Adapting the Facilitating Conditions Questionnaire (FCQ) for Bilingual Filipino Adolescents: Validating English and Filipino Versions.

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Ganotice, Fraide A; Bernardo, Allan B I; King, Ronnel B

2013-06-01

This study examined the applicability of the English and Filipino versions of the Facilitating Conditions Questionnaire (FCQ) among Filipino high school students. The FCQ measures the external forces in students' social environments that can influence their motivation for school. It is composed of 11 factors: university intention, school valuing, parent support, teacher support, peer help, leave school, pride from others, negative parent influence, affect to school, negative peer influence, and positive peer influence. It was translated into conversational Filipino. Seven hundred sixty-five high school students answered one of the two language versions. Both within-network and between-network approaches to construct validation were used. Confirmatory factor analyses (CFA) of the two versions showed good fit. Results of the multigroup CFA indicated that there was invariance in terms of factor loadings for the two versions. Results of the between-network test also showed that the factors in the FCQ correlated systematically with theoretically relevant constructs. Taken together, this study supports the applicability of the FCQ for use with Filipino bilingual adolescents.

High School Principals and the High School Journalism Program.

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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…

Validation of the Spanish Version of the Psychological Sense of School Membership (PSSM) Scale in Chilean Adolescents and Its Association with School-Related Outcomes and Substance Use

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Gaete, Jorge; Montero-Marin, Jesus; Rojas-Barahona, Cristian A.; Olivares, Esterbina; Araya, Ricardo

2016-01-01

School membership appears to be an important factor in explaining the relationship between students and schools, including school staff. School membership is associated with several school-related outcomes, such as academic performance and expectations. Most studies on school membership have been conducted in developed countries. The Psychological Sense of School Membership (PSSM) scale (18 items: 13 positively worded items, 5 negatively worded items) has been widely used to measure this construct, but no studies regarding its validity and reliability have been conducted in Spanish-speaking Latin American countries. This study investigates the psychometric properties, factor structure and reliability of this scale in a sample of 1250 early adolescents in Chile. Both exploratory and confirmatory factor analyses provide evidence of an excellent fit for a one-factor solution after removing the negatively worded items. The internal consistency of this new abbreviated version was 0.92. The association analyses demonstrated that high school membership was associated with better academic performance, stronger school bonding, a reduced likelihood of school misbehavior, and reduced likelihood of substance use. Analyses showed support for the reliability and validity of the PSSM among Chilean adolescents. PMID:27999554

Validation of the Spanish version of the Psychological Sense of School Membership Scale (PSSM in Chilean adolescents and its association with school-related outcomes and substance use

Directory of Open Access Journals (Sweden)

Jorge Gaete

2016-12-01

Full Text Available School membership appears to be an important factor in explaining the relationship between students and schools, including school staff. School membership is associated with several school-related outcomes, such as academic performance and expectations. Most studies on school membership have been conducted in developed countries. The Psychological Sense of School Membership (PSSM scale (18 items: 13 positively worded items, 5 negatively worded items has been widely used to measure this construct, but no studies regarding its validity and reliability have been conducted in Spanish-speaking Latin American countries. This study investigates the psychometric properties, factor structure and reliability of this scale in a sample of 1250 early adolescents in Chile. Both exploratory and confirmatory factor analyses provide evidence of an excellent fit for a one-factor solution after removing the negatively worded items. The internal consistency of this new abbreviated version was 0.92. The association analyses demonstrated that high school membership was associated with better academic performance, stronger school bonding, a reduced likelihood of school misbehavior and reduced likelihood of substance use. Analyses showed support for the reliability and validity of the PSSM among Chilean adolescents.

Reliability and validity of the Korean version of Pediatric Voice Handicap Index: in school age children.

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Park, Sung Shin; Kwon, Tack-Kyun; Choi, Seong Hee; Lee, Won Yong; Hong, Young Hye; Jeong, Nyun Gi; Sung, Myung-Whun; Kim, Kwang Hyun

2013-01-01

The aim of this study was to assess the reliability and validity of the Pediatric Voice Handicap Index (pVHI) for cross-cultural adaptation of the Korean version with school age children. The questionnaire was translated into Korean and was completed by 101 Korean parents who have children with or without disordered voice. The Korean version-pVHI scores were obtained with 60 parents of normal children and 41 parents who have children with voice problems. Content validity was verified by five experienced speech-language pathologists with clinical specialization in voice disorders. Internal consistency was calculated through Cronbach's α coefficient and test-retest reliability of the Korean version-pVHI score was determined using Pearson product-moment correlation coefficients. Mann-Whitney U test was used to compare GRBAS with the Korean version-pVHI scores between normal and dysphonia group. The relationship between the parent-reported the Korean version-pVHI total scores and perceptual ratings of voice quality from experts was investigated using Spearman correlation coefficients. The results showed that the Korean version-pVHI provided a high internal consistency (α=0.92) and test-retest reliability of its subscales: total (T) 0.97, functional (F) 0.90, physical (P) 0.95, emotional (E) 0.92. The Korean version-pVHI mean scores in normal group were 1.28 (T), 0.62 (F), 0.35 (P) and 0.32 (E), respectively whereas those of the Korean version-pVHI in children group with dysphonia were 23.13 (T), 8.90 (F), 9.54 (P) and 4.93 (E). Significant differences in the Korean version-pVHI (T, F, P, E) and perceptual evaluation (grade, rough, breathy) between normal and dysphonia group were revealed (PKorean version-pVHI parameters (T) and perceptual measures (G) was exhibited in children with dysphonia. The subjective Korean version-pVHI can be applicable and useful supplementary tool for evaluating parents' perception of their children's voice dysfunction, identifying

Mouthguard usage by middle and high school student-athletes in Houston, Texas.

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Miller, Michael B; Johnson, Cleverick D; Cooley, Ralph A; Sharp, Holly; Servos, Thomas A

2016-01-01

This survey recorded utilization levels of stock and custom mouthguards among middle and high school athletes in a US metropolitan area and gathered data on the prevalence of traumatic injuries that have occurred as a consequence of school-based athletic competition. The data also included reasons for the athletes' noncompliance. A 23-question, online survey form was developed. A geographically diverse list of public and private schools in the Houston metropolitan area was identified and included 30 public middle schools, 32 public high schools, 8 private middle schools, and 10 private high schools. The sports surveyed were baseball, basketball, field hockey, football, lacrosse, soccer, softball, volleyball, and wrestling. Only 1 private middle school participated. Only 5 of 32 public high schools and 1 private high school participated, representing response rates of 16% and 10%, respectively. Overall, there were 503 responses, and 56% of the respondents did not have a mouthguard. Among athletes who owned a mouthguard, most (70%) had stock versions purchased in a retail store, while 11% had a custom mouthguard fabricated by a dentist, and 19% had both types. The most frequent reasons cited for not wearing a mouthguard were forgetting to use it and a lack of comfort. The injury rates reported by respondents in the stock and custom mouthguard groups were 26% and 9%, respectively. A consistent, concerted effort by local dental societies should be aimed at school administrators and coaches to encourage enforcement or reinforcement of mouthguard usage policies among high school athletes, but, ultimately, parents need to step up to protect their children.

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

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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.

From EFL to English as an International and Scientific Language: Analysing Taiwan's High-School English Textbooks in the Period 1952-2009

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Ke, I-Chung

2012-01-01

Using both quantitative and qualitative content analysis of Taiwan's high-school English textbooks, this study aimed to investigate the projected roles of English in Taiwan's high-school English textbooks over the past 50 years. A total of 1072 lessons from 14 textbook versions dating from 1952 to 2009 were analysed. The results show that the…

Testing the Factorial Invariance of the English and Filipino Versions of the Inventory of School Motivation with Bilingual Students in the Philippines

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Ganotice, Fraide A., Jr.; Bernardo, Allan B. I.; King, Ronnel B.

2012-01-01

The study explored the invariance of Filipino and English versions of the Inventory of School Motivation (ISM) for Filipino-English bilingual students. There was invariance in the factor structure and factor loadings across the two language versions. Between-network construct validation showed consistent associations between ISM-mastery goals and…

Authoritative school climate and high school dropout rates.

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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).

The School Mummy.

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Parent, Ronald G.

1983-01-01

To introduce a secondary school sculpture class to art history, the students created a modern version of an Egyptian mummy of Pariscraft. The mummy was painted in traditional Egyptian colors, but the symbols represented the high school where it was produced. (IS)

Online Resources for High School Teachers--A CLIC Away

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Holmes, Jon L.

2000-04-01

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

Psychometric Evaluation of the Serbian Version of the Multidimensional Students' Life Satisfaction Scale

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Jovanovic, Veljko; Zuljevic, Dragan

2013-01-01

The main purpose of this study was to evaluate psychometric properties of the Serbian version of the Multidimensional Students' Life Satisfaction Scale (MSLSS). The research was carried out on a sample of 408 high school students (250 females, 158 males), with the mean age 16.6. The Serbian version of the MSLSS has demonstrated good psychometric…

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

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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…

Standardisation of gujrati version of middlesex hospital questionnaire.

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Gada, M T

1981-04-01

The Middlesex Hospital Questionnaire is a short clinical diagnostic self rating scale for psychoneurotic patients constructed by Crown and Crisp (1966). Aim of the present study was to prepare Gujarati Version of the M.H.Q. and to establish the reliability and validity of the same.Gujarati version of the M.H.Q. was given to 204 normal population consisting of university students, school teachers, factory workers, house wives and middle aged men from different walks of the life to test the validity. The test was also administered to 30 neurotic patients. This Gujarati version was found to be reliable. There was highly significant difference between normal population and neurotic patients on total score and on all the six subtests, thus establishing the validity of the Gujarati version. It also related well with the clinical diagnosis in most of the cases.

Preliminary development of a revised version of the School Climate Measure.

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Zullig, Keith J; Collins, Rani; Ghani, Nadia; Hunter, Amy A; Patton, Jon M; Huebner, E Scott; Zhang, Jianjun

2015-09-01

The School Climate Measure (SCM) was developed and preliminarily validated in 2010 and extended upon in 2013 in response to a dearth of psychometrically sound school climate instruments. This study sought to further validate the SCM on a large diverse sample of Arizona public school adolescents (N = 1,643) with two new domains. The eight original SCM domains (Positive Student-Teacher Relationships, School Connectedness, Academic Support, Order and Discipline, Physical Environment, Social Environment, Perceived Exclusion, and Academic Satisfaction) and two newly developed domains (Parental Involvement and Opportunities for Student Engagement) were subjected to psychometric analysis. The sample was randomly split into exploratory and confirmatory halves and subjected to factor analytic and structural equation modeling techniques. Factor analysis confirmed a 10-factor solution (loadings with absolute values > .40). Item factor loadings ranged from .47 to .95. Coefficient alphas ranged from .70 to .92. Fit statistics indicated a good fitting model (χ2 = 1452.67 [df = 734, p < .01], CFI = .94, TLI = .93, RMSEA = .039). This process eliminated some original SCM items, but the overall SCM increased only from 39 to 42 items with the newly developed domains. This investigation adds to the existing evidence for the SCM and offers support for a more comprehensive version of the SCM. The addition of the Parental Involvement and Opportunities for Student Engagement domains should further enhance the usefulness of the SCM. The SCM can facilitate data-driven decisions and may be incorporated into evidenced-based processes designed to improve important student learning and well-being outcomes. (c) 2015 APA, all rights reserved.

[Violence prevention in secondary schools: the Faustlos-curriculum for middle school].

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Schick, Andreas; Cierpka, Manfred

2009-01-01

Schools and kindergartens are particularly suitable for the implementation of violence prevention programs. Many German schools and kindergartens have securely established the violence prevention curriculum Faustlos. The Faustlos programs for kindergartens and elementary schools are now complemented with the version for middle schools. As the kindergarten- and elementary school versions the middle school program too focuses on the theoretically profound, age group-tailored promotion of empathy, impulse control and anger management. These dimensions are subdivided into the five themes "understanding the problem" "training for empathy"; "anger management", "problem solving" and "applying skills" and taught stepwise, highly structured and based on several video sequences in 31 lessons. US-American evaluation studies proof the effectiveness and the violence prevention potential of the program. With the curriculum for middle schools a comprehensive Faustlos program package is now made available to sustainably promote core violence prevention competences of children and adolescents on a developmentally appropriate level and with a consistent didactic approach.

Validation of the Thai version of Bergen Facebook addiction scale (Thai-BFAS). .

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Phanasathit, Muthita; Manwong, Mereerat; Hanprathet, Nitt; Khumsri, Jiraporn; Yingyeun, Rungmanee

2015-03-01

To determine the validity ofthe Thai version ofthe Bergen FacebookAddiction Scale (Thai-BFAS) using Facebook addiction screening in Thai high school students. The original BFAS was authorized for translation and validation in Thai. After content validity and usability were approved by three Thai psychiatrists, the Thai-BFAS was adjusted again by the authors and back translated by an English expert. Thisfinal version was investigated using the internal consistency method among 874 high schools students in Bangkok, Chiang Mai, Ubon Ratchathani and Songkhla, and confirmatoy factor analysis (CFA) was employed to prove that the six-component model could be representative of addiction behaviors. In addition, test-retest reliability was performed separately among 30 pilot high school students in Bangkok. The Thai-BFAS has six items, which are each scored on a 5-point scale with total score ranges from 0 to 24; the cutoff score for Facebook addition stands at least 12 points. The Cronbach s alpha coefficient was 0.91 (95% CI; 0.90, 0.92) and the inter-class correlation coefficient was 0.80 (95% CI; 0.49, 0.92). The CFA showed that the six items accurately represent the six-component model of addiction such as salience, mood modification, tolerance, withdrawal, relapse and conflict. The Thai-BFAS is consistent as a screening testfor Facebook addiction among high school students due to good reliability and validity. It also conforms well to the original version. The six items in the Thai-BFAS are a good representation of the addiction behaviors. Further studies should be undertaken in cases of sensitivity and specificity when compared with other similar tests of addiction as well as in various additional populations and circumstances.

