School Improvement in High-Capacity Schools: Educational Leadership and Living-Systems Ontology

Science.gov (United States)

Mitchell, Coral; Sackney, Larry

2016-01-01

Although school improvement continues to present as an unresolved educational problem, the required changes are relatively straightforward. Essentially, schools need to be retooled with students' experiences and high-quality instruction at the center of the design. In this article, we present the findings of research into the leadership of…

CONGESTION AS A RESULT OF SCHOOL AND SHOPPING CENTER ACTIVITY

Directory of Open Access Journals (Sweden)

Meike Kumaat

2015-12-01

Full Text Available Development of land use in public facilities such as shopping center and school gives an impact on transportation problem in Manado City, North Sulawesi.  To determine factors which have causal relationship with congestion  as a result of school and shopping center activity then it need to be assessed and studied.  Descriptive study with observational survey was used in this study. The study ran Structural Equation Modelling (SEM by using AMOS program. Estimated method was used to calculate sample size then found 300 repondents, comprised : visitors and mall managers, school visitors, parents, school managers, Public Works department, and urban planning department .The study yielded a statistically significant correlation between  school and shopping center activity with congestion s. The result  indicated that school activity was positively related to congestion with p value  at p=0,000 (p ≤ 0,05. Shopping center activity was positively related to congestion with p value  at p=0,000 (p ≤ 0,05. The closer proximity from school to shooping center will causes severe traffic congestion. The relationship between school facility with proximity was found in p value at  p=0,000 (p ≤ 0,05 . The relationship between shopping center facility with proximity was found in p value at  p= 0,020 (p ≤ 0,05. While, the relationship between proximity with congestion was p= 0,008 (p ≤ 0,05. Monastery school and Mega Mall activity were affecting congestion because a closer proximity of two facilities. This indicates that the occurence of traffic congestion in Monastery School  may be dependent on existence of  Piere Tendean road link

Utilization of Mental Health Services in School-Based Health Centers

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Bains, Ranbir M.; Cusson, Regina; White-Frese, Jesse; Walsh, Stephen

2017-01-01

Background: We summarize utilization patterns for mental health services in school-based health centers. Methods: Administrative data on school-based health center visits in New Haven, Connecticut were examined for the 2007-2009 school years. Relative frequencies of mental health visits by age were calculated as a percentage of all visits and were…

Violence Prevention at Thurgood Marshall Academy Public Charter High School. Summary Brief

Science.gov (United States)

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…

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.

The Complementary Roles of the School Nurse and School Based Health Centers. Position Statement

Science.gov (United States)

Ondeck, Lynnette; Combe, Laurie; Baszler, Rita; Wright, Janet

2015-01-01

It is the position of the National Association of School Nurses (NASN) that the unique combination of school nursing services and school-based health centers (SBHCs) facilitate positive health outcomes for students. The registered professional school nurse (hereinafter referred to as school nurse) is responsible for management of the daily health…

Budgeting for School Media Centers.

Science.gov (United States)

Drott, M. Carl

1978-01-01

Describes various forms of budgets and discusses concepts in budgeting useful to supervisors of school media centers: line item budgets, capital budgets, creating budgets, the budget calendar, innovations, PPBS (Planning, Programing, Budgeting System), zero-based budgeting, cost-benefit analysis, benefits, benefit guidelines, and budgeting for the…

Involving Minority High School Students in Cutting Edge Research through C-DEBI, an NSF-National Science and Technology Center

Science.gov (United States)

Singer, E.; Edwards, K. J.

2012-12-01

The Center for Dark Energy Biosphere Investigations (C-DEBI) was established as a National Science and Technology Center (NTC) funded by NSF in 2009. Its mission is to explore life beneath the seafloor and make transformative discoveries that advance science, benefit society, and inspire people of all ages and origins. Thanks to the multi-institutional character of C-DEBI, the Center has not only started a collaborative framework for experimental and exploratory research, but also targets education programs at the K-12, undergraduate, graduate and postdoctoral levels involving biogeochemists, microbiologists, geochemists and geologists. An example for this is the introduction of deep biosphere research into the K-12 classroom. In this context, C-DEBI has collaborated with teachers from the Animo Leadership High School in Inglewood, which is ranked 27th within California and has a total minority enrollment of 99%, to adapt Marine Biology classes and introduce latest Deep Biosphere Science discoveries. Three high school students participated in a pilot project over 6 months to gain hands-on experience in an ongoing study in a Marine Microbiology laboratory at University of Southern California. Graduate and postdoctoral students from the Departments of Biological and Earth Sciences supervised theory, praxis and project design, which was aimed at culturing strains of Marinobacter, one of the most ubiquitous marine microbial genera, and preparing extracted DNA for sequencing using the latest Ion Torrent Technology. Students learned about the interdisciplinary global context of the study and gained experience in laboratory procedures, including basic aseptical techniques, molecular biology methods, and cutting-edge sequencing Technology, as well as problem-solving and creative thinking in project preparation and conduction. This hands-on training included discussions about the 'Whys' and 'Hows' in today's research with respect to their specific project, but also from a

High school science fair and research integrity

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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

Improving Transition from the Middle Grades to High School and from High Schools and Technology Centers to Further Study and Careers.

Science.gov (United States)

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…

High School Principals and the High School Journalism Program.

Science.gov (United States)

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…

The 1985 National Aeronautics and Space Administration's Summer High School Apprenticeship Research Program (SHARP)

Science.gov (United States)

1985-01-01

In 1985, a total of 126 talented high school students gained first hand knowledge about science and engineering careers by working directly with a NASA scientist or engineer during the summer. This marked the sixth year of operation for NASA's Summer High School Apprenticeship Research Program (SHARP). The major priority of maintaining the high standards and success of prior years was satisfied. The following eight sites participated in the Program: Ames Research Center, Ames' Dryden Flight Research Facility, Goddard Space Flight Center, Goddard's Wallop Flight Facility, Kennedy Space Center, Langley Research Center, Lewis Research Center, and Marshall Space Flight Center. Tresp Associates served as the SHARP contractor and worked closely with NASA staff at headquarters and the sites just mentioned to plan, implement, and evaluate the program.

Alternative Fuels Data Center: Mesa Unified School District Reaps Economic

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and Environmental Benefits with Propane Buses Mesa Unified School District Reaps Economic and School District Reaps Economic and Environmental Benefits with Propane Buses on Facebook Tweet about Alternative Fuels Data Center: Mesa Unified School District Reaps Economic and Environmental Benefits with

Associations of Teen Dating Violence Victimization with School Violence and Bullying among US High School Students

Science.gov (United States)

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…

Violence Prevention in Schools: A Case Study of the Thurgood Marshall Academy Public Charter High School. Final Report

Science.gov (United States)

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…

Opportunities for Increasing Human Papillomavirus Vaccine Provision in School Health Centers

Science.gov (United States)

Moss, Jennifer L.; Feld, Ashley L.; O'Malley, Brittany; Entzel, Pamela; Smith, Jennifer S.; Gilkey, Melissa B.; Brewer, Noel T.

2014-01-01

Background: Uptake of human papillomavirus (HPV) vaccine remains low among adolescents in the United States. We sought to assess barriers to HPV vaccine provision in school health centers to inform subsequent interventions. Methods: We conducted structured interviews in the fall of 2010 with staff from all 33 school health centers in North…

Towards a High Quality High School Workforce: A Longitudinal, Demographic Analysis of U.S. Public School Physics Teachers

Science.gov (United States)

Rushton, Gregory T.; Rosengrant, David; Dewar, Andrew; Shah, Lisa; Ray, Herman E.; Sheppard, Keith; Watanabe, Lynn

2017-01-01

Efforts to improve the number and quality of the high school physics teaching workforce have taken several forms, including those sponsored by professional organizations. Using a series of large-scale teacher demographic data sets from the National Center for Education Statistics (NCES), this study sought to investigate trends in teacher quality…

Factors That Explain the Attitude towards Statistics in High-School Students: Empirical Evidence at Technological Study Center of the Sea in Veracruz, Mexico

Science.gov (United States)

Rojas-Kramer, Carlos; Limón-Suárez, Enrique; Moreno-García, Elena; García-Santillán, Arturo

2018-01-01

The aim of this paper was to analyze attitude towards statistics in high-school students using the SATS scale designed by Auzmendi (1992). The sample was 200 students from the sixth semester of the afternoon shift, who were enrolled in technical careers from the Technological Study Center of the Sea (Centro de Estudios Tecnológicos del Mar 07…

The american high school graduation rate : trends and levels

OpenAIRE

Heckman, James J.; LaFontaine, Paul A.

2008-01-01

This paper uses multiple data sources and a unified methodology to estimate the trends and levels of the U.S. high school graduation rate. Correcting for important biases that plague previous calculations, we establish that (a) the true high school graduation rate is substantially lower than the official rate issued by the National Center for Educational Statistics; (b) it has been declining over the past 40 years; (c) majority/minority graduation rate differentials are substantial and have n...

Empowering High School Students in Scientific Careers: Developing Statewide Partnerships

Science.gov (United States)

Aguilar, C.; Swartz, D.

2008-05-01

Center for Multiscale Modeling of Atmospheric Processes (CMMAP) is a National Science Foundation Science and Technology Center focused on improving the representation of cloud processes in climate models. The Center is divided into three sections including Knowledge Transfer, Research, and Education and Diversity. The Science Education and Diversity mission is to educate and train people with diverse backgrounds in Climate and Earth System Science by enhancing teaching and learning and disseminating science results through multiple media. CMMAP is partnering with two local school districts to host an annual global climate conferences for high school students. The 2008 Colorado Global Climate Conference seeks "To educate students on global and local climate issues and empower them to se their knowledge." The conference is sponsored by CMMAP, The Governor's Energy Office, Poudre School District, Thompson School District, Clif Bar, and Ben and Jerry's Scoop Shop of Fort Collins. The conference seeks to inspire students to pursue future education and careers in science fields. Following an opening welcome from the Governor's Energy Office, Keynote Piers Sellers will discuss his experiences as an atmospheric scientist and NASA astronaut. Students will then attend 3 out of 16 breakout sessions including such sessions as "Hot poems, Cool Paintings, and the treasures of Antiquity of Climate Change", "Mitigation vs Adaptation", "Bigfoot Walks(What Size is our carbon footprint?)" "The Wedges: Reduc ing Carbon Emissions", and "We the People: Climate and Culture of Climate Change" to name a few. Using The Governor's High School Conference on the Environment sponsored by the Wisconsin Center for Environmental Education as a model we are developing statewide partnerships to bring high school students together to look at global climate issues that will impact their future and of which they can be part of the solution through their education and career paths. In addition to

Potentials and pitfalls of the encounter between leisure-time centers and primary schools

DEFF Research Database (Denmark)

Ringskou, Lea Thomsen; Gravesen, David Thore

Our research offers a qualitative, in depth-perspective on the encounter between leisure-time centers and primary schools in Denmark. In our presentration we will, in a cross-cultural perspective, reappraise the roles of leisure-time pedagogues and discuss the potentials and pitfalls of the encou......Our research offers a qualitative, in depth-perspective on the encounter between leisure-time centers and primary schools in Denmark. In our presentration we will, in a cross-cultural perspective, reappraise the roles of leisure-time pedagogues and discuss the potentials and pitfalls...... of the encounter between leisure-time centers and primary schools. In 2014, the Danish Primary School was reformed. To a considerable extent, the reform can be understood in response to receding results in international tests (Knudsen 2010). The official aim of the reform is to challenge all pupils, regardless...... the encounter between leisure-time centers and primary schools?...

Developing Student-Centered Learning Model to Improve High Order Mathematical Thinking Ability

Science.gov (United States)

Saragih, Sahat; Napitupulu, Elvis

2015-01-01

The purpose of this research was to develop student-centered learning model aiming to improve high order mathematical thinking ability of junior high school students of based on curriculum 2013 in North Sumatera, Indonesia. The special purpose of this research was to analyze and to formulate the purpose of mathematics lesson in high order…

Getting down to Dollars and Cents: What Do School Districts Spend to Deliver Student-Centered Learning?

Science.gov (United States)

Miller, Lawrence J.; Gross, Betheny; Ouijdani, Monica

2012-01-01

In the era of No Child Left Behind and Race to the Top, school districts are under increasing pressure from policymakers to hold all students to high performance standards. In response, a growing number of schools are embracing the principles of student-centered learning (SCL). SCL is a contemporary approach that combines progressive and…

Planning for the Automation of School Library Media Centers.

Science.gov (United States)

Caffarella, Edward P.

1996-01-01

Geared for school library media specialists whose centers are in the early stages of automation or conversion to a new system, this article focuses on major components of media center automation: circulation control; online public access catalogs; machine readable cataloging; retrospective conversion of print catalog cards; and computer networks…

Designing a School Library Media Center for the Future.

Science.gov (United States)

Erikson, Rolf; Markuson, Carolyn

This booklet presents guidance on building superior school library media centers by outlining conceptual plans from actual school libraries and explaining how to address specific planning and operational issues. The booklet discusses how to address the unique ergonomic and technology needs of children; how to control costs using proven bidding and…

Summer High School Apprenticeship Research Program (SHARP) of the National Aeronautics and Space Administration

Science.gov (United States)

1984-01-01

A total of 125 talented high school students had the opportunity to gain first hand experience about science and engineering careers by working directly with a NASA scientist or engineer during the summer. This marked the fifth year of operation for NASA's Summer High School Apprenticehsip Research Program (SHARP). Ferguson Bryan served as the SHARP contractor and worked closely with NASA staff at Headquarters and the eight participating sites to plan, implement, and evaluate the Program. The main objectives were to strengthen SHARP and expand the number of students in the Program. These eight sites participated in the Program: Ames Research Center North, Ames' Dryden Flight Research Facility, Goddard Space Flight Center, Goddard's Wallops Flight Facility, Kennedy Space Center, Langley Research Center, Lewis Research Center, and Marshall Space Flight Center.

Towards a high quality high school workforce: A longitudinal, demographic analysis of U.S. public school physics teachers

Directory of Open Access Journals (Sweden)

Gregory T. Rushton

2017-10-01

Full Text Available Efforts to improve the number and quality of the high school physics teaching workforce have taken several forms, including those sponsored by professional organizations. Using a series of large-scale teacher demographic data sets from the National Center for Education Statistics (NCES, this study sought to investigate trends in teacher quality at the national level in the two and a half decades between 1987 and 2012. Specifically, we investigated (i details about the degree backgrounds, main teaching assignments, and experience levels of those assigned to teach physics; (ii whether the proportion of those with certifications in physics as a fraction of the entire physics teaching workforce had changed; and (iii if workforce diversity (with respect to race and gender had changed over time. Our data indicate that trends in these domains have generally been positive, but still fall short of having a highly qualified physics teacher in each classroom. Additionally, the population of physics teachers has more novices and fewer veterans than it did 10 years ago, although veteran physics teachers are not as rare as those in other branches of high school STEM fields. We also analyzed trends in physics teacher race and gender diversity and found them to lag behind other STEM and non-STEM teacher communities. High school physics is still mostly taught by white males with backgrounds from outside of physics. Implications for future policy decisions at the local and national levels are discussed, including attending to the specific needs of degree-holding and non-degree-holding physics teachers separately and localizing teacher recruitment and preparation efforts in regional centers.

Towards a high quality high school workforce: A longitudinal, demographic analysis of U.S. public school physics teachers

Science.gov (United States)

Rushton, Gregory T.; Rosengrant, David; Dewar, Andrew; Shah, Lisa; Ray, Herman E.; Sheppard, Keith; Watanabe, Lynn

2017-12-01

Efforts to improve the number and quality of the high school physics teaching workforce have taken several forms, including those sponsored by professional organizations. Using a series of large-scale teacher demographic data sets from the National Center for Education Statistics (NCES), this study sought to investigate trends in teacher quality at the national level in the two and a half decades between 1987 and 2012. Specifically, we investigated (i) details about the degree backgrounds, main teaching assignments, and experience levels of those assigned to teach physics; (ii) whether the proportion of those with certifications in physics as a fraction of the entire physics teaching workforce had changed; and (iii) if workforce diversity (with respect to race and gender) had changed over time. Our data indicate that trends in these domains have generally been positive, but still fall short of having a highly qualified physics teacher in each classroom. Additionally, the population of physics teachers has more novices and fewer veterans than it did 10 years ago, although veteran physics teachers are not as rare as those in other branches of high school STEM fields. We also analyzed trends in physics teacher race and gender diversity and found them to lag behind other STEM and non-STEM teacher communities. High school physics is still mostly taught by white males with backgrounds from outside of physics. Implications for future policy decisions at the local and national levels are discussed, including attending to the specific needs of degree-holding and non-degree-holding physics teachers separately and localizing teacher recruitment and preparation efforts in regional centers.

Awareness of a rape crisis center and knowledge about sexual violence among high school adolescents.

Science.gov (United States)

Lee, Sara H; Stark, Amrita K; O'Riordan, Mary Ann; Lazebnik, Rina

2015-02-01

This study examined awareness among adolescents of a local rape crisis center as well as their knowledge about sexual violence. The Cleveland Rape Crisis Center (CRCC) conducts sexual violence prevention programs for high school students. A written, anonymous survey was distributed to students prior to the start of the program. Students were asked if they had heard of the CRCC; knowledge about sexual violence was assessed with a series of 7 statements (rape myths) that participants identified as true or false. Surveys were reviewed retrospectively. Analyses were carried out for individual questions and frequencies compared using chi-square analysis. A total of 1633 surveys were collected; 1118 (68.5%) participants were female and 514 (31.5%) were male; ages ranged from 12 to 19 years. Respondents described themselves as being of European descent (45.9%), African descent (26.2%), or mixed race (17.7%). Just over half (863, 52.9%) of survey respondents had heard of the CRCC. Over half (950, 58.2%) of participants answered 5 or more questions correctly (range of correct answers 0 to 7). In general, more participants who were aware of the CRCC were able to identify statements about rape correctly (P rape. Females were consistently more likely to get an answer correct, as were participants of European descent. Awareness of the CRCC was associated with increased knowledge about sexual violence. Copyright © 2015 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.

After School Centers Project. Final Reports. Winter 1968-1969; Summer 1969.

Science.gov (United States)

Harvard Univ., Cambridge, MA. Graduate School of Education.

Two final reports, winter 1968-1969 and summer 1969, respectively describe the sixth and seventh sessions of the Cambridge School Department's After School Center Program and involving six elementary schools. Both the winter and the summer programs were designed to give disadvantaged children remedial instruction in reading and mathematics along…

Adolescent Health Care in School-Based Health Centers. Position Statement

Science.gov (United States)

National Assembly on School-Based Health Care, 2008

2008-01-01

School-based health centers (SBHCs) are considered one of the most effective strategies for delivering preventive care, including reproductive and mental health care services, to adolescents--a population long considered difficult to reach. National Assembly on School-Based Health Care (NASBHC) recommends practices and policies to assure…

What High School Physics Teachers Teach: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

Science.gov (United States)

Tyler, John; White, Susan

2014-01-01

During the 2012-13 academic year, the Statistic Research Center (SRC) collected data from a representative national sample of over 3,500 public and private high schools across the U.S. to inquire about physics availabilities and offerings. This report describes their findings. SRC takes two different approaches to describe the characteristics of…

On the Way of Educational Reform: Thai High School Physics Teachers' Conceptions of the Student-Centered Approach and Their Perceptions of Their Classroom Practices

Science.gov (United States)

Chaumklang, Kawin

During the past two decades, the student-centered approach has been widely promoted and accepted by the educational community as one of the most effective instructional approaches. It has been continually developed and revised to match our current understanding of how humans learn (American Psychological Association, 1997). It is based upon the belief that students should take responsibility for their own learning. Thus, curriculum, instruction, and assessment should be carefully designed to stimulate, facilitate, and accelerate students' learning as much as possible. In order to do so, the teacher needs to take the following factors into consideration: students' cognitive structures, metacognitive and regulative skills, motivation and affective states, developmental and individual differences, and social supports. However, the term student-centered has been defined and described by researchers and scholars in many different ways. Little is known about how practicing teachers conceptualize this term and how they perceive their classroom practices in relation to these conceptions. The purpose of this study was to utilize a qualitative multiple-case study approach to investigate teachers' conceptions of the student-centered approach and their perceptions of their classroom practices. Four Thai high school physics teachers, who were considered products of the current student-centered educational reform movement in Thailand, participated in this study. Data were collected for one learning unit (three to eight weeks) through classroom observations, semi-structured interviews, and document analysis. The data analysis revealed that teachers' conceptions of student-centered curriculum, instruction, and assessment had three common characteristics: (a) students' active participation; (b) special emphasis on students' background knowledge, understanding, motivation, affective states, and learning capability; and (c) benefits to students. The results also indicated that there

"Flying the Plane while We Build It": A Case Study of an Early College High School

Science.gov (United States)

Thompson, Candace; Ongaga, Kennedy

2011-01-01

Over the past two decades, the perceived failed promise of the comprehensive high school to effectively educate America's youth has generated a national interest in high school reform. One such area of reform is a movement to restructure high schools as small learning communities centered around unique curriculum and state-of-the-art teaching.…

Curricular constraints, high-stakes testing and the reality of reform in high school science classrooms

Science.gov (United States)

Coble, Jennifer

Through a series of open-ended interviews, this study investigated the beliefs of six third year high school science teachers about how they implement science education reform ideals in their practice and the contextual challenges they face as they attempt to implement reform. The teachers argue that the lack of connection between their curricula and students' lives serves as a significant obstacle to them utilizing more inquiry-based and student-centered strategies. In their science classes that are not subject to a high stakes exam, the teachers shared instances where they engage students in inquiry by refraining the focus of their curricula away from the decontextualized factual information and onto how the information relates to human experience. In their science classes subject to a high stakes test, however, the teachers confessed to feeling no choice but to utilize more teacher-centered strategies focused on information transmission. This study provides an in depth analysis of how the presence of high stakes tests discourages teachers from utilizing reform based teaching strategies within high school science classrooms.

