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Sample records for high school completed

  1. The Effect of Minimum Wage Rates on High School Completion

    Science.gov (United States)

    Warren, John Robert; Hamrock, Caitlin

    2010-01-01

    Does increasing the minimum wage reduce the high school completion rate? Previous research has suffered from (1. narrow time horizons, (2. potentially inadequate measures of states' high school completion rates, and (3. potentially inadequate measures of minimum wage rates. Overcoming each of these limitations, we analyze the impact of changes in…

  2. 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…

  3. State-level high school completion rates: Concepts, measures, and trends.

    Directory of Open Access Journals (Sweden)

    John Robert Warren

    2005-12-01

    Full Text Available Since the mid 1970s the national rate at which incoming 9th graders have completed high school has fallen slowly but steadily; this is also true in 41 states. In 2002, about three in every four students who might have completed high school actually did so; in some states this figure is substantially lower. In this paper I review state-level measures of high school completion rates and describe and validate a new measure that reports these rates for 1975 through 2002. Existing measures based on the Current Population Survey are conceptually imperfect and statistically unreliable. Measures based on Common Core Data (CCD dropout information are unavailable for many states and have different conceptual weaknesses. Existing measures based on CCD enrollment and completion data are systematically biased by migration, changes in cohort size, and/or grade retention. The new CCD-based measure described here is considerably less biased, performs differently in empirical analyses, and gives a different picture of the dropout situation across states and over time.

  4. Longitudinal Predictors of High School Completion

    Science.gov (United States)

    Barry, Melissa; Reschly, Amy L.

    2012-01-01

    This longitudinal study examined predictors of dropout assessed in elementary school. Student demographic data, achievement, attendance, and ratings of behavior from the Behavior Assessment System for Children were used to predict dropout and completion. Two models, which varied on student sex and race, predicted dropout at rates ranging from 75%…

  5. Predicting High School Completion Using Student Performance in High School Algebra: A Mixed Methods Research Study

    Science.gov (United States)

    Chiado, Wendy S.

    2012-01-01

    Too many of our nation's youth have failed to complete high school. Determining why so many of our nation's students fail to graduate is a complex, multi-faceted problem and beyond the scope of any one study. The study presented herein utilized a thirteen-step mixed methods model developed by Leech and Onwuegbuzie (2007) to demonstrate within a…

  6. Student and high-school characteristics related to completing a science, technology, engineering or mathematics (STEM) major in college

    Science.gov (United States)

    LeBeau, Brandon; Harwell, Michael; Monson, Debra; Dupuis, Danielle; Medhanie, Amanuel; Post, Thomas R.

    2012-04-01

    Background: The importance of increasing the number of US college students completing degrees in science, technology, engineering or mathematics (STEM) has prompted calls for research to provide a better understanding of factors related to student participation in these majors, including the impact of a student's high-school mathematics curriculum. Purpose: This study examines the relationship between various student and high-school characteristics and completion of a STEM major in college. Of specific interest is the influence of a student's high-school mathematics curriculum on the completion of a STEM major in college. Sample: The sample consisted of approximately 3500 students from 229 high schools. Students were predominantly Caucasian (80%), with slightly more males than females (52% vs 48%). Design and method: A quasi-experimental design with archival data was used for students who enrolled in, and graduated from, a post-secondary institution in the upper Midwest. To be included in the sample, students needed to have completed at least three years of high-school mathematics. A generalized linear mixed model was used with students nested within high schools. The data were cross-sectional. Results: High-school predictors were not found to have a significant impact on the completion of a STEM major. Significant student-level predictors included ACT mathematics score, gender and high-school mathematics GPA. Conclusions: The results provide evidence that on average students are equally prepared for the rigorous mathematics coursework regardless of the high-school mathematics curriculum they completed.

  7. Effects of Parental Divorce or a Father's Death on High School Completion

    Science.gov (United States)

    Sapharas, Nicole K.; Estell, David B.; Doran, Kelly A.; Waldron, Mary

    2016-01-01

    Associations between parental loss and high school (HS) completion were examined in data drawn from 1,761 male and 1,689 female offspring born in wedlock to mothers participating in a nationally representative study. Multiple logistic regression models were conducted predicting HS completion by age 19 among offspring whose parents divorced or…

  8. Cost-Effectiveness Analysis in Practice: Interventions to Improve High School Completion

    Science.gov (United States)

    Hollands, Fiona; Bowden, A. Brooks; Belfield, Clive; Levin, Henry M.; Cheng, Henan; Shand, Robert; Pan, Yilin; Hanisch-Cerda, Barbara

    2014-01-01

    In this article, we perform cost-effectiveness analysis on interventions that improve the rate of high school completion. Using the What Works Clearinghouse to select effective interventions, we calculate cost-effectiveness ratios for five youth interventions. We document wide variation in cost-effectiveness ratios between programs and between…

  9. Trends in High School Dropout and Completion Rates in the United States: 2013. Compendium Report. NCES 2016-117

    Science.gov (United States)

    McFarland, Joel; Stark, Patrick; Cui, Jiashan

    2016-01-01

    Dropping out of high school is related to a number of negative outcomes. For example, the median income of persons ages 18 through 67 who had not completed high school was roughly $26,000 in 2013. By comparison, the median income of persons ages 18 through 67 who completed their education with at least a high school credential (i.e., a regular…

  10. Educational Progression in Ghana: Gender and Spatial Variations in Longitudinal Trajectories of Junior High School Completion Rate

    Science.gov (United States)

    Ansong, David; Alhassan, Mustapha

    2016-01-01

    Completion of junior high school is a critical milestone in every Ghanaian child's educational trajectory and a critical step toward the transition to higher education. However, the rate of children completing junior high school still lags behind most educational indicators in Ghana. Far more attention is paid to ensuring that students enroll in…

  11. Is there an emotional cost of completing high school? Ecological factors and psychological distress among LGBT homeless youth.

    Science.gov (United States)

    Bidell, Markus P

    2014-01-01

    This study explored the nexus of home and school climate on the psychological distress of lesbian, gay, bisexual, and transgender (LGBT) homeless youth, as well as their experiences during high school. Of the LGBT homeless youth (N = 89) surveyed, 39.3% reported not completing high school. Most participants did not seek support from school staff nor did they report attending a school with a Gay-Straight Alliance. Significantly higher levels of psychological distress were found among high school graduates and those reporting LGBT harassment at home; however, harassment experienced at school was not statistically related to psychological distress. Findings are discussed.

  12. Programs to increase high school completion: a community guide systematic health equity review.

    Science.gov (United States)

    Hahn, Robert A; Knopf, John A; Wilson, Sandra Jo; Truman, Benedict I; Milstein, Bobby; Johnson, Robert L; Fielding, Jonathan E; Muntaner, Carles J M; Jones, Camara Phyllis; Fullilove, Mindy T; Moss, Regina Davis; Ueffing, Erin; Hunt, Pete C

    2015-05-01

    High school completion (HSC) is an established predictor of long-term morbidity and mortality. U.S. rates of HSC are substantially lower among students from low-income families and most racial/ethnic minority populations than students from high-income families and the non-Hispanic white population. This systematic review assesses the effectiveness of programs to increase HSC and the potential of these programs to improve lifelong health among at-risk students. A search located a meta-analysis (search period 1985-2010/2011) on the effects of programs to increase HSC or General Educational Development (GED) diploma receipt; the meta-analysis was concordant with Community Guide definitions and methodologic standards. Programs were assessed separately for the general student population (152 studies) and students who were parents or pregnant (15 studies). A search for studies published between 2010 and August 2012 located ten more recent studies, which were assessed for consistency with the meta-analysis. Analyses were conducted in 2013. The review focused on the meta-analysis. Program effectiveness was measured as the increased rate of HSC (or GED receipt) by the intervention group compared with controls. All assessed program types were effective in increasing HSC in the general student population: vocational training, alternative schooling, social-emotional skills training, college-oriented programming, mentoring and counseling, supplemental academic services, school and class restructuring, multiservice packages, attendance monitoring and contingencies, community service, and case management. For students who had children or were pregnant, attendance monitoring and multiservice packages were effective. Ten studies published after the search period for the meta-analysis were consistent with its findings. There is strong evidence that a variety of HSC programs can improve high school or GED completion rates. Because many programs are targeted to high-risk students and

  13. The Development of Inquiry Learning Materials to Complete Content Life System Organization in Junior High School Students

    Science.gov (United States)

    Mayasari, F.; Raharjo; Supardi, Z. A. I.

    2018-01-01

    This research aims to develop the material eligibility to complete the inquiry learning of student in the material organization system of junior high school students. Learning materials developed include syllabi, lesson plans, students’ textbook, worksheets, and learning achievement test. This research is the developmental research which employ Dick and Carey model to develop learning material. The experiment was done in Junior High School 4 Lamongan regency using One Group Pretest-Posttest Design. The data collection used validation, observation, achievement test, questionnaire administration, and documentation. Data analysis techniques used quantitative and qualitative descriptive.The results showed that the developed learning material was valid and can be used. Learning activity accomplished with good category, where student activities were observed. The aspects of attitudes were observed during the learning process are honest, responsible, and confident. Student learning achievement gained an average of 81, 85 in complete category, with N-Gain 0, 75 for a high category. The activities and student response to learning was very well categorized. Based on the results, this researcher concluded that the device classified as feasible of inquiry-based learning (valid, practical, and effective) system used on the material organization of junior high school students.

  14. 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…

  15. Trends in High School Dropout and Completion Rates in the United States: 2014. NCES 2018-117

    Science.gov (United States)

    McFarland, Joel; Cui, Jiashan; Stark, Patrick

    2018-01-01

    This report draws on an array of nationally representative surveys and administrative datasets to present statistics on high school dropout and completion rates. The report includes estimates of the percentage of students who drop out in a given 12-month period (event dropout rates), the percentage of young people in a specified age range who are…

  16. Advanced Course Completion in Magnet and Comprehensive High Schools: A Study in Nevada's Clark County School District. What's Happening. REL 2016-099

    Science.gov (United States)

    Rice, John; Lash, Andrea; Huang, Min; Tran, Loan; Peterson, Mary

    2015-01-01

    The purpose of the study reported here was to explore the relationship between the type of high school attended (magnet versus comprehensive) and the likelihood of graduates having completed an advanced course, after accounting for students' prior achievement. In addition, the study examined the relationship between students' prior achievement and…

  17. Evidence-Based Secondary Transition Practices for Enhancing School Completion

    Science.gov (United States)

    Test, David W.; Fowler, Catherine H.; White, James; Richter, Sharon; Walker, Allison

    2009-01-01

    Approximately 28% of students with disabilities do not complete high school (National Longitudinal Transition Study-2, 2005). This increases the likelihood that these students will experience low wages, high rates of incarceration, and limited access to postsecondary education. This article reviews evidence-based secondary transition practices…

  18. 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…

  19. Turbulent times: effects of turbulence and violence exposure in adolescence on high school completion, health risk behavior, and mental health in young adulthood.

    Science.gov (United States)

    Boynton-Jarrett, Renée; Hair, Elizabeth; Zuckerman, Barry

    2013-10-01

    Turbulent social environments are associated with health and developmental risk, yet mechanisms have been understudied. Guided by a life course framework and stress theory, this study examined the association between turbulent life transitions (including frequent residential mobility, school transitions, family structure disruptions, and homelessness) and exposure to violence during adolescence and high school completion, mental health, and health risk behaviors in young adulthood. Participants (n = 4834) from the U.S. National Longitudinal Survey of Youth, 1997 cohort were followed prospectively from age 12-14 years for 10 years. We used structural equation models to investigate pathways between turbulence and cumulative exposure to violence (CEV), and high school completion, mental health, and health risk behaviors, while accounting for early life socio-demographics, family processes, and individual characteristics. Results indicated that turbulence index was associated with cumulative exposure to violence in adolescence. Both turbulence index and cumulative exposure to violence were positively associated with higher health risk behavior, poorer mental health, and inversely associated with high school completion. These findings highlight the importance of considering the cumulative impact of turbulent and adverse social environments when developing interventions to optimize health and developmental trajectory for adolescents transitioning into adulthood. Copyright © 2012 Elsevier Ltd. All rights reserved.

  20. Completing Algebra II in High School: Does It Increase College Access and Success?

    Science.gov (United States)

    Kim, Jeongeun; Kim, Jiyun; DesJardins, Stephen L.; McCall, Brian P.

    2015-01-01

    Noting the benefits of mathematics in students' future educational attainment and labor market success, there is considerable interest in high school requirements in terms of course-taking in mathematics at the national, state, and school district level. Previous research indicates that taking advanced math courses in high school leads to positive…

  1. 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.

  2. Trends in Algebra II Completion and Failure Rates for Students Entering Texas Public High Schools. REL 2018-289

    Science.gov (United States)

    Stoker, Ginger; Mellor, Lynn; Sullivan, Kate

    2018-01-01

    This study examines Algebra II completion and failure rates for students entering Texas public high schools from 2007/08 through 2014/15. This period spans the time when Texas students, beginning with the 2007/08 grade 9 cohort, were required to take four courses each in English, math (including Algebra II), science, and social studies (called the…

  3. Academic Performance, Course Completion Rates, and Student Perception of the Quality and Frequency of Interaction in a Virtual High School

    Science.gov (United States)

    Hawkins, Abigail; Graham, Charles R.; Sudweeks, Richard R.; Barbour, Michael K.

    2013-01-01

    This study examined the relationship between students' perceptions of teacher-student interaction and academic performance at an asynchronous, self-paced, statewide virtual high school. Academic performance was measured by grade awarded and course completion. There were 2269 students who responded to an 18-item survey designed to measure student…

  4. Impact of Delivery Modality, Student GPA, and Time-Lapse since High School on Successful Completion of College-Level Math after Taking Developmental Math

    Science.gov (United States)

    Acosta, Diane; North, Teresa Lynn; Avella, John

    2016-01-01

    This study considered whether delivery modality, student GPA, or time since high school affected whether 290 students who had completed a developmental math series as a community college were able to successfully complete college-level math. The data used in the study was comprised of a 4-year period historical student data from Odessa College…

  5. 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.

  6. The effect of the flipped classroom on urban high school students' motivation and academic achievement in a high school science course

    Science.gov (United States)

    Dixon, Keshia L.

    This study investigated the effect of the flipped classroom on urban high school students' motivation and academic achievement in a high school science course. In this quantitative study, the sample population was comprised of North Star High School 12th grade students enrolled in human anatomy and physiology. A quasi-experimental, pretest-posttest non-equivalent group design was conducted. After receipt of Liberty University Institutional Review Board approval and the school district's Department of Research and Evaluation for School Improvement, students completed a pretest comprised of the Science Motivation Questionnaire II (SMQ-II) and the Human Anatomy and Physiology Unit Test. Participants in the experimental group engaged in the treatment, the flipped classroom, using instructional materials on the educational website, Edmodo(TM), and applied content material taught using hands-on activities inclusive of assigned laboratory experiments. Participants in the control group received instruction using traditional face-to-face lecture-homework format while also engaging in assigned laboratory experiments. After the completion of the treatment all participants completed a posttest. Data from both the pretest and posttest was statistically analyzed individually using two separate one-way ANOVA/ANCOVA analyses; and researcher reported the results of the statistical analyses. After completion of the analyses, and interpretation of the results, recommendations for future research were given.

  7. 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…

  8. Factors affecting school completion by the girl child in Binga Rural ...

    African Journals Online (AJOL)

    Despite the plausible increase in the enrolment rate of girls, progress in education among rural girls at global, regional and local level has been impeded by high influx of school dropouts. The objectives of the study were to assess factors that prohibit girls from completing their formal education in Binga rural district in ...

  9. 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…

  10. 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.

  11. 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.

  12. 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…

  13. Associations between delayed completion of high school and educational attainment and symptom levels of anxiety and depression in adulthood

    DEFF Research Database (Denmark)

    Melkevik, Ole; Hauge, Lars Johan; Bendtsen, Pernille

    2016-01-01

    BACKGROUND: There is a higher prevalence of anxiety and depression among adults with lower educational attainment. Delayed completion of high school (HS) is common and represents a potentially complicating factor in the relationship between educational attainment and anxiety and depression....... This study aims to investigate whether delayed HS completion is associated with symptom levels of anxiety and depression in adulthood and whether it interacts with later educational attainment in predicting symptom-levels of anxiety and depression in adulthood. METHODS: The sample consisted of 10 149...... participants from the Nord-Trøndelag Health Survey (HUNT 3) between 30 and 46 years of age in 2006. The outcome variables were symptoms of anxiety and depression as measured by the HADS scale. Variables measuring educational attainment were obtained from the National Educational Database in Norway. We used...

  14. 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…

  15. 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.

  16. Comparing Solution Approaches for a Complete Model of High School Timetabling

    DEFF Research Database (Denmark)

    Sørensen, Matias; Stidsen, Thomas Riis

    of these formulations are NP-hard. A heuristic based on Adaptive Large Neighborhood Search is also applied. Using 100 real-life datasets, comprehensive computational results are provided which show that the ALNS heuristic outperforms the IP approaches. The ALNS heuristic has been incorporated in Lectio......, and is currently available to almost 200 dierent high schools in Denmark. Furthermore, a conversion of the datasets into the XHSTT format is described, and some datasets are made publicly available....

  17. Physical activity patterns of college students with and without high school physical education.

    Science.gov (United States)

    Everhart, Brett; Kernodle, Michael; Ballard, Kesley; McKey, Cathy; Eason, Billy; Weeks, Megan

    2005-06-01

    The purpose of this study was to examine differences in physical activity patterns of high school graduates in Texas who completed physical education class credit during high school and those who did not but who were varsity athletes. A questionnaire was designed and tested for reliability prior to being administered to 201 college students. Analysis indicated that participants who completed high school physical education class credit do not currently participate in regular physical activity as much as those who were not required to complete such credit. Conversely, athletes who did not participate in physical education reported currently engaging in more cardiovascular exercise and team sports than the physical education students during high school.

  18. Effects of Elementary School Home Language, Immigrant Generation, Language Classification, and School's English Learner Concentration on Latinos' High School Completion

    Science.gov (United States)

    Zarate, Maria Estela; Pineda, Claudia G.

    2014-01-01

    Background/Context: Relying largely on high school measures of home language use, the literature examining immigrant incorporation in schools provides contradictory evidence of home language effects on educational outcomes. More recent research has demonstrated that home language use is dynamic and thus it is important to examine the implications…

  19. 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…

  20. Should Students Have a Gap Year? Motivation and Performance Factors Relevant to Time Out after Completing School

    Science.gov (United States)

    Martin, Andrew J.

    2010-01-01

    Increasingly, school leavers are taking time out from study or formal work after completing high school--often referred to as a "gap year" (involving structured activities such as "volunteer tourism" and unstructured activities such as leisure). Although much opinion exists about the merits--or otherwise--of taking time out after completing…

  1. Communicating the Benefits of a Full Sequence of High School Science Courses

    Science.gov (United States)

    Nicholas, Catherine Marie

    2014-01-01

    High school students are generally uninformed about the benefits of enrolling in a full sequence of science courses, therefore only about a third of our nation's high school graduates have completed the science sequence of Biology, Chemistry and Physics. The lack of students completing a full sequence of science courses contributes to the deficit…

  2. 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.

  3. Caring Climate, Empathy, and Student Social Behaviors in High School Band

    Science.gov (United States)

    Lalama, Susana M.

    2016-01-01

    The purpose of this study was to explore connections among perceived caring climate, empathy, and student social behaviors in high school bands. Nine high school band directors (N = 9 schools), along with their students (N = 203), completed an electronic questionnaire for variables of caring climate, cognitive empathy, affective empathy, social…

  4. Dualling Thomas: Maine College Helps Students Earn College Credit While in High School

    Science.gov (United States)

    MacKenzie, Riley

    2016-01-01

    The Pathways Program allows juniors and seniors in high school who have a high school GPA of 3.0, a demonstrated capacity for college work, and a recommendation of the high school guidance counselor, to pursue their associate degrees at Thomas College in Waterville, Maine, while completing the requirements for their high school diploma at…

  5. Alternative High School Students: Prevalence and Correlates of Overweight

    Science.gov (United States)

    Kubik, Martha Y.; Davey, Cynthia; Fulkerson, Jayne A.; Sirard, John; Story, Mary; Arcan, Chrisa

    2009-01-01

    Objective: To determine prevalence and correlates of overweight among adolescents attending alternative high schools (AHS). Methods: AHS students (n=145) from 6 schools completed surveys and anthropometric measures. Cross-sectional associations were assessed using mixed model multivariate logistic regression. Results: Among students, 42% were…

  6. DEVELOPING COMMUNICATIVE LANGUAGE TESTS FOR SENIOR HIGH SCHOOL

    Directory of Open Access Journals (Sweden)

    Y. M. Harsono

    2005-01-01

    Full Text Available The Communicative Approach of teaching English in senior high school in Indonesia has been adopted since the implementation of The 1984 Curriculum, but the tests–the communicative language tests–(CL Tests have not been developed and used properly. The objective of the study is to develop CL Tests for senior high school. The procedure of conducting the study consists of three major steps, that is, identifying the objectives, developing the test specification, and developing the CL Tests. The development of the CL Tests in detail consists of fifteen sub-steps from determining what language skills tested, selecting the suitable source materials, up to rewriting the CL Tests to be used as CL Tests alternative for senior high school. The results of the test development reveal that there are fifteen CL Tests consisting of three tests of listening, three reading, three speaking, and three writing tests. The whole tests have construct and content validity, no complete evidence of concurrent validity with report marks and semester test scores, high to very high inter-rater reliability, and no complete practicality.

  7. Examining the Associations Among Home–School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students

    OpenAIRE

    Brown-Wright, Lynda; Tyler, Kenneth M.; Graves, Scott L.; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra

    2011-01-01

    The current study examined the association among home–school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Control...

  8. Longitudinal evaluation of the importance of homework assignment completion for the academic performance of middle school students with ADHD.

    Science.gov (United States)

    Langberg, Joshua M; Dvorsky, Melissa R; Molitor, Stephen J; Bourchtein, Elizaveta; Eddy, Laura D; Smith, Zoe; Schultz, Brandon K; Evans, Steven W

    2016-04-01

    The primary goal of this study was to longitudinally evaluate the homework assignment completion patterns of middle school age adolescents with ADHD, their associations with academic performance, and malleable predictors of homework assignment completion. Analyses were conducted on a sample of 104 middle school students comprehensively diagnosed with ADHD and followed for 18 months. Multiple teachers for each student provided information about the percentage of homework assignments turned in at five separate time points and school grades were collected quarterly. Results showed that agreement between teachers with respect to students assignment completion was high, with an intraclass correlation of .879 at baseline. Students with ADHD were turning in an average of 12% fewer assignments each academic quarter in comparison to teacher-reported classroom averages. Regression analyses revealed a robust association between the percentage of assignments turned in at baseline and school grades 18 months later, even after controlling for baseline grades, achievement (reading and math), intelligence, family income, and race. Cross-lag analyses demonstrated that the association between assignment completion and grades was reciprocal, with assignment completion negatively impacting grades and low grades in turn being associated with decreased future homework completion. Parent ratings of homework materials management abilities at baseline significantly predicted the percentage of assignments turned in as reported by teachers 18 months later. These findings demonstrate that homework assignment completion problems are persistent across time and an important intervention target for adolescents with ADHD. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  9. Predicting Long-Term College Success through Degree Completion Using ACT[R] Composite Score, ACT Benchmarks, and High School Grade Point Average. ACT Research Report Series, 2012 (5)

    Science.gov (United States)

    Radunzel, Justine; Noble, Julie

    2012-01-01

    This study compared the effectiveness of ACT[R] Composite score and high school grade point average (HSGPA) for predicting long-term college success. Outcomes included annual progress towards a degree (based on cumulative credit-bearing hours earned), degree completion, and cumulative grade point average (GPA) at 150% of normal time to degree…

  10. Sports-Related Emergency Preparedness in Oregon High Schools.

    Science.gov (United States)

    Johnson, Samuel T; Norcross, Marc F; Bovbjerg, Viktor E; Hoffman, Mark A; Chang, Eunwook; Koester, Michael C

    Best practice recommendations for sports-related emergency preparation include implementation of venue-specific emergency action plans (EAPs), access to early defibrillation, and first responders-specifically coaches-trained in cardiopulmonary resuscitation and automated external defibrillator (AED) use. The objective was to determine whether high schools had implemented these 3 recommendations and whether schools with a certified athletic trainer (AT) were more likely to have done so. Schools with an AT were more likely to have implemented the recommendations. Cross-sectional study. Level 4. All Oregon School Activities Association member school athletic directors were invited to complete a survey on sports-related emergency preparedness and AT availability at their school. Chi-square and Fisher exact tests were used to analyze the associations between emergency preparedness and AT availability. In total, 108 respondents (37% response rate) completed the survey. Exactly half reported having an AT available. Only 11% (95% CI, 6%-19%) of the schools had implemented all 3 recommendations, 29% (95% CI, 21%-39%) had implemented 2, 32% (95% CI, 24%-42%) had implemented 1, and 27% (95% CI, 19%-36%) had not implemented any of the recommendations. AT availability was associated with implementation of the recommendations (χ 2 = 10.3, P = 0.02), and the proportion of schools with ATs increased with the number of recommendations implemented (χ 2 = 9.3, P Schools with an AT were more likely to implement venue-specific EAPs (52% vs 24%, P schools were inadequately prepared for sports-related emergencies. Schools with an AT were more likely to implement some, but not all, of the recommendations. Policy changes may be needed to improve implementation. Most Oregon high schools need to do more to prepare for sports-related emergencies. The results provide evidence for sports medicine professionals and administrators to inform policy changes that ensure the safety of athletes.

  11. The Longitudinal Effects of Adolescent Volunteering on Secondary School Completion and Adult Volunteering

    OpenAIRE

    Moorfoot, Nicholas; Leung, Rachel K.; Toumbourou, John W.; Catalano, Richard F.

    2015-01-01

    This study explores the longitudinal effect of adolescent volunteering behaviour on young adult volunteering and the completion of secondary school. Utilising data from the Australian sample of the International Youth Development Study, frequency of volunteering in Grade 9 (mean age = 15 years) and in young adulthood (mean age = 21 years), and completion of secondary school were measured. Mixed effect logistic regression analyses revealed that adolescent volunteering was associated with an in...

  12. Complex Development Report: Moanalua High School.

    Science.gov (United States)

    Anbe, Aruga and Ishizu, Architects, Inc., Honolulu, HI.

    This report documents the planning process and the decisions involved in master planning a proposed Honolulu high school, and it provides guidance for the implementation of those increments remaining after phase one of the first increment had been completed in September 1972. Phase two of the first increment and the second increment are now under…

  13. Premenstrual syndrome (PMS among high school students

    Directory of Open Access Journals (Sweden)

    Buddhabunyakan N

    2017-07-01

    Full Text Available Nattapong Buddhabunyakan, Srinaree Kaewrudee, Chompilas Chongsomchai, Sukree Soontrapa, Woraluk Somboonporn, Jen Sothornwit Department of Obstetrics and Gynaecology, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand Background: Premenstrual syndrome (PMS is a common health problem among adolescents.Objective: To assess the prevalence of PMS in Thai high school students.Materials and methods: This was a prospective study conducted among menstruating high school students in Khon Kaen, Thailand, from September to December, 2015. Participants were asked to prospectively complete an anonymous questionnaire, which included information about demographic data, menstrual patterns, and symptoms to be recorded on a daily calendar of premenstrual experiences according to the diagnostic criteria proposed by the American College of Obstetricians and Gynecologists. All of the data were prospectively recorded for 90 consecutive days.Results: Of the 399 participants, 289 (72.4% completed the self-report questionnaire. Eighty-six participants (29.8%; 95% CI, 24.5%–35.4% reported having PMS. The most common somatic and affective symptoms among participants with PMS were breast tenderness (74.4% and angry outbursts (97.7%. There were significant differences between the PMS and non-PMS groups, and PMS was associated with various problems related to educational activities, including lack of concentration and motivation, poor individual work performance, poor collaborative work performance, and low scores. However, there were no significant differences regarding interpersonal relationships between the PMS and non-PMS groups.Conclusions: PMS is a common menstrual disorder among Thai high school students. The most common symptoms reported in this study were angry outbursts and breast tenderness. Keywords: premenstrual symptoms, prevalence, association, high school students

  14. High School Counselors' Attitudes toward the Sexuality of Students with Intellectual Disabilities

    Science.gov (United States)

    Parker, Latofia P.

    2012-01-01

    The purpose of this study was to examine high school counselors' attitudes toward the sexuality of students with intellectual disabilities. One hundred and twenty-two high school counselors in Alabama were the participants for this study. Participants completed the "Attitudes towards Sexuality and Students with Intellectual Disability…

  15. 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.

  16. High school incompletion and childhood maltreatment among street-involved young people in Vancouver, Canada.

    Science.gov (United States)

    Barker, Brittany; Kerr, Thomas; Dong, Huiru; Wood, Evan; DeBeck, Kora

    2017-03-01

    While the link between educational attainment and future health and wellness is well understood, little investigation has considered the potential impacts of distinct forms of childhood maltreatment on high school completion. In the present study, the relationship between five categories of childhood maltreatment (physical, emotional, and sexual abuse, and physical and emotional neglect) and completion of high school education were examined using the Childhood Trauma Questionnaire (CTQ). From September 2005 to May 2013, data were collected for the At-Risk Youth Study (ARYS), a cohort of street-involved young people who use illicit drugs in Vancouver, Canada. We used logistic regression to examine the relationship between childhood maltreatment and high school completion, while controlling for a range of potential confounding variables. Specifically, five separate models for each category of maltreatment and two combined models were employed to examine the relative associations between, and cumulative impact of, different forms of childhood maltreatment and educational attainment. Among 974 young people, 737 (76%) reported not completing high school. In separate multivariable analyses physical abuse, emotional abuse, physical neglect, and emotional neglect remained positively and independently associated with an incomplete high school education. In a combined multivariable model with all forms of childhood maltreatment considered together, emotional abuse (adjusted odds ratio = 2.08; 95% confidence interval: 1.51-2.86) was the only form of maltreatment that remained significantly associated with an incomplete high school education. The cumulative impact assessment indicated a moderate dose-dependent trend where the greater the number of different forms of childhood maltreatment the greater the risk of not completing a high school education. These findings point to the need for trauma-informed interventions to improve educational attainment among vulnerable young

  17. Relationships Among Student-body Composition, School Process, and Mathematics Achievement in Argentina’s High Schools

    Directory of Open Access Journals (Sweden)

    Rubén Alberto Cervini Iturre

    2003-05-01

    Full Text Available This is a study of the relationships between the student-body composition of the school, some characteristics of the scholastic process—culture and school climate—according to learners’ perceptions, and the mathematics achievement of students in the last year of high school in Argentina. The data used came from the 1998 National Census of High School Completion, carried out by the nation’s Ministry of Culture and Education. The file contains data for 135,000 students of 2,708 schools in 25 states. Multilevel linear modeling with three levels (student, school and state was applied. A strong relationship was detected between mathematics achievement and the variables student-body composition and school process. When both variables acted together, the effect of other variables experienced a pronounced descent. Although reduced, the variables of the process influenced the student’s achievement. There was identified for future works a reference model which would evaluate other institutional learning factors.

  18. Improving Homework Completion and Motivation of Middle School Students through Behavior Modification, Graphing, and Parent Communication

    Science.gov (United States)

    Hein, Dawn L.; Wimer, Sandra L.

    2007-01-01

    An action research project report was complete to discuss how homework completion and motivation is an ongoing issue and debate within the public schools. This is especially true in the middle school setting. The teacher researchers of this project chose to conduct a study in order to increase homework completion and motivation of middle school…

  19. Attitudes toward School Preparation and Work Barriers of Nontraditional Vocational Education Completers.

    Science.gov (United States)

    Kendall, Elizabeth L.

    Nontraditional and traditional secondary vocational education program completers in West Virginia were surveyed to determine their attitudes toward their school preparation, work, and encountered work barriers. A questionnaire was mailed to 100 nontraditional and 100 traditional program completers, and a 10 percent sample was contacted by…

  20. Examining the Associations Among Home-School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students.

    Science.gov (United States)

    Brown-Wright, Lynda; Tyler, Kenneth M; Graves, Scott L; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra

    2013-01-01

    The current study examined the association among home-school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home-school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home-school dissonance and classroom disruptive behavior. Findings and limitations are discussed.

  1. Examining the Associations Among Home–School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students

    Science.gov (United States)

    Brown-Wright, Lynda; Tyler, Kenneth M.; Graves, Scott L.; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra

    2015-01-01

    The current study examined the association among home–school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home–school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home–school dissonance and classroom disruptive behavior. Findings and limitations are discussed. PMID:27081213

  2. Incarcerated Mothers and Fathers: How their Absences Disrupt Children’s High School Graduation

    Directory of Open Access Journals (Sweden)

    Anh- Luu Huynh- Hohnbaum

    2015-05-01

    Full Text Available The United States is faced with a growing number of children who have incarcerated parents and nearly one quarter of children who fail to complete high school. It has been shown that parental incarceration negatively impacts academic outcomes. This study examined whether parental incarceration affects children’s high school graduation. Data on 12,418 young adults was drawn from the Add Health Wave IV dataset. Logistic regression analyses examined differences between maternal and paternal incarceration and the effects of chronicity of incarceration. Whereas both were found to reduce the likelihood that children will complete high school, maternal incarceration had a greater impact. This study fills gaps in the literature examining differences in parental incarceration. Practice and policy implications are discussed.

