision making is how they identify themselves as assessors. Therefore, this study investigated the teachers' roles as assessors through the Sociocultural Identity Theory. The most important contribution from this study is the emergent teacher assessment sub-identities: the modifier-recycler , the feeler-finder, and the creator. Using a qualitative phenomenological research design, focus groups, three-series interviews, think-alouds, and document analysis were utilized in this study. These qualitative methods were chosen to elicit rich conversations among teachers, make meaning of the teachers' experiences through in-depth interviews, amplify the thought processes of individual teachers while making assessment decisions, and analyze assessment documents in relation to teachers' perspectives. The findings from this study suggest that--of the 19 participants--only two teachers could consistently be identified as creators and aligned their assessment practices with NGSS. However, assessment sub-identities are not static and teachers may negotiate their identities from one moment to the next within socially constructed realms of interpretation known as figured worlds. Because teachers are positioned in less powerful figured worlds within the dominant discourse of standardization, this study raises awareness as to how the external pressures from more powerful figured worlds socially construct teachers' identities as assessors. For teachers
Assessment of Snacks Consumption among High School Students of Tehran during 2010-2011 Years
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F Jafari
2013-05-01
Full Text Available Abstract Background & aim: Eating snacks during the day can lead to energy distribution and improvement of the health status of students. The aim of this study was to assess the pattern of snack consumption among high school students in region 8 of Tehran. Methods: This descriptive cross sectional study was performed on 300 high school students in district 8 of Tehran educational board during 2010-2011. Cluster sampling was done as a random method. Data were collected by a researcher-made questionnaire. Data were analyzed using descriptive statistics and Spearman, Pearson and ANOVA. Results: The mean age of participants was 16.2±0.9. 64.6% of students ate snacks everyday and 10.1% of them didn’t use any snack at school. Most students (14.8% ate sandwich as snack prepared by school’s buffet every day. Tea (12.4%, fruits (12%, cheese bread (10% and home -made sandwiches (7.9% were also used as snacks. Results showed that among food consumed as snack, sandwich consumption was negatively associated to the grade of previous semester. Moreover, the consumption of blowgun and cakes were increased in children with more educated fathers. Conclusion: Despite the fact that the consumption of snacks during school attendance is good in terms of quantity, but the quality and usefulness of food still need more attention Keyword: Snack, High school, Average, Student
High School Principals and the High School Journalism Program.
Peterson, Jane W.
A study asked selected high school principals to respond to statements about the value of high school journalism to the high school student and about the rights and responsibilities of the high school journalist. These responses were then checked against such information as whether or not the high school principal had worked on a high school…
Chang, Chi-Cheng; Liang, Chaoyun; Chen, Yi-Hui
2013-01-01
This study explored the reliability and validity of Web-based portfolio self-assessment. Participants were 72 senior high school students enrolled in a computer application course. The students created learning portfolios, viewed peers' work, and performed self-assessment on the Web-based portfolio assessment system. The results indicated: 1)…
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Gede Wartawan Putu
2018-01-01
Full Text Available This study aims to investigate the effect of portfolio assessment in teaching physics and scientific attitude. The research was conducted on students of high school in Singaraja. Research was an quasi- experimental study by using “The Posttest-Only Control Group Design”. The research involved 152 high school students of class X of science as samples, taken with multistage random sampling technique. Portfolio assessment was integrated with physics learning. The implementation of the portfolio assessment included four key elements such as the students' work folders, clear assessment criteria, and self-assessment, and conference between teacher and students. The data needed in this research was the students' scientific attitude which included the aspect of curiosity, respect for evidence, the willingness to change ideas, and critical reflection. Data needed in this research included scientific attitudes students. A Likert scale instrument was used to measure the scientific attitude students. Data were analyzed using analysis of variance with SPSS 20.0 at significance level α = 0.05. The results showed there are differences in the scientific attitude students who take physics learning with assessment portfolios and students who take physics learning with assessment of conventional. The findings of this study indicate that portfolio assessment in learning physics significantly affect the scientific attitude students.
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Ludvík Eger
2018-06-01
Full Text Available There seems to be a gap in the literature on educational management that focuses on school image and its assessment. This paper addresses this issue by reviewing the state of the art regarding school image and communication with the public.School image can be defined as the overall impression and mosaic synthesised from numerous impressions of individuals of school publics (pupils/students, teachers and deputies of school management, parents, and other stakeholders. School image is not what the headteachers understand it to be, but the feelings and beliefs about the school and its educational programme that exist in the minds of the school publics. The present study contributes to the literature by providing an overview of school image and by providing a practical application of a useful tool for assessing the content of corporate image. Semantic differential scales are used for marketing purposes and as a useful technique for measuring and assessing school image. Communication with publics and the development and sustainability of a positive school image influence not only the marketing of the school but also the educational process in the school. Today, shaping and maintaining a school image is even more important because of the curriculum reform, focusing on higher study process outputs, quality assessments, and accountability. The findings of this study have important implications for school marketing experts and researchers, headteachers, education policymakers, as well as teachers at schools.
Think Pair Share with Formative Assessment for Junior High School Student
Pradana, O. R. Y.; Sujadi, I.; Pramudya, I.
2017-09-01
Geometry is a science related to abstract thinking ability so that not many students are able to understand this material well. In this case, the learning model plays a crucial role in improving student achievement. This means that a less precise learning model will cause difficulties for students. Therefore, this study provides a quantitative explanation of the Think Pair Share learning model combined with the formative assessment. This study aims to test the Think Pair Share with the formative assessment on junior high school students. This research uses a quantitative approach of Pretest-Posttest in control group and experiment group. ANOVA test and Scheffe test used to analyse the effectiveness this learning. Findings in this study are student achievement on the material geometry with Think Pair Share using formative assessment has increased significantly. This happens probably because this learning makes students become more active during learning. Hope in the future, Think Pair Share with formative assessment be a useful learning for teachers and this learning applied by the teacher around the world especially on the material geometry.
Automated Risk Assessment for School Violence: a Pilot Study.
Barzman, Drew; Ni, Yizhao; Griffey, Marcus; Bachtel, Alycia; Lin, Kenneth; Jackson, Hannah; Sorter, Michael; DelBello, Melissa
2018-05-01
School violence has increased over the past ten years. This study evaluated students using a more standard and sensitive method to help identify students who are at high risk for school violence. 103 participants were recruited through Cincinnati Children's Hospital Medical Center (CCHMC) from psychiatry outpatient clinics, the inpatient units, and the emergency department. Participants (ages 12-18) were active students in 74 traditional schools (i.e. non-online education). Collateral information was gathered from guardians before participants were evaluated. School risk evaluations were performed with each participant, and audio recordings from the evaluations were later transcribed and manually annotated. The BRACHA (School Version) and the School Safety Scale (SSS), both 14-item scales, were used. A template of open-ended questions was also used. This analysis included 103 participants who were recruited from 74 different schools. Of the 103 students evaluated, 55 were found to be moderate to high risk and 48 were found to be low risk based on the paper risk assessments including the BRACHA and SSS. Both the BRACHA and the SSS were highly correlated with risk of violence to others (Pearson correlations>0.82). There were significant differences in BRACHA and SSS total scores between low risk and high risk to others groups (p-values machine learning algorithm achieved an AUC of 91.02% when using the interview content to predict risk of school violence, and the AUC increased to 91.45% when demographic and socioeconomic data were added. Our study indicates that the BRACHA and SSS are clinically useful for assessing risk for school violence. The machine learning algorithm was highly accurate in assessing school violence risk.
The association between higher body mass index and poor school performance in high school students.
Tonetti, L; Fabbri, M; Filardi, M; Martoni, M; Natale, V
2016-12-01
This study aimed to examine the association between body mass index (BMI) and school performance in high school students by controlling for relevant mediators such as sleep quality, sleep duration and socioeconomic status. Thirty-seven high school students (mean age: 18.16 ± 0.44 years) attending the same school type, i.e. 'liceo scientifico' (science-based high school), were enrolled. Students' self-reported weight and height were used to calculate BMI. Participants wore an actigraph to objectively assess the quality and duration of sleep. School performance was assessed through the actual grade obtained at the final school-leaving exam, in which higher grades indicate higher performance. BMI, get-up time, mean motor activity, wake after sleep onset and number of awakenings were negatively correlated with the grade, while sleep efficiency was positively correlated. When performing a multiple regression analysis, BMI proved the only significant (negative) predictor of grade. When controlling for sleep quality, sleep duration and socioeconomic status, a higher BMI is associated with a poorer school performance in high school students. © 2015 World Obesity Federation.
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putu wartawan
2017-12-01
Full Text Available This study aims to investigate the effect of portfolio assessment in teaching physics and scientific attitude. The research was conducted on students of high school in Singaraja. Research was an quasi- experimental study by using “The Posttest-Only Control Group Design”. The research involved 152 high school students of class X of science as samples, taken with multistage random sampling technique. Portfolio assessment was integrated with physics learning. The implementation of the portfolio assessment included four key elements such as the students' work folders, clear assessment criteria, and self-assessment, and conference between teacher and students. The data needed in this research was the students' scientific attitude which included the aspect of curiosity, respect for evidence, the willingness to change ideas, and critical reflection. Data needed in this research included scientific attitudes students. A Likert scale instrument was used to measure the scientific attitude students. Data were analyzed using analysis of variance with SPSS 20.0 at significance level a = 0.05. The results showed there are differences in the scientific attitude students who take physics learning with assessment portfolios and students who take physics learning with assessment of conventional. The findings of this study indicate that portfolio assessment in learning physics significantly affect the scientific attitude students.
Chong, Gabriel Tse Feng; Evans, Robin Wendell; Dennison, Peter John
2011-11-01
To determine if the school dental screening program in New South Wales, the School Assessment Program, achieved its aim of being the key entry point for high-risk children to receive care. A secondary analysis was conducted on epidemiological data gathered in 16 primary schools in New South Wales (10 for the School Assessment Program and six for the non-School Assessment Program) in 2003. The validity of the School Assessment Program targeting criteria in identifying high-risk schools was determined. Post-screening treatment outcomes were evaluated from the assessment of treatment ratios. There were negligible differences in the caries experience and proportions of high-risk children, irrespective of their School Assessment Program status. Sensitivity and specificity values were approximately 60% and 40%, respectively, using various case definitions of high risk applied to both children and schools. Deciduous dentition treatment ratios for School Assessment Program and non-School Assessment Program children with decayed, missing, and filled teeth (dmft) ≥1 ranged from 0.48 to 0.79 and from 0.47 to 0.73, respectively. Respective permanent dentition treatment ratios for School Assessment Program and non-School Assessment Program children with Decayed, Missing, and Filled Teeth (DMFT) ≥1 were 0.49-0.82 and 0.64-1.08. The School Assessment Program failed to identify schools with high caries-risk children or confer post-screening caries treatment benefits. © 2011 Blackwell Publishing Asia Pty Ltd.
School Start Times for Middle School and High School Students - United States, 2011-12 School Year.
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.
Assessing the Value of High School Accounting for the College Bound.
Friedlob, George T.; Cosenza, Robert M.
1981-01-01
Reports results of a survey of first-quarter college accounting principles students. It was found that a typically difficult college course may be made easier and student performance improved by giving high school accounting instruction its proper importance in the curriculum of the business-oriented, college-bound high school student. (CT)
Zichittella, Gail Eberhardt
The primary purpose of this study was to validate performance assessments, which can be used as teaching and assessment instruments in high school science classrooms. This study evaluated the classroom usability of these performance instruments and establishes the interrater reliability of the scoring rubrics when used by classroom teachers. The assessment instruments were designed to represent two levels of scientific inquiry. The high level of inquiry tasks are relatively unstructured in terms of student directions; the low inquiry tasks provided more structure for the student. The tasks cover two content topics studied in chemistry (scientific observation and density). Students from a variety of Western New York school districts who were enrolled in chemistry classes and other science courses were involved in completion of the tasks at the two levels of inquiry. The chemistry students completed the NYS Regents Examination in Chemistry. Their classroom teachers were interviewed and completed a questionnaire to aid in the establishment their epistemological view on the inclusion of inquiry based learning in the science classroom. Data showed that the performance assessment tasks were reliable, valid and helpful for obtaining a more complete picture of the students' scientific understanding. The teacher participants reported no difficulty with the usability of the task in the high school chemistry setting. Collected data gave no evidence of gender bias with reference to the performance tasks or the NYS Regents Chemistry Examination. Additionally, it was shown that the instructors' classroom practices do have an effect upon the students' achievement on the performance tasks and the NYS Regents examination. Data also showed that achievement on the performance tasks was influenced by the number of years of science instruction students had received.
Cushing, Patrick Ryan
This study compared the performance of high school students on laboratory assessments. Thirty-four high school students who were enrolled in the second semester of a regular biology class or had completed the biology course the previous semester participated in this study. They were randomly assigned to examinations of two formats, performance-task and traditional multiple-choice, from two content areas, using a compound light microscope and diffusion. Students were directed to think-aloud as they performed the assessments. Additional verbal data were obtained during interviews following the assessment. The tape-recorded narrative data were analyzed for type and diversity of knowledge and skill categories, and percentage of in-depth processing demonstrated. While overall mean scores on the assessments were low, elicited statements provided additional insight into student cognition. Results indicated that a greater diversity of knowledge and skill categories was elicited by the two microscope assessments and by the two performance-task assessments. In addition, statements demonstrating in-depth processing were coded most frequently in narratives elicited during clinical interviews following the diffusion performance-task assessment. This study calls for individual teachers to design authentic assessment practices and apply them to daily classroom routines. Authentic assessment should be an integral part of the learning process and not merely an end result. In addition, teachers are encouraged to explicitly identify and model, through think-aloud methods, desired cognitive behaviors in the classroom.
Hoffman, Pamela K.; Davey, Cynthia S.; Larson, Nicole; Grannon, Katherine Y.; Hanson, Carlie; Nanney, Marilyn S.
2016-01-01
Weight-related outcomes were examined among high school students in Minnesota public school districts according to the quality of district wellness policies. Wellness policy strength and comprehensiveness were scored using the Wellness School Assessment Tool (WellSAT) for 325 Minnesota public school districts in 2013. The associations between…
Predicting High-School Students' Bystander Behavior in Simulated Dating Violence Situations.
Jouriles, Ernest N; Rosenfield, David; Yule, Kristen; Sargent, Kelli S; McDonald, Renee
2016-03-01
Dating violence among adolescents is associated with a variety of negative health consequences for victims. Bystander programs are being developed and implemented with the intention of preventing such violence, but determinants of high-school students' responsive bystander behavior remain unclear. The present study examines hypothesized determinants of high-school students' bystander behavior in simulated situations of dating violence. Participants were 80 high-school students who completed self-reports of hypothesized determinants of bystander behavior (responsibility, efficacy, and perceived benefits for intervening) at a baseline assessment. A virtual-reality paradigm was used to observationally assess bystander behavior at 1-week and 6-month assessments after baseline. Efficacy for intervening was positively associated with observed bystander behavior at the 1-week and 6-month assessments. Moreover, efficacy predicted bystander behavior over and above feelings of responsibility and perceived benefits for intervening. Contrary to our predictions, neither responsibility nor perceived benefits for intervening were associated with observed bystander behavior. This research advances our understanding of determinants of bystander behavior for high-school students and can inform prevention programming for adolescents. The study also introduces an innovative way to assess high-school students' bystander behavior. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.
Bradshaw, Catherine P; Milam, Adam J; Furr-Holden, C Debra M; Johnson, Sarah Lindstrom
2015-12-01
School safety is of great concern for prevention researchers, school officials, parents, and students, yet there are a dearth of assessments that have operationalized school safety from an organizational framework using objective tools and measures. Such a tool would be important for deriving unbiased assessments of the school environment, which in turn could be used as an evaluative tool for school violence prevention efforts. The current paper presents a framework for conceptualizing school safety consistent with Crime Prevention through Environmental Design (CPTED) model and social disorganization theory, both of which highlight the importance of context as a driver for adolescents' risk for involvement in substance use and violence. This paper describes the development of a novel observational measure, called the School Assessment for Environmental Typology (SAfETy), which applies CPTED and social disorganizational frameworks to schools to measure eight indicators of school physical and social environment (i.e., disorder, trash, graffiti/vandalism, appearance, illumination, surveillance, ownership, and positive behavioral expectations). Drawing upon data from 58 high schools, we provide preliminary data regarding the validity and reliability of the SAfETy and describe patterns of the school safety indicators. Findings demonstrate the reliability and validity of the SAfETy and are discussed with regard to the prevention of violence in schools.
Howley, Marged D.; Howley, Aimee; Henning, John E.; Gillam, Mary Beth; Weade, Ginger
2013-01-01
This study used qualitative interviewing with teachers at three high schools to answer research questions about teachers' assessment knowledge, school-specific assessment cultures, and teachers' perceptions of the assessment literacy of other key stakeholders. Data analysis revealed shared knowledge and practices across schools--use of formative…
Assessment of Bacterial Aerosol in a Preschool, Primary School and High School in Poland
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Ewa Brągoszewska
2018-02-01
Full Text Available The issue of healthy educational buildings is a global concern because children are particularly at risk of lung damage and infection caused by poor indoor air quality (IAQ. This article presents the results of a preliminary study of the concentration and size distribution of bacterial aerosol in three educational buildings: a preschool, primary school, and high school. Sampling was undertaken in the classrooms with an Andersen six-stage impactor (with aerodynamic cut-off diameters of 7.0, 4.7, 3.3, 2.1, 1.1 and 0.65 μm during spring 2016 and 2017, as well as the outside of the buildings. After incubation, bioaerosol particles captured on nutrient media on Petri dishes were quantitatively evaluated and qualitatively identified. The highest average concentration of bacterial aerosol was inside the primary school building (2205 CFU/m3, whereas the lowest average concentration of indoor culturable bacteria was observed in the high school building (391 CFU/m3. Using the obtained data, the exposure dose (ED of the bacterial aerosol was estimated for children attending each educational level. The most frequently occurring species in the sampled bacterial aerosol were Gram-positive cocci in the indoor environment and Gram-positive rod-forming endospores in the outdoor environment.
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Sibanda Mavellas
2015-08-01
Full Text Available This paper looked at the availability of common educational Information communications Technologies ICTs in secondary schools using a high school in Kwekwe Zimbabwe as a case study. Such technologies include computers radios televisions networks wireless technologies interactive boards internet email eLearning applications video conferencing and projectors just to mention but a few. It further assessed whether the available ICTs are being utilized by teachers and students looking at such usage activities as preparation for lessons lesson delivery issuing of assignments research and communications. The research further identified the factors that are hindering the ICT utilization in these schools among them lack of power supply insufficient resources fear of technology lack of interest ICT skills deficiency higher ICT cost and poor physical infrastructure. The findings were tabulated and analyzed. Recommendations were put forward on how to improve ICT availability and utilization at the school and schools in general for the betterment of teaching and learning. Conclusions were drawn from the findings.
Emmett, Joshua
2013-01-01
The purpose of this qualitative research study was to discover the influence of a student achievement program implemented at one large urban high school that employed extrinsic motivation to promote student achievement on state assessments. Using organismic integration theory as the theoretical framework, 19 randomly selected students participated…
Hsia, Lu-Ho; Huang, Iwen; Hwang, Gwo-Jen
2016-01-01
In this paper, a web-based peer-assessment approach is proposed for conducting performing arts activities. A peer-assessment system was implemented and applied to a junior high school performing arts course to evaluate the effectiveness of the proposed approach. A total of 163 junior high students were assigned to an experimental group and a…
Assessment: besides the “school form”
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Luiz Carlos de Freitas
2010-07-01
Full Text Available The form assumed by assessment in a capitalist school cannot be decoupled from thevery format of a school which is built to meet certain social functions of society. Toexclude and subordinate have been the favorite functions that underpin the organizationof the current school form. It occurs because, from this view, society is presented as aready and finished datum and youth must resign to it. School is isolated by life andclassroom is chosen as a privileged stage of the educational process. The structuretook by assessment owes these decisions. By isolating itself from life, school isolatesitself from the socially useful work, in its widest sense, what could be a key element inthe constitution of the assessment process of school. But for that, school would have toassume another form, also making possible other systems of assessment
Assessing the Effectiveness of Gravitational Wave Outreach Video Games in High School Students
Wheeler, Jonathan
Students and faculty at the Gravitational Wave Group in Birmingham, UK developed a remake of the classic 1972 game of Pong. Black Hole Pong was developed to be used in events such as science fairs as a way to engage children and pique interest in black holes. I present the results of a study which assesses the utility of Black Hole Pong and its successors in raising awareness of gravitational wave research, and in fostering conceptual understanding of astrophysics and gravity. Of particular interest in this study is potential use in high school science classrooms during astrophysics units.
Pasch, Keryn E; Lytle, Leslie A; Samuelson, Anne C; Farbakhsh, Kian; Kubik, Martha Y; Patnode, Carrie D
2011-04-01
The purpose of this study was to describe the extent to which vending offerings in 106 schools in the St. Paul-Minneapolis, Minnesota metropolitan area, met criteria for types of beverages, fat, and calories based on selected criteria offered by the Institute of Medicine. Schools where youth participants were attending for the 2006-2007 school year were identified and invited to participate in the study (n = 143); 81% of schools (n = 116) agreed to participate. Of the 116 schools, 106 had vending machines. Across schools with vending machines (n = 106), 5085 food and 8442 beverage items were offered. Overall, only 18% of beverage items met criteria for calories and type of beverage; significantly more items in public schools met the criteria as compared to private schools (19% vs 12%; p schools as compared to middle schools (18% vs 22%; p schools (22% vs 18%; p = .01), while high schools (22%) and middle schools (21%) were similar. A very small proportion of foods (schools are doing a slightly better job of providing healthy foods as compared to private schools. © 2011, American School Health Association.
Ward, Justin P.; Hancock, Carl B.
2016-01-01
The purpose of this study was to examine the warm-ups chosen by concert band directors participating in state-level performance assessments. We observed 29 middle and high school bands and coded the frequency and duration of warm-up activities and behaviors. Results indicated that most bands rehearsed music and played scales, long tones, and…
Koopmans, Matthijs
2015-01-01
While school attendance is a critical mediator to academic achievement, its time dependent characteristics are rarely investigated. To remedy situation, this paper reports on the analysis of daily attendance rates in five urban high schools over a seven-year period. Traditional time series analyses were conducted to estimate short-range and cyclical dependencies in the data. An Autoregressive Fractional Integrated Moving Average (ARFIMA) approach was used to address long-range correlational patterns, and detect signs of self-organized criticality. The analysis reveals a strong cyclical pattern (weekly) in all five schools, and evidence for self-organized criticality in one of the five. These findings illustrate the insufficiency of traditional statistical summary measures to characterize the distribution of daily attendance, and they suggest that daily attendance is not necessarily the stable and predictable feature of school effectiveness it is conventionally assumed to be. While educational practitioners can probably attest to the many of the irregularities in attendance patterns as well as some of their sources, a systematic description of these temporal aspects needs to be included in our assessment of daily attendance behavior to inform policy decisions, if only to better align formal research in this area with existing local knowledge about those patterns.
Authoritative school climate and high school dropout rates.
Jia, Yuane; Konold, Timothy R; Cornell, Dewey
2016-06-01
This study tested the association between school-wide measures of an authoritative school climate and high school dropout rates in a statewide sample of 315 high schools. Regression models at the school level of analysis used teacher and student measures of disciplinary structure, student support, and academic expectations to predict overall high school dropout rates. Analyses controlled for school demographics of school enrollment size, percentage of low-income students, percentage of minority students, and urbanicity. Consistent with authoritative school climate theory, moderation analyses found that when students perceive their teachers as supportive, high academic expectations are associated with lower dropout rates. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
Dedrick, Robert F.; Shaunessy-Dedrick, Elizabeth; Suldo, Shannon M.; Ferron, John M.
2015-01-01
In two studies (ns = 312 and 1,149) with 9- to 12-grade students in pre-International Baccalaureate (IB) and IB Diploma programs, we evaluated the reliability, factor structure, measurement invariance, and criterion-related validity of the scores from the School Attitude Assessment Survey-Revised (SAAS-R). Reliabilities of the five SAAS-R subscale…
Zendarski, Nardia; Sciberras, Emma; Mensah, Fiona; Hiscock, Harriet
Examine academic achievement of students with attention-deficit hyperactivity disorder (ADHD) during the early high school period and identify potentially modifiable risk factors for low achievement. Data were collected through surveys (adolescent, parent, and teacher) and direct assessment of Australian adolescents (12-15 yr; n = 130) with ADHD in early high school (i.e., US middle and high school grades). Academic achievement outcomes were measured by linking to individual performance on the National Assessment Program-Literacy and Numeracy (NAPLAN) tests, direct assessment of reading and math, and teacher report of academic competence. Linear regression models examined associations between adolescent, parent/family, and school factors and NAPLAN domain scores. Students with ADHD had lower NAPLAN scores on all domains and fewer met minimum academic standards in comparison with state benchmarks. The poorest results were for persuasive writing. Poor achievement was associated with lower intelligence quotient across all academic domains. Adolescent inattention, bullying, poor family management, male sex, and attending a low socioeconomic status school were associated with lower achievement on specific domains. Students with ADHD are at increased academic risk during the middle school and early high school period. In addition to academic support, interventions targeting modifiable factors including inattention, bullying, and poor family management may improve academic achievement across this critical period.
Caries Risk Assessment in School Children Using Reduced Cariogram Model
Taqi, Muhammad; Razak, Ishak Abdul; Ab-Murat, Norintan
2017-01-01
Objective: To estimate the percentage of children with low, moderate and high caries risk; and to determine the predictors of caries risk amongst 11-12 year old Pakistani school children. Methods: Subjects’ caries risk was assessed using the Cariogram programme. The survey was done among school children in Bhakkar district of Punjab, Pakistan. Caries and plaque level were assessed using the DMFT and Sillnes and Loe indices respectively, while diet content and frequency were assessed using a t...
Students’ Well-Being Assessment at School
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Nurul Hidayah
2016-04-01
Full Text Available This research aims at describing students’ well-being assessment at two private secondary schools in Sleman regency, Yogyakarta Special Province, Indonesia. The subjects of the research were 42 secondary school students in the area. This is an evaluative research by means of quantitative approach. The data collecting technique employed a focus group discussion (FGD while the instrument used an FGD guide book based on a School Well-being Model (Konu and Rimpela, 2002. The data were analyzed quantitatively by means of thematic analysis. The research finding showed that the students’ school well-being was psychologically high at dimension of health status, but low at dimension of having, loving, and being. Another important finding is that there was a tendency of verbal, physical, as well as sexual bullying done by their classmates and teachers personally.
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Lili O. Horváth
2018-05-01
Full Text Available Although several studies have recently assessed direct self-injurious behavior (D-SIB among adolescents, it is still understudied in adolescents attending vocational schools: an educational setting generally associated with lower socioeconomic status. After extending the “Saving and Empowering Young Lives in Europe” (SEYLE project to a vocational school population, we examined their D-SIB and life event characteristics compared to the high school population. SEYLE’s Hungarian randomly selected high school sample (N = 995 was completed with a randomly selected vocational school sample (N = 140 in Budapest, Hungary. Participants aged 14–17 years completed the SEYLE project’s self-administered questionnaires. D-SIB lifetime prevalence was significantly higher (29.4% in the vocational school group compared to the high school group (17.2% (Χ2(1 = 12.231, p< 0.001. D-SIB was associated with suicidal ideation in the vocational school group. Different life events were more frequent in the high school than in the vocational school group, and associations between D-SIB and life events differed in the vocational school group compared to the high school group. In conclusion, vocational school students are a vulnerable population with a higher prevalence of D-SIB compared to high school students. Life events and their association with D-SIB also differ in vocational school students compared to high school students. Taking all these into account might contribute to prevention/intervention designed for this population.
Middle School Concept Helps High-Poverty Schools Become High-Performing Schools
Picucci, Ali Callicoatte; Brownson, Amanda; Kahlert, Rahel; Sobel, Andrew
2004-01-01
The results of a study conducted by the Charles A. Dana Center at the University of Texas at Austin for the U.S. Department of Education during the 2001-02 school year showed that elements of the middle school concept can lead to improved student performance, even in high-poverty schools. This article describes common elements of the middle school…
Southern Regional Education Board (SREB), 2012
2012-01-01
Every step in a student's life is important for future success. Schools are building stronger frameworks of curricula, instruction and assessments to prepare students to move from one learning environment to another with maximum results as they journey toward adulthood. This issue of "High Schools That Work" contains examples of…
Examining a Public Montessori School's Response to the Pressures of High-Stakes Accountability
Block, Corrie Rebecca
2015-01-01
A public Montessori school is expected to demonstrate high student scores on standardized assessments to succeed in the current school accountability era. A problem for a public Montessori elementary school is how to make sense of the school's high-stakes assessment scores in terms of Montessori's unique educational approach. This case study…
School Refusal: Assessment and Intervention within School Settings.
Wimmer, Mary B.
Anxiety-based school refusal occurs in 2% of school-age children. The reasons why they refuse to go school range from mental illness and learning problems to general defiance and a desire for attention. Early identification and multi-faceted assessment and interventions are critical to addressing the problem. This book offers concise, practical…
Etkina, Eugenia; Gitomer, Drew; Iaconangelo, Charles; Phelps, Geoffrey; Seeley, Lane; Vokos, Stamatis
2018-06-01
Research into teacher learning and practice over the last three decades shows that the teachers of a specific subject need to possess knowledge that is different from the knowledge of other content experts. Yet this specialized version of content knowledge that teachers need to plan instruction, respond to student ideas, and assess student understanding in real time is a theoretically elusive construct. It is crucial for the fields of precollege teacher preparation, teacher professional education, and postsecondary faculty professional development to (a) clarify the construct that underlies this specialized content knowledge, (b) operationalize it in some domain, (c) measure it in both static contexts and as it is enacted in the classroom, and (d) correlate its presence with "richness" of classroom instruction and its effect on student learning. This paper documents a piece of a multiyear, multi-institutional effort to investigate points (a)-(d) in the domain of energy in the first high school physics course. In particular, we describe the framework that we developed to clarify content knowledge for teaching in the context of high school energy learning. We then outline the process through which we developed, tested, and refined a "paper-and-pencil" assessment administered on a computer and discuss the substantive and psychometric features of several items based on a field test of the final form of the assessment. We choose to discuss these items for a dual purpose: to illustrate the application of our general framework and to present performance findings from a sample of 362 practicing high school teachers of physics.
Using Action Research to Assess and Advocate for Innovative School Library Design
Harper, Meghan; Deskins,Liz
2015-01-01
This article describes a collaborative project designed to use action research to assess and advocate for innovative design changes in a school library. The high school library was in its fifth year of service, and yet the layout of the library was not meeting the learning and technological needs of 21st-century high school students. The purpose…
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Edgar Picón Jácome
2012-07-01
Full Text Available In this article I present some findings of an action research study intended to find out to what extent a teacher-student partnership in writing assessment could promote high school students’ autonomy. The study was conducted in a U.S. school. Two main action strategies in the assessment process were the use of symbols as the form of feedback and the design of a rubric containing criteria negotiated with the students as the scoring method. Results showed that the students developed some autonomy reflected in three dimensions: ownership of their learning process, metacognition, and critical thinking, which positively influenced an enhancement of their writing skills in both English and Spanish. Likewise, the role of the teacher was found to be paramount to set appropriate conditions for the students’ development of autonomy.
Early high school engagement in students with attention/deficit hyperactivity disorder.
Zendarski, Nardia; Sciberras, Emma; Mensah, Fiona; Hiscock, Harriet
2017-06-01
Students with attention/deficit hyperactivity disorder (ADHD) continue to languish behind their peers with regard to academic achievement and education attainment. School engagement is potentially modifiable, and targeting engagement may be a means to improve education outcomes. To investigate school engagement for students with ADHD during the crucial high school transition period and to identify factors associated with low school engagement. Participants are adolescents (12-15 years) in the first and third year of high school with diagnosed ADHD (n = 130). Participants were recruited from 21 paediatric practices. Cross-sectional study assessing school engagement. Data were collected through direct assessment and child, parent, and teacher surveys. School engagement is measured as student attitudes to school (cognitive and emotional) and suspension rates (behavioural). Multivariable regression analyses examined student, family, and school factors affecting engagement. In comparison with state data, students with ADHD in the first year of high school were less motivated (p comparison to state-wide suspensions (21% vs. 6%, p < .01). Explanatory factors for poor attitudes include adolescent depression, poor adolescent supervision, and devaluing education. Conduct problems and increased hyperactivity were related to increased likelihood of being suspended, whilst higher cognitive ability, family socio-economic status, and independent schools reduced risk. Potentially modifiable individual and family factors including adolescent depression, behavioural problems, education values, and family supervision could be targeted to better manage the high school transition for students with ADHD. © 2017 The British Psychological Society.
Alternative High School Students: Prevalence and Correlates of Overweight
Kubik, Martha Y.; Davey, Cynthia; Fulkerson, Jayne A.; Sirard, John; Story, Mary; Arcan, Chrisa
2009-01-01
Objective: To determine prevalence and correlates of overweight among adolescents attending alternative high schools (AHS). Methods: AHS students (n=145) from 6 schools completed surveys and anthropometric measures. Cross-sectional associations were assessed using mixed model multivariate logistic regression. Results: Among students, 42% were…
Assessment for Exemplary Schools: Productive School Management
Johnson, William L.; Johnson, Annabel M.
2009-01-01
The 2001 reauthorization of the Elementary and Secondary Education Act (ESEA), also known as the No Child Left Behind (NCLB) legislation, has been called the most far-reaching federal education bill in nearly four decades. The law's comprehensive assessment provisions address areas from school choice to low-performing schools and increased…
Effects of Problem Based Economics on High School Economics Instruction
Finkelstein, Neal; Hanson, Thomas
2011-01-01
The primary purpose of this study is to assess student-level impacts of a problem-based instructional approach to high school economics. The curriculum approach examined here was designed to increase class participation and content knowledge for high school students who are learning economics. This study tests the effectiveness of Problem Based…
Understanding the Implementation of Knowledge Management in High-Performance Schools in Malaysia
Rahmad Sukor Ab. Samad; Mohamed Iskandar Rahmad Sukor; Darwyan Syah; Eneng Muslihah
2014-01-01
This study intends to assess the implementation of policies in high-performance schools (HPS). One hundred fifty-two administrators in 52 HPS were selected using full sampling. Only two factors serve as contributors in knowledge management model for high-performing schools in Malaysia, which were school culture and school strategy. Whereas the correlation indicated that all 10 factors, namely, mission and vision, schoo...
School violence and bullying among sexual minority high school students, 2009-2011.
O'Malley Olsen, Emily; Kann, Laura; Vivolo-Kantor, Alana; Kinchen, Steve; McManus, Tim
2014-09-01
School-based victimization has short- and long-term implications for the health and academic lives of sexual minority students. This analysis assessed the prevalence and relative risk of school violence and bullying among sexual minority and heterosexual high school students. Youth Risk Behavior Survey data from 10 states and 10 large urban school districts that assessed sexual identity and had weighted data in the 2009 and/or 2011 cycle were combined to create two large population-based data sets, one containing state data and one containing district data. Prevalence of physical fighting, being threatened or injured with a weapon, weapon carrying, and being bullied on school property and not going to school because of safety concerns was calculated. Associations between these behaviors and sexual identity were identified. In the state data, sexual minority male students were at greater risk for being threatened or injured with a weapon, not going to school because of safety concerns and being bullied than heterosexual male students. Sexual minority female students were at greater risk than heterosexual female students for all five behaviors. In the district data, with one exception, sexual minority male and female students were at greater risk for all five behaviors than heterosexual students. Sexual minority students still routinely experience more school victimization than their heterosexual counterparts. The implementation of comprehensive, evidence-based programs and policies has the ability to reduce school violence and bullying, especially among sexual minority students. Published by Elsevier Inc.
Authoritative School Climate and High School Dropout Rates
Jia, Yuane; Konold, Timothy R.; Cornell, Dewey
2016-01-01
This study tested the association between school-wide measures of an authoritative school climate and high school dropout rates in a statewide sample of 315 high schools. Regression models at the school level of analysis used teacher and student measures of disciplinary structure, student support, and academic expectations to predict overall high…
Harmfulness of smoking among high school students
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Iwona Rotter
2013-03-01
Full Text Available Introduction: The aim of the study was to assess the level of awareness of smoking and non smoking students on harmful impact of nicotine and cigarette smoke on human body. Material and methods: The study was carried out in March 2011 in high schools in Szczecin. Own elaborated questionnaire was used. 288 students from high school, technical college and vocational school were tested. Results: The majority of responders (95,1% claimed that cigarette smoke is harmful both for passive and active smokers. They most often pinpoint the direct cause connected with smoking to pulmonary diseases (264 persons and cancers (240 persons. Almost 90% of students found negative impact of tobacco products on development of fetus of pregnant women. Overwhelming majority of respondents (83,2% feels anxious if it comes to stay in a room filled with smoke. Conclusions: The awareness of high school students on negative influence of smoking on human body is quite satisfactory, but there is still a need for more education in the range of diseases and symptoms connected with smoking.
Validating the Assessment for Measuring Indonesian Secondary School Students Performance in Ecology
Rachmatullah, A.; Roshayanti, F.; Ha, M.
2017-09-01
The aims of this current study are validating the American Association for the Advancement of Science (AAAS) Ecology assessment and examining the performance of Indonesian secondary school students on the assessment. A total of 611 Indonesian secondary school students (218 middle school students and 393 high school students) participated in the study. Forty-five items of AAAS assessment in the topic of Interdependence in Ecosystems were divided into two versions which every version has 21 similar items. Linking item method was used as the method to combine those two versions of assessment and further Rasch analyses were utilized to validate the instrument. Independent sample t-test was also run to compare the performance of Indonesian students and American students based on the mean of item difficulty. We found that from the total of 45 items, three items were identified as misfitting items. Later on, we also found that both Indonesian middle and high school students were significantly lower performance with very large and medium effect size compared to American students. We will discuss our findings in the regard of validation issue and the connection to Indonesian student’s science literacy.
Middle Grades to High School: Mending a Weak Link. Research Brief.
Cooney, Sondra; Bottoms, Gene
This research brief describes a study of the readiness for high school of eighth-graders who participated in the Southern Regional Education Board's (SREB) Middle Grades Assessment in spring 2000. The assessment included testing in reading, math, and science, and surveys of students and teachers. Following the 2000-01 school year, SREB gathered…
Directory of Open Access Journals (Sweden)
Eugenia Etkina
2018-05-01
Full Text Available Research into teacher learning and practice over the last three decades shows that the teachers of a specific subject need to possess knowledge that is different from the knowledge of other content experts. Yet this specialized version of content knowledge that teachers need to plan instruction, respond to student ideas, and assess student understanding in real time is a theoretically elusive construct. It is crucial for the fields of precollege teacher preparation, teacher professional education, and postsecondary faculty professional development to (a clarify the construct that underlies this specialized content knowledge, (b operationalize it in some domain, (c measure it in both static contexts and as it is enacted in the classroom, and (d correlate its presence with “richness” of classroom instruction and its effect on student learning. This paper documents a piece of a multiyear, multi-institutional effort to investigate points (a–(d in the domain of energy in the first high school physics course. In particular, we describe the framework that we developed to clarify content knowledge for teaching in the context of high school energy learning. We then outline the process through which we developed, tested, and refined a “paper-and-pencil” assessment administered on a computer and discuss the substantive and psychometric features of several items based on a field test of the final form of the assessment. We choose to discuss these items for a dual purpose: to illustrate the application of our general framework and to present performance findings from a sample of 362 practicing high school teachers of physics.
Steele, Marcee M.
2010-01-01
This article reviews characteristics of high school students with learning disabilities and presents instructional modifications and study skills to help them succeed in algebra and geometry courses and on high stakes mathematics assessments.
Steenholt, Carina Bjørnskov; Pisinger, Veronica Sofie Clara; Danquah, Ida Høgstedt; Tolstrup, Janne Schurmann
2018-02-14
There is limited knowledge of physical activity (PA) patterns among high school students. High schools plays an important role as context for the students, but it is uncertain to what extent schools influence student participation in PA during leisure time. The purpose of this study is to describe patterns of PA and assess variations between schools and classes in PA, in a large cohort of Danish high school students. Self-reported cross-sectional data came from The Danish National Youth Study, comprising a total of 70,674 students attending 119 different schools and 3213 classes. Multilevel logistic regressions were applied to evaluate the association between socio-demographic variables and patterns of PA, and to assess the impact of schools and classes on PA measures. Students whose parents have achieved a lower level of education, older students and girls of perceived ethnic minority generally participated less in several forms of PA during leisure time. Substantial variations between schools were observed in terms of participation in PA at school during leisure time and in terms of use of active transportation to and from school. The school-level accounted for 9% (intra-class correlation coefficient (ICC) = 0.09 (95% CI: 0.06-0.11)) and 8% (ICC = 0.08 (95% CI: 0.07-0.11)) of the variation for participation in PA during leisure time and active transportation. Overall, students whose parents achieved a lower level of education, older students and girls of perceived ethnic minority represent vulnerable groups in relation to participation in several forms of PA during leisure time. The ICCs indicate that schools, in particular, have the potential to influence participation in PA at school during leisure time and active transportation to and from school. Thus, high schools should encourage and facilitate activities aimed at engaging students in PA during leisure time as well as encourage active transportation.
Impact of Maine's statewide nutrition policy on high school food environments.
Whatley Blum, Janet E; Beaudoin, Christina M; O'Brien, Liam M; Polacsek, Michele; Harris, David E; O'Rourke, Karen A
2011-01-01
We assessed the effect on the food environments of public high schools of Maine's statewide nutrition policy (Chapter 51), which banned "foods of minimal nutritional value" (FMNV) in public high schools that participated in federally funded meal programs. We documented allowable exceptions to the policy and describe the school food environments. We mailed surveys to 89 high school food-service directors to assess availability pre-Chapter 51 and post-Chapter 51 of soda, other sugar-sweetened beverages, and junk food. Frequency data were tabulated pre-Chapter 51 and post-Chapter 51, and Fisher exact test was used to assess significance in changes. We conducted food and beverage inventories at 11 high schools. The survey return rate was 61% (N = 54). Availability of soda in student vending significantly decreased pre-Chapter 51 versus post-Chapter 51 (P = .04). No significant changes were found for other sugar-sweetened beverages and junk food. Exceptions to Chapter 51 were permitted to staff (67%), to the public (86%), and in career and technical education programs (31%). Inventories in a subset of schools found no availability of soda for students, whereas other sugar-sweetened beverages and junk food were widely available in à la carte, vending machines, and school stores. Candy, considered a FMNV, was freely available. Soda advertisement on school grounds was common. Student vending choices improved after the implementation of Chapter 51; however, use of FMNV as the policy standard may be limiting, as availability of other sugar-sweetened beverages and junk food was pervasive. School environments were not necessarily supportive of the policy, as advertisement of soda was common and some FMNV were available. Furthermore, local exceptions to Chapter 51 likely reduced the overall effect of the policy.
School-Within-A-School (Hawaii Nui High) Hilo High School Report 1969-70.
Hawaii Univ., Honolulu. Social Welfare Development and Research Center.
The second year of operation of Hilo High School's "School-Within-A-School" [SWS] program is evaluated in this paper. Planning, training, and program implementation are described in the document. The following are the results of the program: There was an improvement in attendance among project students when compared to their record in…
Emmett, Joshua; McGee, Dean
2013-01-01
The purpose of this case study was to discover the critical attributes of a student achievement program, known as "Think Gold," implemented at one urban comprehensive high school as part of the improvement process. Student achievement on state assessments improved during the period under study. The study draws upon perspectives on…
Headache at high school: clinical characteristics and impact.
Tonini, M C; Frediani, F
2012-05-01
Although migraine (MH) and tension type headache (TTH) are the most common and important causes of recurrent headache in adolescents, they are poorly understood and not recognized by parents and teachers, delaying the first physician evaluation for correct diagnosis and management. The purpose of this study is to assess the knowledge about headache impact among the students of a Communication Private High School in Rimini city, and to evaluate the main different types of headaches interfering with school and social day activities. A self-administered questionnaire interview was given to students of the last 2 years of high school; ten items assessed the headache experience during the prior 12 months, especially during school time: the features and diagnosis of headaches types (based on the 2004 IHS criteria), precipitating factors, disability measured using the migraine disability assessment (MIDAS); therapeutic intervention. Out of the 60 students, 84 % experienced recurrent headache during the last 12 months. 79 % were females, aged 17-20 years; a family history was present in 74 % of headache students, in the maternal line; 45 % of subjects were identified as having MH and 27 % TTH; 25 % had morning headache and 20 % in the afternoon; fatigue, emotional stress and lack of sleep were the main trigger factors for headache, respectively in 86, 50 and 50 % of students; 92 % of headache students could not follow the lessons, could not participate in exercises and physical activity because of the headache; none had consulted a medical doctor and the 90 % of all students had never read, listened or watched television about headache. This study remarks on the need to promote headache educational programs, starting from high school, to increase communication between teachers-family-physician and patient-adolescents, with the goal to have an early appropriate therapeutic intervention, improvement of the quality of life and to prevent long-term headache disease in the
Journalism Beyond High School.
Turner, Sally
2001-01-01
Discusses the shift from high school journalism to college journalism for students. Describes the role of the high school journalism advisor in that process. Offers checklists for getting to know a college publication. Outlines ways high school journalism teachers can take advantage of journalism resources available at local colleges and…
Assessing School Emergency Care Preparedness.
Hale, Charles; Varnes, Jill
A study assessed the emergency health care preparedness of a north central Florida public school district in light of seven criteria: (1) school policies regarding delivery of emergency health care; (2) identification of school personnel responsible for rendering emergency care; (3) training levels of emergency health care providers (first aid and…
Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Sasabe, Tetsuya; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi
2011-05-01
When students proceed to junior high school from elementary school, rapid changes in the environment occur, which may cause various behavioral and emotional problems. However, the changes in cognitive functions during this transitional period have rarely been studied. In 158 elementary school students from 4th- to 6th-grades and 159 junior high school students from 7th- to 9th-grades, we assessed various cognitive functions, including motor processing, spatial construction ability, semantic fluency, immediate memory, delayed memory, spatial and non-spatial working memory, and selective, alternative, and divided attention. Our findings showed that performance on spatial and non-spatial working memory, alternative attention, divided attention, and semantic fluency tasks improved from elementary to junior high school. In particular, performance on alternative and divided attention tasks improved during the transitional period from elementary to junior high school. Our finding suggests that development of alternative and divided attention is of crucial importance in the transitional period from elementary to junior high school. Copyright © 2010 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.
Maier, Michael John
The purposes of this study were to assess staff perceptions of desirability and level of implementation of Individually Guided Education (IGE)/Secondary Schooling in four high schools implementing programs similar to IGE and to identify factors enhancing or impeding implementation of these programs. Theoretical foundations of the study included…
Sakurai, A.; Bisri, M. B. F.; Oda, T.; Oktari, R. S.; Murayama, Y.