Mental Health Services in School-Based Health Centers: Systematic Review

Science.gov (United States)

Bains, Ranbir Mangat; Diallo, Ana F.

2016-01-01

Mental health issues affect 20-25% of children and adolescents, of which few receive services. School-based health centers (SBHCs) provide access to mental health services to children and adolescents within their schools. A systematic review of literature was undertaken to review evidence on the effectiveness of delivery of mental health services…

Associations of Teen Dating Violence Victimization With School Violence and Bullying Among US High School Students*

Science.gov (United States)

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

Correlation of Managers' Value Systems and Students' Moral Development in High Schools and Pre-University Centers

Science.gov (United States)

Alavi, Hamid Reza; Rahimipoor, Tahereh

2010-01-01

The goal of this research was to understand the managers' value system, the students' moral development, and their relationship in the high schools and pre-universities of District One in Kerman City. The research method used was descriptive-correlational. The statistical population was composed of high school and pre-university managers and…

Psychoactive substances use and associated factors among middle and high school students in the North Center of Morocco: a cross-sectional questionnaire survey.

Science.gov (United States)

Zarrouq, B; Bendaou, B; El Asri, A; Achour, S; Rammouz, I; Aalouane, R; Lyoussi, B; Khelafa, S; Bout, A; Berhili, N; Hlal, H; Najdi, A; Nejjari, C; El Rhazi, K

2016-06-04

Data on psychoactive substance (PAS) consumption among adolescents in the North Center of Morocco are not at all available. Therefore, the current study aimed at investigating the prevalence and the determinants of psychoactive substances use among middle and high school students in this region. A cross-sectional study was conducted from April 2012 to November 2013 in public middle and high schools in the North Central Region of Morocco. An anonymous self-administered questionnaire was used to assess psychoactive substances use among a representative sample of school students from the 7th to the 12th grade, aged 11-23 years, selected by stratified cluster random sampling. Factors associated with psychoactive substance use were identified using multivariate stepwise logistic regression analyses. A total of 3020 school students completed the questionnaires, 53.0 % of which were males. The overall lifetime smoking prevalence was 16.1 %. The lifetime, annual and past month rates of any psychoactive substance use among the study subjects were 9.3, 7.5, and 6.3 % respectively. Cannabis recorded the highest lifetime prevalence of 8.1 %, followed by alcohol 4.3 %, inhalants 1.7 %, psychotropic substances without medical prescription 1.0, cocaine 0.7, heroine 0.3, and amphetamine with only 0.2 %. Psychoactive substance use was associated with males more than females. The risk factors identified by multivariate stepwise logistic regression analyses were being male, studying in secondary school level, smoking tobacco, living with a family member who uses tobacco, and feeling insecure within the family. The prevalence among all school students reported by the current study was comparable to the national prevalence. Efforts to initiate psychoactive substance prevention programs among school students should be made by designing such programs based on the significant factors associated with psychoactive substance use identified in this study.

An Investigation of Southwestern Area Principals and the Enactment of Crisis Plans in High Schools

Science.gov (United States)

Parker, Kerry L.

2012-01-01

The purpose of this study was to identify what southwestern area high school principals reported as the enactment of school crisis plans as described in the Center for Mental Health in Schools at UCLA (CMHS, 2008), "Resource Aid: Responding to a Crisis at School." The conceptual framework guiding the study was an adaptation of the Crisis…

Progress Is No Accident: Why ESEA Can't Backtrack on High School Graduation Rates

Science.gov (United States)

Alliance for Excellent Education, 2015

2015-01-01

In conjunction with the White House Next Gen High School Summit on November 10, a new report finds that the number of high school dropouts decreased from 1 million in 2008 to approximately 750,000 in 2012. The report, released by the Alliance for Excellent Education, America's Promise Alliance, Civic Enterprises, and Everyone Graduates Center,…

Authoritative school climate and high school dropout rates.

Science.gov (United States)

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).

Towards a high quality high school workforce: A longitudinal, demographic analysis of U.S. public school physics teachers

OpenAIRE

Gregory T. Rushton; David Rosengrant; Andrew Dewar; Lisa Shah; Herman E. Ray; Keith Sheppard; Lynn Watanabe

2017-01-01

Efforts to improve the number and quality of the high school physics teaching workforce have taken several forms, including those sponsored by professional organizations. Using a series of large-scale teacher demographic data sets from the National Center for Education Statistics (NCES), this study sought to investigate trends in teacher quality at the national level in the two and a half decades between 1987 and 2012. Specifically, we investigated (i) details about the degree backgrounds, ma...

Sleep patterns in high school and university students: a longitudinal study.

Science.gov (United States)

Urner, Martin; Tornic, Jure; Bloch, Konrad E

2009-08-01

We performed a longitudinal study to investigate whether changes in social zeitgebers and age alter sleep patterns in students during the transition from high school to university. Actimetry was performed on 24 high-school students (mean age+/-SD: 18.4+/-0.9 yrs; 12 females) for two weeks. Recordings were repeated in the same subjects 5 yrs later when they were university students. The sleep period duration and its center, the mid-sleep time, and total sleep time were estimated by actimetry. Actigraphic total sleep time was similar when in high school and at the university on school days (6.31+/-0.47 vs. 6.45+/-0.80 h, p = ns) and longer on leisure days by 1.10+/-1.10 h (p school days) when in high school, but not at the university. Compared to the high school situation, the mid-sleep time was delayed when at the university on school days (03:11+/-0.6 vs. 03:55+/-0.7 h, p sleep times on school and leisure days when in high school were significantly correlated with the corresponding values 5 yrs later when at the university (r = 0.58 and r = 0.55, p sleep time between school and leisure days when students attended high school and the delayed mid-sleep time on school days when students attended university are consistent with a circadian phase shift due to changes in class schedules, other zeitgebers, and lifestyle preferences. Age-related changes may also have occurred, although some individuality of the sleep pattern was maintained during the 5 yr study span. These findings have important implications for optimizing school and work schedules in students of different age and level of education.

Adventures in supercomputing: An innovative program for high school teachers

Energy Technology Data Exchange (ETDEWEB)

Oliver, C.E.; Hicks, H.R.; Summers, B.G. [Oak Ridge National Lab., TN (United States); Staten, D.G. [Wartburg Central High School, TN (United States)

1994-12-31

Within the realm of education, seldom does an innovative program become available with the potential to change an educator`s teaching methodology. Adventures in Supercomputing (AiS), sponsored by the U.S. Department of Energy (DOE), is such a program. It is a program for high school teachers that changes the teacher paradigm from a teacher-directed approach of teaching to a student-centered approach. {open_quotes}A student-centered classroom offers better opportunities for development of internal motivation, planning skills, goal setting and perseverance than does the traditional teacher-directed mode{close_quotes}. Not only is the process of teaching changed, but the cross-curricula integration within the AiS materials is remarkable. Written from a teacher`s perspective, this paper will describe the AiS program and its effects on teachers and students, primarily at Wartburg Central High School, in Wartburg, Tennessee. The AiS program in Tennessee is sponsored by Oak Ridge National Laboratory (ORNL).

Army Continuing Education System Centers

Science.gov (United States)

1979-05-01

Scheme C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 6-20 Example Plan–Scheme Coeducation Center for 21,000 Military...Information to supplement construction completion records shall be prepared to instruct the installation on how to gain the most benefit from such...High School Completion Program (HSCP). This gives soldiers a chance to earn a high school diploma or a State-issued high school equivalency certificate

Summer Research Program - 1996 High School Apprenticeship Program. Volume 16, Arnold Engineering Development Center

National Research Council Canada - National Science Library

Moore, Gary

1996-01-01

The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...

Summer Research Program - 1997 High School Appenticeship Program Volume 16 Arnold Engineering Development Center

National Research Council Canada - National Science Library

Moore, Gary

1997-01-01

The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...

An Exploration of Teacher Attrition and Mobility in High Poverty Racially Segregated Schools

Science.gov (United States)

Djonko-Moore, Cara M.

2016-01-01

The purpose of this study was to examine the mobility (movement to a new school) and attrition (quitting teaching) patterns of teachers in high poverty, racially segregated (HPRS) schools in the US. Using 2007-9 survey data from the National Center for Education Statistics, a multi-level multinomial logistic regression was performed to examine the…

Patient-centered medical home model: do school-based health centers fit the model?

Science.gov (United States)

Larson, Satu A; Chapman, Susan A

2013-01-01

School-based health centers (SBHCs) are an important component of health care reform. The SBHC model of care offers accessible, continuous, comprehensive, family-centered, coordinated, and compassionate care to infants, children, and adolescents. These same elements comprise the patient-centered medical home (PCMH) model of care being promoted by the Affordable Care Act with the hope of lowering health care costs by rewarding clinicians for primary care services. PCMH survey tools have been developed to help payers determine whether a clinician/site serves as a PCMH. Our concern is that current survey tools will be unable to capture how a SBHC may provide a medical home and therefore be denied needed funding. This article describes how SBHCs might meet the requirements of one PCMH tool. SBHC stakeholders need to advocate for the creation or modification of existing survey tools that allow the unique characteristics of SBHCs to qualify as PCMHs.

The Practice of Learner-Centered Method in Upper Primary Schools ...

African Journals Online (AJOL)

user

Department of Pedagogy, Faculty of Education, Jimma University , Jimma Ethiopia. E-mail: .... teacher used one of the 33 Learner-centered methods or not. .... Sex. No. of teachers in selected schools. Teaching Experience. Male. Female.

Psychoactive substances use and associated factors among middle and high school students in the North Center of Morocco: a cross-sectional questionnaire survey

Directory of Open Access Journals (Sweden)

B. Zarrouq

2016-06-01

Full Text Available Abstract Background Data on psychoactive substance (PAS consumption among adolescents in the North Center of Morocco are not at all available. Therefore, the current study aimed at investigating the prevalence and the determinants of psychoactive substances use among middle and high school students in this region. Methods A cross-sectional study was conducted from April 2012 to November 2013 in public middle and high schools in the North Central Region of Morocco. An anonymous self-administered questionnaire was used to assess psychoactive substances use among a representative sample of school students from the 7th to the 12th grade, aged 11–23 years, selected by stratified cluster random sampling. Factors associated with psychoactive substance use were identified using multivariate stepwise logistic regression analyses. Results A total of 3020 school students completed the questionnaires, 53.0 % of which were males. The overall lifetime smoking prevalence was 16.1 %. The lifetime, annual and past month rates of any psychoactive substance use among the study subjects were 9.3, 7.5, and 6.3 % respectively. Cannabis recorded the highest lifetime prevalence of 8.1 %, followed by alcohol 4.3 %, inhalants 1.7 %, psychotropic substances without medical prescription 1.0, cocaine 0.7, heroine 0.3, and amphetamine with only 0.2 %. Psychoactive substance use was associated with males more than females. The risk factors identified by multivariate stepwise logistic regression analyses were being male, studying in secondary school level, smoking tobacco, living with a family member who uses tobacco, and feeling insecure within the family. Conclusions The prevalence among all school students reported by the current study was comparable to the national prevalence. Efforts to initiate psychoactive substance prevention programs among school students should be made by designing such programs based on the significant factors associated with psychoactive

Authoritative School Climate and High School Dropout Rates

Science.gov (United States)

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…

Interaction Effects between Exposure to Sexually Explicit Online Materials and Individual, Family, and Extrafamilial Factors on Hong Kong High School Students' Beliefs about Gender Role Equality and Body-Centered Sexuality

Science.gov (United States)

To, Siu-ming; Kan, Siu-mee Iu; Ngai, Steven Sek-yum

2015-01-01

This study examined the interaction effects between Hong Kong adolescents' exposure to sexually explicit online materials (SEOM) and individual, family, peer, and cultural factors on their beliefs about gender role equality and body-centered sexuality. Based on a survey design with a sample of 503 high school students in Hong Kong, the results…

Training Elementary Teachers to Prepare Students for High School Authentic Scientific Research

Science.gov (United States)

Danch, J. M.

2017-12-01

The Woodbridge Township New Jersey School District has a 4-year high school Science Research program that depends on the enrollment of students with the prerequisite skills to conduct authentic scientific research at the high school level. A multifaceted approach to training elementary teachers in the methods of scientific investigation, data collection and analysis and communication of results was undertaken in 2017. Teachers of predominately grades 4 and 5 participated in hands on workshops at a Summer Tech Academy, an EdCamp, a District Inservice Day and a series of in-class workshops for teachers and students together. Aspects of the instruction for each of these activities was facilitated by high school students currently enrolled in the High School Science Research Program. Much of the training activities centered around a "Learning With Students" model where teachers and their students simultaneously learn to perform inquiry activities and conduct scientific research fostering inquiry as it is meant to be: where participants produce original data are not merely working to obtain previously determined results.

School-Within-A-School (Hawaii Nui High) Hilo High School Report 1969-70.

Science.gov (United States)

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…

Journalism Beyond High School.

Science.gov (United States)

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…

The financial management of research centers and institutes at U.S. medical schools: findings from six institutions.

Science.gov (United States)

Mallon, William T

2006-06-01

To explore three questions surrounding the financial management of research centers and institutes at U.S. medical schools: How do medical schools allocate institutional funds to centers and institutes? How and by whom are those decisions made? What are the implications of these decision-making models on the future of the academic biomedical research enterprise? Using a qualitative research design, the author and associates interviewed over 150 faculty members and administrators at six medical schools and their parent universities in 2004. Interview data were transcribed, coded, and analyzed using a grounded theory approach. This methodology generated rich descriptions and explanations of the six medical schools, which can produce extrapolations to, but not necessarily generalizable findings to, other institutions and settings. An examination of four dimensions of financial decision-making-funding timing, process, structure, and culture-produces two essential models of how medical schools approach the financial management of research centers. In the first, a "charity" model, center directors make hat-in-hand appeals directly to the dean, the result of which may depend on individual negotiation skills and personal relationships. In the second, a "planned-giving" model, the process for obtaining and renewing funds is institutionalized, agreed upon, and monitored. The ways in which deans, administrators, department chairs, and center directors attend to, decide upon, and carry out financial decisions can influence how people throughout the medical school think about interdisciplinary and collaborative activities marshalled though centers and institutes.

School Health Connection Goes Electronic: Developing a Health Information Management System for New Orleans' School-Based Health Centers. Program Results Report

Science.gov (United States)

Rastorfer, Darl

2011-01-01

From February 2008 through April 2011, School Health Connection, a program of the Louisiana Public Health Institute, developed an electronic health information management system for newly established school-based health centers in Greater New Orleans. School Health Connection was established as part of a broader effort to restore community health…

Evaluating High School IT

Science.gov (United States)

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…

Pedagogical Stances of High School ESL Teachers: "Huelgas" in High School ESL Classrooms

Science.gov (United States)

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…

Case Studies of Leading Edge Small Urban High Schools. Relevance Strategic Designs: 8. High Tech High School

Science.gov (United States)

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…

Teachers’ dialogue in a learner centered professional development initiative In a us urban high school

Directory of Open Access Journals (Sweden)

Leticia Alvarez Gutiérrez

2014-06-01

Full Text Available Using paradigms emerging from Learner Centered Professional Development (LCPD, dialogic education and Transformative Pedagogical Practices (TPPs, this research study examined pedagogies that ignited a revitalization of shared values as a community of learners, challenged assumptions about learning while invigorating professional identities and cultivating possibilities for transforming praxis of a group of female teachers and female administrators in an urban high school. The LCPD initiative engaged teachers (13 and administrators (3 in dialogue, self-examination, and reflection, while also chipping away dearth perceptions of Latina/o student as learners and nourish possibilities for their successes. The data for this study is part of a larger corpus of data exploring teacher professional development initiatives in a large urban city in the southwestern region of Texas. Narrative analysis was the methodological tool used to code and analyze the data. The authors highlight the pedagogies that served to renew teachers and administrators’ sense of community, professional identities and modifications of teachers’ attitudes and pedagogies regarding themselves and Latina/o students. Our research findings underscore the urgency of educational reform to include on-going LCPD in order to transform and encourage professional enrichment, teacher agency and revive pedagogies that support all students’ academic and social successes.

Early College High Schools

Science.gov (United States)

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…

Participation in Summer School and High School Graduation in the Sun Valley High School District

Science.gov (United States)

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…

Utilization of Mental Health Services in School-Based Health Centers.

Science.gov (United States)

Bains, Ranbir M; Cusson, Regina; White-Frese, Jesse; Walsh, Stephen

2017-08-01

We summarize utilization patterns for mental health services in school-based health centers. Administrative data on school-based health center visits in New Haven, Connecticut were examined for the 2007-2009 school years. Relative frequencies of mental health visits by age were calculated as a percentage of all visits and were stratified by sex, ethnicity/race, and insurance status. Mental health visits accounted for the highest proportion of visits (31.8%). The proportion of mental health visits was highest at 8 years (42.8%) and at 13 years (39.0%). The proportion of mental health visits among boys (38.4%) was higher than among girls (26.7%). Hispanic students had a lower proportion of mental health visits than black students (23.5% vs 35.8%) in all but 2 age groups. Students in the white/other ethnicity category had higher proportions of mental health visits than Hispanic and black students between ages 12 and 15. Students with no health insurance (22.5%) had lower proportions of mental health visits than students covered by Medicaid (34.3%) or private insurance (33.9%). The percentage of mental health visits by students with private insurance was highest (37.2%-49%) in the 13-15 age range. Usage patterns for mental health issues show pronounced, nonrandom variation relative to age and other demographic characteristics especially with 8-year-old boys. © 2017, American School Health Association.

Affiliations of community health centers with the accredited schools and colleges of optometry in the states and territories of the United States.

Science.gov (United States)

2008-10-01

In 2006, the American Optometric Association Community Health Center Committee surveyed schools/colleges of optometry in the United States and its territories to assess collaborations between community health centers and optometric institutions. The survey investigated the number and structure of affiliations that existed between Federally Qualified Health Centers and schools/colleges of optometry in the United States. The survey reached the schools through the American Optometric Association Faculty Relations Committee or personal contact (Inter-American University of Puerto Rico). The survey showed wide variation in affiliations of community health centers with optometry programs. Six schools had no affiliations, whereas the remaining 11 ranged from 1 to 14. Information relating to 37 community health centers was reported. Results showed that schools utilized community health centers for fourth-year students in 5 schools, and both third- and fourth-year students in the remaining 6 schools. Schools vary regarding how precepting is managed with either full-time faculty (64.9%) or adjunct faculty. Business models also vary between schools. Affiliations between school/colleges of optometry and community health centers differ considerably. Optometric affiliations with community health centers can result in increased access to eye care for underserved populations and increased clinical experience for optometry students and residents. Opportunities exist to establish additional affiliations. Educational benefits and costs associated with affiliations should be explored before entering into a collaborative model of eye care delivery.

Delayed high school start times later than 8:30am and impact on graduation rates and attendance rates.

Science.gov (United States)

McKeever, Pamela Malaspina; Clark, Linda

2017-04-01

The first purpose of this study was to investigate changes in high school graduation rates with a delayed school start time of later than 8:30am. The second aim of the study was to analyze the association between a delayed high school start time later than 8:30am and attendance rates. In the current study, a pre-post design using a repeated-measures analysis of variance was used to examine changes in attendance and graduation rates 2 years after a delayed start was implemented. Public high schools from 8 school districts (n=29 high schools) located throughout 7 different states. Schools were identified using previous research from the Children's National Medical Center's Division of Sleep Medicine Research Team. A total membership of more than 30,000 high school students enrolled in the 29 schools identified by the Children's National Medical Center's Research Team. A pre-post design was used for a within-subject design, controlling for any school-to-school difference in the calculation of the response variable. This is the recommended technique for a study that may include data with potential measurement error. Findings from this study linked a start time of later than 8:30am to improved attendance rates and graduation rates. Attendance rates and graduation rates significantly improved in schools with delayed start times of 8:30am or later. School officials need to take special notice that this investigation also raises questions about whether later start times are a mechanism for closing the achievement gap due to improved graduation rates. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

Care Coordination with Schools: The Role of Family-Centered Care for Children with Special Health Care Needs.