  3. Young Engineers and Sciences (YES) - Mentoring High School Students

    Science.gov (United States)

    Boice, Daniel C.; Asbell, E.; Reiff, P. H.

    2008-09-01

    Young Engineers and Scientists (YES) is a community partnership between Southwest Research Institute (SwRI), and local high schools in San Antonio, Texas (USA) during the past 16 years. The YES program provides talented high school juniors and seniors a bridge between classroom instruction and real world, research experiences in physical sciences (including space science) and engineering. YES consists of two parts: 1) an intensive three-week summer workshop held at SwRI where students experience the research environment first-hand; develop skills and acquire tools for solving scientific problems, attend mini-courses and seminars on electronics, computers and the Internet, careers, science ethics, and other topics; and select individual research projects to be completed during the academic year; and 2) a collegial mentorship where students complete individual research projects under the guidance of their mentors during the academic year and earn honors credit. At the end of the school year, students publicly present and display their work, acknowledging their accomplishments and spreading career awareness to other students and teachers. During these years, YES has developed a website for topics in space science from the perspective of high school students, including NASA's Magnetospheric Multiscale Mission (MMS) (http://yesserver.space.swri.edu). High school science teachers participate in the workshop and develop space-related lessons for classroom presentation in the academic year. Student evaluations indicate the effectiveness of YES on their academic preparation and choice of college majors. Over the past 16 years, all YES graduates have entered college, several have worked for SwRI, one business has started, and three scientific publications have resulted. Acknowledgements. We acknowledge funding and support from the NASA MMS Mission, Texas Space Grant Consortium, Northside Independent School District, SwRI, and several local charitable foundations.

  4. 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.

  5. 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).

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

    Science.gov (United States)

    Boboc, Marius; Nordgren, R. D.

    2013-01-01

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

  7. High School Instrumental Music Students' Attitudes and Beliefs regarding Practice: An Application of Attribution Theory

    Science.gov (United States)

    Schatt, Matthew D.

    2011-01-01

    The purpose of this study was to explore high school band students' perspectives of instrumental music practice from within the attribution theory paradigm and to attempt to elucidate the secondary student's attitudes toward practice. High school band students from three Midwestern school districts (N = 218) completed a survey that was used to…

  8. Middle School Concept Helps High-Poverty Schools Become High-Performing Schools

    Science.gov (United States)

    Picucci, Ali Callicoatte; Brownson, Amanda; Kahlert, Rahel; Sobel, Andrew

    2004-01-01

    The results of a study conducted by the Charles A. Dana Center at the University of Texas at Austin for the U.S. Department of Education during the 2001-02 school year showed that elements of the middle school concept can lead to improved student performance, even in high-poverty schools. This article describes common elements of the middle school…

  9. Cyberbullying, school bullying, and psychological distress: a regional census of high school students.

    Science.gov (United States)

    Schneider, Shari Kessel; O'Donnell, Lydia; Stueve, Ann; Coulter, Robert W S

    2012-01-01

    Using data from a regional census of high school students, we have documented the prevalence of cyberbullying and school bullying victimization and their associations with psychological distress. In the fall of 2008, 20,406 ninth- through twelfth-grade students in MetroWest Massachusetts completed surveys assessing their bullying victimization and psychological distress, including depressive symptoms, self-injury, and suicidality. A total of 15.8% of students reported cyberbullying and 25.9% reported school bullying in the past 12 months. A majority (59.7%) of cyberbullying victims were also school bullying victims; 36.3% of school bullying victims were also cyberbullying victims. Victimization was higher among nonheterosexually identified youths. Victims report lower school performance and school attachment. Controlled analyses indicated that distress was highest among victims of both cyberbullying and school bullying (adjusted odds ratios [AORs] were from 4.38 for depressive symptoms to 5.35 for suicide attempts requiring medical treatment). Victims of either form of bullying alone also reported elevated levels of distress. Our findings confirm the need for prevention efforts that address both forms of bullying and their relation to school performance and mental health.

  10. 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.

  11. High School Students' Career Decision-Making Pattern across Parenting Styles and Parental Attachment Levels

    Science.gov (United States)

    Cenkseven-Onder, Fulya; Kirdok, Oguzhan; Isik, Erkan

    2010-01-01

    Introduction: The purpose of this research was to investigate career decision among high school students regarding to their parenting styles (authoritative, authoritarian, indulgent, and neglectful) and parental attachment levels. Method: With this purpose, 382 (200 females; 182 males) Turkish high school students aged 14-18 completed Career…

  12. A PROGRAM OF ADULT EDUCATION FOR THE MARSHALL COUNTY HIGH SCHOOL SERVICE AREA, LEWISBURG, TENNESSEE.

    Science.gov (United States)

    BARNES, JOHN O., JR.

    THE NEED FOR AN ADULT EDUCATION PROGRAM IN THE MARSHALL COUNTY (TENNESSEE) HIGH SCHOOL SERVICE AREA WAS STUDIED THROUGH QUESTIONNAIRES COMPLETED BY 207 ADULTS, EXAMINATION OF SCHOOL AND GOVERNMENT RECORDS, AND PERSONAL INTERVIEWS. IT WAS FOUND THAT OVER HALF OF THE AREA RESIDENTS WERE NOT HIGH SCHOOL GRADUATES, AND THAT MANY ADULTS DESIRED MORE…

  13. 2014 Asia-Europe-Pacific School of High-Energy Physics

    CERN Multimedia

    Nick Ellis, on behalf of the Organising Committee

    2014-01-01

    Dear Colleagues, I would like to draw your attention to the 2014 Asia-Europe-Pacific School of High-Energy Physics. Details can be found here. The second Asia-Europe-Pacific School of High-Energy Physics, AEPSHEP2014, to be held in Puri, India, from 4 to 17 November 2014, is now open for applications (deadline 11 April 2014). AEPSHEP is held every second year, hosted in countries in the Asia-Pacific region. The first School in the series was held in Fukuoka, Japan in 2012. Applications to attend the School are invited particularly from students from countries in the Asia-Pacific region and from Europe, although applications from other regions will also be considered. The programme of the school will be at a level appropriate for PhD students in experimental particle physics. It is anticipated that students working on phenomenology (if not too far from experimental particle-physics) will also be accepted. The School is open to junior post-docs (typically less than two years after completing their PhD), an...

  14. High School Substance Use as a Predictor of College Attendance, Completion, and Dropout: A National Multi-cohort Longitudinal Study.

    Science.gov (United States)

    Patrick, Megan E; Schulenberg, John E; O'Malley, Patrick M

    2016-05-01

    National data from Monitoring the Future were used to examine patterns and predictors of college attendance. Samples of American 12 th -grade students from 1977-2003 were followed for seven years (modal ages 18-25; N =10,020). College attendance and graduation patterns varied considerably over historical time and based on family background. Substance use during high school predicted a greater likelihood of never attending (for cigarettes, illegal drugs), of graduating from a 2-year rather than a 4-year school (for cigarettes), and of dropping out versus graduating from a 4-year school (for cigarettes, marijuana, and other illegal drugs). High school binge drinking predicted lower college dropout, but only in models also controlling for cigarette, marijuana, and other illicit drug use. This study provides a needed overview of adolescent predictors of patterns of college attendance among American young adults over the past three decades.

  15. Prevalence of Sport Specialization in High School Athletics: A 1-Year Observational Study.

    Science.gov (United States)

    Bell, David R; Post, Eric G; Trigsted, Stephanie M; Hetzel, Scott; McGuine, Timothy A; Brooks, M Alison

    2016-06-01

    The prevalence of sport specialization in high school athletes is unknown. This information is needed to determine the scope of this issue in an active population. To determine the prevalence of sport specialization in high school athletes and to determine if specialization is influenced by classification method, year in school, sex, and school size. A secondary purpose was to determine if highly specialized athletes would be more likely to report a history of lower extremity injuries. Cross-sectional study; Level of evidence, 3. High school athletes between the ages of 13 and 18 years from 2 local high schools completed both a sport specialization survey and an injury history survey. Athletes were classified into low, moderate, or high specialization groups using a recently developed 3-point system and were also classified using a self-classification method. A total of 302 athletes completed the surveys and were classified as low specialization (n = 105, 34.8%), moderate specialization (n = 87, 28.8%), or high specialization (n = 110, 36.4%). Athletes from the small school were more likely to be classified in the low specialization group (low, 43%; moderate, 32%; high, 25%) compared with those from the large school (low, 26%; moderate, 26%; high, 48%) (P single sport (n = 89, 29.5%). Athletes from the small school were more likely to classify themselves as multisport (n = 128, 86%) (P school (n = 85, 56%). There were no differences in the history of hip, knee, or ankle injuries between athletes who self-classified as single sport (hip: n = 10, 3%; knee: n = 19, 6%; ankle: n = 35, 12%) versus those who self-classified as multisport (hip: n = 45, 8%; knee: n = 23, 15%; ankle: n = 98, 33%) (P > .370). Classification method and school size influenced the prevalence of specialization in high school athletes. Highly specialized athletes were more likely to report a history of overuse knee or hip injuries. Participating in a single sport for more than 8 months per year

  16. Genetically modified organisms (GMO in opinions completing secondary schools in Lublin

    Directory of Open Access Journals (Sweden)

    Lachowski Stanisław

    2016-09-01

    Full Text Available The objective of the conducted analysis is the opinion of adolescents completing secondary schools concerning genetically modified organisms (GMO and determination of the relationship between the level of knowledge concerning GMO, and evaluation of the safety of their use in industry and agriculture.

  17. A prospective study of methamphetamine use as a predictor of high school non-attendance in Cape Town, South Africa

    Directory of Open Access Journals (Sweden)

    Parry Charles D

    2010-10-01

    Full Text Available Abstract Background This prospective study investigated the association between life-long methamphetamine and other drug use and high school non-attendance, in a sample of high school students in Cape Town, South Africa. Methods A random sample of 1535 high school students completed a baseline questionnaire in 2006, and were asked to complete a follow-up questionnaire 12 months later. The questionnaire included questions on substance use, including tobacco, alcohol, methamphetamine and cannabis use, demographic factors, and questions relating to school attendance and performance. Results Forty-three percent of the students surveyed at baseline did not complete a follow-up questionnaire after 12 months. Compared with students who were not using selected substances, an adjusted logistic regression model showed that life-time methamphetamine use in addition to other substances was significantly associated with non-attendance (OR = 2.58, 95% CI: 1.24 - 5.36 when other non-substance use factors (repeating a year at school and being older than the norm for current grade were taken into account. Conclusions Early identification of students with methamphetamine and other substance use problems, and a supportive rather than punitive school policy, may be valuable in improving high school completion and student retention rates.

  18. 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…

  19. Factors related to cancer information scanning and seeking behavior among high school students in Korea.

    Science.gov (United States)

    Kye, Su Yeon; Yun, E Hwa; Park, Keeho

    2012-01-01

    This paper aimed to determine the relationship between cancer information scanning and seeking experience of adolescents and cancer preventive behavior, perceived cancer risk, and levels of cancer- related knowledge. The study sample comprised 1,000 second-year students from 6 high schools: the general and vocational school systems were each represented by 1 boys', 1 girls', and 1 coeducational high school. In July 2011, trained researchers visited each classroom, explained the purpose of the study, distributed questionnaires to the students who agreed to participate, instructed them to complete the survey by self-reporting, and collected the completed questionnaires. The students who attended general high schools (as compared with vocational high schools), earned higher grades, consumed more vegetables, had a higher perceived cancer risk, and answered the cancer-related questions more correctly and had more cancer information scanning and seeking experience. These results reinforce the importance of cancer prevention health education. Furthermore, the results may help in preparing a strategy that enables people to acquire accurate cancer-related information easily and quickly.

  20. 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

  1. Social functions of high school athletics in the United States: a historical and comparative analysis

    NARCIS (Netherlands)

    Stokvis, R.

    2009-01-01

    In the United States competitive sport is part of the extra-curricular program of high schools. In the Netherlands, on the other hand, competitive sport is practiced in private clubs which are completely independent of the high schools. The consolidation and continuity of this difference can be

  2. Knowledge of adolescents completing secondary schools concerning genetically modified organisms (GMO)

    OpenAIRE

    Florek-Łuszczki Magdalena; Lachowski Stanisław; Chmielewski Jarosław; Jurkiewicz Anna

    2016-01-01

    The objective of the conducted analyses is the evaluation of the level of knowledge concerning the scope of problems related with genetically modified organism (GMO) amongst adolescents completing secondary schools and the determination of the relationship between the level of this knowledge and the selected demographic traits of the adolescents examined.

  3. Examining Thai high school students' developing STEM projects

    Science.gov (United States)

    Teenoi, Kultida; Siripun, Kulpatsorn; Yuenyong, Chokchai

    2018-01-01

    Like others, Thailand education strongly focused on STEM education. This paper aimed to examine existing Thai high school students' integrated knowledge about science, technology, engineering, and mathematics (STEM) in their developing science project. The participants included 49 high school students were studying the subject of individual study (IS) in Khon Kaen wittayayon school, Khon Kaen, Thailand. The IS was provided to gradually enhance students to know how to do science project starting from getting start to do science projects, They enrolled to study the individual study of science project for three year in roll. Methodology was qualitative research. Views of students' integrated knowledge about STEM were interpreted through participant observation, interview, and students' science projects. The first author as participant observation has taught this group of students for 3 years. It found that 16 science projects were developed. Views of students' integrated knowledge about STEM could be categorized into three categories. These included (1) completely indicated integration of knowledge about science, technology, engineering, and mathematics, (2) partial indicated integration of knowledge about science, technology, engineering, and mathematics, and (3) no integration. The findings revealed that majority of science projects could be categorized as completely indicated integration of knowledge about science, technology, engineering, and mathematics. The paper suggested some ideas of enhancing students to applying STEM for developing science projects.

  4. Characteristics of headaches in Japanese elementary and junior high school students: A school-based questionnaire survey.

    Science.gov (United States)

    Goto, Masahide; Yokoyama, Koji; Nozaki, Yasuyuki; Itoh, Koichi; Kawamata, Ryou; Matsumoto, Shizuko; Yamagata, Takanori

    2017-10-01

    Few studies have investigated pediatric headaches in Japan. Thus, we examined the lifetime prevalence and characteristics of headaches among elementary and junior high school students in Japan. In this school-based study, children aged 6-15years completed a questionnaire based on the diagnostic criteria of the International Classification of Headache Disorders-3β to assess headache characteristics and related disability. Of the 3285 respondents, 1623 (49.4%) experienced headaches. Migraine and tension-type headaches (TTH) were reported by 3.5% and 5.4% of elementary school students, respectively, and by 5.0% and 11.2% of junior high school students. Primary headaches increased with age. Compared with TTH sufferers, the dominant triggers in migraine sufferers were hunger (odds ratio=4.7), sunny weather (3.3), and katakori (neck and shoulder pain) (2.5). Compared with TTH, migraine caused higher headache-related frustration (P=0.010) as well as difficulty concentrating (P=0.017). Migraine-related disability was greater among junior high school students (feeling fed up or irritated, P=0.028; difficulty concentrating, P=0.016). TTH-related disability was also greater among junior high school students (feeling fed up or irritated, P=0.035). Approximately half of the students who complained of headache-related disability were not receiving medical treatment. This is the first detailed study of headaches in Japanese children to include elementary school students. Nearly 50% of the school children reported headaches and the disruption of daily activities caused by migraine was higher among junior high students than elementary school students. Copyright © 2017 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

  5. Predictors of Participation and Completion in a Workplace Education Program.

    Science.gov (United States)

    Smith, Paula Sue; White, Bonnie Roe

    1997-01-01

    Responses from 351 employee participants in a workplace education program (218 completers) indicated they were mostly white, female high school graduates ages 26 to 35. Women with Test of Adult Basic Education math scores below 5.0 were less likely to complete. Those who completed higher grades in school were more likely to participate. (SK)

  6. The relationship between food frequency and menstrual distress in high school females

    OpenAIRE

    Mohamadirizi, Soheila; Kordi, Masoumeh

    2015-01-01

    Background: Nutrition pattern is one of the important factors predicting menstrual distress, which varies among different cultures and countries. The purpose of this study is to determine the relationship between food frequency and menstrual distress in high school girls from Mashhad. Materials and Methods: This cross-sectional study was conducted in 2012 using a two-stage sampling method on 407 high school female students from Mashhad who met the inclusion criteria. Subjects completed que...

  7. 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…

  8. 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…

  9. Peer Victimization and Suicidal Behaviors among High School Youth

    Science.gov (United States)

    Crepeau-Hobson, Franci; Leech, Nancy L.

    2016-01-01

    This study examined the association between various types of peer-directed violence and suicidal thoughts and behaviors among adolescents. A nationally representative sample of 15,425 high school students completed the 2011 Youth Risk Behavior Survey. All types of peer victimization (bullying, physical violence, and dating violence) were found to…

  10. Knowledge of adolescents completing secondary schools concerning genetically modified organisms (GMO

    Directory of Open Access Journals (Sweden)

    Florek-Łuszczki Magdalena

    2016-06-01

    Full Text Available The objective of the conducted analyses is the evaluation of the level of knowledge concerning the scope of problems related with genetically modified organism (GMO amongst adolescents completing secondary schools and the determination of the relationship between the level of this knowledge and the selected demographic traits of the adolescents examined.

  11. Remote Research Mentoring of Virginia High School Students

    Science.gov (United States)

    Corby, Joanna; Dirienzo, W. J.; Beaton, R.; Pennucci, T.; Zasowski, G.

    2013-01-01

    Graduate students at the University of Virginia (UVa) are volunteering as research advisors on astronomy projects for Virginia's science and technology high schools. In previous years, we have worked with more than a dozen students through a research class at Central Virginia Governor's School in Lynchburg to develop an astronomy research curriculum that teaches background concepts and terminology, guides students in data analysis, and prepares them to present material in poster and oral forums. In our fourth year of operation, we are continuing to work with Central Virginia Governor's School and adapting the research curriculum to an independent course at Roanoke Valley Governor's School in Roanoke. Because both schools are far from UVa in Charlottesville, the program operates remotely; graduate advisors and high school students interact through "virtual" means, establishing a successful framework for meaningful remote mentoring. In the current year, six students will complete projects on astrophysical topics including megamasers, astrochemistry, and pulsars using data taken by the Green Bank Telescope (GBT). Students at Roanoke Valley were directly trained on the GBT as part of a separate outreach program called the Pulsar Search Collaboratory, and all six students will receive hands-on experience in handling GBT data. The current projects are components of larger research efforts by graduate student and professional level researchers, so that the projects contribute to high-level projects only possible with the GBT. This stands as a rare outreach program that uses the principle of “deliberative practice” to train high school students in the development of skills that are crucial to success in science. Furthermore, it provides graduate students with an opportunity to plan and advise research projects, developing a skill set that is required in more advanced academic positions. Our poster discusses the implementation of our online curriculum in two distinct

  12. The Academic Experience of Male High School Students with ADHD

    OpenAIRE

    Kent, Kristine M.; Pelham, William E.; Molina, Brooke S. G.; Sibley, Margaret H.; Waschbusch, Daniel A.; Yu, Jihnhee; Gnagy, Elizabeth M.; Biswas, Aparajita; Babinski, Dara E.; Karch, Kathryn M.

    2011-01-01

    This study compared the high school academic experience of adolescents with and without childhood ADHD using data from the Pittsburgh ADHD Longitudinal Study (PALS). Participants were 326 males with childhood ADHD and 213 demographically similar males without ADHD who were recruited at the start of the follow-up study. Data were collected yearly from parents, teachers and schools. The current study used assessment points at which the participants were currently in or had recently completed gr...

  13. 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…

  14. [Changes in academic motivation among elementary and junior high school students].

    Science.gov (United States)

    Nishimura, Takuma; Sakurai, Shigeo

    2013-02-01

    This study examined changes in academic motivation among elementary and junior high school students. Based on self-determination theory (Ryan & Deci, 2000a), we focused on changes in autonomous and controlled motivation. In Study 1, we examined inter-individual changes in academic motivation among 5th to 9th grade students (N = 1 572) through a cross-sectional study. In Study 2, we examined intra-individual changes in academic motivation among students (N = 128) who were in transition from elementary to junior high school through a longitudinal study. All participants completed the Academic Motivation Scale (Nishimura, Kawamura, & Sakurai, 2011) that measured autonomous and controlled motivation. The results revealed that autonomous motivation decreased in the students from elementary to junior high school, while controlled motivation increased during the same period. This is a unique finding because a prior study conducted in a Western culture suggested that both motivations decrease gradually in school.

  15. 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…

  16. Student Voice in High School: An Action Research Study

    Science.gov (United States)

    Termini, Lorraine

    2013-01-01

    This action research study examined the effects of student voice in one high school and the self-reflection of the researcher-administrator involved in the effort. Using three cycles of action research, the researcher-administrator completed a pilot study, implemented a student voice project in one class, and developed a professional development…

  17. High school students with asthma: attitudes about school health, absenteeism, and its impact on academic achievement.

    Science.gov (United States)

    Krenitsky-Korn, Susan

    2011-01-01

    Asthma is the most frequent reason for absence from school; it accounts for one-third of all days of missed instruction, placing students at risk for academic failure and social isolation. This study compared high school students with asthma with those without asthma, and examined the relationship of their attitudes toward school health services, absenteeism, academic achievement, and the supposition that school nurse services play an essential part in the academic process. Surveys were completed by all students who participated in the study. Twenty-eight students with asthma reported levels of illness and school nurse support in an additional survey. Data revealed that students with asthma were absent more frequently, scored lower in mathematics, and participated less in school activities than their peers without asthma. Their level of illness did not predict the number of days absent, which was negatively correlated with achievement and positively correlated with students' permissive attitudes toward absenteeism. Findings indicate that school nurse interventions were sources of physical, social, emotional, and academic support.

  18. A Multisite Study of High School Mathematics Curricula and the Impact of Taking a Developmental Mathematics Course in College

    Science.gov (United States)

    Harwell, Michael; Dupuis, Danielle; Post, Thomas R.; Medhanie, Amanuel; LeBeau, Brandon

    2014-01-01

    The relationship between high school mathematics curricula and the likelihood of students who enroll in a developmental (non-credit bearing) course in college taking additional mathematics courses was studied. The results showed that high school mathematics curriculum, years of high school mathematics completed, and ACT mathematics scores were…

  19. Awareness and knowledge about human papillomavirus among high school students in China.

    Science.gov (United States)

    Tang, Shuang-yang; Liu, Zhi-hua; Li, Le; Cai, Heng-ling; Wan, Yan-ping

    2014-01-01

    To investigate awareness and knowledge of human papillomavirus (HPV) infection among high school students and to provide a basis for health education on HPV infection for high school students in China. A questionnaire on HPV awareness and knowledge was administered to 900 high school students in Xiangtan City of Hunan Province in China by layer cluster sampling. A total of 848 anonymous valid questionnaires were received from volunteers who completed the questionnaire correctly. Only 10.1% had heard of HPV, and of those only 18.6% knew that HPV could lead to cervical cancer. Single factor analysis indicated that home address, age, grade, academic achievement, sex history, gender, father's education level and mother's education level were impact factors for HPV knowledge of high school students. Multiple regression analysis showed 4 independent risk factors associated with HPV knowledge: academic achievement, sex history, gender, and mother's education level. The limited knowledge came primarily from television and radio broadcasts (59.3%), the Internet (57.0%), parents (25.6%), medical workers (20.9%), and teachers (18.6%). High school students lack HPV knowledge, which is affected by multiple factors. Targeted health education of all sorts must be provided. Both schools and families are responsible for reinforcing HPV education provided to high school students.

  20. 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…

  1. 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…

  2. Student engagement and its relationship with early high school dropout.

    Science.gov (United States)

    Archambault, Isabelle; Janosz, Michel; Fallu, Jean-Sébastien; Pagani, Linda S

    2009-06-01

    Although the concept of school engagement figures prominently in most school dropout theories, there has been little empirical research conducted on its nature and course and, more importantly, the association with dropout. Information on the natural development of school engagement would greatly benefit those interested in preventing student alienation during adolescence. Using a longitudinal sample of 11,827 French-Canadian high school students, we tested behavioral, affective, cognitive indices of engagement both separately and as a global construct. We then assessed their contribution as prospective predictors of school dropout using factor analysis and structural equation modeling. Global engagement reliably predicted school dropout. Among its three specific dimensions, only behavioral engagement made a significant contribution in the prediction equation. Our findings confirm the robustness of the overall multidimensional construct of school engagement, which reflects both cognitive and psychosocial characteristics, and underscore the importance attributed to basic participation and compliance issues in reliably estimating risk of not completing basic schooling during adolescence.

  3. 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…

  4. Do High School Students in India Gamble? A Study of Problem Gambling and Its Correlates.

    Science.gov (United States)

    Jaisoorya, T S; Beena, K V; Beena, M; Ellangovan, K; Thennarassu, K; Bowden-Jones, Henrietta; Benegal, Vivek; George, Sanju

    2017-06-01

    Studies from the West suggest that significant numbers of high school students gamble, despite it being illegal in this age group. To date, there have been no studies on the prevalence of gambling among senior high school and higher secondary school students in India. This study reports point prevalence of gambling and its psychosocial correlates among high school students in the State of Kerala, India. 5043 high school students in the age group 15-19 years, from 73 schools, were selected by cluster random sampling from the district of Ernakulam, Kerala, South India. They completed questionnaires that assessed gambling, substance use, psychological distress, suicidality, and symptoms of Attention Deficit Hyperactivity Disorder (ADHD). Of a total of 4989 completed questionnaires, 1400 (27.9 %) high school students reported to have ever gambled and 353 (7.1 %) were problem gamblers. Of those who had ever gambled, 25.2 % were problem gamblers. Sports betting (betting on cricket and football) was the most popular form of gambling followed by the lottery. Problem gamblers when compared with non-problem gamblers and non-gamblers were significantly more likely to be male, have academic failures, have higher rates of lifetime alcohol and tobacco use, psychological distress, suicidality, history of sexual abuse and higher ADHD symptom scores. Gambling among adolescents in India deserves greater attention, as one in four students who ever gambled was a problem gambler and because of its association with a range of psychosocial variables.

  5. Mandated Community Service in High School and Subsequent Civic Engagement: The Case of the "Double Cohort" in Ontario, Canada

    Science.gov (United States)

    Henderson, Ailsa; Brown, Steven D.; Pancer, S. Mark; Ellis-Hale, Kimberly

    2007-01-01

    In 1999, the Ontario provincial government introduced into its high school curriculum a requirement that students complete 40 h of volunteer community service before graduation. At the same time, the high school curriculum was shortened from five years to four. Consequently, the 2003 graduating class of Ontario high school students contained two…

  6. Intrauterine exposure to tobacco and executive functioning in high school.

    Science.gov (United States)

    Rose-Jacobs, Ruth; Richardson, Mark A; Buchanan-Howland, Kathryn; Chen, Clara A; Cabral, Howard; Heeren, Timothy C; Liebschutz, Jane; Forman, Leah; Frank, Deborah A

    2017-07-01

    Executive functioning (EF), an umbrella construct encompassing gradual maturation of cognitive organization/management processes, is important to success in multiple settings including high school. Intrauterine tobacco exposure (IUTE) correlates with negative cognitive/behavioral outcomes, but little is known about its association with adolescent EF and information from real-life contexts is sparse. We evaluated the impact of IUTE on teacher-reported observations of EF in urban high school students controlling for covariates including other intrauterine and adolescent substance exposures. A prospective low-income birth cohort (51% male; 89% African American/Caribbean) was followed through late adolescence (16-18 years old). At birth, intrauterine exposures to cocaine and other substances (52% cocaine, 52% tobacco, 26% marijuana, 26% alcohol) were identified by meconium and/or urine assays, and/or maternal self-report. High school teachers knowledgeable about the student and unaware of study aims were asked to complete the Behavior Rating Inventory of Executive Functioning-Teacher Form (BRIEF-TF) annually. Teachers completed at least one BRIEF-TF for 131 adolescents. Multivariable analyses included controls for: demographics; intrauterine cocaine, marijuana, and alcohol exposures; early childhood exposures to lead; and violence exposure from school-age to adolescence. IUTE was associated with less optimal BRIEF-TF Behavioral Regulation scores (p <0.05). Other intrauterine substance exposures did not predict less optimal BRIEF-TF scores, nor did exposures to violence, lead, nor adolescents' own substance use. IUTE is associated with offspring's less optimal EF. Prenatal counseling should emphasize abstinence from tobacco, as well as alcohol and illegal substances. Copyright © 2017 Elsevier B.V. All rights reserved.

  7. Sport Nutrition Knowledge, Behaviors and Beliefs of High School Soccer Players

    OpenAIRE

    Manore, Melinda M.; Patton-Lopez, Megan M.; Meng, Yu; Wong, Siew Sun

    2017-01-01

    For adolescent athletes (14–18 years), data on sport nutrition knowledge, behaviors and beliefs are limited, especially based on sex, race/ethnicity and socioeconomic status. High school soccer players (n = 535; 55% female; 51% White, 41% Latino; 41% National School Lunch Program (NSLP) participants (80% Latino)) completed two questionnaires (demographic/health history and sport nutrition). The sport nutrition knowledge score was 45.6% with higher scores in NSLP-Whites vs. NSLP-Latinos (p <...

  8. Alcohol, Tobacco, and Other Drug Misuse Prevention and Cessation Programming for Alternative High School Youth: A Review

    Science.gov (United States)

    Sussman, Steve; Arriaza, Bridget; Grigsby, Timothy J.

    2014-01-01

    Background: Relative to youth in regular high schools, alternative high school (AHS) youth are at high risk for alcohol, tobacco, and other drug (ATOD) misuse. Prevention and cessation efforts are needed for this population. Methods: A systematic, exhaustive literature search was completed to identify ATOD misuse prevention and cessation research…

  9. Sleep disorders among high school students in New Zealand.

    Science.gov (United States)

    Fernando, Antonio T; Samaranayake, Chinthaka B; Blank, Christopher J; Roberts, Gareth; Arroll, Bruce

    2013-12-01

    Adolescents are known to have high risk factors for sleep disorders, yet the youth rates of sleep disturbances are unknown. This study aimed to determine the prevalence of sleep disorders among New Zealand high school students. The Auckland Sleep Questionnaire (ASQ) was administered to high school students at six schools in the North Island. Schools were chosen to reflect a range of ethnicities and school deciles, which identify the socioeconomic status of households in the school catchment area. A total of 1388 students completed the ASQ. The median age was 17 years (range 14-23) and females represented 43.5% (n=604) of the total group. A total of 37.2% of the students surveyed reported having significant sleep symptoms lasting longer than one month. Depression and anxiety were present in 51.7% and 44.8% of students reporting a sleep problem, respectively. A moderate correlation was observed between sleep problems and depression (r=0.34, psleep problems and anxiety (r=0.31, pstudents with sleep symptoms (12.2% and 5.5% respectively). No difference was found in the rate of sleep problems reported by different ethnic groups. A considerable proportion of students surveyed reported significant sleep symptoms. This study has the potential to aid physicians within New Zealand in better appreciating the burden of sleep disorders faced by young people and in effectively assessing and managing different causes of sleep symptoms in this demographic.

  10. 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…

  11. Non-completion of upper secondary school among female and male young adults in an Arctic sociocultural context; the NAAHS study

    Directory of Open Access Journals (Sweden)

    Elisabeth Valmyr Bania

    2016-09-01

    Full Text Available Abstract Background Education is closely associated with health. Non-completion of upper secondary school influences academic achievement, employment, income and personal well-being. The purpose of the study is to explore predictors of non-completion of upper secondary school among female and male young adults in relation to mental health and educational factors in a socio-cultural, Arctic context. Methods The Norwegian Arctic Adolescent Health Study (NAAHS is a cross-sectional, school-based survey that was conducted in 2003–2005. Eighty-three percent of the population of 5,877 10th graders participated; 49.1%females, 450 reported indigenous Sami ethnicity, and 304 reported Laestadian affiliation. Data from NAAHS were merged with registry data from the National Education Database (NUDB Norway for 3,987 adolescents who gave their consent for follow-up studies. Results Non-completion of upper secondary school was 36.9 % among females and 36.6 % among males. Among females, predictors for non-completion were related to mental health symptoms, and among males, to residency in the northernmost and remote areas and self-reported functional difficulties at school, home and in leisure activities due to mental health problems. There was marginal significance between ethnicity and non-completion of upper secondary school, measured at 41.3 % for Sami and 36.8 % for non-Sami, respectively. Conclusions The gender differences found in this study emphasize the need for gender-specific interventions in preventing non-completion of upper secondary school. There is a need to recognize and treat extensive pro-social behaviour and social problems in young females. Young males from remote areas and those who in early adolescence struggle with functional impairment due to mental health problems need early interventions in lower secondary school. Enhancing parents’ and teachers’ ability to detect symptoms and problems as well as low-threshold health services

  12. Predicting High-School Students' Bystander Behavior in Simulated Dating Violence Situations.

    Science.gov (United States)

    Jouriles, Ernest N; Rosenfield, David; Yule, Kristen; Sargent, Kelli S; McDonald, Renee

    2016-03-01

    Dating violence among adolescents is associated with a variety of negative health consequences for victims. Bystander programs are being developed and implemented with the intention of preventing such violence, but determinants of high-school students' responsive bystander behavior remain unclear. The present study examines hypothesized determinants of high-school students' bystander behavior in simulated situations of dating violence. Participants were 80 high-school students who completed self-reports of hypothesized determinants of bystander behavior (responsibility, efficacy, and perceived benefits for intervening) at a baseline assessment. A virtual-reality paradigm was used to observationally assess bystander behavior at 1-week and 6-month assessments after baseline. Efficacy for intervening was positively associated with observed bystander behavior at the 1-week and 6-month assessments. Moreover, efficacy predicted bystander behavior over and above feelings of responsibility and perceived benefits for intervening. Contrary to our predictions, neither responsibility nor perceived benefits for intervening were associated with observed bystander behavior. This research advances our understanding of determinants of bystander behavior for high-school students and can inform prevention programming for adolescents. The study also introduces an innovative way to assess high-school students' bystander behavior. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  13. Comparison of physical activities of female football players in junior high school and high school.