2017-02-01
The study assessed the depth of school disaster safety at public elementary schools in Banda Aceh City, Indonesia in terms of comprehensive school safety, especially school location, disaster management and disaster education. The findings indicate that 56% of public elementary schools in Banda Aceh City are exposed to high tsunami risk, and most externally driven school disaster preparedness activities were not continued by the schools due to lack of ownership and funding. To realize comprehensive school safety, disaster preparedness programs should neither be brought in by external donors, nor be in a patchwork. Rather, it should be conducted jointly and sustainably by the local school and the community and supported by multi-sectoral support in the city. Comprehensive school safety of public elementary schools in Banda Aceh City could be realized by reviewing, updating and localizing school disaster preparedness programs by all the education partners in the city with strong political will and commitment.
Thompson, Brett A.
2004-01-01
Since its inception in 1997, Cisco's curriculum has entered thousands of high schools across the U.S. and around the world for two reasons: (1) Cisco has a large portion of the computer networking market, and thus has the resources for and interest in developing high school academies; and (2) high school curriculum development teams recognize the…
Lingam, Govinda Ishwar; Lingam, Narsamma
2016-01-01
The study explored challenges faced by school leaders in the Pacific nation of Solomon Islands in school-based assessment, and the adequacy of an assessment course to prepare them. A questionnaire including both open and closed-ended questions elicited relevant data from the school leaders. Modelling best practices in school-based assessment was…
Pedagogical Stances of High School ESL Teachers: "Huelgas" in High School ESL Classrooms
del Carmen Salazar, Maria
2010-01-01
This article presents a qualitative case study of the pedagogical stances of high school English as a Second Language (ESL) teachers, and the subsequent responses of resistance or conformity by their English Language Learners (ELLs). The participants include three high school ESL teachers and 60 high school ESL students of Mexican origin. Findings…
Fontaine, Jocelyn; Debus-Sherrill, Sara; Downey, P. Mitchell; Lowry, Samantha S.
2010-01-01
This report is based on research conducted by the Urban Institute's Justice Policy Center on the violence prevention activities taking place at the Thurgood Marshall Academy Public Charter High School during the 2008-2009 school year. Based on an assessment of the school's violence prevention approach using qualitative and quantitative data from…
George, Anna Ray Bayless
A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade 11. Years of teaching experience, teacher certification type(s), highest degree level held, teacher and school demographic information, and the percentage of students who met the passing standard on the Science TAKS were obtained through a public records request to the Texas Education Agency (TEA) and the State Board for Educator Certification (SBEC). Analysis was performed through the use of canonical correlation analysis and multiple linear regression analysis. The results of the multiple linear regression analysis indicate that a larger percentage of students met the passing standard on the Science TAKS state attended schools in which a large portion of the high school science teachers held post baccalaureate degrees, elementary and physical science certifications, and had 11-20 years of teaching experience.
Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley
2008-01-01
This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…
Dessoff, Alan
2011-01-01
For at-risk students who stand little chance of going to college, or even finishing high school, a growing number of districts have found a solution: Give them an early start in college while they still are in high school. The early college high school (ECHS) movement that began with funding from the Bill and Melinda Gates Foundation 10 years ago…
International Nuclear Information System (INIS)
1995-01-01
This environmental assessment analyzes the environmental impacts of replacing the Bison, South Dakota School District's elementary school and high school heating system consisting of oil-fired boilers and supporting control system and piping
Indoor air radon dose assessment for elementary, middle and high schools at Ulju county in Korea
International Nuclear Information System (INIS)
Lee, Choong Wie; Kim, Hee Reyoung
2016-01-01
Ulsan is the largest industrial city and possesses the largest area among 7 metropolitan cities in Korea. Ulju county is one of the administrative districts of Ulsan, and covers over 70 % of Ulsan and is surrounded by mountain to the east and sea to the west, which has urban and rural area. Thus, there are many geological and industrial condition in its environment. Ministry of Environment (ME) of Korea is carrying out radon survey every 2 years, but this survey focuses on radon radioactivity of the houses and radon survey for schools isn't detailed. At schools, people with various age work and are educated for a specific time, therefore, it is needed to analyze the radon radioactivity concentration of indoor air to estimate the effect by the radon exposure. Indoor air radon radioactivity concentration and dose of 57 schools including elementary, middle and high schools in Ulju county were analyzed by using alpha track. It was understood that average radon concentrations of schools in Ulju county were being maintained below recommendation level although survey results of some schools showed 295 Bq/m 3 higher than regulation of Ministry of Environment for radon concentration, 148 Bq/m 3 . Indoor annual effective dose of 0.157 mSv by radon was found to be less than 7 % of the natural radiation exposure of 2.4 mSv when ICRP dose coefficient for adult male was applied. It was thought that further radon effect analysis for various ages including children was needed for more accurate dose assessment
Indoor air radon dose assessment for elementary, middle and high schools at Ulju county in Korea
Energy Technology Data Exchange (ETDEWEB)
Lee, Choong Wie; Kim, Hee Reyoung [KAERI, Daejeon (Korea, Republic of)
2016-05-15
Ulsan is the largest industrial city and possesses the largest area among 7 metropolitan cities in Korea. Ulju county is one of the administrative districts of Ulsan, and covers over 70 % of Ulsan and is surrounded by mountain to the east and sea to the west, which has urban and rural area. Thus, there are many geological and industrial condition in its environment. Ministry of Environment (ME) of Korea is carrying out radon survey every 2 years, but this survey focuses on radon radioactivity of the houses and radon survey for schools isn't detailed. At schools, people with various age work and are educated for a specific time, therefore, it is needed to analyze the radon radioactivity concentration of indoor air to estimate the effect by the radon exposure. Indoor air radon radioactivity concentration and dose of 57 schools including elementary, middle and high schools in Ulju county were analyzed by using alpha track. It was understood that average radon concentrations of schools in Ulju county were being maintained below recommendation level although survey results of some schools showed 295 Bq/m{sup 3} higher than regulation of Ministry of Environment for radon concentration, 148 Bq/m{sup 3}. Indoor annual effective dose of 0.157 mSv by radon was found to be less than 7 % of the natural radiation exposure of 2.4 mSv when ICRP dose coefficient for adult male was applied. It was thought that further radon effect analysis for various ages including children was needed for more accurate dose assessment.
Singh, Tushar; Marynak, Kristy; Arrazola, René A; Cox, Shanna; Rolle, Italia V; King, Brian A
2016-01-08
Electronic cigarette (e-cigarette) use has increased considerably among U.S. youths since 2011. Tobacco use among youths in any form, including e-cigarettes, is unsafe. Tobacco product advertising can persuade youths to start using tobacco. CDC analyzed data from the 2014 National Youth Tobacco Survey to estimate the prevalence of e-cigarette advertisement exposure among U.S. middle school and high school students. The 2014 National Youth Tobacco Survey, a school-based survey of middle school and high school students in grades 6-12, included 22,007 participants. Exposure to e-cigarette advertisements (categorized as "sometimes," "most of the time," or "always") was assessed for four sources: retail stores, Internet, TV and movies, and newspapers and magazines. Weighted exposure estimates were assessed overall and by school type, sex, race/ethnicity, and grade. In 2014, 68.9% of middle and high school students (18.3 million) were exposed to e-cigarette advertisements from at least one source. Among middle school students, exposure was highest for retail stores (52.8%), followed by Internet (35.8%), TV and movies (34.1%), and newspapers and magazines (25.0%). Among high school students, exposure was highest for retail stores (56.3%), followed by Internet (42.9%), TV and movies (38.4%), and newspapers and magazines (34.6%). Among middle school students, 23.4% reported exposure to e-cigarette advertising from one source, 17.4% from two sources, 13.7% from three sources, and 11.9% from four sources. Among high school students, 21.1% reported exposure to e-cigarette advertising from one source, 17.0% from two sources, 14.5% from three sources, and 18.2% from four sources. Approximately seven in 10 U.S. middle and high school students were exposed to e-cigarette advertisements in 2014. Exposure to e-cigarette advertisements might contribute to increased use of e-cigarettes among youths. Multiple approaches are warranted to reduce youth e-cigarette use and exposure to e
New Approach to reduce High School Dropout Rates
Directory of Open Access Journals (Sweden)
Mauricio Cristhian Portillo-Torres
2015-05-01
Full Text Available From 2006 to 2014, the Ministry of Public Education of Costa Rica implemented four strategic actions to reduce high school dropout rates. The main purpose of these actions was to promote student participation and student identification with their school. Studies prepared by the Ministry of Education and the Comptroller of the Republic were revised to assess the impact of these actions. The result of these actions does not show an actual decrease in the number of students who leave high school. Therefore, a more holistic view is necessary to ensure the students’ stay. This review suggests using use the concept of student engagement and applying a three tier system-wide dropout preventive actions: universal, targeted and intensive.
Simpson, Kweku Bedu; Howard, Peggy Maansah Ankai; Peligah, Y. S.; Cann, Lily Obu
2016-01-01
The purpose of the study was to assess the challenges HoDs in Senior High Schools face during instructional supervision. In so doing, the study employed case study and used mixed method approach. In all a total of 92 questionnaires were administered with a response rate of 75.40%. The population consisted of School Heads /Assistant Heads, HoDs and…
Farrar, Cathy
As part of the National Science Foundation Science Literacy through Science Journalism (SciJourn) research and development initiative (http://www.scijourn.org ; Polman, Saul, Newman, and Farrar, 2008) a quasi-experimental design was used to investigate what impact incorporating science journalism activities had on students' scientific literacy. Over the course of a school year students participated in a variety of activities culminating in the production of science news articles for Scijourner, a regional print and online high school science news magazine. Participating teachers and SciJourn team members collaboratively developed activities focused on five aspects of scientific literacy: placing information into context, recognizing relevance, evaluating factual accuracy, use of multiple credible sources and information seeking processes. This study details the development process for the Scientific Literacy Assessment (SLA) including validity and reliability studies, evaluates student scientific literacy using the SLA, examines student SLA responses to provide a description of high school students' scientific literacy, and outlines implications of the findings in relation to the National Research Council's A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012) and classroom science teaching practices. Scientifically literate adults acting as experts in the assessment development phase informed the creation of a scoring guide that was used to analyze student responses. Experts tended to draw on both their understanding of science concepts and life experiences to formulate answers; paying close attention to scientific factual inaccuracies, sources of information, how new information fit into their view of science and society as well as targeted strategies for information seeking. Novices (i.e., students), in contrast, tended to ignore factual inaccuracies, showed little understanding about source credibility and suggested
A School-Based Multilevel Study of Adolescent Suicide Ideation in California High Schools.
Benbenishty, Rami; Astor, Ron Avi; Roziner, Ilan
2018-05-01
To assess the between-school variation in suicide ideation and to estimate the contribution of school-level attributes, student-level characteristics, and 2 cross-level interactions (school by student) to student suicide ideation. A secondary analysis of the California Healthy Kids Survey in 2 large and representative samples of California high schools and students: 2009-2011 and 2011-2013. This is a population sample of all public high school students (grades 9 and 11) in California. Analyses were first conducted on surveys administered in the 2011-2013 academic years to 790 schools with 345 203 students and replicated on surveys administered in 2009-2011 to 860 schools with 406 313 students. School-level suicide ideation rates ranged between 4% and 67%, with a median of 19.3% and mean of 20.0% (SD, 5.7%). Student suicide ideation was explained by student-level characteristics (R 2 = .20) and to a larger extent by school-level attributes (R 2 = .55). Student-level characteristics predictive of suicide ideation included, sex, ethnic and racial affiliation, victimization, and perceptions of school climate. In both samples, school size and average level of academic achievement were not associated with rates of school suicide ideation. Schools with a larger number of girls and higher levels of victimization had higher rates of suicide ideation in both samples. The hypotheses regarding cross-level interactions were not confirmed. Differences among schools in student suicide ideation are meaningful. The findings suggest an emphasis on the role of schools in prevention programs, public health campaigns to reduce suicide, multilevel research, and theory development. Copyright © 2017 Elsevier Inc. All rights reserved.
Reddy, Linda A.; Dudek, Christopher M.; Peters, Stephanie; Alperin, Alexander; Kettler, Ryan J.; Kurz, Alexander
2018-01-01
This study examined attitudes and beliefs regarding teacher evaluation of teachers and their school administrators in the state of New Jersey, USA. The sample included 33 school administrators and 583 Pre-K through 12th grade teachers from four high-poverty urban school districts (22 schools). Participant attitudes and beliefs were assessed using…
High School Principals as Leaders: Styles and Sources of Power
Brinia, Vasiliki; Papantoniou, Eva
2016-01-01
Purpose: The purpose of this paper is to present the characteristics of leadership (style adopted, sources of power exercised and factors affecting leadership) of high school principals in Greece. Design/Methodology/Approach: In total, 235 school principals were surveyed using questionnaires. These questionnaires assessed how often they adopted…
Understanding the Implementation of Knowledge Management in High-Performance Schools in Malaysia
Directory of Open Access Journals (Sweden)
Rahmad Sukor Ab. Samad
2014-12-01
Full Text Available This study intends to assess the implementation of policies in high-performance schools (HPS. One hundred fifty-two administrators in 52 HPS were selected using full sampling. Only two factors serve as contributors in knowledge management model for high-performing schools in Malaysia, which were school culture and school strategy. Whereas the correlation indicated that all 10 factors, namely, mission and vision, school strategy, school culture, intellectual modal, learning organization, leadership management, teamwork and learning community, knowledge sharing, new knowledge generation, and digital advancement, have significant relationships with the understanding of knowledge management, at different levels.
Wallace, Jessica; Covassin, Tracey; Nogle, Sally; Gould, Daniel; Kovan, Jeffrey
2017-09-01
We determined differences in knowledge of concussion and reporting behaviors of high school athletes attending urban and suburban high schools, and whether a relationship exists between underreporting and access to an athletic trainer in urban schools. High school athletes (N = 715) from 14 high schools completed a validated knowledge of concussion survey consisting of 83 questions. The independent variable was school type (urban/suburban). We examined the proportion of athletes who correctly identified signs and symptoms of concussion, knowledge of concussion and reasons why high school athletes would not disclose a potential concussive injury across school classification. Data were analyzed using descriptive, non-parametric, and inferential statistics. Athletes attending urban schools have less concussion knowledge than athletes attending suburban schools (p urban schools without an athletic trainer have less knowledge than urban athletes at schools with an athletic trainer (p urban schools and 10 reasons for not reporting. Concussion education efforts cannot be homogeneous in all communities. Education interventions must reflect the needs of each community. © 2017, American School Health Association.
An Assessment of Factors Relating to High School Students' Science Self-Efficacy
Gibson, Jakeisha Jamice
2017-01-01
This mixed-methods case study examined two out-of-school (OST) Science, Technology, Engineering and Math (STEM) programs at a science-oriented high school on students' Self-Efficacy. Because STEM is a key for future innovation and economic growth, Americans have been developing a variety of approaches to increase student interest in science within…
Perkins-Gough, Deborah
2005-01-01
Reports from national education organizations in the US indicate the sorry state of high schools in the country that are accused of failing to adequately prepare their graduates for college or for the workforce, highlighting what is a serious problem in light of the troubled state of the US economy. The need to improve high schools is urgent and…
Availability of Automated External Defibrillators in Public High Schools.
White, Michelle J; Loccoh, Emefah C; Goble, Monica M; Yu, Sunkyung; Duquette, Deb; Davis, Matthew M; Odetola, Folafoluwa O; Russell, Mark W
2016-05-01
To assess automated external defibrillator (AED) distribution and cardiac emergency preparedness in Michigan secondary schools and investigate for association with school sociodemographic characteristics. Surveys were sent via electronic mail to representatives from all public high schools in 30 randomly selected Michigan counties, stratified by population. Association of AED-related factors with school sociodemographic characteristics were evaluated using Wilcoxon rank sum test and χ(2) test, as appropriate. Of 188 schools, 133 (71%) responded to the survey and all had AEDs. Larger student population was associated with fewer AEDs per 100 students (P schools. Schools with >20% students from racial minority groups had significantly fewer AEDs available per 100 students than schools with less racial diversity (P = .03). Schools with more students eligible for free and reduced lunch were less likely to have a cardiac emergency response plan (P = .02) and demonstrated less frequent AED maintenance (P = .03). Although AEDs are available at public high schools across Michigan, the number of AEDs per student varies inversely with minority student population and school size. Unequal distribution of AEDs and lack of cardiac emergency preparedness may contribute to outcomes of sudden cardiac arrest among youth. Copyright © 2016 Elsevier Inc. All rights reserved.
Personality and Relationship Quality During the Transition From High School to Early Adulthood
Parker, Philip D.; Lüdtke, Oliver; Trautwein, Ulrich; Roberts, Brent W.
2013-01-01
The post–high school transition period is believed to be associated with considerable changes in social networks, yet longitudinal studies documenting these changes are scarce. To address this gap, the current research explored 3 relevant issues. First, changes in participants’ relationship characteristics during the transition from high school were examined. Second, the roles of personality traits as antecedents of these changes were studied. Third, the association between change in relationship characteristics and personality during the transition was explored. A sample of over 2,000 German emerging adults, surveyed before leaving school and then 2 years after the transition from high school, was assessed on personality traits and a multidimensional assessment of the quality of their relationships. Findings indicated that participants experienced mostly positive changes in relationship quality during the transition from high school and that antecedent personality at school was an important predictor of the nature of this change. Finally, change in relationship quality was found to be associated with personality change during the post-school transition. Findings indicated that personality traits may influence transition success and that change in relationships during this transition may influence personality development. The implications of the research for post-school transition success are discussed. PMID:22224909
Pearlman, Bob
2006-01-01
The most pertinent question concerning teaching and learning in the twenty-first century is not what knowledge and skills students need--that laundry list was identified over a decade ago--but rather how to foster twenty-first century learning. What curricula, experiences, assessments, environments, and technology best support twenty-first century learning? New Technology High School (NTHS) in Napa, California, is one example of a successful twenty-first century school. In this chapter, the author describes the components of this exemplary high school, illustrating an environment that will cultivate twenty-first century student learning. New Technology High School began by defining eight learning outcomes, aligned with the standards of the Partnership for 21st Century Skills; to graduate, students demonstrate mastery of these outcomes through an online portfolio. To help students achieve the outcomes, NTHS employs project- and problem-based learning. Whereas in traditional classrooms students work alone on short-term assignments that do not lend themselves to deep understanding, the project-based learning approach has students working in teams on long-term, in-depth, rigorous projects. Students' work is supported by the school's workplace-like environment and effectiv use of technology. Meaningful assessment is essential to project-based learning; students receive continuous feedback, helping them become self-directed learners. In fact, NTHS uses outcome-based grading through which students constantly know how they are performing on the twenty-first century outcomes. Research has shown that NTHS graduates are better prepared for postsecondary education, careers, and citizenship than their peers from other schools. To facilitate twenty-first century learning, all schools need to rethink their approach to teaching and learning. New Technology High School is one way to do so.
Comparison of physical activities of female football players in junior high school and high school.
Inoue, Yuri; Otani, Yoshitaka; Takemasa, Seiichi
2017-08-01
[Purpose] This study aimed to compare physical activities between junior high school and high school female football players in order to explain the factors that predispose to a higher incidence of sports injuries in high school female football players. [Subjects and Methods] Twenty-nine female football players participated. Finger floor distance, the center of pressure during single limb stance with eyes open and closed, the 40-m linear sprint time, hip abduction and extension muscle strength and isokinetic knee flexion and extension peak torque were measured. The modified Star Excursion Balance Test, the three-steps bounding test and three-steps hopping tests, agility test 1 (Step 50), agility test 2 (Forward run), curl-up test for 30 seconds and the Yo-Yo intermittent recovery test were performed. [Results] The high school group was only significantly faster than the junior high school group in the 40-m linear sprint time and in the agility tests. The distance of the bounding test in the high school group was longer than that in the junior high school group. [Conclusion] Agility and speed increase with growth; however, muscle strength and balance do not develop alongside. This unbalanced development may cause a higher incidence of sports injuries in high school football players.
Establishing a Rural School Counseling Agenda: A Multiagency Needs-Assessment Model.
Braucht, Stephanie; Weime, Barbara
1990-01-01
Developed creative approach to conduct needs assessment in rural schools that involved sending questionnaires to 49 key informants and 145 high school students. Key informants and students agreed that the 2 most serious issues were alcohol-related problems and family dysfunction (violence, divorce). Both groups indicated need for a teen center;…
Violence Prevention at Thurgood Marshall Academy Public Charter High School. Summary Brief
Fontaine, Jocelyn; Debus-Sherrill, Sara; Downey, P. Mitchell; Lowry, Samantha S.
2010-01-01
This summary brief is based on research conducted by the Urban Institute's Justice Policy Center on the violence prevention activities taking place at the Thurgood Marshall Academy Public Charter High School during the 2008-2009 school year. Researchers from the Justice Policy Center conducted an assessment of the school's violence prevention…
Ababio, Bethel T.; Dumba, Hillary
2014-01-01
This article empirically assessed the extent to which geography teachers adhered to the Ghana Education Service policy guidelines on the teaching of geography at the Senior High School Level in Ghana. Census survey was used to collect data from seven geography teachers because of the researchers' objective of gaining a quick insight into the…
Veloo, Arsaythamby; Krishnasamy, Hariharan N.; Md-Ali, Ruzlan
2015-01-01
School-Based Assessment (SBA) was implemented in Malaysian secondary schools in 2012. Since its implementation, teachers have faced several challenges to meet the aims and objectives of the School-Based Assessment. Based on these challenges this study aims to find the level of teachers' knowledge and readiness towards the implementation of…
Schneider, Shari Kessel; O'Donnell, Lydia; Stueve, Ann; Coulter, Robert W S
2012-01-01
Using data from a regional census of high school students, we have documented the prevalence of cyberbullying and school bullying victimization and their associations with psychological distress. In the fall of 2008, 20,406 ninth- through twelfth-grade students in MetroWest Massachusetts completed surveys assessing their bullying victimization and psychological distress, including depressive symptoms, self-injury, and suicidality. A total of 15.8% of students reported cyberbullying and 25.9% reported school bullying in the past 12 months. A majority (59.7%) of cyberbullying victims were also school bullying victims; 36.3% of school bullying victims were also cyberbullying victims. Victimization was higher among nonheterosexually identified youths. Victims report lower school performance and school attachment. Controlled analyses indicated that distress was highest among victims of both cyberbullying and school bullying (adjusted odds ratios [AORs] were from 4.38 for depressive symptoms to 5.35 for suicide attempts requiring medical treatment). Victims of either form of bullying alone also reported elevated levels of distress. Our findings confirm the need for prevention efforts that address both forms of bullying and their relation to school performance and mental health.
Park, Hyunjoon; Behrman, Jere R.; Choi, Jaesung
2013-01-01
Despite the voluminous literature on the potentials of single-sex schools, there is no consensus on the effects of single-sex schools because of student selection of school types. We exploit a unique feature of schooling in Seoul—the random assignment of students into single-sex versus coeducational high schools—to assess causal effects of single-sex schools on college entrance exam scores and college attendance. Our validation of the random assignment shows comparable socioeconomic backgroun...
High school students presenting science: An interactional sociolinguistic analysis
Bleicher, Robert
Presenting science is an authentic activity of practicing scientists. Thus, effective communication of science is an important skill to nurture in high school students who are learning science. This study examines strategies employed by high school students as they make science presentations; it assesses students' conceptual understandings of particular science topics through their presentations and investigates gender differences. Data are derived from science presentation given by eight high school students, three females and five males who attended a summer science program. Data sources included videotaped presentations, ethnographic fieldnotes, interviews with presenters and members of the audience, and presenter notes and overheads. Presentations were transcribed and submitted to discourse analysis from an interactional sociolinguistic perspective. This article focuses on the methodology employed and how it helps inform the above research questions. The author argues that use of this methodology leads to findings that inform important social-communicative issues in the learning of science. Practical advice for teaching students to present science, implications for use of presentations to assess conceptual learning, and indications of some possible gender differences are discussed.Received: 14 April 1993; Revised: 15 February 1994;
Cognitive Assessment Practices: A Survey of School Psychologists
Sotelo-Dynega, Marlene; Dixon, Shauna G.
2014-01-01
The present article describes an exploratory study regarding the preferred cognitive assessment practices of current school psychologists. Three hundred and twenty-three school psychologists participated in the survey. The results suggest that the majority of school psychologists endorsed that they base their assessment practices on an underlying…
The vending and à la carte policy intervention in Maine public high schools.
Davee, Anne-Marie; Blum, Janet E Whatley; Devore, Rachel L; Beaudoin, Christina M; Kaley, Lori A; Leiter, Janet L; Wigand, Debra A
2005-11-01
A healthy school nutrition environment may be important for decreasing childhood overweight. This article describes a project to make healthier snacks and beverages available in vending machines and à la carte programs in Maine public high schools. Seven public high schools in Maine volunteered to participate in this project. Four schools made changes to the nutrition environment, and three schools that served as controls did not. The nutrition guidelines were to offer only low-fat (not more than 30% of total calories from fat) and low-sugar (not more than 35% by weight of sugar) items in vending machines and à la carte programs. Strategies to implement the project included early communications with school officials, monetary stipends for participation, identification of a school liaison, and a committee at each school to promote the healthy changes. Baseline nutrient content and sales of all competitive foods and beverages were assessed to develop the guidelines for changes in the four schools. Student volunteers at all seven schools were measured for height, weight, diet quality, and physical activity level to assess the impact of the change to the nutrition environment. Baseline measures were taken in the spring semester of 2004. Nutrition changes were made to the à la carte programs and vending machines in the four intervention schools at the start of the fall semester of 2004. Follow-up nutrition assessment and student data collection occurred in the spring semester of 2005. Healthy changes in vending machines were more easily achieved than those made in the à la carte programs. Technical assistance and ongoing support were essential for successful implementation of this intervention. It is possible to improve the nutrition environment of Maine public high schools. Stakeholder support is essential to sustain healthy changes.
Lestariani, Ida; Sujadi, Imam; Pramudya, Ikrar
2018-05-01
Portfolio assessment can shows the development of the ability of learners in a period through the work so that can be seen progress monitored learning of each learner. The purpose of research to describe and know the implementation of portfolio assessment on the mathematics learning process with the Senior High school math teacher class X as the subject because of the importance of applying the assessment for the progress of learning outcomes of learners. This research includes descriptive qualitative research type. Techniques of data collecting is done by observation method, interview and documentation. Data collection then validated using triangulation technique that is observation technique, interview and documentation. Data analysis technique is done by data reduction, data presentation and conclusion. The results showed that the steps taken by teachers in applying portfolio assessment obtained focused on learning outcomes. Student learning outcomes include homework and daily tests. Based on the results of research can be concluded that the implementation of portfolio assessment is the form of learning results are scored. Teachers have not yet implemented other portfolio assessment techniques such as student work.
Vivolo-Kantor, Alana M.; Olsen, Emily O’malley; Bacon, Sarah
2016-01-01
BACKGROUND Teen dating violence (TDV) negatively impacts health, mental and physical well-being, and school performance. METHODS Data from a nationally representative sample of high school students participating in the Centers for Disease Control and Prevention (CDC)’s 2013 Youth Risk Behavior Survey (YRBS) are used to demonstrate associations of physical and sexual TDV with school violence-related experiences and behaviors, including bullying victimization. Bivariate and adjusted sex-stratified regressions assessed relationships between TDV and school violence-related experiences and behaviors. RESULTS Compared to students not reporting TDV, those experiencing both physical and sexual TDV were more likely to report carrying a weapon at school, missing school because they felt unsafe, being threatened or injured with a weapon on school property, having a physical fight at school, and being bullied on school property. CONCLUSIONS School-based prevention efforts should target multiple forms of violence. PMID:27374352
Megert, Diann Ackerman
2005-01-01
This research examined the high school transcripts of honors scholarship recipients to identify a better criterion for awarding scholarships than high school grade point average (GPA) alone. Specifically, this study compared the honors scholarship retention rate when the scholarship was awarded based on completed advanced high school math classes…
Switching Schools: Reconsidering the Relationship Between School Mobility and High School Dropout
Gasper, Joseph; DeLuca, Stefanie; Estacion, Angela
2014-01-01
Youth who switch schools are more likely to demonstrate a wide array of negative behavioral and educational outcomes, including dropping out of high school. However, whether switching schools actually puts youth at risk for dropout is uncertain, since youth who switch schools are similar to dropouts in their levels of prior school achievement and engagement, which suggests that switching schools may be part of the same long-term developmental process of disengagement that leads to dropping out. Using data from the National Longitudinal Survey of Youth 1997, this study uses propensity score matching to pair youth who switched high schools with similar youth who stayed in the same school. We find that while over half the association between switching schools and dropout is explained by observed characteristics prior to 9th grade, switching schools is still associated with dropout. Moreover, the relationship between switching schools and dropout varies depending on a youth's propensity for switching schools. PMID:25554706
Forensic aspects and assessment of school bullying.
Freeman, Bradley W; Thompson, Christopher; Jaques, Cory
2012-12-01
This article describes school's obligations related to bullying behavior, the assessment of bullying students and their victims, the evaluation of claimed damages due to bullying, and potential interventions for both individuals and school systems to reduce the frequency of bullying behavior. This article assists evaluators when assessing youth who are involved in bullying behavior, either as victims or perpetrators. Key areas highlighted include an overview of bullying behaviors, legal issues related to a school's responsibility in preventing or curtailing bullying behaviors, important components of a bullying assessment, and proposed interventions to minimize bullying. Copyright © 2012 Elsevier Inc. All rights reserved.
Multiage Assessment: One School's Plan.
Arnold, Sue Beth; Kidwell, Barbara; Rossman, David
1998-01-01
Describes one elementary school's multiage assessment plan. Describes how standards were developed, and describes the assessment plan's guiding element: the progress report arranged as a continuum of objectives that serve as a goal indicator and a reporting mechanism. Discusses how objectives are assessed, record keeping and documentation, and the…
A Study of School Size among Alabama’s Public High Schools
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Ronald A. Lindahl
2012-01-01
Full Text Available The purpose of this study was to examine the relationship between the size of Alabama’s public high schools, selected school quality and financial indicators, and their students’ performance on standardized exams. When the socioeconomic level of the student bodies is held constant, the size of high schools in Alabama has relatively little relationship with 11th grade student (both regular and special education performance on the reading and math portions of the Alabama High School Graduation Exam (AHSGE. High schools’ average daily attendance rates and pupil-to-computer (and computer with Internet connections ratios do not vary in accordance with school size. Higher percentages of highly qualified teachers are found in Alabama’s largest high schools. There was very little difference in the percentage of teachers with a master’s degree or above across school size categories. Very little difference exists across size categories in regard to mean expenditures per pupil (range = $7,322 to $7,829. However, districts of the large high schools exert over twice the effort of those with small high schools (3.2 mills to 1.5 mills and approximately 50 percent greater local effort than the districts of the medium-size high schools.
Lestariani, I.; Sujadi, I.; Pramudya, I.
2018-03-01
The purpose of research to describe and know the implementation of skill assessment on the mathematics learning process with the high school mathematics teacher as the subject because it is less fully implemented. This research is the type of the descriptive qualitative method. The data was collecting observation method, interview and documentation. The result showed that on the planning stage of the implementation of skill assessment, there were many teachers who had not prepared all the completeness with various assessment techniques through performance, project and portfolio. The teacher was prepared the list of questions. On the implementation stage, there were many teachers who had not understand the stage of completing the assessment with the appropriate instrument method and development. On the reporting stage, discovered that teachers faced the difficulty on preparing scoring report with the range value. Aside from that, the teachers had not prepared the assessment instrument very well on the planning stage. It can be concluded that the implementation of skill assessment has been implemented but not maximally because educators don’t understand about the skill assessment and the number of instrument that must be prepared before the assessment.
At-risk high school seniors: Science remediation for Georgia's High School Graduation Test
Carroll, Carolyn M.
State departments of education have created a system of accountability for the academic achievement of students under the mandate of the No Child Left Behind Act of 2001. The Georgia Department of Education established the Georgia High School Graduation Test (GHSGT) as their method of evaluating the academic achievement of high school students. The GHSGT consist of five sections and students must pass all five sections before students they are eligible to receive a diploma. The purpose of the study was to examine the effects of teacher-lead and computer based remediation for a group of high school seniors who have been unsuccessful in passing the science portion of the GHSGT. The objectives of this study include (a) Identify the most effective method of remediation for at-risk students on the science section of the GHSGT, and (b) evaluate the methods of remediation for at-risk students on the science section of GHSGT available to high school students. The participants of this study were at-risk seniors enrolled in one high school during the 2007-2008 school year. The findings of this research study indicated that at-risk students who participated in both types of remediation, teacher-led and computer-based, scored significantly higher than the computer-based remediation group alone. There was no significant relationship between the test scores and the number of times the students were tested.
A PARTIAL ASSESSMENT OF THE WILL C. WOOD JUNIOR HIGH SCHOOL NONGRADED PLAN OF ORGANIZATION.
DELAVAN, FRANK E.; HARTWIG, KEITH E.
THE NONGRADED PLAN OF SCHOOL ORGANIZATION PUT INTO EFFECT AT SACRAMENTO'S WILL C. WOOD JUNIOR HIGH SCHOOL IN 1964 WAS EVALUATED AND COMPARED WITH GRADED PROGRAMS AT OTHER SCHOOLS BY MEANS OF STANDARDIZED TESTS AND TEACHER OPINIONS. THE POPULATION OF THE STUDY CONSISTED OF THREE PUPIL GROUPS--(1) 212 PUPILS WHO WERE IN THE SEVENTH GRADE DURING THE…
Goto, Masahide; Yokoyama, Koji; Nozaki, Yasuyuki; Itoh, Koichi; Kawamata, Ryou; Matsumoto, Shizuko; Yamagata, Takanori
2017-10-01
Few studies have investigated pediatric headaches in Japan. Thus, we examined the lifetime prevalence and characteristics of headaches among elementary and junior high school students in Japan. In this school-based study, children aged 6-15years completed a questionnaire based on the diagnostic criteria of the International Classification of Headache Disorders-3β to assess headache characteristics and related disability. Of the 3285 respondents, 1623 (49.4%) experienced headaches. Migraine and tension-type headaches (TTH) were reported by 3.5% and 5.4% of elementary school students, respectively, and by 5.0% and 11.2% of junior high school students. Primary headaches increased with age. Compared with TTH sufferers, the dominant triggers in migraine sufferers were hunger (odds ratio=4.7), sunny weather (3.3), and katakori (neck and shoulder pain) (2.5). Compared with TTH, migraine caused higher headache-related frustration (P=0.010) as well as difficulty concentrating (P=0.017). Migraine-related disability was greater among junior high school students (feeling fed up or irritated, P=0.028; difficulty concentrating, P=0.016). TTH-related disability was also greater among junior high school students (feeling fed up or irritated, P=0.035). Approximately half of the students who complained of headache-related disability were not receiving medical treatment. This is the first detailed study of headaches in Japanese children to include elementary school students. Nearly 50% of the school children reported headaches and the disruption of daily activities caused by migraine was higher among junior high students than elementary school students. Copyright © 2017 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.
School Indoor Air Quality Assessment and Program Implementation.
Prill, R.; Blake, D.; Hales, D.
This paper describes the effectiveness of a three-step indoor air quality (IAQ) program implemented by 156 schools in the states of Washington and Idaho during the 2000-2001 school year. An experienced IAQ/building science specialist conducted walk-through assessments at each school. These assessments documented deficiencies and served as an…
The Type of Culture at a High Performance Schools and Low Performance School in the State of Kedah
Daud, Yaakob; Raman, Arumugam; Don, Yahya; O. F., Mohd Sofian; Hussin, Fauzi
2015-01-01
This research aims to identify the type of culture at a High Performance School (HPS) and Low Performance School (LPS) in the state of Kedah. The research instrument used to measure the type of organizational culture was adapted from Organizational Culture Assessment Instrument (Cameron & Quinn, 2006) based on Competing Values Framework Quinn…
Into the pressure cooker: Student stress in college preparatory high schools.
Feld, Lauren D; Shusterman, Anna
2015-06-01
The goals of this study were to (1) measure psychological, physiological, and behavioral indicators of stress, (2) assess the relationship between stress and student attitudes, and (3) explore coping behaviors in response to stress, among a sample of students in two academically high-achieving environments. Three hundred thirty-three students in grades 9 through 12 from two college-preparatory high schools completed a cross-sectional online survey that included the Students' Life Satisfaction Scale, School Attitude Assessment Questionnaire-Revised, and assessments for stress-related indicators, including eating, sleeping and exercise, and strategies they utilized for coping with stress. Students reported a high prevalence of physical and psychological correlates of stress, and related unhealthy behaviors such as widespread and chronic sleep deprivation and rushed meals. The results suggest areas to focus attention for identifying and addressing maladaptive responses to stress among high-achieving student populations. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
School connectedness and high school graduation among maltreated youth.
Lemkin, Allison; Kistin, Caroline J; Cabral, Howard J; Aschengrau, Ann; Bair-Merritt, Megan
2018-01-01
Maltreated youth have higher rates of school dropout than their non-maltreated peers. School connectedness is a modifiable predictor of school success. We hypothesized maltreated youth's school connectedness (supportive relationships with adults at school and participation in school clubs) would be positively associated with high school graduation. We included youth with at least one Child Protective Services (CPS) report by age twelve from Longitudinal Studies of Child Abuse and Neglect, a prospective cohort study. Participation in extracurricular activities and adult relationships reported at age 16, high school graduation/General Education Development (GED) status reported at age 18, and demographics were provided by youth and caregivers. Maltreatment data were coded from CPS records. The outcome was graduation/receipt of GED. Multivariable logistic regressions examined the association between school connectedness and graduation/receipt of GED, controlling for confounders. In our sample of 318 maltreated youth, 73.3% graduated. School club was the only activity with a statistically significant association with graduation in bivariate analysis. Having supportive relationships with an adult at school was not significantly associated with graduation, though only 10.7% of youth reported this relationship. Maltreated youth who participated in school clubs had 2.54 times the odds of graduating, adjusted for study site, gender, poverty status, caregiver high school graduation status, and age at first CPS report (95% CI: [1.02, 6.33]). Few maltreated youth reported relationships with adults at school, and additional efforts may be needed to support these vulnerable youth. School club participation may represent an opportunity to modify maltreated youth's risk for school dropout. Copyright © 2017 Elsevier Ltd. All rights reserved.
A student manual for promoting mental health among high school students.
Gigantesco, Antonella; Del Re, Debora; Cascavilla, Isabella
2013-01-01
We describe a school program based on a student manual for promoting mental health and preventing mental illness. A preliminary version of the manual was assessed for face validity by two focus groups. The final version was evaluated for acceptability among 253 students in 10 high schools and 1 middle school in Italy. The manual included 18 chapters (or "units") which address skills for enabling students to cope with their daily lives: communication skills, problem-solving, assertive skills, negotiation, stress management, anger management and conflict resolution. The manual was found to have been acceptable by high school students. The effectiveness of the manual in actually promoting mental health and preventing mental illness is currently being evaluated.
Annetta, Leonard A.; Cheng, Meng-Tzu; Holmes, Shawn
2010-07-01
As twenty-first century skills become a greater focus in K-12 education, an infusion of technology that meets the needs of today's students is paramount. This study looks at the design and creation of a Multiplayer Educational Gaming Application (MEGA) for high school biology students. The quasi-experimental, qualitative design assessed the twenty-first century skills of digital age literacy, inventive thinking, high productivity, and effective communication techniques of the students exposed to a MEGA. Three factors, as they pertained to these skills, emerged from classroom observations. Interaction with the teacher, discussion with peers, and engagement/time-on-task while playing the MEGA suggested that students playing an educational video game exhibited all of the projected twenty-first century skills while being engrossed in the embedded science content.
Kirton, Alison; Hallam, Susan; Peffers, Jack; Robertson, Pamela; Stobart, Gordon
2007-01-01
This article analyses some of the findings of an evaluation of Project One of the "Assessment is for Learning" Development Programme in 16 Scottish primary schools and two junior high schools in which teachers developed formative assessment strategies aimed at improving teaching and learning. Drawing on data from pupils, teachers and…
Cisterna Alburquerque, Dante Igor
This study describes and analyzes the experiences of two high-school chemistry teachers who participated in a team-based professional development program to learn about and enact formative assessment in their classrooms. The overall purpose of this study is to explain how participation in this professional development influenced both teachers' classroom enactment of formative assessment practices. This study focuses on 1) teachers' participation in the professional development program, 2) teachers' enactment of formative assessment, and 3) factors that enabled or hindered enactment of formative assessment. Drawing on cultural-historical activity theory (CHAT) and using evidence from teacher lessons, teacher interviews, professional development meetings as data sources, this single embedded case study analyzes how these two teachers who participated in the same learning team and have similar characteristics (i.e., teaching in the same school, teaching the same courses and population of students, and using the same materials) differentially used the professional development learning about formative assessment as mediating tools to improve their classroom instruction. The learning team experience contributed to both teachers' development of a better understanding of formative assessment---especially in recognizing that their current grading and assessment practices were not appropriate to promote student learning---and the co-creation of artifacts to gather evidence of students' ideas. Although both teachers demonstrated understanding about how formative assessment may serve to promote student learning and had a set of tools available to utilize for formative assessment use, they did not enact these tools in the same way. One teacher appropriated formative assessment as mediating tool to verify if the students were following her explanations, and to check if the students were able to provide the correct response. The other teacher used the mediating tool to promote
Dorman, Jeffrey P.; Adams, Joan E.; Ferguson, Janet M.
Classroom environment research investigating the relationship between classroom environment and self-handicapping was conducted in Australian, Canadian, and British high schools. A sample of 3,602 students from 29 schools responded to a questionnaire that assessed student perceptions of classroom environment, self-handicapping, and academic…
Influences of Training on Individual Outcomes for High School Sports Officials
Directory of Open Access Journals (Sweden)
Timothy D. Ryan
2014-04-01
Full Text Available The primary purpose of this study was to explore the influences of training on specific quality of work outcomes of job satisfaction, pay satisfaction, and intentions to leave within high school sports officials. Evidence suggests that there is a shortage of high school officials in all categories of high school sport. Via a web-based survey, we explored the effects of training on the individual outcomes under study. Results indicated that the level of training had a significant effect on job satisfaction, pay satisfaction, and turnover intentions. Analyses indicated that officials with less training had higher turnover intentions and lower job satisfaction than officials who had more training. Conversely, officials who engaged numerous training hours had lower pay satisfaction. This exploratory study supports the importance of training high school officials but, more importantly, provides an initial assessment on the reverse effects of training on pay satisfaction.
Determinants of Part-Time Work of High School Seniors.
Hotchkiss, Lawrence
1986-01-01
Assesses effects on student part-time employment outcomes of personal characteristics (i.e., gender, race) and institutional characteristics (i.e., vocational high school, participation in cooperative education). Reports that supply theory explains student employment outcomes better than demand theory. (CH)
Carr-Hopkins, Rebecca; De Burca, Calem; Aldridge, Felicity A
2017-07-01
Our goal was to identify an assessment package that could improve treatment planning for troubled children and their families. To assess the validity of our tools, we tested the relations among the School-Age Assessment of Attachment, the Family Drawing and children's risk status. We used the Dynamic-Maturational Model of Attachment and Adaptation to interpret the assessments in the hope of identifying a gradient of risk, and explore whether a new coding method improved the validity of Family Drawings and their utility as a tool to complement the School-Age Assessment of Attachment. The participants were 89 children, aged between 5 and 12 years; 32 children were involved with mental health services or child protection. Each child completed a School-Age Assessment of Attachment and a Family Drawing. Both assessments differentiated between clinical and normative referrals with moderate effect sizes when dichotomizing risk versus non-risk attachment. When the analysis incorporated a gradient of six attachment classifications, the effect sizes decreased, but specificity of risk increased. The School-Age Assessment of Attachment had greater validity for discriminating risk, and type of risk, than the Family Drawings. With a School-Age Assessment of Attachment and family history, the Family Drawing can provide information about distress that some children do not provide verbally. Integration of the two assessment tools alongside information about parental and family functioning appears to be the key to formulating children's problems.
Parker, Elizabeth M; Johnson, Sarah Lindstrom; Debnam, Katrina J; Milam, Adam J; Bradshaw, Catherine P
2017-09-01
Much etiologic research has focused on individual-level risk factors for teen dating violence (TDV); therefore, less is known about school-level and neighborhood-level risk factors. We examined the association between alcohol outlet density around high schools and TDV victimization and the association between markers of physical disorder around schools and TDV victimization among adolescents. Data come from high school students participating in the Maryland Safe and Supportive Schools Initiative. Alcohol outlet density was calculated using walking distance buffers around schools. An observational tool was used to assess indicators of physical disorder on school property (eg, alcohol and drug paraphernalia). Hierarchical linear modeling was used to identify student- and school-level predictors associated with TDV victimization. Overall, 11% of students reported experiencing physical TDV and 11% reported experiencing psychological TDV over the past year. Recent alcohol use was a risk factor for TDV victimization for both sexes, whereas feeling safe at school was protective against TDV victimization for both sexes. Greater alcohol outlet density was associated with decreased TDV victimization for males, however, it was nonsignificant for females. Physical disorder around schools was not associated with TDV victimization for either sex. Although the school-level predictors were not associated with TDV victimization, alcohol use and perceptions of safety at school were significantly associated with TDV victimization. Prevention efforts to address alcohol use may affect TDV victimization. © 2017, American School Health Association.
Principals as Assessment Leaders in Rural Schools
Renihan, Patrick; Noonan, Brian
2012-01-01
This article reports a study of rural school principals' assessment leadership roles and the impact of rural context on their work. The study involved three focus groups of principals serving small rural schools of varied size and grade configuration in three systems. Principals viewed assessment as a matter of teacher accountability and as a…
Blackstone Valley Prep Mayoral Academy: BVP High School
EDUCAUSE, 2015
2015-01-01
This Rhode Island charter high school serves an intentionally diverse population of students from two urban and two suburban communities. The blended learning model is tailored by grade level and emphasizes differentiation, deeper learning in a community, and assessment. The two-page grantee profiles from Next Generation Learning Challenges (NGLC)…
Heyne, D. A.; Vreeke, L. J.; Maric, M.; Boelens, H.; Van Widenfelt, B. M.
2017-01-01
The School Refusal Assessment Scale (SRAS) was developed to identify four factors that might maintain a youth’s school attendance problem (SAP), and thus be targeted for treatment. There is still limited support for the four-factor model inherent to the SRAS and its revision (SRAS-R). Recent studies
Dimitrov, Dimiter M.; Shamrani, Abdul Rahman
2015-01-01
This study examines the psychometric features of a General Aptitude Test-Verbal Part, which is used with assessments of high school graduates in Saudi Arabia. The data supported a bifactor model, with one general factor and three content domains (Analogy, Sentence Completion, and Reading Comprehension) as latent aspects of verbal aptitude.