Science.gov (United States)

Barnard-Brak, Lucy; Stevens, Tara; Carpenter, Julianna

2017-05-01

Objectives Family-centered care has been associated with positive outcomes for children with special health care needs. The purpose of the current study was to examine the relationship of family-centered care as associated with care coordination with schools and school absences (e.g., missed days) as reported by parents of children with special health care needs. Methods The current study utilized data from the National Survey of Children with Special Health Care Needs 2009-201 (N = 40,242) to achieve this purpose. The National Survey of Children with Special Health Care Needs may be considered a nationally-representative and community-based sample of parent responses for children with special health care needs across the United States. Results Results from the current study indicate that family-centered care is associated with fewer absences and improved care coordination with schools when applicable. The variables of functional difficulties, poverty level, and the number of conditions were statistically controlled. Conclusions We suggest that the positive influence of family-centered care when practiced extends beyond the family and interacts with educational outcomes. We also suggest that the role of schools appears to be under-studied given the role that schools can play in family-centered care.

School Health Centers

Science.gov (United States)

Gordon, Douglas

2010-01-01

Maintaining student health, safety, and welfare is a primary goal for any K-12 school system. If a child becomes sick, is injured, or seems in any other way incapacitated at school, it is the understood responsibility that the school will provide care and, if necessary, contact the parents and direct the child to outside treatment. Beyond that…

Investigation of 9th Grade High School Students’ Attitudes towards Science Course

Directory of Open Access Journals (Sweden)

Orhan Karamustafaoglu

2017-12-01

Full Text Available In this study, ninth grade students’ attitudes towards science were investigated in terms of self-regulation strategies, motivational beliefs and gender variables. The sample of this study includes 322 male and 296 female in total 618 students from 3 different high schools (Science high school, Anatolian high school, and Vocational high school in center district of Amasya city. To collect the data, the researchers employed “Motivated Strategies for Learning Questionnaire” which has been developed by Pintrich and De Groot in 1990, adapted into Turkish by Uredi in 2005 and consists of 44 items and “Colorado Learning Attitudes about Science Survey (CLASS” has been developed by Adams and others in 2006, adapted into Turkish by Bayar and Karamustafaoğlu in 2015 and consists of 36 items. For data analysis, mean, standard deviation, independent t-test and correlation were addressed. The results of this study show that there are statistically significant relationships between 9th grade students’ attitudes towards science and self-regulation strategies, motivational beliefs, and gender.

Concussion Knowledge and Reporting Behavior Differences Between High School Athletes at Urban and Suburban High Schools.

Science.gov (United States)

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.

Foreign language education: Principles of teaching English to adults at commercial language schools and centers

Directory of Open Access Journals (Sweden)

Oleg Tarnopolsky

2016-12-01

Full Text Available The ever-increasing spread of English as the language of global communication leads to ever-increasing demand for learning it among adult populations of non-English-speaking countries. If such people did not have a chance of acquiring English during their school or university years but urgently need it for professional or personal purposes, they have no other choice but to go and learn it at courses offered by numerous commercial language schools and centers. In post-Communist countries, such as Ukraine, commercial language schools and centers are responsible for English language training of the majority of adults learning that language after their secondary or tertiary school studies. They also serve the needs of many high and higher schools’ students who, due to various reasons, are not satisfied with learning English at their educational institutions. However, despite the importance and spread of this specific type of language education, its pedagogical and methodological foundations have hardly been developed at all. The present article is an attempt of partly filling this gap in pedagogy and methodology of English language education in non-English-speaking countries. The paper develops some theoretical underpinnings of that kind of education in the form of six principles underlying the organization of commercial English language courses, formulating their goals, selecting the learning contents, and choosing the methods of teaching and learning. The practical consequences of adopting the six suggested principles are outlined.

Final technical report. 1998 HU CFRT summer fusion high school workshop

International Nuclear Information System (INIS)

Ali, Halima; Punjabi, Alkesh

1999-01-01

The center conducted its third High School Summer Fusion Science Workshop in Summer 1998. The center had only three faculty mentors available only for a part of Summer 1998, The center accepted four scholars in this workshop, Prof. Halima Ali coordinated this workshop. Each student was assigned to a research mentor according to the student's interest in a specific research area and problem. In the workshop in the center, the students received instructions and training in the basics of energy, plasma and fusion sciences. They also received one-on-one instructions and training by their mentors to further their understanding of the subject and to introduce to relevant concepts such as magnetic confinement fusion, tokamaks, diverters and area-preserving maps

Fixing High Schools

Science.gov (United States)

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…

77 FR 3242 - Comprehensive Centers Program

Science.gov (United States)

2012-01-23

... training, technical assistance, and professional development to SEAs, LEAs, regional educational agencies..., instruction, teacher quality, innovation and improvement, or high schools. The 16 Regional Centers focused... requirements for all Regional Centers do not support the development of new content. A Regional Center...

Cyber dating abuse among teens using school-based health centers.

Science.gov (United States)

Dick, Rebecca N; McCauley, Heather L; Jones, Kelley A; Tancredi, Daniel J; Goldstein, Sandi; Blackburn, Samantha; Monasterio, Erica; James, Lisa; Silverman, Jay G; Miller, Elizabeth

2014-12-01

To estimate the prevalence of cyber dating abuse among youth aged 14 to 19 years seeking care at school-based health centers and associations with other forms of adolescent relationship abuse (ARA), sexual violence, and reproductive and sexual health indicators. A cross-sectional survey was conducted during the 2012-2013 school year (participant n = 1008). Associations between cyber dating abuse and study outcomes were assessed via logistic regression models for clustered survey data. Past 3-month cyber dating abuse was reported by 41.4% of this clinic-based sample. More female than male participants reported cyber dating abuse victimization (44.6% vs 31.0%). Compared with no exposure, low- ("a few times") and high-frequency ("once or twice a month" or more) cyber dating abuse were significantly associated with physical or sexual ARA (low: adjusted odds ratio [aOR] 2.8, 95% confidence interval [CI] 1.8-4.4; high: aOR 5.4, 95% CI 4.0-7.5) and nonpartner sexual assault (low: aOR 2.7, 95% CI 1.3-5.5; high: aOR 4.1, 95% CI 2.8-5.9). Analysis with female participants found an association between cyber dating abuse exposure and contraceptive nonuse (low: aOR 1.8, 95% CI 1.2-2.7; high: aOR 4.1, 95% CI 2.0-8.4) and reproductive coercion (low: aOR 3.0, 95% CI 1.4-6.2; high: aOR 5.7, 95% CI 2.8-11.6). Cyber dating abuse is common and associated with ARA and sexual assault in an adolescent clinic-based sample. The associations of cyber dating abuse with sexual behavior and pregnancy risk behaviors suggest a need to integrate ARA education and harm reduction counseling into sexual health assessments in clinical settings. Copyright © 2014 by the American Academy of Pediatrics.

7 CFR 226.19 - Outside-school-hours care center provisions.

Science.gov (United States)

2010-01-01

..., snacks and suppers. In addition, outside-school-hours care centers shall be eligible to serve lunches to... claimed for more than two meals and one snack provided daily to each child or for meals served to children... licensed capacity, whichever is less) were eligible for free or reduced price meals or were title XX...

The Pedagogical Challenges of Teaching High School Bioethics: Insights from the Exploring Bioethics Curriculum.

Science.gov (United States)

Solomon, Mildred Z; Vannier, David; Chowning, Jeanne Ting; Miller, Jacqueline S; Paget, Katherine F

2016-01-01

A belief that high school students have the cognitive ability to analyze and assess moral choices and should be encouraged to do so but have rarely been helped to do so was the motivation for developing Exploring Bioethics, a six-module curriculum and teacher guide for grades nine through twelve on ethical issues in the life sciences. A multidisciplinary team of bioethicists, science educators, curriculum designers, scientists, and high school biology teachers worked together on the curriculum under a contract between the National Institutes of Health and Education Development Center, a nonprofit research and development organization with a long history of innovation in science education. At the NIH, the Department of Bioethics within the Clinical Center and the Office of Science Education within the Office of the Director guided the project.Our overarching goal for Exploring Bioethics was to introduce students to bioethics as a field of inquiry and to enable them to develop ethical reasoning skills so they could move beyond "gut reactions" to more nuanced positions. © 2016 The Hastings Center.

Academic performance in the high school mathematics standardized test at metropolitan and remote areas of Costa Rica schools in 2013

Directory of Open Access Journals (Sweden)

Mario Castillo-Sánchez

2016-01-01

Full Text Available This article describes the academic performance of students from urban and distant areas in the national mathematics test corresponding to the completion of secondary education, considering the specific test and according to the different types of schools: daytime (daytime scientific, daytime humanistic, nighttime, technical or integrated centers for education of young people and adults (CINDEA, in its Spanish acronym.  The main objective is to describe the students academic performance in the national mathematics test issued to complete high-school level, for the year 2013 and according to the country educational areas.  For the analysis of such information, the main source used was the High-School Education National Report, issued by the Ministry of Public Education for 2013 standardized tests.  One of the conclusions from this study is the need to carry out a historical analysis of the performance of educational institutions which have recently obtained the highest and lowest average grades in the high-school diploma tests, in order to be able to delve into the causes of those performances.

The Relationship between High School Math Courses, High School GPA, and Retention of Honors Scholarships

Science.gov (United States)

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…

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

OpenAIRE

Lerkkanen, Marja-Kristiina; Kiuru, Noona; Pakarinen, Eija; Poikkeus, Anna-Maija; Rasku-Puttonen, Helena; Siekkinen, Martti; Nurmi, Jari-Erik

2016-01-01

This study examined the extent to which child-centered versus teacher-directed teaching practices predicted the development of children’s reading and math skills in the first year of elementary school. In addition, we investigated whether associations between teaching practices and children’s academic skills development in Grade 1 differed among children who had low, average, or high initial academic skills at the beginning of school. The reading and math skills of 1,132 Finnish c...

Switching Schools: Reconsidering the Relationship Between School Mobility and High School Dropout

Science.gov (United States)

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

Assessment of indoor and outdoor PM species at schools and residences in a high-altitude Ecuadorian urban center.

Science.gov (United States)

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

Total and Marginal Cost Analysis for a High School Based Bystander Intervention

Science.gov (United States)

Bush, Joshua L.; Bush, Heather M.; Coker, Ann L.; Brancato, Candace J.; Clear, Emily R.; Recktenwald, Eileen A.

2018-01-01

Costs of providing the Green Dot bystander-based intervention, shown to be effective in the reduction of sexual violence among Kentucky high school students, were estimated based on data from a large cluster-randomized clinical trial. Rape Crisis Center Educators were trained to provide Green Dot curriculum to students. Implementing Green Dot in…

The Effect of Conceptual Change Approach to Eliminate 9th Grade High School Students' Misconceptions about Air Pressure

Science.gov (United States)

Akbas, Yavuz; Gencturk, Ebru

2011-01-01

The aim of this study was to determine the effectiveness of teaching based on conceptual change overcome misconceptions of 9th grade high school students about the subject of air pressure. The sampling of the study was formed with two classes of 9th grade students from a general high school in the city-center of Trabzon. A quasi-experimental…

Acceptability of School-Based Health Centers for Human Papillomavirus Vaccination Visits: A Mixed-Methods Study.

Science.gov (United States)

Hansen, Caitlin E; Okoloko, Edirin; Ogunbajo, Adedotun; North, Anna; Niccolai, Linda M

2017-09-01

Countries with high human papillomavirus (HPV) vaccination rates have achieved this success largely through school-based vaccination. Using school-based health centers (SBHCs) in the United States, where HPV vaccine remains underutilized, could improve uptake. In this mixed-methods study, we examined acceptability, facilitators, and barriers of HPV vaccination visits at SBHCs from the perspectives of adolescents and parents. We conducted qualitative interviews and structured surveys with adolescents and parents recruited from an urban, hospital-based clinic. Interviews with parents (N = 20) and adolescents (N = 20) were audio-recorded and transcribed for analysis using an iterative thematic approach. Quantitative measures for a survey administered to parents (N = 131) were derived from the qualitative findings. Survey results were analyzed by chi-square tests. Many participants expressed favorable opinions of HPV vaccination at SBHCs in qualitative interviews. Facilitators included convenience, ease of scheduling, and not missing work or school. However, barriers were noted including concerns about obtaining care outside the medical home, fragmentation of medical records, and negative perceptions about SBHCs. Quantitative findings revealed that a higher proportion of parents with experience using SBHCs were willing to use a middle school (59.5%) or high school (80.5%) SBHC for HPV vaccinations compared with those who had not used SBHCs (p HPV vaccination visits at SBHCs were acceptable, and SBHC users expressed more favorable attitudes. Barriers to HPV vaccination at SBHCs can be addressed through more education about SBHCs' role, and improvement of systems to coordinate care. © 2017, American School Health Association.

A Study of School Size among Alabama’s Public High Schools

Directory of Open Access Journals (Sweden)

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.

At-risk high school seniors: Science remediation for Georgia's High School Graduation Test

Science.gov (United States)

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.

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

Science.gov (United States)

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

2015-08-07

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

Elementary School Principals' Learning-Centered Leadership and Educational Outcomes: Implications for Principals' Professional Development

Science.gov (United States)

Reardon, R. Martin

2011-01-01

This article arises from research in one school district (utilizing the Vanderbilt Assessment of Leadership in Education, VAL-ED) into the relationships among the perceptions of elementary school leaders of their learning-centered leadership, and student achievement on state-mandated tests of reading in Virginia. Beyond the percentage of students…

Bringing Wellness to Schools: Opportunities for and Challenges to Mental Health Integration in School-Based Health Centers.

Science.gov (United States)

Lai, Karen; Guo, Sisi; Ijadi-Maghsoodi, Roya; Puffer, Maryjane; Kataoka, Sheryl H

2016-12-01

School-based health centers (SBHCs) reduce access barriers to mental health care and improve educational outcomes for youths. This qualitative study evaluated the innovations and challenges of a unique network of SBHCs in a large, urban school district as the centers attempted to integrate health, mental health, and educational services. The 43 participants sampled included mental health providers, primary care providers, and care coordinators at 14 SBHCs. Semistructured interviews with each participant were audio recorded and transcribed. Themes were identified and coded by using Atlas.ti 5.1 and collapsed into three domains: operations, partnership, and engagement. Interviews revealed provider models ranging from single agencies offering both primary care and mental health services to colocated services. Sites where the health agency provided at least some mental health services reported more mental health screenings. Many sites used SBHC wellness coordinators and coordination team meetings to facilitate relationships between schools and health agency and community mental health clinic providers. Partnership challenges included confidentiality policies and staff turnover. Participants also highlighted student and parent engagement through culturally sensitive services, peer health advocates, and "drop-in" lunches. Staffing and operational models are critical in the success of integrating primary care, mental health care, and education. Among the provider models observed, the combined primary care and mental health provider model offered the most integrated services. Despite barriers, providers and schools have begun to implement novel solutions to operational problems and family engagement in mental health services.

School connectedness and high school graduation among maltreated youth.

Science.gov (United States)

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.

Child-Centered Play Therapy in the Schools: Review and Meta-Analysis

Science.gov (United States)

Ray, Dee C.; Armstrong, Stephen A.; Balkin, Richard S.; Jayne, Kimberly M.

2015-01-01

The authors conducted a meta-analysis and systematic review that examined 23 studies evaluating the effectiveness of child centered play therapy (CCPT) conducted in elementary schools. Meta-analysis results were explored using a random effects model for mean difference and mean gain effect size estimates. Results revealed statistically significant…

Quality Improvement Initiative in School-Based Health Centers across New Mexico

Science.gov (United States)

Booker, John M.; Schluter, Janette A.; Carrillo, Kris; McGrath, Jane

2011-01-01

Background: Quality improvement principles have been applied extensively to health care organizations, but implementation of quality improvement methods in school-based health centers (SBHCs) remains in a developmental stage with demonstration projects under way in individual states and nationally. Rural areas, such as New Mexico, benefit from the…

Politics and the success of school-based health centers.

Science.gov (United States)

Rienzo, B A; Button, J W; Wald, K D

2000-10-01

School-based health centers (SBHCs) provide access to health services by bringing providers to children (and sometimes parents) and furnishing low cost services in an atmosphere of trust. While the number of SBHCs has continued to grow and some clinics have continued to expand their services, others have barely survived and some have even closed. This study investigated factors, particularly political forces, that affected the success of SBHCs. Using a national survey of clinic directors, this study assessed clinic success in terms both of longevity and service delivery. Findings indicate the factors most consistently and significantly associated with success include not only measures of "need" (school size and percent African-American enrollment or population) but of "politics" (citizen political ideology and Southern conservatism). Thus, politics matters more than previous studies suggested.

Evaluating the High School Lunar Research Projects Program

Science.gov (United States)

Shaner, A. J.; Shupla, C.; Shipp, S.; Allen, J.; Kring, D. A.

2013-01-01

The Center for Lunar Science and Exploration (CLSE), a collaboration between the Lunar and Planetary Institute and NASA s Johnson Space Center, is one of seven member teams of the NASA Lunar Science Institute (NLSI). In addition to research and exploration activities, the CLSE team is deeply invested in education and outreach. In support of NASA s and NLSI s objective to train the next generation of scientists, CLSE s High School Lunar Research Projects program is a conduit through which high school students can actively participate in lunar science and learn about pathways into scientific careers. The objectives of the program are to enhance 1) student views of the nature of science; 2) student attitudes toward science and science careers; and 3) student knowledge of lunar science. In its first three years, approximately 168 students and 28 teachers from across the United States have participated in the program. Before beginning their research, students undertake Moon 101, a guided-inquiry activity designed to familiarize them with lunar science and exploration. Following Moon 101, and guided by a lunar scientist mentor, teams choose a research topic, ask their own research question, and design their own research approach to direct their investigation. At the conclusion of their research, teams present their results to a panel of lunar scientists. This panel selects four posters to be presented at the annual Lunar Science Forum held at NASA Ames. The top scoring team travels to the forum to present their research in person.

Timetabling at High Schools

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

Science.gov (United States)

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

The Adolescent "Expanded Medical Home": School-Based Health Centers Partner with a Primary Care Clinic to Improve Population Health and Mitigate Social Determinants of Health.

Science.gov (United States)

Riley, Margaret; Laurie, Anna R; Plegue, Melissa A; Richarson, Caroline R

2016-01-01

Access to high-quality health care is a crucial social determinant of health. We describe the implementation of an "expanded medical home" partnering a primary care practice (the Ypsilanti Health Center [YHC]) with local school-based health centers (the Regional Alliance for Healthy Schools [RAHS]), and to assess whether this model improves access to and quality of care for shared patients. Using the Consolidated Framework for Implementation Research, we define the steps in, barriers to, and facilitating factors in implementing the expanded medical home model. Visits and quality measures were assessed for patients seen by YHC only versus YHC/RAHS at baseline and during the intervention. At baseline, patients seen at YHC/RAHS had higher compliance with most quality metrics compared with those seen at YHC only. The proportion of shared patients significantly increased because of the intervention (P partnership between primary care physicians and school-based health centers increases the number of shared high-risk adolescent patients. Shared patients have improved compliance with quality measures, which may lead to long-term improved health equity. © Copyright 2016 by the American Board of Family Medicine.

Library/Media Centers in U.S. Public Schools: Growth, Staffing, and Resources. Full Report

Science.gov (United States)

Tuck, Kathy D.; Holmes, Dwight R.

2016-01-01

At the request of New Business Item: 89 (NBI: 89) adopted at the 2015 NEA Representative Assembly, this study examines the extent to which students have access to public school library/media centers with qualified staff and up-to-date resources. The study explores trends in library/media center openings and closings as well as staffing patterns…

Bringing Computational Thinking into the High School Science and Math Classroom

Science.gov (United States)

Trouille, Laura; Beheshti, E.; Horn, M.; Jona, K.; Kalogera, V.; Weintrop, D.; Wilensky, U.; University CT-STEM Project, Northwestern; University CenterTalent Development, Northwestern

2013-01-01

Computational thinking (for example, the thought processes involved in developing algorithmic solutions to problems that can then be automated for computation) has revolutionized the way we do science. The Next Generation Science Standards require that teachers support their students’ development of computational thinking and computational modeling skills. As a result, there is a very high demand among teachers for quality materials. Astronomy provides an abundance of opportunities to support student development of computational thinking skills. Our group has taken advantage of this to create a series of astronomy-based computational thinking lesson plans for use in typical physics, astronomy, and math high school classrooms. This project is funded by the NSF Computing Education for the 21st Century grant and is jointly led by Northwestern University’s Center for Interdisciplinary Exploration and Research in Astrophysics (CIERA), the Computer Science department, the Learning Sciences department, and the Office of STEM Education Partnerships (OSEP). I will also briefly present the online ‘Astro Adventures’ courses for middle and high school students I have developed through NU’s Center for Talent Development. The online courses take advantage of many of the amazing online astronomy enrichment materials available to the public, including a range of hands-on activities and the ability to take images with the Global Telescope Network. The course culminates with an independent computational research project.