    Science.gov (United States)

    Inoue, Yuri; Otani, Yoshitaka; Takemasa, Seiichi

    2017-08-01

    [Purpose] This study aimed to compare physical activities between junior high school and high school female football players in order to explain the factors that predispose to a higher incidence of sports injuries in high school female football players. [Subjects and Methods] Twenty-nine female football players participated. Finger floor distance, the center of pressure during single limb stance with eyes open and closed, the 40-m linear sprint time, hip abduction and extension muscle strength and isokinetic knee flexion and extension peak torque were measured. The modified Star Excursion Balance Test, the three-steps bounding test and three-steps hopping tests, agility test 1 (Step 50), agility test 2 (Forward run), curl-up test for 30 seconds and the Yo-Yo intermittent recovery test were performed. [Results] The high school group was only significantly faster than the junior high school group in the 40-m linear sprint time and in the agility tests. The distance of the bounding test in the high school group was longer than that in the junior high school group. [Conclusion] Agility and speed increase with growth; however, muscle strength and balance do not develop alongside. This unbalanced development may cause a higher incidence of sports injuries in high school football players.

  14. Correlates of gambling on high-school grounds

    Science.gov (United States)

    Foster, Dawn W.; Hoff, Rani A.; Pilver, Corey E.; Yau, Yvonne H. C.; Steinberg, Marvin A.; Wampler, Jeremy; Krishnan-Sarin, Suchitra; Potenza, Marc N.

    2015-01-01

    Objective This study examined adolescent gambling on school grounds (GS+) and how such behavior was associated with gambling-related attitudes. Further, we examined whether GS+ moderated associations between at-risk problem-gambling (ARPG) and gambling behaviors related to gambling partners. Method Participants were 1988 high-school students who completed survey materials. Demographic, perceptions, attitudes, and gambling variables were stratified by problem-gambling severity (ARPG versus recreational gambling) and GS+ status. Chi-square and adjusted logistic regression models were used to examine relationships among study variables. Results Nearly 40% (39.58%) of students reported past-year GS+, with 12.91% of GS+ students, relative to 2.63% of those who did not report gambling on school grounds (GS), meeting DSM-IV criteria for pathological gambling (pgambling behaviors. Weaker links in GS+ students, in comparison with GS-, students, were observed between problem-gambling severity and gambling with family members (interaction odds ratio (IOR)=0.60; 95%CI=0.39–0.92) and gambling with friends (IOR=0.21; 95%CI=0.11–0.39). Conclusions GS+ is common and associated with pathological gambling and more permissive attitudes towards gambling. The finding that GS+ (relative to GS-) youth show differences in how problem-gambling is related to gambling partners (friends and family) warrants further investigation regarding whether and how peer and familial interactions might be improved to diminish youth problem-gambling severity. The high frequency of GS+ and its relationship with ARPG highlight a need for school administrators and personnel to consider interventions that target school-based gambling. PMID:26232102

  15. Determination of in-service needs of Turkish high school science teachers in Istanbul

    Science.gov (United States)

    Ogan, Feral

    The purposes of this study were to identify the in-service needs of high school science teachers in Istanbul, Turkey according to the subgroups such as school type and gender and determine the priority obstacles preventing these science teachers from attendance at in-service programs. Moreover, this study aimed to find the other greatest needs of high school science teachers that are not mentioned in the survey instrument. The data for this research was gathered by conducting a survey in Istanbul, Turkey in Fall 2001 and Spring 2002 Semesters. Turkish translation of the modified version of a science teacher's needs inventory, Science Teacher Inventory of Need (STIN), entitled STIN-2 was used as the survey instrument. The subjects consisted of 75 high school science teachers who were selected from 369 high schools by using stratified random sampling in grades nine through eleven. By personally administering the survey, 422 science teachers from 75 high schools completed the survey and a 97% response rate was achieved. The results obtained in this study show that Turkish high school science teachers in Istanbul have a number of shared needs. One other indication is that they also have a number of needs, which are specific to subgroups of those science teachers.

  16. High School Physics, Two-Year Colleges, and Physics Majors

    Science.gov (United States)

    White, Susan C.

    2013-01-01

    We have just completed the data collection for our 2012-13 Nationwide Survey of High School Physics and expect to have results to report in the spring. In the interim, we will take a look at physics in two-year colleges (TYCs). In 2007, we surveyed undergraduate seniors in degree-granting physics departments, and we asked these students if they…

  17. Sleep disorders among high school students in New Zealand

    Directory of Open Access Journals (Sweden)

    Fernando AT

    2013-12-01

    Full Text Available INTRODUCTION: Adolescents are known to have high risk factors for sleep disorders, yet the youth rates of sleep disturbances are unknown. AIM: This study aimed to determine the prevalence of sleep disorders among New Zealand high school students. METHODS: The Auckland Sleep Questionnaire (ASQ was administered to high school students at six schools in the North Island. Schools were chosen to reflect a range of ethnicities and school deciles, which identify the socioeconomic status of households in the school catchment area. RESULTS: A total of 1388 students completed the ASQ. The median age was 17 years (range 14-23 and females represented 43.5% (n=604 of the total group. A total of 37.2% of the students surveyed reported having significant sleep symptoms lasting longer than one month. Depression and anxiety were present in 51.7% and 44.8% of students reporting a sleep problem, respectively. A moderate correlation was observed between sleep problems and depression (r=0.34, p<0.01, and sleep problems and anxiety (r=0.31, p<0.01. Problem alcohol use and other substance use were more common in students with sleep symptoms (12.2% and 5.5% respectively. No difference was found in the rate of sleep problems reported by different ethnic groups. DISCUSSION: A considerable proportion of students surveyed reported significant sleep symptoms. This study has the potential to aid physicians within New Zealand in better appreciating the burden of sleep disorders faced by young people and in effectively assessing and managing different causes of sleep symptoms in this demographic.

  18. Vocational Aspirations of Chinese High School Students and Their Parents' Expectations

    Science.gov (United States)

    Hou, Zhi-Jin; Leung, S. Alvin

    2011-01-01

    This study examined the vocational aspirations and parental vocational expectations of high school students and their parents (1067 parent-child dyads). Participants completed a demographic questionnaire and an Occupations List. The Occupations List consisted of 126 occupational titles evenly distributed across the six Holland types. Parents were…

  19. The analysis of probability task completion; Taxonomy of probabilistic thinking-based across gender in elementary school students

    Science.gov (United States)

    Sari, Dwi Ivayana; Budayasa, I. Ketut; Juniati, Dwi

    2017-08-01

    Formulation of mathematical learning goals now is not only oriented on cognitive product, but also leads to cognitive process, which is probabilistic thinking. Probabilistic thinking is needed by students to make a decision. Elementary school students are required to develop probabilistic thinking as foundation to learn probability at higher level. A framework of probabilistic thinking of students had been developed by using SOLO taxonomy, which consists of prestructural probabilistic thinking, unistructural probabilistic thinking, multistructural probabilistic thinking and relational probabilistic thinking. This study aimed to analyze of probability task completion based on taxonomy of probabilistic thinking. The subjects were two students of fifth grade; boy and girl. Subjects were selected by giving test of mathematical ability and then based on high math ability. Subjects were given probability tasks consisting of sample space, probability of an event and probability comparison. The data analysis consisted of categorization, reduction, interpretation and conclusion. Credibility of data used time triangulation. The results was level of boy's probabilistic thinking in completing probability tasks indicated multistructural probabilistic thinking, while level of girl's probabilistic thinking in completing probability tasks indicated unistructural probabilistic thinking. The results indicated that level of boy's probabilistic thinking was higher than level of girl's probabilistic thinking. The results could contribute to curriculum developer in developing probability learning goals for elementary school students. Indeed, teachers could teach probability with regarding gender difference.

  20. 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

  1. 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.

  2. Academic motivation, self-concept, engagement, and performance in high school: key processes from a longitudinal perspective.

    Science.gov (United States)

    Green, Jasmine; Liem, Gregory Arief D; Martin, Andrew J; Colmar, Susan; Marsh, Herbert W; McInerney, Dennis

    2012-10-01

    The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high-school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation and self-concept positively predicted attitudes toward school; (b) attitudes toward school positively predicted class participation and homework completion and negatively predicted absenteeism; and (c) class participation and homework completion positively predicted test performance whilst absenteeism negatively predicted test performance. Taken together, these findings provide support for the relevance of the self-system model and, particularly, the importance of examining the dynamic relationships amongst engagement factors of the model. The study highlights implications for educational and psychological theory, measurement, and intervention. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  3. 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.

  4. 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.

  5. Seward Park High School Project CABES 1984-1985. OEA Evaluation Report.

    Science.gov (United States)

    New York City Board of Education, Brooklyn. Office of Educational Assessment.

    Career Advancement through Bilingual Educational Skills (Project CABES) completed the second year of a 3-year funding cycle at Seward Park High School on Manhattan's Lower East Side. Project CABES serves 233 recently immigrated, predominantly low-income, ninth through twelfth grade, Hispanic students of limited English proficiency (LEP). Included…

  6. A survey of college-bound high school graduates regarding circadian preference, caffeine use, and academic performance.

    Science.gov (United States)

    Cole, James S

    2015-03-01

    This study examines the relationships between circadian preference and caffeine use with academic performance and hours spent studying for recent high school graduates entering their first year of college. Entering first-year college students enrolled at 90 baccalaureate-level institutions across the USA were invited to complete the Beginning College Survey of Student Engagement (BCSSE) and the Composite Scale of Morningness (CSM) as well as answer questions regarding caffeine consumption. Surveys were administered on each campus during the summer months of 2013. Only those that graduated from a US high school in the spring of 2013 were included in this study. The final sample for this study included 25,200 students that completed the BCSSE, CSM, and questions regarding caffeine consumption. Evening types (E-types) were significantly less likely to report earning A/A-'s in high school and less likely to study 16 or more hours per week compared to intermediate or morning types (M-types) (p students reported an average of 1.1 servings of caffeine per day, with 39 % reporting no caffeine consumption. M-types were more likely to consume no caffeine (54 %) compared to E-types that also indicated no daily caffeine (31 %) (p amount (7 %) (p high school. However, the apparent advantage that morning types had over evening types regarding high school grades was completely ameliorated once three or more servings of caffeine were consumed per day. This study provides additional information to educators and health professionals to create programs and provide resource to help adolescents better understand the impact of their sleep behaviors and use of caffeine on their academic performance.

  7. 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.

  8. Gender disparities in completing school education in India: Analyzing regional variations

    OpenAIRE

    Husain, Zakir

    2010-01-01

    Is gender disparity greater in North India? This paper seeks to answer this question by examining gender differences in probability of completing school education across regions in India. A Gender Disparity Index is calculated using National Sample Survey Organization unit level data from the 61st Round and regional variations in this index analyzed to examine the hypothesis that gender disparity is greater in the North, comparative to the rest of India. This is followed by an econometric exe...

  9. The Longitudinal Effects of Adolescent Volunteering on Secondary School Completion and Adult Volunteering

    Science.gov (United States)

    Moorfoot, Nicholas; Leung, Rachel K.; Toumbourou, John W.; Catalano, Richard F.

    2015-01-01

    This study explores the longitudinal effect of adolescent volunteering behaviour on young adult volunteering and the completion of secondary school. Utilising data from the Australian sample of the International Youth Development Study, frequency of volunteering in Grade 9 (mean age = 15 years) and in young adulthood (mean age = 21 years), and…

  10. SUPPORT FOR HU CFRT SUMMER HIGH SCHOOL FUSION WORKSHOP

    International Nuclear Information System (INIS)

    Punjabi, Alkesh

    2010-01-01

    researchers in the HU CFRT mentor the students during summers. Mentors spend a considerable amount of time and efforts in training, teaching, guiding and supervising research projects. The HU CFRT has so far conducted nine workshops during the summers of 1996-2000 and 2002-2005. The first workshop was conducted in summer 1996. Students for the workshop are chosen from a national pool of exceptionally talented high school rising seniors/juniors. To our knowledge, most of these students have gone on to prestigious universities such as Duke University, John Hopkins University, CalTech, UCLA, Hampton University, etc. after completing their high school. For instance, Tiffany Fisher, participant of the 1996 summer workshop completed her BS in Mathematics at Hampton University in May 2001. She then went on to Wake Forest University at Winston-Salem, North Carolina to pursue graduate studies. Anshul Haldipur, participant of the 1999 summer workshop, began his undergraduate studies at Duke University in 2000. Christina Nguyen and Ilissa Martinez, participants of the 2000 summer workshop, are pursuing their undergraduate degrees at the UCLA and Florida State University respectively. The organizing committee of the APS DPP annual meeting invited Dr. Punjabi to deliver an invited talk on training the next generation of fusion scientists and engineers at the 2005 APS DPP meeting in Denver, CO. The organizing committee distributed a special flier with the Bulletin to highlight this invited talk and another talk on education as well the expo. This has given wide publicity and recognition to our workshops and Hampton University. Prof. Punjabi's talk: 'LI2 2: Training the next generation of fusion scientists and engineers: summer high school fusion science workshop, Bull. Amer. Phys. Soc. 50, 221 (2005)' was very well-received. He talked about HU education and outreach initiative and the HU CFRT Summer High School Workshop. The audience had a considerable number of questions about our

  11. STEM Focused High School and University Partnership: Alternative Solution for Senioritis Issue and Creating Students' STEM Curiosity

    Science.gov (United States)

    Icel, Mustafa; Davis, Matthew

    2018-01-01

    The purpose of this study is to evaluate how the high school-college partnership reflects on "senioritis" and students' STEM curiosity. The term "senioritis" described in this paper refers to high school senior students who have completed most of their graduation requirement courses in their third year of studies. During the…

  12. Longitudinal Examination of Aggression and Study Skills From Middle to High School: Implications for Dropout Prevention.

    Science.gov (United States)

    Orpinas, Pamela; Raczynski, Katherine; Hsieh, Hsien-Lin; Nahapetyan, Lusine; Horne, Arthur M

    2018-03-01

    High school completion provides health and economic benefits. The purpose of this study is to describe dropout rates based on longitudinal trajectories of aggression and study skills using teacher ratings. The sample consisted of 620 randomly selected sixth graders. Every year from Grade 6 to 12, a teacher completed a nationally normed behavioral rating scale. We used latent class mixture modeling to identify the trajectories. Participants followed 3 trajectories of aggression (Low, Medium Desisting, and High Desisting) and 5 trajectories of study skills (Low, Average-Low, Decreasing, Increasing, and High). Over three-quarters of the sample were in stable trajectories of study skills over time. Most students in the High Desisting Aggression group were in the Low Study Skills group, and all students in the High Study Skills group were in the Low Aggression group. The overall dropout rate was 17%, but varied dramatically across combined aggression and study skills groups, ranging from 2% to 50%. The results highlight the importance of early prevention that combines academic enhancement and behavioral management for reducing school dropout. © 2018, American School Health Association.

  13. Determinants of Fast Food Consumption among Iranian High School Students Based on Planned Behavior Theory

    OpenAIRE

    Sharifirad, Gholamreza; Yarmohammadi, Parastoo; Azadbakht, Leila; Morowatisharifabad, Mohammad Ali; Hassanzadeh, Akbar

    2013-01-01

    Objective. This study was conducted to identify some factors (beliefs and norms) which are related to fast food consumption among high school students in Isfahan, Iran. We used the framework of the theory planned behavior (TPB) to predict this behavior. Subjects & Methods. Cross-sectional data were available from high school students (n = 521) who were recruited by cluster randomized sampling. All of the students completed a questionnaire assessing variables of standard TPB model including at...

  14. 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...

  15. 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

  16. Mediating the media discourse of health with high school students

    Directory of Open Access Journals (Sweden)

    Angélica Caetano da Silva

    2012-05-01

    Full Text Available This research is the result of a completed dissertation held in the Physical Education Post Graduate Program at UFSC, in which goal was to reflect on the media discourse about health and physical activity among young high school students, in Physical Education, from a education intervention. The study was based on methodological elements of action research and was attended by 22 students. The intervention was carried out on the basis of school mediation strategies, along with the teacher who is responsible for the class. As a conclusion, the study indicates that media education can be associated to any knowledge of school culture, in a longitudinal basis, starting from students’ knowledge about the content transmitted by the media and the effort of a media education cannot be overlooked.

  17. [Relationship between four components of assertiveness and mental health among high school students].

    Science.gov (United States)

    Watanabe, Asami

    2009-04-01

    This study examines the relationship between four components of assertiveness ("open expression", "control of emotion", "consideration for others" and "self-direction") and mental health. In Study 1, the analysis of interviews with thirteen high school students suggested that some components did not have a positive relationship with mental health. In Study 2, 176 high school students completed a questionnaire which included the UCLA isolation scale, the General Health Questionnaire (GHQ) and a scale to measure the four components of assertiveness. The results showed that an excessively high score for "consideration for others" was associated with mental unhealthiness. This component probably has an optimum level to maintain mental health.

  18. 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,…

  19. The impact of anti-smoking laws on high school students in Ankara, Turkey

    Science.gov (United States)

    Demir, Melike; Karadeniz, Gulistan; Demir, Fikri; Karadeniz, Cem; Kaya, Halide; Yenibertiz, Derya; Taylan, Mahsuk; Yilmaz, Sureyya; Sen, Velat

    2015-01-01

    ABSTRACT OBJECTIVE: To determine the factors affecting the smoking habits of high school students, their thoughts about changes resulting from anti-smoking laws, and how they are affected by those laws. METHODS: In this cross-sectional study, 11th-grade students at eight high schools in Ankara, Turkey, were invited to complete a questionnaire. RESULTS: A total of 1,199 students completed the questionnaire satisfactorily. The mean age of the respondents was 17.0 ± 0.6 years; 56.1% were female, of whom 15.3% were smokers; and 43.9% were male, of whom 43.7% were smokers (p academic performance. Of the respondents, 74.7% were aware of the content of anti-smoking laws; 81.8% approved of the restrictions and fines; and 8.1% had quit smoking because of those laws. According to the respondents, the interventions that were most effective were the (television) broadcast of films about the hazards of smoking and the ban on cigarette sales to minors. The prevalence of smoking was highest (31.5%) among students attending vocational high schools but lowest (7.5%) among those attending medical vocational high schools. Although 57.1% of the smokers were aware of the existence of a smoking cessation helpline, only 3.7% had called, none of whom had made any attempt to quit smoking. CONCLUSIONS: Although most of the students evaluated were aware of the harmful effects of smoking and approved of the anti-smoking laws, only a minority of those who smoked sought professional help to quit. PMID:26785961

  20. Conceptualizing High School Students' Mental Health through a Dual-Factor Model

    Science.gov (United States)

    Suldo, Shannon M; Thalji-Raitano, Amanda; Kiefer, Sarah M.; Ferron, John M.

    2016-01-01

    Mental health is increasingly viewed as a complete state of being, consisting of the absence of psychopathology and the presence of positive factors such as subjective well-being (SWB). This cross-sectional study analyzed multimethod and multisource data for 500 high school students (ages 14-18 years, M = 15.27 years, SD = 1.0 years) to examine…

  1. 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.

  2. 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…

  3. The impact of anti-smoking laws on high school students in Ankara, Turkey

    Directory of Open Access Journals (Sweden)

    Melike Demir

    2015-12-01

    Full Text Available ABSTRACT OBJECTIVE: To determine the factors affecting the smoking habits of high school students, their thoughts about changes resulting from anti-smoking laws, and how they are affected by those laws. METHODS: In this cross-sectional study, 11th-grade students at eight high schools in Ankara, Turkey, were invited to complete a questionnaire. RESULTS: A total of 1,199 students completed the questionnaire satisfactorily. The mean age of the respondents was 17.0 0.6 years; 56.1% were female, of whom 15.3% were smokers; and 43.9% were male, of whom 43.7% were smokers (p < 0.001. The independent risk factors for smoking were male gender, attending a vocational school, having a sibling who smokes, having a friend who smokes, and poor academic performance. Of the respondents, 74.7% were aware of the content of anti-smoking laws; 81.8% approved of the restrictions and fines; and 8.1% had quit smoking because of those laws. According to the respondents, the interventions that were most effective were the (television broadcast of films about the hazards of smoking and the ban on cigarette sales to minors. The prevalence of smoking was highest (31.5% among students attending vocational high schools but lowest (7.5% among those attending medical vocational high schools. Although 57.1% of the smokers were aware of the existence of a smoking cessation helpline, only 3.7% had called, none of whom had made any attempt to quit smoking. CONCLUSIONS: Although most of the students evaluated were aware of the harmful effects of smoking and approved of the anti-smoking laws, only a minority of those who smoked sought professional help to quit.

  4. 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…

  5. 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...

  6. Profile of senior high school students’ creative thinking skills on biology material in low, medium, and high academic perspective

    Science.gov (United States)

    Nurhamidah, D.; Masykuri, M.; Dwiastuti, S.

    2018-04-01

    Creative thinking is one of the most important skills of the 21st Century. Students are demanded not only be able to solve the cognitive problems but also to face the life problems. The aim of this study is to determine students’ creative thinking skills in biology class for XI grade of three Senior High Schools in Ngawi regency. The approach used to categorised the three schools into low, medium and high academic rank was a norm-referenced test. The study involved 92 students who completed a test. Guilford's alternative uses task was used to measure the level of students’ creative thinking skills. The results showed that in the school of high academic rank, 89,74% of students had low creative thinking skills and 10,25% of them are in moderate category. In the medium academic rank school, 85,71% of students had low creative thinking skills and 14,29% of them are moderate. In the school of low academic rank, 8% of students had very low creative thinking skills, 88% are low, and 4% are moderate. Based on the finding of the research, the creative thinking skills of students in the three school was categorised as low level, therefore the learning design should be developed which can improve the students’ creative thinking skills.

  7. 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…

  8. 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…

  9. An Examination of High School Students' Online Engagement in Mathematics Problems

    Science.gov (United States)

    Lim, Woong; Son, Ji-Won; Gregson, Susan; Kim, Jihye

    2018-01-01

    This article examines high school students' engagement in a set of trigonometry problems. Students completed this task independently in an online environment with access to Internet search engines, online textbooks, and YouTube videos. The findings imply that students have the resourcefulness to solve procedure-based mathematics problems in an…

  10. Sport Nutrition Knowledge, Behaviors and Beliefs of High School Soccer Players.

    Science.gov (United States)

    Manore, Melinda M; Patton-Lopez, Megan M; Meng, Yu; Wong, Siew Sun

    2017-04-01

    For adolescent athletes (14-18 years), data on sport nutrition knowledge, behaviors and beliefs are limited, especially based on sex, race/ethnicity and socioeconomic status. High school soccer players ( n = 535; 55% female; 51% White, 41% Latino; 41% National School Lunch Program (NSLP) participants (80% Latino)) completed two questionnaires (demographic/health history and sport nutrition). The sport nutrition knowledge score was 45.6% with higher scores in NSLP-Whites vs. NSLP-Latinos ( p nutritional requirements, but more than twice as likely to report that nutritional supplements were necessary for training ( p nutrition education that enhances food selection skills for health and sport performance.

  11. 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.

  12. Analysis of Institutional Competitiveness of Junior High Schools through the Admission Test to High School Education

    Science.gov (United States)

    Armendáriz, Joyzukey; Tarango, Javier; Machin-Mastromatteo, Juan Daniel

    2018-01-01

    This descriptive and correlational research studies 15,658 students from 335 secondary schools in the state of Chihuahua, Mexico, through the results of the examination of admission to high school education (National High School Admission Test--EXANI I from the National Assessment Center for Education--CENEVAL) on logical-mathematical and verbal…

  13. The Use of Gap Analysis to Increase Student Completion Rates at Travelor Adult School

    Science.gov (United States)

    Gil, Blanca Estela

    2013-01-01

    This project applied the gap analysis problem-solving framework (Clark & Estes, 2008) in order to help develop strategies to increase completion rates at Travelor Adult School. The purpose of the study was to identify whether the knowledge, motivation and organization barriers were contributing to the identified gap. A mixed method approached…

  14. 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…

  15. Transition from High School to Associate Degree Nursing Education: A Qualitative Study

    Science.gov (United States)

    Mitchell, Kathy Jessee

    2012-01-01

    Nursing is facing a critical shortage and retention of nursing students is of paramount importance. Much research has been completed related to retention in nursing education and student success, but there is very little in current literature related to issues associated with the transition from high school to associate degree nursing (ADN)…

  16. Academic Identity Status, Goal Orientation, and Academic Achievement among High School Students

    Science.gov (United States)

    Hejazi, Elaheh; Lavasani, Masoud Gholamali; Amani, Habib; Was, Christopher A.

    2012-01-01

    The aim of the present study was to determine the relationship between academic identity status, goal orientations and academic achievement. 301 first year high school students completed the Academic Identity Measure and Goal Orientation Questionnaire. The average of 10 exam scores in the final semester was used as an index of academic…

  17. Comparison of Motivational Factors between Japanese and United States High School Students

    Science.gov (United States)

    Kavanaugh, Debbie

    2009-01-01

    Spanning multiple subjects and age groups, U.S. students rate poorly while Japanese students rate highly when subject to international testing. Japanese children complete twice as much homework as their U.S. counterparts and sometimes attend school on Saturdays. The literature review looks at motivation in both U.S. American and Japanese students…

  18. 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…

  19. Finishing high school: alternative pathways and dropout recovery.

    Science.gov (United States)

    Tyler, John H; Lofstrom, Magnus

    2009-01-01

    John Tyler and Magnus Lofstrom take a close look at the problems posed when students do not complete high school. The authors begin by discussing the ongoing, sometimes heated, debate over how prevalent the dropout problem is. They note that one important reason for discrepancies in reported dropout rates is whether holders of the General Educational Development (GED) credential are counted as high school graduates. The authors also consider the availability of appropriate student data. The overall national dropout rate appears to be between 22 and 25 percent, but the rate is higher among black and Hispanic students, and it has not changed much in recent decades. Tyler and Lofstrom conclude that schools are apparently doing about as well now as they were forty years ago in terms of graduating students. But the increasingly competitive pressures associated with a global economy make education ever more important in determining personal and national well-being. A student's decision to drop out of school, say the authors, is affected by a number of complex factors and is often the culmination of a long process of disengagement from school. That decision, not surprisingly, carries great cost to both the student and society. Individual costs include lower earnings, higher likelihood of unemployment, and greater likelihood of health problems. Because minority and low-income students are significantly more likely than well-to-do white students to drop out of school, the individual costs fall unevenly across groups. Societal costs include loss of tax revenue, higher spending on public assistance, and higher crime rates. Tyler and Lofstrom go on to survey research on programs designed to reduce the chances of students' dropping out. Although the research base on this question is not strong, they say, close mentoring and monitoring of students appear to be critical components of successful programs. Other dropout-prevention approaches associated with success are family

  20. Teaching Advanced Data Analysis Tools to High School Astronomy Students

    Science.gov (United States)

    Black, David V.; Herring, Julie; Hintz, Eric G.

    2015-01-01

    A major barrier to becoming an astronomer is learning how to analyze astronomical data, such as using photometry to compare the brightness of stars. Most fledgling astronomers learn observation, data reduction, and analysis skills through an upper division college class. If the same skills could be taught in an introductory high school astronomy class, then more students would have an opportunity to do authentic science earlier, with implications for how many choose to become astronomers. Several software tools have been developed that can analyze astronomical data ranging from fairly straightforward (AstroImageJ and DS9) to very complex (IRAF and DAOphot). During the summer of 2014, a study was undertaken at Brigham Young University through a Research Experience for Teachers (RET) program to evaluate the effectiveness and ease-of-use of these four software packages. Standard tasks tested included creating a false-color IR image using WISE data in DS9, Adobe Photoshop, and The Gimp; a multi-aperture analyses of variable stars over time using AstroImageJ; creating Spectral Energy Distributions (SEDs) of stars using photometry at multiple wavelengths in AstroImageJ and DS9; and color-magnitude and hydrogen alpha index diagrams for open star clusters using IRAF and DAOphot. Tutorials were then written and combined with screen captures to teach high school astronomy students at Walden School of Liberal Arts in Provo, UT how to perform these same tasks. They analyzed image data using the four software packages, imported it into Microsoft Excel, and created charts using images from BYU's 36-inch telescope at their West Mountain Observatory. The students' attempts to complete these tasks were observed, mentoring was provided, and the students then reported on their experience through a self-reflection essay and concept test. Results indicate that high school astronomy students can successfully complete professional-level astronomy data analyses when given detailed

  1. A mixed-age science collaborative between elementary and high school physics students: A study of attitude toward school science and inquiry skill

    Science.gov (United States)

    Blain, Mary Perron

    Grade three students had significant improvements in inquiry ability and attitude toward school science as a function of their participation in mixed-age dyads completing inquiry-based science experiments with a high school physics partner. The social interaction between the 'more capable other' (Vygotsky, 1978) with the grade three student in the mixed-age problem solving team indicates a contributing factor in this improvement. This study employed a quasi-experimental design with intact groups of non-random assignment. The non-parametric Wilcoxon test (p = 0.025) was used to analyze scores for each academic achievement group for significant differences pre- and post-collaborative in "Inquiry" skill and "Attitude" toward school science scores. Three grade three classrooms from one elementary school and one high school physics class from the same school district were involved in the study. The high school physics class teamed with one intact grade three class as the mixed-age dyad performing the "hands-on" experiments (treatment). The two grade three classes teamed as same-age peer dyads (comparison group) to perform the same experiments on the same day. Using methods patterned after the way scientists investigate their world, the dyads performed experiments considered for future grade three national assessments (NAEP, 1994), i.e. "Which paper towel holds the most water?"; "Which magnet is stronger?"; "Which type of sugar, cubed or loose, dissolves best in warm water?" Trained raters scored the written lab reports using standardized scoring guides and characteristic benchmark responses to determine the "Inquiry" skill score for each subject. The "Attitude" toward school science score for each subject was determined from the Likert scale survey, Individual and Group Attitudes Toward Science and the open-ended Sentence Completion Test (SCT) (Piburn & Sidlick, 1992). Three raters scored the SCT survey for each subject. This study showed that for a grade three student

  2. Multiple Teaching Approaches, Teaching Sequence and Concept Retention in High School Physics Education

    Science.gov (United States)

    Fogarty, Ian; Geelan, David

    2013-01-01

    Students in 4 Canadian high school physics classes completed instructional sequences in two key physics topics related to motion--Straight Line Motion and Newton's First Law. Different sequences of laboratory investigation, teacher explanation (lecture) and the use of computer-based scientific visualizations (animations and simulations) were…

  3. Longitudinal Examination of Aggression and Study Skills from Middle to High School: Implications for Dropout Prevention

    Science.gov (United States)

    Orpinas, Pamela; Raczynski, Katherine; Hsieh, Hsien-Lin; Nahapetyan, Lusine; Horne, Arthur M.

    2018-01-01

    Background: High school completion provides health and economic benefits. The purpose of this study is to describe dropout rates based on longitudinal trajectories of aggression and study skills using teacher ratings. Methods: The sample consisted of 620 randomly selected sixth graders. Every year from Grade 6 to 12, a teacher completed a…

  4. 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…

  5. Communicating the Benefits of a Full Sequence of High School Science Courses

    Science.gov (United States)

    Nicholas, Catherine Marie

    High school students are generally uninformed about the benefits of enrolling in a full sequence of science courses, therefore only about a third of our nation's high school graduates have completed the science sequence of Biology, Chemistry and Physics. The lack of students completing a full sequence of science courses contributes to the deficit in the STEM degree production rate needed to fill the demand of the current job market and remain competitive as a nation. The purpose of the study was to make a difference in the number of students who have access to information about the benefits of completing a full sequence of science courses. This dissertation study employed qualitative research methodology to gain a broad perspective of staff through a questionnaire and document review and then a deeper understanding through semi-structured interview protocol. The data revealed that a universal sequence of science courses in the high school district did not exist. It also showed that not all students had access to all science courses; students were sorted and tracked according to prerequisites that did not necessarily match the skill set needed for the courses. In addition, the study showed a desire for more support and direction from the district office. It was also apparent that there was a disconnect that existed between who staff members believed should enroll in a full sequence of science courses and who actually enrolled. Finally, communication about science was shown to occur mainly through counseling and peers. A common science sequence, detracking of science courses, increased communication about the postsecondary and academic benefits of a science education, increased district direction and realistic mathematics alignment were all discussed as solutions to the problem.