DEFF Research Database (Denmark)
Sørensen, Matias
on the publicly available XHSTT format for modeling instances and solutions of the HSTP) and the Danish High School Timetabling Problem (DHSTP). For both problems a complex Mixed-Integer Programming (MIP) model is developed, and in both cases are empirical tests performed on a large number of real-life datasets......High school institutions face a number of important planning problems during each schoolyear. This Ph.D. thesis considers two of these planning problems: The High School Timetabling Problem (HSTP) and the Consultation Timetabling Problem (CTP). Furthermore a framework for handling various planning....... The second part contains the main scienti_c papers composed during the Ph.D. study. The third part of the thesis also contains scienti_c papers, but these are included as an appendix. In the HSTP, the goal is to obtain a timetable for the forthcoming school-year. A timetable consists of lectures scheduled...
Especially for High School Teachers
Howell, J. Emory
1999-09-01
Secondary School Feature Articles * Authentic Research within the Grasp of High School Students, by Annis Hapkiewicz, p 1212 * JCE Classroom Activity #19: Blueprint Photography by the Cyanotype Process, by Glen D. Lawrence and Stuart Fishelson, p 1216A Author Recognition A new program has been instituted to recognize high school teachers who are authors or coauthors of manuscripts published in the Journal. In May, letters were sent to teachers who wrote articles published in JCE beginning with Volume 74 (1997). If you were an author, you should have received a letter from us in late May or early June stating that your high school principal has been sent a Certificate of High School Author Recognition to be presented to you at a suitable occasion. Because the letters were sent late in the school year, you may not see the certificate until fall, or you may not receive your letter until then if we had only your school address. If you have authored or coauthored an article published in JCE and did not receive a letter, please contact me using the information about the Secondary School Chemistry Editor appearing on the Information Page in this issue. Syllabus Swap In the August issue, this column contained an invitation to exchange high school syllabi. The day after my copy of the August issue arrived, I received an email from a teacher indicating an interest in participating in an exchange. If you are interested, check the August "Especially for High School Chemistry Teachers" column for a brief discussion of the informal exchange program, or contact me. Research Conducted by High School Students In his June 1999 editorial "Learning Is a Do-It-Yourself Activity", p 725, John Moore wrote about the need to engage students actively in the learning process. As I have mentioned in this column previously, research conducted by students is one means of accomplishing this goal. In this issue, p 1212, Annis Hapkiewicz explains how she has drawn her Okemos [Michigan] High School
A student manual for promoting mental health among high school students
Directory of Open Access Journals (Sweden)
Antonella Gigantesco
2013-03-01
Full Text Available OBJECTIVES. We describe a school program based on a student manual for promoting mental health and preventing mental illness. METHODS. A preliminary version of the manual was assessed for face validity by two focus groups. The final version was evaluated for acceptability among 253 students in 10 high schools and 1 middle school in Italy. RESULTS. The manual included 18 chapters (or "units" which address skills for enabling students to cope with their daily lives: communication skills, problem-solving, assertive skills, negotiation, stress management, anger management and conflict resolution. The manual was found to have been acceptable by high school students. CONCLUSIONS. The effectiveness of the manual in actually promoting mental health and preventing mental illness is currently being evaluated.
Sargent, Kelli S; Jouriles, Ernest N; Rosenfield, David; McDonald, Renee
2017-03-01
Although bystander programs to prevent relationship and sexual violence have been evaluated with college students, few evaluations have been conducted with high school students. This study evaluated the effectiveness of TakeCARE, a brief video bystander program designed to promote helpful bystander behavior in situations involving relationship violence among high school students. Students (N = 1295; 52.5% female; 72.3% Hispanic) reported their bystander behavior at a baseline assessment. Classrooms (N = 66) were randomized to view TakeCARE or to a control condition, and high school counselors administered the video in the classrooms assigned to view TakeCARE. Students again reported their bystander behavior at a follow-up assessment approximately 3 months afterward. Results indicate that students who viewed TakeCARE reported more helpful bystander behavior at the follow-up assessment than students in the control condition. Results of exploratory analyses of the likelihood of encountering and intervening upon specific situations calling for bystander behavior are also reported. TakeCARE is efficacious when implemented in an urban high school by high school counselors.
Provides overview of Assessing IAQ by downloading EPA's School Assessment Mobile App. “One-stop shop” for accessing guidance from EPA’s IAQ Tools for Schools Action Kit with proven strategies for specifically addressing important IAQ issues.
Dittus, Patricia J; Harper, Christopher R; Becasen, Jeffrey S; Donatello, Robin A; Ethier, Kathleen A
2018-01-01
Adolescent males are less likely to receive health care and have lower levels of sexual and reproductive health (SRH) knowledge than adolescent females. The purpose of this study was to determine if a school-based structural intervention focused on school nurses increases receipt of condoms and SRH information among male students. Interventions to improve student access to sexual and reproductive health care were implemented in six urban high schools with a matched set of comparison schools. Interventions included working with school nurses to improve access to sexual and reproductive health care, including the provision of condoms and information about pregnancy and sexually transmitted disease prevention and services. Intervention effects were assessed through five cross-sectional yearly surveys, and analyses include data from 13,740 male students. Nurses in intervention schools changed their interactions with male students who visited them for services, such that, among those who reported they went to the school nurse for any reason in the previous year, those in intervention schools reported significant increases in receipt of sexual health services over the course of the study compared with students in comparison schools. Further, these results translated into population-level effects. Among all male students surveyed, those in intervention schools were more likely than those in comparison schools to report increases in receipt of sexual health services from school nurses. With a minimal investment of resources, school nurses can become important sources of SRH information and condoms for male high school students. Published by Elsevier Inc.
Wilson, Frances; Child, Simon; Suto, Irenka
2017-01-01
High stakes assessments are commonly used at the end of secondary school to select students for higher education. However, growing concerns about the preparedness of new undergraduates for university study have led to an increased focus on the form of assessments used at upper secondary level. This study compared the structure and format of…
Assessment of the School Nutrition Environment: A Study in Australian Primary School Canteens.
Yoong, Sze Lin; Nathan, Nicole K; Wyse, Rebecca J; Preece, Sarah J; Williams, Christopher M; Sutherland, Rachel L; Wiggers, John H; Delaney, Tessa M; Wolfenden, Luke
2015-08-01
Schools represent a valuable setting for interventions to improve children's diets, as they offer structured opportunities for ongoing intervention. Modifications to the school food environment can increase purchasing of healthier foods and improve children's diets. This study examines the availability of healthy food and drinks, implementation of pricing and promotion strategies in Australian primary school canteens, and whether these varied by school characteristics. In 2012 and 2013, canteen managers of primary schools in the Hunter New England region of New South Wales reported via telephone interview the pricing and promotion strategies implemented in their canteens to encourage healthier food and drink purchases. A standardized audit of canteen menus was performed to assess the availability of healthy options. Data were analyzed in 2014. Overall, 203 (79%) canteen managers completed the telephone interview and 170 provided menus. Twenty-nine percent of schools had menus that primarily consisted of healthier food and drinks, and 11% did not sell unhealthy foods. Less than half reported including only healthy foods in meal deals (25%), labeling menus (43%), and having a comprehensive canteen policy (22%). A significantly larger proportion of schools in high socioeconomic areas (OR=3.0) and large schools (OR=4.4) had primarily healthy options on their menus. School size and being a Government school were significantly associated with implementation of some pricing and promotion strategies. There is a need to monitor canteen environments to inform policy development and research. Future implementation research to improve the food environments of disadvantaged schools in particular is warranted. Copyright © 2015 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.
Endres, J; Welch, T; Perseli, T
2001-01-01
A multimedia touch-screen kiosk was used to assess food safety knowledge and convey food safety principles to 93 high school science teachers and 165 students. The kiosk program based on the FightBAC messages informed users of correct responses and reasons for the response. Teachers correctly answered more questions than students; however, for the areas of hand washing, sources of foodborne illness, and handling of leftover foods, at least 40% of both students and teachers provided incorrect answers.
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B Ruth Clark
Full Text Available To assess the prevalence of cardiovascular disease risk among urban public school students through a collaborative school district and university partnership.Children and adolescents in grades K-12 from 24 urban public schools participated in measurements of height, weight, and other health metrics during the 2009-2010 school year. Body mass index (BMI percentiles and z-scores were computed for 4673 students. President's Challenge 1-mile endurance run was completed by 1075 students ages 9-19 years. Maximal oxygen consumption (⩒O2max was predicted using an age-, sex-, and BMI-specific formula to determine health-related fitness. Resting blood pressure (BP was assessed in 1467 students. Regression analyses were used to compare BMI z-scores, fitness, and age- and sex-specific BP percentiles across grade levels. Chi-square tests were used to explore the effect of sex and grade-level on health-related outcomes.Based on BMI, 19.8% were categorized as overweight and 24.4% were obese. Included in the obese category were 454 students (9.7% of sample classified with severe obesity. Using FITNESSGRAM criteria, 50.2% of students did not achieve the Healthy Fitness Zone (HFZ; the proportion of students in the Needs Improvement categories increased from elementary to middle school to high school. Male students demonstrated higher fitness than female students, with 61.4% of boys and only 35.4% of girls meeting HFZ standards. Elevated BP was observed among 24% of 1467 students assessed. Systolic and diastolic BP z-scores revealed low correlation with BMI z-scores.A community-university collaboration identified obesity, severe obesity, overweight, and low aerobic fitness to be common risk factors among urban public school students.
Teaching Basic Life Support to Students of Public and Private High Schools
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José Maria Gonçalves Fernandes
2014-06-01
Full Text Available Background:Despite being recommended as a compulsory part of the school curriculum, the teaching of basic life support (BLS has yet to be implemented in high schools in most countries.Objectives:To compare prior knowledge and degree of immediate and delayed learning between students of one public and one private high school after these students received BLS training.Methods:Thirty students from each school initially answered a questionnaire on cardiopulmonary resuscitation (CPR and use of the automated external defibrillator (AED. They then received theoretical-practical BLS training, after which they were given two theory assessments: one immediately after the course and the other six months later.Results:The overall success rates in the prior, immediate, and delayed assessments were significantly different between groups, with better performance shown overall by private school students than by public school students: 42% ± 14% vs. 30.2% ± 12.2%, p = 0.001; 86% ± 7.8% vs. 62.4% ± 19.6%, p < 0.001; and 65% ± 12.4% vs. 45.6% ± 16%, p < 0.001, respectively. The total odds ratio of the questions showed that the private school students performed the best on all three assessments, respectively: 1.66 (CI95% 1.26-2.18, p < 0.001; 3.56 (CI95% 2.57-4.93, p < 0.001; and 2.21 (CI95% 1.69-2.89, p < 0.001.Conclusions:Before training, most students had insufficient knowledge about CPR and AED; after BLS training a significant immediate and delayed improvement in learning was observed in students, especially in private school students.
Carpet Aids Learning in High Performance Schools
Hurd, Frank
2009-01-01
The Healthy and High Performance Schools Act of 2002 has set specific federal guidelines for school design, and developed a federal/state partnership program to assist local districts in their school planning. According to the Collaborative for High Performance Schools (CHPS), high-performance schools are, among other things, healthy, comfortable,…
O'Mara, Deborah A; Canny, Ben J; Rothnie, Imogene P; Wilson, Ian G; Barnard, John; Davies, Llewelyn
2015-02-02
To report the level of participation of medical schools in the Australian Medical Schools Assessment Collaboration (AMSAC); and to measure differences in student performance related to medical school characteristics and implementation methods. Retrospective analysis of data using the Rasch statistical model to correct for missing data and variability in item difficulty. Linear model analysis of variance was used to assess differences in student performance. 6401 preclinical students from 13 medical schools that participated in AMSAC from 2011 to 2013. Rasch estimates of preclinical basic and clinical science knowledge. Representation of Australian medical schools and students in AMSAC more than doubled between 2009 and 2013. In 2013 it included 12 of 19 medical schools and 68% of medical students. Graduate-entry students scored higher than students entering straight from school. Students at large schools scored higher than students at small schools. Although the significance level was high (P performance. The effect on performance of multiple assessments compared with the test items as part of a single end-of-year examination was negligible. The variables investigated explain only 12% of the total variation in student performance. An increasing number of medical schools are participating in AMSAC to monitor student performance in preclinical sciences against an external benchmark. Medical school characteristics account for only a small part of overall variation in student performance. Student performance was not affected by the different methods of administering test items.
High-Performance Schools: Affordable Green Design for K-12 Schools; Preprint
Energy Technology Data Exchange (ETDEWEB)
Plympton, P.; Brown, J.; Stevens, K.
2004-08-01
Schools in the United States spend $7.8 billion on energy each year-more than the cost of computers and textbooks combined, according to a 2003 report from the National Center for Education Statistics. The U.S. Department of Energy (DOE) estimates that these high utility bills could be reduced as much as 25% if schools adopt readily available high performance design principles and technologies. Accordingly, hundreds of K-12 schools across the country have made a commitment to improve the learning and teaching environment of schools while saving money and energy and protecting the environment. DOE and its public- and private-sector partners have developed Energy Design Guidelines for High Performance Schools, customized for nine climate zones in U.S. states and territories. These design guidelines provide information for school decision makers and design professionals on the advantages of energy efficiency and renewable energy designs and technologies. With such features as natural day lighting, efficient electric lights, water conservation, and renewable energy, schools in all types of climates are proving that school buildings, and the students and teachers who occupy them, are indeed high performers. This paper describes high performance schools from each of the nine climate zones associated with the Energy Design Guidelines. The nine case studies focus on the high performance design strategies implemented in each school, as well as the cost savings and benefits realized by students, faculty, the community, and the environment.
School-Based Drug Abuse Prevention Programs in High School Students
Sharma, Manoj; Branscum, Paul
2013-01-01
Drug abuse, or substance abuse, is a substantial public health problem in the United States, particularly among high school students. The purpose of this article was to review school-based programs implemented in high schools for substance abuse prevention and to suggest recommendations for future interventions. Included were English language…
Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley
2008-01-01
This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…
The Effect of High School Shootings on Schools and Student Performance
Louis-Philippe Beland; Dongwoo Kim
2015-01-01
We analyze how fatal shootings in high schools affect schools and students using data from shooting databases, school report cards, and the Common Core of Data. We examine schools’ test scores, enrollment, and number of teachers, as well as graduation, attendance, and suspension rates at schools that experienced a shooting, employing a difference-in-differences strategy that uses other high schools in the same district as the comparison group. Our findings suggest that homicidal shootings s...
Catholic High Schools and Rural Academic Achievement.
Sander, William
1997-01-01
A study of national longitudinal data examined effects of rural Catholic high schools on mathematics achievement, high school graduation rates, and the likelihood that high school graduates attend college. Findings indicate that rural Catholic high schools had a positive effect on mathematics test scores and no effect on graduation rates or rates…
Premenstrual syndrome (PMS among high school students
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Buddhabunyakan N
2017-07-01
Full Text Available Nattapong Buddhabunyakan, Srinaree Kaewrudee, Chompilas Chongsomchai, Sukree Soontrapa, Woraluk Somboonporn, Jen Sothornwit Department of Obstetrics and Gynaecology, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand Background: Premenstrual syndrome (PMS is a common health problem among adolescents.Objective: To assess the prevalence of PMS in Thai high school students.Materials and methods: This was a prospective study conducted among menstruating high school students in Khon Kaen, Thailand, from September to December, 2015. Participants were asked to prospectively complete an anonymous questionnaire, which included information about demographic data, menstrual patterns, and symptoms to be recorded on a daily calendar of premenstrual experiences according to the diagnostic criteria proposed by the American College of Obstetricians and Gynecologists. All of the data were prospectively recorded for 90 consecutive days.Results: Of the 399 participants, 289 (72.4% completed the self-report questionnaire. Eighty-six participants (29.8%; 95% CI, 24.5%–35.4% reported having PMS. The most common somatic and affective symptoms among participants with PMS were breast tenderness (74.4% and angry outbursts (97.7%. There were significant differences between the PMS and non-PMS groups, and PMS was associated with various problems related to educational activities, including lack of concentration and motivation, poor individual work performance, poor collaborative work performance, and low scores. However, there were no significant differences regarding interpersonal relationships between the PMS and non-PMS groups.Conclusions: PMS is a common menstrual disorder among Thai high school students. The most common symptoms reported in this study were angry outbursts and breast tenderness. Keywords: premenstrual symptoms, prevalence, association, high school students
Student engagement and its relationship with early high school dropout.
Archambault, Isabelle; Janosz, Michel; Fallu, Jean-Sébastien; Pagani, Linda S
2009-06-01
Although the concept of school engagement figures prominently in most school dropout theories, there has been little empirical research conducted on its nature and course and, more importantly, the association with dropout. Information on the natural development of school engagement would greatly benefit those interested in preventing student alienation during adolescence. Using a longitudinal sample of 11,827 French-Canadian high school students, we tested behavioral, affective, cognitive indices of engagement both separately and as a global construct. We then assessed their contribution as prospective predictors of school dropout using factor analysis and structural equation modeling. Global engagement reliably predicted school dropout. Among its three specific dimensions, only behavioral engagement made a significant contribution in the prediction equation. Our findings confirm the robustness of the overall multidimensional construct of school engagement, which reflects both cognitive and psychosocial characteristics, and underscore the importance attributed to basic participation and compliance issues in reliably estimating risk of not completing basic schooling during adolescence.
Sleep disorders among high school students in New Zealand.
Fernando, Antonio T; Samaranayake, Chinthaka B; Blank, Christopher J; Roberts, Gareth; Arroll, Bruce
2013-12-01
Adolescents are known to have high risk factors for sleep disorders, yet the youth rates of sleep disturbances are unknown. This study aimed to determine the prevalence of sleep disorders among New Zealand high school students. The Auckland Sleep Questionnaire (ASQ) was administered to high school students at six schools in the North Island. Schools were chosen to reflect a range of ethnicities and school deciles, which identify the socioeconomic status of households in the school catchment area. A total of 1388 students completed the ASQ. The median age was 17 years (range 14-23) and females represented 43.5% (n=604) of the total group. A total of 37.2% of the students surveyed reported having significant sleep symptoms lasting longer than one month. Depression and anxiety were present in 51.7% and 44.8% of students reporting a sleep problem, respectively. A moderate correlation was observed between sleep problems and depression (r=0.34, psleep problems and anxiety (r=0.31, pstudents with sleep symptoms (12.2% and 5.5% respectively). No difference was found in the rate of sleep problems reported by different ethnic groups. A considerable proportion of students surveyed reported significant sleep symptoms. This study has the potential to aid physicians within New Zealand in better appreciating the burden of sleep disorders faced by young people and in effectively assessing and managing different causes of sleep symptoms in this demographic.
Assessment of School Principals' Reassignment Process
Sezgin-Nartgün, Senay; Ekinci, Serkan
2016-01-01
This study aimed to identify administrators' views related to the assessment of school principals' reassignment in educational organizations. The study utilized qualitative research design and the study group composed of 8 school administrators selected via simple sampling who were employed in the Bolu central district in 2014-2015 academic year.…
Connecting families and high schools through interactive homework
Pandya, Katrina
2008-10-01
The current study analyzed the effectiveness of integrating parents in the education of their children through interactive homework (IH). More specifically, the research questions of the study examined the effectiveness, feasibility, and usefulness of parental involvement in increasing academic performance within high school science classes. Using a mixed method design with a single IH treatment group, a convenience sample of 84 anatomy and biology students was assessed over a 6-week period. Although Spearman correlations failed to reveal any associations linking hours of parental IH involvement with student outcomes, related-samples t tests of pre/post student performance indicated significant increases in homework, test scores and overall grades, with greatest improvement observed in test scores. Exit questionnaires, focus groups, and interviews were coded for emergent themes that in turn were analyzed for common patterns. These qualitative data revealed positive feedback related to specific program components and a general interest for program continuation. The results indicated that it is possible to successfully incorporate parents at the high school level, even in technical subject areas. The research may be of particular interest to families and educators due to the positive scholastic effects of incorporating parents in high school academics. Social change is generated by incorporating parents into the educational process which strengthens the school-home bond and contributes to student achievement and motivation.
Technology skills assessment for deaf and hard of hearing students in secondary school.
Luft, Pamela; Bonello, Mary; Zirzow, Nichole K
2009-01-01
To BE COMPETITIVE in the workplace, deaf and hard of hearing students must not only possess basic computer literacy but also know how to use and care for personal assistive and listening technology. An instrument was developed and pilot-tested on 45 middle school and high school deaf and hard of hearing students in 5 public school programs, 4 urban and 1 suburban, to assess these students' current technology skills and to prepare them for post-high school expectations. The researchers found that the students' computer skills depended on their access to technology, which was not always present in the schools. Many students also did not know basic care practices or troubleshooting techniques for their own personal hearing aids (if worn), or how to access or use personal assistive technology.
Credentialing high school psychology teachers.
Weaver, Kenneth A
2014-09-01
The National Standards for High School Psychology Curricula (American Psychological Association, 2013b) require a teacher with considerable psychology content knowledge to teach high school psychology courses effectively. In this study, I examined the initial teaching credential requirements for high school psychology teachers in the 50 states plus the District of Columbia. Thirty-four states (the District of Columbia is included as a state) require the social studies credential to teach high school psychology. An analysis of the items on standardized tests used by states to validate the content knowledge required to teach social studies indicates little or no presence of psychology, a reflection of psychology's meager presence in the social studies teacher preparation curricula. Thus, new teachers with the social studies teaching credential are not prepared to teach high school psychology according to the National Standards. Approval of The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (National Council for the Social Studies, 2013) presents an opportunity to advocate for establishing a psychology credential in the 34 states. (c) 2014 APA, all rights reserved.
Student Voices in School-Based Assessment
Tong, Siu Yin Annie; Adamson, Bob
2015-01-01
The value of student voices in dialogues about learning improvement is acknowledged in the literature. This paper examines how the views of students regarding School-based Assessment (SBA), a significant shift in examination policy and practice in secondary schools in Hong Kong, have largely been ignored. The study captures student voices through…
Upashe, Shivaleela P; Tekelab, Tesfalidet; Mekonnen, Jalane
2015-10-14
The issue of menstrual hygiene is inadequately acknowledged and has not received proper attention. Use of sanitary pads and washing the genital area are essential practices to keep the menstrual hygiene. Unhygienic menstrual practices can affect the health of the girls and there is an increased vulnerability to reproductive tract infections and pelvic inflammatory diseases and other complications. Therefore, the objective of this study was to assess the knowledge and practice of menstrual hygiene among high school girls at Nekemte town, Oromia region, Western Ethiopia. A school based cross-sectional study design was employed in Nekemte Town, Western Ethiopia. A multi stage sampling technique was used to select 828 female high school students. Data collection was carried out from May 04 to May 30, 2014 using a pre- tested structured questionnaire. The data were entered into a computer using Epi-info version 3.5.1 and then exported to SPSS for Windows version 20.0 for analysis. Bivariate and multivariate logistic regression analysis was done at 95 % confidence interval. In this study, 504 (60.9 %) and 330 (39.9 %) respondents had good knowledge and practice of menstrual hygiene respectively. The findings of the study showed a significant positive association between good knowledge of menstruation and educational status of mothers (AOR = 1.51, 95 % CI = 1.02 - 2.22), having radio/TV (AOR = 2.42, 95 % CI: 1.64 - 3.56). Educational status of the mother (AOR = 2.03, 95 % CI = 1.38 - 2.97) and earning permanent pocket money from parents (AOR = 2.73, 95 % CI = 1.76 - 4.26) revealed significant positive association with good practice of menstrual hygiene. The findings showed that the knowledge and practice of menstrual hygiene is low. Awareness regarding the need for information about good menstrual practices is very important. So, health education program should be setup to create awareness and practice of good menstrual hygiene.
Nelson, Lindsay D; Guskiewicz, Kevin M; Barr, William B; Hammeke, Thomas A; Randolph, Christopher; Ahn, Kwang Woo; Wang, Yanzhi; McCrea, Michael A
2016-02-01
Younger age has been hypothesized to be a risk factor for prolonged recovery after sport-related concussion, yet few studies have directly evaluated age differences in acute recovery. To compare clinical recovery patterns for high school and collegiate athletes. Prospective cohort study. Large, multicenter prospective sample collected from 1999-2003 in a sports medicine setting. Concussed athletes (n = 621; 545 males and 76 females) and uninjured controls (n = 150) participating in high school and collegiate contact and collision sports (79% in football, 15.7% in soccer, and the remainder in lacrosse or ice hockey). Participants underwent evaluation of symptoms (Graded Symptom Checklist), cognition (Standardized Assessment of Concussion, paper-and-pencil neuropsychological tests), and postural stability (Balance Error Scoring System). Athletes were evaluated preinjury and followed serially at several time points after concussive injury: immediately, 3 hours postinjury, and at days 1, 2, 3, 5, 7, and 45 or 90 (with neuropsychological measures administered at baseline and 3 postinjury time points). Comparisons of concussed high school and collegiate athletes with uninjured controls suggested that high school athletes took 1 to 2 days longer to recover on a cognitive (Standardized Assessment of Concussion) measure. Comparisons with the control group on other measures (symptoms, balance) as well as direct comparisons between concussed high school and collegiate samples revealed no differences in the recovery courses between the high school and collegiate groups on any measure. Group-level recovery occurred at or before 7 days postinjury on all assessment metrics. The findings suggest no clinically significant age differences exist in recovery after sport-related concussion, and therefore, separate injury-management protocols are not needed for high school and collegiate athletes.
The Development of a Secondary School Health Assessment Model
Sriring, Srinual; Erawan, Prawit; Sriwarom, Monoon
2015-01-01
The objective of this research was to: 1) involved a survey of information relating to secondary school health, 2) involved the construction of a model of health assessment and a handbook for using the model in secondary school, 3) develop an assessment model for secondary school. The research included 3 phases. (1) involved a survey of…
Blake, Jamilia; Banks, Courtney S.; Patience, Brenda A.; Lund, Emily M.
2014-01-01
A sample of 483 school-based mental health professionals completed a survey about the training they have received related to conducting bullying assessments in schools, competence in conducting an assessment of bullying, and the bullying assessment methods they used. Results indicate that school counselors were usually informed about incidents of…
School Uniforms in Urban Public High Schools
Draa, Virginia Ann Bendel
2005-01-01
The purpose of this study was to determine whether or not the implementation of a mandatory uniform policy in urban public high schools improved school performance measures at the building level for rates of attendance, graduation, academic proficiency, and student conduct as measured by rates of suspensions and expulsions. Sixty-four secondary…
White, Susan; Tesfaye, Casey Langer
2014-01-01
This report examines enrollments in high school physics during the 2012-13 school year. Based on data from the most recent survey (which includes both public and private high schools in the U.S.), it is estimated that 39% of the class of 2013 took high school physics before graduating. During the 2012-13 school year, 1.38 million students were…
School based assessment module for invasion games category in ...
African Journals Online (AJOL)
School based assessment module for invasion games category in physical education. ... This study identify the level of basic skills of invasion games category when using School Based Assessment Module. ... AJOL African Journals Online.
Survey and Analysis of Dental Caries in Students at a Deaf-Mute High School
Wei, Hong; Wang, Yan-Ling; Cong, Xiao-Na; Tang, Wan-Qin; Wei, Ping-Min
2012-01-01
The present cross-sectional study was conducted to assess and compare the prevalence of dental caries of 229 deaf adolescents in a special senior high school and to identify factors related to dental caries, with a match group of 196 healthy adolescents in a normal senior high school, in Jiangsu province of East China. In this study the prevalence…
The Academic Experience of Male High School Students with ADHD
Kent, Kristine M.; Pelham, William E.; Molina, Brooke S. G.; Sibley, Margaret H.; Waschbusch, Daniel A.; Yu, Jihnhee; Gnagy, Elizabeth M.; Biswas, Aparajita; Babinski, Dara E.; Karch, Kathryn M.
2011-01-01
This study compared the high school academic experience of adolescents with and without childhood ADHD using data from the Pittsburgh ADHD Longitudinal Study (PALS). Participants were 326 males with childhood ADHD and 213 demographically similar males without ADHD who were recruited at the start of the follow-up study. Data were collected yearly from parents, teachers and schools. The current study used assessment points at which the participants were currently in or had recently completed gr...
Chin, Esther Y; Nelson, Lindsay D; Barr, William B; McCrory, Paul; McCrea, Michael A
2016-09-01
The Sport Concussion Assessment Tool-3 (SCAT3) facilitates sideline clinical assessments of concussed athletes. Yet, there is little published research on clinically relevant metrics for the SCAT3 as a whole. We documented the psychometric properties of the major SCAT3 components (symptoms, cognition, balance) and derived clinical decision criteria (ie, reliable change score cutoffs and normative conversation tables) for clinicians to apply to cases with and without available preinjury baseline data. Cohort study (diagnosis); Level of evidence, 2. High school and collegiate athletes (N = 2018) completed preseason baseline evaluations including the SCAT3. Re-evaluations of 166 injured athletes and 164 noninjured controls were performed within 24 hours of injury and at 8, 15, and 45 days after injury. Analyses focused on predictors of baseline performance, test-retest reliability, and sensitivity and specificity of the SCAT3 using either single postinjury cutoffs or reliable change index (RCI) criteria derived from this sample. Athlete sex, level of competition, attention-deficit/hyperactivity disorder (ADHD), learning disability (LD), and estimated verbal intellectual ability (but not concussion history) were associated with baseline scores on ≥1 SCAT3 components (small to moderate effect sizes). Female sex, high school level of competition (vs college), and ADHD were associated with higher baseline symptom ratings (d = 0.25-0.32). Male sex, ADHD, and LD were associated with lower baseline Standardized Assessment of Concussion (SAC) scores (d = 0.28-0.68). Male sex, high school level of competition, ADHD, and LD were associated with poorer baseline Balance Error Scoring System (BESS) performance (d = 0.14-0.26). After injury, the symptom checklist manifested the largest effect size at the 24-hour assessment (d = 1.52), with group differences diminished but statistically significant at day 8 (d = 0.39) and nonsignificant at day 15. Effect sizes for the SAC and BESS
Miñano Pérez, Pablo; Costa, Juan Luis Castejón; Corbi, Raquel Gilar; Iniesta, Alejandro Veas
2017-01-01
We examined the psychometric properties of the School Attitude Assessment Survey-Revised in a Spanish population (n = 1,398). Confirmatory factor analysis procedures supported the instrument's five-factor structure. The results of discriminant analysis demonstrated the predictive power of the School Attitude Assessment Survey-Revised scales as…
The Relationship of Self-Esteem and Self-Consciousness in High School Students
柴田, 雄企; 吉戒, 聡美
2015-01-01
In order to clarify the relationship of self-esteem and self-consciousness in high school students, I performed the Rosenberg self-esteem scale (RSES), the Coopersmith Self-Esteem Inventory (CSEI) and self-onsciousness scale. 161 high school students (98 boys and 63 girls) were assessed based on these scales. It was found that there were negative correlations between self-consciousness and self-rejection of CSEI in boys and there were negative correlations between self-consciousness and self-...
Determining the Measurement Quality of a Montessori High School Teacher Evaluation Survey
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Anthony Philip Setari
2017-05-01
Full Text Available The purpose of this study was to conduct a psychometric validation of a course evaluation instrument, known as a student evaluation of teaching (SET, implemented in a Montessori high school. The authors demonstrate to the Montessori community how to rigorously examine the measurement and assessment quality of instruments used within Montessori schools. The Montessori high school community needs an SET that has been rigorously examined for measurement issues. The examined SET was developed by a Montessori high school, and the sample data were collected from Montessori high school students. Using a Rasch partial credit model, the results of the analysis identified several measurement issues, including multidimensionality, misfit items, and inappropriate item difficulty levels. A revised version of the SET underwent the same analysis procedure, and the results indicated that measurement issues persisted. The authors suggest several ways to improve the overall measurement quality of the instrument while keeping the Montessori foundation. Additional validation studies with a revised version of the SET will be needed before the instrument can be endorsed for full implementation in a Montessori setting.
White, Susan; Tesfaye, Casey Langer
2014-01-01
In this report, the authors share their analysis of the data from over 3,500 high schools in the U.S. beginning with an examination of the availability of physics in U.S. high schools. The schools in their sample are a nationally-representative random sample of the almost 25,000 high schools in forty-nine of the fifty states. Table 1 shows the…
MacDonald, James; Duerson, Drew
2015-07-01
Baseline assessments using computerized neurocognitive tests are frequently used in the management of sport-related concussions. Such testing is often done on an annual basis in a community setting. Reliability is a fundamental test characteristic that should be established for such tests. Our study examined the test-retest reliability of a computerized neurocognitive test in high school athletes over 1 year. Repeated measures design. Two American high schools. High school athletes (N = 117) participating in American football or soccer during the 2011-2012 and 2012-2013 academic years. All study participants completed 2 baseline computerized neurocognitive tests taken 1 year apart at their respective schools. The test measures performance on 4 cognitive tasks: identification speed (Attention), detection speed (Processing Speed), one card learning accuracy (Learning), and one back speed (Working Memory). Reliability was assessed by measuring the intraclass correlation coefficient (ICC) between the repeated measures of the 4 cognitive tasks. Pearson and Spearman correlation coefficients were calculated as a secondary outcome measure. The measure for identification speed performed best (ICC = 0.672; 95% confidence interval, 0.559-0.760) and the measure for one card learning accuracy performed worst (ICC = 0.401; 95% confidence interval, 0.237-0.542). All tests had marginal or low reliability. In a population of high school athletes, computerized neurocognitive testing performed in a community setting demonstrated low to marginal test-retest reliability on baseline assessments 1 year apart. Further investigation should focus on (1) improving the reliability of individual tasks tested, (2) controlling for external factors that might affect test performance, and (3) identifying the ideal time interval to repeat baseline testing in high school athletes. Computerized neurocognitive tests are used frequently in high school athletes, often within a model of baseline testing
Chang, Chi-Cheng; Shu, Kuen-Ming; Liang, Chaoyun; Tseng, Ju-Shih; Hsu, Yu-Sheng
2014-01-01
The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly…
Directory of Open Access Journals (Sweden)
Vassiliki Baglantzi
2012-02-01
Full Text Available This study explored the potential of DIALANG to serve placement purposes in the 1st grade of Greek state junior high school. The DIALANG system of language assessment is an application of the Common European Framework of Reference (Council of Europe, 2001, which assesses the user’s level in five skills (listening, writing, reading, vocabulary and structures and places them on one of the six (A1-C2 CEFR levels. It is a valid and reliable, online diagnostic test, which makes extensive use of self-assessment and provides several types of feedback. So far, DIALANG has been mainly used by adult learners in 14 languages in self-access, low-stakes contexts around Europe. However, the research focus in this study is whether DIALANG can replace teacher made placement tests for younger learners of English. Teacher-made tests are often criticized on the grounds of validity, reliability and content, therefore the use of a standardized alternative would facilitate placement procedures in a valid and reliable way. 20 students took DIALANG and then reported on their experience through a questionnaire. The students were also involved in self-assessing their reading, writing and listening skills using the DIALANG self-assessment statements. Their teacher also used the DIALANG scales to assess the students’ proficiency level in these three skills. The research findings showed that DIALANG can be a highly practical and useful placement tool provided that it is limited to the assessment of three skills (listening, writing and reading out of the five it can assess. Results also showed that neither the students nor the teacher are adequately familiar with the DIALANG statements and consequently the CEFR skills level descriptors, although these levels are extensively used in the description of textbooks, language courses and exams in the ELT field in Greece.
Talented High School Football Players’ Perception of Talent Identification Criteria
Directory of Open Access Journals (Sweden)
Vazjwar Matin
2017-06-01
Full Text Available Talent identification (TID is a major part of top-level football. Even so, most studies of talented players are skewed towards exploring the work of coaches who are already dealing with pre-defined “talented performers” and not a broader range of players, such as high school students in sport specialisation programs (SSP and elite sport specialisation programs (ESSP. In this study, we explore which skills high school players find most important, how they assess their own skills compared to their schoolmates and which skills their school and club coaches find most important, comparing: girls and boys, an SSP and an ESSP school and players playing top-level versus low-level football. Included in this study were 111 high school football players (81 boys and 30 girls representing one SSP and one ESSP. The results showed that the players ranked mental and tactical skills as most important compared to the school and club coach who ranked, respectively, technical and physical, and tactical and technical skills as most important. Girls considered both tactical and physical skills significantly (<0.01 more important than boys. Players from SSP considered mental skills as significantly more important, while the ESSP players considered the tactical skills as significantly more important. Furthermore, the top-level players considered technical and mental skills as significantly more important. These results could indicate that gender, school type and playing level could affect the players’ perception of the most important skills in TID.
Drayton, Brian; Falk, Joni K.; Stroud, Rena; Hobbs, Kathryn; Hammerman, James
2010-01-01
There are few studies of the impact of ubiquitous computing on high school science, and the majority of studies of ubiquitous computing report only on the early stages of implementation. The present study presents data on 3 high schools with carefully elaborated ubiquitous computing systems that have gone through at least one "obsolescence cycle"…
Subjective Happiness Optimizes Educational Outcomes: Evidence from Filipino High School Students.
Datu, Jesus Alfonso D; Valdez, Jana Patricia; Cabrera, Ian Kenneth; Salanga, Maria Guadalupe
2017-10-30
Subjective happiness has been found to be associated with key psychological outcomes. However, there is paucity of research that assessed how subjective happiness is related to a number of positive student outcomes in the educational setting. The objective of the study was to assess the associations of subjective happiness with academic engagement, flourishing, and school resilience among 606 Filipino high school students (m age = 13.87; n boys = 300, n girls = 305, n missing = 1) in the Philippine context. Results of path analysis demonstrated that subjective happiness positively predicted behavioral engagement (β = .08, p < .01), emotional engagement (β = .08, p < .01), flourishing (β = .17, p < .01), and school resilience (β = .18, p < .01) even after controlling for gender. The theoretical and practical implications of the findings are discussed.
Sleep disorders among high school students in New Zealand
Directory of Open Access Journals (Sweden)
Fernando AT
2013-12-01
Full Text Available INTRODUCTION: Adolescents are known to have high risk factors for sleep disorders, yet the youth rates of sleep disturbances are unknown. AIM: This study aimed to determine the prevalence of sleep disorders among New Zealand high school students. METHODS: The Auckland Sleep Questionnaire (ASQ was administered to high school students at six schools in the North Island. Schools were chosen to reflect a range of ethnicities and school deciles, which identify the socioeconomic status of households in the school catchment area. RESULTS: A total of 1388 students completed the ASQ. The median age was 17 years (range 14-23 and females represented 43.5% (n=604 of the total group. A total of 37.2% of the students surveyed reported having significant sleep symptoms lasting longer than one month. Depression and anxiety were present in 51.7% and 44.8% of students reporting a sleep problem, respectively. A moderate correlation was observed between sleep problems and depression (r=0.34, p<0.01, and sleep problems and anxiety (r=0.31, p<0.01. Problem alcohol use and other substance use were more common in students with sleep symptoms (12.2% and 5.5% respectively. No difference was found in the rate of sleep problems reported by different ethnic groups. DISCUSSION: A considerable proportion of students surveyed reported significant sleep symptoms. This study has the potential to aid physicians within New Zealand in better appreciating the burden of sleep disorders faced by young people and in effectively assessing and managing different causes of sleep symptoms in this demographic.
2010-07-01
... assessments to private schools and private school students. (a) Nothing in § 200.1 or § 200.2 requires a... 34 Education 1 2010-07-01 2010-07-01 false Applicability of a State's academic assessments to private schools and private school students. 200.10 Section 200.10 Education Regulations of the Offices of...
Promoting Mental Health in Italian Middle and High School: A Pilot Study.
Veltro, Franco; Ialenti, Valentina; Morales García, Manuel Alejandro; Bonanni, Emiliana; Iannone, Claudia; D'Innocenzo, Marinella; Gigantesco, Antonella
2017-01-01
In Italy, a handbook has been developed based on the principles of cooperative learning, life skills, self-effectiveness, and problem-solving at high school level. Early studies have shown the handbook's effectiveness. It has been hypothesized that the revised handbook could be more effective in middle schools. The study design is a "pre- and posttest" that compares the results obtained from 91 students of the high schools with those of the 38 students from middle schools. The assessment was made through "self-reporting" questionnaires of (a) learning skills including problem-solving and (b) perceived self-efficacy in managing emotions, dysfunctional beliefs, and unhealthy behaviours (i.e., drinking/smoking). Significant improvements were observed in both groups with the exceptions of perceived self-efficacy in managing emotions. The improvement of dysfunctional beliefs and the learning of problem-solving skills were better in middle schools. The results confirm the authors' hypothesis that the use of this approach is much more promising in middle school.
Martin-Morris, Linda E; Buckland, Helen T; Popa, Simina M; Cunningham, Susanna L
2015-01-01
Our university course for non-majors (Biology 100) on the neurobiology of drug addiction was recently retooled for delivery at high schools around the state of Washington in order to engage younger students in the study of psychoactive drugs. Many of these students are earning both high school and university credits (dual-enrollment). This paper outlines the course design principles we used to ensure that high school students are earning valid college credits. We present an analysis of learning gains experienced by both university and high school students as measured by before and after course knowledge surveys. We also describe how assessment strategies used for on-campus students have been transferred to our high school partner teachers and how generous interchange and observation ensure that the high school students are engaging deeply in their study of neuroscience. Indeed, many have had a transformative experience that inspires them to contemplate the field of neuroscience as they transition into university study.
Middlesex Community Coll., Middletown, CT.
Through a collaborative effort between Middlesex Community College (MxCC) and Haddam-Killingworth High School (HKHS), students taking specific high school courses in television production, broadcast journalism, electronics, and photography are granted college credit by MxCC upon admission to the college's Broadcast Communication Program. The…
Cobb, Tiffany R.
2017-01-01
Purpose: The purpose of this study was to explore and further understand the ways in which middle school and high school students perceive their school experiences within the school environment. School has an important impact on the social development of children (Milsom, 2006). Learning is not done individually as classrooms are inherently social…
Stinchcombe, Arthur L.
The premise of this book is that high school rebellion is an "expression of alienation from socially present authorities." Such rebellion is a manifestation of "expressive alienation" and has the quality of hatred or sullenness. Rebellious high school students are likely to be non-utilitarian, negativistic, hedonistic, and to stress group…
Continuing Care in High Schools: A Descriptive Study of Recovery High School Programs
Finch, Andrew J.; Moberg, D. Paul; Krupp, Amanda Lawton
2014-01-01
Data from 17 recovery high schools suggest programs are dynamic and vary in enrollment, fiscal stability, governance, staffing, and organizational structure. Schools struggle with enrollment, funding, lack of primary treatment accessibility, academic rigor, and institutional support. Still, for adolescents having received treatment for substance…
Especially for High School Teachers
Emory Howell, J.
1999-11-01
many of our readers. The High School/College Interface Luncheon was part of the very rich day-long High School Program at the New Orleans ACS Meeting. Shown here (from left) are Glenn Crosby, the luncheon speaker; Lillie Tucker-Akin, the High School Day program chair; and Fred Johnson, Assistant Superintendent of Shelby County (TN) schools and Immediate Past President of NSTA. The recipient of the James Bryant Conant Award in High School Chemistry Teaching is Frank G. Cardulla, who taught for many years at Niles North High School, Skokie, Illinois. His extensive record of service to fellow teachers includes editing the JCE "View from My Classroom" feature for several years and writing several articles, as well as his recent appointment to the JCE Board of Publication. The recipient of the George C. Pimentel Award in Chemical Education is Jerry A. Bell of the American Chemical Society in Washington, DC. An author of numerous articles appearing in JCE and a member of the JCE Board of Publication for several years, he currently serves as Board Chair. The 16th Biennial Conference on Chemical Education Readers who attended the 15th BCCE in Waterloo, Ontario, know that much of the programming at these conferences is of interest to high school teachers. Many work shops, papers, and demonstrations are presented by high school teachers. There are many other outstanding papers and posters, plenary speakers, and exciting demonstrations. The 16th BCCE will be held at the University of Michigan in Ann Arbor, July 30-August 3, 2000. Among the high school teachers already scheduled to present workshops at the 16th BCCE are George Hague, Lynn Hershey, and Jack Randall, and there will be many more before the program is completed. The High School Chemistry Program Chair is Tim Graham, Roosevelt High School (MI). The Organizing Committee is seeking the assistance of local sections of the American Chemical Society within a 300-mile radius of Ann Arbor in providing support for high school
Tsushima, William T; Geling, Olga; Arnold, Monica; Oshiro, Ross
2016-01-01
To assess the effects of two sports-related concussions on neuropsychological functioning and symptom reporting, the Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) was administered to 483 high school athletes. Three groups of athletes were determined based on the number of previous concussions: no concussion (n = 409), 1 concussion (n = 58), and 2 concussions (n = 16). The results showed that the three groups did not differ in terms of their ImPACT composite scores (Verbal Memory, Visual Memory, Reaction Time, and Processing Speed) and the Total Symptom Score. As there are only a few studies that have reported the sequelae of 2 concussions in high school athletes, it is premature to declare that a repeated concussion does not have persistent neurocognitive effects on high school athletes.
A photovoice study of school belongingness among high school students in Norway.
Lieblein, Vaiva Sunniva Deraas; Warne, Maria; Huot, Suzanne; Laliberte Rudman, Debbie; Raanaas, Ruth Kjærsti
2018-12-01
Although high school graduation is important for living conditions and health throughout life, many students do not complete. In Norway's northern most county, Finnmark, up to 45% of students do not complete high school. Contrary to prior research that has primarily focused on causes for dropout, this study's aim was to deepen understanding of factors that support high school attendance. A strengths-based participatory approach using photovoice addressed attendance factors as perceived by seven participating students from one high school in Finnmark. Qualitative content analysis of data generated through group dialogue about participant-generated photos and individual interviews identified six factors important for students' school attendance: a supportive school environment, a good learning environment, recuperation and recreation, family and friends, goals and ambitions, and place attachment. Related aspects of a supportive environment and belongingness, where school staff made important contributions to promoting a positive environment, were essential.
Do High School STEM Courses Prepare Non-College Bound Youth for Jobs in the STEM Economy?
Bozick, Robert; Srinivasan, Sinduja; Gottfried, Michael
2017-01-01
Our study assesses whether high school science, technology, engineering, and mathematics (STEM) courses provide non-college bound youth with the skills and training necessary to successfully transition from high school into the STEM economy. Specifically, our study estimates the effects that advanced math, advanced science, engineering, and…
Green accounts & day high schools
DEFF Research Database (Denmark)
Jørgensen, Michael Søgaard
1997-01-01
The arcticle presents the concept of green accounts and describes how it can be used in the daily work and the teaching at day high schools.......The arcticle presents the concept of green accounts and describes how it can be used in the daily work and the teaching at day high schools....