A Better Way to Budget: Building Support for Bold, Student-Centered Change in Public Schools

Science.gov (United States)

Levenson, Nathan

2015-01-01

"A Better Way to Budget" provides practical, innovative advice on how to overcome the political and social pushback that often prevents district and school leaders from shifting scarce resources to the most student-centered uses. Nathan Levenson shows how school leaders can uncover the sources of potential conflicts and create a…

Carpet Aids Learning in High Performance Schools

Science.gov (United States)

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,…

Association of Playing High School Football With Cognition and Mental Health Later in Life.

Science.gov (United States)

Deshpande, Sameer K; Hasegawa, Raiden B; Rabinowitz, Amanda R; Whyte, John; Roan, Carol L; Tabatabaei, Andrew; Baiocchi, Michael; Karlawish, Jason H; Master, Christina L; Small, Dylan S

2017-08-01

American football is the largest participation sport in US high schools and is a leading cause of concussion among adolescents. Little is known about the long-term cognitive and mental health consequences of exposure to football-related head trauma at the high school level. To estimate the association of playing high school football with cognitive impairment and depression at 65 years of age. A representative sample of male high school students who graduated from high school in Wisconsin in 1957 was studied. In this cohort study using data from the Wisconsin Longitudinal Study, football players were matched between March 1 and July 1, 2017, with controls along several baseline covariates such as adolescent IQ, family background, and educational level. For robustness, 3 versions of the control condition were considered: all controls, those who played a noncollision sport, and those who did not play any sport. Athletic participation in high school football. A composite cognition measure of verbal fluency and memory and attention constructed from results of cognitive assessments administered at 65 years of age. A modified Center for Epidemiological Studies' Depression Scale score was used to measure depression. Secondary outcomes include results of individual cognitive tests, anger, anxiety, hostility, and heavy use of alcohol. Among the 3904 men (mean [SD] age, 64.4 [0.8] years at time of primary outcome measurement) in the study, after matching and model-based covariate adjustment, compared with each control condition, there was no statistically significant harmful association of playing football with a reduced composite cognition score (-0.04 reduction in cognition vs all controls; 97.5% CI, -0.14 to 0.05) or an increased modified Center for Epidemiological Studies' Depression Scale depression score (-1.75 reduction vs all controls; 97.5% CI, -3.24 to -0.26). After adjustment for multiple testing, playing football did not have a significant adverse association with

Building the pipeline: programs to introduce middle school, high school, medical, and veterinary students to careers in epidemiology and public health.

Science.gov (United States)

Cordell, Ralph L; Cordeira, Kelly L; Cohen, Laurence P; Bensyl, Diana M

2017-11-01

This report describes Centers for Disease Control and Prevention programs that expose students to epidemiology and public health sciences (EPHS). The Science Ambassador workshop targets middle and high school teachers and promotes teaching EPHS in the classroom. The National Science Olympiad Disease Detectives event is an extracurricular science competition for middle and high school students based on investigations of outbreaks and other public health problems. The Epidemiology Elective Program provides experiential learning activities for veterinary and medical students. As of 2016, 234 teachers from 37 states and territories and three other countries participated in SA workshops. Several are teaching units or entire courses in EPHS. The National Science Olympiad Disease Detectives event exposed approximately 15,000 middle and high school students to EPHS during the 2015-2016 school year. The Epidemiology Elective Program has exposed 1,795 veterinary and medical students to EPHS. Students can master fundamental concepts of EPHS as early as middle school and educators are finding ways to introduce this material into their classrooms. Programs to introduce veterinary and medical students to EPHS can help fill the gap in exposing older students to the field. Professional organizations can assist by making their members aware of these programs. Published by Elsevier Inc.

Nursing schools and academic health centers: toward improved alignment and a synergistic partnership

Directory of Open Access Journals (Sweden)

Emami A

2017-08-01

Full Text Available Azita Emami,1 Darcy Jaffe,2 Paula Minton-Foltz,3 Grace Parker,4 Susan Manfredi,5 Theresa Braungardt,6 Kelly W Marley,1 Laura Cooley,1 Staishy Bostick Siem7 1University of Washington School of Nursing, Seattle, WA, USA; 2Harborview Medical Center, University of Washington Medicine, Seattle, WA, USA; 3Patient Care Services, Harborview Medical Center, University of Washington Medicine, Seattle, WA, USA; 4University of Washington Medical Center, Seattle, WA, USA; 5Patient Care Services, Northwest Hospital and Medical Center, Seattle, WA, USA; 6Valley Medical Center, Seattle, WA, USA; 7Marketing and Communications, University of Washington School of Nursing, Seattle, WA, USA Abstract: This paper presents the findings from a national survey which the University of Washington conducted among leaders of 32 US academic nursing institutions that are part of academic health centers (AHCs and complements these findings with results from a separate report by the American Association of Colleges of Nursing. While expressing overall satisfaction with their AHC relationships, these leaders find that nursing is often given greater parity in matters of education and research than in mission setting, financial, and governance matters. AHCs are being asked to meet new health care challenges in new ways, starting with the education of health care professionals. AHCs need to be restructured to give nursing full parity if the nation’s and world’s needs for preventive and clinical care are to be best met.Keywords: nursing parity, academic nursing institutions, nurse leaders, institutional alignment

School lunch and snacking patterns among high school students: Associations with school food environment and policies

Directory of Open Access Journals (Sweden)

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.

Internet addiction and hopelessness in high school students

Directory of Open Access Journals (Sweden)

Nuray simsek

2015-02-01

Full Text Available AIM: 12-18 years of age reported that risky for internet addiction. To determine the relationship between internet addiction and hopelessness was aimed in this study. METHOD: This study was carried out in a high school which the maximum number of students in a city center and has a profile of student who from every region of this city. It was sampling taken 350 students from 1596 in this high school by using simple random numbers table. It was used adolescent information form, Internet Addiction Inventory and Beck Hopelessness Scale to data collection. In the analysis process, Chi-square, correlation, logistic regression analysis were used. RESULTS: It was found internet addiction between hopelessness in adolescents, bi-directional, moderate and positive relationship. Hopelessness scores of adolescents showing symptoms of internet addiction and who use the internet to surf on the web are high. Adolescents 3.6% of internet addiction profile showed 21.8% per cent were found to be the border of internet addiction. Some of the characteristics of the adolescents at home to the computer, internet usage time and a friend on the relationship between Internet addiction was found to be a significant effect. CONCLUSION: As a result, at home with a computer, internet usage control themselves and dependency profile of adolescents with poor peer relations and adolescents showed that level of hopelessness was found to increase the levels of dependence on the internet. Adolescents in schools, such as feelings of hopelessness, stimulate research and advisory programs offered configuration. [TAF Prev Med Bull 2015; 14(1.000: 7-14

School-Based Drug Abuse Prevention Programs in High School Students

Science.gov (United States)

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…

Multifunctional centers in rural areas

DEFF Research Database (Denmark)

Svendsen, Gunnar Lind Haase

2009-01-01

abandoned. One outcome has been closings of schools in remote rural areas. This evidently contributes to exacerbate depopulation in these areas. To stop this tendency, we need new models for high-quality, cost effective public services in rural areas as those as we find in Denmark. This chapter introduces...... ideological roots in history pointing at 19th c. national civic movements and an early 20th c. transnational Garden City movement within urban planning as crucial. Drawing on contemporary case studies of multifunctional centers in Holland and Denmark, I then suggest that public and private donors should...... invest in multifunctional centers in which the local public school is the dynamo. This in order to increase local levels of social as well as human capital. Ideally, such centers should contain both public services such as school, library and health care, private enterprises as hairdressers and banks...

Case Studies of Leading Edge Small Urban High Schools. Personalization Strategic Designs: 9. MetWest High School

Science.gov (United States)

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

OpenAIRE

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.

Science.gov (United States)

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…

Teaching Ethics to High School Students

Science.gov (United States)

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…

Engineering Design Challenges in High School STEM Courses: A Compilation of Invited Position Papers

Science.gov (United States)

Householder, Daniel L., Ed.

2011-01-01

Since its initial funding by the National Science Foundation in 2004, the National Center for Engineering and Technology Education (NCETE) has worked to understand the infusion of engineering design experiences into the high school setting. Over the years, an increasing number of educators and professional groups have participated in the expanding…

Credentialing high school psychology teachers.

Science.gov (United States)

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.

School-Based Health Centers and Childhood Obesity: "An Ideal Location to Address a Complex Issue"

Science.gov (United States)

National Assembly on School-Based Health Care, 2010

2010-01-01

One of today's most pressing public health problems is the rise in childhood overweight and obesity. School-based health centers (SBHCs)--the convergence of public health, primary care, and mental health in schools--represent an important element in the public health toolbox for combating the challenging epidemic. When working side-by-side in a…

Inspiring science achievement: a mixed methods examination of the practices and characteristics of successful science programs in diverse high schools

Science.gov (United States)

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.

School Uniforms in Urban Public High Schools

Science.gov (United States)

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…

High School Physics Courses & Enrollments: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

Science.gov (United States)

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…

Pay It Forward: High School Video-based Instruction Can Disseminate CPR Knowledge in Priority Neighborhoods

Directory of Open Access Journals (Sweden)

Josiah Han

2018-02-01

Full Text Available Introduction: The implementation of creative new strategies to increase layperson cardiopulmonary resuscitation (CPR and defibrillation may improve resuscitation in priority populations. As more communities implement laws requiring CPR training in high schools, there is potential for a multiplier effect and reach into priority communities with low bystander-CPR rates. Methods: We investigated the feasibility, knowledge acquisition, and dissemination of a high school-centered, CPR video self-instruction program with a “pay-it-forward” component in a low-income, urban, predominantly Black neighborhood in Chicago, Illinois with historically low bystander-CPR rates. Ninth and tenth graders followed a video self-instruction kit in a classroom setting to learn CPR. As homework, students were required to use the training kit to “pay it forward” and teach CPR to their friends and family. We administered pre- and post-intervention knowledge surveys to measure knowledge acquisition among classroom and “pay-it-forward” participants. Results: Seventy-one classroom participants trained 347 of their friends and family, for an average of 4.9 additional persons trained per kit. Classroom CPR knowledge survey scores increased from 58% to 93% (p < 0.0001. The pay-it-forward cohort saw an increase from 58% to 82% (p < 0.0001. Conclusion: A high school-centered, CPR educational intervention with a “pay-it-forward” component can disseminate CPR knowledge beyond the classroom. Because schools are centrally-organized settings to which all children and their families have access, school-based interventions allow for a broad reach that encompasses all segments of the population and have potential to decrease disparities in bystander CPR provision.

Innovative Services Offered by School-Based Health Centers in New York City

Science.gov (United States)

Sisselman, Amanda; Strolin-Goltzman, Jessica; Auerbach, Charles; Sharon, Lisa

2012-01-01

School-based health centers (SBHCs) continue to provide essential health care services to children and families in underserved neighborhoods across the country. Preliminary studies show that students who use SBHCs have better attendance rates as well as higher rates of academic achievement and attachment to the learning environment. Few studies,…

High School Physics Availability: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

Science.gov (United States)

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…

Nearly 1.4 Million High School Physics Students--Enrollments in AP and Second-Year Courses up 26% Even though Number of Graduates down in 2012-13

Science.gov (United States)

White, Susan; Tesfaye, Casey Langer

2014-01-01

Since 1987, the Statistical Research Center at the American Institute of Physics has regularly conducted a nationwide survey of high school physics teachers to take a closer look at physics in U.S. high schools. We contact all of the teachers who teach at least one physics course at a nationally representative sample of all U.S. high schools-both…

After Installation: Ubiquitous Computing and High School Science in Three Experienced, High-Technology Schools

Science.gov (United States)

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"…

Meeting the Needs of High School Science Teachers in English Language Learner Instruction

Science.gov (United States)

Cho, Seonhee; McDonnough, Jacqueline T.

2009-08-01

This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning (ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’ special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications for science teacher preservice and inservice education in regard to working with language minority students.

Exciting middle and high school students about immunology: an easy, inquiry-based lesson.

Science.gov (United States)

Lukin, Kara

2013-03-01

High school students in the United States are apathetic about science, technology, engineering and mathematics (STEM), and the workforce pipeline in these areas is collapsing. The lack of understanding of basic principles of biology means that students are unable to make educated decisions concerning their personal health. To address these issues, we have developed a simple, inquiry-based outreach lesson centered on a mouse dissection. Students learn key concepts in immunology and enhance their understanding of human organ systems. The experiment highlights aspects of the scientific method and authentic data collection and analysis. This hands-on activity stimulates interest in biology, personal health and careers in STEM fields. Here, we present all the information necessary to execute the lesson effectively with middle and high school students.

The Joan Wint Story: Biography of a Principal Whose Leadership for Social Justice Transformed a Rural Jamaican High School

Science.gov (United States)

Oram-Sterling, Jacqueline

2009-01-01

This dissertation is a biographical study of the life of a retired high school principal in Jamaica. Joan Miller Wint was born on May 10, 1946, in the small rural district of Success in Westmoreland, Jamaica. This study of Wint's life centers on school transformation and organizational change, exploring her leadership as a principal through the…

Sequence Curriculum: High School to College. Middlesex Community College/Haddam-Killingworth High School. Final Report.

Science.gov (United States)

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…

Engaging Stakeholders in Patient-Centered Outcomes Research Regarding School-Based Sealant Programs.

Science.gov (United States)

Chi, Donald L; Milgrom, Peter; Gillette, Jane

2018-02-01

Purpose: The purpose of this study was to use qualitative methods to describe the key lessons learned during the stakeholder engagement stage of planning a randomized clinical trial comparing outcomes of silver diamine fluoride (SDF) as an alternative to pit-and-fissure sealants in a school-based delivery system. Methods: Eighteen caregivers and community-based stakeholders with involvement in the school-based sealant program Sealants for Smiles from the state of Montana, were recruited for this qualitative study. United States (U.S.) Patient-Centered Outcomes Research Institute (PCORI) methodology standards were used to develop two semi-structured interview guides consisting of 6 questions. One interview guide was used for telephone interviews with caregivers and the second was used for a stakeholder focus group. Content analytic methods were used to analyze the data. Results: All participants believed that a study comparing SDF and sealants was clinically relevant. Non-caregiver stakeholders agreed with the proposed primary outcome of the study (caries prevention) whereas caregivers also emphasized the importance of child-centered outcomes such as minimizing dental anxiety associated with dental care. Stakeholders described potential concerns associated with SDF such as staining and perceptions of safety and discussed ways to address these concerns through community engagement, appropriate framing of the study, proper consent procedures, and ongoing safety monitoring during the trial. Finally, stakeholders suggested dissemination strategies such as direct communication of findings through professional organizations and encouraging insurance plans to incentivize SDF use by reimbursing dental providers. Conclusions: Involving key stakeholders in early planning is essential in developing patient-centered research questions, outcomes measures, study protocols, and dissemination plans for oral health research involving a school-based delivery system. Copyright © 2018

Middle School and High School Students Who Stutter: A Qualitative Investigation of School Experiences

Science.gov (United States)

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…

Rebellion in a High School.

Science.gov (United States)

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

Science.gov (United States)

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…

Charter Schools Indicators: A Report from the Center on Educational Governance, University of Southern California. CSI-USC 2008

Science.gov (United States)

Center on Educational Governance, 2008

2008-01-01

This report, which is the second annual report on charter schools in California by the University of Southern California's (USC's) Center on Educational Governance, offers a unique view of charter school performance. Using both financial and academic data submitted by school districts to the state of California, this report looks well beyond test…

Especially for High School Teachers

Science.gov (United States)

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

A photovoice study of school belongingness among high school students in Norway.

Science.gov (United States)

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.

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

Science.gov (United States)

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…

Does a Business School's Writing Center Encourage Students To Write Like Men?

Science.gov (United States)

Nadeau, Jean-Paul

An educator at Bryant College (Rhode Island), a business-oriented college, sought to better understand the effects of gender as they operate within and through the school's writing center. Bryant College's female students attend a college with a student body of about 40% females and 60% males. The hypothesis in a study was that female students…

Teacher-Centered Management Style of Public School Principals and Job Satisfaction of Teachers.

Science.gov (United States)

Chung, Ki-Suck

A concept of teacher-centered management was proposed as a style of leadership behavior for school administrators to reduce the incompatibility between social/psychological needs of teachers and monocratic/bureaucratic management patterns in educational organizations. Data obtained from self-report questionnaires distributed to teachers in 21…

High School Students’ Use of Sunscreen and Tanning Beds

Centers for Disease Control (CDC) Podcasts

2014-08-20

This podcast is an interview with Corey Basch, EdD, MPH, assistant professor in the Department of Public Health at William Paterson University. Dr. Basch discusses her study on high school students’ use of sunscreen and tanning beds between 2001 and 2011.  Created: 8/20/2014 by Preventing Chronic Disease (PCD), National Center for Chronic Disease Prevention and Health Promotion (NCCDPHP).   Date Released: 8/20/2014.

The Effect of High School Shootings on Schools and Student Performance

Science.gov (United States)

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

Investing in High School

Science.gov (United States)

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…

Automation and Its Funding in the Library Media Centers in Secondary Schools in Georgia: A Survey.

Science.gov (United States)

Baggett, Ann Utsey

This report presents the results of a study whose purpose was to determine what automation is present in the library media centers in Georgia secondary schools and how it has been funded. A three-part questionnaire was sent to the media specialists in 50% of the secondary schools in Georgia, which were randomly selected. The analysis of the…

Especially for High School Teachers

Science.gov (United States)

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.

Science.gov (United States)

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…

Truancy Assessment and Service Centers (TASC): Engaging Elementary School Children and Their Families

Science.gov (United States)

Rhodes, Judith L. F.; Thomas, Johanna M.; Lemieux, Catherine M.; Cain, Daphne S.; Guin, Cecile C.

2010-01-01

This article reviews literature describing truancy and its correlates, and it analyzes the current research on truancy prevention programs. Few truancy prevention programs exist in elementary school settings. This article describes Truancy Assessment and Service Centers, a theory-driven program providing case management services to children in 85…

High School Students’ Social Media Addiction

OpenAIRE

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...

Case Studies of Leading Edge Small Urban High Schools. Core Academic Strategic Designs: 2. Noble Street Charter High School

Science.gov (United States)

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…

Eye Injuries in High School and Collegiate Athletes.

Science.gov (United States)

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

The VISA Center: An Interdisciplinary Collaboration Serving Students Suspended from School for Violent or Aggressive Behavior, Substance Abuse, or Weapons Possession

Science.gov (United States)

Shulman, Lawrence; Maguin, Eugene

2017-01-01

The University at Buffalo School of Social Work established the VISA Center (the acronym stands for "vision, integrity, service, and accountability") in collaboration with the school district of Buffalo, New York. With funding from the New York State Education Department, a university on-campus center was set up to serve 30 students at a…

THE HIGH SCHOOL COUNSELOR BEFORE CONFLICTS AND THE SCHOOL VIOLENCE

Directory of Open Access Journals (Sweden)

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.

Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach.

Science.gov (United States)

McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

2018-01-01

Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

School Age Center Connections: Site-Based Management Strategies for Implementation of Quality Programs.

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Willis, Dahna R.

This paper describes the outcomes of a practicum that initiated site-based-management strategies to support the consistent implementation of a quality school-age child-care program. Implemented at a multisite child-care center, the program sought to enhance staff members' job satisfaction and maximize their opportunities for professional growth…

Correlation Among Students’ Family Background, Academic Performance in Junior High School, and Senior High School Tracking in Taiwan

Directory of Open Access Journals (Sweden)

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.

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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.

Should School Boards Discontinue Support for High School Football?

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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.

School and community predictors of smoking: a longitudinal study of Canadian high schools.

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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.

School-wide implementation of the elements of effective classroom instruction: Lessons from a high-performing, high-poverty urban school

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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

A Retrospective and Prospective Follow-up Study of Psychological Distress in the Danwon High School Survivors of the Sewol Ferry Disaster.