The Exploration of the Associations between Locus of Control and High School Students’ Language Achievement

Directory of Open Access Journals (Sweden)

Abbas Eslami-Rasekh

2012-07-01

Full Text Available The purpose of the study is to determine the relationships between locus of control (LOC orientation and high school students’ language achievement. The popular categorization of internals and externals was taken into account. The participants of this study were 121 high school students in the second, third and pre-university grades in two public high schools of Isfahan, Iran. One of the instruments used in the study was an adopted version of Julian Rotters’ locus of control (1966 which identified internal and external orientations. The participants’ English scores were regarded as the measure of their achievement. Besides, a questionnaire consisting of 29 items was administered to all 121 students. Responses were put into one way and two-way ANOVA, the regression analysis, the independent t-test, chi-square and linear regression analysis to compare the means of two sets of scores. The findings of this study show a significant relationship between locus control and achievement of high school students. The findings can be used by EFL teachers and syllabus designers.

Conservation Reasoning Ability and Performance on BSCS Blue Version Examinations.

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Lawson, Anton E.; Nordland, Floyd H.

Twenty-three high school biology students were individually administered three conservation tasks (weight, volume, volume displacement). During one semester, they were examined over the course material using published Biological Sciences Curriculum Study (BSCS) Blue Version examination questions which were previously classified as requiring either…

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

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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)

At-Risk High School Students Recovering Course Credits Online: What We Know and Need to Know

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Viano, Samantha L.

2018-01-01

The majority of American high school students enrolling in online education are doing so in credit recovery courses. These are online courses specifically for students who previously failed a face-to-face version of the course. Despite the popularity of credit recovery courses, the literature on online learning largely ignores credit recovery…

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

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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.

Authoritative School Climate and High School Dropout Rates

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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…

Social capital and physical activity among Croatian high school students.

Science.gov (United States)

Novak, D; Doubova, S V; Kawachi, I

2016-06-01

To examine factors associated with regular physical activity in Croatian adolescents. A cross-sectional survey among high school students was carried out in the 2013/14 school year. A survey was conducted among 33 high schools in Zagreb City, Croatia. Participants were students aged 17-18 years. The dependent variables were regular moderate to vigorous physical activity (MVPA) and overall physical activity measured by the short version of International Physical Activity Questionnaire and defined as 60 min or more of daily physical activity. The independent variables included family, neighborhood, and high school social capital. Other study covariates included: socio-economic status, self-rated health, psychological distress and nutritional status. The associations between physical activity and social capital variables were assessed separately for boys and girls through multiple logistic regression and inverse probability weighting in order to correct for missing data bias. A total of 1689 boys and 1739 girls responded to the survey. A higher percentage of boys reported performing regular vigorous and moderate physical activity (59.4%) and overall physical activity (83.4%), comparing with the girls (35.4% and 70%, respectively). For boys, high family social capital and high informal social control were associated with increased odds of regular MVPA (1.49, 95%CI: 1.18 - 1.90 and 1.26, 95%CI: 1.02 - 1.56, respectively), compared to those with low social capital. For girls, high informal social control was associated with regular overall physical activity (OR 1.38, 95% CI: 1.09 - 1.76). High social capital is associated with regular MVPA in boys and regular overall activity in girls. Intervention and policies that leverage community social capital might serve as an avenue for promotion of physical activity in youth. Copyright © 2016 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

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…

TADIR-production version: El-Op's high-resolution 480x4 TDI thermal imaging system

Science.gov (United States)

Sarusi, Gabby; Ziv, Natan; Zioni, O.; Gaber, J.; Shechterman, Mark S.; Lerner, M.

1999-07-01

Efforts invested at El-Op during the last four years have led to the development of TADIR - engineering model thermal imager, demonstrated in 1998, and eventually to the final production version of TADIR to be demonstrated in full operation during 1999. Both versions take advantage of the high resolution and high sensitivity obtained by the 480 X 4 TDI MCT detector as well as many more features implemented in the system to obtain a state of the art high- end thermal imager. The production version of TADIR uses a 480 X 6 TDI HgCdTe detector made by the SCD Israeli company. In this paper, we will present the main features of the production version of TADIR.

Facebook Addiction and Its Relationship with Mental Health among Thai High School Students.

Science.gov (United States)

Hanprathet, Nitt; Manwong, Mereerat; Khumsri, Jiraporn; Yingyeun, Rungmanee; Phanasathit, Muthita

2015-04-01

To investigate the relationship between Facebook addiction and mental health among high school students. This cross-sectional analytic study was performed among 972 high school students from four provinces associated with high economic prosperity in Thailand: Bangkok, ChiangMai, Ubon Ratchathani and Songkhla, utilizing a multistage cluster sampling technique. Facebook addiction was assessed using the Thai version of the Bergen-Facebook Addiction Scale (Thai-BFAS), while a Thai version ofthe General Health Questionnaire (Thai GHQ-28) was used for mental health evaluation. The relationship between Facebook addiction and mental health was analyzed through multiple logistic regressions. The prevalence of Facebook addiction and abnormal mental health were 41.9% (95% CI; 38.6, 45.2), and 21.9% (95% CI; 19.2, 24.8), respectively. After adjustment for confounding factors (sufficiency of household income, school location, level of education, GPAX learning deficits and attention deficit hyperactivity disorder), the individuals identified as having Facebook addiction were discovered to be at a high risk of developing abnormal general mental health (ORadj = 1.7, 95% CI: 1.1, 2.4), somatic symptoms (OR = 1.2, 95% CI: 0.9, 1.7), anxiety and insomnia (ORadj = 1.3, 95% CI: 0.9, 1.8), social dysfunction (OR = 1.5, 95% CI: 1.1, 2.1) and severe depression (ORadj = 1.5, 95% CI: 1.0, 2.2). Moreover; there were pronounced trends of increasing risk according to the level of Facebook addiction (Ptrend students could be associated with abnormal, general mental health status, somatic symptoms, anxiety & insomnia, social dysfunction, and severe depression. Therefore, it is essential that the relevant authorities educate young people about the mental health impacts linked with Facebook addictive usage and impose appropriate public health policies by screening Facebook addiction and mental health issues in risk groups.

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…

Behavioral Indexes of Test Anxiety in Mathematics among Senior High School Students

Directory of Open Access Journals (Sweden)

DANIEL MACÍAS-MARTÍNEZ

2008-12-01

Full Text Available The study of Mathematics has been and is still a source of frustration and anxiety for a large number of students. The purpose of this study was to inquire systematically upon levels of test anxiety through behavioral and physiological procedures before and after a Math test, in 205 senior high school students. Academic worries were assessed by means of a computerized task based on the emotional version of the Stroop paradigm designed ex profeso to measure school anxiety (Hernández-Pozo, Macías & Torres, 2004. The Stroop task was administered, along with recordings of blood pressure and pulse, before and after the first Math test of the course. Academic general scores were inverse to the behavioral anxiety level, however the best Math scores were associated to middle levels of behavioral anxiety. Contradictory findings between academic performance in Math and global score, and the apparent lack of gender difference in anxiety measured through behavioral procedures suggests the need to review the generality of previous assertions relating academic performance inversely with levels of anxiety of high school students.

High school students educational usage of Internet and their learning approaches

Directory of Open Access Journals (Sweden)

M. Betül Yılmaz, Feza Orhan

2010-08-01

Full Text Available This study examines the Internet usage of high school students for educational needs in respect to their learning approaches. The “learning approach” categorizes individuals as ‘surface learners’ and ‘deep learners’. Surface learners mainly choose to rehearse and memorize the course material they work on and they acquire the information they need to learn in a disconnected way, by memorization. On the other hand, deep learners want to grasp the meaning of the course material. In the study, adapted Turkish version of Learning Process Questionnaire (LPQ was used to determine high school students’ learning approaches. 921 secondary school students were subjected and the Cronbach alpha values were 0.73 for a deep approach and 0.66 for a surface approach. According to the data obtained, surface learners use the Internet more when compared to deep learners, though they use it for non-instructional purposes. The ratios of the Internet use of deep learners for educational needs are higher when compared to those of surface learners. Ratios of the Internet use for educational needs by the students who are given assignments requiring the use of the Internet are higher.

A first attempt to bring computational biology into advanced high school biology classrooms.

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Gallagher, Suzanne Renick; Coon, William; Donley, Kristin; Scott, Abby; Goldberg, Debra S

2011-10-01

Computer science has become ubiquitous in many areas of biological research, yet most high school and even college students are unaware of this. As a result, many college biology majors graduate without adequate computational skills for contemporary fields of biology. The absence of a computational element in secondary school biology classrooms is of growing concern to the computational biology community and biology teachers who would like to acquaint their students with updated approaches in the discipline. We present a first attempt to correct this absence by introducing a computational biology element to teach genetic evolution into advanced biology classes in two local high schools. Our primary goal was to show students how computation is used in biology and why a basic understanding of computation is necessary for research in many fields of biology. This curriculum is intended to be taught by a computational biologist who has worked with a high school advanced biology teacher to adapt the unit for his/her classroom, but a motivated high school teacher comfortable with mathematics and computing may be able to teach this alone. In this paper, we present our curriculum, which takes into consideration the constraints of the required curriculum, and discuss our experiences teaching it. We describe the successes and challenges we encountered while bringing this unit to high school students, discuss how we addressed these challenges, and make suggestions for future versions of this curriculum.We believe that our curriculum can be a valuable seed for further development of computational activities aimed at high school biology students. Further, our experiences may be of value to others teaching computational biology at this level. Our curriculum can be obtained at http://ecsite.cs.colorado.edu/?page_id=149#biology or by contacting the authors.

Evaluating High School IT

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Thompson, Brett A.

2004-01-01

Since its inception in 1997, Cisco's curriculum has entered thousands of high schools across the U.S. and around the world for two reasons: (1) Cisco has a large portion of the computer networking market, and thus has the resources for and interest in developing high school academies; and (2) high school curriculum development teams recognize the…

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

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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…

Documentation to the NCES Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2011-12. Provisional Version 1a. NCES 2014-100

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Keaton, Patrick

2013-01-01

The documentation for this provisional version 1a file of the National Center for Education Statistics' (NCES) Common Core of Data (CCD) Public Elementary/Secondary School Universe Survey for SY 2011-12, contains a brief description of the data collection, along with information required to understand and access the data file. The SY 2011-12…

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

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Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley

2008-01-01

This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

The Organizational Health of Urban Elementary Schools: School Health and Teacher Functioning.

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Mehta, Tara G; Atkins, Marc S; Frazier, Stacy L

2013-09-01

This study examined the factor structure of the Organizational Health Inventory-Elementary version (OHI-E; Hoy, Tarter, & Kottkamp, 1991) in a sample of 203 teachers working in 19 high-poverty, urban schools and the association of organizational school health with teacher efficacy, teacher stress, and job satisfaction. Results indicated a similar factor structure of the OHI-E as compared with the population of schools in the original sample (Hoy et al., 1991), and that specific components of organizational health, such as a positive learning environment, are associated with teacher efficacy, stress, and satisfaction. Overall, teachers' relations with their peers, their school leadership, and their students appear especially critical in high-poverty, urban schools. Recommendations for research and practice related to improving high-poverty, urban schools are presented.

Early College High Schools

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Dessoff, Alan

2011-01-01

For at-risk students who stand little chance of going to college, or even finishing high school, a growing number of districts have found a solution: Give them an early start in college while they still are in high school. The early college high school (ECHS) movement that began with funding from the Bill and Melinda Gates Foundation 10 years ago…

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

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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…

Association between junk food consumption and fast-food outlet access near school among Quebec secondary-school children: findings from the Quebec Health Survey of High School Students (QHSHSS) 2010-11.

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Cutumisu, Nicoleta; Traoré, Issouf; Paquette, Marie-Claude; Cazale, Linda; Camirand, Hélène; Lalonde, Benoit; Robitaille, Eric

2017-04-01

We investigated the association between junk food consumption at lunchtime (JCL) and fast-food outlet access near school among secondary-school children in Quebec. A geographic information system database was used to characterize the food environment around a sub-sample of 374 public schools in which 26 655 students were enrolled. The outcome variable was JCL during the previous week, dichotomized into low JCL (none or once) v. high JCL (twice or more). Access to fast-food outlets near school was assessed using an existing database of fast-food outlets in Quebec. Covariates included student (age, sex and self-rated perceived health), family (familial status and parental education) and school (urban/rural status and deprivation) variables. Hierarchical logistic regression models were employed for analyses using PROC GLIMMIX of SAS version 9.3. Province of Quebec, Canada. We used data from the Quebec Health Survey of High School Students (QHSHSS) 2010-11, a survey of secondary-school Quebec students. Exposure to two or more fast-food outlets within a radius of 750 m around schools was associated with a higher likelihood of excess JCL (OR=1·50; 95 % CI 1·28, 1·75), controlling for the characteristics of the students, their families and their schools. The food environment surrounding schools can constitute a target for interventions to improve food choices among secondary-school children living in the province of Quebec. Transforming environments around schools to promote healthy eating includes modifying zoning regulations that restrict access to fast-food outlets around schools.

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

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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.

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

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

2011-01-01

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

Game Based Learning as a Means to Teach Climate Literacy in a High School Environment

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Fung, M. K.; Tedesco, L.; Katz, M. E.

2013-12-01

As part of RPI's GK-12 graduate fellowship program (which involves graduate STEM fellows in K-12 education) a climate change board game activity was developed and implemented at inner city Troy High School in Troy, New York. The goal was to engage and teach two classes of the Earth Science General Repeat (GR) tenth grade students about climate change through a game-based leaning module. Students placed in the GR course had previously failed Earth Science, and had never passed a general science class in high school. In the past, these students have responded positively to hands-on activities. Therefore, an interactive board game activity was created to teach students about climate, explore how humans impact our environment, and address the future of climate change. The students are presented with a draft version of the game, created by the graduate fellow, and are asked to redesign the game for their peers in the other GR class. The students' version of the game is required to include certain aspects of the original game, for example, the climate change Trivia and Roadblock cards, but the design, addition of rules and overall layout are left to the students. The game-based learning technique allows the students to learn through a storyline, compete against each other, and challenge themselves to perfect their learning and understanding of climate change. The climate change board game activity also incorporates our cascade learning model, in which the graduate fellow designs the activity, works with a high school teacher, and implements the game with high school students. In addition, the activity emphasizes peer-to-peer learning, allowing each classroom to design the game for a different group of students. This allows the students to take leadership and gives them a sense of accomplishment with the completed board game. The nature of a board game also creates a dynamic competitive atmosphere, in which the students want to learn and understand the material to succeed

Empowering the Middle: A High School Study Skills Program and Its Impact on Academic Achievement and Self-Efficacy

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Simmons, Stephanie Yvette

2017-01-01

This study examined the impact of a self-regulatory skills course on the academic achievement and self-efficacy of 11th-grade students. The researcher compared intervention and control groups participants' pre- and posttest scores on the General Self-Efficacy Scale and the Learning and Study Skills Assessment Inventory-High School version. Scores…

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

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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…

The Organizational Health of Urban Elementary Schools: School Health and Teacher Functioning

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Mehta, Tara G.; Atkins, Marc S.; Frazier, Stacy L.