High Pressure Reform: Examining Urban Schools' Response to Multiple School Choice Policies
Holme, Jennifer Jellison; Carkhum, Rian; Rangel, Virginia Snodgrass
2013-01-01
Over the past several decades, policymakers have sought to address the problem of school failure by exposing traditional public schools to competitive market forces. In this analysis, we examine how two traditional public schools in a "high pressure/high choice" urban school cluster in Texas responded to a number of overlapping choice…
Effective science teaching in a high poverty middle school: A case study
Meyer, Georgette Wright
This qualitative case study described the characteristics of science teachers in a high poverty urban middle school whose 2010 scores on South Carolina's Palmetto Assessment of State Standards (PASS) ranked second in the state. Data was obtained through classroom observations, open-ended interviews, school documents, and photographs taken inside the school from ten participants, who were seven science teachers, a science coach, and two administrators. Findings revealed a school culture that pursued warm and caring relationships with students while communicating high expectations for achievement, strong central leadership who communicated their vision and continuously checked for its implementation through informal conversations, frequent classroom observations, and test score analysis. A link between participants' current actions and their perception of prior personal and professional experiences was found. Participants related their classroom actions to the lives of the students outside of school, and evidenced affection for their students.
Surveillane of Middle and High School Mental Health Risk by Student Self-Report Screener
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Bridget V Dever
2013-08-01
Full Text Available Introduction: A 2009 National Academies of Sciences report on child mental health prevention and treatment concluded that screening for mental health risk is an essential component of service delivery. To date, however, there are few practical assessments available or practices in place that measure individual child risk, or risk aggregated at the school or community level. This study examined the utility of a 30-item paper and pencil student self-report screener of behavioral and emotional risk (BER for surveying community risk among 7 schools. Methods: In 2010, 2,222 students in 3 middle and 4 high schools in a medium-sized school district in Georgia were administered the Behavioral and Emotional Screening System Self-Report Child/Adolescent form (BESS Student. The BESS is designed to measure 4 sub-syndromal BER factors for developing mental health disorders: inattention/hyperactivity, internalizing, school problems, and personal adjustment. Analysis of Variance and Chi Square analyses were used to assess the association between adolescent self-reported BER as an indicator of school BER, grade level, child ethnic identification and gender, socioeconomic status, and special education placement status.Results: BESS scores differentiated well between schools for overall BER and special education status, as well as between grade levels, ethnicity, and gender groups. One high school, known by the school administration to have numerous incidents of student behavior problems, had the most deviant 4 BER domain scores of all 7 schools. Girls rated themselves as having a higher prevalence of BER (14% than boys (12%; middle school students reported fewer difficulties than high school students.Conclusion: Middle and high school students were capable of identifying significant differences in their own BER across schools, suggesting that universal mental health risk screening viastudent self-report is potentially useful for identifying aggregated community
Collaborative Assessment: Middle School Case Study
Parkison, Paul T.
2014-01-01
Utilizing a participant observer research model, a case study of the efficacy of a collaborative assessment methodology within a middle school social studies class was conducted. A review of existing research revealed that students' perceptions of assessment, evaluation, and accountability influence their intrinsic motivation to learn. A…
Neuropsychological Assessment in Schools. ERIC Digest.
Merz, William R., Sr.; And Others
The nature of neuropsychological assessment and its application in the school environment are discussed. Neuropsychology is the study of how the brain and nervous system affect thinking and behavior. A complete neuropsychological assessment requires gathering and analyzing information on a child's: (1) physical, social, and psychological…
Directory of Open Access Journals (Sweden)
Gerardo Ignacio Sánchez-Sánchez
2015-05-01
Full Text Available Developed in a regional campus of a university located 200 miles south of Santiago de Chile, the research showed the initial awareness of 50 senior students majoring in three High School Teaching Training Programs: Spanish Language; History; and Math, in regards to their own teaching process The qualitative approach used in this research is supported by the grounded theory. The critical incident technique was used to obtain the information about the individuals mentioned above, after their first period as in-practice High School teachers. Results show that the assessment teaching functions are mostly mentioned as essential to improve their teaching activities focused on the learning process of high school students. However, Teacher Training Programs should also emphasize real challenges and the abilities that a teacher must successfully develop during the process, instead of mainly focusing on measurement instruments and theoretical outlines
Shopping Problems among High School Students
Grant, Jon E.; Potenza, Marc N.; Krishnan-Sarin, Suchitra; Cavallo, Dana A.; Desai, Rani A.
2010-01-01
Background Although shopping behavior among adolescents is normal, for some the shopping becomes problematic. An assessment of adolescent shopping behavior along a continuum of severity and its relationship to other behaviors and health issues is incompletely understood. Methods A large sample of high school students (n=3999) was examined using a self-report survey with 153 questions concerning demographic characteristics, shopping behaviors, other health behaviors including substance use, and functioning variables such as grades and violent behavior. Results The overall prevalence of problem shopping was 3.5% (95%CI: 2.93–4.07). Regular smoking, marijuana and other drug use, sadness and hopelessness, and antisocial behaviors (e.g., fighting, carrying weapons) were associated with problem shopping behavior in both boys and girls. Heavy alcohol use was significantly associated with problem shopping only in girls. Conclusion Problem shopping appears fairly common among high school students and is associated with symptoms of depression and a range of potentially addictive and antisocial behaviors. Significant distress and diminished behavioral control suggest that excessive shopping may often have significant associated morbidity. Additional research is needed to develop specific prevention and treatment strategies for adolescents who report problems with shopping. PMID:21497217
Shopping problems among high school students.
Grant, Jon E; Potenza, Marc N; Krishnan-Sarin, Suchitra; Cavallo, Dana A; Desai, Rani A
2011-01-01
Although shopping behavior among adolescents is normal, for some, the shopping becomes problematic. An assessment of adolescent shopping behavior along a continuum of severity and its relationship to other behaviors and health issues is incompletely understood. A large sample of high school students (n = 3999) was examined using a self-report survey with 153 questions concerning demographic characteristics, shopping behaviors, other health behaviors including substance use, and functioning variables such as grades and violent behavior. The overall prevalence of problem shopping was 3.5% (95% CI, 2.93-4.07). Regular smoking, marijuana and other drug use, sadness and hopelessness, and antisocial behaviors (e.g., fighting, carrying weapons) were associated with problem shopping behavior in both boys and girls. Heavy alcohol use was significantly associated with problem shopping only in girls. Problem shopping appears fairly common among high school students and is associated with symptoms of depression and a range of potentially addictive and antisocial behaviors. Significant distress and diminished behavioral control suggest that excessive shopping may often have significant associated morbidity. Additional research is needed to develop specific prevention and treatment strategies for adolescents who report problems with shopping. Copyright © 2011 Elsevier Inc. All rights reserved.
QUANTITATIVE DIFFERENCES IN ASSESSMENT OF HIGH SCHOOL FEMALE STUDENTS
Directory of Open Access Journals (Sweden)
Georgi Georgiev
2011-08-01
Full Text Available he research was carried out on 89 female students at first-year who regularly attended the course sport and sport activities. The aim was to see whether there are differences between the grades gained during the teaching and assessments received during the survey. As indicators in the evaluation of assessment during the research into account were taken techniques of performance of several sport disciplines: athletics (high start and gymnastics (rolling forward, from the sport games , basketball (leading the ball with a jump shot towards the basket and test - polygon for checking of the motor skills and habits of the female pupils. The determination of the significance of the differences was performed by t-test. After receiving the survey results, were identified statistically significant differences in the assessment of pupils.
Ezeonu, C T; Anyansi, M N
2010-01-01
In this cross-sectional descriptive study, we used a validated school health program evaluation scale (SHPE) to assess the environmental health status of primary schools in Ebonyi State, southeastern Nigeria. Parameters assessed included water supply, sewage and refuse disposal, school building ventilation, lighting and seating, as well as the availability of toilet tissue, basins for washing hands, regular cleaning of toilets, and so forth. Of all the schools assessed, only two schools, both private, attained the minimum acceptable SHPE score of 57. The mean SHPE score of the private schools (50.40) was significantly higher than that of the public schools (28.69) (t-test, p=.00). Policy reforms are needed that would ensure a healthy primary school environment in Nigeria and in other developing countries with similar settings.
Improving School Nurse Pain Assessment Practices for Students With Intellectual Disability.
Quinn, Brenna L; Smolinski, Megan
2017-01-01
School nurses are afforded minimal resources related to assessing pain in students with intellectual disability (ID) and have called for continuing education. The purpose of this study was to measure the effectiveness of an education program regarding best practices for assessing pain in students with ID. Educational sessions were presented to 248 school nurses. Pre-, post-, and follow-up surveys measured (1) difficulty school nurses face when assessing pain, (2) knowledge and use of pain assessment methods, and (3) intent to change and actual changes to professional practices. Participants experienced less difficulty assessing pain following the educational program. Almost all participants intended to change pain assessment practices, but large caseloads limited new practice adoption. Policy makers must consider population size and acuity when determining school nurse staffing. Trainings and other resources should be made available to school nurses in order to make pain assessments for students with ID more thorough and efficient.
Performance-Based Task Assessment of Higher-Order Proficiencies in Redesigned STEM High Schools
Ernst, Jeremy V.; Glennie, Elizabeth; Li, Songze
2017-01-01
This study explored student abilities in applying conceptual knowledge when presented with structured performance tasks. Specifically, the study gauged proficiency in higher-order applications of students enrolled in earth and environmental science or biology. The student sample was drawn from a Redesigned STEM high school model where a tested…
The Effect of High School Shootings on Schools and Student Performance
Beland, Louis-Philippe; Kim, Dongwoo
2016-01-01
We analyze how fatal shootings in high schools affect schools and students using data from shooting databases, school report cards, and the Common Core of Data. We examine schools' test scores, enrollment, number of teachers, graduation, attendance, and suspension rates at schools that experienced a shooting, employing a difference-in-differences…
Attitudes of High School Students towards Geometry
Directory of Open Access Journals (Sweden)
Esat Avcı
2014-12-01
Full Text Available In this research, attitudes of high school students towards geometry were investigated in terms of gender, grade, types of the field and school. Population of research includes students who were studying at high school in five distincs of Mersin in 2013-2014 academical year. Sample of research includes 935 students from twelve high schools. Attitude scale which was developed by Su-Özenir (2008 was used for data collection. For data analysis, mean, standart deviation, t test and ANOVA were used. A meaningful difference between students’ attitudes towards geometry and variance of gender and grade level wasn’t observed, on the other hand a meaningful difference according to field and school type is observed.Key Words: Attitudes towards geometry, high school geometry lesson, attitude scale
Green, Daniel G.
2012-01-01
Strapped for cash, a Massachusetts high school creates its own venture capital fund to incentivize teachers to create programs that improve student learning. The result has been higher test scores and higher job satisfaction. One important program is credited with helping close the achievement gap at the school, while others have helped ambitious…
Especially for High School Teachers
Howell, J. Emory
1999-12-01
Chemistry and the Environment This issue contains more than 20 articles relating to the environment. Several articles of potential interest are indicated in the Table of Contents with the SSC mark (). Others are not so indicated because they depict use of expensive instrumentation or costly procedures, but if you have an interest in environmental chemistry you may wish to examine all the environmentally related articles. While many of the articles, both marked and unmarked, are targeted to college-level environmental chemistry curricula or to introductory courses for non-major, the methods described in several could be readily adapted to high school chemistry courses. One article likely to be of interest to teachers is found in News from Online, pp 1608-1609. The author explains how to use the U.S. Environment Protection Agency's EnviroMapper Web site to view and query environmental information. She mentioned finding a hazardous waste handler located near her home, so I decided to check the area near my home. I quickly located a natural gas salt dome storage facility marked on the map and, with a few more mouse clicks, I found information that included status of compliance with regulations, amounts of each compound released to the air in tons per year, and how to contact the corporation owning the site. Email and Web site addresses were included for the convenience of anyone wishing to contact the corporation. Students could learn a great deal about where they live that is relevant to chemistry by using the EPA site. Additional Web sites dealing with environmental issues and chemistry are cited in the sidebar at the bottom of p 1609. Among the articles that could be adapted to an advanced high school chemistry class or possibly even to an introductory class is one titled Bridge of Mandolin County (pp 1671-1672). It describes a case-study strategy similar to the scenarios used in ChemStudy. Students analyze information from various sources, including laboratory
How High School Students Select a College.
Gilmour, Joseph E., Jr.; And Others
The college selection process used by high school students was studied and a paradigm that describes the process was developed, based on marketing theory concerning consumer behavior. Primarily college freshmen and high school seniors were interviewed, and a few high school juniors and upper-level college students were surveyed to determine…
High School Students’ Social Media Addiction
Deniz, Levent; Gürültü, Ercan
2018-01-01
Theaim of this study is to investigate high school students’ social mediaaddiction. The study was conducted with 473 students who were educated in2014-2015 academic year at 6 different schools in İstanbul, Eyüp disctrict.‘Social Media Addiction Scale’ developed by Tutgun, Ünal and Deniz (2015) wasused to determine the students’ social media addiction. The results in general showedthat high school students have a medium level social media addiction. Besides,it was also concluded that high scho...
Programs to increase high school completion: a community guide systematic health equity review.
Hahn, Robert A; Knopf, John A; Wilson, Sandra Jo; Truman, Benedict I; Milstein, Bobby; Johnson, Robert L; Fielding, Jonathan E; Muntaner, Carles J M; Jones, Camara Phyllis; Fullilove, Mindy T; Moss, Regina Davis; Ueffing, Erin; Hunt, Pete C
2015-05-01
High school completion (HSC) is an established predictor of long-term morbidity and mortality. U.S. rates of HSC are substantially lower among students from low-income families and most racial/ethnic minority populations than students from high-income families and the non-Hispanic white population. This systematic review assesses the effectiveness of programs to increase HSC and the potential of these programs to improve lifelong health among at-risk students. A search located a meta-analysis (search period 1985-2010/2011) on the effects of programs to increase HSC or General Educational Development (GED) diploma receipt; the meta-analysis was concordant with Community Guide definitions and methodologic standards. Programs were assessed separately for the general student population (152 studies) and students who were parents or pregnant (15 studies). A search for studies published between 2010 and August 2012 located ten more recent studies, which were assessed for consistency with the meta-analysis. Analyses were conducted in 2013. The review focused on the meta-analysis. Program effectiveness was measured as the increased rate of HSC (or GED receipt) by the intervention group compared with controls. All assessed program types were effective in increasing HSC in the general student population: vocational training, alternative schooling, social-emotional skills training, college-oriented programming, mentoring and counseling, supplemental academic services, school and class restructuring, multiservice packages, attendance monitoring and contingencies, community service, and case management. For students who had children or were pregnant, attendance monitoring and multiservice packages were effective. Ten studies published after the search period for the meta-analysis were consistent with its findings. There is strong evidence that a variety of HSC programs can improve high school or GED completion rates. Because many programs are targeted to high-risk students and
Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley
2008-01-01
This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…
Koretz, Daniel; Yu, C; Mbekeani, Preeya Pandya; Langi, M.; Dhaliwal, Tasminda Kaur; Braslow, David Arthur
2016-01-01
The current focus on assessing “college and career readiness” raises an empirical question: How do high school tests compare with college admissions tests in predicting performance in college? We explored this using data from the City University of New York and public colleges in Kentucky. These two systems differ in the choice of college admissions test, the stakes for students on the high school test, and demographics. We predicted freshman grade point average (FGPA) from high school GPA an...
Eye Injuries in High School and Collegiate Athletes.
Boden, Barry P; Pierpoint, Lauren A; Boden, Rebecca G; Comstock, R Dawn; Kerr, Zachary Y
Although eye injuries constitute a small percentage of high school and college sports injuries, they have the potential to be permanently debilitating. Eye injury rates will vary by sport, sex, and between the high school and college age groups. Descriptive epidemiology study. Level 3. Data from eye injury reports in high school and college athletes were obtained from the National High School Sports-Related Injury Surveillance System, High School Reporting Information Online (HS RIO) database over a 10-year span (2005-2006 through 2014-2015 school years) and the National Collegiate Athletic Association (NCAA) Injury Surveillance Program (ISP) over an 11-year span (2004-2005 through 2014-2015 school years). Injury rates per 100,000 athlete-exposures (AEs), injury rate ratios (RRs), and 95% CIs were calculated. Distributions of eye injuries by diagnosis, mechanism, time loss, and surgery needs were also examined. A total of 237 and 273 eye injuries were reported in the HS RIO and the NCAA ISP databases, respectively. The sports with the highest eye injury rates (per 100,000 AEs) for combined high school and college athletes were women's basketball (2.36), women's field hockey (2.35), men's basketball (2.31), and men's wrestling (2.07). Overall eye injury rates at the high school and college levels were 0.68 and 1.84 per 100,000 AEs, respectively. Eye injury rates were higher in competition than practice in high school (RR, 3.47; 95% CI, 2.69-4.48) and college (RR, 3.13; 95% CI, 2.45-3.99). Most injuries were contusions (high school, 35.9%; college, 33.3%) and due to contact (high school, 89.9%; college, 86.4%). Only a small percentage of injuries resulted in time loss over 21 days (high school, 4.2%; college, 3.0%). Eye injury rates and patterns vary by sport, sex, and between the high school and college age groups. Although severe injuries do occur, most eye injuries sustained by high school and college athletes are minor, with limited time loss and full recovery
Problematic Internet Use in high school students in Guangdong Province, China.
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Hui Wang
Full Text Available BACKGROUND: Problematic Internet Use (PIU is a growing problem in Chinese adolescents. There are many risk factors for PIU, which are found at school and at home. This study was designed to investigate the prevalence of PIU and to investigate the potential risk factors for PIU among high school students in China. METHODOLOGY/PRINCIPAL FINDINGS: A cross-sectional study was conducted. A total of 14,296 high school students were surveyed in four cities in Guangdong province. Problematic Internet Use was assessed by the 20-item Young Internet Addiction Test (YIAT. Information was also collected on demographics, family and school-related factors and Internet usage patterns. Of the 14,296 students, 12,446 were Internet users. Of those, 12.2% (1,515 were identified as problematic Internet users (PIUs. Generalized mixed-model regression revealed that there was no gender difference between PIUs and non-PIUs. High study-related stress, having social friends, poor relations with teachers and students and conflictive family relationships were risk factors for PIU. Students who spent more time on-line were more likely to develop PIU. The habits of and purposes for Internet usage were diverse, influencing the susceptibility to PIU. CONCLUSIONS/SIGNIFICANCE: PIU is common among high school students, and risk factors are found at home and at school. Teachers and parents should pay close attention to these risk factors. Effective measures are needed to prevent the spread of this problem.
THE HIGH SCHOOL COUNSELOR BEFORE CONFLICTS AND THE SCHOOL VIOLENCE
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Rubén Sánchez-Carranza
2016-01-01
Full Text Available This article aims to reflect on the figure and role of high school counselor in the task of addressing conflict situations in which students are immersed. The existence of a rising tide of violence in school conflicts and how important it is to know what countries in Europe , Asia and Latin America is done to promote a culture of peace is recognized. What happened it is exposed in a high school in Germany and how questions from the critical eye that are applicable to our Mexican reality are issued. Finally, it highlights the importance of skills that the counselor must possess or develop to prevent school conflicts escalate to levels of violence.Finally experience working with the School counselors S033 about this subject area is described.
Health behaviors of Bydgoszcz high school graduates
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Alicja Kostencka
2016-10-01
Full Text Available Lifestyle affects the physical, mental, social development, health and learning ability. It seems that there are differences in the health behaviors of young females and males, however these differences are not well described. The aim of the current study was to assess the lifestyle of eighteen-years old and to compare their health behaviors of young persons according to their gender. The study was conducted among 98 students of high schools in Bydgoszcz (35 females and 68 males. All participants were 18 years old. The questionnaire was prepared especially for the purposes of the study, a part of the questions of this questionnaire was taken from the Canada Fitness Survey. The physical activity, mode of nutrition, use of stimulants, hours of sleep, time spent in front of screens and the level of stress were taken into consideration while assessing the teenagers’ lifestyle. The lifestyle of high school graduates is worrisome. It is characterized by low level of physical activity, irregular nutrition, not enough fruits, vegetables and water consumed. A large group of young people drink alcohol, smoke tobacco and marijuana, sleep too short. Males also spend too many hours in front of a television, computer or other similar device. Differences in the health behaviors of women and men appear to be significant. The prevalence of alcohol abuse in this group is very high and affects both sexes. The sex differences in the health-promoting behaviors among men and women in this group of adolescents seems to diminish. Observed unhealthy behaviors indicates the urgent need for health education, especially those that educate the student about the value of the person, the value of health, and the development of social skills that underlie personal development. The foremost priority is risk prevention implementation in primary schools. Further research and continuous monitoring of health behaviors in different age groups is needed as well as to
Functional Behavior Assessment in Schools: Current Status and Future Directions
Anderson, Cynthia M.; Rodriguez, Billie Jo; Campbell, Amy
2015-01-01
Functional behavior assessment is becoming a commonly used practice in school settings. Accompanying this growth has been an increase in research on functional behavior assessment. We reviewed the extant literature on documenting indirect and direct methods of functional behavior assessment in school settings. To discern best practice guidelines…
Fenderson, Bruce A.; Veloski, J. Jon; Livesey, Michael; Wojdon-Smith, Tracey
2016-01-01
“Anatomy and Pathology Workshop” is a cadaver-based outreach program that models medical education to large groups of high school students. This study was designed to evaluate the impact of this program on students’ knowledge of anatomy and interest in biomedical science. A total of 144 high school students participated in the workshop in 2015. Preworkshop and postworkshop assessments were administered to assess students’ learning. A postworkshop survey was conducted to solicit students’ reflections and feedback. It was found that student performance in the postworkshop examination (mean 78%) had significantly improved when compared to the performance in the preexamination (mean 54%), indicating that this program enhances learning. Students were also inspired to consider opportunities in medicine and allied health professions—97% indicated that they had a better understanding of medical education; 95% agreed that they had better understanding of the human body; 84% thought anatomy was interesting and exciting; and 62% of the students indicated that they looked forward to studying medicine or another health profession. Students rated the instructors highly—95% agreed that the instructors were professional and served as role models. Medical/graduate student instructors were also highly regarded by the high school students—96% thought it was valuable to have student instructors and 94% thought that student instructors were caring and enthusiastic about teaching. In summary, this study demonstrates that outreach programs provided by medical schools help young adults during their formative years by modeling professionalism, providing role models, enhancing learning, and encouraging many to consider opportunities in the health professions. PMID:28725784
Tackett, Sean; Shochet, Robert; Shilkofski, Nicole A; Colbert-Getz, Jorie; Rampal, Krishna; Abu Bakar, Hamidah; Wright, Scott
2015-06-17
Perdana University Graduate School of Medicine (PUGSOM), the first graduate-entry medical school in Malaysia, was established in 2011 in collaboration with Johns Hopkins University School of Medicine (JHUSOM), an American medical school. This study compared learning environments (LE) at these two schools, which shared the same overarching curriculum, along with a comparator Malaysian medical school, Cyberjaya University College of Medical Sciences (CUCMS). As a secondary aim, we compared 2 LE assessment tools - the widely-used Dundee Ready Educational Environment Measure (DREEM) and the newer Johns Hopkins Learning Environment Scale (JHLES). Students responded anonymously at the end of their first year of medical school to surveys which included DREEM, JHLES, single-item global LE assessment variables, and demographics questions. Respondents included 24/24 (100 %) students at PUGSOM, 100/120 (83 %) at JHUSOM, and 79/83 (95 %) at CUCMS. PUGSOM had the highest overall LE ratings (p safety" domains. JHLES detected significant differences across schools in 5/7 domains and had stronger correlations than DREEM to each global LE assessment variable. The inaugural class of medical students at PUGSOM rated their LE exceptionally highly, providing evidence that transporting a medical school curriculum may be successful. The JHLES showed promise as a LE assessment tool for use in international settings.
Poly-Tobacco Use among High School Students
Kowitt, Sarah D.; Patel, Tanha; Ranney, Leah M.; Huang, Li-Ling; Sutfin, Erin L.; Goldstein, Adam O.
2015-01-01
Although cigarette use by adolescents is declining, emerging tobacco products are becoming increasingly popular and youth may use more than one type of tobacco product. The purposes of this study were: (1) to assess patterns of poly-tobacco use among a representative sample of high school students and (2) to determine how beliefs correlate with poly-tobacco use. Data came from the 2013 North Carolina Youth Tobacco Survey (n = 4092). SAS logistic regression survey procedures were used to account for the complex survey design and sampling weights. Among all high school students in NC in 2013, 29.7% reported current any tobacco use, with 19.1% reporting current poly-tobacco use, and 10.6% reporting current use of only one product. Among poly-tobacco users, 59.3% reported that one of the products they currently used was cigarettes. Positive tobacco product beliefs were found to be significantly associated with poly-tobacco use. Communication campaigns, policy efforts, and future research are needed for prevention, regulation, and control of poly-tobacco use among adolescents, which represents a significant public health problem. PMID:26580636
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Ming-Fu Huang
2014-12-01
Full Text Available There were numerous previous studies on educational tracking. However, most of the data adopted in these studies were collected a decade ago, involving sample population 20-64 years of age. Among them, many elderly samples had undergone senior high school tracking in the early years. The present study used the data of students and parents from the 3rd wave (2005 of the Taiwan Education Panel Survey (TEPS. A path analysis was conducted to investigate the inequality of opportunities involved in the influence of student family background on educational tracking at the senior high school stage. The results show: although the overall percentage of junior high school graduates entering advanced levels was approximately 100% and almost all students of different family backgrounds entered advanced levels, the most crucial factor among those affecting educational tracking of senior high school stage was students’ academic performance during junior high school. Students with higher family socioeconomic status and fewer siblings showed better academic performance in junior high schools, and consequently had higher possibilities of entering public senior high schools leading to a more promising future. This indicates that though the inequality in the quantity of opportunities approached 0, the inequality in the quality of opportunities still remained, which fails to support the hypothesis of the maximally maintained inequality of educational opportunity (MMI; however, the result supports the hypothesis of the effectively maintained inequality of educational opportunity (EMI.
Availability of high school extracurricular sports programs and high-risk behaviors.
Cohen, Deborah A; Taylor, Stephanie L; Zonta, Michela; Vestal, Katherine D; Schuster, Mark A
2007-02-01
The Surgeon General has called for an expansion of school-based extracurricular sports programs to address the obesity epidemic. However, little is known about the availability of and participation in high school extracurricular sports and how participation in these sports is related to high-risk behaviors. We surveyed Los Angeles County public high schools in 2002 to determine the number of extracurricular sports programs offered and the percentage of students participating in those programs. We used community data on rates of arrests, births, and sexually transmitted diseases (STDs) among youth to examine associations between risk behaviors and participation in sports programs. The average school offered 14 sports programs, and the average participation rate was 39% for boys and 30% for girls. Smaller schools and schools with higher percentages of disadvantaged students offered fewer programs. The average school offering 13 or fewer programs had 14% of its students participating, while the average school offering 16 or more programs had 31% of its students participating in sports. Controlling for area-level demographics, juvenile arrest rates and teen birth rates, but not STD rates, were lower in areas where schools offered more extracurricular sports. Opportunities for participation in high school extracurricular sports are limited. Future studies should test whether increased opportunities will increase physical activity and impact the increasing overweight problem in youths.
25 CFR 39.101 - Does ISEF assess the actual cost of school operations?
2010-04-01
... 25 Indians 1 2010-04-01 2010-04-01 false Does ISEF assess the actual cost of school operations? 39... SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula § 39.101 Does ISEF assess the actual cost of school operations? No. ISEF does not attempt to assess the actual cost of school operations either...
Should School Boards Discontinue Support for High School Football?
Margolis, Lewis H; Canty, Greg; Halstead, Mark; Lantos, John D
2017-01-01
A pediatrician is asked by her local school board to help them decide whether to discontinue their high school football program. She reviews the available evidence on the risks of football and finds it hopelessly contradictory. Some scholars claim that football is clearly more dangerous than other sports. Others suggest that the risks of football are comparable to other sports, such as lacrosse, ice hockey, or soccer. She finds very little data on the long-term sequelae of concussions. She sees claims that good coaching and a school culture that prioritizes the health of athletes over winning can reduce morbidity from sports injuries. In this paper, 3 experts also review the evidence about sports risks and discuss what is known and not known about the science and the ethics of high school football. Copyright © 2017 by the American Academy of Pediatrics.
Promoting Mental Health in Italian Middle and High School: A Pilot Study
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Franco Veltro
2017-01-01
Full Text Available Aim. In Italy, a handbook has been developed based on the principles of cooperative learning, life skills, self-effectiveness, and problem-solving at high school level. Early studies have shown the handbook’s effectiveness. It has been hypothesized that the revised handbook could be more effective in middle schools. Method. The study design is a “pre- and posttest” that compares the results obtained from 91 students of the high schools with those of the 38 students from middle schools. The assessment was made through “self-reporting” questionnaires of (a learning skills including problem-solving and (b perceived self-efficacy in managing emotions, dysfunctional beliefs, and unhealthy behaviours (i.e., drinking/smoking. Results. Significant improvements were observed in both groups with the exceptions of perceived self-efficacy in managing emotions. The improvement of dysfunctional beliefs and the learning of problem-solving skills were better in middle schools. Conclusion. The results confirm the authors’ hypothesis that the use of this approach is much more promising in middle school.
Mental health first aid training for high school teachers: a cluster randomized trial.
Jorm, Anthony F; Kitchener, Betty A; Sawyer, Michael G; Scales, Helen; Cvetkovski, Stefan
2010-06-24
Mental disorders often have their first onset during adolescence. For this reason, high school teachers are in a good position to provide initial assistance to students who are developing mental health problems. To improve the skills of teachers in this area, a Mental Health First Aid training course was modified to be suitable for high school teachers and evaluated in a cluster randomized trial. The trial was carried out with teachers in South Australian high schools. Teachers at 7 schools received training and those at another 7 were wait-listed for future training. The effects of the training on teachers were evaluated using questionnaires pre- and post-training and at 6 months follow-up. The questionnaires assessed mental health knowledge, stigmatizing attitudes, confidence in providing help to others, help actually provided, school policy and procedures, and teacher mental health. The indirect effects on students were evaluated using questionnaires at pre-training and at follow-up which assessed any mental health help and information received from school staff, and also the mental health of the student. The training increased teachers' knowledge, changed beliefs about treatment to be more like those of mental health professionals, reduced some aspects of stigma, and increased confidence in providing help to students and colleagues. There was an indirect effect on students, who reported receiving more mental health information from school staff. Most of the changes found were sustained 6 months after training. However, no effects were found on teachers' individual support towards students with mental health problems or on student mental health. Mental Health First Aid training has positive effects on teachers' mental health knowledge, attitudes, confidence and some aspects of their behaviour. ACTRN12608000561381.
High School Football and Risk of Neurodegeneration: A Community-Based Study
Savica, Rodolfo; Parisi, Joseph E.; Wold, Lester E.; Josephs, Keith A.; Ahlskog, J. Eric
2012-01-01
Objective To assess whether high school football played between 1946 and 1956, when headgear was less protective than today, was associated with development of neurodegenerative diseases later in life. Methods All male students who played football from 1946 to 1956 in the high schools of Rochester, Minnesota, plus a non–football-playing referent group of male students in the band, glee club, or choir were identified. Using the records-linkage system of the Rochester Epidemiology Project, we reviewed (from October 31, 2010, to March 30, 2011) all available medical records to assess later development of dementia, Parkinson disease (PD), or amyotrophic lateral sclerosis (ALS). We also compared the frequency of dementia, PD, or ALS with incidence data from the general population of Olmsted County, Minnesota. Results We found no increased risk of dementia, PD, or ALS among the 438 football players compared with the 140 non–football-playing male classmates. Parkinson disease and ALS were slightly less frequent in the football group, whereas dementia was slightly more frequent, but not significantly so. When we compared these results with the expected incidence rates in the general population, only PD was significantly increased; however, this was true for both groups, with a larger risk ratio in the non–football group. Conclusion Our findings suggest that high school students who played American football from 1946 to 1956 did not have an increased risk of later developing dementia, PD, or ALS compared with non–football-playing high school males, despite poorer equipment and less regard for concussions compared with today and no rules prohibiting head-first tackling (spearing). PMID:22469346
School and community predictors of smoking: a longitudinal study of Canadian high schools.
Lovato, Chris; Watts, Allison; Brown, K Stephen; Lee, Derrick; Sabiston, Catherine; Nykiforuk, Candace; Eyles, John; Manske, Steve; Campbell, H Sharon; Thompson, Mary
2013-02-01
We identified the most effective mix of school-based policies, programs, and regional environments associated with low school smoking rates in a cohort of Canadian high schools over time. We collected a comprehensive set of student, school, and community data from a national cohort of 51 high schools in 2004 and 2007. Hierarchical linear modeling was used to predict school and community characteristics associated with school smoking prevalence. Between 2004 and 2007, smoking prevalence decreased from 13.3% to 10.7% in cohort schools. Predictors of lower school smoking prevalence included both school characteristics related to prevention programming and community characteristics, including higher cigarette prices, a greater proportion of immigrants, higher education levels, and lower median household income. Effective approaches to reduce adolescent smoking will require interventions that focus on multiple factors. In particular, prevention programming and high pricing for cigarettes sold near schools may contribute to lower school smoking rates, and these factors are amenable to change. A sustained focus on smoking prevention is needed to maintain low levels of adolescent smoking.
Dyson, Hilarie
2008-10-01
The purpose of the study was to identify structures and systems implemented in a high-performing high-poverty urban school to promote high academic achievement among students of color. The researcher used a sociocultural theoretical framework to examine the influence of culture on the structures and systems that increased performance by African American and Hispanic students. Four research questions guided the study: (1) What are the trends and patterns of student performance among students of color? (2) What are the organizational structures and systems that are perceived to contribute to high student performance in high-poverty urban schools with high concentrations of students of color? (3) How are the organizational structures and systems implemented to support school-wide effective classroom instruction that promotes student learning? (4) How is the construct of race reflected in the school's structures and systems? Qualitative data were collected through interviews, observations, and artifact collection. A single case study method was employed and collected data were triangulated to capture and explore the rich details of the study. The study focused on a high-performing high-poverty urban elementary school located in southern California. The school population consisted of 99% students of color and 93% were economically disadvantaged. The school was selected for making significant and consistent growth in Academic Performance Index and Adequate Yearly Progress over a 3-year period. The school-wide structures and systems studied were (a) leadership, (b) school climate and culture, (c) standards-based instruction, (d) data-driven decision making, and (e) professional development. Four common themes emerged from the findings: (a) instructional leadership that focused on teaching and learning; (b) high expectations for all students; (c) school-wide focus on student achievement using standards, data, and culturally responsive teaching; and (d) positive
Shindler, John; Taylor, Clint; Cadenas, Herminia; Jones, Albert
This study was a pilot effort to examine the efficacy of an analytic trait scale school climate assessment instrument and democratic change system in two urban high schools. Pilot study results indicate that the instrument shows promising soundness in that it exhibited high levels of validity and reliability. In addition, the analytic trait format…
Pennsylvania Department of Education, 2010
2010-01-01
This handbook describes the responsibilities of district and school assessment coordinators in the administration of the Pennsylvania System of School Assessment (PSSA). This updated guidebook contains the following sections: (1) General Assessment Guidelines for All Assessments; (2) Writing Specific Guidelines; (3) Reading and Mathematics…
Breast Cancer Knowledge Among Male High School Students in Saudi Arabia.
Al-Amoudi, Samia; AlHomied, Moaiad Tariq Abdul-Aziz; AlSayegh, Nasser Youssef Nasser; Radi, Osama Naseem Ismail; Zagzoog, Mohammed Majed Suliman; Aloufi, Omar Faisal Mubarak; Al-Harbi, Abdullah Abdulkarim Ali; Tayeb, Safwan; Hassanien, Mohammed; Al-Ahwal, Mahmoud; Eldeek, Basem; Harakeh, Steve
2016-12-01
Breast cancer (BC) accounts for 24 % of all women cancer cases diagnosed in Saudi Arabia each year. Awareness is extremely important in combating this disease. This study was undertaken to assess male high school students' response to BC. This cross-sectional survey was performed on male high school students across schools in Jeddah. A questionnaire gathered data on respondent demographics, beliefs about BC, BC risk factors, early screening methods, and role of men in BC. Statistical analysis was done using SPSS 20. A total of 824 students participated, with an average age of 17.0 years. There was more than 50 % agreement that early detection of BC enhances the chances of recovery, that BC is treatable, and that clinical breast examination and breastfeeding provide protection from BC. Around half the survey population thought that BC was fatal and contagious. Fewer than 50 % thought that BC was inherited and related to smoking, consumption of contraceptive pills, repeated exposure to radiation, obesity, and wearing a bra and that breast tumors were all malignant and spread to different parts of the body. Others knew that mammograms should be performed periodically. A high percentage persuaded their relatives to have mammograms and provided them with psychological support. Knowledge of BC among male high school students in Saudi Arabia is still limited, and, therefore, programs and activities need to be established to increase awareness among high school students.
High school science fair and research integrity
Dalley, Simon; Shepherd, Karen; Reisch, Joan
2017-01-01
Research misconduct has become an important matter of concern in the scientific community. The extent to which such behavior occurs early in science education has received little attention. In the current study, using the web-based data collection program REDCap, we obtained responses to an anonymous and voluntary survey about science fair from 65 high school students who recently competed in the Dallas Regional Science and Engineering Fair and from 237 STEM-track, post-high school students (undergraduates, 1st year medical students, and 1st year biomedical graduate students) doing research at UT Southwestern Medical Center. Of the post-high school students, 24% had competed in science fair during their high school education. Science fair experience was similar overall for the local cohort of Dallas regional students and the more diverse state/national cohort of post-high school students. Only one student out of 122 reported research misconduct, in his case making up the data. Unexpectedly, post-high school students who did not participate in science fair anticipated that carrying out science fair would be much more difficult than actually was the case, and 22% of the post-high school students anticipated that science fair participants would resort to research misconduct to overcome obstacles. No gender-based differences between students’ science fair experiences or expectations were evident. PMID:28328976
Schools or Students? Identifying High School Effects on Student Suspensions
Baker-Smith, E. Christine
2015-01-01
Evidence is clear that discipline in high school is associated with negative outcomes across the life course. Not only are suspensions related to declining academic trajectories during high school in the form of attendance and academic achievement, students suspended once are also more likely to be suspended again and also substantially increase…
Gosliner, Wendi
2014-09-01
This study assessed associations between selective school-level factors and students' consumption of fruits and vegetables at school. Better understanding of school factors associated with increased produce consumption is especially important, as students are served more produce items at school. This cross-sectional study included 5439 seventh- and ninth-grade students from 31 schools in California in 2010. Multilevel regression models estimated whether the odds of consuming fruits or vegetables at school among students eating the school lunch were associated with the length of the lunch period, quality/variety of produce options, or other factors. A longer lunch period was associated with increased odds of a student eating fruits (odds ratio [OR] = 1.40) and vegetables (OR = 1.54) at school. Better fruit quality increased the odds of a student consuming fruit (OR = 1.44). Including a salad bar and involving students in food service decisions increased a student's odds of consuming vegetables (OR = 1.48 and OR = 1.34, respectively). This study suggests that institutional factors in schools are positively associated with middle and high school students' consumption of produce items at school. Additional efforts to structure school meal environments to enhance students' consumption of produce items can benefit students' nutrition and health. © 2014, American School Health Association.
Fitzgerald, Marianne
2006-01-01
Many secondary students have given up the joy of reading. When asked why they don't read for pleasure, students came up with many different reasons, the first being lack of time. High school students are busy with after school jobs, sports, homework, etc. With the growing number of students enrolled in AP classes, not only is there not much time…
The New Urban High School: A Practitioner's Guide.
Big Picture Co., Cambridge, MA.
In October 1996, the Big Picture Company set out to find six urban high schools that use school-to-work strategies as a lever for whole-school reform. In the schools finally selected for the New Urban High Schools Project, and in others examined for the study, "school-to-work" is a misnomer, because the majority of students are entering…
Excellence in Urban High Schools: An Emerging District/School Perspective.
Yin, Robert K.; And Others
This report presents the preliminary findings of the District/Secondary School Study. The study had two purposes: (1) to identify ways of managing urban high schools to produce excellence, and (2) to recommend policy-relevant guidance to existing school and district administrators. The study design focused on the testing of two specific theories…
Building a Virtual High School...Click by Click
Podoll, Sue; Randle, Darcy
2005-01-01
The Rapid City Academy is the alternative high school program for South Dakota's Rapid City Area Schools, which has an enrollment of about 13,000 K-12 students, with five middle schools feeding two large traditional high schools and the alternative program. A high percentage of students at the academy are considered "at-risk" due to…
[Hygienic assessment of intraschool environment in rural and urban secondary school institutions].
Mylnikova, I V
The purpose of the research is to assess the intra-environment indices in urban and rural secondary schools. In the course of special studies there was given the hygienic assessment of the climate, illumination and air quality of classrooms. In classrooms in rural schools microclimate indices were established to fail to meet hygienic requirements mainly on the temperature and humidity parameters. In rural schools, the temperature was decreased to 16-17 °C in 19.0 ± 8.6% of classrooms, humidity was elevated to 63.1% in 25.7 ± 7.4% of classrooms. Among urban schools the humidity in 49.6 ± 4.4% of classrooms reduced to 23.3 ± 0.3%, in 20.8 ± 5.4% of offices it was increased to 71.9 ± 0.9%. The coefficient of the natural illumination in rural schools has been reduced to 0.86-1.4% in 33.9 ± 14.2% of classrooms. In 25.1 ± 2.3% of classrooms in urban schools the level of natural light ratio was below the normative values and varied in the range of 0.32-1.3%. It is noted that in the offices of informatics natural light indices are significantly lower than in the classrooms for core subjects. The artificial lighting in urban schools was found to be lower than hygienic standards on the desks by 1.9 times, 2.2 times - at the board. There were obtained statistically significant handshaking health problems of urban schoolchildren due to intraenvironmental factors. The c dimate in surveyed gyms in rural schools is different in the low temperature and high humidity. The hygienic assessment of the air pollution classrooms’ medium was executed for a range of chemicals: formaldehyde, carbon monoxide, nitrogen dioxide, sulfur dioxide, particulate matter. Concentrations of formaldehyde; nitrogen dioxide, suspended solids in the air in classrooms in urban schools appeared to be higher than in rural schools. Carbon monoxide concentrations in classrooms in rural schools was found to exceed their values in urban schools. The air in classrooms of the one of the cities was found
Masumoto, Marcia; Brown-Welty, Sharon
2009-01-01
Many rural California high schools are impacted by the disadvantages of poverty, non-English speaking students, limited resources, changing demographics, and challenges of the rural context. Focusing on contemporary leadership theories and school-community interrelationships, this qualitative study examines the practices of educational leaders in…
Effects of Part-Time Work on School Achievement During High School
Singh, Kusum; Chang, Mido; Dika, Sandra
2007-01-01
The authors explored the effects of part-time work on school achievement during high school. To estimate the true effects of part-time work on school grades, the authors included family background, students' educational aspirations, and school engagement as controls. Although a substantial literature exists on the relationship of part-time work…
DiMatteo, Henry
2012-01-01
This study surveyed New Mexico high school principals on their current state of preparedness for serious school violence. The researcher surveyed 119 public high schools, receiving a 65% return rate from a 25-question survey. Specifically, this study analyzed the relationships of three predictor variables: prevention, response, and building of…
Directory of Open Access Journals (Sweden)
Carmen P. Mombourquette
2013-04-01
Full Text Available September 2010 witnessed the opening of the first complete dual campus high school in Alberta. Catholic Central High School, which had been in existence since 1967 in one building, now offered courses to students on two campuses. The “dual campus” philosophy was adopted so as to ensure maximum program flexibility for students. The philosophy, however, was destined to affect student engagement and staff efficacy as the change in organizational structure, campus locations, and course availability was dramatic. Changing school organizational structure also had the potential of affecting student achievement. A mixed-methods study utilizing engagement surveys, efficacy scales, and interviews with students and teachers was used to ascertain the degree of impact. The results of the study showed that minimal impact occurred to levels of student engagement, minor negative impact to staff efficacy, and a slight increase to student achievement results.
A Study of Democratic School Culture Perceptions of Sport High School Students
Isikgöz, Enes
2016-01-01
In this study; the perceptions of the students studying at sport high schools about democratic school culture were analysed in accordance with different variables. Participants of the research consisted of 216 students studying at Sport High Schools in Sakarya and Batman Provinces of Turkey. The data were collected with the Democratic School…
War and Peace in the Pictures Drawn by the Students of a Fine Arts High School
Aktas, Özgür
2015-01-01
This study aims to identify high school students' perception of war and peace. Therefore, the students were asked to draw pictures depicting war and peace. The study was conducted at a Fine Arts High School. This study is a qualitative research. According to the assessments made on the results of the study, the students drew pictures containing…
Teacher Accountability at High Performing Charter Schools
Aguirre, Moises G.
2016-01-01
This study will examine the teacher accountability and evaluation policies and practices at three high performing charter schools located in San Diego County, California. Charter schools are exempted from many laws, rules, and regulations that apply to traditional school systems. By examining the teacher accountability systems at high performing…
Race and Academic Achievement in Racially Diverse High Schools: Opportunity and Stratification.
Muller, Chandra; Riegle-Crumb, Catherine; Schiller, Kathryn S; Wilkinson, Lindsey; Frank, Kenneth A
2010-04-01
BACKGROUND/CONTEXT: Brown v Board of Education fundamentally changed our nation's schools, yet we know surprisingly little about how and whether they provide equality of educational opportunity. Although substantial evidence suggests that African American and Latino students who attend these schools face fewer learning opportunities than their White counterparts, until now, it has been impossible to examine this using a representative sample because of lack of data. PURPOSE/OBJECTIVE/RESEARCH QUESTION/FOCUS OF STUDY: This study uses newly available data to investigate whether racially diverse high schools offer equality of educational opportunity to students from different racial and ethnic groups. This is examined by measuring the relative representation of minority students in advanced math classes at the beginning of high school and estimating whether and how this opportunity structure limits the level of achievement attained by African American and Latino students by the end of high school. SETTING: This study uses data from the Adolescent Health and Academic Achievement Study (AHAA) and its partner study, the National Longitudinal Study of Adolescent Health (Add Health), a stratified, nationally representative study of students in U.S. high schools first surveyed in 1994-1995. POPULATION/PARTICIPANTS/SUBJECTS: Two samples of racially diverse high schools were used in the analysis: one with African Americans, Whites, and Asians (26 schools with 3,149 students), and the other with Latinos, Whites, and Asians (22 schools with 2,775 students). RESEARCH DESIGN: Quantitative analyses first assess how high schools vary in the extent to which minority students are underrepresented in advanced sophomore math classes. Hierarchical multilevel modeling is then used to estimate whether racial-ethnic differences in representation in advanced math have an impact on African American and Latino students' achievement by the end of high school, relative to the Whites and Asians
Is High-Stakes Testing Harming Lower Socioeconomic Status Schools?
Cunningham, William G.; Sanzo, Tiffany D.