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Kim, Eun Ji; Nam, Hee Sun; Kim, Hak Beom; Chung, Unsun; Lee, So Hee; Chae, Jeong-Ho

2018-03-01

We monitored a group of students from Danwon High School who survived the Sewol ferry disaster for 27 months to examine the course of their psychological symptoms. We performed a chart review at the Danwon High School Mental Health Center at the following time points (T): 9 months (T1), 12 months (T2), and 15 months (T3) after the disaster. Additionally, we performed a follow-up review at 27 months (T4). Subjects completed the 'State' section of the State-Trait Anxiety Inventory for Children, the Center for Epidemiological Studies-Depression assessment, the Child Report of Post-traumatic Symptoms, and the Inventory of Complicated Grief. Data from the 32 subjects who completed all four assessments were used in the statistical analyses. Scores of psychological variables tended to increase until T2 and then slowly decreased until T4. The severity of anxiety and complicated grief symptoms changed significantly over time, but the severity of depression and posttraumatic stress symptoms did not. We found that the symptoms of anxiety and complicated grief reported by Sewol ferry survivors from Danwon High School were exacerbated at the first anniversary of the disaster, but these symptoms subsided after the students graduated from high school.

A quantitative analysis of factors influencing the professional longevity of high school science teachers in Florida

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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

Schools or Students? Identifying High School Effects on Student Suspensions

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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…

Effects of a selective educational system on fatigue, sleep problems, daytime sleepiness, and depression among senior high school adolescents in Taiwan

Directory of Open Access Journals (Sweden)

Chen TY

2015-03-01

Full Text Available Tien-Yu Chen,1,2 Yu-Ching Chou,3 Nian-Sheng Tzeng,1,2,4 Hsin-An Chang,1,2,4 Shin-Chang Kuo,1,2,5 Pei-Yin Pan,1,2 Yi-Wei Yeh,1,2,5 Chin-Bin Yeh,1,2 Wei-Chung Mao1,2,6 1Department of Psychiatry, Tri-Service General Hospital, 2School of Medicine, National Defense Medical Center, 3School of Public Health, National Defense Medical Center, 4Student Counseling Center, National Defense Medical Center, 5Graduate Institute of Medical Sciences, National Defense Medical Center, 6Institute of Brain Science, National Yang-Ming University, Taipei, Taiwan, Republic of China Objective: The aim of the study reported here was to clarify the effects of academic pressure on fatigue, sleep problems, daytime sleepiness, and depression among senior high school adolescents in Taiwan. Methods: This cross-sectional study enrolled 757 senior high school adolescents who were classified into four groups: Grade 1 (n=261, Grade 2 (n=228, Grade 3T (n=199; Grade 3 students who had another college entrance test to take, and Grade 3S (n=69; Grade 3 students who had succeeded in their college application. Fatigue, sleep quality, daytime sleepiness, and depression were assessed using the Chinese version of the Multidimensional Fatigue Symptom Inventory – Short Form, Pittsburgh Sleep Quality Index-Taiwan Form, the Chinese version of the Epworth Sleepiness Scale, and the Chinese version of the Beck Depression Inventory®-II (BDI-II, respectively. Results: Physical, emotional, and mental fatigue scores were all higher in higher-grade groups. The Grade 3T (test students had the worst fatigue severity, and the Grade 3S (success students had the least fatigue severity. More than half of the students (60.9% went to bed after 12 am, and they had on average 6.0 hours of sleep per night. More than 30% of the students in Grade 2 (37.3% and Grades 3T/S (30.2%/30.4% possibly had daily sleepiness problems. The students in Grade 3T had the worst BDI-II score (13.27±9.24, and the Grade 3S

High School Book Fairs

Science.gov (United States)

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…

SUPPORT FOR HU CFRT SUMMER HIGH SCHOOL FUSION WORKSHOP

International Nuclear Information System (INIS)

Punjabi, Alkesh

2010-01-01

Nine summer fusion science research workshops for minority and female high school students were conducted at the Hampton University Center for Fusion Research and Training from 1996 to 2005. Each workshop was of the duration of eight weeks. In all 35 high school students were mentored. The students presented 28 contributed papers at the annual meetings of the American Physical Society Division of Plasma Physics. These contributed papers were very well received by the plasma physics and fusion science research community. The students won a number of prestigious local, state, and national honors, awards, prizes, and scholarships. The notable among these are the two regional finalist positions in the 1999 Siemens-Westinghouse Science and Technology Competitions; 1st Place U.S. Army Award, 2006; 1st Place U.S. Naval Science Award, 2006; Yale Science and Engineering Association Best 11th Grade Project, 2006; Society of Physics Students Book Award, 2006; APS Corporate Minority Scholarship and others. This workshop program conducted by the HU CFRT has been an exemplary success, and served the minority and female students exceptionally fruitfully. The Summer High School Fusion Science Workshop is an immensely successful outreach activity conducted by the HU CFRT. In this workshop, we train, motivate, and provide high quality research experiences to young and talented high school scholars with emphasis on under-represented minorities and female students in fusion science and related areas. The purpose of this workshop is to expose minority and female students to the excitement of research in science at an early stage in their academic lives. It is our hope that this may lead the high school students to pursue higher education and careers in physical sciences, mathematics, and perhaps in fusion science. To our knowledge, this workshop is the first and only one to date, of fusion science for under-represented minorities and female high school students at an HBCU. The faculty

The New Urban High School: A Practitioner's Guide.

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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.

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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

Science.gov (United States)

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…

Science teachers' beliefs about teaching and reform: Case studies from a restructured high school

Science.gov (United States)

King, Elizabeth A.

A qualitative research study of the beliefs of three science teachers about teaching and educational reform was carried out at a restructured high school belonging to the Coalition of Essential Schools (CES), a nationally prominent restructuring movement. One problem of educational reform is to sustain change in the science classroom. A new wave of reform is shifting the focus away from curriculum changes and towards professionalism of teachers empowered to restructure schools. The beliefs of the teachers are key to decisions made in the classroom. The teachers and staff of Metro High School adopted the Ten Common Principles of CES as their guide to restructuring and sustaining change. Changes included increased authority for teachers in shared decision making, increased staff time for professional development, grouping students heterogeneously, grouping students and faculty in teams for extended time periods, and organizing instruction around small group and individual student study (student-centered). The theoretical framework centers on the constructivist theory of learning, particularly Vygotsky's socio-cultural model, and Bakhtin's dialogic function of language. Nespor's belief system model was used to describe the four characteristic features of beliefs: episodic memories, alternativity, existential presumption, and evaluative loading. My research questions were: What memories of teaching have influenced the teachers? What are the teachers' beliefs about the learning environment? What are the teachers' beliefs about their students? What are the teachers' beliefs about student activities? Interviews were the primary data source for the case studies of the three teachers, with additional data from lesson plans, photo-voice, and other artifacts. The teachers shared many common beliefs including that strong peer support is necessary for reform. The teachers' beliefs allied themselves to the majority of the common principles of CES, especially personalization and

Case Study of Leadership Practices and School-Community Interrelationships in High-Performing, High-Poverty, Rural California High Schools

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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

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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…

Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach

Science.gov (United States)

McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

2018-01-01

Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction. PMID:29707649

The Preparation of Schools for Serious School Violence: An Analysis of New Mexico Public High Schools

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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…

Dual Campus High School

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

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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…

Teacher Accountability at High Performing Charter Schools

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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…

Beyond the physical examination: the nurse practitioner's role in adolescent risk reduction and resiliency building in a school-based health center.

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Davis, Teresa K

2005-12-01

School-based health centers in high schools provide a unique setting in which to deliver risk-reduction and resilience-building services to adolescents. The traditional health care system operating in the United States focuses on the treatment of illness and disease rather than on preventing problems originating from health risk behaviors. Nurse practitioners can promote healthy behavior in adolescents through linkages to parents, schools, and community organizations; by conducting individual risk assessments; and by providing health education and access to creative health programs that build resilience and promote protective factors. With a focus on wellness, nurse practitioners as advanced practice nurses and specialists in disease prevention and health promotion can establish students' health priorities in the context of the primary health care they deliver on a daily basis.

Academic characteristics of orthopedic team physicians affiliated with high school, collegiate, and professional teams.

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Makhni, Eric C; Buza, John A; Byram, Ian; Ahmad, Christopher S

2015-11-01

We conducted a study to determine the academic involvement and research productivity of orthopedic team physicians at high school, college, and professional levels of sport. Through Internet and telephone queries, we identified 1054 team physicians from 362 institutions, including 120 randomly selected high schools and colleges and 122 professional teams (baseball, basketball, football, hockey). For all physicians included in the study, we performed a comprehensive search of the Internet and of a citation database to determine academic affiliations, number of publications, and h-index values. Of the 1054 physicians, 678 (64%) were orthopedic surgeons. Percentage of orthopedic team physicians affiliated with an academic medical center was highest in professional sports (64%; 173/270) followed by collegiate sports (36%; 98/275) and high school sports (20%; 27/133). Median number of publications per orthopedic team physician was significantly higher in professional sports (30.6) than in collegiate sports (10.7) or high school sports (6). Median number of publications by orthopedic physicians also varied by sport, with the highest number in Major League Baseball (37.9; range, 0-225) followed by the National Basketball Association (32.0; range, 0-227) and the National Football League (30.4; range, 0-460), with the lowest number within the National Hockey League (20.7; range, 0-144). Academic affiliation and research productivity of orthopedic team physicians vary by competition level and professional sporting league.

Active Living: development and quasi-experimental evaluation of a school-centered physical activity intervention for primary school children.

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Van Kann, Dave H H; Jansen, M W J; de Vries, S I; de Vries, N K; Kremers, S P J

2015-12-29

The worldwide increase in the rates of childhood overweight and physical inactivity requires successful prevention and intervention programs for children. The aim of the Active Living project is to increase physical activity and decrease sedentary behavior of Dutch primary school children by developing and implementing tailored, multicomponent interventions at and around schools. In this project, school-centered interventions have been developed at 10 schools in the south of the Netherlands, using a combined top-down and bottom-up approach in which a research unit and a practice unit continuously interact. The interventions consist of a combination of physical and social interventions tailored to local needs of intervention schools. The process and short- and long-term effectiveness of the interventions will be evaluated using a quasi-experimental study design in which 10 intervention schools are matched with 10 control schools. Baseline and follow-up measurements (after 12 and 24 months) have been conducted in grades 6 and 7 and included accelerometry, GPS, and questionnaires. Primary outcome of the Active Living study is the change in physical activity levels, i.e. sedentary behavior (SB), light physical activity (LPA), moderate-to-vigorous physical activity (MVPA), and counts-per-minute (CPM). Multilevel regression analyses will be used to assess the effectiveness of isolated and combined physical and social interventions on children's PA levels. The current intervention study is unique in its combined approach of physical and social environmental PA interventions both at school(yard)s as well as in the local neighborhood around the schools. The strength of the study lies in the quasi-experimental design including objective measurement techniques, i.e. accelerometry and GPS, combined with more subjective techniques, i.e. questionnaires, implementation logbooks, and neighborhood observations. Current Controlled Trials ISRCTN25497687 (registration date 21

Things Are Falling Apart: Can the Center Find a Solution that Will Hold?

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Finn, Chester E., Jr.

2006-01-01

The year 2005 began with high schools taking center stage in Washington's continuing drama concerning education reform. President George W. Bush started things off in January, when he delivered a ringing address at a suburban District of Columbia high school about the urgency of reforming American high schools and offered a bold $1.5 billion plan…

High-school Student Teams in a National NASA Microgravity Science Competition

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DeLombard, Richard; Hodanbosi, Carol; Stocker, Dennis

2003-01-01

The Dropping In a Microgravity Environment or DIME competition for high-school-aged student teams has completed the first year for nationwide eligibility after two regional pilot years. With the expanded geographic participation and increased complexity of experiments, new lessons were learned by the DIME staff. A team participating in DIME will research the field of microgravity, develop a hypothesis, and prepare a proposal for an experiment to be conducted in a NASA microgravity drop tower. A team of NASA scientists and engineers will select the top proposals and then the selected teams will design and build their experiment apparatus. When completed, team representatives will visit NASA Glenn in Cleveland, Ohio to operate their experiment in the 2.2 Second Drop Tower and participate in workshops and center tours. NASA participates in a wide variety of educational activities including competitive events. There are competitive events sponsored by NASA (e.g. NASA Student Involvement Program) and student teams mentored by NASA centers (e.g. For Inspiration and Recognition of Science and Technology Robotics Competition). This participation by NASA in these public forums serves to bring the excitement of aerospace science to students and educators.Researchers from academic institutions, NASA, and industry utilize the 2.2 Second Drop Tower at NASA Glenn Research Center in Cleveland, Ohio for microgravity research. The researcher may be able to complete the suite of experiments in the drop tower but many experiments are precursor experiments for spaceflight experiments. The short turnaround time for an experiment's operations (45 minutes) and ready access to experiment carriers makes the facility amenable for use in a student program. The pilot year for DIME was conducted during the 2000-2001 school year with invitations sent out to Ohio- based schools and organizations. A second pilot year was conducted during the 2001-2002 school year for teams in the six-state region

National standards for high school psychology curricula.

Science.gov (United States)

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.

Bringing Wellness to Schools: Opportunities and Challenges to Mental Health Integration in School Health Centers

Science.gov (United States)

Lai, Karen; Guo, Sisi; Ijadi-Maghsoodi, Roya; Puffer, Maryjane; Kataoka, Sheryl H.

2016-01-01

Objective School-based health centers (SBHCs) reduce mental health access-to-care barriers and improve educational outcomes for youth. This qualitative study evaluates the innovations and challenges of a unique network of SBHCs in a large, urban school district, as they attempt to integrate health, mental health, and educational services. Methods The 43 participants sampled included mental health providers, primary care providers, and care coordinators at 14 SBHCs. Semi-structured interviews with each participant were audio-recorded and transcribed. Themes were identified and coded using Atlas.ti 5.1, and collapsed into three domains: Operations, Partnership, and Engagement. Results Interviews revealed provider models ranging from single agencies offering both health and mental health services to co-located services. Sites with the Health Agency providing at least some mental health services reported more mental health screenings. Many sites utilized SBHC coordinators and coordination team meetings to facilitate relationships between schools and Health Agency and Community Mental Health Clinic providers. Partnership challenges included confidentiality policies and staff turnover. Participants also highlighted student and parent engagement, through culturally sensitive services, peer health advocates, and “drop-in” lunches. Conclusions Staffing and operational models are critical in the success of health-mental health-education integration. Among the provider models observed, the combined health and mental health provider model offered the most integrated services. Despite barriers, providers and schools have begun to implement novel solutions for operational problems and family engagement in mental health services. Implications for future SBHCs as an integrated model are described. PMID:27417895

Cyberbullying Among Greek High School Adolescents.

Science.gov (United States)

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.

The GSA Difference: LGBTQ and Ally Experiences in High Schools with and without Gay-Straight Alliances

Directory of Open Access Journals (Sweden)

Tina Fetner

2015-08-01

Full Text Available We examine the lived experiences of high-school students who participated in lesbian, gay, bisexual, transgender, and queer (LGBTQ-centered activism of some kind, highlighting the promise of gay-straight alliance groups by comparing the experiences of students at schools with gay-straight alliances (GSA schools with the experiences of students at schools that did not have an LGBTQ-specific group (no-GSA schools. We compare students at GSA and no-GSA schools based on their experiences of harassment, experiences of support from authority figures, and patterns of friendships. We find that students at both types of schools experienced harassment and heard negative comments about lesbian and gay people. However, students at GSA schools reported more support from teachers and administrators than students at no-GSA schools, who have stories of teachers and administrators actively opposing equality for LGBTQ people. Students at GSA schools reported a wide variety of friendships across sexual identities, while students at no-GSA schools felt more isolated and withdrawn. This much-needed qualitative comparative analysis of students’ experiences brings a human face to the improved quality of life that schools with gay-straight alliances can bring to young people.

Sports-related injuries among high school athletes--United States, 2005-06 school year.

Science.gov (United States)

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.

Demographic Factors Affecting Internet Using Purposes of High School Students

Science.gov (United States)

Kilic, Abdullah Faruk; Güzeller, Cem Oktay

2017-01-01

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

Success Despite Socioeconomics: A Case Study of a High-Achieving, High-Poverty School

Science.gov (United States)

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…

Short Sleep Duration Among Middle School and High School Students - United States, 2015.

Science.gov (United States)

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.

High School Longitudinal Study of 2009 (HSLS:09): Base-Year Data File Documentation. NCES 2011-328

Science.gov (United States)

Ingels, Steven J.; Pratt, Daniel J.; Herget, Deborah R.; Burns, Laura J.; Dever, Jill A.; Ottem, Randolph; Rogers, James E.; Jin, Ying; Leinwand, Steve

2011-01-01

The High School Longitudinal Study of 2009 (HSLS:09) is the fifth in a series of National Center for Education Statistics (NCES) secondary longitudinal studies. The core research questions for HSLS:09 explore secondary to postsecondary transition plans and the evolution of those plans; the paths into and out of science, technology, engineering,…

School-Related Factors Affecting High School Seniors' Methamphetamine Use

Science.gov (United States)

Stanley, Jarrod M.; Lo, Celia C.

2009-01-01

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

Effect of Nanotechnology Instructions on Senior High School Students

Science.gov (United States)

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…

ADULT FOLK HIGH SCHOOLS DURING THE SOVIET ERA (1917-1991

Directory of Open Access Journals (Sweden)

Olga Vasilevna Gordina

2015-02-01

Full Text Available Life-long education is the important factor of adult’s effective social functioning. In contemporary informational society this statement is considered to be true. However, content and technological aspects of a life-long education have not been worked out in detail, therefore, those aspects are at the center of Russian and foreign specialists’ debates. Studying the development of adult schools during the Soviet period could have a heuristic value. Throughout this period we can trace effective and diverse experience in organizing adult education through variety of school types. Education of Soviet nation was seen to be a state priority. From the one hand, in that time it led to unification of adult education schools, form the other hand, it contributed to forming a base for education of various strata of society. During the Soviet epoch school system evolved, with school’s purposes and curricula changing: from fight against in 1920–1940-s, knowledge level renewal in post-war period (evening schools for young people living in rural areas or working at plants to improving standard of life, providing opportunities for creativity and personal security (Adult education centers. History of adult education development in Russia that is being shaped nowadays may rest on predecessors’ experience to reveal some risks and learn a lesson relevant to new generations of specialists in adult education.

Creating a Comprehensive School Reform Model: The Talent Development High School with Career Academies.

Science.gov (United States)

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

Science.gov (United States)

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;…

Twenty-first Century Space Science in The Urban High School Setting: The NASA/John Dewey High School Educational Outreach Partnership

Science.gov (United States)

Fried, B.; Levy, M.; Reyes, C.; Austin, S.

2003-05-01

A unique and innovative partnership has recently developed between NASA and John Dewey High School, infusing Space Science into the curriculum. This partnership builds on an existing relationship with MUSPIN/NASA and their regional center at the City University of New York based at Medgar Evers College. As an outgrowth of the success and popularity of our Remote Sensing Research Program, sponsored by the New York State Committee for the Advancement of Technology Education (NYSCATE), and the National Science Foundation and stimulated by MUSPIN-based faculty development workshops, our science department has branched out in a new direction - the establishment of a Space Science Academy. John Dewey High School, located in Brooklyn, New York, is an innovative inner city public school with students of a diverse multi-ethnic population and a variety of economic backgrounds. Students were recruited from this broad spectrum, which covers the range of learning styles and academic achievement. This collaboration includes students of high, average, and below average academic levels, emphasizing participation of students with learning disabilities. In this classroom without walls, students apply the strategies and methodologies of problem-based learning in solving complicated tasks. The cooperative learning approach simulates the NASA method of problem solving, as students work in teams, share research and results. Students learn to recognize the complexity of certain tasks as they apply Earth Science, Mathematics, Physics, Technology and Engineering to design solutions. Their path very much follows the NASA model as they design and build various devices. Our Space Science curriculum presently consists of a one-year sequence of elective classes taken in conjunction with Regents-level science classes. This sequence consists of Remote Sensing, Planetology, Mission to Mars (NASA sponsored research program), and Microbiology, where future projects will be astronomy related. This

Especially for High School Teachers

Science.gov (United States)

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

Chronic Childhood Trauma, Mental Health, Academic Achievement, and School-Based Health Center Mental Health Services

OpenAIRE

Larson, S; Chapman, S; Spetz, J; Brindis, CD

2017-01-01

Children and adolescents exposed to chronic trauma have a greater risk for mental health disorders and school failure. Children and adolescents of minority racial/ethnic groups and those living in poverty are at greater risk of exposure to trauma and less likely to have access to mental health services. School-based health centers (SBHCs) may be one strategy to decrease health disparities.Empirical studies between 2003 and 2013 of US pediatric populations and of US SBHCs were included if rese...

Online Resources for High School Teachers--A CLIC Away

Science.gov (United States)

Holmes, Jon L.