2013-01-01

This study examined the factor structure of the Organizational Health Inventory-Elementary version (OHI-E; Hoy, Tarter, & Kottkamp, 1991) in a sample of 203 teachers working in 19 high-poverty, urban schools and the association of organizational school health with teacher efficacy, teacher stress, and job satisfaction. Results indicated a similar factor structure of the OHI-E as compared with the population of schools in the original sample (Hoy et al., 1991), and that specific components of organizational health, such as a positive learning environment, are associated with teacher efficacy, stress, and satisfaction. Overall, teachers’ relations with their peers, their school leadership, and their students appear especially critical in high-poverty, urban schools. Recommendations for research and practice related to improving high-poverty, urban schools are presented. PMID:23935763

Fixing High Schools

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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…

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

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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.

SCREENING FOR SIMPLE MYOPIA AMONG HIGH SCHOOL CHILDREN IN HYDERABAD CITY

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Vundi Krishna

2016-03-01

Full Text Available BACKGROUND Refractive error is one of the most common causes of visual impairment around the world and the second leading cause of treatable blindness. Due to the high magnitude of uncorrected refractive errors, myopia is considered as one of the important public health problems, especially in the urban population in India. It has been given high priority under the National Programme for Control of Blindness. AIM The aim of the present study is to know the prevalence of myopia and assess the degree of myopia among school going children. SETTINGS AND DESIGN Cross-sectional study done for one year. METHODS AND MATERIAL Age group of children 13-15 years, a total of 1600 were included in the study. Refractive error was tested using Snellen’s chart, Pin hole test, Occluder, Retinoscope. Statistical Analysis was done using the Epi Info version 7. RESULTS The prevalence of refractive errors was more in private schools (28.6% than in government schools (23%. It was observed that myopia was the major refractive error (89.8% among total refractive errors, followed by astigmatism (6.1% and hypermetropia (4.1%. In myopic children, both eyes were involved in 71.5%, right eye alone in 16.4%. Only 60% (478 and 98.4% (788 have undergone eye checkups yearly once, 36% and 0.3% didn’t have eye checkups so far in private and government schools respectively. CONCLUSION We conclude that prevalence of refractive errors more in private schools than government schools and myopia is the major among refractive errors. In most of them both the eyes are involved. Bitot’s spots were more in government schools, suggesting the need of vitamin A supplementation.

A Design Case: Developing an Enhanced Version of the Diffusion Simulation Game

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Rodney Myers

2010-01-01

Full Text Available In this paper, we present a design case describing the creation of a new online version of the Diffusion Simulation Game (DSG. The DSG is a serious game that teaches change management strategies aligned with Rogers’ (2003 diffusion of innovations theory. The goal of the game is to promote the understanding of strategies that result in the adoption of an instructional innovation by the staff members of a fictional junior high school. The original board version of the game was created in the 1970s (Molenda and Rice, 1979 and was played as part of a course in the School of Education of a large Midwestern university. With the opening of a distance master’s program, the first online version of the game was developed in 2002 (Frick, Ludwig, Kim, & Huang, 2003. In order to overcome some of the limitations of the first online version, a new online version of the DSG was developed. This new version was rapidly prototyped first on paper and then in Flex Builder, ActionScript, PHP and MySQL. A rapid prototype approach (Tripp & Bichelmeyer, 1990 was utilized to iteratively design the user interface. In addition to describing the design process and rationale for design decisions, we also report results of play-tests and usability evaluations of seven recruited participants and how the information collected from these evaluations will help us to improve the current design.

Comparing Efficacy of Online and In-person Versions of a Training on U.S. Federal Wage and Hour, Child Labor Laws and Hazardous Occupations Orders for Secondary School Professionals

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Derek G. Shendell

2016-04-01

Full Text Available Background: The New Jersey Safe Schools Program (NJSS offers courses required for secondary school vocational-career-technical education teachers to become school-sponsored structured learning experience supervisors. The Federal Wage and Hour and Child Labor Laws, Regulations and Hazardous Order Course (FWH was originally conducted in-person by U.S. Department of Labor-Wage and Hour Division from 2005-summer 2013, at which time NJSS began conducting this course in-person (October 2013-April 2015. Beginning March 2015, this course was conducted online; beta-/pilot tests were conducted winter 2014-15. Starting in May 2015, this course was offered exclusively online. This paper analyzes data from the in-person and online versions of the FWH, including overall course evaluation data comparing two versions with similar questions/constructs.Methods: NJSS modifications to FWH included adding information regarding the Fair Labor Standards Act’s Section 14(c and supplemental case studies. The online version included information/resources provided during the in-person training plus assessments to supplement each module; the online version was split into modules to allow participants scheduling flexibility. Participants were allowed multiple possible attempts to achieve a minimum passing grade of 70%, excluding two ungraded activities (crossword puzzles simply completed. Descriptive statistics evaluated user satisfaction with the online compared to the in-person version of FWH, and performance on aforementioned online assessments replacing in-person discussions/interactions.Results: Between October 2013-April 2015, 160 participants completed the training in-person; 156 had complete data. Between April-November 2015, 78 participants completed the training online; 74 participants had complete data. Other enrolled participants were in progress (not done as of 12/23/2015. Overall satisfaction was similarly high for in-person and online versions of FWH; over

Effectiveness of the Friends for Life Program in Portuguese Schools: Study with a Sample of Highly Anxious Children

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Pereira, Ana Isabel; Marques, Teresa; Russo, Vanessa; Barros, Luísa; Barrett, P.

2014-01-01

The FRIENDS for Life program is a cognitive-behavioral group program that targets anxiety in children. The main purpose of this study was to analyze the effectiveness of the Portuguese version of the FRIENDS for Life Program, which was implemented in schools to reduce anxiety problems in a group of highly anxious children. The study used a…

Sexual risk behaviours of high school female learners in Mbonge subdivision of rural Cameroon.

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Tarkang, Elvis Enowbeyang

2015-01-01

Since female learners in high schools in Cameroon fall within the age group hardest hit by HIV/AIDS, it is assumed that these learners might be exposed to sexual risk behaviours. However, little has been explored on the sexual risk behaviours of high school female learners in Cameroon. This study aimed at examining the sexual risk behaviours of high school female learners in Mbonge subdivision of rural Cameroon. A cross sectional design was adopted, using a self-administered questionnaire for data collection. Respondents were selected through disproportional stratified simple random sampling resulting in 210 female grade 10 to grade 12 learners from three participating high schools in Mbonge subdivision, Cameroon. Descriptive and inferential statistics were calculated using SPSS version 20 software program. Majority of the respondents, 54.0% reported being sexually active, of whom only 39.8% used condoms during first sex; 49.5% used condoms during last sex and 29.6% used condoms consistently. Up to 32% of the sexually active respondents had multiple sexual partners in the past one year before the study, while 9.3% had multiple sexual partners during the study period. The mean age of first sex was 15.6 years. Lack of parental control, religion, academic profile, poverty, place of residence and perception of risk of HIV infection were the main factors significantly associated with sexual risk behaviours. The findings indicate that sexual risk behaviours exist among high school female learners in Mbonge, Cameroon. There is need for campaigns and interventions to bring about sexual behaviour change.

Chinese version of the Global Youth Tobacco Survey: cross-cultural instrument adaptation

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Chiou Hung-Yi

2008-04-01

Full Text Available Abstract Background Tobacco smoking poses public health concerns because of its high risk for many chronic diseases. Most smokers begin using tobacco in their teens and recent reports indicate that smoking prevalence is climbing among youth. The Global Youth Tobacco Survey (GYTS is a worldwide, school-based, tobacco-specific survey, but cross-cultural differences limit its effectiveness in international studies. Specifically, the GYTS assesses not only the prevalence of smoking, but also tobacco-related attitudes, school curricula, and advertisements, which are culturally influenced. Therefore, we conducted this study to develop a Chinese version of the GYTS for both national surveillance and international comparison. Methods The original English GYTS was translated and back translated using a cross-cultural adaptation process. The comprehensiveness and feasibility of using the Chinese-version GYTS were reviewed by a panel of 6 tobacco-control experts. The understandability and cultural relevance of the Chinese-version GYTS were discussed in a focus group of 5 schoolteachers and 8 students. The expert and focus group feedback was incorporated into a final Chinese version of the GYTS, which was administered to 382 students throughout Taiwan by multi-stage sampling from 10 randomly selected schools. Results The internal consistency (Cronbach's alpha for the GYTS subscales (smoking susceptibility, attitude toward smoking, and media messages about smoking ranged from 0.70 to 0.94. The internal logical agreement of responses ranged from 85.3 to 99.2%. Conclusion The Chinese version of the GYTS has good reliability and validity and can serve as the foundation for international comparison and tobacco control in Chinese-speaking communities.

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

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Megert, Diann Ackerman

2005-01-01

This research examined the high school transcripts of honors scholarship recipients to identify a better criterion for awarding scholarships than high school grade point average (GPA) alone. Specifically, this study compared the honors scholarship retention rate when the scholarship was awarded based on completed advanced high school math classes…

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

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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

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

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Ronald A. Lindahl

2012-01-01

Full Text Available The purpose of this study was to examine the relationship between the size of Alabama’s public high schools, selected school quality and financial indicators, and their students’ performance on standardized exams. When the socioeconomic level of the student bodies is held constant, the size of high schools in Alabama has relatively little relationship with 11th grade student (both regular and special education performance on the reading and math portions of the Alabama High School Graduation Exam (AHSGE. High schools’ average daily attendance rates and pupil-to-computer (and computer with Internet connections ratios do not vary in accordance with school size. Higher percentages of highly qualified teachers are found in Alabama’s largest high schools. There was very little difference in the percentage of teachers with a master’s degree or above across school size categories. Very little difference exists across size categories in regard to mean expenditures per pupil (range = $7,322 to $7,829. However, districts of the large high schools exert over twice the effort of those with small high schools (3.2 mills to 1.5 mills and approximately 50 percent greater local effort than the districts of the medium-size high schools.

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

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Carroll, Carolyn M.

State departments of education have created a system of accountability for the academic achievement of students under the mandate of the No Child Left Behind Act of 2001. The Georgia Department of Education established the Georgia High School Graduation Test (GHSGT) as their method of evaluating the academic achievement of high school students. The GHSGT consist of five sections and students must pass all five sections before students they are eligible to receive a diploma. The purpose of the study was to examine the effects of teacher-lead and computer based remediation for a group of high school seniors who have been unsuccessful in passing the science portion of the GHSGT. The objectives of this study include (a) Identify the most effective method of remediation for at-risk students on the science section of the GHSGT, and (b) evaluate the methods of remediation for at-risk students on the science section of GHSGT available to high school students. The participants of this study were at-risk seniors enrolled in one high school during the 2007-2008 school year. The findings of this research study indicated that at-risk students who participated in both types of remediation, teacher-led and computer-based, scored significantly higher than the computer-based remediation group alone. There was no significant relationship between the test scores and the number of times the students were tested.

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

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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.

School connectedness and high school graduation among maltreated youth.

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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.

Psychometric Properties of the Chinese Version of the Kid-KINDLR Questionnaire for Measuring the Health-related Quality of Life of School-aged Children

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Phoebe L.C. Chan; Serena S.W. Ng; Dora Y.L. Chan

2014-01-01

Objective/Background: The reliability and validity of the Chinese version of the Kid-KINDLR questionnaire were examined with school-aged children in Hong Kong. Methods: A total of 112 healthy children were selected by convenience sampling from two primary schools and 30 children with global developmental delay were selected from an outpatient occupational therapy department of a convalescent hospital. The Kid-KINDLR questionnaire was translated using independent forward and backward transl...

Timetabling at High Schools

DEFF Research Database (Denmark)

Sørensen, Matias

on the publicly available XHSTT format for modeling instances and solutions of the HSTP) and the Danish High School Timetabling Problem (DHSTP). For both problems a complex Mixed-Integer Programming (MIP) model is developed, and in both cases are empirical tests performed on a large number of real-life datasets......High school institutions face a number of important planning problems during each schoolyear. This Ph.D. thesis considers two of these planning problems: The High School Timetabling Problem (HSTP) and the Consultation Timetabling Problem (CTP). Furthermore a framework for handling various planning....... The second part contains the main scienti_c papers composed during the Ph.D. study. The third part of the thesis also contains scienti_c papers, but these are included as an appendix. In the HSTP, the goal is to obtain a timetable for the forthcoming school-year. A timetable consists of lectures scheduled...

Especially for High School Teachers

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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

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

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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.

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

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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.