  6. 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"…

  7. A Comparison of iPads and Worksheets on Math Skills of High School Students with Emotional Disturbance

    Science.gov (United States)

    Haydon, Todd; Hawkins, Renee; Denune, Hillary; Kimener, Lauren; McCoy, Dacia; Basham, James

    2012-01-01

    The authors used an alternating treatments design to compare the effects of a worksheet condition and an iPad condition on math fluency and active academic engagement during a high school math class in an alternative school setting. Following group instruction, the three participants engaged in independent seatwork either by completing problems on…

  8. Into the pressure cooker: Student stress in college preparatory high schools.

    Science.gov (United States)

    Feld, Lauren D; Shusterman, Anna

    2015-06-01

    The goals of this study were to (1) measure psychological, physiological, and behavioral indicators of stress, (2) assess the relationship between stress and student attitudes, and (3) explore coping behaviors in response to stress, among a sample of students in two academically high-achieving environments. Three hundred thirty-three students in grades 9 through 12 from two college-preparatory high schools completed a cross-sectional online survey that included the Students' Life Satisfaction Scale, School Attitude Assessment Questionnaire-Revised, and assessments for stress-related indicators, including eating, sleeping and exercise, and strategies they utilized for coping with stress. Students reported a high prevalence of physical and psychological correlates of stress, and related unhealthy behaviors such as widespread and chronic sleep deprivation and rushed meals. The results suggest areas to focus attention for identifying and addressing maladaptive responses to stress among high-achieving student populations. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  9. The Characteristics of the Effective Teacher in Cyprus Public High School: The Students' Perspective.

    Science.gov (United States)

    Koutsoulis, Michalis

    This study examined the teacher characteristics that students considered important in defining teacher effectiveness, focusing on human characteristics, communication skills, and teaching and production characteristics. Students from 25 high schools in Cyprus completed the Classroom Culture Description Questionnaire. Overall, students listed 94…

  10. Are Middle Schools More Effective

    Science.gov (United States)

    Bedard, Kelly; Do, Chan

    2005-01-01

    While nearly half of all school districts have adopted middle schools, there is little quantitative evidence of the efficacy of this educational structure. We estimate the impact of moving from a junior high school system, where students stay in elementary school longer, to a middle school system for on-time high school completion. This is a…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. Sexual harassment victimization and perpetration among high school students.

    Science.gov (United States)

    Clear, Emily R; Coker, Ann L; Cook-Craig, Patricia G; Bush, Heather M; Garcia, Lisandra S; Williams, Corrine M; Lewis, Alysha M; Fisher, Bonnie S

    2014-10-01

    This large, population-based study is one of the few to examine prevalence rates of sexual harassment occurring during the past 12 months by victimization and perpetration among adolescents. In this large, cross-sectional survey of students attending 26 high schools, sexual harassment was defined using three questions from the Sexual Experiences Questionnaire. Among 18,090 students completing the survey, 30% disclosed sexual harassment victimization (37% of females, 21% of males) and 8.5% reported perpetration (5% of females, 12% of males). Sexual harassment perpetration was highly correlated with male sex, minority race/ethnicity, same-sex attraction, bullying, alcohol binge drinking, and intraparental partner violence. © The Author(s) 2014.

  16. Exploring high school learners' perceptions of bullying.

    Science.gov (United States)

    Blake, Patricia; Louw, Johann

    2010-12-01

    Learners' perceptions of aspects of school life that are sufficiently serious to interfere with their schoolwork were investigated. Bullying was a form of behaviour that was singled out for inclusion and further exploration in the study. Learners from three coeducational Western Cape Education Department schools were surveyed: 414 Grade 8 and 474 Grade 9 learners completed an anonymous, voluntary self-report questionnaire. Factors identified as most frequently interfering with their schoolwork included classmates not listening in class, feeling overwhelmed by schoolwork, teacher absenteeism, and verbal fighting. When asked specifically about bullying, 40% of learners indicated that they frequently experienced bullying at school-although they ranked it as much lower when compared to other potentially problematic school experiences. Furthermore, although the majority of learners indicated they thought teachers considered bullying a problem, few felt there was anything that school staff could do to counteract bullying effectively. These findings suggest that learners perceive bullying as an unavoidable part of school experience and have normalised this aggressive behaviour.

  17. 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....

  18. 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…

  19. Modeling the Relations among Parental Involvement, School Engagement and Academic Performance of High School Students

    Science.gov (United States)

    Al-Alwan, Ahmed F.

    2014-01-01

    The author proposed a model to explain how parental involvement and school engagement related to academic performance. Participants were (671) 9th and 10th graders students who completed two scales of "parental involvement" and "school engagement" in their regular classrooms. Results of the path analysis suggested that the…

  20. Moving to higher ground: Closing the high school science achievement gap

    Science.gov (United States)

    Mebane, Joyce Graham

    be implemented at West High School: (1) Have high expectations for all students. (2) Encourage students to take advanced science courses and help them succeed in these advanced science courses. (3) Improve communications among students, parents, teachers, administrators, and guidance counselors regarding procedures, policies, programs, and goals at the school. (4) Assign guidance counselors per grade level rather than across grade levels. (5) Have procedures in place so information from guidance counselors is consistent. (6) Increase parental involvement in the school. Simply increasing the number of and variety of AP science and IB science courses will not result in closing the achievement gap. All constituents must be positive about both preparation and interest of African American students in completing advanced science courses if these courses are indeed to narrow the achievement gap.

  1. 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…

  2. 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

  3. 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…

  4. 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

  5. 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…

  6. 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...

  7. Use of Nutritional Supplements by High School Football and Volleyball Players

    Science.gov (United States)

    Mason, Melanie A; Giza, Matthew; Clayton, Lori; Lonning, Jim; Wilkerson, Rick D

    2001-01-01

    The known use of performance enhancing agents by athletes has occurred throughout history. In the 1960s and 1970s steroids and amphetamines were the supplements most often used. Now athletes are turning to supplements that are either natural or stimulate the release of natural hormones. The purpose of this study is to evaluate the prevalence of use of nutritional supplements among high school football and volleyball players. This study surveyed 495 male football players and 407 female volleyball players from 20 high schools in Northwest Iowa. These athletes completed anonymous surveys and returned them to their coaches. Results showed that 8% of the male athletes and 2% of the female athletes were using supplementation. Supplements used included creatine, androstiendione, HMB, amino acids, DHEA, phosphogen, weight gainer 1850, Tribulus, muscle plus, multivitamins, calcium, GABA, and Shaklee Vita Lea and Physique. PMID:11813950

  8. Relationship between cognitive functions and prevalence of fatigue in elementary and junior high school students.

    Science.gov (United States)

    Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi

    2011-06-01

    Fatigue is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance, we attempted to determine whether cognitive functions were associated with the prevalence of fatigue. Participants were 148 elementary school students from 4th- to 6th-grades and 152 junior high school students from 7th- to 9th-grades. Participants completed a questionnaire about fatigue (Japanese version of the Chalder Fatigue Scale) and paper-and-pencil and computerized cognitive tests which could evaluate the abilities of motor processing, immediate, delayed and working memory, selective, divided and alternative attention, retrieve learned material, and spatial construction. We found that in multivariate logistic regression analyses adjusted for grade and gender, slow motor processing was positively correlated with the prevalence of fatigue in the elementary school students and decreases in working memory and divided and alternative attention processing were positively correlated with the prevalence of fatigue in the junior high school students. The grade-dependent development of cognitive function influences the severity of fatigue in elementary and junior high school students. Copyright © 2010 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

  9. 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…

  10. 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

  11. National Identity of High-School Adolescents in an Era of Socio-Economic Change: Russia and Ukraine in the Post-Perestroika Period

    Science.gov (United States)

    Tartakovsky, Eugene

    2011-01-01

    This study focuses on the national identity of high-school adolescents in Russia and Ukraine in the post-perestroika period. Adolescents studying in public high schools in 12 medium-size and large cities completed questionnaires in 1999 (n = 468) and 2007 (n = 646). Russian adolescents consistently reported a more positive attitude towards their…

  12. Predicting Psychosocial Maladjustment in Emerging Adulthood From High School Experiences of Peer Victimization.

    Science.gov (United States)

    Buchanan, Carie M; McDougall, Patricia

    2018-01-01

    The aim of the present study was to compare recollections of sexual, physical, verbal, social, and cyber peer victimization experienced in high school in terms of depressed affect, self-esteem, and loneliness experienced in university. In all, 247 university students (70 males and 177 females; M = 20.62, SD = 2.54) completed online measures assessing retrospective accounts of their experiences of different forms of peer victimization during high school (i.e., sexual, physical, verbal, social, and cyber) and their current psychosocial adjustment (i.e., self-esteem, depressed affect, and loneliness). Three separate hierarchical multiple regressions were conducted to determine whether different indices of negative psychosocial adjustment are more strongly predicted by experiencing sexual or nonsexual forms of peer victimization. Although many university students recalled experiencing sexual peer victimization in high school at least once at an even higher percentage than verbal and social forms of peer victimization, the results of the present study suggest that social peer victimization in high school predicts higher levels of depressed affect and loneliness in university students than sexual peer victimization experienced in high school. Surprisingly, the young adults reporting higher levels of cyber peer victimization in high school were less lonely in university. Although the hypothesized relationships between each form of peer victimization and specific indices of psychosocial functioning were not consistently supported, these findings suggest that the form of peer victimization matters and may be differentially associated with well-being in emerging adulthood. It is important that future research explores how individual characteristics may further predict varied experiences of peer victimization and the long-term impact of those experiences.

  13. 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.

  14. The Association Between Supportive High School Environments and Depressive Symptoms and Suicidality Among Sexual Minority Students.

    Science.gov (United States)

    Denny, Simon; Lucassen, Mathijs F G; Stuart, Jaimee; Fleming, Theresa; Bullen, Pat; Peiris-John, Roshini; Rossen, Fiona V; Utter, Jennifer

    2016-01-01

    The purpose of this study was to determine if sexual minority students in supportive school environments experienced fewer depressive symptoms and lower rates of suicide ideation, plans and attempts ("suicidality") than sexual minority students in less supportive school environments. In 2007, a nationally representative sample (N = 9,056) of students from 96 high schools in New Zealand used Internet tablets to complete a health and well-being survey that included questions on sexual attractions, depressive symptoms, and suicidality. Students reported their experience of supportive environments at school and gay, lesbian, bisexual, and transgender (GLBT) bullying, and these items were aggregated to the school level. Teachers (n = 2,901) from participating schools completed questionnaires on aspects of school climate, which included how supportive their schools were toward sexual minority students. Multilevel models were used to estimate school effects on depressive symptoms and suicidality controlling for background characteristics of students. Sexual minority students were more likely to report higher levels of depressive symptoms and suicidality than their opposite-sex attracted peers (p school environments for GLBT students were associated with fewer depressive symptoms among male sexual minority students (p = .006) but not for female sexual minority students (p = .09). Likewise in schools where students reported a more supportive school environment, male sexual minority students reported fewer depressive symptoms (p = .006) and less suicidality (p schools where students reported less favorable school climates. These results suggest that schools play an important role in providing safe and supportive environments for male sexual minority students.

  15. Underprepared Students' Performance on Algebra in a Double-Period High School Mathematics Program

    Science.gov (United States)

    Martinez, Mara V.; Bragelman, John; Stoelinga, Timothy

    2016-01-01

    The primary goal of the Intensified Algebra I (IA) program is to enable mathematically underprepared students to successfully complete Algebra I in 9th grade and stay on track to meet increasingly rigorous high school mathematics graduation requirements. The program was designed to bring a range of both cognitive and non-cognitive supports to bear…

  16. Emotional attitudes of young people completing secondary schools towards genetic modification of organisms (GMO) and genetically modified foods (GMF).

    Science.gov (United States)

    Jurkiewicz, Anna; Zagórski, Jerzy; Bujak, Franciszek; Lachowski, Stanisław; Florek-Łuszczki, Magdalena

    2014-01-01

    The objective of the study was recognition of the opinions of adolescents completing secondary schools concerning genetically modified organisms and genetically modified food, especially the respondents' emotional attitude towards scientific achievements in the area of live genetically modified organisms. The study covered a group of 500 school adolescents completing secondary school at the level of maturity examination. The study was conducted by the method of a diagnostic survey using a self-designed questionnaire form. Knowledge concerning the possible health effects of consumption of food containing GMO among adolescents competing secondary schools is on a relatively low level; the adolescents examined 'know rather little' or 'very little know' about this problem. In respondents' opinions the results of reliable studies pertaining to the health effects of consumption of GMO 'rather do not exist'. The respondents are against the cultivation of GM plants and breeding of GM animals on own farm in the future. Secondary school adolescents considered that the production of genetically modified food means primarily the enrichment of biotechnological companies, higher income for food producers, and not the elimination of hunger in the world or elimination of many diseases haunting humans.

  17. 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.

  18. Availability of high school extracurricular sports programs and high-risk behaviors.

    Science.gov (United States)

    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.

  19. Should School Boards Discontinue Support for High School Football?

    Science.gov (United States)

    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.

  20. Prevalence of the tobacco product dokha among high school students in Dubai.

    Science.gov (United States)

    Crookes, Annie; Wolff, Kim

    2014-08-01

    Dokha is a mixed tobacco product, smoked through a pipe, traditional in Arabic culture and popular in the UAE. User forums suggest this product may contain higher levels of nicotine and potentially psychoactive properties. However, there have been few published studies on dokha prevalence and health effects. The present study provides initial data on prevalence of use among high school students resident in Dubai, UAE. 416 students were recruited from five English curriculum schools. Respondents completed a questionnaire measuring current and lifetime use of tobacco in the form of cigarettes, water-pipes and dokha. Current tobacco users completed the 'Hooked on Nicotine Checklist for signs of dependency. Data from 394 subjects were analyzed with mean age 16.9 years. Regular use (weekly or daily) of tobacco had relatively high prevalence (23.4%) compared to international data and was driven by use of the local tobacco, dokha. Dokha forms a commonly used tobacco product among young people in the UAE from both Arab and Western national groups. Little is currently known about the health and dependence risks of this product. The paper adds to the few studies calling for timely research into this and other emerging tobacco products.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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

  3. High school science fair and research integrity

    Science.gov (United States)

    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

  4. Multiple Past Concussions in High School Football Players

    Science.gov (United States)

    Brooks, Brian L.; Mannix, Rebekah; Maxwell, Bruce; Zafonte, Ross; Berkner, Paul D.; Iverson, Grant L.

    2017-01-01

    Background There is increasing concern about the possible long-term effects of multiple concussions, particularly on the developing adolescent brain. Whether the effect of multiple concussions is detectable in high school football players has not been well studied, although the public health implications are great in this population. Purpose To determine if there are measureable differences in cognitive functioning or symptom reporting in high school football players with a history of multiple concussions. Study Design Cross-sectional study; Level of evidence, 3. Methods Participants included 5232 male adolescent football players (mean [±SD] age, 15.5 ± 1.2 years) who completed baseline testing between 2009 and 2014. On the basis of injury history, athletes were grouped into 0 (n = 4183), 1 (n = 733), 2 (n = 216), 3 (n = 67), or ≥4 (n = 33) prior concussions. Cognitive functioning was measured by the Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) battery, and symptom ratings were obtained from the Post-Concussion Symptom Scale. Results There were no statistically significant differences between groups (based on the number of reported concussions) regarding cognitive functioning. Athletes with ≥3 prior concussions reported more symptoms than did athletes with 0 or 1 prior injury. In multivariate analyses, concussion history was independently related to symptom reporting but less so than developmental problems (eg, attention or learning problems) or other health problems (eg, past treatment for psychiatric problems, headaches, or migraines). Conclusion In the largest study to date, high school football players with multiple past concussions performed the same on cognitive testing as those with no prior concussions. Concussion history was one of several factors that were independently related to symptom reporting. PMID:27474382

  5. Schools or Students? Identifying High School Effects on Student Suspensions

    Science.gov (United States)

    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…

  6. The Contribution of Emotional Intelligence to Decisional Styles among Italian High School Students

    Science.gov (United States)

    Di Fabio, Annamaria; Kenny, Maureen E.

    2012-01-01

    This study examined the relationship between emotional intelligence (EI) and styles of decision making. Two hundred and six Italian high school students completed two measures of EI, the Bar-On EI Inventory, based on a mixed model of EI, and the Mayer Salovey Caruso EI Test, based on an ability-based model of EI, in addition to the General…

  7. Identifying Characteristics of High School Dropouts: Data Mining with A Decision Tree Model

    Science.gov (United States)

    Veitch, William Robert.

    2004-01-01

    The notion that all students should finish high school has grown throughout the last century and continues to be an important goal for all educational levels in this new century. Non-completion has been related to all sorts of social, financial, and psychological issues. Many studies have attempted to put together a process that will identify…

  8. The prevalence of bullying and cyberbullying in high school: a 2011 survey.

    Science.gov (United States)

    Gan, Sophie S; Zhong, Connie; Das, Shreya; Gan, Julia S; Willis, Stephanie; Tully, Eileen

    2014-01-01

    Bullying is common among young students, and cyberbullying has increased due to the use of technology. This study investigates the prevalence of bullying and cyberbullying among high school students and the emotional effects of bullying on students. Students at East Chapel Hill High School, Chapel Hill, North Carolina completed the Gatehouse Bullying Scale and the Peer Relations Questionnaire. They answered questions regarding how often they had experienced certain types of bullying in school and the emotional effects the bullying had on them. The combined results from both surveys indicated that the prevalence of bullying was 55% with 18% of respondents reporting cyberbullying. Teasing and name-calling were the most common types of bullying, as 40% of students reported having been teased or called names. The most serious type of bullying, being threatened with harm, hit, or kicked, occurred in 20% of boys and 8% of girls, with 25% of respondents reported "quite upset" by the experience. The majority (79%) of students who had been bullied did not share with anyone about being bullied, and of those who did, only 50% were taken seriously. Bullying is still prevalent among high school students, and cyberbullying is becoming more widespread. Most victims do not share their bullying experience, and if they did, only half believe they are taken seriously. Both bullying among students in school and cyberbullying deserve attention due to their potentially devastating effects on victims.

  9. 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…

  10. Factors associated with high consumption of soft drinks among Australian secondary-school students.

    Science.gov (United States)

    Scully, Maree; Morley, Belinda; Niven, Philippa; Crawford, David; Pratt, Iain S; Wakefield, Melanie

    2017-09-01

    To examine demographic and behavioural correlates of high consumption of soft drinks (non-alcoholic sugar-sweetened carbonated drinks excluding energy drinks) among Australian adolescents and to explore the associations between high consumption and soft drink perceptions and accessibility. Cross-sectional self-completion survey and height and weight measurements. Australian secondary schools. Students aged 12-17 years participating in the 2012-13 National Secondary Students' Diet and Activity (NaSSDA) survey (n 7835). Overall, 14 % of students reported consuming four or more cups (≥1 litres) of soft drinks each week ('high soft drink consumers'). Demographic factors associated with high soft drink consumption were being male and having at least $AU 40 in weekly spending money. Behavioural factors associated with high soft drink consumption were low fruit intake, consuming energy drinks on a weekly basis, eating fast foods at least once weekly, eating snack foods ≥14 times/week, watching television for >2 h/d and sleeping for good value for money were more likely to be high soft drink consumers, as were students who reported usually buying these drinks when making a beverage purchase from the school canteen/vending machine. High soft drink consumption clusters with other unhealthy lifestyle behaviours among Australian secondary-school students. Interventions focused on reducing the availability of soft drinks (e.g. increased taxes, restricting their sale in schools) as well as improved education on their harms are needed to lower adolescents' soft drink intake.

  11. A survey of U.S. prosthodontists and dental schools on the current materials and methods for final impressions for complete denture prosthodontics.

    Science.gov (United States)

    Petrie, Cynthia S; Walker, Mary P; Williams, Karen

    2005-12-01

    The purpose of this study was to survey members of The American College of Prosthodontists (ACP) to evaluate current materials and methods for final impressions for complete denture prosthodontics in the United States. In addition, those methods were compared with methods and materials taught in U.S. dental schools via a second survey sent to the chairpersons of prosthodontic/restorative departments. An anonymous questionnaire was mailed to all 1762 active ACP members in the United States in 2003. A slightly modified questionnaire was also distributed to chairpersons of prosthodontic/restorative departments in the 54 U.S. dental schools. Data analysis was performed via frequency distribution and chi-square statistics. Nine hundred and forty-five questionnaires were returned by members of the ACP (54% return rate) and 42 questionnaires were returned by the U.S. dental schools (78% return rate). The majority of the reporting prosthodontists (88%) and dental schools (98%) use a border-molded custom tray for final impressions for complete denture prosthodontics. The most popular material for border molding was plastic modeling compound (67% of reporting ACP members, and 95% of the responding dental schools). Variability of the materials used for final impressions was observed, with the most popular materials being polyvinylsiloxane for the ACP members (36%) and polysulfide for the dental schools (64%). Statistically significant differences were found in the materials used for border molding by prosthodontists based on the time elapsed since completion of prosthodontic training. No differences were found in the materials used for impression of edentulous arches based on years of experience. Geographic location did not influence the materials and methods used by prosthodontists for complete denture final impressions. There was variability of the materials and techniques used for final impressions by ACP members and dental schools; however, overall there was an agreement

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

    Science.gov (United States)

    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…

  13. Excellence in Urban High Schools: An Emerging District/School Perspective.

    Science.gov (United States)

    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…

  14. 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…

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

    Science.gov (United States)

    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…

  16. Effects of Part-Time Work on School Achievement During High School

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  18. A Study of Democratic School Culture Perceptions of Sport High School Students

    Science.gov (United States)

    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…

  19. Teacher Accountability at High Performing Charter Schools

    Science.gov (United States)

    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…

  20. Smoking Prevalence and Related Factors Among Secondary and High School Students in Tokat Province

    Directory of Open Access Journals (Sweden)

    Gizem Emekdar

    2017-03-01

    Full Text Available Smoking Prevalence and Related Factors Among Secondary and High School Students in Tokat Province Objective: The tobacco epidemic is one of the biggest public health threats in the world. The majority of smokers in the adolescent group has started smoking at early ages. Smoking prevalence among adolescents are reported to be approximately 10%. This study was aimed to determine the prevalence of smoking and related factors among secondary and high school students in Tokat province. Method: Population of this cross-sectional study consists of secondary and high school students in Tokat. Sample size was calculated as 1072 by using proportional stratified cluster sampling method according to type of school, gender and age. The study has been completed with 1069 students (secondary school: 557, high school: 512. Sociodemographic characteristics and the smoking habits of students were determined through questionaries. The students who smoking at least one cigarette in a day were accepted as smokers. Results: 50.9% of secondary school students were male, mean age was 12.1±1.3, 74.5% lived in city, prevalence of smoking was 10.8% (male:17.3%, female:4% and it was higher for students with <70 (16.3% average school grades than those with ≥70 (6.8% (p<0.05. 52.3% of high school students were female, mean age was 16.2±1.3, 80.7% lived in city, prevalence of smoking was 18% (male:29.9%, female:7.1% and it was higher for students which have secondary or above maternal education level (23.8% than those students which have lower maternal education level (15.7%; higher in those whom parents live seperate or have died (42.3% than those whom parents live together (16.7%; higher in those that have average school grades <70 (23.8% than those with ≥70 (11.3% (p<0.05. Place of residence, income level and profession of parents were not significant effect on smoking prevalence. The most common cause of start smoking was curiosity (42.4%. Conclusions: Nearly one in

  1. 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.

  2. Developing a Curriculum for Remote Research Mentoring of Virginia High School Students

    Science.gov (United States)

    Dirienzo, William J.; Corby, J.; Beaton, R.; Barcos-Munoz, L. D.; Jones, K. M.; Pennucci, T.

    2014-01-01

    Graduate students at the University of Virginia (UVa) are volunteering as research advisors on astronomy projects for Virginia's science and technology high schools. Over five years, we have worked with more than a dozen students through a research class at Central Virginia Governor's School for Science and Technology in Lynchburg and two students last year at Roanoke Valley Governor's School in Roanoke to develop an astronomy research curriculum that teaches background concepts and terminology, guides students in data analysis, and prepares them to present material in poster and oral forums. Because both schools are far from UVa in Charlottesville, the program operates remotely; graduate advisors and high school students interact through "virtual" means, establishing a successful framework for meaningful remote mentoring. In the current year, four students will complete projects on astrophysical topics including megamasers and astrochemistry using data taken by the Robert C. Byrd Green Bank Telescope (GBT). Previous topics also include pulsar searches, extended green object (EGO) searches, and the X-ray properties of YSOs in the Carina complex. All four students this year will receive hands-on experience in handling GBT data. The current projects are components of larger research efforts by graduate student and professional level researchers, so that the projects contribute to high-level projects only possible with the GBT. This stands as a rare outreach program that uses the principle of “deliberative practice” to train high school students in the development of skills that are crucial to success in science. Furthermore, it provides graduate students with an opportunity to plan and advise research projects, developing a skill set that is required in more advanced academic positions. Our poster discusses the implementation of our online curriculum in two distinct class settings and highlights the students' research contributions.

  3. The internal structure of foster-parent completed SDQ for school-aged children.

    Science.gov (United States)

    Lehmann, Stine; Bøe, Tormod; Breivik, Kyrre

    2017-01-01

    Mental health problems are common in foster-children, and tools to measure the mental health of these children are needed. One candidate instrument is the Strengths and Difficulties Questionnaire (SDQ), a measure of child psychological adjustment that is increasingly being employed by Child Protection services. The aim of the current study was to examine the structural validity of the foster parent completed SDQ in a sample of 237 school aged foster children. Confirmatory factor analysis demonstrated an excellent fit of the foster parent completed SDQ data to a five-factor model (CFI = 0.96, RMSEA = 0.05, 90% CI [0.04, 0.06]), thus confirming the structural validity of the five-factor model for the parent-version of the SDQ in Norwegian foster children. Measurement invariance analyses indicated that boys had lower thresholds for fighting with or bullying other children than girls. Girls were on their side more likely to be rated as less popular than boys with a similar level of peer problems.

  4. Emotional attitudes of young people completing secondary schools towards genetic modification of organisms (GMO and genetically modified foods (GMF

    Directory of Open Access Journals (Sweden)

    Anna Jurkiewicz

    2014-03-01

    Full Text Available Objective. The objective of the study was recognition of the opinions of adolescents completing secondary schools concerning genetically modified organisms and genetically modified food, especially the respondents’ emotional attitude towards scientific achievements in the area of live genetically modified organisms. Material and method. The study covered a group of 500 school adolescents completing secondary school at the level of maturity examination. The study was conducted by the method of a diagnostic survey using a self-designed questionnaire form. Results. Knowledge concerning the possible health effects of consumption of food containing GMO among adolescents competing secondary schools is on a relatively low level; the adolescents examined ‘know rather little’ or ‘very little know’ about this problem. In respondents’ opinions the results of reliable studies pertaining to the health effects of consumption of GMO ‘rather do not exist’. The respondents are against the cultivation of GM plants and breeding of GM animals on own farm in the future. Secondary school adolescents considered that the production of genetically modified food means primarily the enrichment of biotechnological companies, higher income for food producers, and not the elimination of hunger in the world or elimination of many diseases haunting humans.

  5. Bringing Global Climate Change Education to Alabama Middle School and High School Classrooms

    Science.gov (United States)

    Lee, M.; Mitra, C.; Percival, E.; Thomas, A.; Lucy, T.; Hickman, E.; Cox, J.; Chaudhury, S. R.; Rodger, C.

    2013-12-01

    A NASA-funded Innovations in Climate Education (NICE) Program has been launched in Alabama to improve high school and middle school education in climate change science. The overarching goal is to generate a better informed public that understands the consequences of climate change and can contribute to sound decision making on related issues. Inquiry based NICE modules have been incorporated into the existing course of study for 9-12 grade biology, chemistry, and physics classes. In addition, new modules in three major content areas (earth and space science, physical science, and biological science) have been introduced to selected 6-8 grade science teachers in the summer of 2013. The NICE modules employ five E's of the learning cycle: Engage, Explore, Explain, Extend and Evaluate. Modules learning activities include field data collection, laboratory measurements, and data visualization and interpretation. Teachers are trained in the use of these modules for their classroom through unique partnership with Alabama Science in Motion (ASIM) and the Alabama Math Science Technology Initiative (AMSTI). Certified AMSTI teachers attend summer professional development workshops taught by ASIM and AMSTI specialists to learn to use NICE modules. During the school year, the specialists in turn deliver the needed equipment to conduct NICE classroom exercises and serve as an in-classroom resource for teachers and their students. Scientists are partnered with learning and teaching specialists and lead teachers to implement and test efficacy of instructional materials, models, and NASA data used in classroom. The assessment by professional evaluators after the development of the modules and the training of teachers indicates that the modules are complete, clear, and user-friendly. The overall teacher satisfaction from the teacher training was 4.88/5.00. After completing the module teacher training, the teachers reported a strong agreement that the content developed in the NICE

  6. 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.

  7. E-Cigarettes and “Dripping” Among High-School Youth

    Science.gov (United States)

    Morean, Meghan; Kong, Grace; Bold, Krysten W.; Camenga, Deepa R.; Cavallo, Dana A.; Simon, Patricia; Wu, Ran

    2017-01-01

    BACKGROUND: Electronic cigarettes (e-cigarettes) electrically heat and vaporize e-liquids to produce inhalable vapors. These devices are being used to inhale vapors produced by dripping e-liquids directly onto heated atomizers. The current study conducts the first evaluation of the prevalence rates and reasons for using e-cigarettes for dripping among high school students. METHODS: In the spring of 2015, students from 8 Connecticut high schools (n = 7045) completed anonymous surveys that examined tobacco use behaviors and perceptions. We assessed prevalence rates of ever using e-cigarettes for dripping, reasons for dripping, and predictors of dripping behaviors among those who reported ever use of e-cigarettes. RESULTS: Among 1080 ever e-cigarette users, 26.1% of students reported ever using e-cigarettes for dripping. Reasons for dripping included produced thicker clouds of vapor (63.5%), made flavors taste better (38.7%), produced a stronger throat hit (27.7%), curiosity (21.6%), and other (7.5%). Logistic regression analyses indicated that male adolescents (odds ratio [OR] = 1.64), whites (OR = 1.46), and those who had tried multiple tobacco products (OR = 1.34) and had greater past-month e-cigarette use frequency (OR = 1.07) were more likely to use dripping (Ps < .05). CONCLUSIONS: These findings indicate that a substantial portion (∼1 in 4) of high school adolescents who had ever used e-cigarettes also report using the device for dripping. Future efforts must examine the progression and toxicity of the use of e-cigarettes for dripping among youth and educate them about the potential dangers of these behaviors. PMID:28167512

  8. Low proportion of high school senior athletes receiving recommended immunizations.

    Science.gov (United States)

    Karpinos, Ashley Rowatt; Rizzone, Katherine H; Cribbs, Sarah P; Roumie, Christianne L

    2014-05-01

    The preparticipation physical evaluation (PPE) often serves as the only preventive health care visit for athletes, but immunization status is not uniformly addressed in such visits. Thus, athletes may not be receiving recommended immunizations. Our aim was to determine the proportion of high school senior athletes who received all recommended immunizations. Our hypothesis was that females would be less likely than males to receive all recommended immunizations given suboptimal human papillomavirus (HPV) vaccine uptake. We conducted a cross-sectional survey evaluation of the immunization status of high school senior athletes in Davidson County, TN. The primary composite outcome was receipt of recommended immunizations for tetanus, meningococcal, and seasonal influenza. For females, the primary outcome also included completion of the HPV series. A total of 162 participants, 104 males and 58 females, were included. More males than females received all recommended immunizations (15.4% vs 3.5%; P = 0.02). When HPV immunization was excluded from the composite outcome, there was no difference in the proportion of males and females who received all recommended immunizations (15.4% vs 15.5%; P = 0.98). The odds of receiving all recommended immunizations was 0.14 (95% CI, 0.03-0.72) for females compared with males when adjusted for covariates. Athletes seen at retail-based clinics for their PPE were less likely to receive all recommended immunizations compared with athletes seen in primary care (OR, 0.13; 95% CI, 0.02-0.69). Only 1 in 6 high school senior athletes received the recommended tetanus, meningococcal, and influenza immunizations. A lower proportion of females, only 1 in 28, received all recommended immunizations due to the HPV series. Policy changes requiring a review of immunizations at the PPE would benefit many high school athletes.

  9. 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…

  10. Lessons Learned Through the Implementation of an eHealth Physical Activity Gaming Intervention with High School Youth.

    Science.gov (United States)

    Pope, Lizzy; Garnett, Bernice; Dibble, Marguerite

    2018-04-01

    To encourage high school students to meet physical activity goals using a newly developed game, and to document the feasibility, benefits, and challenges of using an electronic gaming application to promote physical activity in high school students. Working with youth and game designers an electronic game, Camp Conquer, was developed to motivate high school students to meet physical activity goals. One-hundred-five high school students were recruited to participate in a 12-week pilot test of the game and randomly assigned to a Game Condition or Control Condition. Students in both conditions received a FitBit to track their activity, and participants in the Game Condition received access to Camp Conquer. Number of steps and active minutes each day were tracked for all participants. FitBit use, game logins, and qualitative feedback from researchers, school personnel, and participants were used to determine intervention engagement. The majority of study participants did not consistently wear their FitBit or engage with the gaming intervention. Numerous design challenges and barriers to successful implementation such as the randomized design, absence of a true school-based champion, ease of use, and game glitches were identified. Developing games is an exciting technique for motivating the completion of a variety of health behaviors. Although the present intervention was not successful in increasing physical activity in high school students, important lessons were learned regarding how to best structure a gaming intervention for the high school population.

  11. 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…

  12. 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.

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

    Science.gov (United States)

    Stanley, Jarrod M.; Lo, Celia C.