2000-04-01

"I'm a high school teacher. I don't have time to sift through all of JCE to find what I need. I don't have enough time as it is!" If you need to find things in a hurry, go to JCE HS CLIC, the JCE High School Chemed Learning Information Center, http://JChemEd.chem.wisc.edu/HS/. You will find good solid, reliable information, and you will find it fast. CLIC is open 24 hours every day, all over the world. What You Will Find at JCE CLIC We know teachers are pressed for time. During the few minutes between classes or at the end of the day, information needs to be found very quickly. Perhaps you are looking for a demo that illustrates electrochemistry using Cu, Mg, orange juice, and a clock; or a student activity on chromatography that is ready to copy and hand out; or a video to illustrate the action of aqua regia on gold, because you can't use aqua regia and can't afford gold. You can find each of these quickly at CLIC. The Journal has always provided lots of articles designed with high school teachers in mind. What the new JCE HS CLIC does is collect the recent materials at one address on JCE Online, making it quicker and easier for you to find them. Information has been gathered from both print and online versions of the Journal, from JCE Software, and from JCE Internet. It is organized as shown at the bottom of the page. Getting Access to Information You have located something that interests you, perhaps a list of tested demonstrations that pertain to consumer chemistry. Now it is time to get it. JCE subscribers (individuals and libraries) can read, download, and print the full versions of the articles as well as all supplemental materials, including student handouts and instructor's notes. You will need the username and password that are on the mailing label that comes with your Journaleach month. JCE HS CLIC home page: http://JChemEd.chem.wisc.edu/HS/ Your Suggestions, Please Our plans for JCE HS CLIC do not end with what you find now. Other resources and features

Transitions from high school to college.

Science.gov (United States)

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

A longitudinal study of school belonging and academic motivation across high school.

Science.gov (United States)

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

OpenAIRE

Abdullah Faruk Kılıç; Cem Oktay Güzeller

2017-01-01

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

Active learning of geometrical optics in high school: the ALOP approach

Science.gov (United States)

Alborch, Alejandra; Pandiella, Susana; Benegas, Julio

2017-09-01

A group comparison experiment of two high school classes with pre and post instruction testing has been carried out to study the suitability and advantages of using the active learning of optics and photonics (ALOP) curricula in high schools of developing countries. Two parallel, mixed gender, 12th grade classes of a high school run by the local university were chosen. One course was randomly selected to follow the experimental instruction, based on teacher and student activities contained in the ALOP Manual. The other course followed the traditional, teacher-centered, instruction previously practiced. Conceptual knowledge of the characteristics of image formation by plane mirrors and single convergent and divergent lenses was measured by applying, in both courses, the multiple-choice test, light and optics conceptual evaluation (LOCE). Measurement before instruction showed that initial knowledge was almost null, and therefore equivalent, in both courses. After instruction testing showed that the conceptual knowledge of students following the ALOP curricula more than doubled that achieved by students in the control course, a situation maintained throughout the six conceptual dimensions tested by the 34 questions of the LOCE test used in this experiment. Using a 60% performance level on the LOCE test as the threshold of satisfactory performance, most (about 90%) of the experimental group achieved this level—independent of initial knowledge, while no student following traditional instruction reached this level of understanding. Some considerations and recommendations for prospective users are also included.

School Library Journal's Spending Survey

Science.gov (United States)

Farmer, Lesley; Shontz, Marilyn

2009-01-01

This year's "School Library Journal's" spending survey showed that, despite the recession, the vast majority of media centers around the country have retained their credentialed media specialists. For example, almost 85% of elementary schools and more than 95% of middle and high schools have a full-time certified librarian. In addition, salaries…

Trends in High School Dropout and Completion Rates in the United States: 1972-2012. Compendium Report. NCES 2015-015

Science.gov (United States)

Stark, Patrick; Noel, Amber M.

2015-01-01

This report builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout and completion rates that began in 1988. It presents estimates of rates in 2012, provides data about trends in dropout and completion rates over the last four decades (1972-2012), and examines the characteristics of high school…

An Approach to Energy Education for High School, Junior High School and Elementary School Students at Aichi Institute of Technology

Science.gov (United States)

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

OpenAIRE

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...

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.

Trust, Behavior, and High School Outcomes

Science.gov (United States)

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

Science.gov (United States)

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

Science.gov (United States)

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…

Direct Self-Injurious Behavior (D-SIB and Life Events among Vocational School and High School Students

Directory of Open Access Journals (Sweden)

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.

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

Science.gov (United States)

Hayes, DeMarquis

2011-01-01

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

Traumatic Brain and Spinal Cord Fatalities Among High School and College Football Players - United States, 2005-2014.

Science.gov (United States)

Kucera, Kristen L; Yau, Rebecca K; Register-Mihalik, Johna; Marshall, Stephen W; Thomas, Leah C; Wolf, Susanne; Cantu, Robert C; Mueller, Frederick O; Guskiewicz, Kevin M

2017-01-06

An estimated 1.1 million high school and 75,000 college athletes participate in tackle football annually in the United States. Football is a collision sport; traumatic injuries are frequent (1,2), and can be fatal (3). This report updates the incidence and characteristics of deaths caused by traumatic brain injury and spinal cord injury (4) in high school and college football and presents illustrative case descriptions. Information was analyzed from the National Center for Catastrophic Sport Injury Research (NCCSIR). During 2005-2014, a total of 28 deaths (2.8 deaths per year) from traumatic brain and spinal cord injuries occurred among high school (24 deaths) and college football players (four deaths) combined. Most deaths occurred during competitions and resulted from tackling or being tackled. All four of the college deaths and 14 (58%) of the 24 high school deaths occurred during the last 5 years (2010-2014) of the 10-year study period. These findings support the need for continued surveillance and safety efforts (particularly during competition) to ensure proper tackling techniques, emergency planning for severe injuries, availability of medical care onsite during competitions, and assessment that it is safe to return to play following a concussion.

James Madison High: A School at the Crossroads

Science.gov (United States)

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

Science.gov (United States)

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.

Freedom of Expression for High School Journalists: A Case Study of Selected North Carolina Public Schools.

Science.gov (United States)

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…

Relations between Popularity and Prosocial Behavior in Middle School and High School Chinese Adolescents

Science.gov (United States)

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)…

Intestinal parasitism in preschool and school students treated in the EsSalud Medical Center of Celendín, Cajamarca

Directory of Open Access Journals (Sweden)

Jimmy Rinaldo Morales Del Pino

2016-03-01

Full Text Available OBJETIVES: Intestinal parasitism in preschool and school students treated in the EsSalud Medical Center of Celendín, Cajamarca MATERIAL AND METHODS: Observational, descriptive, cross-sectional research, conducted between July 2015 and January 2016 in the clinical laboratory service of EsSalud Medical Center of Celendín, Cajamarca. A data collection sheet was used for each participant to collect clinical data, demographic data and personal interaction. Parasitological samples of 96 children were processed by using direct examination, test of Graham and spontaneous sedimentation technique. Univariate analysis was used to find frequencies, percentages and standard deviations, and for the bivariate analysis we used Chi-square and Fisher's exact tests to associate the degree of parasitism with each variable obtained. RESULTS: The prevalence was 90.6% (87/96. Blastocystis hominis 81.2%, iodamoeba bütschlii 6.3%, Endolimax nana 19.8%, Entamoeba coli 35.4%, Chilomastix mesnilii 13.5%, Giardia lamblia 9.4%, Enterobius vermicularis 16.7% was found and Ascaris lumbricoides 1.0%. 20.8% (20/96 of the participants had similar structures to Urbanorum spp. Multiparasitism predominated (60.4% and there was a statistically significant association between the level of education and parasitical degree (p = 0.017. CONCLUSIONS: There was a high prevalence of parasitic infections in children in preschool and school age of Celendín district attended at the EsSalud medical center being Blastocystis hominis parasite the most predominant.

Principals' Perceptions of Professional Development in High- and Low-Performing High-Poverty Schools

Science.gov (United States)

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…

Gathering the Dreamers: The Transformation Process to a Learner-Centered School. The Reinventing School Series. Part Two and Viewing Guide. Videotape.

Science.gov (United States)

Burrello, Leonard C.; DiLaura, Nancy

This videotape and viewing guide present an emerging learner-centered paradigm of teaching and learning and answer questions of why and how a staff changes its practices. The viewing guide describes the elementary school in the videotape, noting the full inclusion of 50 students identified as disabled, the team approach in which teachers are…

Especially for High School Teachers

Science.gov (United States)

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/

A Positive Model for Reducing and Preventing School Burnout in High School Students

Science.gov (United States)

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…

UV tanning advertisements in national high school newspapers.

Science.gov (United States)

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.

Sleep disorders among high school students in New Zealand

OpenAIRE

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...

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.

Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions: 2010-11. First Look. NCES 2013-002

Science.gov (United States)

Marken, Stephanie; Gray, Lucinda; Lewis, Laurie

2013-01-01

This report provides descriptive national data on the prevalence and characteristics of dual enrollment programs at postsecondary institutions in the United States. For this survey, dual enrollment refers to high school students earning college credits for courses taken through a postsecondary institution. The National Center for Education…

Adolescent Views of Time Management: Rethinking the School Day in Junior High School

Science.gov (United States)

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…

The association between higher body mass index and poor school performance in high school students.

Science.gov (United States)

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.

Solutions for Failing High Schools: Converging Visions and Promising Models.

Science.gov (United States)

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…

Attitudes of Turkish High School Students toward Mathematics

Science.gov (United States)

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.…

SLJ's Technology Survey 2006: New Technologies--Like Blogs and Wikis--Are Taking Their Place in the School Media Center

Science.gov (United States)

Brewer, Sally; Milam, Peggy

2006-01-01

This article presents findings from the School Library Journal's 2006 national technology survey that investigated the trend in today's library media centers. As this study demonstrates, technology continues to be a significant aspect of K-12 media centers. Despite restricted funding and schedules stretched to the limit, media specialists have…

Especially for High School Teachers

Science.gov (United States)

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

High School Teacher Perceptions of Empowerment

OpenAIRE

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

OpenAIRE

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...

School Variables as Mediators of Personal and Family Factors on School Violence in Taiwanese Junior High Schools

Science.gov (United States)

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,…

High School Start Times and the Impact on High School Students: What We Know, and What We Hope to Learn

Science.gov (United States)

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

Science.gov (United States)

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…

Investigating the Link between Home-School Dissonance and Academic Cheating among High School Students

Science.gov (United States)

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

Science.gov (United States)

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].

Science.gov (United States)

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.

Science.gov (United States)

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

Science.gov (United States)

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…

[The influencing factors on alienation in high school students].

Science.gov (United States)

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.

Implementation of a Research-Based Lab Module in a High School Chemistry Curriculum: A Study of Classroom Dynamics

Science.gov (United States)

Pilarz, Matthew

2013-01-01

For this study, a research-based lab module was implemented in two high school chemistry classes for the purpose of examining classroom dynamics throughout the process of students completing the module. A research-based lab module developed for use in undergraduate laboratories by the Center for Authentic Science Practice in Education (CASPiE) was…

Teachers' Perspectives on Online Virtual Labs vs. Hands-On Labs in High School Science

Science.gov (United States)

Bohr, Teresa M.

This study of online science teachers' opinions addressed the use of virtual labs in online courses. A growing number of schools use virtual labs that must meet mandated laboratory standards to ensure they provide learning experiences comparable to hands-on labs, which are an integral part of science curricula. The purpose of this qualitative case study was to examine teachers' perceptions of the quality and effectiveness of high school virtual labs. The theoretical foundation was constructivism, as labs provide student-centered activities for problem solving, inquiry, and exploration of phenomena. The research questions focused on experienced teachers' perceptions of the quality of virtual vs. hands-on labs. Data were collected through survey questions derived from the lab objectives of The Next Generation Science Standards . Eighteen teachers rated the degree of importance of each objective and also rated how they felt virtual labs met these objectives; these ratings were reported using descriptive statistics. Responses to open-ended questions were few and served to illustrate the numerical results. Many teachers stated that virtual labs are valuable supplements but could not completely replace hands-on experiences. Studies on the quality and effectiveness of high school virtual labs are limited despite widespread use. Comprehensive studies will ensure that online students have equal access to quality labs. School districts need to define lab requirements, and colleges need to specify the lab experience they require. This study has potential to inspire positive social change by assisting science educators, including those in the local school district, in evaluating and selecting courseware designed to promote higher order thinking skills, real-world problem solving, and development of strong inquiry skills, thereby improving science instruction for all high school students.

The Educational Benefits of Attending Higher Performing Schools: Evidence from Chicago High Schools

Science.gov (United States)

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

Science.gov (United States)

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…

The interactive impacts of high school gay-straight alliances (GSAs) on college student attitudes toward LGBT individuals: an investigation of high school characteristics.

Science.gov (United States)

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.

MARYLAND ROBOTICS CENTER

Data.gov (United States)

Federal Laboratory Consortium — The Maryland Robotics Center is an interdisciplinary research center housed in the Institute for Systems Research (link is external)within the A. James Clark School...

Multicultural and multilingual approach: Mathematics, science, and engineering education for junior high school minority students and high school administrators. Final report

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.

An Analysis of Florida's School Districts' Attendance Policies and their Relationship to High School Attendance Rates

Science.gov (United States)

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…

25 CFR 39.145 - Can a school receive both a small school adjustment and a small high school adjustment?

Science.gov (United States)

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...

Increase in Science Research Commitment in a Didactic and Laboratory-Based Program Targeted to Gifted Minority High-School Students

Science.gov (United States)

Fraleigh-Lohrfink, Kimberly J.; Schneider, M. Victoria; Whittington, Dawayne; Feinberg, Andrew P.

2013-01-01

Underrepresentation of ethnic minorities in science, technology, engineering, and mathematics (STEM) fields has been a growing concern. Efforts to ameliorate this have often been directed at college-level enrichment. However, mentoring in the sciences at a high-school age level may have a greater impact on career choices. The Center Scholars…

BIG SCHOOL - SMALL SCHOOL. STUDIES OF THE EFFECTS OF HIGH SCHOOL SIZE UPON THE BEHAVIOR AND EXPERIENCES OF STUDENTS. FINAL REPORT.

Science.gov (United States)

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.…

Building International Relations for Children through Sister Schools.

Science.gov (United States)

Pryor, Carolyn B.

1992-01-01

Inspired by Sister Cities International and the NASSP's school-to-school exchange program, "sister school" pairings have proved to be workable educational programs with long-range impact on participants. Some post-cold war efforts include U.S.-USSR High School Academic Partnerships, Project Harmony, and Center for U.S.-USSR Initiatives.…

An Examination of the Job Training and Job Experiences of High School Students as They Exit School

Science.gov (United States)

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…

High School Graduation Rates:Alternative Methods and Implications

Directory of Open Access Journals (Sweden)

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

Science.gov (United States)

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…

The Availability and Utilization of School Library Resources in Some Selected Secondary Schools (High School) in Rivers State

Science.gov (United States)

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…

High School Students' Recommendations to Improve School Food Environments: Insights From a Critical Stakeholder Group.

Science.gov (United States)

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.

Science.gov (United States)

Reed, Donald B.

Gay youth enter high school with the knowledge that they are different and with the belief that heterosexuality is normal and that homosexuality is not normal. Also, gay youth enter high school with the belief that honesty and integrity are important personal values. Additionally, the gay youth enter high school without family knowledge of their…

Cardiopulmonary resuscitation training in Washington state public high schools.

Science.gov (United States)

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.

The contribution of school-level factors to contraceptive use among adolescents in New York city public high schools

Science.gov (United States)

Kaplan, Deborah L.

Every year approximately 17,000 adolescents ages 15-19 become pregnant in New York City. Most of these pregnancies are unintended and only a small percent of adolescents use effective contraception, with wide disparities by race/ethnicity and poverty level. While many studies have identified factors associated with contraceptive use, most research has focused on individual level factors, with little attention to the contribution of the school environment to sexual risk behavior and contraceptive use. This study investigates the effect of school-level factors on contraceptive use among adolescents in NYC public high schools before and after controlling for individual-level factors, and whether this effect varies with race/ethnicity. Using a cross-sectional design, the NYC Youth Risk Behavior Survey (YRBS) individual-level datasets for 2007, 2009 and 2011 were linked to a school-level dataset. Variables were selected based on empirical findings on factors associated with sexual behaviors, including contraceptive use, by adolescents. The analytic sample included all YRBS respondents aged 14 or older who reported having sexual intercourse in the past three months and had complete responses to the YRBS questions on contraceptive use at last sex (N=8,054). The chi square test of significance was used to evaluate significant associations between independent variables and contraceptive use in bivariate analyses; variables with a p value < 0.1 were included in the multivariable analyses. Binary and multinomial logistic regression analyses were conducted to estimate the strength of the associations of school-level factors with contraceptive use among sexually active adolescents. Findings included that use of any contraception and/or hormonal contraception at last sexual intercourse was associated with attending schools with a higher six-year graduation rate, higher percent of students strongly agreeing they were safe in their classrooms, higher percent of teachers at the

Midcentury Modern High Schools: Rebooting the Architecture

Science.gov (United States)

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…

When and Why Dropouts Leave High School

Science.gov (United States)

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.

Science.gov (United States)

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

Science.gov (United States)

Brown-Wright, Lynda; Tyler, Kenneth Maurice

2010-01-01

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

High school students as science researchers: Opportunities and challenges

Science.gov (United States)

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.

High School Students' Views on Blended Learning

Science.gov (United States)

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…

Analyzing the Cost-Effectiveness of Instruction Expenditures towards High School Completion among Oahu's Public School Districts

Science.gov (United States)

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…

Humanizing the High School: The Power of Peers.

Science.gov (United States)

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)

Approaches to School Leadership in Inclusive STEM High Schools: A Cross-Case Analysis

Science.gov (United States)

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.

Case Studies of Leading Edge Small Urban High Schools. Relevance Strategic Designs: 6. Perspectives Charter School

Science.gov (United States)

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…

A School-Based Multilevel Study of Adolescent Suicide Ideation in California High Schools.

Science.gov (United States)

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.

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

Science.gov (United States)

Alliance for Excellent Education, 2008

2008-01-01

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

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

OpenAIRE

Gönül Cengiz; Osman Titrek; Özcan Erkan Akgün

2007-01-01

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

The dynamics of student learning within a high school virtual reality design class

Science.gov (United States)

Morales, Teresa M.

This mixed method study investigated knowledge and skill development of high school students in a project-based VR design class, in which 3-D projects were developed within a student-centered, student-directed environment. This investigation focused on student content learning, and problem solving. Additionally the social dynamics of the class and the role of peer mentoring were examined to determine how these factors influenced student behavior and learning. Finally, parent and teachers perceptions of the influence of the class were examined. The participants included freshmen through senior students, parents, teachers and the high school principal. Student interviews and classroom observations were used to collect data from students, while teachers and parents completed surveys. The results of this study suggested that this application of virtual reality (VR) learning environment promoted the development of; meaningful cognitive experiences, creativity, leadership, global socialization, problem solving and a deeper understanding of academic content. Further theoretical implications for 3-D virtual reality technology are exceedingly promising, and warrant additional research and development as an instructional tool for practical use.

High Energy Astrophysics Science Archive Research Center

Data.gov (United States)

National Aeronautics and Space Administration — The High Energy Astrophysics Science Archive Research Center (HEASARC) is the primary archive for NASA missions dealing with extremely energetic phenomena, from...

Sexual Harassment, Bullying, and School Outcomes for High School Girls and Boys.

Science.gov (United States)

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.

The Impact of Low, Moderate, and High Military Family Mobility School District Transfer Rates on Graduating Senior High School Dependents' Achievement and School Engagement

Science.gov (United States)

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…

Highlighting High Performance: Blackstone Valley Regional Vocational Technical High School; Upton, Massachusetts

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.

Graduation Rates in South Carolina Public High Schools: The Effect of School Size and Socioeconomic Status

Science.gov (United States)

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…

The 9th Grade Shock and the High School Dropout Crisis

Science.gov (United States)

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

Evaluating the High School Lunar Research Projects Program

Science.gov (United States)

Shaner, A. J.; Shipp, S. S.; Allen, J.; Kring, D. A.

2012-12-01

The Center for Lunar Science and Exploration (CLSE), a collaboration between the Lunar and Planetary Institute and NASA's Johnson Space Center, is one of seven member teams of the NASA Lunar Science Institute (NLSI). In addition to research and exploration activities, the CLSE team is deeply invested in education and outreach. In support of NASA's and NLSI's objective to train the next generation of scientists, CLSE's High School Lunar Research Projects program is a conduit through which high school students can actively participate in lunar science and learn about pathways into scientific careers. The objectives of the program are to enhance 1) student views of the nature of science; 2) student attitudes toward science and science careers; and 3) student knowledge of lunar science. In its first three years, approximately 140 students and 28 teachers from across the United States have participated in the program. Before beginning their research, students undertake Moon 101, a guided-inquiry activity designed to familiarize them with lunar science and exploration. Following Moon 101, and guided by a lunar scientist mentor, teams choose a research topic, ask their own research question, and design their own research approach to direct their investigation. At the conclusion of their research, teams present their results to a panel of lunar scientists. This panel selects four posters to be presented at the annual Lunar Science Forum held at NASA Ames. The top scoring team travels to the forum to present their research. Three instruments have been developed or modified to evaluate the extent to which the High School Lunar Research Projects meets its objectives. These three instruments measure changes in student views of the nature of science, attitudes towards science and science careers, and knowledge of lunar science. Exit surveys for teachers, students, and mentors were also developed to elicit general feedback about the program and its impact. The nature of science

[Violence in schools: Prospective study conducted in an emergency reception center for victims of aggression].