Psychometric properties of the Serbian version of the Empathy Quotient (S-EQ

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Dimitrijević Aleksandar

2012-01-01

Full Text Available In the present study we examined psychometric properties of the Serbian translation of the Empathy Quotient scale (S-EQ. The translated version of the EQ was applied on a sample of 694 high-school students. A sub-sample consisting of 375 high-school students also completed the Interpersonal Reactivity Index (IRI, another widely used empathy measure. The following statistical analyses were applied: internal consistency analysis, explanatory (EFA and confirmatory (CFA factor analyses, and factor congruence analysis. Correlation with IRI and gender differences were calculated to demonstrate validity of the instrument. Results show that the Serbian 40-item version of EQ has lower reliability (Cronbach’s alpha = .782 than the original. The originally proposed one factor structure of the instrument was not confirmed. The short version with 28 items showed better reliablity (alpha= .807. The three-factor solution (cognitive empathy, emotional reactivity, and social skills showed good cross-sample stability (Tucker congruence coefficient over .8 but the results of CFA confirmed the solution proposed in the reviewed literature only partially. The mean scores are similar to those obtained in the other studies, and, as expected, women have significantly higher scores than men. Correlations with all subscales of IRI are statistically significant for the first two subscales of EQ, but not for the „social skills.” We concluded that the Serbian version of the „Empathy Quotient” is a useful research tool which can contribute to cross-cultural studies of empathy, although its psychometric characteristics are not as good as those obtained in the original study. We also suggest that a 28-item should be used preferably to the original 40-item version. [Projekat Ministarstva nauke Republike Srbije, br. 179018: Identification, measurement and development of cognitive and emotional competences important for a society oriented to European integrations

Modifying Alcohol Consumption among High School Students: An Efficacy Trial of an Alcohol Risk Reduction Program (PRIME for Life)

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Hallgren, Mats A.; Sjolund, Torbjorn; Kallmen, Hakan; Andreasson, Sven

2011-01-01

Purpose: PRIME for Life is an alcohol risk reduction program that has been used and refined in the USA for over 20 years. A Swedish version of the program has recently been adapted for use among Swedish high-school students (age 18-19). The objective of the study is to evaluate the effects of the program on youth alcohol consumption (including…

Surveying Turkish high school and university students’ attitudes and approaches to physics problem solving

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Nuri Balta

2016-04-01

Full Text Available Students’ attitudes and approaches to physics problem solving can impact how well they learn physics and how successful they are in solving physics problems. Prior research in the U.S. using a validated Attitude and Approaches to Problem Solving (AAPS survey suggests that there are major differences between students in introductory physics and astronomy courses and physics experts in terms of their attitudes and approaches to physics problem solving. Here we discuss the validation, administration, and analysis of data for the Turkish version of the AAPS survey for high school and university students in Turkey. After the validation and administration of the Turkish version of the survey, the analysis of the data was conducted by grouping the data by grade level, school type, and gender. While there are no statistically significant differences between the averages of various groups on the survey, overall, the university students in Turkey were more expertlike than vocational high school students. On an item by item basis, there are statistically differences between the averages of the groups on many items. For example, on average, the university students demonstrated less expertlike attitudes about the role of equations and formulas in problem solving, in solving difficult problems, and in knowing when the solution is not correct, whereas they displayed more expertlike attitudes and approaches on items related to metacognition in physics problem solving. A principal component analysis on the data yields item clusters into which the student responses on various survey items can be grouped. A comparison of the responses of the Turkish and American university students enrolled in algebra-based introductory physics courses shows that on more than half of the items, the responses of these two groups were statistically significantly different, with the U.S. students on average responding to the items in a more expertlike manner.

Carpet Aids Learning in High Performance Schools

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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,…

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

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Story Mary

2005-10-01

Full Text Available Abstract Objectives This study examined associations between high school students' lunch patterns and vending machine purchases and the school food environment and policies. Methods A randomly selected sample of 1088 high school students from 20 schools completed surveys about their lunch practices and vending machine purchases. School food policies were assessed by principal and food director surveys. The number of vending machines and their hours of operation were assessed by trained research staff. Results Students at schools with open campus policies during lunchtime were significantly more likely to eat lunch at a fast food restaurant than students at schools with closed campus policies (0.7 days/week vs. 0.2 days/week, p Conclusion School food policies that decrease access to foods high in fats and sugars are associated with less frequent purchase of these items in school among high school students. Schools should examine their food-related policies and decrease access to foods that are low in nutrients and high in fats and sugars.

Developing a Valid Version of an Inventory to Measure Anger in Mexican Adolescents of Middle School Level: The ML-STAXI-MS

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Alcázar-Olán, Raúl J.; Deffenbacher, Jerry L.; Escamilla-Tecalco, Héctor

2016-01-01

The goals were to develop a valid version of the Multicultural Latin American Inventory of Anger Expression and Hostility (ML-STAXI) for middle school Mexican youth (ML-STAXI-MS) and to test a new Questionnaire about Anger Expression with Physical Aggression (QAEPA). Five hundred and four adolescents (258 males, 246 females); (M[subscript age] =…

High-Performance Schools: Affordable Green Design for K-12 Schools; Preprint

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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.

Does Self-Regulated Learning-Skills Training Improve High-School Students' Self-Regulation, Math Achievement, and Motivation While Using an Intelligent Tutor?

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Barrus, Angela

2013-01-01

This study empirically evaluated the effectiveness of the instructional design, learning tools, and role of the teacher in three versions of a semester-long, high-school remedial Algebra I course to determine what impact self-regulated learning skills and learning pattern training have on students' self-regulation, math achievement, and…

School-Based Drug Abuse Prevention Programs in High School Students

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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…

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

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Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley

2008-01-01

This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

The Effect of High School Shootings on Schools and Student Performance

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Louis-Philippe Beland; Dongwoo Kim

2015-01-01

We analyze how fatal shootings in high schools affect schools and students using data from shooting databases, school report cards, and the Common Core of Data. We examine schools’ test scores, enrollment, and number of teachers, as well as graduation, attendance, and suspension rates at schools that experienced a shooting, employing a difference-in-differences strategy that uses other high schools in the same district as the comparison group. Our findings suggest that homicidal shootings s...

Catholic High Schools and Rural Academic Achievement.

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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…

Documentation to the NCES Common Core of Data Local Education Agency Universe Survey: School Year 2009-10, Version Provisional 2a. NCES 2011-349rev

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Keaton, Patrick; Sable, Jennifer; Liu, Fei

2012-01-01

This revised data file includes corrections that were provided to NCES as a result of a special collection effort designed to address data quality issues found in the 1a release of this file. In May 2012, NCES became aware of data errors for key data items for several schools on the published version of the SY 2009-10 school file; in some cases…

Teaching Ethics to High School Students

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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…

Interrater agreement for the schedule for affective disorders and schizophrenia epidemiological version for school-age children (K-SADS-E

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Polanczyk Guilherme V

2003-01-01

Full Text Available OBJETIVE: The main objective of this study was to assess the interrater agreement for the Schedule for Affective Disorders and Schizophrenia Epidemiological version for School-Age Children (K-SADS-E. METHODS: Four interviewers being trained with the K-SADS-E scored independently 29 videotaped interviews performed with psychiatric outpatients in the ADHD Outpatient Clinic at Hospital de Clínicas de Porto Alegre. Interrater agreement analysis was performed using the kappa coefficient (k. RESULTS: Kappa coefficients were .93 (p<.001 for affective disorders, .9 (p<.001 for anxiety disorders, .94 (p<.001 for attention-deficit/hyperactivity disorders and disruptive behavior disorders. CONCLUSION: These findings suggest an excellent interrater agreement for the diagnosis of several mental disorders in childhood and adolescence by the Brazilian Portuguese version of the K-SADS-E.

Credentialing high school psychology teachers.

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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.

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

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Chen TY

2015-03-01

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

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

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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…

Obsessive-compulsive symptoms in a normative Chinese sample of youth: prevalence, symptom dimensions, and factor structure of the Leyton Obsessional Inventory--Child Version.

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Sun, Jing; Boschen, Mark J; Farrell, Lara J; Buys, Nicholas; Li, Zhan-Jiang

2014-08-01

Chinese adolescents face life stresses from multiple sources, with higher levels of stress predictive of adolescent mental health outcomes, including in the area of obsessive-compulsive disorders (OCD). Valid assessment of OCD among this age group is therefore a critical need in China. This study aims to standardise the Chinese version of the Leyton short version scale for adolescents of secondary schools in order to assess this condition. Stratified randomly selected adolescents were selected from four high schools located in Beijing, China. The Chinese version of the Leyton scale was administered to 3221 secondary school students aged between 12 and 18 years. A high response rate was achieved, with 3185 adolescents responding to the survey (98.5 percent). Exploratory factor analysis (EFA) extracted four factors from the scale: compulsive thoughts, concerns of cleanliness, lucky number, repetitiveness and repeated checking. The four-factor structures were confirmed using Confirmatory Factor Analysis (CFA). Overall the four-factor structure had a good model fit and high levels of reliability for each individual dimension and reasonable content validity. Invariance analyses in unconstrained, factor loading, and error variance models demonstrated that the Leyton scale is invariant in relation to the presence or absence OCD, age and gender. Discriminant validity analysis demonstrated that the four-factor structure scale also had excellent ability to differentiate between OCD and non-OCD students, male and female students, and age groups. The dataset was a non-clinical sample of high school students, rather than a sample of individuals with OCD. Future research may examine symptom structure in clinical populations to assess whether this structure fits into both clinical and community population. The structure derived from the Leyton short version scale in a non-clinical secondary school sample of adolescents, suggests that a four-factor solution can be utilised as a

School Uniforms in Urban Public High Schools

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Draa, Virginia Ann Bendel

2005-01-01

The purpose of this study was to determine whether or not the implementation of a mandatory uniform policy in urban public high schools improved school performance measures at the building level for rates of attendance, graduation, academic proficiency, and student conduct as measured by rates of suspensions and expulsions. Sixty-four secondary…

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

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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…

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

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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.

Psychometric properties of the Chinese version of the fear of negative evaluation scale-brief (BFNE) and the BFNE-straightforward for middle school students.

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Wei, Jia; Zhang, Chunyu; Li, Yadan; Xue, Song; Zhang, Jinfu

2015-01-01

The 12-item brief version of the Fear of Negative Evaluation Scale (BFNE) is one of the most widely used instruments to assess fear of negative evaluation. Recent evidence strongly supports the version composed of 8 straightforward items (BFNE-S), which possessesstronger psychometric properties. The purpose of the current study is to examine the psychometric prop-erties of the Chinese versions of the BFNE and BFNE-S for middle school students. A total of 1009 middle school students were recruited in this study. The BFNE, the BFNE-S, the Friedman-Bendas Text Anxiety Scale (FBTAS), and the Social Anxiety Scale (SAS) were administered to 497 participants, and 52 participants were re-tested after four weeks. The BFNE, the BFNE-S, the Rosenberg Self-Esteem Scale (RSES), and the Balanced Inventory of Desirable Responding (BIDR) wereadministered to 492 participants. The BFNE and BFNE-S significantly cor-related with all the scales, supporting their convergent, divergent and concurrent validity. The Cronbach's alpha of the BFNE (BFNE-S) was 0.864 (0.867) with 497 par-ticipants and 0.886 (0.844) with 492 participants, and the test-retest reliability coefficient was 0.791 (0.855) (ICC). Although the EFA identified a two-factor solution in which the 8 straightfor-ward items loaded on one factor and the 4 reversed items loaded on the other, the CFA, using a random intercept model to control the wording effect, supported a unidimensional factor struc-ture of the BFNE. Both EFA and CFA supported the unidimensional assumption of the BFNE-S. The correlations of the BFNE and BFNE-S were 0.929 and 0.952 in two samples. The Chinese versions of the BFNE and BFNE-S demonstrate adequate psychometric properties for assessing fear of negative evaluation. The results support their use among the Chinese middle school students. Considering its greater parsimony and excellent reliability and validity, the BFNE-S is a better tool.

Psychometric properties of the Chinese version of the fear of negative evaluation scale-brief (BFNE and the BFNE-straightforward for middle school students.

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Jia Wei

Full Text Available The 12-item brief version of the Fear of Negative Evaluation Scale (BFNE is one of the most widely used instruments to assess fear of negative evaluation. Recent evidence strongly supports the version composed of 8 straightforward items (BFNE-S, which possessesstronger psychometric properties. The purpose of the current study is to examine the psychometric prop-erties of the Chinese versions of the BFNE and BFNE-S for middle school students.A total of 1009 middle school students were recruited in this study. The BFNE, the BFNE-S, the Friedman-Bendas Text Anxiety Scale (FBTAS, and the Social Anxiety Scale (SAS were administered to 497 participants, and 52 participants were re-tested after four weeks. The BFNE, the BFNE-S, the Rosenberg Self-Esteem Scale (RSES, and the Balanced Inventory of Desirable Responding (BIDR wereadministered to 492 participants. The BFNE and BFNE-S significantly cor-related with all the scales, supporting their convergent, divergent and concurrent validity.The Cronbach's alpha of the BFNE (BFNE-S was 0.864 (0.867 with 497 par-ticipants and 0.886 (0.844 with 492 participants, and the test-retest reliability coefficient was 0.791 (0.855 (ICC. Although the EFA identified a two-factor solution in which the 8 straightfor-ward items loaded on one factor and the 4 reversed items loaded on the other, the CFA, using a random intercept model to control the wording effect, supported a unidimensional factor struc-ture of the BFNE. Both EFA and CFA supported the unidimensional assumption of the BFNE-S. The correlations of the BFNE and BFNE-S were 0.929 and 0.952 in two samples.The Chinese versions of the BFNE and BFNE-S demonstrate adequate psychometric properties for assessing fear of negative evaluation. The results support their use among the Chinese middle school students. Considering its greater parsimony and excellent reliability and validity, the BFNE-S is a better tool.

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

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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…

Validating the Assessment for Measuring Indonesian Secondary School Students Performance in Ecology

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Rachmatullah, A.; Roshayanti, F.; Ha, M.

2017-09-01

The aims of this current study are validating the American Association for the Advancement of Science (AAAS) Ecology assessment and examining the performance of Indonesian secondary school students on the assessment. A total of 611 Indonesian secondary school students (218 middle school students and 393 high school students) participated in the study. Forty-five items of AAAS assessment in the topic of Interdependence in Ecosystems were divided into two versions which every version has 21 similar items. Linking item method was used as the method to combine those two versions of assessment and further Rasch analyses were utilized to validate the instrument. Independent sample t-test was also run to compare the performance of Indonesian students and American students based on the mean of item difficulty. We found that from the total of 45 items, three items were identified as misfitting items. Later on, we also found that both Indonesian middle and high school students were significantly lower performance with very large and medium effect size compared to American students. We will discuss our findings in the regard of validation issue and the connection to Indonesian student’s science literacy.

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

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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"…

Evaluating the High School Lunar Research Projects Program

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

2012-12-01

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

Assessment of Psychopathological Problems in the School Context: The Psychometric Properties of a Portuguese Version of the Adolescent Psychopathology Scale--Short Form

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Lemos, Ida Timoteo; Faisca, Luis Madeira; Valadas, Sandra Teodosio

2011-01-01

The psychometric properties of a Portuguese version of the Adolescent Psychopathology Scale-Short Form (APS-SF) were studied in a sample of 656 Portuguese adolescents, aged 12 to 19 years, assessed in school context. Also, the aim of the study was to gather data concerning age- and gender-related differences in the expression of psychopathological…

The School Anxiety Scale-Teacher Report (SAS-TR): translation and psychometric properties of the Iranian version.