    2009-01-01

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

  14. Screening and brief intervention in high schools: School nurses' practices and attitudes in Massachusetts.

    Science.gov (United States)

    Lunstead, Julie; Weitzman, Elissa R; Kaye, Dylan; Levy, Sharon

    2017-01-01

    Screening, brief intervention, and referral to treatment (SBIRT) is recommended as a strategy to prevent or reduce adolescent substance use. Offering SBIRT in schools may provide an opportunity to reach adolescents not accessing primary care. The objective is to assess school nurses' attitudes and practices regarding adolescent SBIRT. The authors administered electronically and in person a questionnaire including 29 items on SBIRT attitudes and practices to school nurses registered for the Northeastern University's School Health Institute Summer Program in Massachusetts (N = 168). Survey questions were adapted from a questionnaire originally developed by the American Academy of Pediatrics. One hundred and forty-four nurses completed the survey for a response rate of 85.7%. More than three quarters of the respondents (77.0%) were in favor of universal alcohol screening in schools. None of the respondents reported screening their students on a regular basis. More than half (64.4%) of nurses reported screening students; however, they did so only when they suspected alcohol use. During these instances, only 17.9% used a validated screening tool and almost all (98.2%) used face-to-face clinical interviews. When addressing alcohol use by a student, the large majority of respondents reported including the following recommended clinical strategies: asking about problems related to alcohol use (56.3%), explaining the harms of alcohol use (70.1%), and advising abstinence (73.6%). On average, respondents spend 5 to 10 minutes discussing alcohol use with their students. Survey respondents were supportive of universal alcohol screening in school, although few were doing so at the time. When respondents identified students using alcohol, their interventions were closely aligned with clinical recommendations for brief intervention. Implementation of SBIRT that focuses on standardized, annual screening has the potential to deliver high-quality care in this setting.

  15. 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…

  16. Exploring determinants of completeness of implementation and continuation of a Dutch school-based healthy diet promotion programme

    NARCIS (Netherlands)

    Bessems, K.M.H.H.; Assema, P. van; Vries, N.K. de; Paulussen, T.W.G.M.

    2014-01-01

    Strategies to promote implementation of school-based health promotion (HP) programmes should be designed to suit determinants of implementation and continuation. This study explored determinants of completeness of teachers' implementation of a healthy diet promotion programme and of their intention

  17. 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)

  18. Obesity and Aerobic Fitness among Urban Public School Students in Elementary, Middle, and High School.

    Directory of Open Access Journals (Sweden)

    B Ruth Clark

    Full Text Available To assess the prevalence of cardiovascular disease risk among urban public school students through a collaborative school district and university partnership.Children and adolescents in grades K-12 from 24 urban public schools participated in measurements of height, weight, and other health metrics during the 2009-2010 school year. Body mass index (BMI percentiles and z-scores were computed for 4673 students. President's Challenge 1-mile endurance run was completed by 1075 students ages 9-19 years. Maximal oxygen consumption (⩒O2max was predicted using an age-, sex-, and BMI-specific formula to determine health-related fitness. Resting blood pressure (BP was assessed in 1467 students. Regression analyses were used to compare BMI z-scores, fitness, and age- and sex-specific BP percentiles across grade levels. Chi-square tests were used to explore the effect of sex and grade-level on health-related outcomes.Based on BMI, 19.8% were categorized as overweight and 24.4% were obese. Included in the obese category were 454 students (9.7% of sample classified with severe obesity. Using FITNESSGRAM criteria, 50.2% of students did not achieve the Healthy Fitness Zone (HFZ; the proportion of students in the Needs Improvement categories increased from elementary to middle school to high school. Male students demonstrated higher fitness than female students, with 61.4% of boys and only 35.4% of girls meeting HFZ standards. Elevated BP was observed among 24% of 1467 students assessed. Systolic and diastolic BP z-scores revealed low correlation with BMI z-scores.A community-university collaboration identified obesity, severe obesity, overweight, and low aerobic fitness to be common risk factors among urban public school students.

  19. 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;…

  20. 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

  1. Sign me up! Determining motivation for high school chemistry students enrolling in a second year chemistry course

    Science.gov (United States)

    Camarena, Nilda N.

    A sample of 108 Pre-AP Chemistry students in Texas participated in a study to determine motivational factors for enrolling in AP Chemistry and University Chemistry. The factors measured were academic attitude, perceptions of chemistry, confidence level in chemistry, and expectations/experiences in the chemistry class. Students completed two questionnaires, one at the beginning of the year and one at the end. Four high school campuses from two school districts in Texas participated. Two campuses were traditional high schools and two were smaller magnet schools. The results from this study are able to confirm that there are definite correlations between academic attitudes, perceptions, confidence level, and experiences and a student's plans to enroll in AP and University Chemistry. The type of school as well as the student's gender seemed to have an influence on a student's plan to enroll in a second year of chemistry.

  2. 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

  3. From Dialogue to Governance: A Critical Analysis of the School Completion Programme in the Republic of Ireland 2002 to 2016

    Science.gov (United States)

    Mc Kenna, Declan; Mooney Simmie, Geraldine

    2017-01-01

    The School Completion Programme (SCP) was first established in Ireland in 2002 with what appeared to resemble a "bottom up" model of support. The programme was based on authentic effort at partnership with schools, parents and relevant agencies through local management committees and enjoyed a fair share of autonomy in how they would…

  4. 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.

  5. 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...

  6. Determination of validity and reliability of performance assessments tasks developed for selected topics in high school chemistry

    Science.gov (United States)

    Zichittella, Gail Eberhardt

    The primary purpose of this study was to validate performance assessments, which can be used as teaching and assessment instruments in high school science classrooms. This study evaluated the classroom usability of these performance instruments and establishes the interrater reliability of the scoring rubrics when used by classroom teachers. The assessment instruments were designed to represent two levels of scientific inquiry. The high level of inquiry tasks are relatively unstructured in terms of student directions; the low inquiry tasks provided more structure for the student. The tasks cover two content topics studied in chemistry (scientific observation and density). Students from a variety of Western New York school districts who were enrolled in chemistry classes and other science courses were involved in completion of the tasks at the two levels of inquiry. The chemistry students completed the NYS Regents Examination in Chemistry. Their classroom teachers were interviewed and completed a questionnaire to aid in the establishment their epistemological view on the inclusion of inquiry based learning in the science classroom. Data showed that the performance assessment tasks were reliable, valid and helpful for obtaining a more complete picture of the students' scientific understanding. The teacher participants reported no difficulty with the usability of the task in the high school chemistry setting. Collected data gave no evidence of gender bias with reference to the performance tasks or the NYS Regents Chemistry Examination. Additionally, it was shown that the instructors' classroom practices do have an effect upon the students' achievement on the performance tasks and the NYS Regents examination. Data also showed that achievement on the performance tasks was influenced by the number of years of science instruction students had received.

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

    Science.gov (United States)

    Renner, Jonathan Christopher

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

  8. 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.

  9. 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...

  10. 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.

  11. 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…

  12. 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…

  13. 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…

  14. A randomized trial of Internet-delivered treatment for social anxiety disorder in high school students.

    Science.gov (United States)

    Tillfors, Maria; Andersson, Gerhard; Ekselius, Lisa; Furmark, Tomas; Lewenhaupt, Susanne; Karlsson, Anders; Carlbring, Per

    2011-01-01

    Internet-based cognitive behavior therapy (CBT) has been shown effective for university students with social anxiety disorder (SAD) and public speaking fears. The aim of this study was to investigate whether the promising results can be transferred to high school students suffering from this condition. A total of 19 speech-anxious high school students with SAD were randomized either into 9 weeks of Internet-delivered CBT or to a wait-list control group. Significant improvements were found on measures of social anxiety, general anxiety, and depression. Effects were maintained at 1-year follow-up. The average within- and between-group effect sizes (Cohen's d) for the primary social anxiety scales at posttest were 0.98 and 1.38, respectively. However, the average number of completed modules in the CBT program was low. Although compliance can be improved, the results suggest that Internet-based guided self-help is effective in the treatment of high school students with SAD.

  15. 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…

  16. 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…

  17. 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.

  18. Pattern of beverage intake and milk and dairy products sufficiency among high-school students in Kuwait.

    Science.gov (United States)

    Nassar, M F; AbdelKader, A M; Al-Refaee, F A; Al-Dhafiri, S S

    2014-12-17

    High consumption of soft drinks has been associated with lower intakes of milk and calcium-rich foods and higher body mass index (BMI). This study aimed to explore the pattern of beverage intake among Kuwaiti high-school students. A questionnaire on knowledge, attitudes and practices concerning beverages and milk and dairy products intake was completed by 190 Kuwaiti students aged 16-18 years and BMI was calculated for 181 of them. Intake of sweetened carbonated beverages and to a lesser extent packaged fruit juices affected the sufficiency of milk and dairy products intake among the sample of high-school students in Kuwait. Although BMI was not related to milk and dairy insufficiency, more of the overweight and obese students displayed incorrect practices. Nutritional education of high-school students on the importance of milk and dairy products as well as the hazards of excess sweetened carbonated beverages and packaged juice is recommended to prevent the obesity epidemic prevailing in Kuwait.

  19. Hazelwood Decision: The Complete Text of the Jan. 13 U.S. Supreme Court 5-3 Decision.

    Science.gov (United States)

    Quill and Scroll, 1988

    1988-01-01

    Reprints the complete text of the January 13, 1988 United States Supreme Court decision on Hazelwood School District versus Kuhlmeier, which concerns educators' editorial control over the content of a high school newspaper produced as part of a school's journalism curriculum. (MS)

  20. 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…

  1. 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)…

  2. The Development and Assessment of Particle Physics Summer Program for High School Students

    Science.gov (United States)

    Prefontaine, Brean; Kurahashi Neilson, Naoko, , Dr.; Love, Christina, , Dr.

    2017-01-01

    A four week immersive summer program for high school students was developed and implemented to promote awareness of university level research. The program was completely directed by an undergraduate physics major and included a hands-on and student-led capstone project for the high school students. The goal was to create an adaptive and shareable curriculum in order to influence high school students' views of university level research and what it means to be a scientist. The program was assessed through various methods including a survey developed for this program, a scientific attitudes survey, weekly blog posts, and an oral exit interview. The curriculum included visits to local laboratories, an introduction to particle physics and the IceCube collaboration, an introduction to electronics and computer programming, and their capstone project: planning and building a scale model of the IceCube detector. At the conclusion of the program, the students participated an informal outreach event for the general public and gave an oral presentation to the Department of Physics at Drexel University. Assessment results and details concerning the curriculum and its development will be discussed.

  3. Jump Start: International High School Students From Other Countries Earning Early U.S. College Credits

    Science.gov (United States)

    Hu, Jiayi; Hagedorn, Linda Serra

    2015-01-01

    This study analyzes data from one of the larger credit-based college transition programs for international students, the U.S. Bound College Credit Program or USBC2 Program (a pseudonym), mainly offered to high school students around the globe who are planning on attending American colleges or universities. Upon successful program completion, these…

  4. 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…

  5. High Performance School Buildings in Portugal: A Life Cycle Perspective

    Science.gov (United States)

    Jorge, Graca Fonseca; da Costa, Marta Marques

    2011-01-01

    In 2007 the Portuguese government launched a major school modernisation programme, and has taken steps to ensure the long-term sustainability of facilities. A specially created state-owned company, Parque Escolar (PE) has already completed 104 schools; 70 are work-in-progress and an additional 39 are under design or tender. Parque Escolar is…

  6. 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/

  7. 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…

  8. High school students' opinions of gynecological consultations in Rio de Janeiro, Southeastern Brazil.

    Science.gov (United States)

    Pereira, Sandra de Morais; Taquette, Stella Regina; Pérez, Maurício de Andrade

    2013-02-01

    To analyze sociocultural differences and perceptions of gynecological consultations for high school girls. A transversal study with 418 high school girls from three schools of different profiles in the city of Rio de Janeiro, Southeastern Brazil in 2010. A structured questionnaire encompassing socio-demographic characteristics, sexual behavior and evaluation of gynecological consultations was completed. Yates' Chi-square test and the Student's t-test were utilized adopting a value of p students of private and federal public schools presented similar profiles but both were different from the state school girls. The latter had lower socioeconomic status, and their parents had lower levels of education, the predominance of afro-descendants was observed, as were a larger number of sexual partners, pregnancy and cases of sexual violence. The average age of menarche and sexarche among the students were similar, but the first gynecological consultation was significantly later among the state school students. The majority showed some knowledge of contraception and STDs, although only a minority received guidance from the consultations. Students expressed the desire that the professionals dedicate more time, patience and availability to them during consultations. The provision of gynecological services for teenagers is not satisfactory, according to the teenagers' evaluations. Users of the private health system have gynecological consultations earlier than those who only have access to the public system. It is necessary to create mechanisms that facilitate access and adhesion to a routine of gynecological prevention for this age group.

  9. 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.

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

    Science.gov (United States)

    Juergensen, Miyoshi B.

    2015-01-01

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

  11. 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...

  12. 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.

  13. Reliability of a Computerized Neurocognitive Test in Baseline Concussion Testing of High School Athletes.

    Science.gov (United States)

    MacDonald, James; Duerson, Drew

    2015-07-01

    Baseline assessments using computerized neurocognitive tests are frequently used in the management of sport-related concussions. Such testing is often done on an annual basis in a community setting. Reliability is a fundamental test characteristic that should be established for such tests. Our study examined the test-retest reliability of a computerized neurocognitive test in high school athletes over 1 year. Repeated measures design. Two American high schools. High school athletes (N = 117) participating in American football or soccer during the 2011-2012 and 2012-2013 academic years. All study participants completed 2 baseline computerized neurocognitive tests taken 1 year apart at their respective schools. The test measures performance on 4 cognitive tasks: identification speed (Attention), detection speed (Processing Speed), one card learning accuracy (Learning), and one back speed (Working Memory). Reliability was assessed by measuring the intraclass correlation coefficient (ICC) between the repeated measures of the 4 cognitive tasks. Pearson and Spearman correlation coefficients were calculated as a secondary outcome measure. The measure for identification speed performed best (ICC = 0.672; 95% confidence interval, 0.559-0.760) and the measure for one card learning accuracy performed worst (ICC = 0.401; 95% confidence interval, 0.237-0.542). All tests had marginal or low reliability. In a population of high school athletes, computerized neurocognitive testing performed in a community setting demonstrated low to marginal test-retest reliability on baseline assessments 1 year apart. Further investigation should focus on (1) improving the reliability of individual tasks tested, (2) controlling for external factors that might affect test performance, and (3) identifying the ideal time interval to repeat baseline testing in high school athletes. Computerized neurocognitive tests are used frequently in high school athletes, often within a model of baseline testing

  14. It is not known the impact or implications of a study skills class and its effect on high school students in relation to performance on math and science Georgia High School Graduation Test

    Science.gov (United States)

    Smith, Mary E.

    The Georgia State Board of Education has put in place requirements that high school students must meet in order to advance to a higher grade level and to achieve credits for graduation. Georgia requires all ninth, tenth, eleventh, and twelfth graders to take an end-of-course test after completing class time for academic core subjects. The student's final grade in the end-of-course test course will be calculated using the course grade as 85% and the end-of-course test score as 15%. The student must have a final course grade of 70 or above to pass the course and to earn credit toward graduation. Students in Georgia are required to take the Georgia High School Graduation Test. The tests consist of five parts, writing, math, science, social studies and language arts. Students must make a minimum score of 500 which indicates the student was proficient in mastering the objectives for that particular section of the test. Not all students finish high school in four years due to obstacles that occur. Tutorial sessions are provided for those that wish to participate. High schools may offer study skills classes for students that need extra help in focusing their attention on academic courses. Study skill courses provide the student with techniques that he or she may find useful in organizing thoughts and procedures that direct the student towards success.

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

    Science.gov (United States)

    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.

  16. 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.

  17. 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…

  18. Chronotype, Light Exposure, Sleep, and Daytime Functioning in High School Students Attending Morning or Afternoon School Shifts: An Actigraphic Study.

    Science.gov (United States)

    Martin, Jeanne Sophie; Gaudreault, Michael M; Perron, Michel; Laberge, Luc

    2016-04-01

    Adolescent maturation is associated with delays of the endogenous circadian phase. Consequently, early school schedules may lead to a mismatch between internal and external time, which can be detrimental to adolescent sleep and health. In parallel, chronotype is known to play a role in adolescent health; evening chronotype adolescents are at higher risk for sleep problems and lower academic achievement. In the summer of 2008, Kénogami High School (Saguenay, Canada) was destroyed by fire. Kénogami students were subsequently relocated to Arvida High School (situated 5.3 km away) for the 2008-2009 academic year. A dual school schedule was implemented, with Arvida students attending a morning schedule (0740-1305 h) and Kénogami students an afternoon schedule (1325-1845 h). This study aimed to investigate the effects of such school schedules and chronotype on sleep, light exposure, and daytime functioning. Twenty-four morning and 33 afternoon schedule students wore an actigraph during 7 days to measure sleep and light exposure. Academic achievement was obtained from school. Subjects completed validated questionnaires on daytime sleepiness, psychological distress, social rhythms, school satisfaction, alcohol, and chronotype. Overall, afternoon schedule students had longer sleep duration, lower sleepiness, and lower light exposure than morning schedule students. Evening chronotypes (E-types) reported higher levels of sleepiness than morning chronotypes (M-types) in both morning and afternoon schedules. Furthermore, M-types attending the morning schedule reported higher sleepiness than M-types attending the afternoon schedule. No difference was found between morning and afternoon schedule students with regard to academic achievement, psychological distress, social rhythms, school satisfaction, and alcohol consumption. However, in both schedules, M-type had more regular social rhythms and lower alcohol consumption. In summary, this study emphasizes that an early school

  19. 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.…

  20. 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

  1. Grappling with the issue of homosexuality: perceptions, attitudes, and beliefs among high school students in Kenya

    Science.gov (United States)

    Mucherah, Winnie; Owino, Elizabeth; McCoy, Kaleigh

    2016-01-01

    While the past decade has seen an improvement in attitudes toward homosexuality, negative attitudes are still prevalent in many parts of the world. In general, increased levels of education tend to be predictive of relatively positive attitudes toward homosexuality. However, in most sub-Saharan countries, it is still believed that people are born heterosexual and that nonheterosexuals are social deviants who should be prosecuted. One such country is Kenya, where homosexuality is illegal and attracts a fine or jail term. The purpose of this study was to examine high school students’ perceptions of homosexuality in Kenya. The participants included 1,250 high school students who completed a questionnaire on perceptions of homosexuality. The results showed that 41% claimed homosexuality is practiced in schools and 61% believed homosexuality is practiced mostly in single-sex boarding schools. Consistently, 52% believed sexual starvation to be the main cause of homosexuality. Also, 95% believed homosexuality is abnormal, 60% believed students who engage in homosexuality will not change to heterosexuality after school, 64% believed prayers can stop homosexuality, and 86% believed counseling can change students’ sexual orientation. The consequences for homosexuality included punishment (66%), suspension from school (61%), and expulsion from school (49%). Significant gender and grade differences were found. The implications of the study findings are discussed. PMID:27672345

  2. 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...

  3. 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...

  4. Middle School Teachers and School Leadership Perceptions of School Culture: An Examination of the Transition from Junior Highs to Middle Schools

    Science.gov (United States)

    Chaney, Maura Chase

    2013-01-01

    The purpose of this case study was to examine the transition from junior high school to a middle school as experienced in two middle schools from a mid-sized urban school district located in the Rocky Mountains. The overarching question that guided data collection for this study centered on the factors that influenced school culture before,…

  5. 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,…

  6. Influence of Science, Technology, and Engineering Curriculum on Rural Midwestern High School Student Career Decisions

    Science.gov (United States)

    Killingsworth, John

    Low degree completion in technical and engineering degrees is a growing concern for policymakers and educators in the United States. This study was an examination of the behaviors of adolescents specific to career decisions related to technology and engineering. The central research question for this study was: do rural, Midwestern high school technical and engineering curricula serve to engage students sufficiently to encourage them to persist through high school while sustaining their interests in technology and engineering careers? Engaging students in technology and engineering fields is the challenge for educators throughout the country and the Midwest. Rural schools have the additional challenge of meeting those issues because of resource limitations. Students in three Midwestern schools were surveyed to determine the level of interest in technology and engineering. The generalized likelihood ratio test was used to overcome concerns for small sample sizes. Accounting for dependent variables, multiple independent variables are examined using descriptive statistics to determine which have greater influence on career decisions, specifically those related to technology and engineering. A typical science curriculum is defined for rural Midwestern high schools. This study concludes that such curriculum achieves the goal of maintaining or increasing student interest and engagement in STEM careers. Furthermore, those schools that incorporate contextual and experiential learning activities into the curriculum demonstrate increased results in influencing student career choices toward technology and engineering careers. Implications for parents, educators, and industry professionals are discussed.

  7. 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

  8. 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…

  9. 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,…

  10. [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.

  11. 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…

  12. 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…

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

    Science.gov (United States)

    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

  14. A training program to improve neuromuscular and performance indices in female high school basketball players.

    Science.gov (United States)

    Noyes, Frank R; Barber-Westin, Sue D; Smith, Stephanie T; Campbell, Thomas; Garrison, Tiina T

    2012-03-01

    The purpose of this study was to determine if a sports-specific training program could improve neuromuscular and performance indices in female high school basketball players. We combined components from a published anterior cruciate ligament injury prevention program for jump and strength training with other exercises and drills to improve speed, agility, overall strength, and aerobic conditioning. We hypothesized that this sports-specific training program would lead to significant improvements in neuromuscular and performance indices in high school female basketball players. Fifty-seven female athletes aged 14-17 years participated in the supervised 6-week program, 3 d·wk(-1) for approximately 90-120 minutes per session. The program was conducted on the basketball court and in weight room facilities in high schools. The athletes underwent a video drop-jump test, multistage fitness test, vertical jump test, and an 18-m sprint test before and upon completion of the training program. All the subjects attended at least 14 training sessions. After training, a significant increase was found in the mean estimated VO2max (p basketball players.

  15. A comparison of the technique of the football quarterback pass between high school and university athletes.

    Science.gov (United States)

    Toffan, Adam; Alexander, Marion J L; Peeler, Jason

    2017-07-28

    The purpose of the study was to compare the most effective joint movements, segment velocities and body positions to perform the fastest and most accurate pass of high school and university football quarterbacks. Secondary purposes were to develop a quarterback throwing test to assess skill level, to determine which kinematic variables were different between high school and university athletes as well as to determine which variables were significant predictors of quarterback throwing test performance. Ten high school and ten university athletes were filmed for the study, performing nine passes at a target and two passes for maximum distance. Thirty variables were measured using Dartfish Team Pro 4.5.2 video analysis system, and Microsoft Excel was used for statistical analysis. University athletes scored slightly higher than the high school athletes on the throwing test, however this result was not statistically significant. Correlation analysis and forward stepwise multiple regression analysis was performed on both the high school players and the university players in order to determine which variables were significant predictors of throwing test score. Ball velocity was determined to have the strongest predictive effect on throwing test score (r = 0.900) for the high school athletes, however, position of the back foot at release was also determined to be important (r = 0.661) for the university group. Several significant differences in throwing technique between groups were noted during the pass, however, body position at release showed the greatest differences between the two groups. High school players could benefit from more complete weight transfer and decreased throw time to increase throwing test score. University athletes could benefit from increased throw time and greater range of motion in external shoulder rotation and trunk rotation to increase their throwing test score. Coaches and practitioners will be able to use the findings of this research to

  16. Local unemployment and the timing of post-secondary schooling

    DEFF Research Database (Denmark)

    Sievertsen, Hans Henrik

    2016-01-01

    Using Danish administrative data on all high school graduates from 1984 to 1992, I show that local unemployment has both a short- and a long-run effect on school enrollment and completion. The short-run effect causes students to advance their enrollment, and consequently their completion, of addi......, of additional schooling. The long-run effect causes students who would otherwise never have enrolled to enroll and complete schooling. The effects are strongest for children of parents with no higher education....

  17. [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.

  18. A Cross-Cultural Study of the Career Maturity of Korean and United States High School Students.

    Science.gov (United States)

    Lee, Ki-Hak

    2001-01-01

    High school students in Korea (n=331) and the United States (n=266) completed the Career Attitude Maturity Inventory in Korean or English versions. Constructs of career maturity were similar across both cultures. Level of maturity was culture related: U.S. students had greater confidence; Koreans were more prepared. (Contains 28 references.) (SK)

  19. Critical Thinking Skills Of Junior High School Female Students With High Mathematical Skills In Solving Contextual And Formal Mathematical Problems

    Science.gov (United States)

    Ismail; Suwarsono, St.; Lukito, A.

    2018-01-01

    Critical thinking is one of the most important skills of the 21st century in addition to other learning skills such as creative thinking, communication skills and collaborative skills. This is what makes researchers feel the need to conduct research on critical thinking skills in junior high school students. The purpose of this study is to describe the critical thinking skills of junior high school female students with high mathematical skills in solving contextual and formal mathematical problems. To achieve this is used qualitative research. The subject of the study was a female student of eight grade junior high school. The students’ critical thinking skills are derived from in-depth problem-based interviews using interview guidelines. Interviews conducted in this study are problem-based interviews, which are done by the subject given a written assignment and given time to complete. The results show that critical thinking skills of female high school students with high math skills are as follows: In solving the problem at the stage of understanding the problem used interpretation skills with sub-indicators: categorization, decode, and clarify meaning. At the planning stage of the problem-solving strategy is used analytical skills with sub-indicators: idea checking, argument identification and argument analysis and evaluation skills with sub indicators: assessing the argument. In the implementation phase of problem solving, inference skills are used with subindicators: drawing conclusions, and problem solving and explanatory skills with sub-indicators: problem presentation, justification procedures, and argument articulation. At the re-checking stage all steps have been employed self-regulatory skills with sub-indicators: self-correction and selfstudy.

  20. Physical activity, health, body mass index, sleeping habits and body complaints in Australian senior high school students.

    Science.gov (United States)

    Alricsson, Marie; Domalewski, Debra; Romild, Ulla; Asplund, Ragnar

    2008-01-01

    Adolescents in the industrial world are becoming less physically active and are increasingly adopting a sedentary life-style in front of computers and television screens. to determine self-related health, physical activity, sleeping habits, prevalence of overweight, and body complaints in Australian senior high school students. Participants were 466 high school students aged 15-17 years enrolled in academic and vocational programs. A questionnaire was completed at two senior high schools with questions about weight and height, health, physical activity, type of physical activity/sport, intensity, sleeping habits, and possible injuries or complaints during the last three months. Seventy seven percent of the high school students participated in sports on a regular basis. Compared with vocational programs, more males and females in academic programs participated in sports (71% and 80% respectively) (p = .036). Males reported significantly better health than females (p sleep was reported in 82.1% of males and in 76.6% of females. In males, 44.3% were often sleepy in the daytime (females 56.6%, p sleep are factors with significant positive effect on good health, whereas overweight is a negative factor. Proper sleep habits and higher physical activity levels should be promoted among high school students, and TV viewing time and video game use restricted. Additionally, schools should provide opportunities for young people to participate in a wider range of physical activities that address their individual needs while promoting the health benefits of engaging in regular exercise.

  1. 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…

  2. 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…

  3. 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.

  4. Alcohol use, sexual activity, and perceived risk in high school athletes and non-athletes.

    Science.gov (United States)

    Wetherill, Reagan R; Fromme, Kim

    2007-09-01

    The current study examined one's sense of personal invincibility as a contributing factor to high school athletes' more frequent behavioral risks compared to those of non-athletes. Perceived risk was assessed as a mediator of sports participation and alcohol use, and sports participation and sexual activity among high school athletes. Prior to leaving home, college-bound high school graduates (n = 2,247) completed web-based surveys assessing alcohol use, sexual activity, sports participation, and perceived risk. The mediational models were analyzed using generalized linear modeling and the procedures of Baron and Kenny (1986). Relative to non-athletes, athletes reported greater alcohol use, more sexual partners, and lower perceived risk. Perceived risk mediated the association between sports participation and alcohol use for both young men and women. Perceived risk also mediated the association between sports participation and number of sexual partners for women and partially mediated this association for men. Perceived risk partially mediated the association between sports participation and episodes of unsafe sexual activity in both men and women. These findings suggest a potential cognitive mechanism which may account for differences in alcohol use and sexual activity between athletes and non-athletes during late adolescence.

  5. 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.

  6. 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…

  7. 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...

  8. High school Tay-Sachs disease carrier screening: 5 to 11-year follow-up.

    Science.gov (United States)

    Curd, Helen; Lewis, Sharon; Macciocca, Ivan; Sahhar, Margaret; Petrou, Vicki; Bankier, Agnes; Lieberman, Sari; Levy-Lahad, Ephrat; Delatycki, Martin B

    2014-04-01

    The Melbourne high school Tay-Sachs disease (TSD) carrier screening program began in 1997. The aim of this study was to assess the outcomes of this screening program among those who had testing more than 5 years ago, to evaluate the long-term impact of screening. A questionnaire was used for data collection and consisted of validated scales and purposively designed questions. Questionnaires were sent to all carriers and two non-carriers for each carrier who were screened in the program between 1999 and 2005. Twenty-four out of 69 (34.8 %) carriers and 30/138 (21.7 %) non-carriers completed the questionnaire. Most participants (82 %) retained good knowledge of TSD and there was no evidence of a difference in knowledge between carriers and non-carriers. Most participants (83 %) were happy with the timing and setting of screening and thought that education and screening for TSD should be offered during high school. There was no difference between carriers and non-carriers in mean scores for the State Trait Anxiety Inventory and Decision Regret Scale. This evaluation indicated that 5-11 years post high school screening, those who were screened are supportive of the program and that negative consequences are rare.

  9. Early Onset of Distress Disorders and High-School Dropout: Prospective Evidence From a National Cohort of Australian Adolescents.

    Science.gov (United States)

    Butterworth, Peter; Leach, Liana S

    2018-06-01

    Prior research examining whether depression and anxiety lead to high-school dropout has been limited by a reliance on retrospective reports, the assessment of mental health at a single point in time (often remote from the time of high-school exit), and the omission of important measures of the social and familial environment. The present study addressed these limitations by analyzing 8 waves of longitudinal data from a cohort of Australian adolescents (n = 1,057) in the Household, Income and Labor Dynamics in Australia (HILDA) Survey (2001-2008). Respondents were followed from the age of 15 years through completion of or exit from high school. Discrete-time survival analysis was used to assess whether the early experience of a distress disorder (indicated by scores dropout, after controlling for household and parental socioeconomic characteristics and for tobacco smoking and alcohol consumption. Adolescents with a prior distress disorder had twice the odds of high-school dropout compared with those without (odds ratio = 1.99, 95% confidence interval: 1.24, 3.17). This association was somewhat attenuated but remained significant in models including tobacco and alcohol consumption (odds ratio = 1.74, 95% confidence interval: 1.74; 1.09, 2.78). These results suggest that improving the mental health of high-school students may promote better educational outcomes.

  10. 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.…

  11. Peer-assisted learning to train high-school students to perform basic life-support.

    Science.gov (United States)

    Choi, Hyung Soo; Lee, Dong Hoon; Kim, Chan Woong; Kim, Sung Eun; Oh, Je Hyeok

    2015-01-01

    The inclusion of cardiopulmonary resuscitation (CPR) in formal education has been a useful approach to providing basic life support (BLS) services. However, because not all students have been able to learn directly from certified instructors, we studied the educational efficacy of the use of peer-assisted learning (PAL) to train high-school students to perform BLS services. This study consisted of 187 high-school students: 68 participants served as a control group and received a 1-hour BLS training from a school nurse, and 119 were included in a PAL group and received a 1-hour CPR training from a PAL leader. Participants' BLS training was preceded by the completion of questionnaires regarding their background. Three months after the training, the participants were asked to respond to questionnaires about their willingness to perform CPR on bystander CPR and their retention of knowledge of BLS. We found no statistically significant difference between the control and PAL groups in their willingness to perform CPR on bystanders (control: 55.2%, PAL: 64.7%, P=0.202). The PAL group was not significantly different from the control group (control: 60.78±39.77, PAL: 61.76±17.80, P=0.848) in retention of knowledge about BLS services. In educating high school students about BLS, there was no significant difference between PAL and traditional education in increasing the willingness to provide CPR to bystanders or the ability to retain knowledge about BLS.

  12. Grappling with the issue of homosexuality: perceptions, attitudes, and beliefs among high school students in Kenya

    Directory of Open Access Journals (Sweden)

    Mucherah W

    2016-09-01

    Full Text Available Winnie Mucherah,1 Elizabeth Owino,2 Kaleigh McCoy,1 1Department of Educational Psychology, Ball State University, Muncie, IN, USA, 2Department of Educational Psychology, Moi University, Eldoret, Kenya Abstract: While the past decade has seen an improvement in attitudes toward homosexuality, negative attitudes are still prevalent in many parts of the world. In general, increased levels of education tend to be predictive of relatively positive attitudes toward homosexuality. However, in most sub-Saharan countries, it is still believed that people are born heterosexual and that nonheterosexuals are social deviants who should be prosecuted. One such country is Kenya, where homosexuality is illegal and attracts a fine or jail term. The purpose of this study was to examine high school students’ perceptions of homosexuality in Kenya. The participants included 1,250 high school students who completed a questionnaire on perceptions of homosexuality. The results showed that 41% claimed homosexuality is practiced in schools and 61% believed homosexuality is practiced mostly in single-sex boarding schools. Consistently, 52% believed sexual starvation to be the main cause of homosexuality. Also, 95% believed homosexuality is abnormal, 60% believed students who engage in homosexuality will not change to heterosexuality after school, 64% believed prayers can stop homosexuality, and 86% believed counseling can change students’ sexual orientation. The consequences for homosexuality included punishment (66%, suspension from school (61%, and expulsion from school (49%. Significant gender and grade differences were found. The implications of the study findings are discussed. Keywords: homosexuality, attitudes, beliefs, high school, Kenya

  13. 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…

  14. 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.