2002-01-01
A strong relationship is shown between students' state assessment test pass rates and students' socioeconomic status (SES). State sanctions based on assessment scores can affect graduation, student diplomas, school accreditation, school funding, teacher rewards and promotion, paperwork requirements, regulations, work expectations, improvement…
Knowledge, Attitude and Practice of Menstrual Hygiene among High Schools Students in Jatinangor
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Maryam Balqis
2016-06-01
Full Text Available Background: Menstruation is a physiological process in female adolescents which usually started at age of 9–12 years. Menstrual hygiene is a hygienic practice during menstruation which can prevent women from the infection in reproductive and urinary tract. Lack of knowledge regarding menstruation and menstrual hygiene lead to poor attitude and practice. This study was conducted to assess the level of knowledge, attitude and practice of menstrual hygiene among high schools students in Jatinangor. Methods: This descriptive cross-sectional study was conducted from May until June 2013 in high schools around Jatinangor. This study population was taken from four schools selected through cluster random sampling from 17 junior and senior high schools available in Jatinangor. Total sampling from four schools was undertaken and a total of 238 female high school students’ data were established. The respondents aged between 13–19 years old. Results: The level of knowledge, attitude and practice among participants were 180 (75.63%, 186 (78.15% and 210 (88.24% respectively which were mostly good. Conclusions: Overall, most of the participants in this study have good knowledge, attitude and practice about menstrual hygiene, but a few of them still have poor and moderate knowledge and attitude, although there is no poor practice among them.
Game Development as Students’ Engagement Project in High School Mathematics
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Ryan V. Dio
2015-12-01
Full Text Available The general expectancies of the enhanced basic education curriculum in the Philippines focuses on the performance standards which can be expressed when students are able to produce products as evidence that they can transfer or use their learning in real-life situations. One way to assess students achievement is through an engaging activities that would require them apply the knowledge and skills acquired in the subject as the outcome of their learning. This descriptive method of research employed content analysis procedures and survey in describing and assessing the significant feature of the mathematical games as potential learning devices developed by the high school students through an engaging task assignment. It utilized purposive sampling techniques in the selection of the respondents and the submitted write-ups of mathematical games for analysis as typical sample in this study. The study revealed that the high school students developed mathematical board games with different objectives and mechanics as inspired by their learning, experiences, hobbies, and interest. Mathematical concepts and processes along numbers and number sense, measurements, algebra, geometry, and probability and statistics were integrated in the game through question card and mechanics of the game itself. The groups of students and teachers have high level of agreement as to the workmanship and usability, mechanics and organization, relevance to instruction/learning, and fun and enjoyment of the game as revealed by their assessment from very satisfactory to excellent level. Results implied that teachers in any subject area may use students’ engagement project as teaching strategy to produce products and performance that would provide evidence of students’ learning. The school curriculum makers may consider the students’ output as subjects of research for further improvements, exhibits, and classroom utilization.
National standards for high school psychology curricula.
2013-01-01
The National Standards for High School Psychology Curricula attempts to represent current knowledge in the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, one that can introduce students to scientific ideas and engage students in the learning process. However, it is difficult for even the best of teachers to present all of psychology in a single course for students who begin with virtually no formal knowledge of psychology. The standards presented here constitute the first of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These standards provide curricular benchmarks for student learning in the high school course.
Cyberbullying Among Greek High School Adolescents.
Gkiomisi, Athanasia; Gkrizioti, Maria; Gkiomisi, Athina; Anastasilakis, Dimitrios A; Kardaras, Panagiotis
2017-05-01
To investigate the presence of cyberbullying among Greek students and the efficacy of proposed preventive interventions. Three types of high schools (private, experimental and public) with different politics on on-line aggression were enrolled. All students of the aforementioned schools were asked to complete an anonymous questionnaire. Around 62 % of the high school students experienced cyberbullying by electronic means, especially by cell phone, mostly the public school students (p 0.008). The bully was a stranger in more than 40 % of the cases. Over 60 % of the victims had not seeked help but dealt with the attack on their own. Only 20 % of the victims manifested sleep or eating disorders, physical/ psychological symptoms or changes in their social life as a consequence of the cyber-attack. Cyberbullying is a usual phenomenon among high school students. The bully is frequently unacquainted to the victim. Most of the victims are not physically or psychologically affected by the cyber-attack and do not share the event with anyone. There was a slight difference in the response of the students to cyberbullying among the different school politics of on-line aggression.
Teenager Attitude in Globalization Era in Senior High School in Yogyakarta
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Surahma Asti Mulasari
2017-11-01
Full Text Available The students that come from outside of the city, stay alone without parental presence and direct supervision. The dynamic and variation of culture, rapid flow of information, and accessible information source contribute to increasing of the knowledge, attitude, and behavior of teenagers, either with the positive or negative tendency. The objective was assess teenager’s attitude in religion-based private high school in Yogyakarta used an analytic observational study with cross sectional design. The population and sample of this research were high school students in religion-based private school in Yogyakarta. The sample was selected by proportional stratified random sampling method. The results were analyzed using univariate and bivariate analysis. Bullying, truancy, school tardiness, dating, unwanted pregnancies, brawls/fights, gang students, poor manners, smoking, and pornography were the negative attitudes found in the subject of this research. About 45,3% of them had a bad attitude and 33,7% of them had a bad attitude. Several approaches for example, asking the commitment from a certain organization which concerns on mentoring and coaching of students, cooperation with student parents, and make the school environment more pleasant.
The Implementation of Character Education at Senior High School
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Julia
2018-01-01
Full Text Available This paper is aimed at analyzing the implementation of character education at Senior High School in Sumedang Regency, West Java, Indonesia. A content analysis method was employed to collect the data with interviews with six teachers from six different senior high schools, which represent the rural, transitional, and urban areas. The findings revealed that: (1 not all teachers understand the concept of character education; (2 the character education has not been done systematically or has not had the specific design/model for the teaching and learning process. Most teachers embedded the character values during the teaching and learning process as a form of character education. For example, through Qur’an recitation, learning tasks, group discussion, lecture, socio-drama, observation and admonition, and even through teachers’ model. Meanwhile, outside the class, character education was implemented through competition and extracurricular activities; (3 the evaluation of character education was relatively varied, such as an observation followed by admonition, group guidance, and also focusing on behavior and affective assessment in the classroom learning process. This research implied that it is needed to make a policy on a program development through the Bureau of Education to improve Senior High School teachers’ knowledge and skills in implementing the character education.
The Validity of the School Assessment in the Craft Subject
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Antti Hilmola
2016-06-01
Full Text Available In this research project, the validity of the school assessment is examined in the craft subject in Finland’s basic education. The criteria for the school assessment are based on the Finnish Na-tional Core Curriculum (FNCC in which the idea of the Entire Craft (EC is highlighted. How-ever, the discussion as to whether or not the school practice is based on the idea of EC, or whether the teachers are still focused on the technical details of products in reflecting on the pupils’ tool-handling skills, is still an ongoing debate. Learner-centred learning is implicated in EC since the pupils are expected to set goals for the implementation of their own ideating, plan-ning and constructing. And, finally, in such a process, the self-reflection of the implemented out-comes against the goals will take place. Altogether 73 craft teachers from 59 upper level schools participated in this research project. The pupils’ (N = 982 success was assessed during an EC period using the indicator validated by the previous nation-wide evaluation by the Finn-ish National Board of Education (FNBE. Since the valid school assessment was expected to reflect the success in the Entire Craft Assessment Period (ECAP, the outcomes were assessed against the criteria of the FNCC and compared to the pupils’ school scores. The data was ana-lysed using the Linear Regression Analysis (Enter Method. The central observation was that the pupils’ success in the criteria of the EC do not reflect the 7th grade school scores, in all re-spects. Moreover, the pupils’ success does not reflect the 6th grade school scores. The instruc-tions and supplementary education of the FNCC criteria are needed for craft teachers, especial-ly for class teachers at the lower level. In Finland, also the craft subject is taught by the class teachers at the lower level while, at the upper level, the subject teachers take their place. Ac-cording to the new FNCC, the number of class lessons will be
Al-Amari, Hanaa; Ziab, Abdulraheem
2012-01-01
This study was designed to assess the perceptions of high school students in Kuwait regarding their knowledge about physical education and the role of health education in promotion. The study was conducted using a questionnaire administered to 250 students (103 male and 147 female) from public high schools, during the school year of (2009),…
Sports-related injuries among high school athletes--United States, 2005-06 school year.
2006-09-29
Participation in high school sports helps promote a physically active lifestyle. High school sports participation has grown from an estimated 4 million participants during the 1971-72 school year to an estimated 7.2 million in 2005-06. However, despite the documented health benefits of increased physical activity (e.g., weight management, improved self-esteem, and increased strength, endurance, and flexibility), those who participate in athletics are at risk for sports-related injuries. High school athletes account for an estimated 2 million injuries, 500,000 doctor visits, and 30,000 hospitalizations annually. To date, the study of these injuries has been limited by inabilities to calculate injury rates, compare results among groups, and generalize findings from small, nonrepresentative samples. During the 2005-06 school year, researchers at a children's hospital in Ohio used an Internet-based data-collection tool to pilot an injury surveillance system among athletes from a representative national sample of U.S. high schools. This report summarizes the findings of that study, which indicated that participation in high school sports resulted in an estimated 1.4 million injuries at a rate of 2.4 injuries per 1,000 athlete exposures (i.e., practices or competitions). Surveillance of exposure-based injury rates in a nationally representative sample of high school athletes and analysis of injury patterns can help guide activities aimed at reducing these injuries.
Mental health first aid training for high school teachers: a cluster randomized trial
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Jorm Anthony F
2010-06-01
Full Text Available Abstract Background Mental disorders often have their first onset during adolescence. For this reason, high school teachers are in a good position to provide initial assistance to students who are developing mental health problems. To improve the skills of teachers in this area, a Mental Health First Aid training course was modified to be suitable for high school teachers and evaluated in a cluster randomized trial. Methods The trial was carried out with teachers in South Australian high schools. Teachers at 7 schools received training and those at another 7 were wait-listed for future training. The effects of the training on teachers were evaluated using questionnaires pre- and post-training and at 6 months follow-up. The questionnaires assessed mental health knowledge, stigmatizing attitudes, confidence in providing help to others, help actually provided, school policy and procedures, and teacher mental health. The indirect effects on students were evaluated using questionnaires at pre-training and at follow-up which assessed any mental health help and information received from school staff, and also the mental health of the student. Results The training increased teachers' knowledge, changed beliefs about treatment to be more like those of mental health professionals, reduced some aspects of stigma, and increased confidence in providing help to students and colleagues. There was an indirect effect on students, who reported receiving more mental health information from school staff. Most of the changes found were sustained 6 months after training. However, no effects were found on teachers' individual support towards students with mental health problems or on student mental health. Conclusions Mental Health First Aid training has positive effects on teachers' mental health knowledge, attitudes, confidence and some aspects of their behaviour. Trial registration ACTRN12608000561381
Demographic Factors Affecting Internet Using Purposes of High School Students
Kilic, Abdullah Faruk; Güzeller, Cem Oktay
2017-01-01
This study aimed at determining the impact of demographic factors on the Internet usage purposes of high school students. The population of the study consisted of students between 9th and 12th grades from the Anatolian high schools, science high schools, social sciences high schools, sports high schools and fine arts high schools in Turkey. The…
High school peer tutors teach MedlinePlus: a model for Hispanic outreach*
Warner, Debra G.; Olney, Cynthia A.; Wood, Fred B.; Hansen, Lucille; Bowden, Virginia M.
2005-01-01
Objectives: The objective was to introduce the MedlinePlus Website to the predominantly Hispanic residents of the Lower Rio Grande Valley region of Texas by partnering with a health professions magnet high school (known as Med High). Methods: Community assessment was used in the planning stages and included pre-project focus groups with students and teachers. Outreach methods included peer tutor selection, train-the-trainer sessions, school and community outreach, and pre- and posttests of MedlinePlus training sessions. Evaluation methods included Web statistics; end-of-project interviews; focus groups with students, faculty, and librarians; and end-of-project surveys of students and faculty. Results: Four peer tutors reached more than 2,000 people during the project year. Students and faculty found MedlinePlus to be a useful resource. Faculty and librarians developed new or revised teaching methods incorporating MedlinePlus. The project enhanced the role of school librarians as agents of change at Med High. The project continues on a self-sustaining basis. Conclusions: Using peer tutors is an effective way to educate high school students about health information resources and, through the students, to reach families and community members. PMID:15858628
Short Sleep Duration Among Middle School and High School Students - United States, 2015.
Wheaton, Anne G; Jones, Sherry Everett; Cooper, Adina C; Croft, Janet B
2018-01-26
Insufficient sleep among children and adolescents is associated with increased risk for obesity, diabetes, injuries, poor mental health, attention and behavior problems, and poor academic performance (1-4). The American Academy of Sleep Medicine has recommended that, for optimal health, children aged 6-12 years should regularly sleep 9-12 hours per 24 hours and teens aged 13-18 years should sleep 8-10 hours per 24 hours (1). CDC analyzed data from the 2015 national, state, and large urban school district Youth Risk Behavior Surveys (YRBSs) to determine the prevalence of short sleep duration (school nights among middle school and high school students in the United States. In nine states that conducted the middle school YRBS and included a question about sleep duration in their questionnaire, the prevalence of short sleep duration among middle school students was 57.8%, with state-level estimates ranging from 50.2% (New Mexico) to 64.7% (Kentucky). The prevalence of short sleep duration among high school students in the national YRBS was 72.7%. State-level estimates of short sleep duration for the 30 states that conducted the high school YRBS and included a question about sleep duration in their questionnaire ranged from 61.8% (South Dakota) to 82.5% (West Virginia). The large percentage of middle school and high school students who do not get enough sleep on school nights suggests a need for promoting sleep health in schools and at home and delaying school start times to permit students adequate time for sleep.
EVALUATION AND COMPARISON OF VO2MAX ASSESSMENT MODELS IN HIGH SCHOOL STUDENTS
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Bolboli Lotfali
2013-04-01
Full Text Available The purpose of this study was to evaluation and comparison of VO2max assessment models in students. Thirty students from high schools of Ardabil city were selected randomly and served as subjects in this study (age: 15.73±0.69 year, height: 169.46±8.1 cm, weight: 61.70±9.32 kg. Subjects were divided into two groups. In one group Rockport test was used to estimate their VO2 max and in other group Balk test was used for the same purpose. Also, the VO2max of both groups were examined by a standard treadmill test and the results were compared with the results of field tests. The one way of ANOVA and Tukey's post-hoc tests were used for data analysis (p>0/05. The results showed that there were significant differences between the results of the field tests and standard treadmill test (Bruce: 40.93±5.83 vs. Rockport: 58.71±2.73 and Balke: 52.09± 6.18. As a result of these findings it was concluded that the regression equations used in this study used is not suitable for 15-17 (yr boys and does not estimate their aerobic power correctly.
School-Related Factors Affecting High School Seniors' Methamphetamine Use
Stanley, Jarrod M.; Lo, Celia C.
2009-01-01
Data from the 2005 Monitoring the Future survey were used to examine relationships between school-related factors and high school seniors' lifetime methamphetamine use. The study applied logistic regression techniques to evaluate effects of social bonding variables and social learning variables on likelihood of lifetime methamphetamine use. The…
Effect of Nanotechnology Instructions on Senior High School Students
Lu, Chow-Chin; Sung, Chia-Chi
2011-01-01
In this research, we cooperate with senior high school teachers to understand current nanotechnology model of senior high school nanotechnology curriculum in Taiwan. Then design senior high school nanotechnology (nano-tech) curriculum to teach 503 senior high school students. After teaching the nano-tech curriculum we use the "Nanotechnology…
Park, Hyunjoon; Behrman, Jere R; Choi, Jaesung
2013-04-01
Despite the voluminous literature on the potentials of single-sex schools, there is no consensus on the effects of single-sex schools because of student selection of school types. We exploit a unique feature of schooling in Seoul-the random assignment of students into single-sex versus coeducational high schools-to assess causal effects of single-sex schools on college entrance exam scores and college attendance. Our validation of the random assignment shows comparable socioeconomic backgrounds and prior academic achievement of students attending single-sex schools and coeducational schools, which increases the credibility of our causal estimates of single-sex school effects. The three-level hierarchical model shows that attending all-boys schools or all-girls schools, rather than coeducational schools, is significantly associated with higher average scores on Korean and English test scores. Applying the school district fixed-effects models, we find that single-sex schools produce a higher percentage of graduates who attended four-year colleges and a lower percentage of graduates who attended two-year junior colleges than do coeducational schools. The positive effects of single-sex schools remain substantial, even after we take into account various school-level variables, such as teacher quality, the student-teacher ratio, the proportion of students receiving lunch support, and whether the schools are public or private.
Jordan, Will J.; McPartland, James M.; Legters, Nettie E.; Balfanz, Robert
2000-01-01
Discusses the need for comprehensive reforms in school organization, curriculum and instruction, and professional development to address the problems of large urban high schools. Describes the Talent Development High School with Career Academies model being developed to meet the needs of such schools. (SLD)
Dual Enrollment for High School Students
Edwards, Linsey; Hughes, Katherine
2011-01-01
Dual enrollment programs allow high school students to enroll in college courses and potentially earn college credit. The term concurrent enrollment is sometimes used interchangeably with dual enrollment, and sometimes to refer to a particular model of dual enrollment. In some programs, students earn high school and college credit simultaneously;…
Especially for High School Teachers
Howell, J. Emory
1999-08-01
Care to Share? An Informal Syllabus Exchange A recent email message from Thomas Shiland, who teaches at Saratoga Springs Senior High School, noted that the process of revising the high school chemistry syllabus is underway in New York State. He expressed a strong interest in helping construct a chemistry syllabus that represents the best thinking about appropriate content. He wondered if it would be possible to develop a way in which different secondary chemistry syllabi could easily be exchanged. It is likely that readers from other states and countries are involved in a similar process and might also be interested in exchanging syllabi. Many states do not use the term syllabus to describe their guiding curricular document for chemistry but rather refer to it as a framework or as guidelines. In most cases, the document includes a list of key ideas or topics, performance indicators, and the major understandings associated with each key idea. Such documents would be appropriate for exchange among those of you involved in the revision process. If you are interested in arranging an exchange please contact me by email at j.e.howell@usm.edu or by mail at J. E. Howell, Box 5043, USM, Hattiesburg, MS39406-5043, USA. High School Day Information The High School Chemistry Program at the American Chemical Society National Meeting in New Orleans, Louisiana will be held Sunday, August 22, 1999, at the Doubletree Hotel, 300 Canal Street. If you wish to register only for the High School Day activities, which includes a pass to the ACS Exposition, a special registration form is available from Lillie Tucker-Akin, 2800 Reynard Dr., Tupelo, MS38801; sci4me@aol.com; fax: 662/566-7906. Advance registration is 25 and the cost of the High School Luncheon is 12. Register in advance by August 1, 1999, or from 7:45 to 8:30 a.m. at the High School Day table in the conference room area of the Doubletree. The workshop schedule is shown below. Secondary School Feature Articles * Exploring the
Park, Hyunjoon; Behrman, Jere R.; Choi, Jaesung
2012-01-01
Despite the voluminous literature on the potentials of single-sex schools, there is no consensus on the effects of single-sex schools because of student selection of school types. We exploit a unique feature of schooling in Seoul—the random assignment of students into single-sex versus coeducational high schools—to assess causal effects of single-sex schools on college entrance exam scores and college attendance. Our validation of the random assignment shows comparable socioeconomic backgrounds and prior academic achievement of students attending single-sex schools and coeducational schools, which increases the credibility of our causal estimates of single-sex school effects. The three-level hierarchical model shows that attending all-boys schools or all-girls schools, rather than coeducational schools, is significantly associated with higher average scores on Korean and English test scores. Applying the school district fixed-effects models, we find that single-sex schools produce a higher percentage of graduates who attended four-year colleges and a lower percentage of graduates who attended two-year junior colleges than do coeducational schools. The positive effects of single-sex schools remain substantial, even after we take into account various school-level variables, such as teacher quality, the student-teacher ratio, the proportion of students receiving lunch support, and whether the schools are public or private. PMID:23073751
San Pedro, Maria Ofelia Z.
2015-01-01
This dissertation research focuses on assessing student behavior, academic emotions, and knowledge from a middle school online learning environment, and analyzing their potential effects on decisions about going to college. Using students' longitudinal data ranging from their middle school, to high school, to postsecondary years, I leverage…
Transitions from high school to college.
Venezia, Andrea; Jaeger, Laura
2013-01-01
The vast majority of high school students aspire to some kind of postsecondary education, yet far too many of them enter college without the basic content knowledge, skills, or habits of mind they need to succeed. Andrea Venezia and Laura Jaeger look at the state of college readiness among high school students, the effectiveness of programs in place to help them transition to college, and efforts to improve those transitions. Students are unprepared for postsecondary coursework for many reasons, the authors write, including differences between what high schools teach and what colleges expect, as well as large disparities between the instruction offered by high schools with high concentrations of students in poverty and that offered by high schools with more advantaged students. The authors also note the importance of noncurricular variables, such as peer influences, parental expectations, and conditions that encourage academic study. Interventions to improve college readiness offer a variety of services, from academic preparation and information about college and financial aid, to psychosocial and behavioral supports, to the development of habits of mind including organizational skills, anticipation, persistence, and resiliency. The authors also discuss more systemic programs, such as Middle College High Schools, and review efforts to allow high school students to take college classes (known as dual enrollment). Evaluations of the effectiveness of these efforts are limited, but the authors report that studies of precollege support programs generally show small impacts, while the more systemic programs show mixed results. Dual-enrollment programs show promise, but the evaluation designs may overstate the results. The Common Core State Standards, a voluntary set of goals and expectations in English and math adopted by most states, offer the potential to improve college and career readiness, the authors write. But that potential will be realized, they add, only if the
Rational-Emotive Assessment of School-Aged Children.
DiGiuseppe, Raymond
1990-01-01
Focuses on assessment of emotions and irrational beliefs in Rational-Emotive Therapy with school-aged children. Argues that, for children to understand and agree to process of disputing irrational beliefs, practitioner first assesses individual child's emotional vocabulary, his/her understanding of relationship between disturbed emotion and…
A longitudinal study of school belonging and academic motivation across high school.
Neel, Cari Gillen-O'; Fuligni, Andrew
2013-01-01
This longitudinal study examined how school belonging changes over the years of high school, and how it is associated with academic achievement and motivation. Students from Latin American, Asian, and European backgrounds participated (N = 572; age span = 13.94-19.15 years). In ninth grade, girls' school belonging was higher than boys'. Over the course of high school, however, girls' school belonging declined, whereas boys' remained stable. Within-person longitudinal analyses indicated that years in which students had higher school belonging were also years in which they felt that school was more enjoyable and more useful, above and beyond their actual level of achievement. Results highlight the importance of belonging for maintaining students' academic engagement during the teenage years. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
Demographic Factors Affecting Internet Using Purposes of High School Students
Abdullah Faruk Kılıç; Cem Oktay Güzeller
2017-01-01
This study aimed at determining the impact of demographic factors on the Internet usage purposes of high school students. The population of the study consisted of students between 9th and 12th grades from the Anatolian high schools, science high schools, social sciences high schools, sports high schools and fine arts high schools in Turkey. The sample was chosen through the stratified and cluster sampling procedure. The students were chosen randomly depending on the regions of their school at...
Awareness of Consequence of High School Students on Loss of Bio-Diversity
Kasot, Nazim; Özbas, Serap
2015-01-01
The aim of this study is to assess the egoistic, altruistic and biospheric awareness of the consequence of high school students regarding the loss of bio-diversity, then comparing the results on the basis of some independent variables (gender, class and family income). The research data were collected from 884 ninth and tenth grade high school…
Stealing among High School Students: Prevalence and Clinical Correlates
Grant, Jon E.; Potenza, Marc N.; Krishnan-Sarin, Suchitra; Cavallo, Dana A.; Desai, Rani A.
2011-01-01
Although stealing among adolescents appears to be fairly common, an assessment of adolescent stealing and its relationship to other behaviors and health issues is incompletely understood. A large sample of high school students (n=3999) was examined using a self-report survey with 153 questions concerning demographic characteristics, stealing behaviors, other health behaviors including substance use, and functioning variables such as grades and violent behavior. The overall prevalence of steal...
Yukita, Kazuto; Ichiyanagi, Katsuhiro; Mori, Tsuyoshi; Goto, Yasuyuki
This paper discusses the methods of implementation and improvement adopted in the energy education program of “Marugoto Taiken World” (“Total Experience World”) at Aichi Institute of Technology. The program, which is aimed at high school, junior high school and elementary school students, has been carried on at Aichi Institute of Technology for a number of years now, and the authors have been involved in the energy education project for the past four years. During that time, the following four courses have been held : 1) Let's use wind power to generate electricity, 2) Let's use flowers to build a solar battery, 3) Let's use bottles to build a fuel cell battery, 4) Let's make all sorts of batteries.
High School Graduation Rates:Alternative Methods and Implications
Jing Miao; Walt Haney
2004-01-01
The No Child Left Behind Act has brought great attention to the high school graduation rate as one of the mandatory accountability measures for public school systems. However, there is no consensus on how to calculate the high school graduation rate given the lack of longitudinal databases that track individual students. This study reviews literature on and practices in reporting high school graduation rates, compares graduation rate estimates yielded from alternative methods, and estimates d...
Longitudinal Predictors of High School Completion
Barry, Melissa; Reschly, Amy L.
2012-01-01
This longitudinal study examined predictors of dropout assessed in elementary school. Student demographic data, achievement, attendance, and ratings of behavior from the Behavior Assessment System for Children were used to predict dropout and completion. Two models, which varied on student sex and race, predicted dropout at rates ranging from 75%…
Dating violence and associated health risks among high school students with disabilities.
Mitra, Monika; Mouradian, Vera E; McKenna, Maria
2013-08-01
Children with disabilities are at a higher risk for various forms of violence including sexual violence, bullying, and physical violence compared to those without disabilities. However there are no studies documenting the prevalence of dating violence amongst a population-based sample of adolescents with disabilities. The purpose of this study is to assess the prevalence of dating violence victimization against high schools students with and without disabilities and to examine associations of dating violence with health risks by disability status among high school girls. Data from the 2009 Massachusetts Youth Health Survey were analyzed in 2011 using bivariate and multivariate logistic regression. Among high school students who had ever been on a date, girls (25.9 %, 95 % CI 19.9-31.5) and boys (9.1 %, 95 % CI 5.8-12.4) with disabilities were more likely than girls (8.8 %, 95 % CI 6.8-10.8) and boys (4.5 %, 95 % CI 3.1-5.8) without disabilities to report dating violence. Multivariate analyses indicated that high school girls with disabilities who experienced dating violence were more likely to report feeling sad or hopeless for 2 weeks or more in the past year, suicide ideation in the past 12 months, and drug use in the past 30 days compared to those with disabilities who did not report dating violence and those without disabilities who reported and did not report dating violence. High school students with disabilities are at a greater risk for dating violence victimization compared to those without disabilities and high school girls with disabilities who experience dating violence are at increased risk for experiencing poor mental health outcomes and substance abuse.
Highlighting High Performance: Whitman Hanson Regional High School; Whitman, Massachusetts
Energy Technology Data Exchange (ETDEWEB)
2006-06-01
This brochure describes the key high-performance building features of the Whitman-Hanson Regional High School. The brochure was paid for by the Massachusetts Technology Collaborative as part of their Green Schools Initiative. High-performance features described are daylighting and energy-efficient lighting, indoor air quality, solar and wind energy, building envelope, heating and cooling systems, water conservation, and acoustics. Energy cost savings are also discussed.
Black, Rhonda
2016-01-01
This research study addressed measuring the level of instructional leadership effectiveness of the high school assistant principal and the high school instructional leadership teams (ILT) at over forty (40) Shelby County Schools. More specifically, this research study examined their impact on teacher effectiveness and student achievement in their…
Trust, Behavior, and High School Outcomes
Romero, Lisa S.
2015-01-01
Purpose: The purpose of this paper is to contribute to the literature on student trust and to examine the relationship between student trust, behavior, and academic outcomes in high school. It asks, first, does trust have a positive effect on high school outcomes? Second, does trust influence student behavior, exerting an indirect effect on…
High School Redesign Gets Presidential Lift
Adams, Caralee J.
2013-01-01
President Barack Obama applauded high school redesign efforts in his State of the Union address and encouraged districts to look to successful models for inspiration. Last week, he followed up with a request in his fiscal 2014 budget proposal for a new, $300 million competitive-grant program. Recognition is widespread that high schools need to…
The Classification of Romanian High-Schools
Ivan, Ion; Milodin, Daniel; Naie, Lucian
2006-01-01
The article tries to tackle the issue of high-schools classification from one city, district or from Romania. The classification criteria are presented. The National Database of Education is also presented and the application of criteria is illustrated. An algorithm for high-school multi-rang classification is proposed in order to build classes of…
Teachers Assessment of Secondary School Effectiveness in Akwa ...
African Journals Online (AJOL)
The aim of the study was to determine how secondary school teachers in Akwa Ibom State of Nigeria assess their school effectiveness in terms of learning and teaching, planning and organizing teaching, guidance and counselling, leadership and ethos. Three hypotheses were raised. The population of study consisted of ...
Predicting Parental Home and School Involvement in High School African American Adolescents
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…
Environmental Comfort Indicators for School Buildings in Sustainability Assessment Tools
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Tatiana Santos Saraiva
2018-06-01
Full Text Available Decades ago, the only requirement to construct a building was to give men the right conditions for the execution of their work or leisure activities. With the development of knowledge about the internal and external environments of buildings, other requirements have been added such as the issue of user comfort. New construction techniques have been incorporated and new products have been created to improve internal environment comfort. This research addressed the importance of using indicators related to environmental comfort in sustainability assessment tools applied to school buildings. It also considered the importance of environmental issues for the good performance of human beings, and the harmonious coexistence of the comfort indicators indoor air quality, thermal comfort, visual comfort, acoustic comfort and ergonomic comfort based on data gathered in research carried out with users of high schools (only students. This research was carried out in two different cities of different countries, Guimarães (Portugal and Juiz de Fora (Brazil, that have similar characteristics of teaching standards and climate conditions (temperature and air humidity. In this study, interviews were made through questionnaires and, later, the information collected was analyzed. This study demonstrates the need to include an ergonomic indicator for school buildings in sustainability assessment tools.
Sharifirad, Gholamreza; Yarmohammadi, Parastoo; Azadbakht, Leila; Morowatisharifabad, Mohammad Ali; Hassanzadeh, Akbar
2013-01-01
Objective. This study was conducted to identify some factors (beliefs and norms) which are related to fast food consumption among high school students in Isfahan, Iran. We used the framework of the theory planned behavior (TPB) to predict this behavior. Subjects & Methods. Cross-sectional data were available from high school students (n = 521) who were recruited by cluster randomized sampling. All of the students completed a questionnaire assessing variables of standard TPB model including at...
A Project-Centric Course on Cyberinfrastructure to Support High School STEM Education
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Daphne Rainey
2013-06-01
Full Text Available Recent rapid advances in information technology pose new challenges for teachers in the Science, Technology, Engineering, and Mathematics (STEM fields to incorporate the latest knowledge and technical expertise into courses in a way that will be applicable to students as future scientists. A demonstration project was designed, developed, and deployed by university faculty and high school teachers for their students to explore the use of the components of cyberinfrastructure. The project explored the introduction of cyberinfrastructure through the use of bioinformatics and the use of team science. This paper describes the high school course that was deployed at Galileo Magnet High School (GMHS in collaboration with the scientists at Virginia Tech University, and details its overall assessment. Implementation of a project-centric teaching paradigm to engage students in applying the concepts of cyberinfrastructure by integrating the disciplines of biology, computer science, mathematics, and statistics through bioinformatics was an integral part of this study.
Marx, Robert; Tanner-Smith, Emily E; Davison, Colleen M; Ufholz, Lee-Anne; Freeman, John; Shankar, Ravi; Newton, Lisa; Brown, Robert S; Parpia, Alyssa S; Cozma, Ioana; Hendrikx, Shawn
2017-07-03
A number of school systems worldwide have proposed and implemented later school start times as a means of avoiding the potentially negative impacts that early morning schedules can have on adolescent students. Even mild sleep deprivation has been associated with significant health and educational concerns: increased risk for accidents and injuries, impaired learning, aggression, memory loss, poor self-esteem, and changes in metabolism. Although researchers have begun to explore the effects of delayed school start time, no one has conducted a rigorous review of evidence to determine whether later school start times support adolescent health, education, and well-being. We aimed to assess the effects of a later school start time for supporting health, education, and well-being in high school students.Secondary objectives were to explore possible differential effects of later school start times in student subgroups and in different types of schools; to identify implementation practices, contextual factors, and delivery modes associated with positive and negative effects of later start times; and to assess the effects of later school start times on the broader community (high school faculty and staff, neighborhood, and families). We conducted the main search for this review on 28 October 2014 and updated it on 8 February 2016. We searched CENTRAL as well as 17 key electronic databases (including MEDLINE, Embase, ERIC, PsycINFO, and Sociological Abstracts), current editions of relevant journals and organizational websites, trial registries, and Google Scholar. We included any randomized controlled trials, controlled before-and-after studies, and interrupted time series studies with sufficient data points that pertained to students aged 13 to 19 years and that compared different school start times. Studies that reported either primary outcomes of interest (academic outcomes, amount or quality of sleep, mental health indicators, attendance, or alertness) or secondary
Cannabis use among middle and high school students in Ontario: a school-based cross-sectional study
Sampasa-Kanyinga, Hugues; Hamilton, Hayley A.; LeBlanc, Allana G.; Chaput, Jean-Philippe
2018-01-01
Background: Cannabis use can have serious detrimental effects in children and adolescents. It is therefore important to continually assess the use of cannabis among young people in order to inform prevention efforts. We assessed the prevalence of cannabis use among middle and high school students in Ontario and examined its association with demographic and behavioural factors. Methods: Data were obtained from the 2015 Ontario Student Drug Use and Health Survey, a province-wide school-based survey of students in grades 7 through 12. Analyses included a representative sample of 9920 middle and high school students. Bivariate cross-tabulations and logistic regression analyses were used to investigate the factors associated with cannabis use. Results: Overall, 21.5% and 13.9% of students reported using cannabis in the previous year and previous month, respectively. The conditional probability that an adolescent who reported cannabis use in the previous year would report daily use was 12.5%. There was a significant dose-response gradient with age, with older students being more likely to use cannabis than younger students. In multivariable analyses, being in grades 10 through 12 (odds ratios [ORs] ranged from 3.71 to 3.85), being black (OR 2.67 [95% confidence interval (CI) 1.76-4.05]), using tobacco cigarettes (OR 10.10 [95% CI 8.68-13.92]) and being an occasional (OR 5.35 [95% CI 4.01-7.13]) or regular (OR 14.6 [95% CI 10.8-19.89]) alcohol user were associated with greater odds of cannabis use. Being an immigrant was associated with lower odds of cannabis use (OR 0.55 [95% CI 0.39-0.78]). Interpretation: The findings suggest that cannabis use is prevalent among middle and high school students in Ontario and is strongly associated with tobacco cigarette smoking and alcohol consumption. Future research should document trends in cannabis use over time, including its risks, especially when the legalization of recreational cannabis comes into effect. PMID:29367264
James Madison High: A School at the Crossroads
Stroup, John T.; Salmonowicz, Michael J.; Broom, Christopher C.
2007-01-01
This case tells the story of James Madison High School, which became the epicenter of a debate over the future reorganization and control of large secondary schools in the Los Angeles Unified School District (LAUSD). The LAUSD, recently taken over by the newly elected mayor, was fighting for control of this 3,000-student high school with a charter…
Indoor Air Quality in High Performance Schools
High performance schools are facilities that improve the learning environment while saving energy, resources, and money. The key is understanding the lifetime value of high performance schools and effectively managing priorities, time, and budget.
Using concept mapping to measure changes in interdisciplinary learning during high school
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Priit Reiska
2018-03-01
Full Text Available How, when and what kind of learning takes place are key questions in all educational environments. School graduates are expected to have reached a development level whereby they have, among many fundamental skills, the ability to think critically, to plan their studies and their future, and to integrate knowledge across disciplines. However, it is challenging to develop these skills in schools. Following existing curricula, disciplines are often taught separately and by different teachers, making it difficult for students to connect knowledge studied and learned from one discipline to that of another discipline. The Next Generation Science Standards on teaching and learning natural science in the United States point out important crosscutting concepts in science education (NGSS, 2013. In Estonia, similar trends are leading to an emphasis on the need to further develop scientific literacy skills and interdisciplinary learning in students. The changing environment around us must be reflected in changes in our school system. In this paper, we report on research that intends to answer the questions: (a “How much do Estonian students develop an interdisciplinary understanding of science throughout their high school education?”, and (b “Is their thinking more interdisciplinary after two years of studies in an Estonian high school?” Additionally, we analyzed the results based on the type of school the students attended, and we examined the use concept mapping to assess interdisciplinary learning. This research is part of an overall study that involved students from 44 Estonian high schools taking a science test similar to the three-dimensional Programme for International Student Assessment (PISA test (hereafter called PISA-like multidimensional test as well as constructing concept maps, while in 10th and 12th grade. In this paper, we report on the analysis of the results for 182 of the students, concentrating on the analysis of the concept maps
Raysoni, Amit U; Armijos, Rodrigo X; Weigel, M Margaret; Montoya, Teresa; Eschanique, Patricia; Racines, Marcia; Li, Wen-Whai
2016-07-01
An air monitoring campaign to assess children's environmental exposures in schools and residences, both indoors and outdoors, was conducted in 2010 in three low-income neighborhoods in Z1 (north), Z2 (central), and Z3 (southeast) zones of Quito, Ecuador - a major urban center of 2.2 million inhabitants situated 2850 m above sea level in a narrow mountainous basin. Z1 zone, located in northern Quito, historically experienced emissions from quarries and moderate traffic. Z2 zone was influenced by heavy traffic in contrast to Z3 zone which experienced low traffic densities. Weekly averages of PM samples were collected at schools (one in each zone) and residences (Z1 = 47, Z2 = 45, and Z3 = 41) every month, over a twelve-month period at the three zones. Indoor PM2.5 concentrations ranged from 10.6 ± 4.9 μg/m(3) (Z1 school) to 29.0 ± 30.5 μg/m(3) (Z1 residences) and outdoor PM2.5 concentrations varied from 10.9 ± 3.2 μg/m(3) (Z1 school) to 14.3 ± 10.1 μg/m(3) (Z2 residences), across the three zones. The lowest values for PM10-2.5 for indoor and outdoor microenvironments were recorded at Z2 school, 5.7 ± 2.8 μg/m(3) and 7.9 ± 2.2 μg/m(3), respectively. Outdoor school PM concentrations exhibited stronger associations with corresponding indoor values making them robust proxies for indoor exposures in naturally ventilated Quito public schools. Correlation analysis between the school and residential PM size fractions and the various pollutant and meteorological parameters from central ambient monitoring (CAM) sites suggested varying degrees of temporal relationship. Strong positive correlation was observed for outdoor PM2.5 at Z2 school and its corresponding CAM site (r = 0.77) suggesting common traffic related emissions. Spatial heterogeneity in PM2.5 concentrations between CAM network and sampled sites was assessed using Coefficient of Divergence (COD) analysis. COD values were lower when CAM sites were paired with outdoor
Comparing parent and teacher assessments of mental health in elementary school children.
Boman, Fiffi; Stafström, Martin; Lundin, Nils; Moghadassi, Mahnaz; Törnhage, Carl-Johan; Östergren, Per-Olof
2016-03-01
Screening instruments are often used for detecting mental health problems in children and adolescents. The Strengths and Difficulties Questionnaire (SDQ) is one instrument for screening children's mental health. The SDQ can be used for assessment by different informants, i.e. parents, teachers and by 11-16 year olds for self-reporting. The aim was to compare the precision and validity of parental and teacher SDQ assessments in elementary school children, and to analyze whether assessments were affected by the child's sex and by socio-demographic factors. A total of 512 primary school students were included in a cross-sectional study. Exploratory factor analysis, sensitivity/specificity analysis, Cronbach's alphas, and logistic regression were applied. Parents rated 10.9% and teachers 8.8% of the children as high-risk individuals, but the overlap was low (32.1%). Cronbach's alphas were 0.73 and 0.71 for parents and teachers, respectively. However, factor analysis showed that the five-factor solution could be confirmed only for teacher ratings. Moreover, only the parents' ratings were affected by maternal educational level and parental country of birth when rating the same children as the teachers. Construct validity was only confirmed for teacher assessments. However, parental assessments might capture a dimension of a child's mental health that seems to be sensitive to socioeconomic factors, which could be important when addressing equity issues, and for the dialogue between parents and school. © 2015 the Nordic Societies of Public Health.
Phillips, Kay D.
A study examined the freedom of the high school press in North Carolina to determine whether publication guidelines should be in place, and if so, what those guidelines should contain. High school newspaper advisors, high school principals, and high school newspaper editors from large and small, urban and rural, eastern and western high schools…
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Atik Rokhayani
2017-04-01
Full Text Available Nowadays, learning requires students to develop their knowledge through critical thinking. Knowledge is not just receiving the information but also interpreting the information. It requires new learning goals change the relationship between assessment and instruction. So, the lecturers need to assess the students’ ability to comprehend the materials. In addition, the lecturers have to take an active role about the purpose of the assessment and the content that is being assessed. There are many kinds of assessments used by the lecturers given to their students. For example: asking the students to do the discussion, test, questioning, observation etc. School observation tends to be familiar for the students of English Education Department of Muria Kudus University since by doing the observation they can face the real school condition. The students can observe the English teaching and learning process in the classroom. This paper focuses in AMEL (Approaches and Methods in English Language class. It discusses the application of school observation as one of the authentic assessment for English Education Department students of Muria Kudus University through exploring the approaches and methods used by Junior High School teachers in Kudus. In the end of the observation, the students have to report the discussion in form of poster presentation.
Lu, Ting; Li, Ling; Niu, Li; Jin, Shenghua; French, Doran C.
2018-01-01
The concurrent and longitudinal associations between popularity, likeability, and prosocial behavior were evaluated in this three-year study of middle school and high school Chinese adolescents. The initial sample included 766 middle school (mean age = 13.3 years) and 668 high school participants (mean age = 16.6 years); there were 880 (399 girls)…
Social capital and physical activity among Croatian high school students.
Novak, D; Doubova, S V; Kawachi, I
2016-06-01
To examine factors associated with regular physical activity in Croatian adolescents. A cross-sectional survey among high school students was carried out in the 2013/14 school year. A survey was conducted among 33 high schools in Zagreb City, Croatia. Participants were students aged 17-18 years. The dependent variables were regular moderate to vigorous physical activity (MVPA) and overall physical activity measured by the short version of International Physical Activity Questionnaire and defined as 60 min or more of daily physical activity. The independent variables included family, neighborhood, and high school social capital. Other study covariates included: socio-economic status, self-rated health, psychological distress and nutritional status. The associations between physical activity and social capital variables were assessed separately for boys and girls through multiple logistic regression and inverse probability weighting in order to correct for missing data bias. A total of 1689 boys and 1739 girls responded to the survey. A higher percentage of boys reported performing regular vigorous and moderate physical activity (59.4%) and overall physical activity (83.4%), comparing with the girls (35.4% and 70%, respectively). For boys, high family social capital and high informal social control were associated with increased odds of regular MVPA (1.49, 95%CI: 1.18 - 1.90 and 1.26, 95%CI: 1.02 - 1.56, respectively), compared to those with low social capital. For girls, high informal social control was associated with regular overall physical activity (OR 1.38, 95% CI: 1.09 - 1.76). High social capital is associated with regular MVPA in boys and regular overall activity in girls. Intervention and policies that leverage community social capital might serve as an avenue for promotion of physical activity in youth. Copyright © 2016 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.
Standardised Testing and Assessment in Comprehensive School in Scandinavian Countries
DEFF Research Database (Denmark)
Andreasen, Karen Egedal; Eva, Hjörne,
Assessments can be considered to be an integrated part of formal educational settings, in different forms and used for different purposes. In this contribution we will discuss and analyse the use of assessments in comprehensive school in Scandinavian countries through time, as we will include....... If the comprehensive school is based on the general idea of a school for all, how can different ways of practising assessment support or work against this idea? What conclusions can be drawn from the experiences in the Scandinavian countries?...... different kinds of documentary and empirical studies in the argumentation. We will focus on which kinds of assessments has been used, for which purposes and the role of this in the perspective of society. More contemporary trends will be discussed, specially the use of standardised testing. Scandinavian...
Changes in body weight, body composition, and eating attitudes in high school wrestlers.
Shriver, Lenka Humenikova; Betts, Nancy Mulhollen; Payton, Mark Edward
2009-08-01
Many wrestlers engage in chronic dieting and rapid "weight cutting" throughout the year to compete in a category below their natural weight. Such weight-management practices have a negative influence on their health and nutritional status, so the National Wrestling Coaches Association implemented a new weight-management program for high school wrestlers in 2006. The purpose of this study was to determine whether seasonal changes in weight, body fat, and eating attitudes occur among high school wrestlers after the implementation of the new weight-management rule. Fifteen high school wrestlers participated in the study. Their weight, body composition, and eating attitudes were measured preseason, in-season, and off-season. Body fat was assessed using dual-energy X-ray absorptiometry. Attitudes toward dieting, food, and body weight were assessed using the Eating Attitude Test (EAT). No significant changes in body fat were detected from preseason to off-season. Weight increased from preseason to in-season (p < .05) and off-season (p < .05). Although the EAT score did not change significantly from preseason to off-season, 60% reported "thinking about burning up calories when exercising" during preseason, and only 40% felt that way during the season (p < .05) and 47% during, off-season (p < .05). The wrestlers experienced a significant weight gain from preseason to off-season with no significant changes in body fat. Their eating attitudes did not change significantly from preseason to off-season in this study, but further research using a large sample of high school wrestlers is warranted to confirm these findings.
Principals' Perceptions of Professional Development in High- and Low-Performing High-Poverty Schools
Moore, Sheila; Kochan, Frances
2013-01-01
This is the second part of a two-part study examining issues related to professional development in high-poverty schools. The findings from the initial study indicated that principals in high-poverty, high-performing schools perceived higher levels of implementation of quality professional development standards in their schools than did principals…
Lane, John M.