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Hajiamini, Zahra; Mohamadi, Ashraf; Ebadi, Abbas; Fathi- Ashtiani, Ali; Tavousi, Mahmoud; Montazeri, Ali

2012-07-18

The School Anxiety Scale-Teacher Report (SAS-TR) was designed to assess anxiety in children at school. The SAS-TR is a proxy rated measure and could assess social anxiety, generalized anxiety and also gives a total anxiety score. This study aimed to translate and validate the SAS-TR in Iran. The translation and cultural adaptation of the original questionnaire were carried out in accordance with the published guidelines. A sample of students participated in the study. Reliability was estimated using internal consistency and test-retest analysis. Validity was assessed using content validity. The factor structure of the questionnaire was extracted by performing both exploratory and confirmatory factor analyses. In all 200 elementary students aged 6 to 10 years were studied. Considering the recommended cut-off values, overall the prevalence of high anxiety condition in elementary students was found to be 21 %. Cronbach's alpha coefficient for the Iranian SAS-TR was 0.92 and intraclass correlation coefficient (ICC) was found to be 0.81. The principal component analysis indicated a two-factor structure for the questionnaire (generalized and social anxiety) that jointly accounted for 55.3 % of variances observed. The confirmatory factory analysis also indicated a good fit to the data for the two-latent structure of the questionnaire. In general the findings suggest that the Iranian version of SAS-TR has satisfactory reliability, and validity for measuring anxiety in 6 to 10 years old children in Iran. It is simple and easy to use and now can be applied in future studies.

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…

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

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Cobb, Tiffany R.

2017-01-01

Purpose: The purpose of this study was to explore and further understand the ways in which middle school and high school students perceive their school experiences within the school environment. School has an important impact on the social development of children (Milsom, 2006). Learning is not done individually as classrooms are inherently social…

Rebellion in a High School.

Science.gov (United States)

Stinchcombe, Arthur L.

The premise of this book is that high school rebellion is an "expression of alienation from socially present authorities." Such rebellion is a manifestation of "expressive alienation" and has the quality of hatred or sullenness. Rebellious high school students are likely to be non-utilitarian, negativistic, hedonistic, and to stress group…

Continuing Care in High Schools: A Descriptive Study of Recovery High School Programs

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Finch, Andrew J.; Moberg, D. Paul; Krupp, Amanda Lawton

2014-01-01

Data from 17 recovery high schools suggest programs are dynamic and vary in enrollment, fiscal stability, governance, staffing, and organizational structure. Schools struggle with enrollment, funding, lack of primary treatment accessibility, academic rigor, and institutional support. Still, for adolescents having received treatment for substance…

Especially for High School Teachers

Science.gov (United States)

Emory Howell, J.

1999-11-01

many of our readers. The High School/College Interface Luncheon was part of the very rich day-long High School Program at the New Orleans ACS Meeting. Shown here (from left) are Glenn Crosby, the luncheon speaker; Lillie Tucker-Akin, the High School Day program chair; and Fred Johnson, Assistant Superintendent of Shelby County (TN) schools and Immediate Past President of NSTA. The recipient of the James Bryant Conant Award in High School Chemistry Teaching is Frank G. Cardulla, who taught for many years at Niles North High School, Skokie, Illinois. His extensive record of service to fellow teachers includes editing the JCE "View from My Classroom" feature for several years and writing several articles, as well as his recent appointment to the JCE Board of Publication. The recipient of the George C. Pimentel Award in Chemical Education is Jerry A. Bell of the American Chemical Society in Washington, DC. An author of numerous articles appearing in JCE and a member of the JCE Board of Publication for several years, he currently serves as Board Chair. The 16th Biennial Conference on Chemical Education Readers who attended the 15th BCCE in Waterloo, Ontario, know that much of the programming at these conferences is of interest to high school teachers. Many work shops, papers, and demonstrations are presented by high school teachers. There are many other outstanding papers and posters, plenary speakers, and exciting demonstrations. The 16th BCCE will be held at the University of Michigan in Ann Arbor, July 30-August 3, 2000. Among the high school teachers already scheduled to present workshops at the 16th BCCE are George Hague, Lynn Hershey, and Jack Randall, and there will be many more before the program is completed. The High School Chemistry Program Chair is Tim Graham, Roosevelt High School (MI). The Organizing Committee is seeking the assistance of local sections of the American Chemical Society within a 300-mile radius of Ann Arbor in providing support for high school

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

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Lieblein, Vaiva Sunniva Deraas; Warne, Maria; Huot, Suzanne; Laliberte Rudman, Debbie; Raanaas, Ruth Kjærsti

2018-12-01

Although high school graduation is important for living conditions and health throughout life, many students do not complete. In Norway's northern most county, Finnmark, up to 45% of students do not complete high school. Contrary to prior research that has primarily focused on causes for dropout, this study's aim was to deepen understanding of factors that support high school attendance. A strengths-based participatory approach using photovoice addressed attendance factors as perceived by seven participating students from one high school in Finnmark. Qualitative content analysis of data generated through group dialogue about participant-generated photos and individual interviews identified six factors important for students' school attendance: a supportive school environment, a good learning environment, recuperation and recreation, family and friends, goals and ambitions, and place attachment. Related aspects of a supportive environment and belongingness, where school staff made important contributions to promoting a positive environment, were essential.

Green accounts & day high schools

DEFF Research Database (Denmark)

Jørgensen, Michael Søgaard

1997-01-01

The arcticle presents the concept of green accounts and describes how it can be used in the daily work and the teaching at day high schools.......The arcticle presents the concept of green accounts and describes how it can be used in the daily work and the teaching at day high schools....

High Pressure Reform: Examining Urban Schools' Response to Multiple School Choice Policies

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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…

Correlation between Substance Use and Anxiety-Depression Spectrum among Senior High School Students in Bandung

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Achmad Samjunanto

2016-12-01

Full Text Available Background: Both substance use and anxiety-depression spectrum are the problem that currently faced by adolescents especially among Senior High School students. Moreover, there is a high comorbidity between both problems. This study was conducted to discover the substance use’s prevalence and to find out anxiety-depression spectrum proportion among adolescent, and more importantly to determine whether there is correlation between both variables. Methods: During October–November 2013, four hundred and fifty two students from five Senior High Schools located in Karees Sub-District, Bandung were included in this cross-sectional analytic study. Among whom, only 425 students filled the questionnaire properly. Data were collected using Kessler-10 (K10 to explore anxiety-depression spectrum and addiction severity index lite version (ASI-Lite to identify substance use. The correlation between both variables was analyzed by Gamma correlation test. Results: The study revealed that there were 93 (21.9% students that used substance. In addition, there were 244 students (57.4% that screened as having anxiety-depression spectrum. Statistical analysis, according to Gamma correlation test, showed that there was a weak correlation between alcohol use and anxiety-depression spectrum (p=0.041; r=0.316. The remaining substances gave no statistically significant result (p>0.05. Conclusions: There is a high prevalence in substance use and psychological distress in anxiety-depression spectrum among high school student. In addition, alcohol is the only substances that correlated with anxiety-depression spectrum.

The Effect of High School Shootings on Schools and Student Performance

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Beland, Louis-Philippe; Kim, Dongwoo

2016-01-01

We analyze how fatal shootings in high schools affect schools and students using data from shooting databases, school report cards, and the Common Core of Data. We examine schools' test scores, enrollment, number of teachers, graduation, attendance, and suspension rates at schools that experienced a shooting, employing a difference-in-differences…

Attitudes of High School Students towards Geometry

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Esat Avcı

2014-12-01

Full Text Available In this research, attitudes of high school students towards geometry were investigated in terms of gender, grade, types of the field and school. Population of research includes students who were studying at high school in five distincs of Mersin in 2013-2014 academical year. Sample of research includes 935 students from twelve high schools. Attitude scale which was developed by Su-Özenir (2008 was used for data collection. For data analysis, mean, standart deviation, t test and ANOVA were used. A meaningful difference between students’ attitudes towards geometry and variance of gender and grade level wasn’t observed, on the other hand a meaningful difference according to field and school type is observed.Key Words:    Attitudes towards geometry, high school geometry lesson, attitude scale

Investing in High School

Science.gov (United States)

Green, Daniel G.

2012-01-01

Strapped for cash, a Massachusetts high school creates its own venture capital fund to incentivize teachers to create programs that improve student learning. The result has been higher test scores and higher job satisfaction. One important program is credited with helping close the achievement gap at the school, while others have helped ambitious…

Especially for High School Teachers

Science.gov (United States)

Howell, J. Emory

1999-12-01

Chemistry and the Environment This issue contains more than 20 articles relating to the environment. Several articles of potential interest are indicated in the Table of Contents with the SSC mark (). Others are not so indicated because they depict use of expensive instrumentation or costly procedures, but if you have an interest in environmental chemistry you may wish to examine all the environmentally related articles. While many of the articles, both marked and unmarked, are targeted to college-level environmental chemistry curricula or to introductory courses for non-major, the methods described in several could be readily adapted to high school chemistry courses. One article likely to be of interest to teachers is found in News from Online, pp 1608-1609. The author explains how to use the U.S. Environment Protection Agency's EnviroMapper Web site to view and query environmental information. She mentioned finding a hazardous waste handler located near her home, so I decided to check the area near my home. I quickly located a natural gas salt dome storage facility marked on the map and, with a few more mouse clicks, I found information that included status of compliance with regulations, amounts of each compound released to the air in tons per year, and how to contact the corporation owning the site. Email and Web site addresses were included for the convenience of anyone wishing to contact the corporation. Students could learn a great deal about where they live that is relevant to chemistry by using the EPA site. Additional Web sites dealing with environmental issues and chemistry are cited in the sidebar at the bottom of p 1609. Among the articles that could be adapted to an advanced high school chemistry class or possibly even to an introductory class is one titled Bridge of Mandolin County (pp 1671-1672). It describes a case-study strategy similar to the scenarios used in ChemStudy. Students analyze information from various sources, including laboratory

How High School Students Select a College.

Science.gov (United States)

Gilmour, Joseph E., Jr.; And Others

The college selection process used by high school students was studied and a paradigm that describes the process was developed, based on marketing theory concerning consumer behavior. Primarily college freshmen and high school seniors were interviewed, and a few high school juniors and upper-level college students were surveyed to determine…

High School Students’ Social Media Addiction

OpenAIRE

Deniz, Levent; Gürültü, Ercan

2018-01-01

Theaim of this study is to investigate high school students’ social mediaaddiction. The study was conducted with 473 students who were educated in2014-2015 academic year at 6 different schools in İstanbul, Eyüp disctrict.‘Social Media Addiction Scale’ developed by Tutgun, Ünal and Deniz (2015) wasused to determine the students’ social media addiction. The results in general showedthat high school students have a medium level social media addiction. Besides,it was also concluded that high scho...

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

Science.gov (United States)

Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley

2008-01-01

This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

Eye Injuries in High School and Collegiate Athletes.

Science.gov (United States)

Boden, Barry P; Pierpoint, Lauren A; Boden, Rebecca G; Comstock, R Dawn; Kerr, Zachary Y

Although eye injuries constitute a small percentage of high school and college sports injuries, they have the potential to be permanently debilitating. Eye injury rates will vary by sport, sex, and between the high school and college age groups. Descriptive epidemiology study. Level 3. Data from eye injury reports in high school and college athletes were obtained from the National High School Sports-Related Injury Surveillance System, High School Reporting Information Online (HS RIO) database over a 10-year span (2005-2006 through 2014-2015 school years) and the National Collegiate Athletic Association (NCAA) Injury Surveillance Program (ISP) over an 11-year span (2004-2005 through 2014-2015 school years). Injury rates per 100,000 athlete-exposures (AEs), injury rate ratios (RRs), and 95% CIs were calculated. Distributions of eye injuries by diagnosis, mechanism, time loss, and surgery needs were also examined. A total of 237 and 273 eye injuries were reported in the HS RIO and the NCAA ISP databases, respectively. The sports with the highest eye injury rates (per 100,000 AEs) for combined high school and college athletes were women's basketball (2.36), women's field hockey (2.35), men's basketball (2.31), and men's wrestling (2.07). Overall eye injury rates at the high school and college levels were 0.68 and 1.84 per 100,000 AEs, respectively. Eye injury rates were higher in competition than practice in high school (RR, 3.47; 95% CI, 2.69-4.48) and college (RR, 3.13; 95% CI, 2.45-3.99). Most injuries were contusions (high school, 35.9%; college, 33.3%) and due to contact (high school, 89.9%; college, 86.4%). Only a small percentage of injuries resulted in time loss over 21 days (high school, 4.2%; college, 3.0%). Eye injury rates and patterns vary by sport, sex, and between the high school and college age groups. Although severe injuries do occur, most eye injuries sustained by high school and college athletes are minor, with limited time loss and full recovery

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

Science.gov (United States)

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

2017-08-01

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

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.

Portuguese Version of Teacher Feedback Scale: A Preliminary Study

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Márcia Laranjeira

2018-06-01

Full Text Available Abstract Teacher feedback in the classroom has a powerful influence on pupils’ performance and motivation. The study aims to analyze psychometric properties of the Portuguese version of the Teacher Feedback Scale (TFS in a sample of 228 children in the 4th grade of schooling. Exploratory factor analysis shows similarities with the original version, and the differences observed were based on the children’s cognitive development characteristics and cultural specificities of the two samples. The relationship between teacher feedback and students’ motivational variables was confirmed, such as the preference that the children expressed for the school subjects. The possibility to make some changes in the items is contemplated, in order to increase validity and reliability of the measure. The data highlight the potential of using the TFS in schools, which could contribute towards clarifying the teachers’ role in the formation of pupils’ self-concept.