  15. Bullying as a risk for poor sleep quality among high school students in China.

    Directory of Open Access Journals (Sweden)

    Ying Zhou

    Full Text Available To determine whether involvement in bullying as a bully, victim, or bully-victim was associated with a higher risk of poor sleep quality among high school students in China.A cross-sectional study was conducted. A total of 23,877 high school students were surveyed in six cities in Guangdong Province. All students were asked to complete the adolescent health status questionnaire, which included the Chinese version of the Pittsburgh Sleep Quality Index (PSQI and bullying involvement. Descriptive statistics were used to evaluate sleep quality and the prevalence of school bullying. Multi-level logistic regression analyses were conducted to examine the association between being victimized and bullying others with sleep quality.Among the 23,877 students, 6,127 (25.66% reported having poor sleep quality, and 10.89% reported being involved in bullying behaviors. Of the respondents, 1,410 (5.91% were pure victims of bullying, 401 (1.68% were bullies and 784 (3.28% were bully-victims. Frequently being involved in bullying behaviors (being bullied or bullying others was related to increased risks of poor sleep quality compared with adolescents who were not involved in bullying behaviors. After adjusting for age, sex, and other confounding factors, the students who were being bullied (OR=2.05, 95%CI=1.81-2.32, bullied others (OR=2.30, 95%CI=1.85-2.86 or both (OR=2.58, 95%CI=2.20-3.03 were at a higher risk for poor sleep quality.Poor sleep quality among high school students is highly prevalent, and school bullying is prevalent among adolescents in China. The present results suggested that being involved in school bullying might be a risk factor for poor sleep quality among adolescents.

  16. Bullying as a risk for poor sleep quality among high school students in China.

    Science.gov (United States)

    Zhou, Ying; Guo, Lan; Lu, Ci-yong; Deng, Jian-xiong; He, Yuan; Huang, Jing-hui; Huang, Guo-liang; Deng, Xue-qing; Gao, Xue

    2015-01-01

    To determine whether involvement in bullying as a bully, victim, or bully-victim was associated with a higher risk of poor sleep quality among high school students in China. A cross-sectional study was conducted. A total of 23,877 high school students were surveyed in six cities in Guangdong Province. All students were asked to complete the adolescent health status questionnaire, which included the Chinese version of the Pittsburgh Sleep Quality Index (PSQI) and bullying involvement. Descriptive statistics were used to evaluate sleep quality and the prevalence of school bullying. Multi-level logistic regression analyses were conducted to examine the association between being victimized and bullying others with sleep quality. Among the 23,877 students, 6,127 (25.66%) reported having poor sleep quality, and 10.89% reported being involved in bullying behaviors. Of the respondents, 1,410 (5.91%) were pure victims of bullying, 401 (1.68%) were bullies and 784 (3.28%) were bully-victims. Frequently being involved in bullying behaviors (being bullied or bullying others) was related to increased risks of poor sleep quality compared with adolescents who were not involved in bullying behaviors. After adjusting for age, sex, and other confounding factors, the students who were being bullied (OR=2.05, 95%CI=1.81-2.32), bullied others (OR=2.30, 95%CI=1.85-2.86) or both (OR=2.58, 95%CI=2.20-3.03) were at a higher risk for poor sleep quality. Poor sleep quality among high school students is highly prevalent, and school bullying is prevalent among adolescents in China. The present results suggested that being involved in school bullying might be a risk factor for poor sleep quality among adolescents.

  17. E-cigarette Use and Beliefs Among Urban Public High School Students in North Carolina.

    Science.gov (United States)

    Anand, Vivek; McGinty, Kaye L; O'Brien, Kevin; Guenthner, Gregory; Hahn, Ellen; Martin, Catherine A

    2015-07-01

    The aim of this study was to examine the prevalence, attitudes, and risk factors associated with electronic cigarette (e-cigarette) use among high school students in tobacco growing state. A 47-item e-cigarette questionnaire modeled after Monitoring the Future with additional information about demographics, adolescent and family nicotine use, and school and health care interventions was designed, piloted, and administered to public high school students (N = 3,298) in May 2013, in an urban county in North Carolina. Completers (2,769/3,298) were aged 16.4 years (standard deviation ± 1.4) with 48.9% males and 43.9% African-American, 38% white, and 4.6% Hispanics. The majority (77.3%) knew about e-cigarettes; 15.2% reported that they had tried an e-cigarette, and 60% reported that e-cigarettes were safe or had minimal health hazards. Only 5.4% reported that schools had offered information about e-cigarette use. One quarter (24.9%) reported ever cigarette smoking, and 13.3% reported ever using smokeless tobacco. E-cigarette use was positively associated with older age, tobacco use, male gender, Caucasian race, mother's e-cigarette use, biological parents' tobacco use, and lower academic performance, whereas negatively associated with having a mother who never used e-cigarettes, not knowing any e-cigarette users, and living with mother (p E-cigarette use and awareness is evident among high school students in North Carolina. A high number of smokers and smokeless tobacco users are using e-cigarettes simultaneously, and many perceive e-cigarettes as healthy and with minimal health hazards. Also, there is limited school-based education about e-cigarettes. Copyright © 2015 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  18. 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…

  19. 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…

  20. 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.

  1. 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…

  2. 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.

  3. 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…

  4. 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…

  5. 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.

  6. E-Cigarettes and "Dripping" Among High-School Youth.

    Science.gov (United States)

    Krishnan-Sarin, Suchitra; Morean, Meghan; Kong, Grace; Bold, Krysten W; Camenga, Deepa R; Cavallo, Dana A; Simon, Patricia; Wu, Ran

    2017-03-01

    Electronic cigarettes (e-cigarettes) electrically heat and vaporize e-liquids to produce inhalable vapors. These devices are being used to inhale vapors produced by dripping e-liquids directly onto heated atomizers. The current study conducts the first evaluation of the prevalence rates and reasons for using e-cigarettes for dripping among high school students. In the spring of 2015, students from 8 Connecticut high schools ( n = 7045) completed anonymous surveys that examined tobacco use behaviors and perceptions. We assessed prevalence rates of ever using e-cigarettes for dripping, reasons for dripping, and predictors of dripping behaviors among those who reported ever use of e-cigarettes. Among 1080 ever e-cigarette users, 26.1% of students reported ever using e-cigarettes for dripping. Reasons for dripping included produced thicker clouds of vapor (63.5%), made flavors taste better (38.7%), produced a stronger throat hit (27.7%), curiosity (21.6%), and other (7.5%). Logistic regression analyses indicated that male adolescents (odds ratio [OR] = 1.64), whites (OR = 1.46), and those who had tried multiple tobacco products (OR = 1.34) and had greater past-month e-cigarette use frequency (OR = 1.07) were more likely to use dripping ( P s e-cigarettes also report using the device for dripping. Future efforts must examine the progression and toxicity of the use of e-cigarettes for dripping among youth and educate them about the potential dangers of these behaviors. Copyright © 2017 by the American Academy of Pediatrics.

  7. 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…

  8. 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,…

  9. 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.

  10. 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.

  11. 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…

  12. 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)

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

    Science.gov (United States)

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

    2017-01-01

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

  14. A Comparison of the Number of Hours of Sleep in High School Students Who Took Advanced Placement and/or College Courses and Those Who Did Not

    Science.gov (United States)

    Jin, Qiushuang; Shi, Qian

    2008-01-01

    This study investigated the association between sleep deprivation and enrollment in Advanced Placement (AP) and/or college courses among high school students. Approximately 4,000 surveys were distributed, and 2,197 completed surveys were returned from students in Grades 9 to 12 at 15 high schools in Iowa. Findings indicated the majority of high…

  15. Tattooing among high school students in southern Taiwan: The prevalence, correlates and associations with risk-taking behaviors and depression

    Directory of Open Access Journals (Sweden)

    Cheng-Fang Yen

    2012-07-01

    Full Text Available This study aims to examine the prevalence and sociodemographics, family and peer correlates of tattooing among high school students in southern Taiwan, and to examine the associations between tattooing and a variety of adolescent risk-taking behaviors and depression. A total of 9755 high school students (grades 7 to 12 in southern Taiwan were recruited into this study and completed the questionnaires. The prevalence of tattooing among the adolescents was calculated. The responses were analyzed using the logistic regression analysis models. It was found that 1% of high school students in southern Taiwan had 1 or more tattoos on their bodies. The older students who were perceived to have low family monitoring and who had friends who drink regularly, used illicit drugs, had a criminal record or were in a gang were more likely to have a tattoo. Tattooing was also found to be associated with violence, weekly alcohol consumption, illicit drug use, dropping out of school, unprotected sex, suicidal ideation/attempt, and depression. The results indicate that several demographics, family and peer factors are associated with adolescent tattooing. Tattooing may be an indicator of risk-taking behaviors in high school students.

  16. 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.

  17. 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…

  18. 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.

  19. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-10-01

    Writing Across the Curriculum The notion that student learning is enhanced through writing is widely accepted at all educational levels if the product is fairly assessed and the learner is provided with feedback. Finding the time to critically evaluate student papers is difficult at best and competes with time needed to prepare laboratory investigations. A few weeks ago a teacher who has extensive extracurricular responsibilities that include extensive interaction with parents and community members shared with me his frustration in not being able to grade written reports. This teacher is the head football coach at his school, but many readers experience the same difficulties due to a variety of duties. There are no easy or completely satisfying answers to this problem, but this issue contains an account of a successful approach (Writing in Chemistry: An Effective Learning Tool, pp 1399-1403). Although they are based on experience in college courses, several ideas described in the article could be applied in high school chemistry courses. In another article, the author of Precise Writing for a Precise Science (pp 1407-1408) identifies 20 examples of familiar, but incorrect, grammatical constructions and explains how to phrase each one correctly. Chemical Education Research: Improving Chemistry Learning The results from research on how students learn have greatly increased our understanding of cognition in recent years. However, the results are often published in the science education research literature and are not readily accessible to the classroom teacher. Additionally, the research reports are couched in specialized terminology. This issue contains a Viewpoints article (pp 1353-1361) that bridges the gap between research results and classroom application. It was written by two veteran chemical educators, Dudley Herron and Susan Nurrenbern. The shift from behaviorism to constructivism as the dominant theory of learning is described briefly to provide a context

  20. 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...

  1. 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.

  2. 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.

  3. 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…

  4. Reasons for Dropout for Vocational High School Students

    Science.gov (United States)

    Tas, Ali; Selvitopu, Abdullah; Bora, Veysel; Demirkaya, Yusuf

    2013-01-01

    This study aimed to determine the reasons for dropout for persons who have not completed vocational education programme and left school without a diploma. By using snowball sampling method, 19 persons, willing to participate in the study, were reached. Data were obtained by semi structured interview forms. In data analysis process, inductive…

  5. Health Education for High School Students in Spain

    Science.gov (United States)

    Pérez-Jorge, David; Jorge-Estévez, María Dolores; Gutiérrez-Barroso, Josué; de la Rosa-Hormiga, Milagros; Marrero-Morales, María Sandra

    2016-01-01

    Education and training in schools are essential elements in the development and socialization process of children from early childhood. The fact of considering health as a complete physical, mental and social wellbeing (World Health Organization (1848), WHO), and not only as the absence of illness, is closely related to the achievement of optimal…

  6. 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

  7. Eating Habits and Body Weight Control Behaviors of High School Students

    Directory of Open Access Journals (Sweden)

    Aynur CETINKAYA

    2007-04-01

    Full Text Available The nutritional needs increase in puberty due to rapid growth and changes in body composition. Because of that healthy eating is vital for teen’s health. The aim of this study was to determine eating habits and weight control behaviors of high school students. A cross-sectional study was performed involving all (6 public and 3 private tenth-grade high schools in Manisa city. Two thousand one hundred forty six students completed a questionnaire which consists of 26 items and was designed by researchers. Among all students surveyed, 34.0% reported that they don’t have a habit to eat breakfast regularly, 38.3% reported that they don’t have a habit to eat lunch regularly, 6.5% reported that they don’t have a habit to eat dinner regularly, 36.7% reported that they were afraid getting fat, 6.5% reported that they were dieting, 39.4% reported that they don’t make sport regularly and 59.1% reported that they were snacking frequently. In this study it has seen that skipping meals is a common eating habit in high school students and many of them fail to eat three regular meals per day. On the other hand it has seen that students don’t have regular exercise habits. The results of this study have suggested that there is a need to encourage teens a healthy lifestyle that incorporates eating habits and regular exercise. [TAF Prev Med Bull. 2007; 6(2: 98-105

  8. Eating Habits and Body Weight Control Behaviors of High School Students

    Directory of Open Access Journals (Sweden)

    Dilek OZMEN

    2007-04-01

    Full Text Available The nutritional needs increase in puberty due to rapid growth and changes in body composition. Because of that healthy eating is vital for teen’s health. The aim of this study was to determine eating habits and weight control behaviors of high school students. A cross-sectional study was performed involving all (6 public and 3 private tenth-grade high schools in Manisa city. Two thousand one hundred forty six students completed a questionnaire which consists of 26 items and was designed by researchers. Among all students surveyed, 34.0% reported that they don’t have a habit to eat breakfast regularly, 38.3% reported that they don’t have a habit to eat lunch regularly, 6.5% reported that they don’t have a habit to eat dinner regularly, 36.7% reported that they were afraid getting fat, 6.5% reported that they were dieting, 39.4% reported that they don’t make sport regularly and 59.1% reported that they were snacking frequently. In this study it has seen that skipping meals is a common eating habit in high school students and many of them fail to eat three regular meals per day. On the other hand it has seen that students don’t have regular exercise habits. The results of this study have suggested that there is a need to encourage teens a healthy lifestyle that incorporates eating habits and regular exercise. [TAF Prev Med Bull 2007; 6(2.000: 98-105

  9. 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

  10. 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.

  11. 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…

  12. 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.

  13. The Learning and Study Strategies Inventory-High School Version: Issues of Factorial Invariance Across Gender and Ethnicity

    Science.gov (United States)

    Stevens, Tara; Tallent-Runnels, Mary K.

    2004-01-01

    The purpose of this study was to investigate the latent structure of the Learning and Study Strategies Inventory-High School (LASSI-HS) through confirmatory factor analysis and factorial invariance models. A simple modification of the three-factor structure was considered. Using a larger sample, cross-validation was completed and the equality of…

  14. The effect of biotechnology education on Australian high school students' understandings and attitudes about biotechnology processes

    Science.gov (United States)

    Dawson, Vaille; Soames, Christina

    2006-11-01

    Our education system aims to equip young people with the knowledge, problem-solving skills and values to cope with an increasingly technological society. The aim of this study was to determine the effect of biotechnology education on adolescents’ understanding and attitudes about processes associated with biotechnology. Data were drawn from teacher and student interviews and surveys in the context of innovative Year 10 biotechnology courses conducted in three Western Australian high schools. The results indicate that after completing a biotechnology course students’ understanding increased but their attitudes remained constant with the exception of their views about human uses of gene technology. The findings of this study have ramifications for the design and implementation of biotechnology education courses in high schools.

  15. "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)

  16. 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.

  17. 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…

  18. 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 ...

  19. 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,…

  20. 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.

  1. Evaluation of Sports Nutrition Knowledge and Recommendations Among High School Coaches.

    Science.gov (United States)

    Couture, Steven; Lamarche, Benoit; Morissette, Eliane; Provencher, Veronique; Valois, Pierre; Goulet, Claude; Drapeau, Vicky

    2015-08-01

    The objectives of this study were to evaluate high school coaches' knowledge in sports nutrition and the nutritional practices they recommend to their athletes. Forty-seven high school coaches in "leanness" and "non-leanness" sports from the greater region of Quebec (women = 44.7%) completed a questionnaire on nutritional knowledge and practices. "Leanness sports" were defined as sports where leanness or/and low bodyweight were considered important (e.g., cheerleading, swimming and gymnastics), and "non-leanness sports" were defined as sports where these factors are less important (e.g., football). Participants obtained a total mean score of 68.4% for the nutrition knowledge part of the questionnaire. More specifically, less than 30% of the coaches could answer correctly some general nutrition questions regarding carbohydrates and lipids. No significant difference in nutrition knowledge was observed between coaches from "leanness" and "non-leanness" sports or between men and women. Respondents with a university education scored higher than the others (73.3% vs. 63.3%, p protein-rich foods. Recommendation for nutritional supplements use was extremely rare and was suggested only by football coaches, a nonleanness sport. Findings from this study indicate that coaches need sports nutrition education and specific training.

  2. 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...

  3. Nutritional Status and Anthropometric Indices in High School Girls in Ilam, West Iran

    Directory of Open Access Journals (Sweden)

    Fatemeh Jamalikandazi

    2016-01-01

    Full Text Available Background. Adolescence is one of the most challenging periods for human growth and nutritional status. The aim of this study was to assess the nutritional status and anthropometric indices in high school girls in Ilam. Methods. This cross-sectional study was performed on 360 domestic high school girl students chosen randomly by cluster sampling. Data were gathered through interviews performed by a dietitian to fill 24-hour dietary recall and food frequency and demographic questionnaires. Then we performed the anthropometric measurements and we compared the results with CDC2000 standards. We analyzed our data by N4 food analyzer and SPSS16 software. Results. The prevalence of obesity and overweight was 5% and 10.8%, respectively. Simultaneously, the prevalence of underweight was 20.2%. The prevalence of stunting was 5.8%. We also showed that 50% of high school girls in Ilam suffered from severe food insecurity, 14.7% suffered from mild insecurity, and 4.7% get extra energy from foods. Food analysis showed that micronutrients such as zinc, iron, calcium, folate, fiber, magnesium, and vitamin B12 were less than what is recommended by the RDA. Conclusion. Undernutrition and overnutrition are completely prevalent among girls studied in Ilam. This needs further acts and investigations in the field and more nutritional and health educations.

  4. 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…

  5. 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...

  6. 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.

  7. High school start times after 8:30 am are associated with later wake times and longer time in bed among teens in a national urban cohort study.

    Science.gov (United States)

    Nahmod, Nicole G; Lee, Soomi; Buxton, Orfeu M; Chang, Anne-Marie; Hale, Lauren

    2017-12-01

    High school start times are a key contributor to insufficient sleep. This study investigated associations of high school start times with bedtime, wake time, and time in bed among urban teenagers. Daily-diary study nested within the prospective Fragile Families and Child Wellbeing Study. Twenty US cities. Four hundred thirteen teenagers who completed ≥1 daily diary report on a school day. Participating teens were asked to complete daily diaries for 7 consecutive days. School-day daily diaries (3.8±1.6 entries per person) were used in analyses (N=1555 school days). High school start time, the main predictor, was categorized as 7:00-7:29 am (15%), 7:30-7:59 am (22%), 8:00-8:29 am (35%), and 8:30 am or later (28%). Multilevel modeling examined the associations of school start times with bedtime, wake time, and time in bed. Models adjusted for age, sex, race/ethnicity, household income, caregiver's education, and school type. Teens with the earliest high school start times (7:00-7:29 am) obtained 46 minutes less time in bed on average compared with teens with high school start times at 8:30 am or later (Pstart times and shorter time in bed, primarily due to earlier wake times (PStart times after 8:30 am were associated with increased time in bed, extending morning sleep by 27-57 minutes (Pstart times. Later school start times are associated with later wake times in our large, diverse sample. Teens starting school at 8:30 am or later are the only group with an average time in bed permitting 8 hours of sleep, the minimum recommended by expert consensus for health and well-being. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

  8. 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…

  9. A Technology Leader's Role in Initiating a Flipped Classroom in a High School Math Class

    Science.gov (United States)

    Caverly, Gregg

    2017-01-01

    A mixed methods study was conducted to measure the effectiveness of a flipped classroom in a high school discrete mathematics course. In the flipped classroom, students watched videos of the teacher's lesson for homework while completing problems during class. Two sections of the course were involved in the study, with one group receiving the…

  10. Toward Effective and Compelling Instruction for High School eCommerce Students: Results from a Small Field Study

    Science.gov (United States)

    Luterbach, Kenneth J.; Rodriguez, Diane; Love, Lakecia

    2012-01-01

    This paper describes an instructional development effort to create effective and compelling instruction for eCommerce students. Results from a small field study inform the development project. Four high school students in an eCommerce course completed the standalone tutorial developed to teach them how to create a web page in the HyperText Markup…

  11. The Land of Confusion? High School Students and Their Use of the World Wide Web for Research.

    Science.gov (United States)

    Lorenzen, Michael

    2002-01-01

    Examines high school students' use of the World Wide Web to complete assignments. Findings showed the students used a good variety of resources, including libraries and the World Wide Web, to find information for assignments. However, students were weak at determining the quality of the information found on web sites. Students did poorly at…

  12. 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...

  13. 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.

  14. 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…

  15. 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.

  16. 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 ...

  17. 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…

  18. Adolescent use of school-based health centers and high school dropout.

    Science.gov (United States)

    Kerns, Suzanne E U; Pullmann, Michael D; Walker, Sarah Cusworth; Lyon, Aaron R; Cosgrove, T J; Bruns, Eric J

    2011-07-01

    To determine the association between use of school-based health centers (SBHCs) and school dropout. Quasi-experimental longitudinal analysis of a retrospective student cohort, with SBHC use as the independent variable. We statistically controlled for dropout risk and used propensity score regression adjustment to control for several factors associated with SBHC use. Integrated database from an urban public school district (academic outcomes) and department of public health (SBHC use). District-enrolled students in their first semester of ninth grade in 2005 (N = 3334), followed up through their anticipated on-time graduation semester of 12th grade in 2009. Students were divided into 4 groups: never used (47%); low use (23%); moderate use (20%); and high users (10%). Time to nongraduation (described as dropout). Low to moderate SBHC use (0.125-2.5 visits per semester) was associated with a 33% reduction in dropout compared with non-SBHC users. The high-use group (>2.5 visits per semester) did not have dropout rates that differed from nonusers. For SBHC users who did drop out, dropout occurred approximately 1 semester later than nonusers. Exploratory analyses revealed that the association between SBHC use and prevention of dropout was greatest for higher-risk students. This study found an association between low to moderate SBHC use and reductions in dropout for high school students in an urban school district, especially for students at higher risk for dropout. This study supports the theory that benefits of SBHCs extend beyond managing physical and mental health needs to include academic outcomes.

  19. The support gap: New teachers' early experiences in high-income and low-income schools

    Directory of Open Access Journals (Sweden)

    Susan Moore Johnson

    2004-10-01

    Full Text Available In this article, the authors consider three sources of support for new teachers—hiring practices, relationships with colleagues, and curriculum—all found in earlier research to influence new teachers’ satisfaction with their work, their sense of success with students, and their eventual retention in their job. They find that a "support gap" exists: new teachers in low-income schools are less likely than their counterparts in high-income schools to experience timely and information-rich hiring, to benefit from mentoring and support by experienced colleagues, and to have a curriculum that is complete and aligned with state standards, yet flexible for use in the classroom. Such patterns of difference between high-income and lowincome schools warrant careful consideration because they reveal broad patterns of inequity, which can have severe consequences for low-income students. Survey data for this study were collected from random samples of teachers in five states. One survey, focusing on hiring practices and teachers’ relationships with colleagues, was administered to 374 first-year and secondyear teachers in Florida, Massachusetts, and Michigan. A second survey, focusing on curriculum, was administered to 295 second-year elementary school teachers in Massachusetts, North Carolina, and Washington. The inequitable patterns of support for teachers reported here have important implications for the work of state policymakers, school district administrators, and principals. The authors describe these and offer recommendations for policy and practice in the conclusion.

  20. Determinants of Sleep Duration among High School Students in Part-Time Employment

    Science.gov (United States)

    Laberge, Luc; Ledoux, Élise; Auclair, Julie; Gaudreault, Marco

    2014-01-01

    Adolescents who work while attending school are reported to sleep less than those who do not. This study aimed to identify factors associated with short sleep duration in students who work during the school year. A cross-sectional survey aiming to describe working conditions and occupational safety and health was completed by representative…

  1. 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

  2. Relationship between Drugs Use and Sexual Risk Behaviors among Senior High School Students

    Directory of Open Access Journals (Sweden)

    Yola Yuniaarti Herijanto

    2017-03-01

    Full Text Available Background: Drugs use and risky sexual behavior among teenager are some of crucial problems arising in Indonesia. Statistic showed that there is an increasing prevalence in drugs use and risky sexual behavior among teenagers. This study was conducted to analyze the relationship between drugs use and risky sexual behaviors among high school students. Methods: An analytic study involving 432 students in 5 state high schools located in Kerees region Bandung, West Java, Indonesia, was carried out in 2013. The region was chosen due the high prevalence of substance abuse. The inclusion criteria were every high school students in the Karees region. The exclusion criteria were the students who refused to participate in the study, did not come when the sample was taken, and did not fill the questionnaire completely. The instruments used for the study were questionnaires with cross-sectional technique. Furthermore, the questionnaire used for analyzing drugs use was Addiction Severity Index-Lite Version (ASI-lite questionnaire; with additional questionnaire to analyze risky sexual behaviors. Results: Out of 432 students, 23.8% students already engaged to one or more risky sexual behavior. Among all respondents, the prevalence of students who had already done kissing was 22.7%, necking 9.3%, petting 7.2% and sexual intercourse 1.2%. Illegal drugs had been used at least once by 21.8% students. According to Chi-square test, drugs use and risky sexual behavior were related. Conclusions:The prevalence of both drugs use and risky sexual behaviors are high and students who use drugs are more prone to do risky sexual behavior.

  3. Mean hemoglobin levels in venous blood samples and prevalence of anemia in Japanese elementary and junior high school students.

    Science.gov (United States)

    Igarashi, Toru; Itoh, Yasuhiko; Maeda, Miho; Igarashi, Tsutomu; Fukunaga, Yoshitaka

    2012-01-01

    Screening for anemia has been performed in schools in Japan for over 30 years. The long-term effect of the nuclear power plant disaster on the prevalence of anemia in school age children is unknown. This research was performed to evaluate the prevalence of anemia in school age children and to determine grade-level and gender-related reference hemoglobin (Hb) levels prior to the nuclear disaster. Data for this research were obtained from results of screening for anemia obtained by venous blood sampling in schools in 2002. Mean Hb levels were calculated for each grade level (elementary school grades 1-6 and junior high school years 1-3) and according to gender, and the prevalence of anemia was determined. In our research, Tokyo Health Service Association guidelines were used to determine reference Hb levels for anemia. We demonstrated that Hb levels in boys increased with age during childhood and adolescence (from 13.1 ± 0.7 g/dL in 7 year olds to 14.9 ± 1.1 g/dL in 15 year olds); in girls, Hb levels peaked at menarche (13.7 ± 0.8 g/dL in 12 year olds), decreasing slightly thereafter (13.4 ± 1.1 g/dL in 15 year olds). The prevalence of anemia was 0.26% in elementary school boys, 0.27% in elementary school girls, and 1.21% in junior high school boys. The prevalence of anemia in second- and third-year junior high school girls was lower than that in first-year junior high school girls. Among all junior high school girls, 5.73% had mild anemia. Iron-deficiency anemia is the commonest type of anemia in high school girls, secondary to the relative lack of iron due to menstruation, the growth spurt and exercise. Appropriate dietary therapy and treatment of anemia, together with education about the dietary prevention of anemia, are important to reduce the prevalence of anemia in high school students. When complete blood counts are performed in regions thought to be affected by the Fukushima nuclear power plant disaster, our report can serve as a reference during

  4. Mean hemoglobin levels in venous blood samples and prevalence of anemia in Japanese elementary and junior high school students

    International Nuclear Information System (INIS)

    Igarashi, Toru; Itoh, Yasuhiko; Maeda, Miho; Igarashi, Tsutomu; Fukunaga, Yoshitaka

    2012-01-01

    Screening for anemia has been performed in schools in Japan for over 30 years. The long-term effect of the nuclear power plant disaster on the prevalence of anemia in school age children is unknown. This research was performed to evaluate the prevalence of anemia in school age children and to determine grade-level and gender-related reference hemoglobin (Hb) levels prior to the nuclear disaster. Data for this research were obtained from results of screening for anemia obtained by venous blood sampling in schools in 2002. Mean Hb levels were calculated for each grade level (elementary school grades 1-6 and junior high school years 1-3) and according to gender, and the prevalence of anemia was determined. In our research, Tokyo Health Service Association guidelines were used to determine reference Hb levels for anemia. We demonstrated that Hb levels in boys increased with age during childhood and adolescence (from 13.1±0.7 g/dL in 7 year olds to 14.9±1.1 g/dL in 15 year olds); in girls, Hb levels peaked at menarche (13.7±0.8 g/dL in 12 year olds), decreasing slightly thereafter (13.4±1.1 g/dL in 15 year olds). The prevalence of anemia was 0.26% in elementary school boys, 0.27% in elementary school girls, and 1.21% in junior high school boys. The prevalence of anemia in second- and third-year junior high school girls was lower than that in first-year junior high school girls. Among all junior high school girls, 5.73% had mild anemia. Iron-deficiency anemia is the commonest type of anemia in high school girls, secondary to the relative lack of iron due to menstruation, the growth spurt and exercise. Appropriate dietary therapy and treatment of anemia, together with education about the dietary prevention of anemia, are important to reduce the prevalence of anemia in high school students. When complete blood counts are performed in regions thought to be affected by the Fukushima nuclear power plant disaster, our report can serve as a reference during evaluation of Hb

  5. 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.

  6. 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…

  7. 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…

  8. 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…

  9. High School Renewal in South Carolina: An Angry Response to Abandonment.

    Science.gov (United States)

    Hicks, Anna T.; Anderson, Lorin W.

    1998-01-01

    Feeling angry and abandoned over losing a cooperative training center, South Carolina high school educators began a series of "what next?" conversations. Following two information-sharing conferences, 17 high schools and the University of South Carolina formed a school-university partnership called the South Carolina High School Renewal…

  10. 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…

  11. The prevalence of risky behaviors related to violence in high school students in a southern city, Turkey.

    Science.gov (United States)

    Ozcan, Sevgi; Ergin, Ahmet; Saatci, Esra; Bozdemir, Nafiz; Kurdak, Hatice; Akpinar, Ersin

    2008-12-01

    Injuries are the leading cause of mortality and morbidity in adolescents and can be grouped as unintentional (such as motor vehicle crashes and fires) and intentional (violence and suicide). The aim of this study was to find the prevalence of high risk behaviors related to violence in high school students. The population comprised 2,480 randomly selected students from 10 schools among 46,271 students from 72 high schools in 1999-2000 in Adana and 2,352 (94.8%) were reached. They completed a Youth Risk Behavior Survey Questionnaire (YRBSQ). The mean age was 16.5 +/- 1 (14-21) years. 275 (11.7%) students stated that they carried a knife or a sharp weapon during the last 30 days, 151 (6.4%) carried a gun, 710 (30.2%) participated in a physical fight, 68 (2.9%) were threatened or injured by a weapon, 73 (3.1%) could not attend school because of threats from other students, 96 (4.1%) were forced into sexual intercourse. Male students were significantly more likely than female students to report all types of high risk behaviors except forced sexual intercourse. The rate of risky behaviors increased with higher grade. Violence towards and by adolescents is a severe problem. Families, teachers, and health care professionals should be aware of risk factors and be active in prevention of high risk behaviors in youth.

  12. Frontiers in Microbiology: Envisioning a Curriculum Unit for High School Biology

    Energy Technology Data Exchange (ETDEWEB)

    Mark Bloom

    2004-06-18

    Microbiology is undergoing a quiet revolution. Techniques such as polymerase chain reaction, high throughput DNA sequencing, whole genome shotgun sequencing, DNA microarrays, and bioinformatics analyses are greatly aiding our understanding of the estimated one billion species of microbes that inhabit the Earth. Unfortunately, the rapid pace of research in microbiology stands in contrast to the much slower pace of change in educational reform. Biological Sciences Curriculum Study (BSCS) hosted a two-day planning meeting to discuss whether or not a new curriculum unit on microbiology is desirable for the high school audience. Attending the meeting were microbiologists, high school biology teachers, and science educators. The consensus of the participants was that an inquiry-based unit dealing with advances in microbiology should be developed for a high school biology audience. Participants established content priorities for the unit, discussed the unit's conceptual flow, brainstormed potential student activities, and discussed the role of educational technology for the unit. As a result of the planning meeting discussions, BSCS staff sought additional funding to develop, disseminate, and evaluate the Frontiers in Microbiology curriculum unit. This unit was intended to be developed as a replacement unit suitable for an introductory biology course. The unit would feature inquiry-based student activities and provide approximately four weeks of instruction. As appropriate, activities would make use of multimedia. The development and production processes would require about two years for completion. Unfortunately, BSCS staff was not able to attract sufficient funding to develop the proposed curriculum unit. Since there were some unexpended funds left over from the planning meeting, BSCS requested and received permission from DOE to use the balance of the funds to prepare background materials about advances in microbiology that would be useful to teachers. These

  13. 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…

  14. 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.

  15. 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…

  16. 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.

  17. 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…

  18. 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.

  19. 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…

  20. Space Science in Project SMART: A UNH High School Outreach Program

    Science.gov (United States)

    Smith, C. W.; Broad, L.; Goelzer, S.; Lessard, M.; Levergood, R.; Lugaz, N.; Moebius, E.; Schwadron, N.; Torbert, R. B.; Zhang, J.; Bloser, P. F.