1982-01-01
The Gifted Self-Understanding Assessment Battery (GSAB) was given to 34 (27 females, 7 males) music students (aged 15-17) at Bonita Vista High School in Chula Vista (California). Biofeedback training and assessment were followed by individual counseling for Autogenic Feedback Training (AFT) to achieve improvement of the individual's own well…
DaCosta, Kneia
2006-01-01
This qualitative investigation explores the responses of 22 U.S. urban public high school students when confronted with their newly imposed school uniform policy. Specifically, the study assessed students' appraisals of the policy along with compliance and academic performance. Guided by ecological human development perspectives and grounded in…
Especially for High School Teachers
Howell, J. Emory
2001-05-01
Literature Cited National Science Education Standards; National Academy Press: Washington, DC, 1996; http://www. nap.edu/readingroom/books/nses/. Principles and Standards for School Mathematics; National Council of Teachers of Mathematics: Washington, DC, 2000; http://standards.nctm.org/. Visit CLIC, an Online Resource for High School Teachers at http://jchemed.chem.wisc.edu/HS/
Especially for High School Teachers
Howell, J. Emory
1999-10-01
Writing Across the Curriculum The notion that student learning is enhanced through writing is widely accepted at all educational levels if the product is fairly assessed and the learner is provided with feedback. Finding the time to critically evaluate student papers is difficult at best and competes with time needed to prepare laboratory investigations. A few weeks ago a teacher who has extensive extracurricular responsibilities that include extensive interaction with parents and community members shared with me his frustration in not being able to grade written reports. This teacher is the head football coach at his school, but many readers experience the same difficulties due to a variety of duties. There are no easy or completely satisfying answers to this problem, but this issue contains an account of a successful approach (Writing in Chemistry: An Effective Learning Tool, pp 1399-1403). Although they are based on experience in college courses, several ideas described in the article could be applied in high school chemistry courses. In another article, the author of Precise Writing for a Precise Science (pp 1407-1408) identifies 20 examples of familiar, but incorrect, grammatical constructions and explains how to phrase each one correctly. Chemical Education Research: Improving Chemistry Learning The results from research on how students learn have greatly increased our understanding of cognition in recent years. However, the results are often published in the science education research literature and are not readily accessible to the classroom teacher. Additionally, the research reports are couched in specialized terminology. This issue contains a Viewpoints article (pp 1353-1361) that bridges the gap between research results and classroom application. It was written by two veteran chemical educators, Dudley Herron and Susan Nurrenbern. The shift from behaviorism to constructivism as the dominant theory of learning is described briefly to provide a context
Stealing among High School Students: Prevalence and Clinical Correlates
Grant, Jon E.; Potenza, Marc N.; Krishnan-Sarin, Suchitra; Cavallo, Dana A.; Desai, Rani A.
2013-01-01
Although stealing among adolescents appears to be fairly common, an assessment of adolescent stealing and its relationship to other behaviors and health issues is incompletely understood. A large sample of high school students (n=3999) was examined using a self-report survey with 153 questions concerning demographic characteristics, stealing behaviors, other health behaviors including substance use, and functioning variables such as grades and violent behavior. The overall prevalence of stealing was 15.2% (95%CI: 14.8–17.0). Twenty-nine (0.72%) students endorsed symptoms consistent with a diagnosis of DSM-IV kleptomania. Poor grades, alcohol and drug use, regular smoking, sadness and hopelessness, and other antisocial behaviors were all significantly (p<.05) associated with any stealing behavior. Stealing appears fairly common among high school students and is associated with a range of potentially addictive and antisocial behaviors. Significant distress and loss of control over this behavior suggests that stealing often has significant associated morbidity. PMID:21389165
Stealing among high school students: prevalence and clinical correlates.
Grant, Jon E; Potenza, Marc N; Krishnan-Sarin, Suchitra; Cavallo, Dana A; Desai, Rani A
2011-01-01
Although stealing among adolescents appears to be fairly common, an assessment of adolescent stealing and its relationship to other behaviors and health problems is incompletely understood. A large sample of high school students (n = 3,999) was examined by self-report survey with 153 questions concerning demographic characteristics, stealing behaviors, other health behaviors including substance use, and functioning variables, such as grades and violent behavior. The overall prevalence of stealing was 15.2 percent (95% confidence interval (CI), 14.8-17.0). Twenty-nine (0.72%) students endorsed symptoms consistent with a diagnosis of DSM-IV-TR kleptomania. Poor grades, alcohol and drug use, regular smoking, sadness and hopelessness, and other antisocial behaviors were all significantly (p stealing behavior. Stealing appears to be fairly common among high school students and is associated with a range of potentially addictive and antisocial behaviors. Significant distress and loss of control over this behavior suggest that stealing often has significant associated morbidity.
A Positive Model for Reducing and Preventing School Burnout in High School Students
Aypay, Ayse
2017-01-01
This study aims to develop and test the validity of a model limited to attitude towards the future and subjective well-being for reducing and preventing the school burnout that high school students can experience. The study is designed as a relational screening model conducted over 389 high school students. The data in this study are analyzed…
Profiling Student Use of Calculators in the Learning of High School Mathematics
Crowe, Cheryll E.; Ma, Xin
2010-01-01
Using data from the 2005 National Assessment of Educational Progress, students' use of calculators in the learning of high school mathematics was profiled based on their family background, curriculum background, and advanced mathematics coursework. A statistical method new to educational research--classification and regression trees--was applied…
UV tanning advertisements in national high school newspapers.
Lofgreen, Seth J; Domozych, Renee; Doctor, Monica; Reimer, Christine; Self, Alyssa; Dellavalle, Robert P
2017-04-15
Many young adults have utilized indoor ultraviolet(UV) tanning, putting them at higher risk for development of skin cancers. Prior to the increased regulations on indoor tanning for minors, indoor tanning businesses marketed to teens through modalities such as advertisements in high school newspapers. The purpose of this study was to quantify tanning advertisements in high school newspapers published across the United States between August 2014 and July 2015. Online versions of the newspaper issues were available on issuu.com. Tanning advertisements appeared in 3 of 23 high school newspapers with advertisements of any kind(13%). Among all newspapers with advertisements, 10% were indoor tanning advertisements. One newspaper in Colorado contained advertisements of any kind and had 0 tanning advertisements. A prior study of Colorado high schools showed 11 of 23 schools (48%) to contain tanning advertisements. This suggests that there may be a decrease in indoor UV tanning advertisements owing to increased tanning regulation by state legislatures, national attention to UV tanning, or a general decrease in high school tanning advertisements.
Risky business: Behaviors associated with indoor tanning in US high school students.
Chapman, Stephanie; Ashack, Kurt; Bell, Eric; Sendelweck, Myra Ann; Dellavalle, Robert
2017-09-15
Understanding of associations between indoor tanning and risky health related behaviors such as sexual activity and substance abuse among high school students across the United States is incomplete. To identify risky health related behaviors among high school students utilizing indoor tanning and analyze differences between state specific data. Results from the Youth Risk Behavior Surveillance System (YRBSS) 2013 in 14 different states were analyzed. Participants were 90,414 high school students. Responses to questions assessing indoor tanning habits, sexual activity, and use of substances were analyzed. Sexual activity was associated with indoor tanning in 10 of 14 states, with Nebraska having the strongest association (adjusted odds ratio, 3.8; 95% CI, 2.4-6.2; p<0.001). Indoor tanning was also associated with use of alcohol, marijuana, ecstasy, cocaine, prescription medications, and cigarettes. Only 15 states asked students about their personal history of indoor tanning use, and Minnesota was excluded from our analysis as they administered a non-YRBS questionnaire. Additionally, our study only analyzed results from the 2013 YRBS. Lastly, our data was analyzed in 14 individual data sets, giving a high likelihood of Type 1 error. High school students utilizing indoor tanning are more likely to engage in sexual activity and substance abuse as compared to students who do not utilize indoor tanning.
Danka, Elizabeth S.; Malpede, Brian M.
2015-01-01
High school students are not often given opportunities to communicate scientific findings to their peers, the general public, and/or people in the scientific community, and therefore they do not develop scientific communication skills. We present a nine-week course that can be used to teach high school students, who may have no previous experience, how to read and write primary scientific articles and how to discuss scientific findings with a broad audience. Various forms of this course have been taught for the past 10 years as part of an intensive summer research program for rising high school seniors that is coordinated by the Young Scientist Program at Washington University in St. Louis. The format presented here includes assessments for efficacy through both rubric-based methods and student self-assessment surveys. PMID:26753027
Butterworth, Peter; Leach, Liana S
2018-06-01
Prior research examining whether depression and anxiety lead to high-school dropout has been limited by a reliance on retrospective reports, the assessment of mental health at a single point in time (often remote from the time of high-school exit), and the omission of important measures of the social and familial environment. The present study addressed these limitations by analyzing 8 waves of longitudinal data from a cohort of Australian adolescents (n = 1,057) in the Household, Income and Labor Dynamics in Australia (HILDA) Survey (2001-2008). Respondents were followed from the age of 15 years through completion of or exit from high school. Discrete-time survival analysis was used to assess whether the early experience of a distress disorder (indicated by scores dropout, after controlling for household and parental socioeconomic characteristics and for tobacco smoking and alcohol consumption. Adolescents with a prior distress disorder had twice the odds of high-school dropout compared with those without (odds ratio = 1.99, 95% confidence interval: 1.24, 3.17). This association was somewhat attenuated but remained significant in models including tobacco and alcohol consumption (odds ratio = 1.74, 95% confidence interval: 1.74; 1.09, 2.78). These results suggest that improving the mental health of high-school students may promote better educational outcomes.
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Wendy Manona
2015-12-01
Full Text Available This study investigated and analysed factors responsible for high dropout rate of learners at selected high schools in King William’s Town District, Province of the Eastern Cape. The aim of the study is provide an understanding into inherent problems of early exit of learners in the education sector, which impede the long-term production of professionals with bright future. The main findings of this study revealed that multiple motives, associated with individual characteristics of dropouts and social problems emanating from their family background and influence of the community, prompted learners to dropout. Moreover, learner dropout is inter alia caused by social factors such as lack of resources, the effect of poverty, orphans at school, the distance between the school and the community, drug abuse, pregnancy and HIV and AIDS prevalence in schools, gangsterism and learning barriers. The results of this research suggest that the government should make resources available with regard to scholar transport, school nurses to provide education awareness programmes in relation to early pregnancies, HIV and AIDS infection to improve attendance rate. The Department of Social Development should provide information with regard to benefits available to orphaned learners. The government should ensure sustainable provision of the school nutrition programme to alleviate hunger and poverty. School management should effectively regulate the behaviour of learners to promote discipline in schools so that substance abuse is eliminated.
Sleep disorders among high school students in New Zealand
Fernando AT; Samaranayake CB; Blank CJ; Roberts G; Arroll B
2013-01-01
INTRODUCTION: Adolescents are known to have high risk factors for sleep disorders, yet the youth rates of sleep disturbances are unknown. AIM: This study aimed to determine the prevalence of sleep disorders among New Zealand high school students. METHODS: The Auckland Sleep Questionnaire (ASQ) was administered to high school students at six schools in the North Island. Schools were chosen to reflect a range of ethnicities and school deciles, which identify the socioeconomic status of househol...
Edwards, Katie M; Rodenhizer, Kara Anne; Eckstein, Robert P
2017-04-01
We examined school personnel's engagement in bystander action in situations of teen dating violence (DV), sexual violence (SV), and sexual harassment (SH). We conducted focus groups with 22 school personnel from three high schools in New Hampshire. School personnel identified their own barriers to intervening in situations of teen DV, SV, and SH (e.g., not having the time or ability to intervene). School personnel also discussed the ways in which they intervened before (e.g., talking with teens about healthy relationships), during (e.g., breaking up fights between dating partners) and after (e.g., comforting victims) instances of teen DV, SV, and SH. These data can be used to support the development of bystander training for school personnel as one component of comprehensive DV, SV, and SH prevention for teens. In addition, these data provide information that can be used to develop measures that assess school personnel bystander action barriers and behaviors in instances of teen DV, SV, and SH.
Effects of Perceived Discrimination on the School Satisfaction of Brazilian High School Graduates
Directory of Open Access Journals (Sweden)
Rubia R. Valente
2017-01-01
Full Text Available This paper analyzes the consequences of peer victimization for the satisfaction with schooling (“happiness” of college-bound high school graduates in Brazil. Several types of victimization are explored including discrimination due to race/ethnicity, socioeconomic status, gender, sexual orientation, religious affiliation, and disability. We compare the satisfaction with their schooling of students planning to head to college straight from high school and older students applying for college later in life (“nontraditional students”. We conclude that students who perceived that they had been discriminated against were more dissatisfied with their school experience than those who did not, ceteris paribus, and we relate level of dissatisfaction to type of discrimination. The older student evidence reveals that this dissatisfaction wanes with time and age, however. Our conclusions are based upon ordered logistic analyses of data for 2.4 million current high school seniors and 78.7 thousand older students drawn from the Exame Nacional do Ensino Médio questionnaire (ENEM.
McCann, Ryan S; Kosik, Kyle B; Beard, Megan Q; Terada, Masafumi; Pietrosimone, Brian G; Gribble, Phillip A
2015-10-01
The Star Excursion Balance Test (SEBT) is a reliable inexpensive tool used to assess dynamic postural control deficits and efficacy in the prediction of musculoskeletal injuries, but with little previous consideration for performance differences across age and skill levels. The purpose of this study was to examine differences in SEBT scores between high school and collegiate football players. Three-hundred eighteen high school football players and 180 National Collegiate Athletic Association Division I collegiate football players volunteered to participate. Star Excursion Balance Test scores were obtained bilaterally for anterior (ANT), posterolateral (PL), and posteromedial (PM) directions, and for an overall composite (COMP) score. The mean of 3 trials from each leg was normalized to stance leg length and presented as a percentage score. Bilaterally averaged scores were compared between high school and collegiate football players using separate independent t-tests. A multiple linear backward regression determined the amount of variance in SEBT scores explained by age, mass, and height. Compared with collegiate athletes, high school athletes had lower PL (72.8 ± 11.4% vs. 77.1 ± 10.2%; p football players.
Alcohol use, sexual activity, and perceived risk in high school athletes and non-athletes.
Wetherill, Reagan R; Fromme, Kim
2007-09-01
The current study examined one's sense of personal invincibility as a contributing factor to high school athletes' more frequent behavioral risks compared to those of non-athletes. Perceived risk was assessed as a mediator of sports participation and alcohol use, and sports participation and sexual activity among high school athletes. Prior to leaving home, college-bound high school graduates (n = 2,247) completed web-based surveys assessing alcohol use, sexual activity, sports participation, and perceived risk. The mediational models were analyzed using generalized linear modeling and the procedures of Baron and Kenny (1986). Relative to non-athletes, athletes reported greater alcohol use, more sexual partners, and lower perceived risk. Perceived risk mediated the association between sports participation and alcohol use for both young men and women. Perceived risk also mediated the association between sports participation and number of sexual partners for women and partially mediated this association for men. Perceived risk partially mediated the association between sports participation and episodes of unsafe sexual activity in both men and women. These findings suggest a potential cognitive mechanism which may account for differences in alcohol use and sexual activity between athletes and non-athletes during late adolescence.
Adolescent Views of Time Management: Rethinking the School Day in Junior High School
Strom, Paris S.; Strom, Robert D.; Sindel-Arrington, Tricia
2016-01-01
Junior high school presents a significant increase in time demands both for study and for social relationships. The students (N = 240) in grades 7 and 8 at a junior high school anonymously completed online the Time Management Poll concerning their own use of time and the way their school managed time. The 20 items in the poll allowed them to…
Black, Jennifer L; Velazquez, Cayley E; Ahmadi, Naseam; Chapman, Gwen E; Carten, Sarah; Edward, Joshua; Shulhan, Stephanie; Stephens, Teya; Rojas, Alejandro
2015-09-01
To describe the development and application of the School Food Environment Assessment Tools and a novel scoring system to assess the integration of healthy and environmentally sustainable food initiatives in elementary and secondary schools. The cross-sectional study included direct observations of physical food environments and interviews with key school personnel regarding food-related programmes and policies. A five-point scoring system was then developed to assess actions across six domains: (i) food gardens; (ii) composting systems; (iii) food preparation activities; (iv) food-related teaching and learning activities; and availability of (v) healthy food; and (vi) environmentally sustainable food. Vancouver, Canada. A purposive sample of public schools (n 33) from all six sectors of the Vancouver Board of Education. Schools scored highest in the areas of food garden and compost system development and use. Regular integration of food-related teaching and learning activities and hands-on food preparation experiences were also commonly reported. Most schools demonstrated rudimentary efforts to make healthy and environmentally sustainable food choices available, but in general scored lowest on these two domains. Moreover, no schools reported widespread initiatives fully supporting availability or integration of healthy or environmentally sustainable foods across campus. More work is needed in all areas to fully integrate programmes and policies that support healthy, environmentally sustainable food systems in Vancouver schools. The assessment tools and proposed indicators offer a practical approach for researchers, policy makers and school stakeholders to assess school food system environments, identify priority areas for intervention and track relevant changes over time.
Jellins, Laura
2015-01-01
With recent developments in technology, online tests and digital tools offer school psychologists and school counsellors alternate modes of assessment. These new technologies have the potential to increase accessibility to tests (through greater portability), allow school psychologists and school counsellors to service more students (through…
High School Football and Late-Life Risk of Neurodegenerative Syndromes, 1956-1970.
Janssen, Pieter H H; Mandrekar, Jay; Mielke, Michelle M; Ahlskog, J Eric; Boeve, Bradley F; Josephs, Keith; Savica, Rodolfo
2017-01-01
To assess whether athletes who played American varsity high school football between 1956 and 1970 have an increased risk of neurodegenerative diseases later in life. We identified all male varsity football players between 1956 and 1970 in the public high schools of Rochester, Minnesota, and non-football-playing male varsity swimmers, wrestlers, and basketball players. Using the medical records linkage system of the Rochester Epidemiology Project, we ascertained the incidence of late-life neurodegenerative diseases: dementia, parkinsonism, and amyotrophic lateral sclerosis. We also recorded medical record-documented head trauma during high school years. We identified 296 varsity football players and 190 athletes engaging in other sports. Football players had an increased risk of medically documented head trauma, especially if they played football for more than 1 year. Compared with nonfootball athletes, football players did not have an increased risk of neurodegenerative disease overall or of the individual conditions of dementia, parkinsonism, and amyotrophic lateral sclerosis. In this community-based study, varsity high school football players from 1956 to 1970 did not have an increased risk of neurodegenerative diseases compared with athletes engaged in other varsity sports. This was from an era when there was a generally nihilistic view of concussion dangers, less protective equipment, and no prohibition of spearing (head-first tackling). However, the size and strength of players from previous eras may not be comparable with that of current high school athletes. Copyright © 2016 Mayo Foundation for Medical Education and Research. Published by Elsevier Inc. All rights reserved.
Solutions for Failing High Schools: Converging Visions and Promising Models.
Legters, Nettie; Balfanz, Robert; McPartland, James
Promising solutions to the failings of traditional comprehensive high schools were reviewed to identify basic principles and strategies for improving high schools nationwide. Selected research studies, policy documents, and promising high school programs were reviewed. The review revealed the following principles for helping high schools better…
Leaving School — learning at SEA: Regular high school education alongside polar research
Gatti, Susanne
2010-05-01
Against the background of unsatisfactory results from the international OECD study PISA (Program for International Student Assessment), Germany is facing a period of intense school reforms. Looking back at a tradition of school culture with too few changes during the last century, quick and radical renewal of the school system is rather unlikely. Furthermore students are increasingly turning away from natural sciences [1]. The AWI aims at providing impulses for major changes in the schooling system and is offering solid science education not only for university students but also for a larger audience. All efforts towards this goal are interconnected within the project SEA (Science & Education @ the AWI). With the school-term of 2002/03 the Alfred-Wegener-Institute for Polar and Marine Research started HIGHSEA (High school of SEA). The program is the most important component of SEA. Each year 22 high school students (grade 10 or 11) are admitted to HIGHSEA spending their last three years of school not at school but at the institute. Four subjects (biology as a major, chemistry, math and English as accessory subjects) are combined and taught fully integrated. Students leave their school for two days each week to study, work and explore all necessary topics at the AWI. All of the curricular necessities of the four subjects have been rearranged in their temporal sequencing thus enabling a conceptual formulation of four major questions to be dealt with in the course of the three-year program [2]. Students are taught by teachers of the cooperation schools as well as by scientists of the AWI. Close links and intense cooperation between both groups are the basis of fundamental changes in teaching and learning climate. We are organizing expeditions for every group of HIGHSEA-students (e. g. to the Arctic or to mid-Atlantic seamounts). For each student expedition we devise a "real" research question. Usually a single working group at the AWI has a special interest in the
ENTREPRENEURIAL INTENTION AMONG SENIOR HIGH SCHOOL STUDENTS IN THE SUNYANI MUNICIPALITY
Directory of Open Access Journals (Sweden)
George Lord Opoku-Antwi
2012-01-01
Full Text Available Most policymakers and academics agree that entrepreneurship is critical to the development and well-being of society. Entrepreneurs create jobs. They drive and shape innovation, speeding up structural changes in the economy. By introducing new competition, they contribute indirectly to productivity. Entrepreneurship is thus a catalyst for economic growth and national competitiveness. While there has been significant research on the causes of entrepreneurial propensity, only a limited number of studies have focused on the entrepreneurial intent among students (especially Senior High School students. Currently, in Ghana graduate unemployment has become an albatross around the necks of the average school leaver in particular and the society in general. Graduate unemployment has increased the already high dependency syndrome and many believe entrepreneurship is the number one medicine to this unfortunate situation. 42-item questions were used to assess the entrepreneurial intention. Two mixed and two single-sex institutions in the Sunyani municipality were studied. The sample size for the study was 499 for the four (4 institutions. Data was analyzed via SPSS-17.0. The study seeks: to identify the impact of family business on entrepreneurial intention; to assess the students’ perception on the impact of education on entrepreneurial intention; to identify the risk-taking propensity of senior high school (SHS students in the Sunyani Municipality; to compare males’ entrepreneurial intentions with females; to examine SHS students’ orientation towards entrepreneurship. It is believed that the ideal stage to acquire basic knowledge about entrepreneurship and to foster a positive attitude towards entrepreneurship is during childhood and adolescence years. Generally, entrepreneurial intention among SHS students in the Sunyani municipality is high according to this study.
Attitudes of Turkish High School Students toward Mathematics
Yenilmez, Kursat
2007-01-01
This study examines high school students' attitudes toward mathematics and analyzes whether there were differences in attitude and its source that could be attributed to gender, class level, type of school, mathematics success, whether the students received preschool education, families' income level, and high school student's place of living.…
Measuring the Influences That Affect Technological Literacy in Rhode Island High Schools
Walach, Michael
2015-01-01
This study sampled the current state of technological literacy in Rhode Island high schools using a new instrument, the Technological Literacy Assessment, which was developed for this study. Gender inequalities in technological literacy were discovered, and possible causes and solutions are presented. This study suggests possible next steps for…
Assessment Processes and the Management of the School's Curricula. Final Report.
Smith, Frank L.; And Others
This report contends that current university-based research and development activities investigating successful secondary schools provide an exceptional mechanism for coordinating all three aspects of assessing successful schools: legal compliance, student performance, and quality of school life. A typology of schools is proposed to account for…
Devine, Oliver Patrick; Harborne, Andrew Christopher; McManus, I C
2015-09-11
(mean = 1.28, SD = 0.30, LQ = 1.11, UQ = 1.37, range = 0.85-2.08). An exploratory analysis suggested a significant correlation of total assessment time with mean first-attempt score on both the knowledge and the clinical assessments of MRCGP and of MRCP(UK). There are substantial differences in the volume, format and intensity of undergraduate assessment between UK medical schools. These findings suggest a potential for differences in the reliability of detecting poorly performing students, or differences in identifying and stratifying academically equivalent students for ranking in the Foundation Programme Application System (FPAS). Furthermore, these differences appear to directly correlate with performance in postgraduate examinations. Taken together, our findings highlight highly variable local assessment procedures that warrant further investigation to establish their potential impact on students.
Filiz, Tuncay M; Cinar, Nursan; Topsever, Pinar; Ucar, Fatma
2006-04-01
The aim of this study was to assess, by means of an in-school questionnaire, the knowledge, attitudes, and behaviors of high-school students in Sakarya, Turkey concerning sun protection and skin cancer. The knowledge and behavior scores of girls were higher than those of boys, whereas boys had better attitude scores.
Problem solving, loneliness, depression levels and associated factors in high school adolescents.
Sahin, Ummugulsum; Adana, Filiz
2016-01-01
To determine problem solving, loneliness, depression levels and associated factors in high school adolescents. This cross-sectional study was conducted in a city west of Turkey (Bursa) in a public high school and the population was 774 and the sampling was 394 students. Students to be included in the study were selected using the multiple sampling method. A personal Information Form with 23 questions, Problem Solving Inventory (PSI), Loneliness Scale (UCLA), Beck Depression Inventory (BDI) were used as data collection tools in the study. Basic statistical analyses, t-test, Kruskall Wallis-H, One Way Anova and Pearson Correlation test were used to evaluate the data. Necessary permissions were obtained from the relevant institution, students, parents and the ethical committee. The study found significant differences between "problem solving level" and family type, health assessment, life quality and mothers', fathers' siblings' closeness level; between "loneliness level" and gender, family income, health assessment, life quality and mothers', fathers', siblings' closeness level; between "depression level" and life quality, family income, fathers' closeness level. Unfavorable socio-economic and cultural conditions can have an effect on the problem solving, loneliness and depression levels of adolescents. Providing structured education to adolescents at risk under school mental health nursing practices is recommended.
Especially for High School Teachers
Howell, J. Emory
1999-07-01
Secondary School Feature Articles * Super Science Connections, by Patricia B. McKean, p 916 * A pHorseshoe, by Roger Plumsky, p 935 National Conferences in Your Part of the Country For the past several months, considerable space in this column has been devoted to forthcoming national conferences and conventions and to highlights of conferences past. For some of us, location is fairly unimportant; but for most of us travel costs and time are both factors to consider when choosing a conference. The community of high school chemistry teachers is favored by the number of national conventions and conferences that are held each year in different locations. In 1999, for example, the spring National Meeting of the American Chemical Society was in Anaheim and the National Science Teachers Association National Convention was in Boston. This summer CHEMED '99 will be held in Fairfield, CT, August 1-5, and the fall National ACS Meeting will be in New Orleans. Teachers from the mid-South especially should consider attending the High School Program at New Orleans, described below by Lillie Tucker Akin, Chairperson of the Division's High School Program Committee. The event will be held on Sunday to minimize conflicts with the beginning of the school year. JCE at CHEMED '99 Stop by the JCE booth at CHEMED '99 in the exhibits area to learn more about the wide array of print and nonprint resources you can use in your classroom and laboratory. Members of the editorial staff will be on hand to talk with you. You are invited to participate in a workshop, "Promoting Active Learning through JCE Activity Sheets and Software", on Monday, August 1, 8:30-10:30. The free hands-on workshop is number WT11 and we encourage you to include it among your choices in the blanks provided on the third page of the registration form. We will also conduct an interactive session to listen to ideas for making the Journal more useful to you. Check the final program for location and time or inquire at the JCE
Online system for knowledge assessment enhances students' results on school knowledge test.
Kralj, Benjamin; Glazar, Sasa Aleksej
2013-01-01
Variety of online tools were built to help assessing students' performance in school. Many teachers changed their methods of assessment from paper-and-pencil (P&P) to online systems. In this study we analyse the influence that using an online system for knowledge assessment has on students' knowledge. Based on both a literature study and our own research we designed and built an online system for knowledge assessment. The system is evaluated using two groups of primary school teachers and students (N = 686) in Slovenia: an experimental and a control group. Students solved P&P exams on several occasions. The experimental group was allowed to access the system either at school or at home for a limited period during the presentation of a selected school topic. Students in the experimental group were able to solve tasks and compare their own achievements with those of their coevals. A comparison of the P&P school exams results achieved by both groups revealed a positive effect on subject topic comprehension for those with access to the online self-assessment system.
High School Teacher Perceptions of Empowerment
Jacobs, Tricia Susan
2014-01-01
As the responsibilities of principals become more complex and as accountability becomes more evident in K-12 cultures, it becomes increasingly important that high school principals be trained to empower teachers. This paper examined the research concerning the conditions of the empowerment of teachers. More specifically, it measured high school teachers' perspectives concerning their levels of empowerment by their principals based on the four domains of empowerment: meaning, competence, sel...
Predicting Success in College Mathematics from High School Mathematics Preparation
Shepley, Richard A.
1983-01-01
The purpose of this study was to develop a model to predict the college mathematics courses a freshman could expect to pass by considering their high school mathematics preparation. The high school information that was used consisted of the student's sex, the student's grade point average in mathematics, the highest level of high school mathematics courses taken, and the number of mathematics courses taken in high school. The high school sample was drawn from graduated Seniors in the State...
Buchanan, Carie M; McDougall, Patricia
2018-01-01
The aim of the present study was to compare recollections of sexual, physical, verbal, social, and cyber peer victimization experienced in high school in terms of depressed affect, self-esteem, and loneliness experienced in university. In all, 247 university students (70 males and 177 females; M = 20.62, SD = 2.54) completed online measures assessing retrospective accounts of their experiences of different forms of peer victimization during high school (i.e., sexual, physical, verbal, social, and cyber) and their current psychosocial adjustment (i.e., self-esteem, depressed affect, and loneliness). Three separate hierarchical multiple regressions were conducted to determine whether different indices of negative psychosocial adjustment are more strongly predicted by experiencing sexual or nonsexual forms of peer victimization. Although many university students recalled experiencing sexual peer victimization in high school at least once at an even higher percentage than verbal and social forms of peer victimization, the results of the present study suggest that social peer victimization in high school predicts higher levels of depressed affect and loneliness in university students than sexual peer victimization experienced in high school. Surprisingly, the young adults reporting higher levels of cyber peer victimization in high school were less lonely in university. Although the hypothesized relationships between each form of peer victimization and specific indices of psychosocial functioning were not consistently supported, these findings suggest that the form of peer victimization matters and may be differentially associated with well-being in emerging adulthood. It is important that future research explores how individual characteristics may further predict varied experiences of peer victimization and the long-term impact of those experiences.
Chaney, Maura Chase
2013-01-01
The purpose of this case study was to examine the transition from junior high school to a middle school as experienced in two middle schools from a mid-sized urban school district located in the Rocky Mountains. The overarching question that guided data collection for this study centered on the factors that influenced school culture before,…
Chen, Ji-Kang; Astor, Ron Avi
2012-01-01
Using a nationally representative sample of 3,058 junior high school students in Taiwan, this study examines a model of how personal traits, family factors, and school dynamics influence school violence committed by students against students and teachers. This model proposed that school violence is directly influenced by personal traits,…
Directory of Open Access Journals (Sweden)
Ali Mohammad Rezaee
2013-01-01
Full Text Available Aim: The study was aimed to determine the validity and reliability of opium attitudes questionnaire. Method: 6108 of guidance school (3th grades and high school students filled the opium attitude questionnaire in all of the country. The validity of questionnaire assessed by group discrimination and confirmatory factor analysis method. Results: the results of group discrimination showed that the questions can be discriminated of past and current opium addicts and normal groups. On the basis of factor analysis results 5 factors extracted. These factors with consideration of literature review and loaded items content named: interest to consume, attitude to dangers, attitude to physiological effects, attitude to psychic effects, attitude to social effects to opium. Reliability of subscales examined by Cronbakh’s alpha. The minimum measure of reliability was 0.77 and maximum was 0.86. Altogether, the validity and reliability of questionnaire were satisfied. Conclusion: On the basis of present research results, opium attitude questionnaire is appropriate for assessing of students’ attitude to opium among guidance and high school students.
Morgenthaler, Timothy I.; Hashmi, Sarah; Croft, Janet B.; Dort, Leslie; Heald, Jonathan L.; Mullington, Janet
2016-01-01
Study Objectives: Several organizations have provided recommendations to ensure high school starts no sooner than 08:30. However, although there are plausible biological reasons to support such recommendations, published recommendations have been based largely on expert opinion and a few observational studies. We sought to perform a critical review of published evidence regarding the effect of high school start times on sleep and other relevant outcomes. Methods: We performed a broad literature search to identify 287 candidate publications for inclusion in our review, which focused on studies offering direct comparison of sleep time, academic or physical performance, behavioral health measures, or motor vehicular accidents in high school students. Where possible, outcomes were combined for meta-analysis. Results: After application of study criteria, only 18 studies were suitable for review. Eight studies were amenable to meta-analysis for some outcomes. We found that later school start times, particularly when compared with start times more than 60 min earlier, are associated with longer weekday sleep durations, lower weekday-weekend sleep duration differences, reduced vehicular accident rates, and reduced subjective daytime sleepiness. Improvement in academic performance and behavioral issues is less established. Conclusions: The literature regarding effect of school start time delays on important aspects of high school life suggests some salutary effects, but often the evidence is indirect, imprecise, or derived from cohorts of convenience, making the overall quality of evidence weak or very weak. This review highlights a need for higher-quality data upon which to base important and complex public health decisions. Citation: Morgenthaler TI, Hashmi S, Croft JB, Dort L, Heald JL, Mullington J. High school start times and the impact on high school students: what we know, and what we hope to learn. J Clin Sleep Med 2016;12(12):1681–1689. PMID:27855730
School-Related Variables in the Dimensions of Anger in High School Students in Turkey
Siyez, Digdem M.
2018-01-01
The study aimed to examine the effects of perceived social support from teachers, expectation of academic achievement, school control, and gender on anger dimensions in high school students in Izmir, Turkey. In total, 446 high school students (234 girls, 212 boys) participated in the study. Pearson's correlation and multiple regression analyses…
Brown-Wright, Lynda; Tyler, Kenneth M.; Stevens-Watkins, Danelle; Thomas, Deneia; Mulder, Shambra; Hughes, Travonia; Stevens-Morgan, Ruby; Roan-Belle, Clarissa; Gadson, Nadia; Smith, La Toya
2013-01-01
The current study examined the association between home-school dissonance and academic cheating among 344 high school juniors and seniors at two urban high schools. Students completed two subscales of the Patterns of Adaptive Learning Scale (PALS) and one subscale of the Academic Motivation Scale (AMS). Analyses revealed that home-school…
The Relationships among the Fine Arts, School Culture, and High School Graduation Rates in Georgia
Lovett, Andrew, Jr.
2014-01-01
High school graduation is the single largest hurdle that students must achieve to prepare for college and career (National Governor's Association, 2011). Fleischman & Heppen (2009) agree that American high schools must address the problem of declining graduation rate. Approximately 1.28 million students drop out of high school annually (Amos,…
[Frequency of use of school cafeterias in middle and high schools in 3 French districts].
Michaud, C; Feur, E; Gerbouin-Rérolle, P; Leynaud-Rouaud, C; Chateil, S; Gourdon, M
2000-09-01
Reports from the French Ministry of Education warn of a decrease in the use of school food services, especially in sensitive urban areas. They also suggest that this decline has led to cases of malnutrition. This article describes the characteristics of the current supply of school meals and measures the evolution of demand observed between 1992 and 1996 in relation to the economic situation of students' families. The study was carried out in 3 departments in France: Doubs, Herault, and Val de Marne. The administrators of all public and private middle and high schools in the 3 departments received a questionnaire asking them to describe the services offered in their cafeterias and to provide the corresponding statistical and accounting data. External food services near the schools were also taken into account. Seventy-nine percent of schools responded to the survey. Concerning the services offered, 91% of schools have their own cafeterias, of which 81% are managed by the schools. Concerning the evolution of utilisation, a significant decrease in the number of meals served in seen in middle schools. On the other hand, high schools have observed stable utilisation. The positive changes in utilisation are linked, in middle schools, to characteristics of the schools' internal food services (self-service, choice of main courses, modulation of seats). In high schools, positive changes in the utilisation of school services are linked to the lack of external food services near the schools. As middle schools and high schools control the logistics and management of food services offered to students, they are potentially in a position to influence a policy on this issue. The evolution in utilisation is very different among departments and between middle and high schools. While economic precariousness has a negative structural effect on utilisation, it doesn't seem to be a major factor in the evolution of the decrease observed over the past few years.
Case Study: North Laurel High School, London, Kentucky.
Southern Regional Education Board, Atlanta, GA.
When North Laurel High School, London, Kentucky, opened in Fall 1992, students and teachers entered a new facility and a new era of commitment to excellence for all students. In Spring 1993, North Laurel joined the Southern Regional Education Board's High Schools That Work initiative. The new school replaced the general track and raised graduation…
Sexuality Education in Junior High Schools in Japan
Hashimoto, N.; Shinohara, H.; Tashiro, M.; Suzuki, S.; Hirose, H.; Ikeya, H.; Ushitora, K.; Komiya, A.; Watanabe, M.; Motegi, T.; Morioka, M.
2012-01-01
This paper aims to determine via responses to three questionnaire surveys how sexuality education programs are conducted at junior high schools in Japan. Study 1 examined the practice of sexuality education in schools, Study 2 investigated junior high school students' (age 12-13 and 14-15 years) knowledge of sexuality, and Study 3 examined…
Determining the Measurement Quality of a Montessori High School Teacher Evaluation Survey
Setari, Anthony Philip; Bradley, Kelly D.
2017-01-01
The purpose of this study was to conduct a psychometric validation of a course evaluation instrument, known as a student evaluation of teaching (SET), implemented in a Montessori high school. The authors demonstrate to the Montessori community how to rigorously examine the measurement and assessment quality of instruments used within Montessori…
Effects of an Alternative to Suspension Intervention in a Therapeutic High School
Hernandez-Melis, Claudia; Fenning, Pamela; Lawrence, Elizabeth
2016-01-01
The purpose of the current study was to assess the effects of an alternative to suspension intervention on students' subsequent major referrals. The intervention included activities designed to teach social coping strategies as well as mediation to resolve interpersonal conflicts. The intervention was implemented in a therapeutic high school, and…
Kroshus, Emily; Fischer, Anastasia N.; Nichols, Jeanne F.
2015-01-01
Female high school athletes are an at-risk population for the Female Athlete Triad--a syndrome including low energy availability (with or without disordered eating), menstrual dysfunction, and low bone mineral density. School nurses can play an important role in reducing the health burden of this syndrome, by educating coaches and athletes, and by…
Gafoor, Kunnathodi Abdul; Shilna, V.
2014-01-01
In view of the perceived difficulty of organic chemistry unit for high schools students, this study examined the usefulness of concept mapping as a testing device to assess students' difficulty in the select areas. Since many tests used for identifying students misconceptions and difficulties in school subjects are observed to favour one or the…
Model of affective assessment of primary school students
Directory of Open Access Journals (Sweden)
Amir Syamsudin
2016-06-01
Full Text Available This study aims to develop an instrument of affective assessment to measure the social competence of elementary school students in the learning process in schools. This study used the development model of Borg & Gall’s approach which was modified into five phases, including the need analyses, developing draft of the product conducted by experts, developing an affective assessment instrument, trying out the affective assessment instrument conducted by teachers of primary education in Yogyakarta, and the dissemination and implementation of the developed affective assessment instrument. The subjects were elementary school students whose school implemented Curriculum 2013 in the academic year of 2013/2014. The validity and reliability of each construct of the affective instrument were established using the PLS SEM Wrap PLS 3.0 analysis program. The study finds the following results. First, the construct of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in the limited, main, and extended testing has been supported by empirical data. Second, the validity of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in the limited, main, and extended testing meets the criteria above 0.70 for each indicator of the loading factor and the criteria below 0.50 for each indicator score of the cross-loading factor. Third, the reliability of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in limited, main, and extended testing meets the criteria above 0.70 for both composite reliability and Cronbach’s alpha scores. Fourth, the number of indicators at preresearch was 53, and 10 indicators were rejected in the limited testing, and four indicators were rejected in the main testing, and one indicator was rejected in the extended testing.
Spatial Thinking Ability Assessment in Rwandan Secondary Schools: Baseline Results
Tomaszewski, Brian; Vodacek, Anthony; Parody, Robert; Holt, Nicholas
2015-01-01
This article discusses use and modification of Lee and Bednarz's (2012) Spatial Thinking Ability Test (STAT) as a spatial thinking assessment device in Rwandan secondary schools. After piloting and modifying the STAT, 222 students total from our rural and urban test schools and one control school were tested. Statistical analysis revealed that…
Langevin, C; Carriere, C; Delmas, C; Péchaud, M; Barberger-Gateau, P; Maurice, S; Thibault, H
2013-02-01
The aim of this study was to assess the evolution of food supply (apart from school catering) between school years 2004/2005 and 2009/2010, in middle- and high-schools from the Aquitaine region (southwest France), in order to evaluate the impact of actions conducted within the framework and the program Nutrition, Prevention and Health of children and adolescents in Aquitaine (southwest France). Two surveys were carried out among all middle- and high-schools of the Aquitaine region in 2004/2005 (n=536) and 2009/2010 (n=539) within the framework of a regional multidisciplinary public health program "Nutrition, prevention and health of children and teenagers in Aquitaine". For both 2004/2005 and 2009/2010, data were collected using the same questionnaire and dealt with school characteristics and modalities of food supply (apart from school catering). Response rate was 84.1% in 2004/2005 and 79.6% in 2009/2010. The proportion of schools offering food to pupils (apart from school catering) significantly decreased in 5 years (from 80.1% to 50.1%, Pcatering) has also been improved: less sweet and fat food, more bread and fruits. This study shows an overall improvement of food supply apart from school catering (food sale, free food and vending machines) in middle- and high-schools from the Aquitaine region (southwest France) between 2004/2005 and 2009/2010. This improvement is related to the proportion of schools offering food (quantitative improvement), as well as to the composition of food supply (qualitative improvement). These results show an improvement of food supply (apart from school catering), suggesting that actions implemented in the framework of the program "Nutrition, prevention and health of children and adolescents in Aquitaine" may have led to these improvements. Copyright © 2012 Elsevier Masson SAS. All rights reserved.
Cha, Nam Hyun; Sok, Sohyune R
2016-09-01
To examine the effect of auricular acupressure therapy on primary dysmenorrhea among female high school students in South Korea. A randomized controlled trial was employed. The study sample consisted of 91 female high school students, with 45 participants in the experimental group and 46 in the control group in two regions of South Korea. The average age of the participants was 16.7 years, and the average age of menarche was 12.2 years. Auricular acupressure therapy including an auricular acupressure needle on skin paper tape was applied on an ear for 3 days during periods of extreme primary dysmenorrhea. The acupoint names were Jagung, Sinmun, Gyogam, and Naebunbi. For the placebo control group, only the skin paper tape without an auricular acupressure needle was applied on the same acupoints. Measures used were the Menstrual Distress Questionnaire to assess primary dysmenorrhea, and the visual analog scale to assess abdominal and back pain of participants. There were significant differences on abdominal pain (t = 24.594, p dysmenorrhea (t = 32.187, p dysmenorrhea of female high school students in South Korea. Auricular acupressure therapy was an effective intervention for alleviating abdominal pain, back pain, and primary dysmenorrhea of female high school students in South Korea. For feasibility of the auricular acupressure therapy in practice, it is needed to train and learn the exact positions of acupoints in ear. Health providers should consider providing auricular acupressure therapy as an alternative method for reducing abdominal and back pain, and primary dysmenorrhea in female high school students in South Korea. © 2016 Sigma Theta Tau International.
[The influencing factors on alienation in high school students].
Lee, Eun-Sook
2004-02-01
This study was performed to identify the influencing factors on alienation among high school students. Data was collected by questionnaires from 550 students of academic and vocational high schools in G city. The data was analyzed using descriptive statistics, pearson correlation coefficients, and stepwise multiple regression. The scores of alienation among students in financially lower middle class and lower class were higher than those of the upper middle class students, resulting in significant differences(F=6.87, p=.00). A sense of alienation showed a significantly negative correlation with the scores of responding parenting style(r=-.32), family cohesion(r=-.33), school attachment(r=-.51), academic performance(r=-.34), peer relationships(r=-.38), self-control (r=-.43), and social skills(r=-.33). The most powerful predictor of alienation among high school students was school attachment and the variance explained was 26%. A combination of school attachment, self control, peer relationships, family cohesion, demanding parenting style, and academic performance account for 40% of the variance in alienation among high school students. This study suggests that school attachment, self control, peer relationships, family cohesion, demanding parenting style, and academic performance are significant influencing factors on alienation in high school students. Therefore, nursing strategy is needed to manage these revealed factors.
Striving toward Equitable Biliteracy Assessments in Hegemonic School Contexts
Babino, Alexandra; González-Carriedo, Ricardo
2017-01-01
American schools today display unprecedented levels of diversity in regard to the linguistic, socioeconomic, and cultural backgrounds of their student population. Increasingly, more American students are also emergent bilingual learners. Despite this fact, most of the standardized assessments used by schools have been designed and normed for…
High myopia in Greater Beijing School Children in 2016.
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Yin Guo
Full Text Available To assess prevalence and associated factors of myopia and high myopia in schoolchildren in Greater Beijing.The school-based, cross-sectional Greater Beijing School Children Myopia study was carried out in the year 2016 in 54 schools randomly selected from 15 districts in Beijing. Non-cycloplegic auto-refractometry of the right eyes was performed.The study included 35,745 (99.4% out of 35,968 eligible pupils with a mean age of 12.6±3.4 years (range 6-18 years. Prevalence of myopia defined as myopic refractive error of ≥-0.50 diopters (D,≥-1D,≥-6D,≥-8D and ≥-10D was 70.9%(95% confidence intervals (CI:70.5,71.4, 60.9% (95%CI:60.4,61.4, 8.6%(95%CI:8.4,8.9, 2.2%(95%CI:2.0,2.4, and 0.3% (95%CI:0.3,0.4, respectively. The frequency of high myopia (≥-6D, ≥-8D, ≥-10D increased from 1.5% (95%CI:1.0,2.0, 0.4% (95%CI:0.1,0.6 and 0.1% (95%CI:0.00,0.02, respectively in 10-year-olds to 19.4% (95%CI:17.3,21.6, 5.2% (95%CI:4.0,6.4 and 0.9% (95%CI:0.4,1.5, respectively, in 18-year-olds. Mean refractive error in the 18-year-olds was -3.74±2.56D (median:-3.63D;range:-19.6D to + 6.25D. Higher prevalence of high myopia (≥-6D and ≥-8D was correlated (all P<0.001 with older age (OR:1.18, and 1.15, respectively, female gender (OR: 1.44 and 1.40, respectively, higher body mass index (OR: 1.02 and 1.03, respectively, taller body height (OR: 1.03 and 1.02, respectively, urban region of habitation (OR: 1.26 and 1.33, respectively and higher school type (OR:1.57 and 2.22, respectively. Prevalence of severe high myopia (≥-10D was associated only with older age (P<0.001; OR: 1.44; 95%CI: 1.31, 1.59 but not with any education-related parameter such as higher school type (P = 0.48, urban region of habitation (P = 0.07 or female gender (P = 0.37.In this most recent survey, prevalence of high myopia (≥-6D:19.4%;≥-8D:5.2%;≥-10D:0.9% in 18-year-old school children was higher than in previous surveys from mainland China. In contrast to minor high myopia
The Educational Benefits of Attending Higher Performing Schools: Evidence from Chicago High Schools
Allensworth, Elaine M.; Moore, Paul T.; Sartain, Lauren; de la Torre, Marisa
2017-01-01
Policymakers are implementing reforms with the assumption that students do better when attending high-achieving schools. In this article, we use longitudinal data from Chicago Public Schools to test that assumption. We find that the effects of attending a higher performing school depend on the school's performance level. At elite public schools…
Development of an Attitude Scale towards High School Physics Lessons
Yavas, Pervin Ünlü; Çagan, Sultan
2017-01-01
The aim of this study was to develop a Likert type attitude scale for high school students with regard to high school physics lessons. The research was carried out with high school students who were studying in Ankara. First, the opinions of 105 high school students about physics lessons were obtained and then 55 scale items were determined from…
Worthen, Meredith G F
2014-01-01
Although gay-straight alliances (GSAs) are becoming more popular in high schools across the U.S., empirical studies investigating GSAs and their impact are sparse. Utilizing a sample of college students drawn from a large Southern university (N = 805; 78% White; 61% female; average age 22), the current study investigates the ways that the presence of high school GSAs affect college student attitudes toward LGBT individuals and how these relationships may vary by high school GSA location (South vs. non-South), town type (rural/small town, suburban, large city), and high school student population size. Overall, results from the current study show that the presence of a GSA in high school is a robust positive predictor of supportive attitudes toward LGBT individuals, even when considering many control variables. Such results suggest that the presence of GSAs in high schools may have significant positive and potentially long-lasting effects on college students' attitudes toward LGBT individuals.