Exploring rural high school learners' experience of mathematics anxiety in academic settings

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Dipane Hlalele

2012-01-01

Full Text Available The purpose of the study was to explore rural high school learners' experience of mathematics anxiety in academic settings. Mathematics anxiety has been found to have an adverse effect on confidence, motivation and achievement. This quantitative study is exploratory and descriptive in nature. The participants were 403 learners doing mathematics in 18 rural schools in the Free State province of South Africa. Participants completed a 20-item questionnaire and 373 (92.5% questionnaires were found to contain valid responses and were analysed by a professional statistician at the University of the Free State using the Statistical Package for the Social Sciences (SPSS, Version 17.0. The questionnaire was testedfor reliability using the Cronbach alpha coefficient and was found to have a reliability score of .841, indicating an acceptable reliability coefficient. Findings reveal that all learners sometimes, often, or always experience mathematics anxiety in academic settings. It is therefore important for teachers and authorities in education to observe its prevalence and to implement strategies toward the alleviation of the effects ofmathematics anxiety.

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

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Ming-Fu Huang

2014-12-01

Full Text Available There were numerous previous studies on educational tracking. However, most of the data adopted in these studies were collected a decade ago, involving sample population 20-64 years of age. Among them, many elderly samples had undergone senior high school tracking in the early years. The present study used the data of students and parents from the 3rd wave (2005 of the Taiwan Education Panel Survey (TEPS. A path analysis was conducted to investigate the inequality of opportunities involved in the influence of student family background on educational tracking at the senior high school stage. The results show: although the overall percentage of junior high school graduates entering advanced levels was approximately 100% and almost all students of different family backgrounds entered advanced levels, the most crucial factor among those affecting educational tracking of senior high school stage was students’ academic performance during junior high school. Students with higher family socioeconomic status and fewer siblings showed better academic performance in junior high schools, and consequently had higher possibilities of entering public senior high schools leading to a more promising future. This indicates that though the inequality in the quantity of opportunities approached 0, the inequality in the quality of opportunities still remained, which fails to support the hypothesis of the maximally maintained inequality of educational opportunity (MMI; however, the result supports the hypothesis of the effectively maintained inequality of educational opportunity (EMI.

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

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.

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.

Development of the web-based Spanish and Catalan versions of the Euroqol 5D-Y (EQ-5D-Y) and comparison of results with the paper version.

Science.gov (United States)

Robles, Noemí; Rajmil, Luis; Rodriguez-Arjona, Dolors; Azuara, Marta; Codina, Francisco; Raat, Hein; Ravens-Sieberer, Ulrike; Herdman, Michael

2015-06-03

The objectives of the study were to develop web-based Spanish and Catalan versions of the EQ-5D-Y, and to compare scores and psychometric properties with the paper version. Web-based and paper versions of EQ-5D-Y were included in a cross-sectional study in Palafolls (Barcelona), Spain and administered to students (n = 923) aged 8 to 18 years from 2 primary and 1 secondary school and their parents. All students completed both the web-based and paper versions during school time with an interval of at least 2 h between administrations. The order of administration was randomized. Participants completed EQ-5D-Y, a measure of mental health status (the Strengths and Difficulties Questionnaire), and sociodemographic variables using a self-administered questionnaire. Parents questionnaire included parental level of education and presence of chronic conditions in children. Missing values, and floor and ceiling effects were compared between versions. Mean score differences were computed for the visual analogue scale (VAS). Percentage of agreement, kappa index (k) and intraclass correlation coefficient (ICC) were computed to analyze the level of agreement between web-based and paper versions on EQ-5D-Y dimensions and VAS. Known groups validity was analyzed and compared between the two formats. Participation rate was 77 % (n = 715). Both formats of EQ-5D-Y showed low percentages of missing values (n = 2, and 4 to 9 for web and paper versions respectively), and a high ceiling effect by dimension (range from 79 % to 96 %). Percent agreement for EQ-5D-Y dimensions on the web and paper versions was acceptable (range 89 % to 97 %), and k ranged from 0.55 (0.48-0.61, usual activities dimension) to 0.75 (0.68-0.82, mobility dimension). Mean score difference on the VAS was 0.07, and the ICC for VAS scores on the two formats was 0.84 (0.82-0.86). Both formats showed acceptable ability to discriminate according to self-perceived health, reporting chronic conditions, and

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.

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

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

The School Anxiety Scale-Teacher Report (SAS-TR: translation and psychometric properties of the Iranian version

Directory of Open Access Journals (Sweden)

Hajiamini Zahra

2012-07-01

Full Text Available Abstract Background The School Anxiety Scale-Teacher Report (SAS-TR was designed to assess anxiety in children at school. The SAS-TR is a proxy rated measure and could assess social anxiety, generalized anxiety and also gives a total anxiety score. This study aimed to translate and validate the SAS-TR in Iran. Methods The translation and cultural adaptation of the original questionnaire were carried out in accordance with the published guidelines. A sample of students participated in the study. Reliability was estimated using internal consistency and test-retest analysis. Validity was assessed using content validity. The factor structure of the questionnaire was extracted by performing both exploratory and confirmatory factor analyses. Results In all 200 elementary students aged 6 to 10 years were studied. Considering the recommended cut-off values, overall the prevalence of high anxiety condition in elementary students was found to be 21 %. Cronbach's alpha coefficient for the Iranian SAS-TR was 0.92 and intraclass correlation coefficient (ICC was found to be 0.81. The principal component analysis indicated a two-factor structure for the questionnaire (generalized and social anxiety that jointly accounted for 55.3 % of variances observed. The confirmatory factory analysis also indicated a good fit to the data for the two-latent structure of the questionnaire. Conclusion In general the findings suggest that the Iranian version of SAS-TR has satisfactory reliability, and validity for measuring anxiety in 6 to 10 years old children in Iran. It is simple and easy to use and now can be applied in future studies.

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…

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…

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…

Proceedings of the school for young high energy physicists, September 1990 [held at the Rutherford Appleton Laboratory, Chilton (GB)

International Nuclear Information System (INIS)

Barlow, R.J.

1991-01-01

The 1990 School of Young High Energy Physicists took place in September and was attended by virtually all first year graduate students in experimental HEP at British Universities. The School consisted of two weeks of intensive lectures, written versions of which are published in this book. The four lecture courses; symmetries and gauge theories in Quantum Field Theory, Relativisitc quantum mechanics, QED and QeD; The Standard Model and Beyond and Selected Topics in Phenomenology of the Standard Model are all indexed separately. These were supplemented by problems and tutorials to give a thorough grounding in the Standard Model of elementary particle physics, putting understanding of the theory on a firm foundation for experimental investigations. (author)

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…

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…

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…

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…

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…

Dual Campus High School

Directory of Open Access Journals (Sweden)

Carmen P. Mombourquette

2013-04-01

Full Text Available September 2010 witnessed the opening of the first complete dual campus high school in Alberta. Catholic Central High School, which had been in existence since 1967 in one building, now offered courses to students on two campuses. The “dual campus” philosophy was adopted so as to ensure maximum program flexibility for students. The philosophy, however, was destined to affect student engagement and staff efficacy as the change in organizational structure, campus locations, and course availability was dramatic. Changing school organizational structure also had the potential of affecting student achievement. A mixed-methods study utilizing engagement surveys, efficacy scales, and interviews with students and teachers was used to ascertain the degree of impact. The results of the study showed that minimal impact occurred to levels of student engagement, minor negative impact to staff efficacy, and a slight increase to student achievement results.

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

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…

[Schools meals in French secondary state schools: compliance to national recommendations and schools catering patterns].

Science.gov (United States)

Bertin, M; Lafay, L; Calamassi-Tran, G; Volatier, J-L; Dubuisson, C

2011-02-01

Recent reports on the lack of nutritional quality of meals served in schools have led public authorities to draft, in 1999, recommendations for restoring a balanced food supply. Following the survey carried out by the French food safety Agency in 2005-2006, which highlighted gaps in the implementation of these recommendations, a law passed in July 2010 plans to make these recommendations mandatory, as their 2007 revised version. Thus, the objective of this study was to assess initial school compliance with regard to this last revised version of the recommendations and to identify school patterns through their catering management and implication in a dietary project. Seven hundred and seven secondary state schools were questioned (570 were administrated by the Ministry of Education and 137 by the Ministry of Agriculture) on their catering practices. Twenty consecutive menus from each school were also analyzed with a specific coding system to establish its nutritional composition for comparison with the 2007 recommendations. On average, schools complied with half of the recommendations. Good compliance was observed with the 2007 recommendations concerning fried products, starchy foods, fruits, and dairy products whereas very few schools were in compliance with recommendations concerning fish, cheeses and sweetened desserts containing less than 15 % fat and more than 20 g of sugar per portion. Furthermore, compliance with recommendations was significantly better for lunch meals, and even better for agricultural establishments. A 5-component meal was also associated with greater compliance with the recommendations. In addition, four school patterns were identified based on catering management practices. The first two categories of establishments had knowledge of the recommendations but exhibited different levels of application. The last two types of establishments had no knowledge of the recommendations and differed in their catering management practices. Compliance

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…

Association between scores in high school, aptitude and achievement exams and early performance in health science college

Directory of Open Access Journals (Sweden)

Al-Alwan Ibrahim

2009-01-01

Full Text Available This retrospective study was carried out to assess the correlation between admi-ssion criteria to health science colleges, namely, final high school grade and Saudi National Apti-tude and Achievement exams, and early academic performance in these colleges. The study inclu-ded 91 male students studying in the two-year pre-professional program at the King Saud bin Abdulaziz University for Health Sciences (KSAU-HS, Riyadh, Saudi Arabia. Records of these students were used to extract relevant information and their academic performance (based on the grade point average achieved at the end of the first semester of the pre-professional program, which were analytically studied. Pearson correlation coefficient was used to assess the associa-tions between the different scores. SPSS statistical program (version 12.0 was used for data ana-lyses. We found a strong correlation between the academic performance and the Achievement Exam, Aptitude Exam and high school final grade, with Pearson Correlation Coefficients of 0.96, 0.93, 0.87, respectively. The Saudi National Achievement Exam showed the most significant correla-tion. Our results indicate that academic performance showed good correlation with the admission criteria used, namely final high school grade, Saudi National Aptitude and Achievement Exams.

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.

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.

Social Media in Schools: A Treasure Trove or Hot Potato?

Science.gov (United States)

Wang, Yinying

2013-01-01

In the sphere of education, social media has posed enormous challenges and unleashed its potential as a venue to communicate with stakeholders. This case is a fictionalized version of several real cases related to the school leaders' struggle with utilizing social media to accomplish changes in schools. This case describes two high school…

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

Science.gov (United States)

2006-09-29

Participation in high school sports helps promote a physically active lifestyle. High school sports participation has grown from an estimated 4 million participants during the 1971-72 school year to an estimated 7.2 million in 2005-06. However, despite the documented health benefits of increased physical activity (e.g., weight management, improved self-esteem, and increased strength, endurance, and flexibility), those who participate in athletics are at risk for sports-related injuries. High school athletes account for an estimated 2 million injuries, 500,000 doctor visits, and 30,000 hospitalizations annually. To date, the study of these injuries has been limited by inabilities to calculate injury rates, compare results among groups, and generalize findings from small, nonrepresentative samples. During the 2005-06 school year, researchers at a children's hospital in Ohio used an Internet-based data-collection tool to pilot an injury surveillance system among athletes from a representative national sample of U.S. high schools. This report summarizes the findings of that study, which indicated that participation in high school sports resulted in an estimated 1.4 million injuries at a rate of 2.4 injuries per 1,000 athlete exposures (i.e., practices or competitions). Surveillance of exposure-based injury rates in a nationally representative sample of high school athletes and analysis of injury patterns can help guide activities aimed at reducing these injuries.

Demographic Factors Affecting Internet Using Purposes of High School Students

Science.gov (United States)

Kilic, Abdullah Faruk; Güzeller, Cem Oktay

2017-01-01

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

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

Science.gov (United States)

Tilley, Thomas Brent; Smith, Samuel J.; Claxton, Russell L.

2012-01-01

This case study of a high-achieving, high-poverty school describes the school's leadership, culture, and programs that contributed to its success. Data were collected from two surveys (the School Culture Survey and the Vanderbilt Assessment of Leadership in Education), observations at the school site, and interviews with school personnel. The…

Assessment of knowledge and practice of menstrual hygiene among high school girls in Western Ethiopia.

Science.gov (United States)

Upashe, Shivaleela P; Tekelab, Tesfalidet; Mekonnen, Jalane

2015-10-14

The issue of menstrual hygiene is inadequately acknowledged and has not received proper attention. Use of sanitary pads and washing the genital area are essential practices to keep the menstrual hygiene. Unhygienic menstrual practices can affect the health of the girls and there is an increased vulnerability to reproductive tract infections and pelvic inflammatory diseases and other complications. Therefore, the objective of this study was to assess the knowledge and practice of menstrual hygiene among high school girls at Nekemte town, Oromia region, Western Ethiopia. A school based cross-sectional study design was employed in Nekemte Town, Western Ethiopia. A multi stage sampling technique was used to select 828 female high school students. Data collection was carried out from May 04 to May 30, 2014 using a pre- tested structured questionnaire. The data were entered into a computer using Epi-info version 3.5.1 and then exported to SPSS for Windows version 20.0 for analysis. Bivariate and multivariate logistic regression analysis was done at 95 % confidence interval. In this study, 504 (60.9 %) and 330 (39.9 %) respondents had good knowledge and practice of menstrual hygiene respectively. The findings of the study showed a significant positive association between good knowledge of menstruation and educational status of mothers (AOR = 1.51, 95 % CI = 1.02 - 2.22), having radio/TV (AOR = 2.42, 95 % CI: 1.64 - 3.56). Educational status of the mother (AOR = 2.03, 95 % CI = 1.38 - 2.97) and earning permanent pocket money from parents (AOR = 2.73, 95 % CI = 1.76 - 4.26) revealed significant positive association with good practice of menstrual hygiene. The findings showed that the knowledge and practice of menstrual hygiene is low. Awareness regarding the need for information about good menstrual practices is very important. So, health education program should be setup to create awareness and practice of good menstrual hygiene.

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.

Effects of Offering Look-Alike Products as Smart Snacks in Schools.