    2016-12-01

    Every summer for the past 25 years the University of New Hampshire (UNH) has run a month-long, residential outreach program for high school students considering careers in mathematics, science, or engineering. Space science is one of the modules. Students work directly with UNH faculty performing original work with real spacecraft data and hardware and present the results of that effort at the end of the program. Recent research topics have included interplanetary waves and turbulence as recorded by the ACE and Voyager spacecraft, electromagnetic ion cyclotron (EMIC) waves seen by the RBSP spacecraft, interplanetary coronal mass ejections (ICME) acceleration and interstellar pickup ions as seen by the STEREO spacecraft, and prototyping CubeSat hardware. Student research efforts can provide useful results for future research efforts by the faculty while the students gain unique exposure to space physics and a science career. In addition, the students complete a team project. Since 2006, that project has been the construction and flight of a high-altitude balloon payload and instruments. The students typically build the instruments they fly. In the process, students learn circuit design and construction, microcontroller programming, and core atmospheric and space science. Our payload design has evolved significantly since the first flight of a simple rectangular box and now involves a stable descent vehicle that does not require a parachute, an on-board flight control computer, in-flight autonomous control and data acquisition of multiple student-built instruments, and real-time camera images sent to ground. This is a program that can be used as a model for other schools to follow and that high schools can initiate. More information can be found at .

  1. Implementing exertional heat illness prevention strategies in US high school football.

    Science.gov (United States)

    Kerr, Zachary Y; Marshall, Stephen W; Comstock, R Dawn; Casa, Douglas J

    2014-01-01

    Approximately 6500 high school football athletes are treated annually for exertional heat illness (EHI). In 2009, the National Athletic Trainers Association (NATA)-led Inter-Association Task Force (NATA-IATF) released preseason heat acclimatization guidelines to help athletes become accustomed to environmental factors contributing to EHI. This study examines compliance with NATA-IATF guidelines and related EHI prevention strategies. The study used a cross-sectional survey completed by 1142 certified athletic trainers (AT), which captured compliance with 17 NATA-IATF guidelines and EHI prevention strategies in high school football during the 2011 preseason. On average, AT reported football programs complying with 10.4 NATA-IATF guidelines (SD = 3.2); 29 AT (2.5%) reported compliance with all 17. Guidelines with the lowest compliance were as follows: "Single-practice days consisted of practice no more than three hours in length" (39.7%); and "During days 3-5 of acclimatization, only helmets and shoulder pads should be worn" (39.0%). An average of 7.6 EHI prevention strategies (SD = 2.5) were used. Common EHI prevention strategies were as follows: having ice bags/cooler available (98.5%) and having a policy with written instructions for initiating emergency medical service response (87.8%). Programs in states with mandated guidelines had higher levels of compliance with guidelines and greater prevalence of EHI prevention strategies. A low proportion of surveyed high school football programs fully complied with all 17 NATA-IATF guidelines. However, many EHI prevention strategies were voluntarily implemented. State-level mandated EHI prevention guidelines may increase compliance with recognized best practices recommendations. Ongoing longitudinal monitoring of compliance is also recommended.

  2. 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.

  3. 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

  4. "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…

  5. 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)

  6. School Mobility and Developmental Outcomes in Young Adulthood

    Science.gov (United States)

    Herbers, Janette E.; Reynolds, Arthur J.; Chen, Chin-Chih

    2014-01-01

    School mobility has been shown to increase the risk of poor achievement, behavior problems, grade retention, and high school drop-out. Using data over 25 years from the Chicago Longitudinal Study, we investigated the unique risk of school moves on a variety of young adult outcomes including educational attainment, occupational prestige, depression symptoms, and criminal arrests. We also investigated how the timing of school mobility, whether earlier or later in the academic career, may differentially predict these outcomes over and above associated risks. Results indicate that students who experience more school changes between kindergarten and twelfth grade are less likely to complete high school on time, complete fewer years of school, attain lower levels of occupational prestige, are more likely to experience symptoms of depression, and are more likely to be arrested as adults. Furthermore, the number of school moves predicted above and beyond associated risks such as residential mobility and family poverty. When timing of school mobility was examined, results indicated more negative outcomes associated with moves later in the grade school career, particularly between fourth and eighth grade. PMID:23627959

  7. 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…

  8. 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,…

  9. 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…

  10. Complete low power controller for high voltage power systems

    International Nuclear Information System (INIS)

    Sumner, R.; Blanar, G.

    1997-01-01

    The MHV100 is a custom CMOS integrated circuit, developed for the AMS experiment. It provides complete control for a single channel high voltage (HV) generator and integrates all the required digital communications, D to A and A to D converters, the analog feedback loop and output drivers. This chip has been designed for use in both distributed high voltage systems or for low cost single channel high voltage systems. The output voltage and current range is determined by the external components

  11. Permission to park: A statewide study of high school parking permits to determine compliance with graduated driver licensing law.

    Science.gov (United States)

    Apanovitch, Audrey; Champany, Victoria; Wilson, Meghan; Emam, Hadeer; Ruiz, Kelly; Borrup, Kevin; Lapidus, Garry

    2015-09-01

    Motor vehicle crashes are the leading cause of fatality among teens in the United States. Beginning in the 1990s, many states enacted graduated driver licensing (GDL) systems to delay full licensure while allowing beginners to obtain experience under lower-risk conditions. Many high schools require parent and guardians of newly licensed teen drivers to complete a student parking pass application (PPA) for their son/daughter to drive, park, and transport themselves to and from school activities. The objective of this study was to describe the content of these PPAs for compliance with Connecticut's GDL law. PPAs were requested via e-mail, fax, or telephone from all Connecticut's high schools (n = 233). PPA variables included school demographics, parking rules, prohibitions and sanctions for violations, as well as reference to GDL law. Seventy-four schools were excluded because students were not allowed to park and schools did not require PPAs or declined to send us a copy of their PPAs. Of the remaining 159 schools, 122 (76.7%) sent us their PPAs. Responding schools were more likely to be suburban or rural. Most PPAs included a section on prohibitions and sanctions for driving misbehavior. Forty-three percent prohibited students from going to car during school hours, and 34% prohibited driving off campus/parking lot. Seventy percent warned of consequences for dangerous driving in parking lot, and 88% included the possibility of revocation for infractions. Only 14% had any reference to Connecticut's GDL law on their PPAs. A small percentage of Connecticut high schools include information about GDL laws on their PPAs. All states should examine their PPA content and adopt a uniform high school PPA that includes key provisions of their state's GDL laws in an effort to promote teen driving safety. Therapeutic study, level V.

  12. 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...

  13. 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

  14. 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…

  15. 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 ...

  16. 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…

  17. 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.

  18. 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…

  19. 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.

  20. An Assessment of Factors Relating to High School Students' Science Self-Efficacy

    Science.gov (United States)

    Gibson, Jakeisha Jamice

    This mixed-methods case study examined two out-of-school (OST) Science, Technology, Engineering and Math (STEM) programs at a science-oriented high school on students' Self-Efficacy. Because STEM is a key for future innovation and economic growth, Americans have been developing a variety of approaches to increase student interest in science within the school curriculum and in OST programs. Nationwide, many OST programs are offered for students but few have engaged in an in-depth assessment. This study included an assessment of two different types of OST programs and direct observations by the researcher. This study involved two advisors (one male, one female), 111 students, and their parents during 2016. Student participants completed two standardized surveys, one to determine their Science Self-Efficacy and another to assess their engagement in science during their OST programs. Parents described their parental involvement and their child's interest in the OST program(s). The OST program advisors participated in lengthy interviews. Additionally, the advisors rated their perceived interest level of the enrolled students and recorded attendance data. Bandura's Social Cognitive Theory (1997a) provided the theoretical framework. This theory describes the multidirectional influence of behavioral factors, personal factors, and environmental factors have on a student's Self-Efficacy. Compiled data from the teachers, students, and parents were used to determine the relationship of selected variables on Science Self-Efficacy of students. A correlational analysis revealed that students who participated in these OST programs possessed a high Mindset for the Enjoyment of science and that teacher ratings were also positively correlated to Mindset and Enjoyment of Science. Descriptive analyses showed that (a) girls who chose to participate in these OST programs possessed higher school grades in their in-school coursework than boys, (b) that parents of girls participated in more

  1. 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

  2. Comparison of breast-feeding knowledge, attitudes, and beliefs before and after educational intervention for rural Appalachian high school students.

    Science.gov (United States)

    Seidel, Allison K; Schetzina, Karen E; Freeman, Sherry C; Coulter, Meredith M; Colgrove, Nicole J

    2013-03-01

    Breast-feeding rates in rural and southeastern regions of the United States are lower than national rates and Healthy People 2020 targets. The objectives of this study were to understand current breast-feeding knowledge, attitudes, and beliefs among rural southern Appalachian adolescents and to explore whether a high school educational intervention designed to address the five tenets (knowledge, attitudes, intentions, perceived behavioral control, and subjective norms) of the theory of planned behavior may be effective in increasing future rates of breast-feeding in this population. An educational session including an interactive game was developed and administered to occupational health science students during a single class period in two county high schools. A presurvey and a postsurvey administered 2 weeks after the intervention were completed by students. Pre- and postsurveys were analyzed using paired t tests and Cohen d and potential differences based on sex and grade were explored. Both pre- and postsurveys were completed by 107 students (78%). Knowledge, attitudes about breast-feeding benefits, subjective norms, and intentions significantly improved following the intervention. Baseline knowledge and attitudes about breast-feeding benefits for mothers were low and demonstrated the greatest improvement. Offering breast-feeding education based on the theory of planned behavior in a single high school class session was effective in improving student knowledge, attitudes, and beliefs about breast-feeding and intention to breast-feed.

  3. 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.

  4. 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…

  5. 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,…

  6. 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.

  7. Effects of Pelvic and Core Strength Training on High School Cross-Country Race Times.

    Science.gov (United States)

    Clark, Anne W; Goedeke, Maggie K; Cunningham, Saengchoy R; Rockwell, Derek E; Lehecka, Bryan J; Manske, Robert C; Smith, Barbara S

    2017-08-01

    Clark, AW, Goedeke, MK, Cunningham, SR, Rockwell, DE, Lehecka, BJ, Manske, RC, and Smith, BS. Effects of pelvic and core strength training on high school cross-country race times. J Strength Cond Res 31(8): 2289-2295, 2017-There is only limited research examining the effect of pelvic and core strength training on running performance. Pelvic and core muscle fatigue is believed to contribute to excess motion along frontal and transverse planes which decreases efficiency in normal sagittal plane running motions. The purpose of this study was to determine whether adding a 6-week pelvic and core strengthening program resulted in decreased race times in high school cross-country runners. Thirty-five high school cross-country runners (14-19 years old) from 2 high schools were randomly assigned to a strengthening group (experimental) or a nonstrengthening group (control). All participants completed 4 standardized isometric strength tests for hip abductors, adductors, extensors, and core musculature in a test-retest design. The experimental group performed a 6-week pelvic and core strengthening program along with their normal training. Participants in the control group performed their normal training without additional pelvic and core strengthening. Baseline, 3-week, and 6-week race times were collected using a repeated measures design. No significant interaction between experimental and control groups regarding decreasing race times and increasing pelvic and core musculature strength occurred over the 6-week study period. Both groups increased strength and decreased overall race times. Clinically significant findings reveal a 6-week pelvic and core stability strengthening program 3 times a week in addition to coach led team training may help decrease race times.

  8. 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…

  9. Use of false ID cards and other deceptive methods to purchase alcoholic beverages during high school.

    Science.gov (United States)

    Schwartz, R H; Farrow, J A; Banks, B; Giesel, A E

    1998-01-01

    Altered motor vehicle drivers's licenses or other falsified or counterfeit photo identification cards are widely and illegally used by teenagers to obtain beer and other alcohol beverages. We obtained information on the methods currently used by teenagers to purchase beer and wine by asking nine hundred teenagers, between 16-19 years old to complete a brief, confidential questionnaire. High school students most often obtained alcoholic beverages by requesting someone of legal age to purchase it for them. College students used borrowed, altered, or counterfeit identification (ID) more often than high school students. Photo IDs purchased through mail order from a magazine advertisement were used infrequently and when use was attempted, they were sometimes (25%) unsuccessful. Fifteen percent of high school students, 14% of college freshmen, and 24% of teenage drug abusers were able to purchase beer by the case with borrowed, altered, or fake ID. Suggestions to reduce sales of alcohol-containing beverages to minors include universal "carding" of prospective purchasers, use of two view or hologram photos on a drivers' license, requiring three different ID cards at the point of purchase, and penalties to stores that fail to make a good effort to identify underage customers.

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

    Science.gov (United States)

    Park, Julie J.; Chang, Stephanie H.

    2015-01-01

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

  11. 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…

  12. High School Dropouts: Interactions between Social Context, Self-Perceptions, School Engagement, and Student Dropout

    Science.gov (United States)

    Fall, Anna-Maria; Roberts, Greg

    2012-01-01

    Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development…

  13. ExpandED Options: Learning beyond High School Walls

    Science.gov (United States)

    ExpandED Schools, 2014

    2014-01-01

    Through ExpandED Options by TASC, New York City high school students get academic credit for learning career-related skills that lead to paid summer jobs. Too many high school students--including those most likely to drop out--are bored or see classroom learning as irrelevant. ExpandED Options students live the connection between mastering new…

  14. The Method of High School English Word Learning

    Institute of Scientific and Technical Information of China (English)

    吴博涵

    2016-01-01

    Most Chinese students are not interested in English learning, especially English words. In this paper, I focus on English vocabulary learning, for example, the study of high school students English word learning method, and also introduce several ways to make vocabulary memory becomes more effective. The purpose is to make high school students grasp more English word learning skills.

  15. The Use of Telehealth to Teach Reproductive Health to Female Rural High School Students.

    Science.gov (United States)

    Yoost, Jennie Lee; Starcher, Rachael Whitley; King-Mallory, Rebecca Ann; Hussain, Nafeeza; Hensley, Christina Ann; Gress, Todd William

    2017-04-01

    To evaluate the use of telehealth to teach reproductive health to rural areas with high rates of teen pregnancy. Prospective cohort study. Two high schools in rural West Virginia. High school female students who attended telehealth sessions. Teleconferencing equipment connected rural high schools to a distal academic institution. Telehealth sessions included reproductive health and life skills topics. Demographic information, session pre- and post-tests, and 6- month assessment was obtained. Reproductive health knowledge, behavior, and self-efficacy were assessed at intervention and at 6 months, along with Likert scale evaluation of telehealth as an educational tool. Fifty-five students participated in the program with an average age of 16.14 (SD 1.24) years. Only 20% (10/50) of subjects' mothers and 12% (6/50) of subjects' fathers had achieved education beyond high school, and 20% (10/50) of subject's mothers had experienced teen pregnancies (age 18 or younger). Sexual activity was reported among 52% (26/50) of subjects, 4/50 (8%) reported desire to become pregnant within the next year, and 4/50 (8%) reported already pregnant. Thirty-seven students completed the 6-month follow-up survey. Reported condom use increased from 20% (10/50) at baseline to 40% (15/37) at 6 months (P = .04) and hormonal contraception use increased from 22% (11/50) to 38% (14/37) (P = .12). Report of human papillomavirus vaccination increased from 38% (10/26) to 70% (26/37) (P = .001) among all subjects. At 6 months, 91.8% (34/37) reported the use of telehealth was "very effective" as a means to teach the material. Telehealth is an effective tool to teach reproductive health to rural areas. Copyright © 2016 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.

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

    Directory of Open Access Journals (Sweden)

    Abdullah Faruk Kılıç

    2017-01-01

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

  17. Impact of Texas high school science teacher credentials on student performance in high school science

    Science.gov (United States)

    George, Anna Ray Bayless

    A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade 11. Years of teaching experience, teacher certification type(s), highest degree level held, teacher and school demographic information, and the percentage of students who met the passing standard on the Science TAKS were obtained through a public records request to the Texas Education Agency (TEA) and the State Board for Educator Certification (SBEC). Analysis was performed through the use of canonical correlation analysis and multiple linear regression analysis. The results of the multiple linear regression analysis indicate that a larger percentage of students met the passing standard on the Science TAKS state attended schools in which a large portion of the high school science teachers held post baccalaureate degrees, elementary and physical science certifications, and had 11-20 years of teaching experience.

  18. Values for gender roles and relations among high school and non-high school adolescents in a Maya community in Chiapas, Mexico.

    Science.gov (United States)

    Manago, Adriana M

    2015-02-01

    In the current study, I describe values for gender roles and cross-sex relations among adolescents growing up in a southern Mexican Maya community in which high school was introduced in 1999. A total of 80 adolescent girls and boys, half of whom were attending the new high school, provided their opinions on two ethnographically derived vignettes that depicted changes in gender roles and relations occurring in their community. Systematic coding revealed that adolescents not enrolled in high school tended to prioritise ascribed and complementary gender roles and emphasise the importance of family mediation in cross-sex relations. Adolescents who were enrolled in high school tended to prioritise equivalent and chosen gender roles, and emphasised personal responsibility and personal fulfillment in cross-sex relations. Perceptions of risks and opportunities differed by gender: girls favourably evaluated the expansion of adult female role options, but saw risks in personal negotiations of cross-sex relations; boys emphasised the loss of the female homemaker role, but favourably evaluated new opportunities for intimacy in cross-sex relations. © 2014 International Union of Psychological Science.

  19. Refractive Errors in State Junior High School Students in Bandung

    Directory of Open Access Journals (Sweden)

    Sabila Tasyakur Nikmah

    2016-12-01

    Full Text Available Background: Uncorrected refractive error is one of the avoidable causes of vision impairment in children and adults. Vision problem in children has been shown to affect their psychological and academic performance. This study aims at identifying and gaining more insights on the characteristic of the refractive errors in state junior high school students in Bandung to avoid uncorrected refractive errors. Methods: A cross-sectional study was conducted in September–November 2015 in state junior high schools in Bandung, West Java, Indonesia. Sample was selected using multistage random sampling technique. Children were examined using tumbling E examination; then students with visual acuity worse than 6/12 underwent Snellen Chart test, refractometry without pupil dilatation, correction with trial lens, then was followed by direct ophthalmoscopy. Results: From a total of 435 children who completed all the examination, 80 children (18.39% had refractive errors; consisted of 151 eyes (94.38% with myopia and 9 eyes (5.62% with astigmatism. Refractive errors were found to be more common in female children (73.7% than male children (26.3%. Among those with refractive errors, 45 children (56.3% did not use any corrective glasses before the examination. Conclusions: Routine refractive error test in vision screening examination is needed for students. It is equally important to raise more awareness toward eye disease in community.

  20. Non-medical use of prescription pain relievers among high school students in China: a multilevel analysis.

    Science.gov (United States)

    Guo, Lan; Xu, Yan; Deng, Jianxiong; He, Yuan; Gao, Xue; Li, Pengsheng; Wu, Hong; Zhou, Jinhua; Lu, Ciyong

    2015-07-13

    Given the differences between general high school (GHS) and vocational high school (VHS) students, this study aimed to investigate the lifetime prevalence of non-medical use of prescription pain relievers (NMUPPR) among high school students as well as the associations between NMUPPR and individual-level factors and school category. A cross-sectional study was conducted in GHS and VHS students in 2012 in Chongqing, and 11 906 students' questionnaires were completed and qualified for the survey. Self-reported NMUPPR and information regarding individual-level determinants and school category were collected. A multilevel multivariate logistic regression model was fitted to explore independent predictors of NMUPPR. The total lifetime prevalence of NMUPPR was 11.3%, and NMUPPR was more prevalent among VHS students (15.8%) compared with GHS students (9.8%). Overall, the results indicated that VHS students were more likely to be involved in NMUPPR (adjusted OR (AOR)=1.64, 95% CI 1.42 to 1.89). Regarding the individual-level predictors of NMUPPR, below-average family economic status was negatively correlated with NMUPPR (AOR=0.77, 95% CI 0.60 to 0.98), and students with more pocket money were more likely to be engaged in NMUPPR. Students who had difficult family relationships, had poor relationships with teachers, had parents or friends who engaged in non-medical prescription drug use, and considered or attempted suicide were more likely to be engaged in NMUPPR. NMUPPR among high school students is a multidetermined phenomenon. The current findings indicate that VHS students are an important subgroup of adolescents and highlight the need for additional research as well as targeted prevention and intervention programmes for NMUPPR. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  1. Using Dance Therapy with High School Students: A Strategy for School Counselors

    Science.gov (United States)

    Chibbaro, Julia S.; Holland, Charleta Reshae

    2013-01-01

    Professional school counselors are challenged to meet the needs of all students and need a variety of interventions enabling them to meet those needs. High school is a time when many adolescents struggle with social, emotional, and physical issues (Gysbers & Henderson, 2006). Ninth through twelfth grades are critical years of any teenager's…

  2. 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.

  3. Professional choice self-efficacy: predicting traits and personality profiles in high school students

    Directory of Open Access Journals (Sweden)

    Rodolfo Augusto Matteo Ambiel

    2016-01-01

    Full Text Available Abstract This study aimed to verify the predictive capacity of the Big Five personality factors related to professional choice self-efficacy, as well as to draw a personality profile of people with diverse self-efficacy levels. There were 308 high school students participating, from three different grades (57.5 % women, from public and private schools, average 26.64 years of age. Students completed two instruments, Escala de Autoeficácia para Escolha Profissional (Professional Choice Self-efficacy Scale and Bateria Fatorial de Personalidade (Factorial Personality Battery. Results were obtained using multiple regression analysis, analysis of variance with repeated measures profile and Cohen’s d to estimate the effect size of differences. Results showed that Extraversion, Agreeableness and Conscientiousness were the main predictors of self-efficacy. Differences from medium to large were observed between extreme groups, and Extraversion and Conscientiousness were the personality factors that better distinguish people with low and high levels of self-efficacy. Theses results partially corroborate with the hypothesis. Results were discussed based on literature and on the practical implications of the results. New studies are proposed.

  4. A Survey of the Problem of Unbalanced High School Educational Resource Allocation within the County Region in Gansu Province--Using Seven High Schools in Three Counties as an Example

    Science.gov (United States)

    Kai, Liu; Gaofu, Du

    2015-01-01

    The imbalance in allocating high school educational resources within the county region has expanded the imbalances in local high school educational development. This has caused "diseconomies of scale" in high schools, aggravated the "expansion impulse" in building model high schools, limited the growth of effective demand by…

  5. Basic life support skills of high school students before and after cardiopulmonary resuscitation training: a longitudinal investigation

    Directory of Open Access Journals (Sweden)

    Meissner Theresa M

    2012-04-01

    Full Text Available Abstract Background Immediate bystander cardiopulmonary resuscitation (CPR significantly improves survival after a sudden cardiopulmonary collapse. This study assessed the basic life support (BLS knowledge and performance of high school students before and after CPR training. Methods This study included 132 teenagers (mean age 14.6 ± 1.4 years. Students completed a two-hour training course that provided theoretical background on sudden cardiac death (SCD and a hands-on CPR tutorial. They were asked to perform BLS on a manikin to simulate an SCD scenario before the training. Afterwards, participants encountered the same scenario and completed a questionnaire for self-assessment of their pre- and post-training confidence. Four months later, we assessed the knowledge retention rate of the participants with a BLS performance score. Results Before the training, 29.5% of students performed chest compressions as compared to 99.2% post-training (P P Conclusions BLS training in high school seems highly effective considering the minimal amount of previous knowledge the students possess. We observed significant improvement and a good retention rate four months after training. Increasing the number of trained students may minimize the reluctance to conduct bystander CPR and increase the number of positive outcomes after sudden cardiopulmonary collapse.

  6. Preventing the link between SES and high-risk behaviors: "value-added" education, drug use and delinquency in high-risk, urban schools.

    Science.gov (United States)

    Tobler, Amy L; Komro, Kelli A; Dabroski, Alexis; Aveyard, Paul; Markham, Wolfgang A

    2011-06-01

    We examined whether schools achieving better than expected educational outcomes for their students influence the risk of drug use and delinquency among urban, racial/ethnic minority youth. Adolescents (n = 2,621), who were primarily African American and Hispanic and enrolled in Chicago public schools (n = 61), completed surveys in 6th (aged 12) and 8th (aged 14) grades. Value-added education was derived from standardized residuals of regression equations predicting school-level academic achievement and attendance from students' sociodemographic profiles and defined as having higher academic achievement and attendance than that expected given the sociodemographic profile of the schools' student composition. Multilevel logistic regression estimated the effects of value-added education on students' drug use and delinquency. After considering initial risk behavior, value-added education was associated with lower incidence of alcohol, cigarette and marijuana use; stealing; and participating in a group-against-group fight. Significant beneficial effects of value-added education remained for cigarette and marijuana use, stealing and participating in a group-against-group fight after adjustment for individual- and school-level covariates. Alcohol use (past month and heavy episodic) showed marginally significant trends in the hypothesized direction after these adjustments. Inner-city schools may break the links between social disadvantage, drug use and delinquency. Identifying the processes related to value-added education in order to improve school environments is warranted given the high costs associated with individual-level interventions.

  7. Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students.

    Science.gov (United States)

    Li, Ping; Zhou, Nan; Zhang, Yuchi; Xiong, Qing; Nie, Ruihong; Fang, Xiaoyi

    2017-01-01

    School engagement plays a prominent role in promoting academic accomplishments. In contrast to the relative wealth of research that examined the impact of students' school engagement on their academic achievement, considerably less research has investigated the effect of high school students' prior achievement on their school engagement. The present study examined the relationship between prior achievement and school engagement among Chinese high school students. Based on the Dweck's social-cognitive theory of motivation, we further examined the moderating effect of students' theories of intelligence (TOIs) on this relationship. A total of 4036 (2066 girls) students from five public high school enrolled in grades 10 reported their high school entrance exam achievement in Chinese, Math and English, school engagement, and TOIs. Results showed that (a) students' prior achievement predicted their behavioral, emotional, and cognitive engagement, respectively, and (b) the association between prior achievement and behavioral, emotional, and cognitive engagement is strong for students with an incremental theory but not for those with an entity theory in the emotional and cognitive engagement. These findings suggest that prior achievement and incremental theory were implicated in relation to adolescents' school engagement. Implications and future research directions were discussed.

  8. Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students

    Directory of Open Access Journals (Sweden)

    Ping Li

    2017-09-01

    Full Text Available School engagement plays a prominent role in promoting academic accomplishments. In contrast to the relative wealth of research that examined the impact of students’ school engagement on their academic achievement, considerably less research has investigated the effect of high school students’ prior achievement on their school engagement. The present study examined the relationship between prior achievement and school engagement among Chinese high school students. Based on the Dweck’s social-cognitive theory of motivation, we further examined the moderating effect of students’ theories of intelligence (TOIs on this relationship. A total of 4036 (2066 girls students from five public high school enrolled in grades 10 reported their high school entrance exam achievement in Chinese, Math and English, school engagement, and TOIs. Results showed that (a students’ prior achievement predicted their behavioral, emotional, and cognitive engagement, respectively, and (b the association between prior achievement and behavioral, emotional, and cognitive engagement is strong for students with an incremental theory but not for those with an entity theory in the emotional and cognitive engagement. These findings suggest that prior achievement and incremental theory were implicated in relation to adolescents’ school engagement. Implications and future research directions were discussed.

  9. Bullying victimization and student engagement in elementary, middle, and high schools: Moderating role of school climate.

    Science.gov (United States)

    Yang, Chunyan; Sharkey, Jill D; Reed, Lauren A; Chen, Chun; Dowdy, Erin

    2018-03-01

    Bullying is the most common form of school violence and is associated with a range of negative outcomes, including traumatic responses. This study used hierarchical linear modeling to examine the multilevel moderating effects of school climate and school level (i.e., elementary, middle, and high schools) on the association between bullying victimization and student engagement. Participants included 25,896 students in 4th to 12th grades from 114 schools. Results indicated that, after controlling for student and school demographic factors, positive school climate was associated with higher behavioral/cognitive and emotional engagement of students across all grades. This highlights the critical and fundamental role of positive school climate in bullying prevention and intervention, among students across all grade levels, including those with frequent bullying victimization experience. Results also showed that negative associations between student-level bullying victimization and engagement were intensified in more positive school climates. This finding suggests that, in comparison with students in schools with less positive school climates, the engagement of bullying victims in schools with a more positive school climate might be more negatively influenced by their victimization experience. Additionally, the relation between student-level bullying victimization and emotional engagement was significantly different across middle and high schools. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  10. Availability of Automated External Defibrillators in Public High Schools.

    Science.gov (United States)

    White, Michelle J; Loccoh, Emefah C; Goble, Monica M; Yu, Sunkyung; Duquette, Deb; Davis, Matthew M; Odetola, Folafoluwa O; Russell, Mark W

    2016-05-01

    To assess automated external defibrillator (AED) distribution and cardiac emergency preparedness in Michigan secondary schools and investigate for association with school sociodemographic characteristics. Surveys were sent via electronic mail to representatives from all public high schools in 30 randomly selected Michigan counties, stratified by population. Association of AED-related factors with school sociodemographic characteristics were evaluated using Wilcoxon rank sum test and χ(2) test, as appropriate. Of 188 schools, 133 (71%) responded to the survey and all had AEDs. Larger student population was associated with fewer AEDs per 100 students (P schools. Schools with >20% students from racial minority groups had significantly fewer AEDs available per 100 students than schools with less racial diversity (P = .03). Schools with more students eligible for free and reduced lunch were less likely to have a cardiac emergency response plan (P = .02) and demonstrated less frequent AED maintenance (P = .03). Although AEDs are available at public high schools across Michigan, the number of AEDs per student varies inversely with minority student population and school size. Unequal distribution of AEDs and lack of cardiac emergency preparedness may contribute to outcomes of sudden cardiac arrest among youth. Copyright © 2016 Elsevier Inc. All rights reserved.

  11. Gender differences in trajectories of relational aggression perpetration and victimization from middle to high school.

    Science.gov (United States)

    Orpinas, Pamela; McNicholas, Caroline; Nahapetyan, Lusine

    2015-01-01

    Relational aggression refers to harming others through damaging or manipulating peer relationships. In a cohort of students surveyed annually from middle to high school, this study identified groups of adolescents who followed distinct trajectories of perpetration and of victimization of relational aggression, compared the proportion of boys and girls in each trajectory, and examined the overlap between perpetration and victimization trajectories. The sample consisted of 620 randomly selected sixth graders. Students completed yearly surveys from Grade 6-12. We used group-based trajectory modeling to identify the trajectories. Adolescents followed three developmental trajectories of perpetration and three similar trajectories of victimization: Low (lowest aggression), Moderate, and High Declining (high in middle school, with a steep decline in high school). All trajectories declined from Grade 6-12. The largest groups were the Low perpetration (55%) and Low victimization (48%). Relational aggression trajectories differed by gender: more boys reported perpetration, and more girls reported victimization. For perpetration, slightly more boys than girls were classified in the two trajectories of higher aggression. For victimization, significantly fewer girls than boys were classified in the Low trajectory, and significantly more girls than boys were classified in the Moderate trajectory. There was substantial overlap of the perpetration and victimization trajectories. These findings highlight the importance of implementing programs to reduce relational aggression for boys and for girls. © 2014 Wiley Periodicals, Inc.

  12. School motivation and high school dropout: the mediating role of educational expectation.

    Science.gov (United States)

    Fan, Weihua; Wolters, Christopher A

    2014-03-01

    A good deal of evidence indicates that students' motivational beliefs and attitudes play a critical role in their academic success. Research studies on how motivational factors may help determine whether students remain in high school or drop out, however, are relatively few. More specifically, there is a lack of research examining the dynamics of whether students' motivational beliefs from earlier in high school might be used to predict their status as a dropout in their final year. The aim of the present study was to examine the mediating role of students' educational expectations in linking students' school motivation to their dropout status by utilizing a nationally representative dataset. The present study used data from the Educational Longitudinal Study of 2002 (ELS: 2002). The final sample consisted of 16,194 students, with approximately 54% White, 13% Black, 16% Hispanic, and 10% Asian students, and the rest were Native American, Hawaiian, multiracial, or of other races. Structural equation modelling was employed to conduct the mediational analysis. The results of the present study demonstrated that the relationships between student ability beliefs in math and English and student behaviour of dropping out were fully mediated by students' educational expectations. The results also revealed that student intrinsic value in math and English had significant indirect relations with student behaviour of leaving school through students' educational expectations. The results of this study suggest that explanations for student dropout status that rely solely on students' social background and school behaviours without considering their motivation are incomplete. The study expands the extant research by showing possible pathways that motivate students to persist in high school. These pathways are specifically rooted in students' ability beliefs and intrinsic interest in learning through their relationships with students' expectations for their education. © 2012 The

  13. Preventing Sudden Cardiac Death: Automated External Defibrillators in Ohio High Schools.

    Science.gov (United States)

    Lear, Aaron; Hoang, Minh-Ha; Zyzanski, Stephen J

    2015-10-01

    Ohio passed legislation in 2004 for optional public funding of automated external defibrillators (AEDs) in all Ohio high schools. To report occurrences of sudden cardiac arrest in which AEDs were used in Ohio high schools and to evaluate the adherence of Ohio high schools with AEDs to state law and published guidelines on AEDs and emergency action plans (EAPs) in schools. Cross-sectional survey. Web-based survey. A total of 264 of 827 schools that were members of the Ohio High School Athletic Association. We surveyed schools on AED use, AED maintenance, and EAPs. Twenty-five episodes of AED deployment at 22 schools over an 11-year period were reported; 8 (32%) involved students and 17 (68%) involved adults. The reported survival rate was 60% (n = 15). Most events (n = 20, 80%) in both students and adults occurred at or near athletic facilities. The annual use rate of AEDs was 0.7%. Fifty-three percent (n = 140) of schools reported having an EAP in place for episodes of cardiac arrest. Of the schools with EAPs, 57% (n = 80) reported having rehearsed them. Our data supported the placement of AEDs in high schools given the frequency of use for sudden cardiac arrest and the survival rate reported. They also suggested the need for increased awareness of recommendations for EAPs and the need to formulate and practice EAPs. School EAPs should emphasize planning for events in the vicinity of athletic facilities.