Science.gov (United States)

Dubourg, O; Hiquet, J; Saint-Martin, P; Christin, E; Fougas, J; Gromb-Monnoyeur, S

2016-12-01

Although violence in schools is quite well conveyed in the media, the French literature data remain patchy, and the figures available arise mainly from surveys of victimization. This study had two main purposes: to add to the national epidemiological data on this phenomenon and to emphasize the actions that can be undertaken by the practitioner facing such events. This was a prospective descriptive study that was conducted from September 1st, 2014, to June 30, 2015, in a single center, the CAUVA, an emergency center within the Bordeaux University Hospital for victims of assault. Included in the study was any person alleging acts of violence on the way to school, in the neighborhood, or within the school itself, and who was examined at the CAUVA following a judicial requisition. An anonymized questionnaire was distributed during the consultation. We collected 41 questionnaires over a 10-month period with 70.7% males (n=29) and 29.3% females (n=12), with a mean age of 14 years and 5 months (range, 7-49 years). The subjects included two teachers and 39 students. The time between the event and the forensic examination at CAUVA was mostly less than or equal to 7 days (n=18), between 7 and 15 days (n=14), 15 and 30 days (n=6), and more than 30 days (n=3). Twenty-six attacks (63%) took place inside the school - 21 middle schools - eight near the school, and seven between the student's home and the school. Inside the school, the events took place during a break (n=15), in the classroom (n=9), and during cultural outings (n=2). For one student out of two (n=25), the event reported was the first with acts of physical (n=37), psychological (n=20), or sexual violence (n=2). In 14.6% (n=6) of the cases, the assailant was a teacher and in almost 83% (n=34) of the cases it was another student, either from the same class (n=19) or another class (n=14), or a former student (n=1). This study brings out trends that can assist the practitioner during consultations related

PREVALENCE OF ASTHMA IN ISFAHAN JUNIOR HIGH SCHOOL CHILDREN (1998-1999

Directory of Open Access Journals (Sweden)

M GOLSHAN

2000-06-01

Full Text Available Introduction. Asthma is the most common chronic disease in children. Unfortunately there are not exact epidemiologic data concerning the prevalence of this disorder in Iranian children. The purpose of this study was to estimate the prevalence of asthma or respiratory symptoms in Isfahan Junior high school children. Methods. From 1998 Oct. to 1999 May. 3986 children from urban junior high schools children were selected by a proportional random cluster sampling. A self administered questionnaire prepared by International Study of Asthma and Allergies in Childhood (ISSAC modified by several supplementary questions was distributed among the selected children. The response rate was 98.5 percent (N=3924. Of these children, 2588 pupils who had at least one positive answer referring to respiratory symptoms were invited to AL-Zahra medical center for further evaluation, but 1710 pupils (66 percent of the invited attended the clinic and underwent complete medical interview, physical examination and post-exercise pulmonary function testing. Those children who failed to attend the clinic were examined at their schools (774 cases and 104 absent pupils were not examined. Our criterion for the diagnosis of asthma was the positive history of wheezing and dyspnea. Results. The overall prevalence of asthma was 19.6 percent with a male to female ratio of 1.7:1 (P<0.0001. The frequencies of wheezing ever in life and sleep disturbed by wheeze were 31.7 percent and 9.5 percent, respectively. Wheeze and rhoncus on chest auscultation while the children were examined in clinic or school was recorded in 4.2 percent and 3.5 percent of the population, respectively. Pulmonary function tests revealed FEV1:5,80 percent of predicted value (prd in 5.9 percent, FEF 25-75£70 Percent prd in 9.6 percent and FEF75£70 percent prd in 20.5 percent of tested children. The three later findings correlated to history of wheezing and dyspnea (P < 0.0001. Discussion. The prevalence of

Bullying among High School Students

Science.gov (United States)

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

The physical activity climate in Minnesota middle and high schools.

Science.gov (United States)

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.

Science.gov (United States)

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.

Summer Nudging: Can Personalized Text Messages and Peer Mentor Outreach Increase College Going among Low-Income High School Graduates?

Science.gov (United States)

Castleman, Benjamin L.; Page, Lindsay C.

2016-01-01

A report released in April 2013 by Benjamin L Castleman of Harvard University and Lindsay C. Page of the Center for Education Policy Research at Harvard University examines the implications of two forms of interventions during the summer between high school and the first year of college on college enrollment. "Summer Nudging: Can Personalized…

Using a Computer-based Messaging System at a High School To Increase School/Home Communication.

Science.gov (United States)

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…

High Center Volume Does Not Mitigate Risk Associated with Using High Donor Risk Organs in Liver Transplantation.

Science.gov (United States)

Beal, Eliza W; Black, Sylvester M; Mumtaz, Khalid; Hayes, Don; El-Hinnawi, Ashraf; Washburn, Kenneth; Tumin, Dmitry

2017-09-01

High-risk donor allografts increase access to liver transplant, but potentially reduce patient and graft survival. It is unclear whether the risk associated with using marginal donor livers is mitigated by increasing center experience. The United Network for Organ Sharing registry was queried for adult first-time liver transplant recipients between 2/2002 and 12/2015. High donor risk was defined as donor risk index >1.9, and 1-year patient and graft survival were compared according to donor risk index in small and large centers. Multivariable Cox regression estimated the hazard ratio (HR) associated with using high-risk donor organs, according to a continuous measure of annual center volume. The analysis included 51,770 patients. In 67 small and 67 large centers, high donor risk index predicted increased mortality (p = 0.001). In multivariable analysis, high-donor risk index allografts predicted greater mortality hazard at centers performing 20 liver transplants per year (HR 1.35; 95% CI 1.22, 1.49; p donor risk index and center volume was not statistically significant (p = 0.747), confirming that the risk associated with using marginal donor livers was comparable between smaller and larger centers. Results were consistent when examining graft loss. At both small and large centers, high-risk donor allografts were associated with reduced patient and graft survival after liver transplant. Specific strategies to mitigate the risk of liver transplant involving high-risk donors are needed, in addition to accumulation of center expertise.

A Correlation Study on Attachment Style and GPA of Students at an Alternative Education Center

OpenAIRE

Cindy L. Burdick

2014-01-01

Adolescents in America are dropping out of school in alarming rates. In the school year 2009- 2010, 514,238 adolescents dropped out of high school. While alternative education centers have been created to meet the needs of these individuals, they are not always successful as evidenced by a graduation rate below 5% in several alternative centers in Florida. Previous studies have shown that students with a positive attachment style have higher grade point averages (GPA) and perform better in sc...

Gregory Merkel Tours Marshall Space Flight Center (MSFC)

Science.gov (United States)

1972-01-01

Gregory A. Merkel (left), high school student from Springfield, Massachusetts, is pictured here with Harry Coons of the Marshall Space Flight Center (MSFC) during a visit to the center. Merkel was among 25 winners of a contest in which some 3,500 high school students proposed experiments for the following year's Skylab mission. The nationwide scientific competition was sponsored by the National Science Teachers Association and the National Aeronautics and Space Administration (NASA). The winning students, along with their parents and sponsor teachers, visited MSFC where they met with scientists and engineers, participated in design reviews for their experiments, and toured MSFC facilities. Of the 25 students, 6 did not see their experiments conducted on Skylab because the experiments were not compatible with Skylab hardware and timelines. Of the 19 remaining, 11 experiments required the manufacture of additional equipment.

Developing High School Geoscientists through Summer Internships

Science.gov (United States)

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.

"Higher Expectations" in the Catholic Inner City High School.

Science.gov (United States)

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)

Science Achievement and Occupational Career/Technical Education Coursetaking in High School: The Class of 2005. Statistics in Brief. NCES 2010-021

Science.gov (United States)

Levesque, Karen; Wun, Jolene; Green, Caitlin

2010-01-01

The definition of CTE (career/technical education) used by the National Center for Education Statistics (NCES) includes, at the high school level, family and consumer sciences education, general labor market preparation, and occupational education (Bradby and Hoachlander 1999; Bradby and Hudson 2007). Most researchers focus on occupational…

Promoting Ecological Health Resilience for Minority Youth: Enhancing Health Care Access through the School Health Center.

Science.gov (United States)

Clauss-Ehlers, Caroline C. C.

2003-01-01

Discusses the demographic realities of children of color in the U.S., with a focus on health care needs and access issues that have an enormous influence on health status. An ecologic model is presented that incorporates cultural values and community structures into the school health center. (Contains 50 references.) (GCP)

Examples from Astronomy for High School Physics

Science.gov (United States)

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.

Effects of Optometry School Recruitment Efforts on Urban and Suburban High School Students.

Science.gov (United States)

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…

Especially for High School Teachers

Science.gov (United States)

Howell, J. Emory

1999-02-01

relatively large number of articles have been published that describe outreach by college or high school faculty and students. The majority of these have dwelt on the details of delivery-be it demonstrations or hands-on activities. An article in this issue, "Promoting Chemistry at the Elementary Level: A Low-Maintenance Program of Chemical Demonstration" by Larry L. Louters and Richard D. Huisman (p 196), details an on-campus program that could be a model for others to use. We believe that almost every combination of interaction has been described in CFK articles. What we would like now are more CFK articles with an emphasis on science instruction in the elementary classroom. Learner-centered activities and teaching strategies that integrate chemistry into the curriculum, successful curricula, and applications of software or other technological innovations are among topics that could be of interest to readers. If you have an idea for a manuscript, the co-editors of the CFK feature would be happy to discuss it with you. Any suggestions regarding types of articles that you think would be helpful within this section are welcomed too. To contact the CFK feature editors: John T. Moore, Stephen F. Austin State University Department of Chemistry, Box 13006 SFA Station, Nacogdoches, TX 75962; 409/468-2384; jmoore@sfasu.edu; David Tolar, Ennis Intermediate School, Ennis, TX 75120; 903/872-5364; TolarD@ennis.ednet10.net. Note 1. Comments from readers regarding the appropriateness of the recommendations are always welcome (j.e.howell@usm.edu).

3rd Asia-Europe-Pacific School of High-Energy Physics

CERN Document Server

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

Science.gov (United States)

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

CERN Document Server

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.

OpenAIRE

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...

Measuring Malaysia School Resource Centers' Standards through iQ-PSS: An Online Management Information System

Science.gov (United States)

Zainudin, Fadzliaton; Ismail, Kamarulzaman

2010-01-01

The Ministry of Education has come up with an innovative way to monitor the progress of 9,843 School Resource Centers (SRCs) using an online management information system called iQ-PSS (Quality Index of SRC). This paper aims to describe the data collection method and analyze the current state of SRCs in Malaysia and explain how the results can be…

Transformational Leadership and Teacher Motivation in Southwestern Arizona High Schools

Science.gov (United States)

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

CERN Multimedia

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.

Case study of early detection and intervention of infectious disease outbreaks in an institution using Nursery School Absenteeism Surveillance Systems (NSASSy) of the Public Health Center.

Science.gov (United States)

Matsumoto, Kayo; Hirayama, Chifumi; Sakuma, Yoko; Itoi, Yoichi; Sunadori, Asami; Kitamura, Junko; Nakahashi, Takeshi; Sugawara, Tamie; Ohkusa, Yasushi

2016-01-01

Objectives Detecting outbreaks early and then activating countermeasures based on such information is extremely important for infection control at childcare facilities. The Sumida ward began operating the Nursery School Absenteeism Surveillance System (NSASSy) in August 2013, and has since conducted real-time monitoring at nursery schools. The Public Health Center can detect outbreaks early and support appropriate intervention. This paper describes the experiences of Sumida Public Health Center related to early detection and intervention since the initiation of the system.Methods In this study, we investigated infectious disease outbreaks detected at 62 nursery schools in the Sumida ward, which were equipped with NSASSy from early November 2013 through late March 2015. We classified the information sources of the detected outbreak and responses of the public health center. The sources were (1) direct contact from some nursery schools, (2) messages from public officers with jurisdiction over nursery schools, (3) automatic detection by NSASSy, and (4) manual detection by public health center officers using NSASSy. The responses made by the health center were described and classified into 11 categories including verification of outbreak and advice for caregivers.Results The number of outbreaks detected by the aforementioned four information sources was zero, 25, 15, and 7 events, respectively, during the first 5 months after beginning NSASSy. These numbers became 5, 7, 53, and 25 events, respectively, during the subsequent 12 months. The number of outbreaks detected increased by 47% during the first 5 months, and by 87% in the following 12 months. The responses were primarily confirming the situation and offering advice to caregivers.Conclusion The Sumida Public Health Center ward could achieve early detection with automatic or manual detection of NSASSy. This system recently has become an important detection resource, and has contributed greatly to early

Effects of High School Students' Perceptions of School Life Quality on Their Academic Motivation Levels

Science.gov (United States)

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…

Psychological Distress in Parents and School-Functioning of Adolescents: Results from the World Trade Center Registry.

Science.gov (United States)

Gargano, Lisa M; Dechen, Tenzin; Cone, James E; Stellman, Steven D; Brackbill, Robert M

2017-10-01

Poor school-functioning can be indicative of parent and adolescent mental health and adolescent behavior problems. This study examined 472 adolescents enrolled in the World Trade Center (WTC) Health Registry, with a two-step path analysis, using regression-based models, to unravel the relationships between parent and adolescent mental health, adolescent behavior problems, and adolescent unmet healthcare need (UHCN) on the outcome school-functioning. WTC exposure was associated with UHCN and parental mental health was a significant mediator. There was no evidence that family WTC exposure was associated with UHCN independent of its effect on parental mental health. For the second path, after accounting for the effects of adolescent mental health, behavioral problems, and UHCN, there remained a significant association between parental mental health and school-functioning. Interventions for poor school-functioning should have multiple components which address UHCN, mental health, and behavioral problems, as efforts to address any of these alone may not be sufficient.

THE CAUSES OF ABSENTEEISM OF HIGH SCHOOL STUDENTS

OpenAIRE

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...

Center for Adaptive Optics | Center

Science.gov (United States)

Astronomy, UCSC's CfAO and ISEE, and Maui Community College, runs education and internship programs in / Jacobs Retina Center Department of Psychology University of California, San Francisco Department of University School of Optometry Maui Community College Maui Community College Space Grant Program Montana

Manga High: Literacy, Identity, and Coming of Age in an Urban High School

Science.gov (United States)

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…

Education in Science Centers: Evaluating School Visits to an Astronomical Observatory in Brazil

Directory of Open Access Journals (Sweden)

Pedro Donizete Colombo Junior

2009-03-01

Full Text Available The present article analyzes the activity “Guided Visit of School Groups” carried out at Astronomical Observatory of the Center for Scientific and Cultural Diffusion (CDCC of University of Sao Paulo (USP with K4 and K5 pupils. The objectives of this research were to identify influences of such activity on learning of astronomical concepts and on pupils’ motivation. The results demonstrate that pupils have difficulties to understand Solar System concepts and the distances involved, on the other hand, the activity motivates the pupils to return with their parents and friends to the Observatory. At last, the success of visits to science centers aiming at the learning of basic concepts and motivation comprises at least three moments: the one that precedes the visit, the visit itself and the return to the classroom.

Harmfulness of smoking among high school students

Directory of Open Access Journals (Sweden)

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.

Smartphone Addiction and School Life Adjustment Among High School Students: The Mediating Effect of Self-Control.

Science.gov (United States)

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

Science.gov (United States)

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…

A Model for Undergraduate and High School Student Research in Earth and Space Sciences: The New York City Research Initiative

Science.gov (United States)

Scalzo, F.; Johnson, L.; Marchese, P.

2006-05-01

The New York City Research Initiative (NYCRI) is a research and academic program that involves high school students, undergraduate and graduate students, and high school teachers in research teams that are led by college/university principal investigators of NASA funded projects and/or NASA scientists. The principal investigators are at 12 colleges/universities within a 50-mile radius of New York City (NYC and surrounding counties, Southern Connecticut and Northern New Jersey), as well as the NASA Goddard Institute of Space Studies (GISS). This program has a summer research institute component in Earth Science and Space Science, and an academic year component that includes the formulation and implementation NASA research based learning units in existing STEM courses by high school and college faculty. NYCRI is a revision and expansion of the Institute on Climate and Planets at GISS and is funded by NASA MURED and the Goddard Space Flight Center's Education Office.

Impacts of Traditional Bullying and Cyberbullying on the Mental Health of Middle School and High School Students

Science.gov (United States)

Hase, Craig N.; Goldberg, Simon B.; Smith, Douglas; Stuck, Andrew; Campain, Jessica

2015-01-01

A critical debate within the field of school psychology has centered on the relationship between bullying and cyberbullying in terms of prevalence, overlap, and impact. The current study sought to address the following questions: (1) Does cyberbullying create new victims or merely a new means of victimization? (2) Does cyberbullying uniquely…

NASA Ames Summer High School Apprenticeship Research Program

Science.gov (United States)

Powell, P.

1985-01-01

The Summer High School Apprenticeship Research Program (SHARP) is described. This program is designed to provide engineering experience for gifted female and minority high school students. The students from this work study program which features trips, lectures, written reports, and job experience describe their individual work with their mentors.

Reshaping High School English.

Science.gov (United States)

Pirie, Bruce

This book takes up the question of what shape high school English studies should take in the coming years. It describes an English program that blends philosophical depth with classroom practicality. Drawing examples from commonly taught texts such as "Macbeth,""To Kill a Mockingbird," and "Lord of the Flies," the…

Reducing School Factors That Lead to Student Dropout at Sussex Central High School

Science.gov (United States)

Jerns, Pamela Renee

2012-01-01

The focus of this Executive Position Paper (EPP) is to address the dropout rate at Sussex Central High School (SCHS) in the Indian River School District (IRSD). Studies conducted for this EPP align with current research--student dropout is a result of culminating school-based factors that include poor attendance and lack of exposure to rigorous…

The Nature, Causes and Effects of School Violence in South African High Schools

Science.gov (United States)

Ncontsa, Vusumzi Nelson; Shumba, Almon

2013-01-01

We sought to investigate the nature, causes and effects of school violence in four South African high schools. A purposive sample of five principals, 80 learners and 20 educators was selected from the four schools used in the study. A sequential mixed method approach was used in this study; both questionnaires and interviews were used. The design…

Re-Conceptualizing Extra Help for High School Students in a High Standards Era.

Science.gov (United States)

Balfanz, Robert; McPartland, James; Shaw, Alta

The push for higher academic standards has resulted in an increase in the numbers of high school students needing extra help. The need for extra help is most pervasive in high-poverty areas and most high school students need extra help not in traditional basic elementary skills but in reading, mathematics, and advanced reasoning skills. Most…

[Report from the Student Press Law Center.

Science.gov (United States)

Student Press Law Center, Washington, DC.

The Student Press Law Center serves as a national clearinghouse to collect, analyze, and distribute information on the First Amendment rights of student journalists and journalism teachers and on violations of these rights in high schools and colleges. This report details information concerning current censorship incidents: the investigation by…

TOCUSO: Test of Conceptual Understanding on High School Optics Topics

Science.gov (United States)

Akarsu, Bayram

2012-01-01

Physics educators around the world often need reliable diagnostic materials to measure students' understanding of physics concept in high school. The purpose of this study is to evaluate a new diagnostic tool on High School Optics concept. Test of Conceptual Understanding on High School Optics (TOCUSO) consists of 25 conceptual items that measures…

Models for Delivering School-Based Dental Care.

Science.gov (United States)

Albert, David A.; McManus, Joseph M.; Mitchell, Dennis A.

2005-01-01

School-based health centers (SBHCs) often are located in high-need schools and communities. Dental service is frequently an addition to existing comprehensive services, functioning in a variety of models, configurations, and locations. SBHCs are indicated when parents have limited financial resources or inadequate health insurance, limiting…

Space and place in researching male early high school leaving in ...

African Journals Online (AJOL)

question the school systems' organisational components (Coleman, 1988), curriculum .... 2001:379) because of the value placed on a high-school certificate. Early school ..... Male early high school leaving in Orange Farm Township: A hidden.