Science.gov (United States)

Harris, Jennifer L; Hyary, Maia; Schwartz, Marlene B

2016-12-01

In 2014, USDA established nutrition standards for snack foods sold in schools. Many manufacturers reformulated products to meet these Smart Snacks standards, but continue to advertise unhealthy versions of the same brands. Furthermore, Smart Snack packaging often looks similar to less nutritious versions sold outside of schools (look-alike products). This practice may confuse consumers about the nutritional quality of Smart Snacks and raise concerns about schools selling them. An online experiment with 659 students (13-17 years) and 859 parents (children ages 10-13) was performed. Participants randomly viewed information about snacks sold at a hypothetical school, including (1) look-alike Smart Snacks; (2) existing store versions of the same brands; (3) repackaged Smart Snacks (highlighting differences versus unhealthy versions); or (4) consistent brands (i.e., Smart Snack versions also sold in stores). They then rated the individual snacks offered and the school selling them. As hypothesized, students and parents rated look-alike and store versions similarly in taste, healthfulness, and purchase intent, while considering repackaged Smart Snacks as healthier, but less tasty. Most participants also inaccurately believed they had seen look-alike products for sale in stores. Furthermore, they rated schools offering look-alike Smart Snacks and store versions as less concerned about students' health and well-being than schools in the other two conditions. The nutritional quality of snacks sold in schools has improved, but many Smart Snacks are virtually indistinguishable from less nutritious versions widely sold outside of schools. This practice likely benefits the brands, but may not improve children's overall diet and undermines schools' ability to teach good nutrition.

School-Related Factors Affecting High School Seniors' Methamphetamine Use

Science.gov (United States)

Stanley, Jarrod M.; Lo, Celia C.

2009-01-01

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

Effect of Nanotechnology Instructions on Senior High School Students

Science.gov (United States)

Lu, Chow-Chin; Sung, Chia-Chi

2011-01-01

In this research, we cooperate with senior high school teachers to understand current nanotechnology model of senior high school nanotechnology curriculum in Taiwan. Then design senior high school nanotechnology (nano-tech) curriculum to teach 503 senior high school students. After teaching the nano-tech curriculum we use the "Nanotechnology…

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

Science.gov (United States)

Jordan, Will J.; McPartland, James M.; Legters, Nettie E.; Balfanz, Robert

2000-01-01

Discusses the need for comprehensive reforms in school organization, curriculum and instruction, and professional development to address the problems of large urban high schools. Describes the Talent Development High School with Career Academies model being developed to meet the needs of such schools. (SLD)

Dual Enrollment for High School Students

Science.gov (United States)

Edwards, Linsey; Hughes, Katherine

2011-01-01

Dual enrollment programs allow high school students to enroll in college courses and potentially earn college credit. The term concurrent enrollment is sometimes used interchangeably with dual enrollment, and sometimes to refer to a particular model of dual enrollment. In some programs, students earn high school and college credit simultaneously;…

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

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

Multilevel Factor Structure and Concurrent Validity of the Teacher Version of the Authoritative School Climate Survey

Science.gov (United States)

Huang, Francis L.; Cornell, Dewey G.; Konold, Timothy; Meyer, Joseph P.; Lacey, Anna; Nekvasil, Erin K.; Heilbrun, Anna; Shukla, Kathan D.

2015-01-01

Background: School climate is well recognized as an important influence on student behavior and adjustment to school, but there is a need for theory-guided measures that make use of teacher perspectives. Authoritative school climate theory hypothesizes that a positive school climate is characterized by high levels of disciplinary structure and…

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

Science.gov (United States)

Neel, Cari Gillen-O'; Fuligni, Andrew

2013-01-01

This longitudinal study examined how school belonging changes over the years of high school, and how it is associated with academic achievement and motivation. Students from Latin American, Asian, and European backgrounds participated (N = 572; age span = 13.94-19.15 years). In ninth grade, girls' school belonging was higher than boys'. Over the course of high school, however, girls' school belonging declined, whereas boys' remained stable. Within-person longitudinal analyses indicated that years in which students had higher school belonging were also years in which they felt that school was more enjoyable and more useful, above and beyond their actual level of achievement. Results highlight the importance of belonging for maintaining students' academic engagement during the teenage years. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Demographic Factors Affecting Internet Using Purposes of High School Students

OpenAIRE

Abdullah Faruk Kılıç; Cem Oktay Güzeller

2017-01-01

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

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

Science.gov (United States)

Yukita, Kazuto; Ichiyanagi, Katsuhiro; Mori, Tsuyoshi; Goto, Yasuyuki

This paper discusses the methods of implementation and improvement adopted in the energy education program of “Marugoto Taiken World” (“Total Experience World”) at Aichi Institute of Technology. The program, which is aimed at high school, junior high school and elementary school students, has been carried on at Aichi Institute of Technology for a number of years now, and the authors have been involved in the energy education project for the past four years. During that time, the following four courses have been held : 1) Let's use wind power to generate electricity, 2) Let's use flowers to build a solar battery, 3) Let's use bottles to build a fuel cell battery, 4) Let's make all sorts of batteries.

High School Graduation Rates:Alternative Methods and Implications

OpenAIRE

Jing Miao; Walt Haney

2004-01-01

The No Child Left Behind Act has brought great attention to the high school graduation rate as one of the mandatory accountability measures for public school systems. However, there is no consensus on how to calculate the high school graduation rate given the lack of longitudinal databases that track individual students. This study reviews literature on and practices in reporting high school graduation rates, compares graduation rate estimates yielded from alternative methods, and estimates d...

Diagnostic validity and reliability of a Korean version of the Parent and Adolescent General Behavior Inventories.

Science.gov (United States)

Lee, Hyun-Jeong; Joo, Yeonho; Youngstrom, Eric A; Yum, Sun Young; Findling, Robert L; Kim, Hyo-Won

2014-10-01

The purpose of this study was to evaluate the validity and reliability of a Korean version of the Parent General Behavior Inventory-10-item Mania Scale (P-GBI-10M) and the Adolescent General Behavior Inventory (A-GBI) for bipolar and depressive disorder in youths. Ninety-two subjects with mood disorder and their parents were recruited from September 2011 to June 2013 through the Department of Psychiatry at the Asan Medical Center, Seoul, Korea. In addition, 125 community participants were recruited through two middle schools and one high school in Seoul. The parents of subjects completed the Parent-version Mood Disorder Questionnaire (P-MDQ), P-GBI-10M and Attention-deficit/hyperactivity disorder Rating Scale (ARS). Adolescents complete the 76-item A-GBI, Beck Depression Inventory (BDI), and Adolescent version of the Mood Disorder Questionnaire (A-MDQ). Different profiles were evident between the clinic-referred group and the community control, including different P-GBI-10M (t=3.07, p=0.003), A-GBI Depressive (t=4.99, pInventories showed excellent internal consistency, fair-to-good construct, and discriminant validity. Copyright © 2014 Elsevier Inc. All rights reserved.

Highlighting High Performance: Whitman Hanson Regional High School; Whitman, Massachusetts

Energy Technology Data Exchange (ETDEWEB)

2006-06-01

This brochure describes the key high-performance building features of the Whitman-Hanson Regional High School. The brochure was paid for by the Massachusetts Technology Collaborative as part of their Green Schools Initiative. High-performance features described are daylighting and energy-efficient lighting, indoor air quality, solar and wind energy, building envelope, heating and cooling systems, water conservation, and acoustics. Energy cost savings are also discussed.

Trust, Behavior, and High School Outcomes

Science.gov (United States)

Romero, Lisa S.

2015-01-01

Purpose: The purpose of this paper is to contribute to the literature on student trust and to examine the relationship between student trust, behavior, and academic outcomes in high school. It asks, first, does trust have a positive effect on high school outcomes? Second, does trust influence student behavior, exerting an indirect effect on…

High School Redesign Gets Presidential Lift

Science.gov (United States)

Adams, Caralee J.

2013-01-01

President Barack Obama applauded high school redesign efforts in his State of the Union address and encouraged districts to look to successful models for inspiration. Last week, he followed up with a request in his fiscal 2014 budget proposal for a new, $300 million competitive-grant program. Recognition is widespread that high schools need to…

The Classification of Romanian High-Schools

Science.gov (United States)

Ivan, Ion; Milodin, Daniel; Naie, Lucian

2006-01-01

The article tries to tackle the issue of high-schools classification from one city, district or from Romania. The classification criteria are presented. The National Database of Education is also presented and the application of criteria is illustrated. An algorithm for high-school multi-rang classification is proposed in order to build classes of…

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

Directory of Open Access Journals (Sweden)

Lili O. Horváth

2018-05-01

Full Text Available Although several studies have recently assessed direct self-injurious behavior (D-SIB among adolescents, it is still understudied in adolescents attending vocational schools: an educational setting generally associated with lower socioeconomic status. After extending the “Saving and Empowering Young Lives in Europe” (SEYLE project to a vocational school population, we examined their D-SIB and life event characteristics compared to the high school population. SEYLE’s Hungarian randomly selected high school sample (N = 995 was completed with a randomly selected vocational school sample (N = 140 in Budapest, Hungary. Participants aged 14–17 years completed the SEYLE project’s self-administered questionnaires. D-SIB lifetime prevalence was significantly higher (29.4% in the vocational school group compared to the high school group (17.2% (Χ2(1 = 12.231, p< 0.001. D-SIB was associated with suicidal ideation in the vocational school group. Different life events were more frequent in the high school than in the vocational school group, and associations between D-SIB and life events differed in the vocational school group compared to the high school group. In conclusion, vocational school students are a vulnerable population with a higher prevalence of D-SIB compared to high school students. Life events and their association with D-SIB also differ in vocational school students compared to high school students. Taking all these into account might contribute to prevention/intervention designed for this population.

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

Science.gov (United States)

Hayes, DeMarquis

2011-01-01

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

Business School Learning Goals: The Legal and Regulatory Context of Organizations in a Global Economy

Science.gov (United States)

Siedel, George J.

2017-01-01

AACSB International (the Association to Advance Collegiate Schools of Business) is the premier accrediting body for business schools. Of the thousands of business schools worldwide, fewer than five percent have met the high standards for AACSB accreditation. The latest version of AACSB's accreditation standards was adopted in 2013 and updated in…

James Madison High: A School at the Crossroads

Science.gov (United States)

Stroup, John T.; Salmonowicz, Michael J.; Broom, Christopher C.

2007-01-01

This case tells the story of James Madison High School, which became the epicenter of a debate over the future reorganization and control of large secondary schools in the Los Angeles Unified School District (LAUSD). The LAUSD, recently taken over by the newly elected mayor, was fighting for control of this 3,000-student high school with a charter…

Indoor Air Quality in High Performance Schools

Science.gov (United States)

High performance schools are facilities that improve the learning environment while saving energy, resources, and money. The key is understanding the lifetime value of high performance schools and effectively managing priorities, time, and budget.

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

Science.gov (United States)

Phillips, Kay D.

A study examined the freedom of the high school press in North Carolina to determine whether publication guidelines should be in place, and if so, what those guidelines should contain. High school newspaper advisors, high school principals, and high school newspaper editors from large and small, urban and rural, eastern and western high schools…

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

Science.gov (United States)

Lu, Ting; Li, Ling; Niu, Li; Jin, Shenghua; French, Doran C.

2018-01-01

The concurrent and longitudinal associations between popularity, likeability, and prosocial behavior were evaluated in this three-year study of middle school and high school Chinese adolescents. The initial sample included 766 middle school (mean age = 13.3 years) and 668 high school participants (mean age = 16.6 years); there were 880 (399 girls)…

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…

Especially for High School Teachers

Science.gov (United States)

Howell, J. Emory

2001-05-01

Literature Cited National Science Education Standards; National Academy Press: Washington, DC, 1996; http://www. nap.edu/readingroom/books/nses/. Principles and Standards for School Mathematics; National Council of Teachers of Mathematics: Washington, DC, 2000; http://standards.nctm.org/. Visit CLIC, an Online Resource for High School Teachers at http://jchemed.chem.wisc.edu/HS/

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

Science.gov (United States)

Aypay, Ayse

2017-01-01

This study aims to develop and test the validity of a model limited to attitude towards the future and subjective well-being for reducing and preventing the school burnout that high school students can experience. The study is designed as a relational screening model conducted over 389 high school students. The data in this study are analyzed…

Sleep disorders among high school students in New Zealand

OpenAIRE

Fernando AT; Samaranayake CB; Blank CJ; Roberts G; Arroll B

2013-01-01

INTRODUCTION: Adolescents are known to have high risk factors for sleep disorders, yet the youth rates of sleep disturbances are unknown. AIM: This study aimed to determine the prevalence of sleep disorders among New Zealand high school students. METHODS: The Auckland Sleep Questionnaire (ASQ) was administered to high school students at six schools in the North Island. Schools were chosen to reflect a range of ethnicities and school deciles, which identify the socioeconomic status of househol...

Effects of Perceived Discrimination on the School Satisfaction of Brazilian High School Graduates

Directory of Open Access Journals (Sweden)

Rubia R. Valente

2017-01-01

Full Text Available This paper analyzes the consequences of peer victimization for the satisfaction with schooling (“happiness” of college-bound high school graduates in Brazil.  Several types of victimization are explored including discrimination due to race/ethnicity, socioeconomic status, gender, sexual orientation, religious affiliation, and disability. We compare the satisfaction with their schooling of students planning to head to college straight from high school and older students applying for college later in life (“nontraditional students”. We conclude that students who perceived that they had been discriminated against were more dissatisfied with their school experience than those who did not, ceteris paribus, and we relate level of dissatisfaction to type of discrimination. The older student evidence reveals that this dissatisfaction wanes with time and age, however. Our conclusions are based upon ordered logistic analyses of data for 2.4 million current high school seniors and 78.7 thousand older students drawn from the Exame Nacional do Ensino Médio questionnaire (ENEM.

Earth in Space: A CD-ROM Version for Pre-College Teachers

Science.gov (United States)

Pedigo, P.

2003-12-01

Earth in Space, a magazine about the Earth and space sciences for pre-college science teachers, was published by AGU between 1987 and 2001 (9 issues each year). The goal of Earth in Space was to make research at the frontiers of the geosciences accessible to teachers and students and engage them in thinking about scientific careers. Each issue contained two or three recent research articles, rewritten for a high school level audience from the original version published in peer-reviewed AGU journals, which were supplemented with short news items and biographic information about the authors. As part of a 2003 summer internship with AGU, sponsored by the AGU Committee on Education and Human Resources (CEHR) and the American Institute of Physics, this collection of Earth in Space magazines was converted into an easily accessible electronic resource for K-12 teachers and students. Every issue was scanned into a PDF file. The entire collection of articles was cataloged in a database indexed to key topic terms (e.g., volcanoes, global climate change, space weather). A front-page was designed in order to facilitate rapid access to articles concerning specific topics within the Earth and space sciences of particular interest to high school students. A compact CD-ROM version of this resource will be distributed to science teachers at future meetings of the National Science Teachers Association and will be made available through AGU's Outreach and Research Support program.