Conceptual problem solving in high school physics
Docktor, Jennifer L.; Strand, Natalie E.; Mestre, José P.; Ross, Brian H.
2015-12-01
Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an instructional approach called Conceptual Problem Solving (CPS) which guides students to identify principles, justify their use, and plan their solution in writing before solving a problem. The CPS approach was implemented by high school physics teachers at three schools for major theorems and conservation laws in mechanics and CPS-taught classes were compared to control classes taught using traditional problem solving methods. Information about the teachers' implementation of the approach was gathered from classroom observations and interviews, and the effectiveness of the approach was evaluated from a series of written assessments. Results indicated that teachers found CPS easy to integrate into their curricula, students engaged in classroom discussions and produced problem solutions of a higher quality than before, and students scored higher on conceptual and problem solving measures.
Conceptual problem solving in high school physics
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Jennifer L. Docktor
2015-09-01
Full Text Available Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an instructional approach called Conceptual Problem Solving (CPS which guides students to identify principles, justify their use, and plan their solution in writing before solving a problem. The CPS approach was implemented by high school physics teachers at three schools for major theorems and conservation laws in mechanics and CPS-taught classes were compared to control classes taught using traditional problem solving methods. Information about the teachers’ implementation of the approach was gathered from classroom observations and interviews, and the effectiveness of the approach was evaluated from a series of written assessments. Results indicated that teachers found CPS easy to integrate into their curricula, students engaged in classroom discussions and produced problem solutions of a higher quality than before, and students scored higher on conceptual and problem solving measures.
High school students' work engagement in practical teaching
Directory of Open Access Journals (Sweden)
Milanović-Dobrota Biljana Z.
2017-01-01
Full Text Available The current interest in introducing the dual education system into Serbian secondary education has drawn our attention to the question of students' self-perception in the process of practical teaching. The idea that underpins this paper is the supposition that students are affectively engaged with the work activities they perform. The Utrecht Work Engagement Scale (UWES (Schaufeli et al., 2002 has been used for assessing students' work engagement in practical teaching. A study was conducted to examine the differences between high school students with mild intellectual disabilities and those with typical development with regard to aspects of work engagement defined as Energy, Commitment and Absorption. The sample was comprised of 248 students of vocational high schools in Serbia of both genders, of whom 111 with intellectual disabilities and 137 with typical development. The findings indicate that students with mild intellectual disabilities tend to rate their engagement in practical teaching more positively (t=7,457; p=0,001 than students with typical development. The paper provides a detailed analysis of the pedagogical implications of these findings and also outlines the limitations of the study, thus pointing the way for future research on this or related issues.
Energy Technology Data Exchange (ETDEWEB)
Crumbly, I.J.; Hodges, J.
1994-09-01
During the 1993 school year, LLNL and the US Department of Energy`s San Francisco Field Office provided funds through grant {number_sign}DE-FG03-93SF20045/A000 to assist Cooperative Developmental Energy Program (CDEP) with its network coalition of high school counselors from 19 states and with its outreach and early intervention program in mathematics, science and engineering for minority junior high school students. The program for high school counselors is called the National Educators Orientation Program (NEOP) and the outreach program for minority junior high school students is called the Mathematics, Science and Engineering Academy (MSEA). A total of 35 minority and female rising eighth grade students participated in the Second Annual Mathematics, Science, and Engineering Academy sponsored by the Cooperative Developmental Energy Program of Fort Valley State College (FVSC). There were 24 students from the middle Georgia area, 4 students from Oakland, California, and 7 students from Portland, Oregon. Each student was selected by counselor in his or her respective school. The selection criteria were based on the students` academic performance in science and mathematics courses.
Reardon, Ryan Turner
2008-01-01
The purpose of this non-experimental correlational study was to determine the relationship between the type of attendance policies in the high schools of the 67 Florida school districts, the size of the school district (number of high school students), the socioeconomic status SES) of the school district, and the average daily attendance rate of…
2010-04-01
... 25 Indians 1 2010-04-01 2010-04-01 false Can a school receive both a small school adjustment and a small high school adjustment? 39.145 Section 39.145 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula Small School...
Adult Student Assessment in Second Chance Schools in Greece: Teachers' Views
Koutrouba, Konstantina; Vamvakari, Malvina; Margara, Theodora; Anagnou, Evaggelos
2011-01-01
The present study aims at presenting the views of second chance school (SCS) teachers, seconded from formal education schools. Firstly, on the positive outcomes resulting from project and portfolio assessment and student self evaluation in SCSs, secondly, the difficulties experienced during the assessment process and, thirdly, the combined use of…
Maloney, A.; Walsh, E.
2012-12-01
A solid understanding of timescales is crucial for any climate change discussion. This hands-on lab was designed as part of a dual-credit climate change course in which high school students can receive college credit. Using homemade ice cores, students have the opportunity to participate in scientific practices associated with collecting, processing, and interpreting temperature and CO2 data. Exploring millennial-scale cycles in ice core data and extending the CO2 record to the present allows students to discover timescales from an investigators perspective. The Ice Core Lab has been piloted in two high school classrooms and student engagement, and epistemological and conceptual understanding was evaluated using quantitative pre and post assessment surveys. The process of creating this lab involved a partnership between an education assessment professional, high school teachers, and University of Washington professors and graduate students in Oceanography, Earth and Space Sciences, Atmospheric Sciences and the Learning Sciences as part of the NASA Global Climate Change University of Washington in the High School program. This interdisciplinary collaboration led to the inception of the lab and was necessary to ensure that the lesson plan was pedagogically appropriate and scientifically accurate. The lab fits into a unit about natural variability and is paired with additional hands-on activities created by other graduate students that explore short-timescale temperature variations, Milankovitch cycles, isotopes, and other proxies. While the Ice Core Lab is intended to follow units that review the scientific process, global energy budget, and transport, it can be modified to fit any teaching platform.
Investigating Secondary School Students' Unmediated Peer Assessment Skills
Tsivitanidou, Olia E.; Zacharia, Zacharias C.; Hovardas, Tasos
2011-01-01
The purpose of this study was to investigate secondary school students' unmediated peer assessment skills. Specifically, 36 seventh graders, without receiving any kind of support, were anonymously assigned to reciprocally assess their peers' science web-portfolios. Additionally, students' attitudes towards and intentions about the use of…
Classroom assessment in Chinese primary school mathematics education
Zhao, X.
2018-01-01
In mainland China, where there exists a deeply-rooted examination culture, an assessment reform promoting the use of assessment to support teaching and learning has been carried out since 2001. After a decade, however, only a few studies have been done that focus on primary school mathematics
Academic achievement of junior high school students with sleep disorders
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Fijri Auliyanti
2015-03-01
Full Text Available Background Sleep disorders are prevalent in adolescents and may influence their academic achievement. To date, no study has been done in Indonesia on academic achievement in students with sleep disorders and its related factors. Objective To assess for relationships between academic achievement and related factors, including gender, motivation and learning strategies, IQ level, maternal educational level, socioeconomic status, family structure, after-hours education program, presence of TV/computer in the bedroom, sleep duration during school days, as well as bedtime and wakeup time difference in junior high school students with sleep disorders. Methods This cross-sectional study was performed from January to March 2013. Subjects were students from five junior high schools in Jakarta who fulfilled the criteria for sleep disorders based on the Sleep Disturbance Scale for Children questionnaire. Results There were 111 study subjects. The prevalence of sleep disorders was 39.7%, mostly in difficulties initiating and maintaining sleep (70.2%. Below-average academic achievement was seen in 47.6% of subjects. Factors significantly related to below-average academic achievement were after-hours education program (prevalence ratio 5.6; 95%CI 1.36 to 23.18; P = 0.017, average IQ level (prevalence ratio 3.26; 95%CI 1.38 to 7.71; P = 0.007, and male gender (prevalence ratio 2.68; 95%CI 1.06 to 6.78; P = 0.037. Conclusion Among junior high school students with sleep disorders, factors related to below-average academic achievement are afterhours education program (more than 2 types, the average IQ level, and male gender.
Winter, Rachel I; Patel, Rakesh; Norman, Robert I
2017-08-01
Medical students are at high risk of experiencing psychological distress at medical school and developing mental ill-health during professional practice. Despite efforts by faculty to raise awareness about this risk, many students choose to suffer in silence in the face of psychological distress. The aim of this study was to explore drivers that prompted help-seeking behavior and barriers that prevented individuals prioritizing their well-being around the time of high-stakes assessment at medical school. Semi-structured interviews were conducted with fifty-seven students who failed high-stakes assessment at two UK medical schools, exploring their experience of academic difficulty and perceptions about causes. A thematic analysis of twenty transcripts that met inclusion criteria was completed to identify key factors that influenced participants' decisions around seeking help for their psychological distress, and in some cases, mental health problems. Twenty participants who specifically described a deterioration in their mental health around the time of assessment were included in this study. Barriers to seeking help in these instances included: normalization of symptoms or situation; failure to recognize a problem existed; fear of stigmatisation; overt symptoms of mental distress; and misconceptions about the true nature of the medical school, for example beliefs about a punitive response from the school if they failed. Drivers for seeking help appropriately included: building trust with someone in order to confide in them later on, and self-awareness about the need to maintain good mental health. There are various drivers and barriers for students' help seeking behaviors when experiencing psychological distress around the time of assessment, particularly self-awareness about the problem and prioritisation of well-being. Students who fail to recognize their own deteriorating mental health are at risk of academic failure and medical schools need to develop
BARKER, ROGER G.; AND OTHERS
STUDIES WERE MADE IN KANSAS HIGH SCHOOLS TO DETERMINE THE EFFECT OF SCHOOL SIZE UPON THE BEHAVIOR AND EXPERIENCES OF STUDENTS. THE FOLLOWING AREAS WERE CONSIDERED-- THE SCHOOL INVOLVED IN THE STUDY, THE DATA GATHERED FROM RECORDS AND RESEARCH, OUT-OF-SCHOOL ACTIVITIES, AND THE PLACE OF HIGH SCHOOL STUDENTS IN THE TOTAL LIFE OF FOUR SMALL TOWNS.…
Do High School Students in India Gamble? A Study of Problem Gambling and Its Correlates.
Jaisoorya, T S; Beena, K V; Beena, M; Ellangovan, K; Thennarassu, K; Bowden-Jones, Henrietta; Benegal, Vivek; George, Sanju
2017-06-01
Studies from the West suggest that significant numbers of high school students gamble, despite it being illegal in this age group. To date, there have been no studies on the prevalence of gambling among senior high school and higher secondary school students in India. This study reports point prevalence of gambling and its psychosocial correlates among high school students in the State of Kerala, India. 5043 high school students in the age group 15-19 years, from 73 schools, were selected by cluster random sampling from the district of Ernakulam, Kerala, South India. They completed questionnaires that assessed gambling, substance use, psychological distress, suicidality, and symptoms of Attention Deficit Hyperactivity Disorder (ADHD). Of a total of 4989 completed questionnaires, 1400 (27.9 %) high school students reported to have ever gambled and 353 (7.1 %) were problem gamblers. Of those who had ever gambled, 25.2 % were problem gamblers. Sports betting (betting on cricket and football) was the most popular form of gambling followed by the lottery. Problem gamblers when compared with non-problem gamblers and non-gamblers were significantly more likely to be male, have academic failures, have higher rates of lifetime alcohol and tobacco use, psychological distress, suicidality, history of sexual abuse and higher ADHD symptom scores. Gambling among adolescents in India deserves greater attention, as one in four students who ever gambled was a problem gambler and because of its association with a range of psychosocial variables.
Multiple Past Concussions in High School Football Players
Brooks, Brian L.; Mannix, Rebekah; Maxwell, Bruce; Zafonte, Ross; Berkner, Paul D.; Iverson, Grant L.
2017-01-01
Background There is increasing concern about the possible long-term effects of multiple concussions, particularly on the developing adolescent brain. Whether the effect of multiple concussions is detectable in high school football players has not been well studied, although the public health implications are great in this population. Purpose To determine if there are measureable differences in cognitive functioning or symptom reporting in high school football players with a history of multiple concussions. Study Design Cross-sectional study; Level of evidence, 3. Methods Participants included 5232 male adolescent football players (mean [±SD] age, 15.5 ± 1.2 years) who completed baseline testing between 2009 and 2014. On the basis of injury history, athletes were grouped into 0 (n = 4183), 1 (n = 733), 2 (n = 216), 3 (n = 67), or ≥4 (n = 33) prior concussions. Cognitive functioning was measured by the Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) battery, and symptom ratings were obtained from the Post-Concussion Symptom Scale. Results There were no statistically significant differences between groups (based on the number of reported concussions) regarding cognitive functioning. Athletes with ≥3 prior concussions reported more symptoms than did athletes with 0 or 1 prior injury. In multivariate analyses, concussion history was independently related to symptom reporting but less so than developmental problems (eg, attention or learning problems) or other health problems (eg, past treatment for psychiatric problems, headaches, or migraines). Conclusion In the largest study to date, high school football players with multiple past concussions performed the same on cognitive testing as those with no prior concussions. Concussion history was one of several factors that were independently related to symptom reporting. PMID:27474382
An Examination of the Job Training and Job Experiences of High School Students as They Exit School
Andrews, Wilbur Drew
2010-01-01
The purpose of this investigation was (a) to determine the level of satisfaction that exiting high school students felt regarding the job preparation and training they received in high school, (b) gather data on work experiences during high school, (c) gather data on job training experiences during high school, and (d) gather data on students…
Evaluation and assessment of social accountability in medical schools.
Leinster, Sam
2011-01-01
Social accountability as an outcome must be measured at institutional (evaluation) and individual (assessment) level. The definitions used in the measurement will be dependent on the social setting of the medical school being scrutinised. A formal framework is needed so that comparisons can be made and progress measured. The World Health Organisation suggests that there are four principles that delineate social accountability--relevance, quality, cost-effectiveness and equity. Medical schools are evaluated according to their planning, doing and impact in relation to these principles. Boelen and Woollard have clarified the ideas of planning, doing and impact into Conceptualisation, Production and Usability. THEnet group of medical schools use a shortened version of Boelen and Woollard's framework with 20 criteria to evaluate their programmes. At the individual level, there is considerable overlap between the concepts of 'social accountability' and 'professionalism'. Attempts are being made to define and measure professionalism, however, if the behaviour and attitudes of individual graduates is a significant component in defining social responsibility new methods of assessment need to be developed. Factors such as the available resources and the structure of the health services have a very large effect on doctors' attitudes and behaviour. As a result, the task of evaluating and assessing the extent to which medical schools are socially accountable is complex. Judgments on how well a school is meeting the standards will have to make allowance for the local political and economic environment.
High School Graduation Rates:Alternative Methods and Implications
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Jing Miao
2004-10-01
Full Text Available The No Child Left Behind Act has brought great attention to the high school graduation rate as one of the mandatory accountability measures for public school systems. However, there is no consensus on how to calculate the high school graduation rate given the lack of longitudinal databases that track individual students. This study reviews literature on and practices in reporting high school graduation rates, compares graduation rate estimates yielded from alternative methods, and estimates discrepancies between alternative results at national, state, and state ethnic group levels. Despite the graduation rate method used, results indicate that high school graduation rates in the U.S. have been declining in recent years and that graduation rates for black and Hispanic students lag substantially behind those of white students. As to graduation rate method preferred, this study found no evidence that the conceptually more complex methods yield more accurate or valid graduation rate estimates than the simpler methods.
National Standards for High School Psychology Curricula
American Psychologist, 2013
2013-01-01
The "National Standards for High School Psychology Curricula" attempts to represent current knowledge in the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, one that can introduce students to scientific ideas and engage students in the learning process. However, it is difficult for even the best…
Scogin, Stephen C.; Cavlazoglu, Baki; LeBlanc, Jennifer; Stuessy, Carol L.
2017-08-01
While the achievement gap in science exists in the US, research associated with our investigation reveals some high school science programs serving diverse student bodies are successfully closing the gap. Using a mixed methods approach, we identified and investigated ten high schools in a large Southwestern state that fit the definition of "highly successful, highly diverse". By conducting interviews with science liaisons associated with each school and reviewing the literature, we developed a rubric identifying specific characteristics associated with successful science programs. These characteristics and practices included setting high expectations for students, providing extensive teacher support for student learning, and utilizing student-centered pedagogy. We used the rubric to assess the successful high school science programs and compare them to other high school science programs in the state (i.e., less successful and less diverse high school science programs). Highly successful, highly diverse schools were very different in their approach to science education when compared to the other programs. The findings from this study will help schools with diverse students to strengthen hiring practices, enhance teacher support mechanisms, and develop student-focused strategies in the classroom that increase science achievement.
Lin, Tzung-Jin; Deng, Feng; Chai, Ching Sing; Tsai, Chin-Chung
2013-01-01
This study explored the differences in high school students' scientific epistemological beliefs (SEBs), motivation in learning science (MLS), and the different relationships between them in Taiwan and China. 310 Taiwanese and 302 Chinese high school students' SEBs and MLS were assessed quantitatively. Taiwanese students generally were more prone…
A Review of (Elementary) School Self-Assessment Processes: Ontario and Beyond
Ryan, Thomas G.; Telfer, Leslie
2011-01-01
This review draws attention to issues related to school self-assessment. This process has been similarly implemented in a variety of jurisdictions globally in the past decade hence their inclusion herein as an attempt to understand the school self-assessment process which has also been developed for use in local Ontario (Canadian) elementary…
Owate, C. N.; Iroha, Okpa
2013-01-01
This study investigates the availability and utilization of school library resources by Secondary School (High School) Students. Eight Selected Secondary Schools in Rivers State, Nigeria were chosen based on their performance in external examinations and geographic locations. In carrying out the research, questionnaires were administered to both…
Asada, Yuka; Hughes, Alejandro G; Read, Margaret; Schwartz, Marlene B; Chriqui, Jamie F
2017-11-01
The Healthy, Hunger-Free Kids Act of 2010 (HHFKA) directed the US Department of Agriculture (USDA) to revise school meal standards. Students are most affected by efforts to improve the school food environment; yet, few studies directly include students. This study examined high school students' experiences of school meal reform to gain insight into implementation recommendations. We conducted 5 focus groups with high school students (N = 15) from high schools across 9 states. We also conducted follow-up interviews to further explore personal experiences. Focus groups and interview transcripts were coded and organized in Atlas.ti v7 by analysts, following principles of constant comparative analysis. Students reported overall positive perceptions of the revised school meal standards and supported continued efforts to improve the food environment. Recommendations to improve the food environment included engaging students, focusing on the quality and palatability of meal items, moving toward scratch-cooking, and addressing cafeteria infrastructure. Students' recommendations point to opportunities where school districts, as well as local, state, and federal organizations can work to improve the school food environment. Their insights are directly relevant to USDA's recently released Local School Wellness Policy final rule, of which school meal standards are one provision. © 2017, American School Health Association.
Gay Youth in American Public High Schools: Invisible Diversity.
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…
Cardiopulmonary resuscitation training in Washington state public high schools.
Reder, Sheri; Quan, Linda
2003-03-01
To determine the best approaches for increasing cardiopulmonary resuscitation (CPR) training opportunities for public high school students, we conducted a statewide survey of all 310 public high schools in Washington State. The findings describe CPR student training currently provided by high schools, barriers to providing, and strategies to increase CPR training of high school students. The response rate was 89% (276 schools) from a combination of mail and telephone surveys; 35% (n=97) reported that they did not provide any CPR student training. Of the 132 schools that provided CPR student training, 23% trained less than 10% of their students, and 39% trained more than 90% of their students. The majority of public high schools, 70%, did not have any teacher trained to teach CPR or had only one teacher with such training. Yet 80% of schools felt that CPR training is best provided in school settings. Schools perceived the greatest benefit of CPR training as providing students with the skill to save a life (43%). The most frequently identified barriers were logistical: limited time to teach the curriculum (24%), lack of funds (16%), and instructor scheduling difficulties (17%). Less than 5% of respondents voiced any opposition to CPR training, and that opposition was for logistical reasons. To increase CPR training, the single best strategies suggested were: increase funding, provide time in the curriculum, have more certified instructors, and make CPR student training a requirement.
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Daniel Koretz
2016-09-01
Full Text Available The current focus on assessing “college and career readiness” raises an empirical question: How do high school tests compare with college admissions tests in predicting performance in college? We explored this using data from the City University of New York and public colleges in Kentucky. These two systems differ in the choice of college admissions test, the stakes for students on the high school test, and demographics. We predicted freshman grade point average (FGPA from high school GPA and both college admissions and high school tests in mathematics and English. In both systems, the choice of tests had only trivial effects on the aggregate prediction of FGPA. Adding either test to an equation that included the other had only trivial effects on prediction. Although the findings suggest that the choice of test might advantage or disadvantage different students, it had no substantial effect on the over- and underprediction of FGPA for students classified by race-ethnicity or poverty.
Midcentury Modern High Schools: Rebooting the Architecture
Havens, Kevin
2010-01-01
A high school is more than a building; it's a repository of memories for many community members. High schools built at the turn of the century are not only cultural and civic landmarks, they are also often architectural treasures. When these facilities become outdated, a renovation that preserves the building's aesthetics and character is usually…
Directory of Open Access Journals (Sweden)
Richard M. Bañez
2016-11-01
Full Text Available Pedagogical questions on whether recency or relevance of literary texts, and the importance of generic academic over discipline-based learning objectives as the core of literature instruction are increasingly becoming the interest of debates in senior high school education. Hence, this study determined the degree of importance of literary instruction in preparation for college education and workplace challenges as assessed by 38 Grade 11 students at Malvar Senior High School, Philippines during the school year 2016-2017. By employing the survey type of descriptive research with a self-made questionnaire, it was found out that the respondents assessed both recency and relevance as important consideration in selecting literary texts. They also perceived that discipline-based/work-oriented learning objectives, especially those that focus on honing their human relation skills, were relevant in preparing themselves for college education and workplace responsibilities. Moreover, the respondents preferred language-based activities that tend to provide the former opportunities and develop other complex skills which are important in tertiary education and workplace challenges. With these, revitalizing the literature instruction in the senior high school is highly recommended in this study.
Computer-Based Assessment of School Readiness and Early Reasoning
Csapó, Beno; Molnár, Gyöngyvér; Nagy, József
2014-01-01
This study explores the potential of using online tests for the assessment of school readiness and for monitoring early reasoning. Four tests of a face-to-face-administered school readiness test battery (speech sound discrimination, relational reasoning, counting and basic numeracy, and deductive reasoning) and a paper-and-pencil inductive…
When and Why Dropouts Leave High School
Stearns, Elizabeth; Glennie, Elizabeth J.
2006-01-01
Teens may leave school because of academic failure, disciplinary problems, or employment opportunities. In this article, the authors test whether the reasons dropouts leave school differ by grade level and age. We compare dropout rates and reasons across grade levels and ages for all high school students, ethnic groups, and gender groups. Across…
Highlighting High Performance: Clearview Elementary School, Hanover, Pennsylvania
Energy Technology Data Exchange (ETDEWEB)
2002-08-01
Case study on high performance building features of Clearview Elementary School in Hanover, Pennsylvania. Clearview Elementary School in Hanover, Pennsylvania, is filled with natural light, not only in classrooms but also in unexpected, and traditionally dark, places like stairwells and hallways. The result is enhanced learning. Recent scientific studies conducted by the California Board for Energy Efficiency, involving 21,000 students, show test scores were 15% to 26% higher in classrooms with daylighting. Clearview's ventilation system also helps students and teachers stay healthy, alert, and focused on learning. The school's superior learning environment comes with annual average energy savings of about 40% over a conventional school. For example, with so much daylight, the school requires about a third less energy for electric lighting than a typical school. The school's innovative geothermal heating and cooling system uses the constant temperature of the Earth to cool and heat the building. The building and landscape designs work together to enhance solar heating in the winter, summer cooling, and daylighting all year long. Students and teachers have the opportunity to learn about high-performance design by studying their own school. At Clearview, the Hanover Public School District has shown that designing a school to save energy is affordable. Even with its many innovative features, the school's $6.35 million price tag is just $150,000 higher than average for elementary schools in Pennsylvania. Projected annual energy cost savings of approximately $18,000 mean a payback in 9 years. Reasonable construction costs demonstrate that other school districts can build schools that conserve energy, protect natural resources, and provide the educational and health benefits that come with high-performance buildings.
Scientific Literacy of High School Students.
Lucas, Keith B.; Tulip, David F.
This investigation was undertaken in order to establish the status of scientific literacy among three groups of secondary school students in four Brisbane, Australia high schools, and to reduce the apparent reticence of science teachers to evaluate students' achievement in the various dimensions of scientific literacy by demonstrating appropriate…
The Effects of Home-School Dissonance on African American Male High School Students
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,…
Directory of Open Access Journals (Sweden)
Kai-Yang Lo
2017-01-01
Full Text Available The relationship between students’ school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total in grades seven to nine.School environment (level of urbanization, school size, presence of sports field or gymnasium and after-school physical activity were assessed for their association with adolescents’ physical fitness measurements (body mass index (BMI, bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump. Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed
Lo, Kai-Yang; Wu, Min-Chen; Tung, Shu-Chin; Hsieh, City C.; Yao, Hsueh-Hua; Ho, Chien-Chang
2017-01-01
The relationship between students’ school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total) in grades seven to nine. School environment (level of urbanization, school size, presence of sports field or gymnasium) and after-school physical activity were assessed for their association with adolescents’ physical fitness measurements (body mass index (BMI), bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump). Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed significantly in
High school students as science researchers: Opportunities and challenges
Smith, W. R.; Grannas, A. M.
2007-12-01
Today's K-12 students will be the scientists and engineers who bring currently emerging technologies to fruition. Existing research endeavors will be continued and expanded upon in the future only if these students are adequately prepared. High school-university collaborations provide an effective means of recruiting and training the next generation of scientists and engineers. Here, we describe our successful high school-university collaboration in the context of other models. We have developed an authentic inquiry-oriented environmental chemistry research program involving high school students as researchers. The impetus behind the development of this project was twofold. First, participation in authentic research may give some of our students the experience and drive to enter technical studies after high school. One specific goal was to develop a program to recruit underrepresented minorities into university STEM (science, technology, engineering, and mathematics) programs. Second, inquiry-oriented lessons have been shown to be highly effective in developing scientific literacy among the general population of students. This collaboration involves the use of local resources and equipment available to most high schools and could serve as a model for developing high school- university partnerships.
IMPACT OF SCHOOL TUTORING IN THE PROJECTION OF HIGH SCHOOL ADULT STUDENTS, SEMIPRESENTIAL MODALITY
Directory of Open Access Journals (Sweden)
Héctor José Peinado-Guevara
2011-01-01
Full Text Available The semipresential modality at high school level for adults, as the offered in the nightlife high school of the Universidad Autonoma de Sinaloa, that creates high expectations for Sinaloa´s society, to give the student an opportunity to continue its educational development in high school level and, lead him to continue with their vocational training. With this investigation, and given to their conditions, the objective it´s to know the competitive level at the beginning and during the development in the institution, also to identify the influence of the school tutoring in the development of adult students in high school. It was identified the income profile of students to the institution; was necessary to rescue the results of CENEVAL and EDAOM tests, practiced at the entry of students to the institution. Together this tools, was necessary to practice two questionnaires to evaluate the students perception about their teachers; and another one to identify the main problems they faced and the function of their school tutor in the institution. With the data obtained, were identified some deficiencies of semipresential system, especially in educational planning. Even though the students recognizes that the tutoring its fundamental to the incorporation of students to academic activities and that exists a high level of acceptance to the programs set by the institution.
Critical thinking skills profile of high school students in learning chemistry
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Budi Utami
2017-08-01
Full Text Available Critical thinking skill is the priority in the goals of education. In this case, the critical thinking has the higher process, such as analyzing, synthesizing, evaluating, drawing conclusion and reflecting which enables the individual to make the reasonable assessment both in the classroom and in the daily life. This research is aimed to determine the students’ critical thinking skill in learning Chemistry at senior high school. This research used descriptive method in which the instruments were developed based on the indicators of critical thinking skill. The population of this research was 100 students of tenth, eleventh and twelfth grade from senior high schools in Surakarta which was chosen using cluster random sampling technique. The result of the research shows that the students of tenth, eleventh and twelfth grade have adequate critical thinking skills.
A Renewed Focus on Strengths-Based Assessment in Schools
Climie, Emma; Henley, Laura
2016-01-01
School-based practitioners are often called upon to provide assessment and recommendations for struggling students. These assessments often open doors to specialised services or interventions and provide opportunities for students to build competencies in areas of need. However, these assessments often fail to highlight the abilities of these…
High School Students' Views on Blended Learning
Yapici, Ibrahim Umit; Akbayin, Hasan
2012-01-01
In this study, it is aimed to determine the high school students' views on blended learning. The study was carried out in biology course for the lesson unit of "Classification of Living Things and Biodiversity" with 47 9[superscript th] grade students attending Nevzat Ayaz Anatolian High School in the second term of the academic year of…
Assessment of exposure to traffic related air pollution of children attending schools near motorways
International Nuclear Information System (INIS)
Janssen, Nicole A.H.; Vliet, Patricia H.N. van; Aarts, Francee; Harssema, Hendrik; Brunekreef, Bert
2001-01-01
To assess exposure to air pollution from traffic of children attending schools near motorways, traffic related air pollution (PM 2.5 , NO 2 and benzene) was measured in and outside 24 schools located within 400m of motorways in the Netherlands. Reflectance of PM 2.5 filters was measured as a proxy for elemental carbon (EC). The relationship between this proxy and measurements of EC was studied in a sub-sample and a high correlation was established. In both indoor and outdoor air, concentrations of PM 2.5 and 'soot' significantly increased with increasing truck traffic density and significantly decreased with increasing distance. Indoor NO 2 concentrations significantly increased with increasing car traffic. The percentage of time that the school was downwind of the motorway during the measurements was significantly associated with 'soot' and NO 2 , but no with PM 2.5 and benzene. Estimated yearly averaged concentrations, calculated after standardising for differences in the background concentrations during the measurements, showed an about 2.5 fold range in 'soot', benzene (indoors and outdoors) and NO 2 (indoors) concentrations. For PM 2.5 (indoors and outdoors) and NO 2 outdoors the range was smaller (1.4-1.7). Standardised concentrations were highly correlated with the results of two other approaches that were used to order the exposures at the schools. This study has shown that concentrations of air pollutants in and outside schools near motorways are significantly associated with distance, traffic density and composition, and percentage of time downwind. These variables can therefore be used to assess exposure to traffic related air pollution of subjects living near motorways. Furthermore, the yearly averaged concentrations of PM 2.5 , soot, NO 2 and benzene can be used as a more direct measure of long-term exposure in epidemiological studies of the children attending the 24 schools. (Author)
Assessment in Nigerian schools: a counsellor's viewpoint | Idowu ...
African Journals Online (AJOL)
Assessment is aimed at finding out how much a child has acquired in terms of learning skills but also takes into consideration the personal-social development of the child. In Nigerian schools, assessment, most often than not is concentrated on cognitive achievement to the detriment of affective and psychomotor ...
Ng, Larson S. W. M.
2011-01-01
The following study attempted to ascertain the instructional cost-effectiveness of public high school teachers towards high school completion through a financially based econometric analysis. Essentially, public high school instruction expenditures and completer data were collected from 2000 to 2007 and bivariate interaction analyzed through a…
Directory of Open Access Journals (Sweden)
Chi-Cheng Chang
2014-04-01
Full Text Available The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment. Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33 which studied through blended e-learning or the control group (n = 32 which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.
Humanizing the High School: The Power of Peers.
Stader, David L.; Gagnepain, F. J.
2000-01-01
Discusses what high schools can do to improve student relationships, highlighting a St. Louis area school's efforts to develop peer-mentoring and peer-mediation programs. Offers guidelines to help other schools develop a school culture that promotes caring, teaches constructive conflict resolution, and reduces potential for violence. (MLH)
Cutumisu, Nicoleta; Traoré, Issouf; Paquette, Marie-Claude; Cazale, Linda; Camirand, Hélène; Lalonde, Benoit; Robitaille, Eric
2017-04-01
We investigated the association between junk food consumption at lunchtime (JCL) and fast-food outlet access near school among secondary-school children in Quebec. A geographic information system database was used to characterize the food environment around a sub-sample of 374 public schools in which 26 655 students were enrolled. The outcome variable was JCL during the previous week, dichotomized into low JCL (none or once) v. high JCL (twice or more). Access to fast-food outlets near school was assessed using an existing database of fast-food outlets in Quebec. Covariates included student (age, sex and self-rated perceived health), family (familial status and parental education) and school (urban/rural status and deprivation) variables. Hierarchical logistic regression models were employed for analyses using PROC GLIMMIX of SAS version 9.3. Province of Quebec, Canada. We used data from the Quebec Health Survey of High School Students (QHSHSS) 2010-11, a survey of secondary-school Quebec students. Exposure to two or more fast-food outlets within a radius of 750 m around schools was associated with a higher likelihood of excess JCL (OR=1·50; 95 % CI 1·28, 1·75), controlling for the characteristics of the students, their families and their schools. The food environment surrounding schools can constitute a target for interventions to improve food choices among secondary-school children living in the province of Quebec. Transforming environments around schools to promote healthy eating includes modifying zoning regulations that restrict access to fast-food outlets around schools.
Approaches to School Leadership in Inclusive STEM High Schools: A Cross-Case Analysis
Ford, Michael Robert
Inclusive STEM-focused high schools (ISHSs) are a relatively new phenomenon in the landscape of public education. This study of four exemplar ISHSs (identified by experts in STEM education as highly successfully in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the approach to ISHS school leadership by identifying various internal and external leadership factors influencing school leadership. This study examined an existing data set that included site visits to four ISHSs along with pre- and post-visit data, and a cross-case analysis focused on the leadership contributions of ISHS leaders and their larger community. This study found that the ISHSs expanded the concept of school leadership to include leadership both within and outside the school. In addition, school leaders needed autonomy to innovate and respond to their schools' needs. This included autonomy in hiring new teachers, autonomy from school district influence, and autonomy from restrictive teachers' union regulation and policies. Finally, ISHSs needed to continually invest in increasing their schools' capacities. This included investing in teacher professionalization, providing pathways for school leadership, collaborating with business and industry, and identifying the best student supports. A product of this study was a proposition for characterizing school leadership in an ISHS. This proposition may offer valuable insight, implications, and information for states and schools districts that may be planning or improving STEM education programs.
Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley
2008-01-01
This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…
The 1996 High Schools That Work Assessment: Good News, Bad News and Hope. Research Brief.
Bottoms, Gene
Implementation of the High Schools That Work (HSTW) key practices improved achievement for career-bound students in these four ways: (1) HSTW sites showed significant improvement in average reading and math scores; (2) the percentage of career- bound students meeting HSTW performance goals in 1994 and 1996 increased from 33% to 43% in reading and…
Goelzer, J.; Varner, R. K.; Levergood, R.; Sullivan, F.; Palace, M. W.; Haney, J. F.; Rock, B. N.; Smith, C. W.
2017-12-01
The month long residential Marine and Environmental Science research program for high school students at the University of New Hampshire connects students with university researchers. This educational program provides upper level high school students who are considering majors in the earth and environmental sciences with the opportunity to perform field work and conduct authentic research. This year's program introduced students to four modules exploring topics ranging from forest ecology to island ecosystems. The unifying theme between modules was the use of spectroscopy and remote sensing as a method of assessing the characteristics of ecosystems. Students constructed their own photometers utilizing eight specific Light Emitting Diodes (LEDs) spanning a wavelength range from 400 to 1200 nm. An Ultra Violet (UV) LED, four visible LEDs, and three different infrared LEDs were selected to detect light reflected by plant pigments and tissues. Students collected data using their photometers and compared results to an actual Analytical Spectral Device (ASD) reflectance data, mounted eight photometers on an unmanned aerial system (UAS) to collect forest canopy data and collected data from island rock pools. The students compared their photometer readings to data collected using a fluorometer to identify the presence of phycocyanin produced by cyanobacteria and chlorophyll produced by algae in the rock pools. Students found that the photometer data were comparable to the ASD data for several wavelengths, but recommended several changes. It was determined that to be useful for forest health assessment, two of the three infrared LEDs had the incorrect gain settings, and that for rock pool studies, the infrared LEDs were not necessary. Based on the student findings, we will refine the photometers for next year's program. The photometers constructed this summer will be utilized in high schools classes during the 2017-2018 school year. This low cost project will bring what is
Affect of school related factors in the student's choices of the high school
Gönül Cengiz; Osman Titrek; Özcan Erkan Akgün
2007-01-01
It is studied that to determine the school related factors which affects the students’ choices of the high school, according to the type of the schools. This is a survey study. The participants are 523 9 th grade students in 21 secondary schools in Adapazarı. SPSS is used for analyzing data. Kay-Kare Test is used to determine the demografic differences due to the type of the school. To analyze the data for the school related factors, Kruskal Wallis is used. As a result, it is expr...
Sexual Harassment, Bullying, and School Outcomes for High School Girls and Boys.
Gruber, James; Fineran, Susan
2016-01-01
A comparison of the impact of bullying and sexual harassment on five school outcomes was conducted on a sample of high school students. Results revealed that sexual harassment was a stronger predictor than bullying of all school outcomes for both sexes, but especially for girls. This study suggests that sexual harassment, which activates sexist and heterosexist stereotypes, erodes school engagement, alienates students from teachers, and adversely affects academic achievement, to a greater degree than bullying does. © The Author(s) 2015.
Rippe, Jeffrey K.
2012-01-01
The results of this study suggest that there were no significant differences in the academic performance of military dependents' with low (n = 20), moderate (n = 20), and high (n = 20) mobility school district transfer rates compared to non-military control students (n = 20) before completing high school. The findings were not consistent with…
Assessment of Noise and Associated Health Impacts at Selected Secondary Schools in Ibadan, Nigeria
International Nuclear Information System (INIS)
Ana, G.R.E.E.; Brown, G.E.; Sridhar, M.K.C.; Shendell, D.G.; Shendell, D.G.; Shendell, D.G.
2010-01-01
Background. Most schools in Ibadan, Nigeria, are located near major roads (mobile line sources). We conducted an initial assessment of noise levels and adverse noise-related health and learning effects. Methods. For this descriptive, cross-sectional study, four schools were selected randomly from eight participating in overall project. We administered 200 questionnaires, 50 per school, assessing health and learning-related outcomes. Noise levels (A-weighted decibels, dBA) were measured with calibrated sound level meters. Traffic density was assessed for school with the highest measured dBA. Observational checklists assessed noise control parameters and building physical attributes. Results. Short-term, cross-sectional school-day noise levels ranged 68.3-84.7 dBA. Over 60% of respondents reported that vehicular traffic was major source of noise, and over 70% complained being disturbed by noise. Three schools reported tiredness, and one school lack of concentration, as the most prevalent noise-related health problems. Conclusion. Secondary school occupants in Ibadan, Nigeria were potentially affected by exposure to noise from mobile line sources.
Energy Technology Data Exchange (ETDEWEB)
2006-10-01
This brochure describes the key high-performance building features of the Blackstone Valley High School. The brochure was paid for by the Massachusetts Technology Collaborative as part of their Green Schools Initiative. High-performance features described are daylighting and energy-efficient lighting, indoor air quality, solar energy, building envelope, heating and cooling systems, and water conservation. Energy cost savings are also discussed.
Education-Related Parameters in High Myopia: Adults versus School Children.
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Jost B Jonas
Full Text Available Since high myopia in the younger generation may differ etiologically from high myopia in older generations, we examined whether education-related parameters differ between high myopia in today´s school children and high pathological myopia in today´s elderly generation.The investigation included the adult populations of the population-based Beijing Eye Study (BES (3468 adults;mean age:64.6±9.8years;range:50-93years and Central India Eye and Medical Study (CIEMS (4711 adults;age:49.±13.2years;range:30-100years, and the children and teenager populations of the Shandong Children Eye Study (SCES (6026 children;age:9.7±3.3years;range:4-18years;cycloplegic refractometry, Gobi Desert Children Eye Study (1565;age:11.9±3.5years;range:6-21 years;cycloplegic refractometry, Beijing Pediatric Eye Study (681 children;age:7.7±1.6years;range:5-13 years;non-cycloplegic refractometry,calculation of axial length to corneal curvature radius ratio, Beijing Children Eye Study (15066 children;age:13.2±3.4years;range:7-18years;non-cycloplegic refractometry, Beijing High School Teenager Eye Study (4677 children;age:16.9±0.7years;range:16-18years;non-cycloplegic refractometry.In the BES and CIEMS, educational level did not differ significantly between, or was significantly lower in the highly myopic group (myopic refractive error ≥6 diopters than in the non-highly myopic group. In all non-adult study populations, higher prevalence of high myopia was significantly associated with higher degree of education related parameters such as attendance of high-level schools, and more time spent for indoors near work versus time spent outdoors.Comparing associations of old or genetic high myopia in adults with new or acquired high myopia in school children revealed that education-related parameters did not show a clear association with old or genetic high myopia, while in contrast, new high myopia showed strong associations with education. It confirms previous studies
Rivers, Thomas E., Jr.
2012-01-01
This study included a comparison of the graduation rates among high schools in South Carolina closely analyzing school size and socioeconomic status. The purpose for the study was to answer two questions: What patterns and relationships exist between school size and graduation rates at high schools in South Carolina? What patterns and…
Assessment of elementary school safety restraint programs.
1985-06-01
The purpose of this research was to identify elementary school (K-6) safety belt : education programs in use in the United States, to review their development, and : to make administrative and impact assessments of their use in selected States. : Six...
The 9th Grade Shock and the High School Dropout Crisis
Pharris-Ciurej, Nikolas; Hirschman, Charles; Willhoft, Joseph
2011-01-01
Retrospective questions on educational attainment in national surveys and censuses tend to over-estimate high school graduation rates by 15 to 20 percentage points relative to administrative records. Administrative data on educational enrollment are, however, only available at the aggregate level (state, school district, and school levels) and the recording of inter-school transfers are generally incomplete. With access to linked individual-level administrative records from a very large “West Coast metropolitan school district” we track patterns of high school attrition and on-time high school graduation of individual students. Even with adjustments for the omission of out-of-district transfers (estimates of omission are presented), the results of this study show that failure in high school, as indexed by retention and attrition, are almost as common as on-time high school graduation. In addition to the usual risk factors of disadvantaged background, we find that the “9th grade shock”—an unpredicted decline in academic performance upon entering high school—is a key mechanism behind the continuing crisis of high school attrition. PMID:23017804
Lunstead, Julie; Weitzman, Elissa R; Kaye, Dylan; Levy, Sharon
2017-01-01
Screening, brief intervention, and referral to treatment (SBIRT) is recommended as a strategy to prevent or reduce adolescent substance use. Offering SBIRT in schools may provide an opportunity to reach adolescents not accessing primary care. The objective is to assess school nurses' attitudes and practices regarding adolescent SBIRT. The authors administered electronically and in person a questionnaire including 29 items on SBIRT attitudes and practices to school nurses registered for the Northeastern University's School Health Institute Summer Program in Massachusetts (N = 168). Survey questions were adapted from a questionnaire originally developed by the American Academy of Pediatrics. One hundred and forty-four nurses completed the survey for a response rate of 85.7%. More than three quarters of the respondents (77.0%) were in favor of universal alcohol screening in schools. None of the respondents reported screening their students on a regular basis. More than half (64.4%) of nurses reported screening students; however, they did so only when they suspected alcohol use. During these instances, only 17.9% used a validated screening tool and almost all (98.2%) used face-to-face clinical interviews. When addressing alcohol use by a student, the large majority of respondents reported including the following recommended clinical strategies: asking about problems related to alcohol use (56.3%), explaining the harms of alcohol use (70.1%), and advising abstinence (73.6%). On average, respondents spend 5 to 10 minutes discussing alcohol use with their students. Survey respondents were supportive of universal alcohol screening in school, although few were doing so at the time. When respondents identified students using alcohol, their interventions were closely aligned with clinical recommendations for brief intervention. Implementation of SBIRT that focuses on standardized, annual screening has the potential to deliver high-quality care in this setting.
A Phenotype Classification of Internet Use Disorder in a Large-Scale High-School Study
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Katajun Lindenberg
2018-04-01
Full Text Available Internet Use Disorder (IUD affects numerous adolescents worldwide, and (Internet Gaming Disorder, a specific subtype of IUD, has recently been included in DSM-5 and ICD-11. Epidemiological studies have identified prevalence rates up to 5.7% among adolescents in Germany. However, little is known about the risk development during adolescence and its association to education. The aim of this study was to: (a identify a clinically relevant latent profile in a large-scale high-school sample; (b estimate prevalence rates of IUD for distinct age groups and (c investigate associations to gender and education. N = 5387 adolescents out of 41 schools in Germany aged 11–21 were assessed using the Compulsive Internet Use Scale (CIUS. Latent profile analyses showed five profile groups with differences in CIUS response pattern, age and school type. IUD was found in 6.1% and high-risk Internet use in 13.9% of the total sample. Two peaks were found in prevalence rates indicating the highest risk of IUD in age groups 15–16 and 19–21. Prevalence did not differ significantly between boys and girls. High-level education schools showed the lowest (4.9% and vocational secondary schools the highest prevalence rate (7.8%. The differences between school types could not be explained by academic level.
Bullying among High School Students
Nursel TÜRKMEN, Delia; Halis DOKGÖZ, Mihai; Semra AKGÖZ, Suzana; Bülent EREN, Bogdan Nicolae; Pınar VURAL, Horatiu; Oğuz POLAT, Horatiu
2013-01-01
ABSTRACT Objective: The main aim of this research is to investigate the prevalence of bullying behaviour, its victims and the types of bullying and places of bullying among 14-17 year-old adolescents in a sample of school children in Bursa, Turkey. Methodology: A cross-sectional survey questionnaire was conducted among class 1 and class 2 high school students for identification bullying. Results: Majority (96.7%) of the students were involved in bullying behaviours as aggressors or victims. For a male student, the likelihood of being involved in violent behaviours was detected to be nearly 8.4 times higher when compared with a female student. Conclusion: a multidisciplinary approach involving affected children, their parents, school personnel, media, non-govermental organizations, and security units is required to achieve an effective approach for the prevention of violence targeting children in schools as victims and/or perpetrators. PMID:24371478
Active Gaming Among High School Students--United States, 2010.