  14. Case Studies of Leading Edge Small Urban High Schools. Core Academic Strategic Designs: 3. University Park Campus 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…

  15. Effects of Comprehensive, Multiple High-Risk Behaviors Prevention Program on High School Students

    Science.gov (United States)

    Collier, Crystal

    2013-01-01

    The purpose of this mixed methods study was to examine the effect of a multiple high-risk behaviors prevention program applied comprehensively throughout an entire school-system involving universal, selective, and indicated levels of students at a local private high school during a 4-year period. The prevention program was created based upon the…

  16. Elective course student sectioning at Danish high schools

    DEFF Research Database (Denmark)

    Kristiansen, Simon; Stidsen, Thomas Riis

    2016-01-01

    . This paper presents an Adaptive Large Neighborhood Search heuristic for the ESCC. The algorithm is applied to 80 real-life instances from Danish high schools and compared with solutions found by using the state-of-the-art MIP solver Gurobi. The algorithm has been implemented in the commercial product Lectio......, and is thereby available for approximately 200 high schools in Denmark....

  17. Self-Esteem of Junior High and High School Students.

    Science.gov (United States)

    Lee, Kimberly E.

    The purpose of this thesis was to investigate the self-esteem of junior high and high school students. The independent variables investigated were quality of family life, birth order, family size, maternal employment, grade level and family structure. The dependent variables were the self-esteem scores from the following sub-scales of the Texas…

  18. The school food environment and adolescent obesity: qualitative insights from high school principals and food service personnel

    Directory of Open Access Journals (Sweden)

    Ellerbeck Edward F

    2007-05-01

    Full Text Available Abstract Objectives To examine high school personnel's perceptions of the school environment, its impact on obesity, and the potential impact of legislation regulating schools' food/beverage offerings. Methods Semi-structured interviews were conducted with the principal (n = 8 and dietitian/food service manager (n = 7 at 8 schools (4 rural, 4 suburban participating in a larger study examining the relationship between the school environment and adolescent health behavior patterns. Results Principal themes included: 1 Obesity is a problem in general, but not at their school, 2 Schools have been unfairly targeted above more salient factors (e.g., community and home environment, 3 Attempts at change should start before high school, 4 Student health is one priority area among multiple competing demands; academic achievement is the top priority, 5 Legislation should be informed by educators and better incorporate the school's perspective. Food service themes included: 1 Obesity is not a problem at their school; school food service is not the cause, 2 Food offerings are based largely on the importance of preparing students for the real world by providing choice and the need to maintain high participation rates; both healthy and unhealthy options are available, 3 A la carte keeps lunch participation high and prices low but should be used as a supplement, not a replacement, to the main meal, 4 Vending provides school's additional revenue; vending is not part of food service and is appropriate if it does not interfere with the lunch program. Conclusion Discrepancies exist between government/public health officials and school personnel that may inhibit collaborative efforts to address obesity through modifications to the school environment. Future policy initiatives may be enhanced by seeking the input of school personnel, providing recommendations firmly grounded in evidence-based practice, framing initiatives in terms of their potential impact on the

  19. The High School Dropout Problem: Perspectives of Teachers and Principals

    Science.gov (United States)

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

    2009-01-01

    To better understand the views of teachers and administrators on the high school dropout problem, focus groups and nationally representative surveys were conducted of high school teachers and principals. A focus group of superintendents and school board members was also included. To help interpret the results, the authors convened a colloquium…

  20. High school mathematics teachers' perspectives on the purposes of mathematical proof in school mathematics

    Science.gov (United States)

    Dickerson, David S.; Doerr, Helen M.

    2014-12-01

    Proof serves many purposes in mathematics. In this qualitative study of 17 high school mathematics teachers, we found that these teachers perceived that two of the most important purposes for proof in school mathematics were (a) to enhance students' mathematical understanding and (b) to develop generalized thinking skills that were transferable to other fields of endeavor. We found teachers were divided on the characteristics (or features) of proofs that would serve these purposes. Teachers with less experience tended to believe that proofs in the high school should adhere to strict standards of language and reasoning while teachers with more experience tended to believe that proofs based on concrete or visual features were well suited for high school mathematics. This study has implications for teacher preparation because it appears that there is a wide variation in how teachers think about proof. It seems likely that students would experience proof very differently merely because they were seated in different classrooms.

  1. High School Teachers' Identities: Constructing Civic Selves

    Science.gov (United States)

    Obenchain, Kathryn M.; Balkute, Asta; Vaughn, Erin; White, Shannon

    2016-01-01

    Research suggests that teachers play a role in the type of citizenship education implemented in schools. The purpose of this qualitative case study was to explore how two high school teachers understood and enacted their civic identities as a dimension of their teacher identities. Findings suggest that factors contributing to an individual's civic…

  2. High School Students' Understanding of the Human Body System

    Science.gov (United States)

    Assaraf, Orit Ben-Zvi; Dodick, Jeff; Tripto, Jaklin

    2013-01-01

    In this study, 120 tenth-grade students from 8 schools were examined to determine the extent of their ability to perceive the human body as a system after completing the first stage in their biology curriculum--"The human body, emphasizing homeostasis". The students' systems thinking was analyzed according to the STH thinking model, which roughly…

  3. Using social cognitive theory to explain discretionary, "leisure-time" physical exercise among high school students.

    Science.gov (United States)

    Winters, Eric R; Petosa, Rick L; Charlton, Thomas E

    2003-06-01

    To examine whether knowledge of high school students' actions of self-regulation, and perceptions of self-efficacy to overcome exercise barriers, social situation, and outcome expectation will predict non-school related moderate and vigorous physical exercise. High school students enrolled in introductory Physical Education courses completed questionnaires that targeted selected Social Cognitive Theory variables. They also self-reported their typical "leisure-time" exercise participation using a standardized questionnaire. Bivariate correlation statistic and hierarchical regression were conducted on reports of moderate and vigorous exercise frequency. Each predictor variable was significantly associated with measures of moderate and vigorous exercise frequency. All predictor variables were significant in the final regression model used to explain vigorous exercise. After controlling for the effects of gender, the psychosocial variables explained 29% of variance in vigorous exercise frequency. Three of four predictor variables were significant in the final regression equation used to explain moderate exercise. The final regression equation accounted for 11% of variance in moderate exercise frequency. Professionals who attempt to increase the prevalence of physical exercise through educational methods should focus on the psychosocial variables utilized in this study.

  4. Publishing the pamphlet of radiation education for junior high school students

    International Nuclear Information System (INIS)

    Kamezawa, Chika; Kamogawa, Masashi; Kanai, Yuko; Nishiura, Shingo; Banda, Kiyomi; Arakawa, Etsuo

    2014-01-01

    We made supplementary materials of the radiation education as a pamphlet for junior high school students along the government course guidelines for junior high school pressed by Ministry of Education, Culture, Sports, Science and Technology. The pamphlet was published as booklet and calendar. For teachers at junior high schools, a pdf file of the booklet was also appended. The pamphlet focused natural phenomenon and latest researches in the radiation science. Many pictures in the booklet could help students to study the radiation science visually. For 100 days since March 2012 published day, 4119 booklets had been distributed to junior high schools and other schools of applicants, free of charge. (author)

  5. Developing Cloud Chambers with High School Students

    Science.gov (United States)

    Ishizuka, Ryo; Tan, Nobuaki; Sato, Shoma; Zeze, Syoji

    The result and outcome of the cloud chamber project, which aims to develop a cloud chamber useful for science education is reported in detail. A project includes both three high school students and a teacher as a part of Super Science High School (SSH) program in our school. We develop a dry-ice-free cloud chamber using salt and ice (or snow). Technical details of the chamber are described. We also argue how the project have affected student's cognition, motivation, academic skills and behavior. The research project has taken steps of professional researchers, i.e., in planning research, applying fund, writing a paper and giving a talk in conferences. From interviews with students, we have learnt that such style of scientific activity is very effective in promoting student's motivation for learning science.

  6. Transition from high schools to engineering education

    DEFF Research Database (Denmark)

    Kolmos, Anette; Holgaard, Jette Egelund; Clausen, Nicolaj Riise

    2017-01-01

    Pre-university engineering education has received increasing attention to attract more students to engineering and make them better prepared to enter engineering studies at university level. Denmark is one of the countries that offer established high school curriculum that makes engineering...... the core identity of the school. In a longitudinal research project, the cohort of all Danish engineering students who were enrolled in 2010 has been followed. This study takes a quantitative approach to highlight the differences in preparedness for engineering students who have a background...... themselves as being better prepared in relation to the conduct of experiments, engineering analysis and tolls, as well as in relation to process competences as design, problem solving and teamwork. The students from the profession-oriented high schools also find themselves better prepared in relation...

  7. Early predictors of high school mathematics achievement.

    Science.gov (United States)

    Siegler, Robert S; Duncan, Greg J; Davis-Kean, Pamela E; Duckworth, Kathryn; Claessens, Amy; Engel, Mimi; Susperreguy, Maria Ines; Chen, Meichu

    2012-07-01

    Identifying the types of mathematics content knowledge that are most predictive of students' long-term learning is essential for improving both theories of mathematical development and mathematics education. To identify these types of knowledge, we examined long-term predictors of high school students' knowledge of algebra and overall mathematics achievement. Analyses of large, nationally representative, longitudinal data sets from the United States and the United Kingdom revealed that elementary school students' knowledge of fractions and of division uniquely predicts those students' knowledge of algebra and overall mathematics achievement in high school, 5 or 6 years later, even after statistically controlling for other types of mathematical knowledge, general intellectual ability, working memory, and family income and education. Implications of these findings for understanding and improving mathematics learning are discussed.

  8. Substance use and dietary practices among students attending alternative high schools: results from a pilot study

    Directory of Open Access Journals (Sweden)

    Hannan Peter J

    2011-04-01

    Full Text Available Abstract Background Substance use and poor dietary practices are prevalent among adolescents. The purpose of this study was to examine frequency of substance use and associations between cigarette, alcohol and marijuana use and selected dietary practices, such as sugar-sweetened beverages, high-fat foods, fruits and vegetables, and frequency of fast food restaurant use among alternative high school students. Associations between multi-substance use and the same dietary practices were also examined. Methods A convenience sample of adolescents (n = 145; 61% minority, 52% male attending six alternative high schools in the St Paul/Minneapolis metropolitan area completed baseline surveys. Students were participants in the Team COOL (Controlling Overweight and Obesity for Life pilot study, a group randomized obesity prevention pilot trial. Mixed model multivariate analyses procedures were used to assess associations of interest. Results Daily cigarette smoking was reported by 36% of students. Cigarette smoking was positively associated with consumption of regular soda (p = 0.019, high-fat foods (p = 0.037, and fast food restaurant use (p = 0.002. Alcohol (p = 0.005 and marijuana use (p = 0.035 were positively associated with high-fat food intake. With increasing numbers of substances, a positive trend was observed in high-fat food intake (p = 0.0003. There were no significant associations between substance use and fruit and vegetable intake. Conclusions Alternative high school students who use individual substances as well as multiple substances may be at high risk of unhealthful dietary practices. Comprehensive health interventions in alternative high schools have the potential of reducing health-compromising behaviors that are prevalent among this group of students. This study adds to the limited research examining substance use and diet among at-risk youth. Trial registration number ClinicalTrials.gov: NCT01315743

  9. Evaluation of Cigarette Smoking Attitudes and Behaviors among Students of a State High School in İstanbul

    Directory of Open Access Journals (Sweden)

    Ülkü Aka Aktürk

    2015-08-01

    Full Text Available Objective: We aimed to evaluate smoking habits of students, reasons of smoking and students’ level of knowledge on the adverse effects of smoking in a state high school in İstanbul. Methods: A 15-item questionnaire was administered to the students attending a state high school in İstanbul to evaluate their attitudes and behaviors towards cigarette smoking. The questionnaire was completed by each class of students at the same class period under the supervision of their teachers. Results: The questionnaire was completed by 415 students at the respective school. While 349 students (84% never smoke, 66 (15.9% students were either current smokers or quitters. Fifty five of the students (13.2% were active smokers. When we looked at the reasons of smoking, they reported that 63.6% smoked cigarettes because their friends did; 47.2% smoked cigarettes due to exam-related stress; and 40% smoked cigarettes due to family problems. The rate of smoking friends in the smoker group was significantly higher than in the non-smoker group (p=0.0001. A logistic regression analysis showed that having smoking friends was associated with an 8-fold increase in the risk of smoking compared to having no smoking friends. Conclusion: The most common reasons of smoking at the school were friends who were smokers, exam-related stress and family problems. Having friends who smoke was associated with an 8-fold increase in the risk of smoking. We believe that counselling services’ close engagement with family problems of students and exam-related stress issues and helping them to cope with these problems may prevent their vulnerability to toxic substances.

  10. The Characteristics of High School Department Chairs: A National Perspective

    Science.gov (United States)

    DeAngelis, Karen J.

    2013-01-01

    Department chairs occupy a potentially important leadership position in high schools, yet little is known about them, particularly with regard to who they are and how they compare to other high school teachers. This is surprising given growing expectations for distributed leadership practice in schools. In this study, I utilize a national dataset…

  11. School Socioeconomic Classification, Funding, and the New Jersey High School Proficiency Assessment (HSPA)

    Science.gov (United States)

    Bao, D. H.; Romeo, George C.; Harvey, Roberta

    2010-01-01

    This study examines the relationship between educational effectiveness, as measured by the New Jersey High School Proficiency Assessment (HSPA), and funding of school districts based on socioeconomic classification. Results indicate there is a strong relationship between performance in HSPA, socioeconomic classification, and the different sources…

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

    Science.gov (United States)

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

    2014-01-01

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

  13. Inequality in Black and White High School Students' Perceptions of School Support: An Examination of Race in Context.

    Science.gov (United States)

    Bottiani, Jessika H; Bradshaw, Catherine P; Mendelson, Tamar

    2016-06-01

    Supportive relationships with adults at school are critical to student engagement in adolescence. Additional research is needed to understand how students' racial backgrounds interact with the school context to shape their perceptions of school support. This study employed multilevel, latent variable methods with a sample of Black and White students (N = 19,726, 35.8 % Black, 49.9 % male, mean age = 15.9) in 58 high schools to explore variation in perceived caring, equity, and high expectations by student race, school diversity, and socioeconomic context. The results indicated that Black students perceived less caring and equity relative to White students overall, and that equity and high expectations were lower in diverse schools for both Black and White students. Nonetheless, racial disparities were attenuated in more diverse schools. The findings point to the need for intervention to improve perceptions of school support for Black youth and for all students in lower income and more diverse schools.

  14. School performance after experiencing trauma: a longitudinal study of school functioning in survivors of the Utøya shootings in 2011

    Directory of Open Access Journals (Sweden)

    Ida Frugård Strøm

    2016-05-01

    Full Text Available Background: The psychological impact on survivors of terrorism has been well documented. However, studies on adolescent survivors and the academic performance of high school students following a terrorist attack are lacking. Objective: This study investigated academic performance, absenteeism, and school support amongst survivors of a terrorist attack in Norway. Method: Data from a longitudinal interview study were linked to officially registered grades of students (N=64 who successfully completed their 3-year senior high school program. Statistical tests of mean differences and linear regression were used to compare the survivors’ registered grades with the national grade point average, before and after the event, as well as to assess absenteeism, self-reported grades and to test the association with school support. Results: The students’ grades were lower the year after the event than they had been the year before, and they were also lower than the national grade point average (p<0.001. However, their grades improved in the last year of high school, indicating possible recovery. Absence from school increased after the event, compared to the previous year. However, students reported high satisfaction with school support. Conclusion: The results indicate that academic functioning was reduced in the year after the traumatic event, but for students who successfully completed high school, the school situation improved 2 years after the event. The findings underscore the importance of keeping trauma-exposed students in school and providing support over time. A more defined educational approach to maintaining school attendance and educational measures which compensate for learning loss are needed in trauma-sensitive teaching.

  15. Place Attachment and Place Disruption: The Perceptions of Selected Adults and High School Students on a Rural School District Reorganization.

    Science.gov (United States)

    Wieland, Regi Leann

    2001-01-01

    Interviews with adult residents and high school students in two rural Kansas communities that had consolidated their high schools found that adults in the community that lost its high school had more negative reactions and feelings of loss than adults in the community that retained its high school. Student reactions were generally positive.…

  16. Teacher Reflective Practice in Jesuit High Schools

    Science.gov (United States)

    Klug, Joseph H.

    2010-01-01

    Teachers who engage in reflective practice are more effective and may encourage higher student achievement. The purpose of this study is to explore and describe the methods that teachers use in order to engage in reflective practice. Further, it is essential to gain an understanding of how schools, including Jesuit high schools, promote reflective…

  17. Cultures of Learning in Effective High Schools

    Science.gov (United States)

    Tichnor-Wagner, Ariel; Harrison, Christopher; Cohen-Vogel, Lora

    2016-01-01

    Purpose: Research indicates that a culture of learning is a key factor in building high schools that foster academic achievement in all students. Yet less is known about which elements of a culture of learning differentiate schools with higher levels of academic performance. To fill this gap, this comparative case study examined the cultures of…

  18. Perceptions of Missouri High School Principals Regarding the Effectiveness of In-School Suspension as a Disciplinary Procedure.

    Science.gov (United States)

    Billings, Ward H.; Enger, John M.

    This paper presents findings of a study that examined Missouri high school principals' perceptions of the effectiveness of various disciplinary procedures, with a focus on in-school suspension (ISS). A survey mailed to 200 Missouri high school principals elicited 159 responses, a 77 percent response rate. The questionnaire asked principals to…

  19. Meanings of living in lodgings during senior high school

    DEFF Research Database (Denmark)

    Wannebo, Wenche; Devik, Siri Andreassen; Uhrenfeldt, Lisbeth

    2018-01-01

    Studies show that senior high school students living in lodgings (away from home) when attending high school are vulnerable to stress and mental health problems. Moving away from home at the age of 15-16 is a transition that might affect adolescents' well-being. The aim of this study is to explore...... the experience of living in lodgings during senior high school. In-depth interviews were conducted with 21 Norwegian lodgers of both genders between the ages of 16-18. Interviews were analyzed according to a phenomenological hermeneutical approach. Four main themes were identified: (a) striving between...

  20. Completion of a Full Course of Primary Schooling among All Children Everywhere by 2015: A Case of Sub-Saharan Africa

    Science.gov (United States)

    Wamala, Robert

    2013-01-01

    Achieving the United Nations Millennium Development Goals (MDGs) remains a major challenge, particularly in developing countries. Specifically, achieving the target of completing a full course of primary schooling among all children, which is goal two, is a major challenge for Sub-Saharan Africa. Though literature consensually suggests that the…

  1. Gait analysis by high school students

    NARCIS (Netherlands)

    Heck, A.; van Dongen, C.

    2008-01-01

    Human walking is a complicated motion. Movement scientists have developed various research methods to study gait. This article describes how a high school student collected and analysed high quality gait data in much the same way that movement scientists do, via the recording and measurement of

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

    Science.gov (United States)

    Trice, Rodney Nathaniel

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

  3. Aggressive Students and High School Dropout: An Event History Analysis

    Science.gov (United States)

    Orozco, Steven R.

    2016-01-01

    Aggressive students often struggle in multiple domains of their school functioning and are at increased risk for high school dropout. Research has identified a variety of warning flags which are strong predictors of high school dropout. While it is known that aggressive students exhibit many of these warning flags, there is little research which…

  4. Mental skills of South African male high school rugby players ...

    African Journals Online (AJOL)

    The aim of this study was to establish preliminary South African high school rugby norms for the BMSQ. The sample consisted of 152 male high school rugby players from two schools in the Ethekwini region. Preliminary norms are presented in the form of means and standard deviations. Results are compared with those of ...

  5. Longitudinal Outcomes of Start Time Delay on Sleep, Behavior, and Achievement in High School

    Science.gov (United States)

    Thacher, Pamela V.; Onyper, Serge V.

    2016-01-01

    Study Objectives: To establish whether sleep, health, mood, behavior, and academics improved after a 45-minute delay in high school start time, and whether changes persisted longitudinally. Methods: We collected data from school records and student self-report across a number of domains at baseline (May 2012) and at two follow-up time points (November 2012 and May 2013), at a public high school in upstate New York. Students enrolled during academic years (AY) 2011–2012 and 2012–2013 completed the Pittsburgh Sleep Quality Index; the DASS-21; the “Owl-Lark” Scale; the Daytime Sleepiness Index; and a brief self-report of health. Reports from school records regarding attendance, tardiness, disciplinary violations, and academic performance were collected for AY 2010–2011 through 2013–2014. Results: Students delayed but did not extend their sleep period; we found lasting improvements in tardiness and disciplinary violations after the start-time delay, but no changes to other variables. At the first follow-up, students reported 20 minutes longer sleep, driven by later rise times and stable bed times. At the second follow-up, students maintained later rise times but delayed bedtimes, returning total sleep to baseline levels. A delay in rise time, paralleling the delay in the start time that occurred, resulted in less tardiness and decreased disciplinary incidents, but larger improvements to sleep patterns may be necessary to affect health, attendance, sleepiness, and academic performance. Conclusions: Later start times improved tardiness and disciplinary issues at this school district. A delay in start time may be a necessary but not sufficient means to increase sleep time and may depend on preexisting individual differences. Commentary: A commentary on this article appears in this issue on page 267. Citation: Thacher PV, Onyper SV. Longitudinal outcomes of start time delay on sleep, behavior, and achievement in high school. SLEEP 2016;39(2):271–281. PMID

  6. More than half of high school students report disordered eating: a cross sectional study among Norwegian boys and girls.

    Directory of Open Access Journals (Sweden)

    Monica Klungland Torstveit

    Full Text Available Disordered eating and eating disorders are of great concern due to their associations with physical and mental health risks. Even if adolescence has been identified as the most vulnerable time for developing disordered eating, few studies have used a broad spectrum of criteria to investigate the prevalence of disordered eating among high school students of both genders, in different programs of study, nor assessed correlates of disordered eating among this important target group. The purposes of this study were therefore to investigate the prevalence and correlates of disordered eating among both male and female high school students in sport-, general and vocational programs. A comprehensive questionnaire was completed by 2,451 students (98.7%, aged 15-17 years. The total prevalence of disordered eating was 54.9%, with 64.3% among girls and 45.0% among boys (p<0.001. The highest prevalence of disordered eating was found among vocational students (60.7%, followed by students in general programs (49.8% and sport students (38.3% (p<0.001. Female gender, school program (vocational and general, overweight/obesity and weight regulation were positively associated with disordered eating. The high prevalence indicates the importance of tailored prevention efforts directed at high school students, particularly in vocational programs. Furthermore, a smaller girls-boys ratio than expected indicates that the efforts to identify and manage disordered eating among high school students should include both genders.

  7. Can use of healthcare services among 15-16-year-olds predict an increased level of high school dropout? A longitudinal community study.

    Science.gov (United States)

    Homlong, Lisbeth; Rosvold, Elin O; Haavet, Ole R

    2013-09-19

    To study associations between healthcare seeking in 15-16-year-olds and high school dropout 5 years later. Longitudinal community study. Data from a comprehensive youth health survey conducted in 2000-2004, linked to data from national registries up to 2010. 13 964 10th grade secondary school students in six Norwegian counties. Logistic regression was used to compute ORs for high school dropout. The total proportion of students not completing high school 5 years after registering was 29% (girls 24%, boys 34%). Frequent attenders to school health services and youth health clinics at age 15-16 years had a higher dropout rate (37/48% and 45/71%), compared with those with no or moderate use. Adolescents referred to mental health services were also more likely to drop out (47/62%). Boys with moderate use of a general practitioner (GP) had a lower dropout rate (30%). A multiple logistic regression analysis, in which we adjusted for selected health indicators and sociodemographic background variables, revealed that seeking help from the youth health clinic and consulting mental health services, were associated with increased level of high school dropout 5 years later. Frequent attenders (≥4 contacts) had the highest odds of dropping out. Yet, boys who saw a GP and girls attending the school health services regularly over the previous year were less likely than their peers to drop out from high school. Adolescents who seek help at certain healthcare services can be at risk of dropping out of high school later. Health workers should pay particular attention to frequent attenders and offer follow-up when needed. However, boys who attended a GP regularly were more likely to continue to high school graduation, which may indicate a protective effect of having a regular and stable relationship with a GP.

  8. The relationship between food frequency and menstrual distress in high school females.

    Science.gov (United States)

    Mohamadirizi, Soheila; Kordi, Masoumeh

    2015-01-01

    Nutrition pattern is one of the important factors predicting menstrual distress, which varies among different cultures and countries. The purpose of this study is to determine the relationship between food frequency and menstrual distress in high school girls from Mashhad. This cross-sectional study was conducted in 2012 using a two-stage sampling method on 407 high school female students from Mashhad who met the inclusion criteria. Subjects completed questionnaires of demographic characteristics, food frequency, and Menstrual Distress Questionnaire (MDQ) during three phases of the menstrual cycle (a week before bleeding, during menstrual bleeding period, and a week after menstruation). The collected data were analyzed by statistical tests such as Pearson correlation coefficient test, independent Student's t-test, and one-way analysis of variance (ANOVA). Results showed that 87.7% of the students were at moderate economic status, 82.2% were exposed to cigarette smoke, 94.8% had mothers without university education, and 9.4% had working mothers. About 71% of the students reported minor pre-menstruation distress, 81% reported minor distress during bleeding, and 39% reported minor post-menstruation distress. In addition, the mean (SD) values for sweet-fatty foods, salty-fatty foods, fast foods, and caffeine were 3.6, 3.3, 1.3, and 10.2 per week, respectively. In addition, Pearson correlation coefficient test showed no significant correlation between total menstruation distress and food frequency (P > 0.05). With regard to the inappropriate food frequency and high intensity of menstrual distress among high school students and as health care and educational efforts for prevention and health promotion in society are among the duties of health workers, the results of this study can help the officials involved in education to emphasize on nutrition and the menstrual health of students.

  9. Parental Schooling and Child Development

    DEFF Research Database (Denmark)

    Bingley, Paul; Christensen, Kaare; Jensen, Vibeke Myrup

    . By differencing within identical twin pair we are able to take heritable endowments transmitted from parent to child into account. For all outcomes OLS is found to be upward biased. Father schooling is found to have no causal effect on infant and early childhood health. Mother schooling increases birth weight...... and the probability of high school completion. For older cohorts, we are able to replicate the findings of Behrman & Rosenzweig (2002) that fathers’ schooling has a positive causal effect on child schooling but mothers’ does not. However, this is reversed for parents born after 1945, when mothers’ schooling has...

  10. Gestational age and birth weight in relation to school performance of 10-year-old children: a follow-up study of children born after 32 completed weeks

    DEFF Research Database (Denmark)

    Kirkegaard, Ida; Obel, Carsten; Hedegaard, Morten

    2006-01-01

    BACKGROUND: Children born extremely premature (weight (weight. Much less is known about children of higher gestational ages and birth weights. We studied gestational age...... after 32 completed weeks and birth weight in relation to the child's school performance at the age of 10 years. METHODS: We performed a follow-up study of 5319 children born between January 1990 and June 1992. We got the information on birth weight and gestational age from birth registration forms; when...... the children were between 9 and 11 years of age, we gathered information about their school performance (reading, spelling, and arithmetic) from questionnaires completed by the parents and the children's primary school teachers. RESULTS: The association between birth weight and reading, as well as spelling...

  11. Centauri High School Teacher Honored as Colorado Outstanding Biology

    Science.gov (United States)

    Teacher Centauri High School Teacher Honored as Colorado Outstanding Biology Teacher For more information contact: e:mail: Public Affairs Golden, Colo., May 2, 1997 -- Tracy Swedlund, biology teacher at Centauri High School in LaJara, was selected as Colorado's 1997 Outstanding Biology Teacher and will be

  12. Turnaround High School Principals: Recruit, Prepare and Empower Leaders of Change.

    Science.gov (United States)

    Schmidt-Davis, Jon; Bottoms, Gene

    2012-01-01

    Recent studies make one reality clear: While multiple factors can cause a low-performing high school to be in a turnaround situation, every high school that makes dramatic academic improvement has strong, effective school leadership. Turning a school around is no work for novices. It takes a skilled, visionary and proactive principal to pull apart…

  13. Solving Multiple Timetabling Problems at Danish High Schools

    DEFF Research Database (Denmark)

    Kristiansen, Simon

    name; Elective Course Student Sectioning. The problem is solved using ALNS and solutions are proven to be close to optimum. The algorithm has been implemented and made available for the majority of the high schools in Denmark. The second Student Sectioning problem presented is the sectioning of each...... high schools. Two types of consultations are presented; the Parental Consultation Timetabling Problem (PCTP) and the Supervisor Consultation Timetabling Problem (SCTP). One mathematical model containing both consultation types has been created and solved using an ALNS approach. The received solutions...... problems as mathematical models and solve them using operational research techniques. Two of the models and the suggested solution methods have resulted in implementations in an actual decision support software, and are hence available for the majority of the high schools in Denmark. These implementations...

  14. Successful Transition to High School. Research Brief

    Science.gov (United States)

    Education Partnerships, Inc., 2012

    2012-01-01

    What steps can be taken to assure that 8th graders make a successful transition to 9th grade? More students fail ninth grade than any other grade level. When middle school students took part in high school transition programs with a variety of different articulation activities, fewer students were retained in ninth grade. Ideally, these transition…

  15. Technology Leadership in Malaysia's High Performance School

    Science.gov (United States)

    Yieng, Wong Ai; Daud, Khadijah Binti

    2017-01-01

    Headmaster as leader of the school also plays a role as a technology leader. This applies to the high performance schools (HPS) headmaster as well. The HPS excel in all aspects of education. In this study, researcher is interested in examining the role of the headmaster as a technology leader through interviews with three headmasters of high…

  16. Examining the Internet Addiction Levels of High School Senior Students

    Science.gov (United States)

    Aydemir, Hasan

    2018-01-01

    In the present study, the internet addiction status of high school senior students in Yesilyurt county of Malatya was analyzed and examined in terms of gender variable. The study population consisted of 3442 senior students who were studying at 37 high schools in state schools in Yesilyurt County of the city of Malatya in 2016-2017 academic year.…

  17. A Workshop for High School Students on Naive Set Theory

    Science.gov (United States)

    Wegner, Sven-Ake

    2014-01-01

    In this article we present the prototype of a workshop on naive set theory designed for high school students in or around the seventh year of primary education. Our concept is based on two events which the author organized in 2006 and 2010 for students of elementary school and high school, respectively. The article also includes a practice report…

  18. Biology Factual Knowledge at Eleventh Grade of Senior High School Students in Pacitan based on Favorite Schools

    Science.gov (United States)

    Yustiana, I. A.; Paidi; Mercuriani, I. S.

    2018-03-01

    This study aimed to determine the Biology factual knowledge at eleventh grade of senior high school students in Pacitan based on favorite schools. This research was a descriptive research by using survey method. The population in this study was all of senior high school students in Pacitan. The sampling technique used purposive sampling technique and obtained 3 favorite schools and 3 non-favorite schools. The technique of collecting data used test form which was as the instrument of the research. Data analysis technique used Mann-Whitney U test. Based on the test, it was obtained p = 0,000 (p <0,05) so there was a significant difference between the factual knowledge of the students in the favorite schools and non-favorite schools in Pacitan. The factual knowledge of students in favorite schools was higher with an average of 5.32 while non-favorite schools were obtained an average of 4.36.

  19. Bullying Victimization and Student Engagement in Elementary, Middle, and High Schools: Moderating Role of School Climate

    Science.gov (United States)

    Yang, Chunyan; Sharkey, Jill D.; Reed, Lauren A.; Chen, Chun; Dowdy, Erin

    2018-01-01

    Bullying is the most common form of school violence and is associated with a range of negative outcomes, including traumatic responses. This study used hierarchical linear modeling to examine the multilevel moderating effects of school climate and school level (i.e., elementary, middle, and high schools) on the association between bullying…

  20. Expectations of Students about Astronomy in High School

    Science.gov (United States)

    Peixoto, Denis Eduardo; Kleinke, Maurício Urban

    2016-12-01

    Current literature reports that the astronomy education is motivating and interesting for basic education, but the content suggested by the national curriculum guidelines do not seem to attract students and teachers in order to transcend the discipline of Science in the elementary School or Physics in High School. By applying a questionnaire to 80 students of High School and participants of Brazilian Olympiad of Astronomy and Astronautics of two schools of São Paulo state, we obtained results that indicate that astronomy topics that really motivate students are topics linked to science fiction and current research, which are the subject of extensive media release and have a strong interdisciplinary character. At the end of the work we suggest a new context for astronomy education, by inserting topics combined with other areas of knowledge to what we call “interdisciplinary astrophysics teaching”.