Intertextuality in Chinese High School Students' Essay Writing

Science.gov (United States)

Liddicoat, Anthony J.; Scrimgeour, Andrew; Chen, Toni

2008-01-01

This paper investigates the intertextual practices developed for writing in Chinese of high school students in Taiwan. On the basis of texts written by Chinese high school students, we investigate these practices within their own cultural context to develop an understanding of intertextual practices into which Chinese learners are socialised. We…

Perceptions of sexual harassment in Swedish high schools: experiences and school-environment problems.

Science.gov (United States)

Witkowska, Eva; Menckel, Ewa

2005-02-01

Sexual harassment in schools is recognized as a public-health problem detrimental to girls' psychosomatic health. This study examines the magnitude of sexual harassment and types of behaviours related to sexual harassment that female students are exposed to in a school environment, and their perceptions of them as problems in school. A random sample of 540 female high school students, from all over Sweden, responded to an anonymous self-report mail questionnaire consisting of items related to personal experiences of different behaviours related to sexual harassment during the previous school year. Sexual harassment was identified by 49% of the female students as a problem present in their schools. The most common types were verbal behaviours, such as: sexualized conversations, attractiveness rating, demeaning comments about gender, name-calling, and sexual personal comments. The most common non-verbal displays were: sexualized contact seeking and sexual looks. Behaviours in the sexual assault and teacher-to-student categories were less prevalent. In all four categories, the respondents who reported exposure to a particular behaviour were significantly more likely to identify that behaviour as a problem in their school. However, many non-exposed respondents also perceived such behaviours as problems in their school. Female high-school students in Sweden are exposed to a variety of inappropriate and/or unacceptable behaviours of a sexual nature, or based on sex, that may infringe their right to a supportive, respectful and safe learning environment or their dignity. Greater efforts are needed to analyse and prevent sexual harassment in schools.

Educational Management Organizations as High Reliability Organizations: A Study of Victory's Philadelphia High School Reform Work

Science.gov (United States)

Thomas, David E.

2013-01-01

This executive position paper proposes recommendations for designing reform models between public and private sectors dedicated to improving school reform work in low performing urban high schools. It reviews scholarly research about for-profit educational management organizations, high reliability organizations, American high school reform, and…

The current state of the center for the creation and dissemination of new Japanese nursing science: The 21st century Center of Excellence at Chiba University School of Nursing

OpenAIRE

中村 伸枝; 石垣, 和子; 正木, 治恵; 宮崎, 美砂子; 山本, 則子

2006-01-01

Aim: The Center of Excellence for the Creation and Dissemination of a New Japanese Nursing Science at Chiba University School of Nursing is now in its third year of operation. This center aims to develop nursing science that is appropriate for Japanese culture and to internationally disseminate the importance of culturally based care. Our project seeks to systematically transform the art of nursing practise into a nursing science. Method: To date, multiple frameworks have been created through...

School-Based Health Centers Make Sense: Ensuring All Kids Have Access to the Health Care They Need to Be Healthy and Safe, and to Do Their Best in School. Issue Brief

Science.gov (United States)

Children Now, 2014

2014-01-01

School-based health centers (SBHCs) are an innovative and effective way to address California's severe health care access problem among children. By providing critical health care services to kids in school, SBHCs ensure children get the medical, mental health, and dental care they need to be healthy and safe, and to support their ability to…

Changes in cognitive functions of students in the transitional period from elementary school to junior high school.

Science.gov (United States)

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.

School Engagement, Risky Peers, and Student-Teacher Relationships as Mediators of School Violence in Taiwanese Vocational versus Academically Oriented High Schools

Science.gov (United States)

Chen, Ji-Kang; Astor, Ron Avi

2011-01-01

Educational tracking based on academic ability accounts for different school dynamics between vocational versus academically-oriented high schools in Taiwan. Many educational practitioners predict that the settings of vocational schools and academic schools mediate school violence in different ways. Alternatively, some researchers argue the actual…

Every Student Succeeds Act High School Graduation Rate: Non-Regulatory Guidance

Science.gov (United States)

US Department of Education, 2017

2017-01-01

Student graduation from high school with a regular high school diploma is an important indicator of school success and one of the most significant indicators of student college and career readiness. In addition, there are substantial economic benefits to high school completion. For example, according to the U.S. Department of Education's National…

Distance Education of Vocational High Schools in Turkey

Directory of Open Access Journals (Sweden)

Tuğçe GÜNTER

2012-01-01

Full Text Available The aim of vocational high schools is to teach qualified, high self-sufficient, self-confident, technical staff who have critical and mathematical thinking competence and who can utilize science and technology efficiently. However, because of the limitations of traditional education, students can not take enough education attendance. In this context; along with the advances in science and technology area, “Web- Based Distance Education Programme”, which provides equal education conditions to students, is developed. This programme has got great progresses in abroad, and has also started to practice in Turkish Vocational High Schools. It is determined that some Vocational High Schools have applied Web-Based Distance Education in Medical Documentation and Secretarial (MDS and Medical Laboratory Techniques (MLT Associate Degree Programmes which are also existed in Bülent Ecevit University (BEU Ahmet Erdoğan Health Services Vocational High School. It is observed that the universities, that implemented distance education in these associate degree programmes, have higher technical infrastructure and they design a constructivism-based modules. It is considered that this distance education programme for MDS and MLT Associate Degree Programmes in certain Vocational Schools, can also be implemented for students in Medical Documentation and Secretarial (MDS and Medical Laboratory Techniques (MLT which continues education by computers and overhead projector that is slightly different from traditional education.

Tracking Myself: African American High School Students Talk about the Effects of Curricular Differentiation

Science.gov (United States)

Stanley, Darrius; Chambers, Terah T. Venzant

2018-01-01

Research on the merit of school tracking policies has long been at the center of heated educational debate. Unfortunately, while the trend in studies looking at tracking in schools has continued, the student perspective has been underutilized in much of this previous research. Recently, however, there has been a surge in research that focuses on…

High School Start Times and the Impact on High School Students: What We Know, and What We Hope to Learn.

Science.gov (United States)

Morgenthaler, Timothy I; Hashmi, Sarah; Croft, Janet B; Dort, Leslie; Heald, Jonathan L; Mullington, Janet

2016-12-15

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. 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. 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. 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. © 2016 American Academy of Sleep Medicine

"Life Skills": A Single-Sex Classroom Intervention for Black Boys Transitioning from Middle School to High School

Science.gov (United States)

Flennaugh, Terry

2017-01-01

The transition from middle school to high school can be difficult for many students due to increases in school size, the structure of an academic schedule, and the complexity of social interactions in high school. However, Black boys face unique challenges during this transition period due to racism and structural inequalities. In response to…

Multimodal Behavior Therapy: Case Study of a High School Student.

Science.gov (United States)

Seligman, Linda

1981-01-01

A case study of a high school student concerned with weight problems illustrates multimodal behavior therapy and its use in a high school setting. Multimodal therapy allows the school counselor to maximize referral sources while emphasizing growth and actualization. (JAC)

School District Wellness Policy Quality and Weight-Related Outcomes among High School Students in Minnesota

Science.gov (United States)

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…

Creative Approaches to Teaching Shakespeare in High School.

Science.gov (United States)

Dienstfrey, Sherri R.

William Shakespeare should be taught in high schools in an entertaining fashion so the high school student will appreciate his genius, keen insights, and talents. A strategy to accomplish this goal starts with simple material and progresses to the more difficult. Shakespeare's personal and historical background are presented in a short lecture,…

Interpretation Awareness of Creativity Mathematics Teacher High School

Science.gov (United States)

Mastuti, Ajeng Gelora; Nusantara, Toto; Purwanto; As'ari, Abdurrahman; Subanji; Abadyo; Susiswo

2016-01-01

The purposes of this study are: a) to investigate high school math teacher creativity equality, b) to investigate what factors can inhibit their creativity consciousness. The subjects of this study consisted of two high school math teacher who had a different experience academically. The results of the qualitative research show the relationship…

High School Education in Vietnam

OpenAIRE

Hasebe, Io

2018-01-01

In this report, I will introduce high school school education in Vietnam in two aspects: time schedule and language instruction. When I had an international exchange with local high school students, I was surprised at how fluently students spoke English and Japanese and thus became interested in language instruction in Vietnam. As I continued my research, I discovered many unique differences between Vietnam and Japan in terms of education. This is why I chose high school education as my repor...

Improving low-performing high schools: searching for evidence of promise.

Science.gov (United States)

Fleischman, Steve; Heppen, Jessica

2009-01-01

Noting that many of the nation's high schools are beset with major problems, such as low student reading and math achievement, high dropout rates, and an inadequate supply of effective teachers, Steve Fleischman and Jessica Heppen survey a range of strategies that educators have used to improve low-performing high schools. The authors begin by showing how the standards-based school reform movement, together with the No Child Left Behind Act requirement that underperforming schools adopt reforms supported by scientifically based research, spurred policy makers, educators, and researchers to create and implement a variety of approaches to attain improvement. Fleischman and Heppen then review a number of widely adopted reform models that aim to change "business as usual" in low-performing high schools. The models include comprehensive school reform programs, dual enrollment and early college high schools, smaller learning communities, specialty (for example, career) academies, charter high schools, and education management organizations. In practice, say the authors, many of these improvement efforts overlap, defying neat distinctions. Often, reforms are combined to reinforce one another. The authors explain the theories that drive the reforms, review evidence of their reforms' effectiveness to date, and suggest what it will take to make them work well. Although the reforms are promising, the authors say, few as yet have solid evidence of systematic or sustained success. In concluding, Fleischman and Heppen emphasize that the reasons for a high school's poor performance are so complex that no one reform model or approach, no matter how powerful, can turn around low-performing schools. They also stress the need for educators to implement each reform program with fidelity to its requirements and to support it for the time required for success. Looking to the future, the authors suggest steps that decision makers, researchers, and sponsors of research can take to promote

Homeless High School Students in America: Who Counts?

Science.gov (United States)

Cumming, John M.; Gloeckner, Gene W.

2012-01-01

After interviewing homeless high school students, the research team in a Colorado school district discovered that many students had not revealed their true living conditions (homelessness) to anyone in the school district. This research team developed an anonymous survey written around the homeless categories identified in the McKinney-Vento…

The anthropometric match between high school learners and ...

African Journals Online (AJOL)

Background: A South African study illustrated that the school computer chair was the least ergonomic aspect of a school computer workstation and this may explain why computer usage was the only predictor of cervical pain among high school students (Smith et al. 2007). An alarming percentage of South African learners ...

High-school software development project helps increasing students' awareness of geo-hydrological hazards and their risks

Science.gov (United States)

Marchesini, Ivan; Rossi, Mauro; Balducci, Vinicio; Salvati, Paola; Guzzetti, Fausto; Bianchini, Andrea; Grzeleswki, Emanuell; Canonico, Andrea; Coccia, Rita; Fiorucci, Gianni Mario; Gobbi, Francesca; Ciuchetti, Monica

2015-04-01

In Italy, inundation and landslides are widespread phenomena that impact the population and cause significant economic damage to private and public properties. The perception of the risk posed by these natural geo-hydrological hazards varies geographically and in time. The variation in the perception of the risks has negative consequences on risk management, and limits the adoption of effective risk reduction strategies. We maintain that targeted education can foster the understanding of geo-hydrological hazards, improving their perception and the awareness of the associated risk. Collaboration of a research center experienced in geo-hydrological hazards and risks (CNR IRPI, Perugia) and a high school (ITIS Alessandro Volta, Perugia) has resulted in the design and execution of a project aimed at improving the perception of geo-hydrological risks in high school students and teachers through software development. In the two-year project, students, high school teachers and research scientists have jointly developed software broadly related to landslide and flood hazards. User requirements and system specifications were decided to facilitate the distribution and use of the software among students and their peers. This allowed a wider distribution of the project results. We discuss two prototype software developed by the high school students, including an application of augmented reality for improved dissemination of information of landslides and floods with human consequences in Italy, and a crowd science application to allow students (and others, including their families and friends) to collect information on landslide and flood occurrence exploiting modern mobile devices. This information can prove important e.g., for the validation of landslide forecasting models.

In-Service Teacher Training to Provide Psychosocial Support and Care in High-Risk and High-Need Schools: School-Based Intervention Partnerships

Science.gov (United States)

Ebersöhn, Liesel; Loots, Tilda; Eloff, Irma; Ferreira, Ronél

2015-01-01

This article uses a South African case study to argue that postcolonial, emerging economy societies in transition often contain schools characterised as high risk and high need. Such schools require teachers to adapt to roles other than facilitating learning, such as psychosocial support and care, and which requires additional professional…

Measuring school climate in high schools: a focus on safety, engagement, and the environment.

Science.gov (United States)

Bradshaw, Catherine P; Waasdorp, Tracy E; Debnam, Katrina J; Johnson, Sarah Lindstrom

2014-09-01

School climate has been linked to multiple student behavioral, academic, health, and social-emotional outcomes. The US Department of Education (USDOE) developed a 3-factor model of school climate comprised of safety, engagement, and environment. This article examines the factor structure and measurement invariance of the USDOE model. Drawing upon 2 consecutive waves of data from over 25,000 high school students (46% minority), a series of exploratory and confirmatory factor analyses examined the fit of the Maryland Safe and Supportive Schools Climate Survey with the USDOE model. The results indicated adequate model fit with the theorized 3-factor model of school climate, which included 13 subdomains: safety (perceived safety, bullying and aggression, and drug use); engagement (connection to teachers, student connectedness, academic engagement, school connectedness, equity, and parent engagement); environment (rules and consequences, physical comfort, and support, disorder). We also found consistent measurement invariance with regard to student sex, grade level, and ethnicity. School-level interclass correlation coefficients ranged from 0.04 to .10 for the scales. Findings supported the USDOE 3-factor model of school climate and suggest measurement invariance and high internal consistency of the 3 scales and 13 subdomains. These results suggest the 56-item measure may be a potentially efficient, yet comprehensive measure of school climate. © 2014, American School Health Association.

Career and Technology Center Guides Students in Real-Life Careers | Poster

Science.gov (United States)

By Carolynne Keenan, Contributing Writer Frederick County Public School students have a unique opportunity—a chance to get a real-world, hands-on experience in biomedical science and biotechnology before they even graduate from high school, thanks to the Frederick County Career and Technology Center (CTC). Several years ago, the CTC established its biomedical sciences program

The Career Education Center: A Program with Potential

Science.gov (United States)

Ilivicky, Martin

1976-01-01

The Project Redesign grant proposal, developed by the faculty of William Cullen Bryant High School, was responsible for the initiation of a comprehensive career education program. That program and the Careers Center and Career Guidance Service were the focus of this article. (Author/RK)

Energy Design Guidelines for High Performance Schools: Tropical Island Climates

Energy Technology Data Exchange (ETDEWEB)

2004-11-01

The Energy Design Guidelines for High Performance Schools--Tropical Island Climates provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. These design guidelines outline high performance principles for the new or retrofit design of your K-12 school in tropical island climates. By incorporating energy improvements into their construction or renovation plans, schools can significantly reduce energy consumption and costs.

Family-centered services for children with complex communication needs: the practices and beliefs of school-based speech-language pathologists.

Science.gov (United States)

Mandak, Kelsey; Light, Janice

2018-06-01

This study used an online focus group to examine the beliefs and practices of school-based speech-language pathologists (SLPs) who served children with complex communication needs regarding their provision of family-centered services. Participants revealed that despite their desire for family involvement and reported beliefs in the importance of family-centered services, there were barriers in place that often limited family-centered service provision. Across the SLPs, many were dissatisfied with their current provision of family-centered services. The SLPs varied in their reported practices, with some reporting family-centered services and others, professional-centered services. Future research is recommended in order to investigate which factors contribute to the variation among SLPs and how the variation impacts children who require augmentative and alternative communication (AAC) and their families. Potential clinical implications for in-service and pre-service SLPs are discussed to improve future family-centered AAC services.

On the Front Lines of Schools: Perspectives of Teachers and Principals on the High School Dropout Problem

Science.gov (United States)

Bridgeland, John M.; Dilulio, John J., Jr.; Balfanz, Robert

2009-01-01

Teachers and administrators in public high schools recognize there is a dropout problem, know they are confronted with daunting challenges in classrooms and in schools, and express strong support for reforms to address high dropout rates. Yet, less than one-third of teachers believe that schools should expect all students to meet high academic…

High School Psychology: A Coming of Age Story

Science.gov (United States)

Keith, Kenneth D.; Hammer, Elizabeth Yost; Blair-Broeker, Charles T.; Ernst, Randal M.

2013-01-01

Although institutional recognition of high school psychology is fairly recent, psychology and psychological subject matters have a history dating to at least the 1830s. By the middle of the twentieth century, high school psychology courses existed in nearly all U.S. states, and enrollments grew throughout the second half of the century. However,…

Parental attitudes towards soft drink vending machines in high schools.

Science.gov (United States)

Hendel-Paterson, Maia; French, Simone A; Story, Mary

2004-10-01

Soft drink vending machines are available in 98% of US high schools. However, few data are available about parents' opinions regarding the availability of soft drink vending machines in schools. Six focus groups with 33 parents at three suburban high schools were conducted to describe the perspectives of parents regarding soft drink vending machines in their children's high school. Parents viewed the issue of soft drink vending machines as a matter of their children's personal choice more than as an issue of a healthful school environment. However, parents were unaware of many important details about the soft drink vending machines in their children's school, such as the number and location of machines, hours of operation, types of beverages available, or whether the school had contracts with soft drink companies. Parents need more information about the number of soft drink vending machines at their children's school, the beverages available, the revenue generated by soft drink vending machine sales, and the terms of any contracts between the school and soft drink companies.

Center for commercial applications of combustion in space (CCACS); A partnership for space commercialization at the Colorado School of Mines

Science.gov (United States)

Schowengerdt, F. D.; Kee, Bob; Linne, Mark; McKinnon, Tom; Moore, John; Parker, Terry; Readey, Dennis; Tilton, John E.; Helble, Joe

1997-01-01

The Center for Commercial Applications of Combustion in Space (CCACS) is a NASA/Industry/University consortium at the Colorado School of Mines (CSM). The mission of the Center is to assist industry in developing commercial products by conducting combustion research which takes advantage of the unique properties of space. By conducting experiments in near-zero gravity, convection and buoyancy effects can be minimized and new fundamental design-related knowledge can be gained which can be used to improve combustion-related products and processes on earth. Companies, government laboratories and universities most actively involved in CCACS at present include ABB Combustion, ADA Technologies, Advanced Refractory Technologies, Golden Technologies, Lockheed-Martin, Southwest Sciences, Space Systems/Lora, NASA-Lewis, JPL, the Baylor Dental School and the University of Connecticut. Products and processes of interest to the Center participants include industrial process combustors; catalytic combustion; Halon replacements; ceramic powders, whiskers and fibers; metal-matrix composites; NiTi for bone replacement; diamond coatings for oil-well drill bits; zeolites; imaging sensor arrays and other instrumentation for flame and particulate diagnostics. The center also assists member companies in marketing the resulting products and processes.

School Reform in a High Poverty Elementary School: A Grounded Theory Case Study of Capacity Building

Science.gov (United States)

Dodman, Stephanie Lynn

2011-01-01

There is a persistent and significant gap in the achievement of students who attend high-poverty schools and those who attend low-poverty schools. Students in high-poverty schools, the majority of whom are African American and Hispanic, are not achieving the same levels of academic success as their low-poverty or White counterparts. Retention…

GeneLab for High Schools: Data Mining for the Next Generation

Science.gov (United States)

Blaber, Elizabeth A.; Ly, Diana; Sato, Kevin Y.; Taylor, Elizabeth

2016-01-01

Modern biological sciences have become increasingly based on molecular biology and high-throughput molecular techniques, such as genomics, transcriptomics, and proteomics. NASA Scientists and the NASA Space Biology Program have aimed to examine the fundamental building blocks of life (RNA, DNA and protein) in order to understand the response of living organisms to space and aid in fundamental research discoveries on Earth. In an effort to enable NASA funded science to be available to everyone, NASA has collected the data from omics studies and curated them in a data system called GeneLab. Whilst most college-level interns, academics and other scientists have had some interaction with omics data sets and analysis tools, high school students often have not. Therefore, the Space Biology Program is implementing a new Summer Program for high-school students that aims to inspire the next generation of scientists to learn about and get involved in space research using GeneLabs Data System. The program consists of three main components core learning modules, focused on developing students knowledge on the Space Biology Program and Space Biology research, Genelab and the data system, and previous research conducted on model organisms in space; networking and team work, enabling students to interact with guest lecturers from local universities and their fellow peers, and also enabling them to visit local universities and genomics centers around the Bay area; and finally an independent learning project, whereby students will be required to form small groups, analyze a dataset on the Genelab platform, generate a hypothesis and develop a research plan to test their hypothesis. This program will not only help inspire high-school students to become involved in space-based research but will also help them develop key critical thinking and bioinformatics skills required for most college degrees and furthermore, will enable them to establish networks with their peers and connections