Song, MinKyoung; Carroll, Dianna D; Lee, Sarah M; Fulton, Janet E
2015-08-01
Our study is the first to describe the prevalence and correlates (demographics, body mass index [BMI], sedentary behaviors, and physical activity) of high school youth who report active videogame playing (active gaming) in a U.S. representative sample. The National Youth Physical Activity and Nutrition Study of 2010 provided data for this study. Active gaming was assessed as the number of days in the 7 days prior to the survey that students in grades 9-12 (14-18 years of age) reported participating in active videogames (e.g., "Wii™ Fit" [Nintendo, Kyoto, Japan], "Dance Dance Revolution" [Konami, Osaka, Japan]). Students reporting ≥1 days were classified as active gamers. Logistic regression was used to examine the association among active gaming and demographic characteristics, BMI, sedentary behaviors, and physical activity. Among 9125 U.S. high school students in grades 9-12 surveyed, 39.9 percent (95 percent confidence interval=37.9 percent, 42.0 percent) reported active gaming. Adjusting for covariates, the following characteristics were positively associated (Pblack, non-Hispanic race/ethnicity; being overweight or obese; watching DVDs >0 hours/day; watching TV >0 hours/day; and meeting guidelines for aerobic and muscle-strengthening physical activity. Four out of 10 U.S. high school students report participating in active gaming. Active gamers tend to spend more time watching DVDs or TV, meet guidelines for physical activity, and/or be overweight or obese compared with nonactive gamers. These findings may serve to provide a baseline to track active gaming in U.S. youth and inform interventions that target sedentary behaviors and/or physical activity.
E-Cigarettes and “Dripping” Among High-School Youth
Morean, Meghan; Kong, Grace; Bold, Krysten W.; Camenga, Deepa R.; Cavallo, Dana A.; Simon, Patricia; Wu, Ran
2017-01-01
BACKGROUND: Electronic cigarettes (e-cigarettes) electrically heat and vaporize e-liquids to produce inhalable vapors. These devices are being used to inhale vapors produced by dripping e-liquids directly onto heated atomizers. The current study conducts the first evaluation of the prevalence rates and reasons for using e-cigarettes for dripping among high school students. METHODS: In the spring of 2015, students from 8 Connecticut high schools (n = 7045) completed anonymous surveys that examined tobacco use behaviors and perceptions. We assessed prevalence rates of ever using e-cigarettes for dripping, reasons for dripping, and predictors of dripping behaviors among those who reported ever use of e-cigarettes. RESULTS: Among 1080 ever e-cigarette users, 26.1% of students reported ever using e-cigarettes for dripping. Reasons for dripping included produced thicker clouds of vapor (63.5%), made flavors taste better (38.7%), produced a stronger throat hit (27.7%), curiosity (21.6%), and other (7.5%). Logistic regression analyses indicated that male adolescents (odds ratio [OR] = 1.64), whites (OR = 1.46), and those who had tried multiple tobacco products (OR = 1.34) and had greater past-month e-cigarette use frequency (OR = 1.07) were more likely to use dripping (Ps < .05). CONCLUSIONS: These findings indicate that a substantial portion (∼1 in 4) of high school adolescents who had ever used e-cigarettes also report using the device for dripping. Future efforts must examine the progression and toxicity of the use of e-cigarettes for dripping among youth and educate them about the potential dangers of these behaviors. PMID:28167512
The physical activity climate in Minnesota middle and high schools.
Samuelson, Anne; Lytle, Leslie; Pasch, Keryn; Farbakhsh, Kian; Moe, Stacey; Sirard, John Ronald
2010-11-01
This article describes policies, practices, and facilities that form the physical activity climate in Minneapolis/St. Paul, Minnesota metro area middle and high schools and examines how the physical activity climate varies by school characteristics, including public/private, school location and grade level. Surveys examining school physical activity practices, policies and environment were administered to principals and physical education department heads from 115 middle and high schools participating in the Transdisciplinary Research on Energetics and Cancer-Identifying Determinants of Eating and Activity (TREC-IDEA) study. While some supportive practices were highly prevalent in the schools studied (such as prohibiting substitution of other classes for physical education); other practices were less common (such as providing opportunity for intramural (noncompetitive) sports). Public schools vs. private schools and schools with a larger school enrollment were more likely to have a school climate supportive of physical activity. Although schools reported elements of positive physical activity climates, discrepancies exist by school characteristics. Of note, public schools were more than twice as likely as private schools to have supportive physical activity environments. Establishing more consistent physical activity expectations and funding at the state and national level is necessary to increase regular school physical activity.
High School Sport Specialization Patterns of Current Division I Athletes.
Post, Eric G; Thein-Nissenbaum, Jill M; Stiffler, Mikel R; Brooks, M Alison; Bell, David R; Sanfilippo, Jennifer L; Trigsted, Stephanie M; Heiderscheit, Bryan C; McGuine, Timothy A
Sport specialization is a strategy to acquire superior sport performance in 1 sport but is associated with increased injury risk. Currently, the degree of high school specialization among Division I athletes is unknown. College athletes will display increased rates of specialization as they progress through their high school careers. Descriptive epidemiological study. Level 4. Three hundred forty-three athletes (115 female) representing 9 sports from a Midwest Division I University completed a previously utilized sport specialization questionnaire regarding sport participation patterns for each grade of high school. McNemar and chi-square tests were used to investigate associations of grade, sport, and sex with prevalence of sport specialization category (low, moderate, high) (a priori P ≤ 0.05). Specialization increased throughout high school, with 16.9% (n = 58) and 41.1% (n = 141) of athletes highly specialized in 9th and 12th grades, respectively. Football athletes were less likely to be highly specialized than nonfootball athletes for each year of high school ( P 0.23). The majority of Division I athletes were not classified as highly specialized throughout high school, but the prevalence of high specialization increased as athletes progressed through high school. Nonfootball athletes were more likely to be highly specialized than football athletes at each grade level. Most athletes who are recruited to participate in collegiate athletics will eventually specialize in their sport, but it does not appear that early specialization is necessary to become a Division I athlete. Athletes should be counseled regarding safe participation in sport during high school to minimize injury and maximize performance.
Nahapetyan, Lusine; Orpinas, Pamela; Song, Xiao; Holland, Kristin
2014-04-01
Two salient problems in adolescent development are dating violence and suicidal ideation. Theory and empirical research have supported their association in primarily cross-sectional studies. The purpose of this study is to examine the longitudinal association between physical dating violence and suicidal ideation (thoughts or plans) in a cohort of students evaluated annually from Grades 9 to 12. The sample consisted of 556 random-selected students (50.2 % males; 47.5 % White, 37.8 % Black, 11.2 % Latino) who reported dating at least once during the four assessments. Self-reported frequency of suicidal ideation, dating, and physical dating violence perpetration and victimization were assessed each spring from ninth to twelfth grade. We used generalized estimating equations modeling to predict the effects of sex, race, school grade, and physical dating perpetration and victimization on suicidal ideation. Cumulatively, one-fourth of the sample reported suicidal ideation at least once by the end of Grade 12, and approximately half reported physical dating violence. Female gender (OR = 1.7, p = 0.02), physical dating perpetration (OR = 1.54, p = 0.048), physical dating victimization (OR = 2.03, p dating violence perpetration and victimization among high school students. It is important that suicide prevention programs incorporate physical dating violence education and prevention strategies starting early in high school.
Using a Computer-based Messaging System at a High School To Increase School/Home Communication.
Burden, Mitzi K.
Minimal communication between school and home was found to contribute to low performance by students at McDuffie High School (South Carolina). This report describes the experience of establishing a computer-based telephone messaging system in the high school and involving parents, teachers, and students in its use. Additional strategies employed…
Comparing the self-assessed and examiner-assessed driving skills of Japanese driving school students
Directory of Open Access Journals (Sweden)
Hiroshi Nakai
2012-03-01
A sample of Japanese driving test candidates (n=2021 completed a self-assessment using a 5-point scale applied to 19 items. The candidates completed the assessment shortly after passing their practical driving test conducted at a driving school. Their performance was also assessed by an examiner who used the same scale. The comparison between self-assessment and examiner-assessment revealed that around 40% of Japanese driving school students made a realistic assessment of their skills. With regard to the gender differences, although males displayed higher levels of overconfidence than females did, the differences were not as large as earlier studies with questionnaires had suggested. Furthermore, the effect of age on the accuracy of novice drivers' skill assessment was found to be relatively small. Our findings, which are based on a comparison of subjective assessments of driving skills between examiners and novices, instead of a questionable method which relies on a comparison with a hypothetical average driver, suggest that the majority of candidates in fact do not overrate their own skills. These results were discussed from the viewpoint of the driver education system and compared to other European research using the same framework.
Exposure to Advertisements and Electronic Cigarette Use Among US Middle and High School Students.
Singh, Tushar; Agaku, Israel T; Arrazola, René A; Marynak, Kristy L; Neff, Linda J; Rolle, Italia T; King, Brian A
2016-05-01
Electronic cigarette (e-cigarette) use among US students increased significantly during 2011 to 2014. We examined the association between e-cigarette advertisement exposure and current e-cigarette use among US middle school and high school students. Data came from the 2014 National Youth Tobacco Survey (n = 22 007), a survey of students in grades 6 through 12. The association between current e-cigarette use and exposure to e-cigarette advertisements via 4 sources (Internet, newspapers/magazines, retail stores, and TV/movies) was assessed. Three advertising exposure categories were assessed: never/rarely, sometimes, and most of the time/always. Separate logistic regression models were used to measure the association, adjusting for gender, race/ethnicity, grade, and other tobacco use. Compared with students who reported exposure to e-cigarette advertisements never/rarely, the odds of current e-cigarette use were significantly (P TV/movies (middle school, 1.25 [not significant] and 1.80; high school, 1.24 and 1.54). E-cigarette advertisement exposure is associated with current e-cigarette use among students; greater exposure is associated with higher odds of use. Given that youth use of tobacco in any form is unsafe, comprehensive tobacco prevention and control strategies, including efforts to reduce youth exposure to advertising, are critical to prevent all forms of tobacco use among youth. Copyright © 2016 by the American Academy of Pediatrics.
Developing High School Geoscientists through Summer Internships
Saltzman, J.
2012-12-01
High school students in the San Francisco Bay Area have the opportunity to contribute to Earth sciences research during the summer at Stanford University. The School of Earth Sciences hosts about 25 high school students each summer to support ongoing research, through more than just washing glassware. To increase diversity in the geosciences, we select students from diverse backgrounds through an application process which lessens the burden on busy faculty. The students work for 15-20 hours per week under the supervision of graduate students or postdoctoral fellows. The supervisors come to value the interns for a few reasons: not only are they getting some extra help with their research, but they are getting teaching experience in an informal but powerful way and supervising the interns' work over the summer. Another key part of the internship is bringing all of the interns together regularly. Whether it is for career talks, lab tours or field trip, high school students find kindred spirits in the group. Another important reason for weekly gatherings is to introduce the students to the wide field of Earth sciences and the different approaches and paths that scientists take. The summer ends with a culminating event where interns make short informal presentations about their research which give them an opportunity to articulate the big questions they have been helping to answer. Some interns are also invited to present a poster in a session for high school students at the Fall AGU meeting. These experiences of working in the laboratory and communicating about the research are part of the world of Earth sciences that are absent for most youth. The high school internships foster good will between Stanford and the local communities, help develop a more Earth and environmentally knowledgeable public and may have a long-term affect on diversifying the geosciences by exposing more young people to these fields.
Creutzfeldt, Johan; Hedman, Leif; Heinrichs, LeRoy; Youngblood, Patricia; Felländer-Tsai, Li
2013-01-14
Approximately 300,000 people suffer sudden cardiac arrest (SCA) annually in the United States. Less than 30% of out-of-hospital victims receive cardiopulmonary resuscitation (CPR) despite the American Heart Association training over 12 million laypersons annually to conduct CPR. New engaging learning methods are needed for CPR education, especially in schools. Massively multiplayer virtual worlds (MMVW) offer platforms for serious games that are promising learning methods that take advantage of the computer capabilities of today's youth (ie, the digital native generation). Our main aim was to assess the feasibility of cardiopulmonary resuscitation training in high school students by using avatars in MMVM. We also analyzed experiences, self-efficacy, and concentration in response to training. In this prospective international collaborative study, an e-learning method was used with high school students in Sweden and the United States. A software game platform was modified for use as a serious game to train in emergency medical situations. Using MMVW technology, participants in teams of 3 were engaged in virtual-world scenarios to learn how to treat victims suffering cardiac arrest. Short debriefings were carried out after each scenario. A total of 36 high school students (Sweden, n=12; United States, n=24) participated. Their self-efficacy and concentration (task motivation) were assessed. An exit questionnaire was used to solicit experiences and attitudes toward this type of training. Among the Swedish students, a follow-up was carried out after 6 months. Depending on the distributions, t tests or Mann-Whitney tests were used. Correlation between variables was assessed by using Spearman rank correlation. Regression analyses were used for time-dependent variables. The participants enjoyed the training and reported a self-perceived benefit as a consequence of training. The mean rating for self-efficacy increased from 5.8/7 (SD 0.72) to 6.5/7 (SD 0.57, Ponline MMVWs
Ridgley, James Alexander, Jr.
This dissertation is an exploratory quantitative analysis of various independent variables to determine their effect on the professional longevity (years of service) of high school science teachers in the state of Florida for the academic years 2011-2012 to 2013-2014. Data are collected from the Florida Department of Education, National Center for Education Statistics, and the National Assessment of Educational Progress databases. The following research hypotheses are examined: H1 - There are statistically significant differences in Level 1 (teacher variables) that influence the professional longevity of a high school science teacher in Florida. H2 - There are statistically significant differences in Level 2 (school variables) that influence the professional longevity of a high school science teacher in Florida. H3 - There are statistically significant differences in Level 3 (district variables) that influence the professional longevity of a high school science teacher in Florida. H4 - When tested in a hierarchical multiple regression, there are statistically significant differences in Level 1, Level 2, or Level 3 that influence the professional longevity of a high school science teacher in Florida. The professional longevity of a Floridian high school science teacher is the dependent variable. The independent variables are: (Level 1) a teacher's sex, age, ethnicity, earned degree, salary, number of schools taught in, migration count, and various years of service in different areas of education; (Level 2) a school's geographic location, residential population density, average class size, charter status, and SES; and (Level 3) a school district's average SES and average spending per pupil. Statistical analyses of exploratory MLRs and a HMR are used to support the research hypotheses. The final results of the HMR analysis show a teacher's age, salary, earned degree (unknown, associate, and doctorate), and ethnicity (Hispanic and Native Hawaiian/Pacific Islander); a
Mitchell, Rebecca Hayward
The National Assessment of Educational Progress (NAEP) measured the writing achievement of 55,000 American school children. The students performed at the basic or lower level. In 1988, "The Writing Report Card of the NAEP," and in 1996, the Pennsylvania Mathematics and Reading Assessment along with the Stanford 9 Exam concluded that students, of all racial/ethnic backgrounds, are unable to write well except in response to the simplest tasks. The purpose of this study was to determine the perceptions and practices of math, science, and social studies high school teachers in special admission schools regarding writing across the curriculum (WAC). Specifically, this study attempted to answer: (1) Do math, science, and social studies teachers differ in their perceptions and practices regarding student writing in their classrooms? (2) Are teacher characteristics related to the perceptions and practices of math, science, and social studies teachers regarding the need for student writing in their classrooms? The questions led to the following null hypotheses: (1) There is no significant difference among math, science, and social studies teachers regarding their perceptions and practices for student writing in their classrooms. (2) There is no significant relationship between the highest degree earned, the length of teaching experience, and the level of grades taught by math, science, and social studies teachers and their perceptions and practices regarding the need for student writing in their classrooms. A review of the literature since 1992 using ERIC and Dissertation Abstracts revealed that there were no studies concerned with the focus of this particular study. A cross sectional survey of School District of Philadelphia math, science, and social studies high school teachers in special admission schools was conducted. A questionnaire was developed to obtain the data. A panel of experts was selected to establish validity of the instrument. Thirty-two usable
The Use of Telehealth to Teach Reproductive Health to Female Rural High School Students.
Yoost, Jennie Lee; Starcher, Rachael Whitley; King-Mallory, Rebecca Ann; Hussain, Nafeeza; Hensley, Christina Ann; Gress, Todd William
2017-04-01
To evaluate the use of telehealth to teach reproductive health to rural areas with high rates of teen pregnancy. Prospective cohort study. Two high schools in rural West Virginia. High school female students who attended telehealth sessions. Teleconferencing equipment connected rural high schools to a distal academic institution. Telehealth sessions included reproductive health and life skills topics. Demographic information, session pre- and post-tests, and 6- month assessment was obtained. Reproductive health knowledge, behavior, and self-efficacy were assessed at intervention and at 6 months, along with Likert scale evaluation of telehealth as an educational tool. Fifty-five students participated in the program with an average age of 16.14 (SD 1.24) years. Only 20% (10/50) of subjects' mothers and 12% (6/50) of subjects' fathers had achieved education beyond high school, and 20% (10/50) of subject's mothers had experienced teen pregnancies (age 18 or younger). Sexual activity was reported among 52% (26/50) of subjects, 4/50 (8%) reported desire to become pregnant within the next year, and 4/50 (8%) reported already pregnant. Thirty-seven students completed the 6-month follow-up survey. Reported condom use increased from 20% (10/50) at baseline to 40% (15/37) at 6 months (P = .04) and hormonal contraception use increased from 22% (11/50) to 38% (14/37) (P = .12). Report of human papillomavirus vaccination increased from 38% (10/26) to 70% (26/37) (P = .001) among all subjects. At 6 months, 91.8% (34/37) reported the use of telehealth was "very effective" as a means to teach the material. Telehealth is an effective tool to teach reproductive health to rural areas. Copyright © 2016 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.
"Higher Expectations" in the Catholic Inner City High School.
Harkins, William
1987-01-01
Considers the implications of statistics on death and poverty in minority communities for Catholic high schools with large minority populations. Sees hope at the heart of the Catholic high school. Discusses how teachers, school climate, and careful curriculum design can help instill this hope in the students. (DMM)
Gatti, S.
2006-12-01
Against the background of unsatisfactory results from the international OECD study PISA (Program for International Student Assessment), Germany is facing a period of intense school reforms. Looking back at a tradition of school culture with too few changes during the last century, quick and radical renewal of the school system is rather unlikely. Furthermore students are increasingly turning away from natural sciences. The AWI aims at providing impulses for major changes in the schooling system and is offering solid science education not only for university students but also for a much younger audience. All efforts towards this goal are interconnected within the project SEA (Science & Education @ the AWI). Fife years ago the AWI started HIGHSEA (High school of SEA). Each year 22 high school students (grade 11) are admitted to HIGHSEA spending their last three years of school not at school but at the institute. Four subjects (biology as a major, chemistry, math and English as accessory subjects) are combined and taught fully integrated. Students leave their schools for two days each week to study, work and explore all necessary topics at the AWI. All of the curricular necessities of the four subjects are being met. After rearrangement of the temporal sequencing conceptual formulation of four major questions around AWI-topics was possible. Students are taught by teachers of the cooperating schools as well as by scientists of the AWI. Close links and intense cooperation between all three groups are the basis of fundamental changes in teaching and learning climate. For each group of students we organize a short research expedition: in August 2005 we worked in the high Arctic, in January and February 2006 we performed measurements at two eastern Atlantic seamounts. Even if the amount of data coming from these expeditions is comparatively small they still contribute to ongoing research projects of the oceanographic department. The first two groups of students finished
Shaner, Robert G.
2009-01-01
Professional learning communities (PLC) have been identified as scaffolds that can facilitate, support, and sustain systemic change focused on improving student achievement. PLCs represent the application of the theoretical constructs of the learning organization within the framework of schools and school systems. Little is known about the change…
Examples from Astronomy for High School Physics
Dieterich, Sergio
2016-01-01
A formal course in physics is increasingly becoming a standard requirement in the high school curriculum. With that dissemination comes the challenge of reaching and motivating a population that is more diverse in their academic abilities and intrinsic motivation. The abstract nature of pure physics is often made more accessible when motivated by examples from everyday life, and providing copious mathematical as well as conceptual examples has become standard practice in high school physics textbooks. Astronomy is a naturally captivating subject and astronomical examples are often successful in capturing the curiosity of high school students as well as the general population. This project seeks to diversify the range of pedagogical materials available to the high school physics instructor by compiling and publishing specific examples where an astronomical concept can be used to motivate the physics curriculum. This collection of examples will consist of both short problems suitable for daily homework assignments as well as longer project style activities. Collaborations are encouraged and inquiries should be directed to sdieterich at carnegiescience dot edu.This work is funded by the NSF Astronomy and Astrophysics Postdoctoral Fellowship Program through NSF grant AST-1400680.
[A self administered survey to assess bullying in schools].
Lecannelier, Felipe; Varela, Jorge; Rodríguez, Jorge; Hoffmann, Marianela; Flores, Fernanda; Ascanio, Lorena
2011-04-01
Bullying is common in schools and has negative consequences. It can be assessed using a self-reported instrument. To validate a Spanish self-reporting tool called "Survey of High School Bullying Abuse of Power" (MIAP). The instrument has 13 questions, of which 7 are multiple choice, rendering a total of 49 items. It was applied to 2.341 children of seventh and eighth grade attending private, subsidized and municipal schools in the city of Concepción, Chile. Expert judge analysis and estimated reliability using the Cronbach Alpha were used to validate the survey. The instrument obtained a Cronbach Alpha coefficient of 0.8892, classified as good. This analysis generated four scales that explained 30.9% of the variance. They were called "Witness Bullying" with 18 items, accounting for 11.4% of the variance, "Bullying Victim" with 12 items, accounting for 7.5% of the variance, "Bullying Perpetrator and Severe bullying Victim", with 10 items explaining 6.4% of the variance and "Aggressor Bullying" with 6 items accounting for 5.7% of the variance. The MIAP can recognize four basic factors that facilitate the analysis and understanding of bullying, with good levels of reliability and validity. The remaining questions also deliver valuable information.
Effects of Optometry School Recruitment Efforts on Urban and Suburban High School Students.
Graham, Andrew D.; Shepard, Jodi; Orleans, Elizabeth; Chae, Eunmi; Ng-Sarver, Joy
1999-01-01
In two Oakland (California) high schools, one urban and one suburban, an audiovisual presentation designed to enhance student interest in optometry as a career was given. Results of the presentation, measured by a questionnaire, suggest that few high school students are considering pursuing an optometry doctoral degree, but an on-site presentation…
López, Verónica; Oyanedel, Juan C.; Bilbao, Marian; Torres, Javier; Oyarzún, Denise; Morales, Macarena; Ascorra, Paula; Carrasco, Claudia
2017-01-01
School achievement gaps and school failure are problematic issues in Latin America, and are mainly explained by the socio-economic status (SES) of the students. What schools can do to improve school achievement and reduce school failure is a critical issue, both for school management and teacher training. In this study, we present the association of individual and school-related socio-emotional variables with school achievement and performance, controlling for the effects of SES. A probabilistic sample of 4,964 students, drawn from 191 schools enrolled in year 10 in urban areas of Chile, answered questionnaires assessing subjective wellbeing, social wellbeing in school, school climate, school social wellbeing and students’ perceptions of teachers’ wellbeing. Using structural equation modeling, and controlling for SES, we modeled subjective wellbeing as a mediator of the relationship between school-related variables, such as school climate and perception of teacher’s wellbeing, and (a) school achievement, and (b) school performance. School achievement was computed as a product of (a) the probability of passing the school year, and (b) the percentage of yearly attendance at school. Data on school achievement was drawn from administrative registries from the Chilean Ministry of Education. School performance was computed as the estimated grade point average (GPA) at the end of the school year, based on the students’ previous 5-year GPAs, and was also obtained through administrative data of the last 5 years. Findings reveal the mediating role of subjective wellbeing in the relationship between school-related evaluations (students’ social wellbeing at school, their perception of teachers’ wellbeing and school climate) and school achievement. For school achievement, two variables were mediated (students’ social wellbeing at school and school climate). However, for school performance, no significant mediations were found. We conclude that, on the one hand
López, Verónica; Oyanedel, Juan C; Bilbao, Marian; Torres, Javier; Oyarzún, Denise; Morales, Macarena; Ascorra, Paula; Carrasco, Claudia
2017-01-01
School achievement gaps and school failure are problematic issues in Latin America, and are mainly explained by the socio-economic status (SES) of the students. What schools can do to improve school achievement and reduce school failure is a critical issue, both for school management and teacher training. In this study, we present the association of individual and school-related socio-emotional variables with school achievement and performance, controlling for the effects of SES. A probabilistic sample of 4,964 students, drawn from 191 schools enrolled in year 10 in urban areas of Chile, answered questionnaires assessing subjective wellbeing, social wellbeing in school, school climate, school social wellbeing and students' perceptions of teachers' wellbeing. Using structural equation modeling, and controlling for SES, we modeled subjective wellbeing as a mediator of the relationship between school-related variables, such as school climate and perception of teacher's wellbeing, and (a) school achievement, and (b) school performance. School achievement was computed as a product of (a) the probability of passing the school year, and (b) the percentage of yearly attendance at school. Data on school achievement was drawn from administrative registries from the Chilean Ministry of Education. School performance was computed as the estimated grade point average (GPA) at the end of the school year, based on the students' previous 5-year GPAs, and was also obtained through administrative data of the last 5 years. Findings reveal the mediating role of subjective wellbeing in the relationship between school-related evaluations (students' social wellbeing at school, their perception of teachers' wellbeing and school climate) and school achievement. For school achievement, two variables were mediated (students' social wellbeing at school and school climate). However, for school performance, no significant mediations were found. We conclude that, on the one hand, after
Tadakawa, Mari; Takeda, Takashi; Monma, Yasutake; Koga, Shoko; Yaegashi, Nobuo
2016-01-01
Premenstrual disorders such as premenstrual syndrome (PMS) and premenstrual dysphoric disorder (PMDD) interfere with the daily lives of adolescents. The causes of PMS and PMDD are unknown, but lifestyle habits, such as regular exercise and taste preference are known to be associated. This study was conducted to investigate how premenstrual symptoms affect the school life in Japanese high school students and whether there was a risk factor for school absenteeism that is dependent on the types of premenstrual symptoms or lifestyle habits. A school-based survey was conducted in Sendai, an industrial city in Japan. A total of 901 girls aged 15-19 with regular menstrual cycles were assessed using the self-reporting premenstrual symptoms questionnaire (PSQ) and questions regarding school absence, taste preference, and exercise. We classified the girls into 'no/mild PMS', 'moderate-to-severe PMS' and 'PMDD' according to the PSQ. The girls were classified into the 'absent' group if they were absent for more than 1 day per month. We used multivariate logistic analysis to examine the risk factors for school absenteeism. The rates of 'moderate-to-severe PMS' and 'PMDD' were 9.9 and 3.1 %, respectively. A total of 107 girls (11.9 %) were classified into the 'absent' group. Significant differences were observed in the prevalence of all premenstrual symptoms (p < 0.001), 'age' (p < 0.001), 'a preference for salty food' (p = 0.001), and 'lack of regular exercise' (p = 0.03) between the 'absent' and 'non-absent' groups. Multivariate analysis revealed that premenstrual symptoms such as 'insomnia or hypersomnia' (odds ratio [OR] 2.27, 95 % confidence interval [CI]: 1.46-4.17) and 'physical symptoms' (OR 2.24, 95 % CI: 1.37-3.66), 'reduced social life activities' (OR 2.71, 95 % CI 1.31-5.59), and 'a preference for salty food' (OR 1.89, 95 % CI: 1.20-2.98) were risk factors for school absenteeism. One in nine Japanese female high school students were absent from
High Blood Pressure among Students in Public and Private Schools in Maceió, Brazil.
Ferreira, Haroldo S; Lúcio, Glícia Maris A; Assunção, Monica L; Silva, Bárbara Coelho V; Oliveira, Juliana S; Florêncio, Telma Maria M T; Geraldes, Amandio Aristides R; Horta, Bernardo L
2015-01-01
The prevalence of hypertension in childhood is increasing, and investigation of its distribution is important for planning timely interventions. This study assessed the prevalence of high blood pressure (HBP) and associated factors in students between 9 and 11 years of age enrolled in public and private schools in Maceió, Brazil. A cross-sectional study was performed in a probabilistic sample of students (10.3 ± 0.5 years). The students were selected from a systematic sampling of 80 schools (40 public and 40 private). To maintain similar proportions of students existing in public and private schools in Maceió, 21 and 14 students were randomly selected from each public and private school, respectively. The prevalence ratio (PR) was estimated using Poisson regression. A total of 1,338 students were evaluated (800 from public schools and 538 from private schools). No differences were observed between school types in terms of student age and gender (p > 0.05). The prevalence of obesity (19.9% vs. 9.0%; PR = 2.2; 95% CI = 1.67-2.92) and hypertension (21.2% vs. 11.4%; PR = 1.86; 95% CI = 1.45-2.40) were higher in private schools. The association between high blood pressure and type of school (public or private) remained statistically significant even after adjustment for obesity (PR = 1.53; 95% CI = 1.19-1.97). (a) students from private schools have higher socioeconomic status, BMI, and HBP prevalence compared to those of public school; (b) among the evaluated students, the prevalence of obesity only partially explained the higher prevalence of high blood pressure among students from private schools. Other factors related to lifestyle of children from private schools may explain the higher prevalence of HBP. This results show the need to implement measures to promote healthy lifestyles in the school environment, since children with HBP are more likely to become hypertensive adults. Therefore, early detection and intervention in children with HBP is an important action
SCREENING FOR SIMPLE MYOPIA AMONG HIGH SCHOOL CHILDREN IN HYDERABAD CITY
Directory of Open Access Journals (Sweden)
Vundi Krishna
2016-03-01
Full Text Available BACKGROUND Refractive error is one of the most common causes of visual impairment around the world and the second leading cause of treatable blindness. Due to the high magnitude of uncorrected refractive errors, myopia is considered as one of the important public health problems, especially in the urban population in India. It has been given high priority under the National Programme for Control of Blindness. AIM The aim of the present study is to know the prevalence of myopia and assess the degree of myopia among school going children. SETTINGS AND DESIGN Cross-sectional study done for one year. METHODS AND MATERIAL Age group of children 13-15 years, a total of 1600 were included in the study. Refractive error was tested using Snellen’s chart, Pin hole test, Occluder, Retinoscope. Statistical Analysis was done using the Epi Info version 7. RESULTS The prevalence of refractive errors was more in private schools (28.6% than in government schools (23%. It was observed that myopia was the major refractive error (89.8% among total refractive errors, followed by astigmatism (6.1% and hypermetropia (4.1%. In myopic children, both eyes were involved in 71.5%, right eye alone in 16.4%. Only 60% (478 and 98.4% (788 have undergone eye checkups yearly once, 36% and 0.3% didn’t have eye checkups so far in private and government schools respectively. CONCLUSION We conclude that prevalence of refractive errors more in private schools than government schools and myopia is the major among refractive errors. In most of them both the eyes are involved. Bitot’s spots were more in government schools, suggesting the need of vitamin A supplementation.
3rd Asia-Europe-Pacific School of High-Energy Physics
2016-01-01
AEPSHEP (Asia-Europe-Pacific School of High-Energy Physics) is a series of Schools held in the Asia-Pacific region every two years, in even-numbered years. It caters to students at a similar level to the annual CERN-JINR European School of High-Energy physics, and the CERN Latin-American School of High-Energy Physics (held every two years, in odd-numbered years). AEPSHEP is built upon the experience from these Schools as well as from the successful France-Asia Particle-Physics School. The purpose of the School is to provide young physicists with an opportunity to learn about recent advances in elementary-particle physics from world-leading researchers. It also aims to encourage communications among Asian, European and Pacific-region young researchers. The School provides High-Energy Physics courses from an experimental and phenomenological perspective, with a focus on accelerator-based programmes in Asia and Europe, and other related fields such as astro-particle physics and cosmological aspects of particle ...
Violence Prevention after Columbine: A Survey of High School Mental Health Professionals
Crepeau-Hobson, M. Franci; Filaccio, Marylynne; Gottfried, Linda
2005-01-01
The authors examined changes in mental health services and violence prevention strategies in public high schools since the shootings at Columbine High School. Surveys were mailed to school mental health professionals at public high schools in Colorado. Respondents included school counselors, school psychologists, school social workers, principals,…
Split School of High Energy Physics 2015
2015-01-01
Split School of High Energy Physics 2015 (SSHEP 2015) was held at the Faculty of Electrical Engineering, Mechanical Engineering and Naval Architecture (FESB), University of Split, from September 14 to September 18, 2015. SSHEP 2015 aimed at master and PhD students who were interested in topics pertaining to High Energy Physics. SSHEP 2015 is the sixth edition of the High Energy Physics School. Previous five editions were held at the Department of Physics, University of Sarajevo, Bosnia and Herzegovina.
Survey on a sleep habits for university and high school students.
林, 光緒; 堀, 忠雄
1988-01-01
A survey was performed on 466 high school students and 403 university students. 86% of high school students and 89% of university students estimated their customary sleep time to be 6-8 hours. Although there was no significant difference between high school students and university students with awake time, bed time was later for university students than high school students. So that sleep time was shorter for university students. Also there was more regular sleepers for high school students a...
Transformational Leadership and Teacher Motivation in Southwestern Arizona High Schools
Reynolds, Catherine L.
2009-01-01
The purpose of this study was to explore the relationship between transformational leadership and teacher motivation in Southwestern Arizona high schools. Teachers in a school district in Southwestern Arizona comprised of high schools were surveyed using two instruments, Leithwood and Jantzi's (1998) The Leadership and Management of Schools in…
High schools and labour market outcomes: Italian graduates
DEFF Research Database (Denmark)
Pozzoli, Dario
2007-01-01
To provide empirical evidence on differences across high school tracks in early occupational labour market outcome, I estimate how the employment probability, the time before the first job is taken up, and earnings depend on high school type, controlling for student characteristics by a propensit...
CERN High School Teachers Training Programme meets DG
Brice, Maximilien
2014-01-01
CERN's DG Rolf Heuer met with the participants of the High School Teachers Training Programme on 23 July 2014 for a Q&A Session. Following the interaction, he met with the HST Working Group collaborating on a lesson plan for teaching SESAME in high schools.
Danilo Garcia; Alexander Jimmefors; Fariba Mousavi; Lillemor Adrianson; Patricia Rosenberg; Trevor Archer
2015-01-01
Background. Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: assessment and locomotion. Moreover, both subjective and psychological well-being along exercise behaviour might also play a role on adolescents academic achievement. Method. Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Regulatory Mode Questionnaire to measure self-regulat...
Akin Kösterelioglu, Meltem; Kösterelioglu, Ilker
2015-01-01
This study aims to identify the effects of high school students' perceptions of school life quality on their academic motivation levels. The study was conducted on a sample of high school students (n = 2371) in Amasya Province in the fall semester of 2013-2014 academic year. Study sample was selected with the help of cluster sampling method. Data…
Scharf, Miri; Mayseless, Ofra; Kivenson-Baron, Inbal
2011-01-01
Adjustment to the transition from high school to military service in Israel was examined in a longitudinal study with a sample of 120 late-adolescent girls. During their senior year in high school (Time 1) the young women were administered the Adult Attachment Interview. Their coping and adjustment to the new environment were assessed (at two…
SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum
Energy Technology Data Exchange (ETDEWEB)
Buckley, L [The Ottawa Hospital Cancer Ctr., Ottawa, ON (Canada)
2016-06-15
Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.
SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum
International Nuclear Information System (INIS)
Buckley, L
2016-01-01
Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.
THE CAUSES OF ABSENTEEISM OF HIGH SCHOOL STUDENTS
Gürbüz Ocak; İjlal Ocak; Emine A. Baysal
2017-01-01
The purpose of this study is to find out the causes of high school students’ absenteeism. Survey method was used. The population was comprised of 531 students in the public high schools. The data was collected with "The Scale of Absenteeism Causes" developed by the researchers. Cronbach Alpha was calculated as α=0.936. Findings show the causes of students' absenteeism aren't related to school, students themselves and their parent, however, student absenteeism causes partly psychological reaso...
Manga High: Literacy, Identity, and Coming of Age in an Urban High School
Bitz, Michael
2009-01-01
Based on a four-year study, "Manga High" explores the convergence of literacy, creativity, social development, and personal identity in one of New York City's largest high schools. Since 2004, students at Martin Luther King, Jr., High School in Manhattan have been creating manga--Japanese comic books. They write the stories, design the…
Behavioral Indexes of Test Anxiety in Mathematics among Senior High School Students
Directory of Open Access Journals (Sweden)
DANIEL MACÍAS-MARTÍNEZ
2008-12-01
Full Text Available The study of Mathematics has been and is still a source of frustration and anxiety for a large number of students. The purpose of this study was to inquire systematically upon levels of test anxiety through behavioral and physiological procedures before and after a Math test, in 205 senior high school students. Academic worries were assessed by means of a computerized task based on the emotional version of the Stroop paradigm designed ex profeso to measure school anxiety (Hernández-Pozo, Macías & Torres, 2004. The Stroop task was administered, along with recordings of blood pressure and pulse, before and after the first Math test of the course. Academic general scores were inverse to the behavioral anxiety level, however the best Math scores were associated to middle levels of behavioral anxiety. Contradictory findings between academic performance in Math and global score, and the apparent lack of gender difference in anxiety measured through behavioral procedures suggests the need to review the generality of previous assertions relating academic performance inversely with levels of anxiety of high school students.
How Juries Assess Universal Design in Norwegian Architectural School Competitions.
Houck, Leif D
2016-01-01
This paper investigates how architectural school competition juries assess Universal Design. The method used is a case study of 18 recent architectural school competitions in Norway. The results show that most competition briefs ask for Universal Designed buildings. In 8 of the 18 cases, Universal Design is mentioned as an assessment criterion. In 11 of the 18 cases, Universal Design is commented on by the juries in the jury reports, but only in 3 of the cases, do the juries assess this aspect consistently on every competition project. The overall impression is that some amount of uncertainty looms concerning how Universal Design should be assessed in the competition stage. Based on the findings, future juries should concentrate on orientation and overview prior to technicalities and details.
Heo, YoungJin; Lee, Kyunghee
2018-05-08
Previous studies have reported associations among smartphone addiction, school adjustment, and self-control. However, the causal relationship between smartphone addiction and school adjustment has not been clearly demonstrated. The current study examined the association between smartphone addiction and school adjustment and investigated the mediating effect of self-control in this association. A total of 790 students from five high schools in Daegu City, South Korea, were asked to provide demographic information and complete a self-diagnostic smartphone addiction scale and validated Korean version of a self-control scale. Among at-risk students, self-control did not mediate the relation between smartphone addiction and school adjustment; among those not at risk, there was a partial mediating effect. To improve school adjustment among high school students, prevention of smartphone addiction seems important. Smartphone addiction could be managed by strengthening self-control to promote healthy use of smartphones. The current results can serve as groundwork for the development of programs to improve school adjustment among high school students. [Journal of Psychosocial Nursing and Mental Health Services, xx(x), xx-xx.]. Copyright 2018, SLACK Incorporated.
Tanzanian High School students' attitude towards five University ...
African Journals Online (AJOL)
Objective: To determine the attitude of high school students majoring in Physics, Chemistry and Biology (PCB) towards Medicine, Pharmacy, Dentistry, Veterinary Medicine and Nursing as professions at university. Design: A cross sectional study of a representative sample of high school students using a pretested attitudinal ...
Analyzing High School Students' Reasoning about Electromagnetic Induction
Jelicic, Katarina; Planinic, Maja; Planinsic, Gorazd
2017-01-01
Electromagnetic induction is an important, yet complex, physics topic that is a part of Croatian high school curriculum. Nine Croatian high school students of different abilities in physics were interviewed using six demonstration experiments from electromagnetism (three of them concerned the topic of electromagnetic induction). Students were…
Reported Motivations for and Locations of Healthy Eating among Georgia High School Students
Kumar, Gayathri S.; Bryan, Michael; Bayakly, Rana; Drenzek, Cherie; Merlo, Caitlin; Perry, Geraldine S.
2017-01-01
Background: Understanding how youth perceive eating healthy foods can inform programs and policies that aim to improve healthy eating. We assessed the reasons for and the most common locations of eating healthy foods among Georgia's (GA) high school (HS) students. Methods: Using the 2013 GA HS Youth Risk Behavior Survey, we examined motivations…
Adolescent use of school-based health centers and high school dropout.
Kerns, Suzanne E U; Pullmann, Michael D; Walker, Sarah Cusworth; Lyon, Aaron R; Cosgrove, T J; Bruns, Eric J
2011-07-01
To determine the association between use of school-based health centers (SBHCs) and school dropout. Quasi-experimental longitudinal analysis of a retrospective student cohort, with SBHC use as the independent variable. We statistically controlled for dropout risk and used propensity score regression adjustment to control for several factors associated with SBHC use. Integrated database from an urban public school district (academic outcomes) and department of public health (SBHC use). District-enrolled students in their first semester of ninth grade in 2005 (N = 3334), followed up through their anticipated on-time graduation semester of 12th grade in 2009. Students were divided into 4 groups: never used (47%); low use (23%); moderate use (20%); and high users (10%). Time to nongraduation (described as dropout). Low to moderate SBHC use (0.125-2.5 visits per semester) was associated with a 33% reduction in dropout compared with non-SBHC users. The high-use group (>2.5 visits per semester) did not have dropout rates that differed from nonusers. For SBHC users who did drop out, dropout occurred approximately 1 semester later than nonusers. Exploratory analyses revealed that the association between SBHC use and prevention of dropout was greatest for higher-risk students. This study found an association between low to moderate SBHC use and reductions in dropout for high school students in an urban school district, especially for students at higher risk for dropout. This study supports the theory that benefits of SBHCs extend beyond managing physical and mental health needs to include academic outcomes.
Assessing Prinary School; Second Cycle Social Science Textbooks ...
African Journals Online (AJOL)
Assessing Prinary School; Second Cycle Social Science Textbooks in ... second cycle primary level social science textbooks vis-à-vis the principles of multiculturalism. ... Biases were disclosed in gender, economic and occupational roles.
Placement, Progress, and Promotion: ESL Assessment in California's Adult Schools
Gonzalves, Lisa
2017-01-01
In California adult schools, standardized language assessments are typically administered to adult English as a second language (ESL) students upon enrollment; students then take these same state-approved tests throughout the academic year to demonstrate progress. As these tests assess only listening and reading skills, schools may use their own…
Assessing the Impact of a School-Based Group Approach with Adolescent Males
Liddell, T. Michael; Kurpius, Sharon Robinson
2014-01-01
This study assessed the impact of a school-based group intervention, "The Council for Boys and Young Men," specifically designed for adolescent males. The participants who attended an alternative school in a metropolitan area were randomly assigned to the intervention or to waitlist control groups. Measures assessed self-esteem, future…
Reducing the Risks of Firearm Violence in High Schools: Principals' Perceptions and Practices.
Price, James H; Khubchandani, Jagdish; Payton, Erica; Thompson, Amy
2016-04-01
This study assessed the perceptions and practices of a national sample of secondary school principals regarding reducing firearm violence in high schools. Data were collected via three-wave postal mailings. A 59-item valid and reliable questionnaire was mailed to a national random sample of 800 secondary school principals. Of the 349 principals (46 %) that responded, 17 % reported a firearm incident at their school in the past 5 years. Principals perceived inadequate parental monitoring (70 %), inadequate mental health services (64 %), peer harassment/bullying (59 %), and easy access to firearms (50 %) as the main causes of firearm violence in schools. The three barriers to implementing firearm violence prevention practices were: lack of expertise as to which practices to implement (33 %), lack of time (30 %), and lack of research as to which practices are most effective (30 %). Less than half of schools trained school personnel regarding firearm violence issues. The findings indicate that firearm incidents at schools may be more common than previously thought. A significant portion of principals are at a loss as to what to implement because of a lack of empirical evidence on what is effective. More research is needed to find the most effective school interventions for reducing firearm violence.
High-school football and late-life risk of neurodegenerative syndromes, 1956–1970
Janssen, Pieter HH; Mandrekar, Jay; Mielke, Michelle M; Ahlskog, J. Eric; Boeve, Bradley F; Josephs, Keith; Savica, Rodolfo
2017-01-01
BACKGROUND Repeated head trauma has been associated with risk of neurodegenerative diseases. Few studies have evaluated the long-term risk of neurodegenerative diseases in collision sports like football. OBJECTIVE To assess whether athletes who played American varsity high-school football between 1956 and 1970 have an increased risk of neurodegenerative diseases later in life. PATIENTS AND METHODS We identified all male varsity football players between 1956 and 1970 in the public high schools of Rochester, Minnesota, compared to non-football-playing male varsity swimmers, wrestlers or basketball players. Using the records-linkage system of the Rochester Epidemiology Project, we ascertained the incidence of late-life neurodegenerative diseases: dementia, parkinsonism, or amyotrophic lateral sclerosis. We also recorded medical record-documented head trauma during high school years. RESULTS We identified 296 varsity football players and 190 athletes engaging in other sports. Football players had an increased risk of medically documented head trauma, especially if they played football for more than one year. Compared to non-football athletes, football players did not have an increased risk of neurodegenerative disease overall, nor the individual conditions of dementia, parkinsonism, or amyotrophic lateral sclerosis. CONCLUSION In this community based study, varsity high school football players from 1956 to 1970 did not have an increased risk of developing neurodegenerative diseases compared with athletes engaged in other varsity sports. This was from an era where there was a generally nihilistic view of concussion dangers, less protective equipment and without prohibition of spearing (head-first tackling). However, size and strength of players from prior eras may not be comparable to current high-school athletes. PMID:27979411
Scherrer, Vsevolod; Roberts, Richard; Preckel, Franzis
2016-01-01
Meta-analyses suggest that morning-oriented students obtain better school grades than evening-oriented students. This finding has generally been found for students in high school using self-report data for the assessment of circadian preference. Two studies (N = 2718/192) investigated whether these findings generalize across samples (i.e. elementary school-aged students) and methods (i.e. parent reports). These studies also explored whether the relation between circadian preference and school achievement could be explained within an expectancy-value framework. To this end, the Lark-Owl Chronotype Indicator (LOCI) was modified to obtain parents' evaluations of their children's circadian preference, while students completed a battery of assessments designed to explore the test-criterion evidence. Structural equation modeling and correlational analyses revealed: (1) morning and evening orientation were two separable factors of children's circadian preference; (2) correlations with behavioral (e.g. sleep and eating times) and psychological (e.g. cognitive ability) data supported the test-criterion validity of both factors; (3) morning orientation was positively related to school achievement and (4) consistent with an expectancy-value framework this relation was mediated by children's academic self-concept (ASC). These findings have important research and policy implications for considering circadian preference in the schooling of elementary students.