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…

Evaluation of Psychometric Properties of the Malay Version ...

African Journals Online (AJOL)

The 10-item version of Perceived Stress Scale (PSS-10) is a widely used ... 2International Medical School, Management and Science University, University Drive, Off Persiaran Olahraga, Section 13, ... Ethics Committee of the National Institutes of Health, Ministry ... value of Cronbach's alpha did not improve despite items.

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.

Copycat snacks: Can students differentiate between school and store snacks?

Science.gov (United States)

Mann, Georgianna

2018-02-01

In 2014, the national Smart Snacks in School nutrition standards placed regulations on all snack foods sold in schools. Many food companies reformulated common snack food products for sale in schools, called "copycat snacks", which look similar to nutritionally different foods sold in stores. It is possible that these snacks create consumer confusion among students. The purpose of this study was to determine if middle school students could differentiate, in taste and appearance, between school (copycat) and store versions of common snacks. Seventy-six middle school students evaluated three different food products offered in schools: Froot Loops, Rice Krispy Treats, and Doritos. Students tasted snacks in a series of triangle tests for difference, one for each snack food, including school and store versions. Students were also presented with packages, school and store versions of the same products, and asked to determine the expected taste, purchase intentions, and perceived healthfulness. Students could determine taste differences between school and store Rice Krispy Treats yet could not differentiate between Froot Loop and Dorito varieties. Students rated store versions of all three snacks with greater expected taste, higher intention to purchase, and as less healthy. While it seems product confusion concerning copycat snacks may not be severe in this sample, snack food brands are still a prominent feature in schools. It is possible that these copycat snacks can confuse students' perceptions of healthy foods. Alternative packaging for school foods or reformation of store versions of snack foods may be viable solutions to this problem. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

Science.gov (United States)

Legters, Nettie; Balfanz, Robert; McPartland, James

Promising solutions to the failings of traditional comprehensive high schools were reviewed to identify basic principles and strategies for improving high schools nationwide. Selected research studies, policy documents, and promising high school programs were reviewed. The review revealed the following principles for helping high schools better…

Attitudes of Turkish High School Students toward Mathematics

Science.gov (United States)

Yenilmez, Kursat

2007-01-01

This study examines high school students' attitudes toward mathematics and analyzes whether there were differences in attitude and its source that could be attributed to gender, class level, type of school, mathematics success, whether the students received preschool education, families' income level, and high school student's place of living.…

Disordered Eating Attitudes and Their Correlates among Iranian High School Girls

Directory of Open Access Journals (Sweden)

Mahdiyeh Hamed Behzad

2011-07-01

Full Text Available Background: Disordered eating attitudes are contributing factors to the development of eatingdisorders. Adolescent girls are at high risk for eating diseases. In Iran, there is few data onthe subject, especially in Azarian adolescent girls, so we did this study for assessing disorderedeating attitudes and their correlates among Iranian Azarbaijani high school girls.Methods: In a cross-sectional study, 1887 high school girls were selected. Eating AttitudeTest-26 (EAT-26 and socio economical questionnaires were used. The EAT-26 score of 20or higher defined as disordered eating attitudes. Data were analyzed using the Statistical Programfor Social Sciences, by using from descriptive and analytical statistics.Results: Reliability and validity of the translated EAT-26 were 0.80, 0.76, respectively. Instudied subjects, mean (SD of EAT-26 was 11.71(8.48. Totally, 16.7% (C.I with 95%: 15.1-18.3% of students had disordered eating attitudes. About half of the participants were unhappywith their body weight and considered themselves as obese. Mean of EAT-26 washigher in this group. Groups, who intent to weight loss, were smoker, and who had age ofmenarche less than 11 years, also had higher EAT-26 scores. Parent’s literacy or job, birthorder, family size or income and house ownership had not any significant effect on EAT-26score.Conclusions: Persian version of EAT-26 has good reliability and validity for assessing disorderedeating attitudes in Azarian girl adolescents. Prevalence of disordered eating attitudesamong Azarian adolescent girls are in the range of some studies, but are less than Arabiancountries, and some European ones. In adolescent girls, body weight dissatisfaction, smokingand early menarche has important role in eating attitudes.

Psychometric evaluation of the Chinese version of short-form Test of Functional Health Literacy in Adolescents.

Science.gov (United States)

Chang, Li-Chun; Hsieh, Pei-Lin; Liu, Chieh-Hsing

2012-09-01

The purpose of this study is to develop and evaluate the psychometric properties of the Chinese version of short-form Test of Functional Health Literacy in Adolescents. Assessing health literacy is vital to design health education programme; however, there are no measurement tools exist for use specifically in Chinese adolescents. A non-experimental design was used to test the psychometric properties of the Test of Functional Health Literacy in Adolescents. The short-form Test of Functional Health Literacy in Adolescents was translated and back translated into a Chinese language version. Thirty high school students were recruited to validate the scenario of Test of Functional Health Literacy in Adolescents. Based on the multiple-stage stratified random sampling method, 300 high school students from four counties in Taiwan were invited to participate in this study to evaluate the psychometric properties of Test of Functional Health Literacy in Adolescents. The Functional Health Literacy in Adolescents had good internal consistency reliability and excellent test-retest reliability. Confirmatory factor analysis resulted in a one-factor solution. Contrary to the original version of the Test of Functional Health Literacy in Adolescents, the findings revealed that the 36-item, one-factor model for the Test of Functional Health Literacy in Adolescents is the best-fit model. This is a suitable instrument to assess health literacy levels in Chinese adolescents before health education programmes can be appropriately planned, implemented and evaluated. © 2012 Blackwell Publishing Ltd.

Especially for High School Teachers

Science.gov (United States)

Howell, J. Emory

1999-07-01

Secondary School Feature Articles * Super Science Connections, by Patricia B. McKean, p 916 * A pHorseshoe, by Roger Plumsky, p 935 National Conferences in Your Part of the Country For the past several months, considerable space in this column has been devoted to forthcoming national conferences and conventions and to highlights of conferences past. For some of us, location is fairly unimportant; but for most of us travel costs and time are both factors to consider when choosing a conference. The community of high school chemistry teachers is favored by the number of national conventions and conferences that are held each year in different locations. In 1999, for example, the spring National Meeting of the American Chemical Society was in Anaheim and the National Science Teachers Association National Convention was in Boston. This summer CHEMED '99 will be held in Fairfield, CT, August 1-5, and the fall National ACS Meeting will be in New Orleans. Teachers from the mid-South especially should consider attending the High School Program at New Orleans, described below by Lillie Tucker Akin, Chairperson of the Division's High School Program Committee. The event will be held on Sunday to minimize conflicts with the beginning of the school year. JCE at CHEMED '99 Stop by the JCE booth at CHEMED '99 in the exhibits area to learn more about the wide array of print and nonprint resources you can use in your classroom and laboratory. Members of the editorial staff will be on hand to talk with you. You are invited to participate in a workshop, "Promoting Active Learning through JCE Activity Sheets and Software", on Monday, August 1, 8:30-10:30. The free hands-on workshop is number WT11 and we encourage you to include it among your choices in the blanks provided on the third page of the registration form. We will also conduct an interactive session to listen to ideas for making the Journal more useful to you. Check the final program for location and time or inquire at the JCE

High School Teacher Perceptions of Empowerment

OpenAIRE

Jacobs, Tricia Susan

2014-01-01

As the responsibilities of principals become more complex and as accountability becomes more evident in K-12 cultures, it becomes increasingly important that high school principals be trained to empower teachers. This paper examined the research concerning the conditions of the empowerment of teachers. More specifically, it measured high school teachers' perspectives concerning their levels of empowerment by their principals based on the four domains of empowerment: meaning, competence, sel...

Predicting Success in College Mathematics from High School Mathematics Preparation

OpenAIRE

Shepley, Richard A.

1983-01-01

The purpose of this study was to develop a model to predict the college mathematics courses a freshman could expect to pass by considering their high school mathematics preparation. The high school information that was used consisted of the student's sex, the student's grade point average in mathematics, the highest level of high school mathematics courses taken, and the number of mathematics courses taken in high school. The high school sample was drawn from graduated Seniors in the State...

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,…

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,…

Version 2 of RSXMULTI

International Nuclear Information System (INIS)

Heinicke, P.; Berg, D.; Constanta-Fanourakis, P.; Quigg, E.K.

1985-01-01

MULTI is a general purpose, high speed, high energy physics interface to data acquisition and data investigation system that runs on PDP-11 and VAX architecture. This paper describes the latest version of MULTI, which runs under RSX-11M version 4.1 and supports a modular approach to the separate tasks that interface to it, allowing the same system to be used in single CPU test beam experiments as well as multiple interconnected CPU, large scale experiments. MULTI uses CAMAC (IEE-583) for control and monitoring of an experiment, and is written in FORTRAN-77 and assembler. The design of this version, which simplified the interface between tasks, and eliminated the need for a hard to maintain homegrown I/O system is also discussed

The role of Effective Supervision on academic performance of Senior High Schools in Ghana

Directory of Open Access Journals (Sweden)

Vera Rosemary Ankoma-Sey

2016-04-01

Full Text Available In all facets of life, supervision has become a cross-cutting edge tool and a pivot around which performance revolves. There are widespread and on-going debates centred on the influence of effective supervision on academic performance in our academic institutions. This study examined the role of supervision on academic performance in Senior High Schools (SHS in Ghana. The study was based on the collegial model of educational management and the supervision model, Theory Y as proposed by Douglas McGregor. This study employed the descriptive research survey design. Through a questionnaire, data analysed was collected from 963 respondents who were purposively selected from randomised schools in each region comprising of headmasters, their assistants and heads of department of 155 SHSs across Ghana. The WAEC results (2006-2009 and 2011 of the sampled schools were analysed. Reliability coefficient of the questionnaire was Cronbach’s alpha (α = 0.826. The Statistical Product and Service Solutions (SPSS version 18 software was employed in the analyses of data using, mean, standard deviation, correlation and independent t-test. The study revealed that there was a positive weak significant relationship between supervision roles of heads and academic performance of students. Moreso, there was a positive weak significant relationship between gender of heads and their supervision roles. The study recommended that supervision should be intensified in SHS. Heads of SHS should be re-orientated in the new trends of supervision in schools.

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

Science.gov (United States)

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

2016-01-01

Study Objectives: Several organizations have provided recommendations to ensure high school starts no sooner than 08:30. However, although there are plausible biological reasons to support such recommendations, published recommendations have been based largely on expert opinion and a few observational studies. We sought to perform a critical review of published evidence regarding the effect of high school start times on sleep and other relevant outcomes. Methods: We performed a broad literature search to identify 287 candidate publications for inclusion in our review, which focused on studies offering direct comparison of sleep time, academic or physical performance, behavioral health measures, or motor vehicular accidents in high school students. Where possible, outcomes were combined for meta-analysis. Results: After application of study criteria, only 18 studies were suitable for review. Eight studies were amenable to meta-analysis for some outcomes. We found that later school start times, particularly when compared with start times more than 60 min earlier, are associated with longer weekday sleep durations, lower weekday-weekend sleep duration differences, reduced vehicular accident rates, and reduced subjective daytime sleepiness. Improvement in academic performance and behavioral issues is less established. Conclusions: The literature regarding effect of school start time delays on important aspects of high school life suggests some salutary effects, but often the evidence is indirect, imprecise, or derived from cohorts of convenience, making the overall quality of evidence weak or very weak. This review highlights a need for higher-quality data upon which to base important and complex public health decisions. Citation: Morgenthaler TI, Hashmi S, Croft JB, Dort L, Heald JL, Mullington J. High school start times and the impact on high school students: what we know, and what we hope to learn. J Clin Sleep Med 2016;12(12):1681–1689. PMID:27855730

School-Related Variables in the Dimensions of Anger in High School Students in Turkey

Science.gov (United States)

Siyez, Digdem M.

2018-01-01

The study aimed to examine the effects of perceived social support from teachers, expectation of academic achievement, school control, and gender on anger dimensions in high school students in Izmir, Turkey. In total, 446 high school students (234 girls, 212 boys) participated in the study. Pearson's correlation and multiple regression analyses…

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

Science.gov (United States)

Brown-Wright, Lynda; Tyler, Kenneth M.; Stevens-Watkins, Danelle; Thomas, Deneia; Mulder, Shambra; Hughes, Travonia; Stevens-Morgan, Ruby; Roan-Belle, Clarissa; Gadson, Nadia; Smith, La Toya

2013-01-01

The current study examined the association between home-school dissonance and academic cheating among 344 high school juniors and seniors at two urban high schools. Students completed two subscales of the Patterns of Adaptive Learning Scale (PALS) and one subscale of the Academic Motivation Scale (AMS). Analyses revealed that home-school…

The Relationships among the Fine Arts, School Culture, and High School Graduation Rates in Georgia

Science.gov (United States)

Lovett, Andrew, Jr.

2014-01-01

High school graduation is the single largest hurdle that students must achieve to prepare for college and career (National Governor's Association, 2011). Fleischman & Heppen (2009) agree that American high schools must address the problem of declining graduation rate. Approximately 1.28 million students drop out of high school annually (Amos,…

[Frequency of use of school cafeterias in middle and high schools in 3 French districts].

Science.gov (United States)

Michaud, C; Feur, E; Gerbouin-Rérolle, P; Leynaud-Rouaud, C; Chateil, S; Gourdon, M

2000-09-01

Reports from the French Ministry of Education warn of a decrease in the use of school food services, especially in sensitive urban areas. They also suggest that this decline has led to cases of malnutrition. This article describes the characteristics of the current supply of school meals and measures the evolution of demand observed between 1992 and 1996 in relation to the economic situation of students' families. The study was carried out in 3 departments in France: Doubs, Herault, and Val de Marne. The administrators of all public and private middle and high schools in the 3 departments received a questionnaire asking them to describe the services offered in their cafeterias and to provide the corresponding statistical and accounting data. External food services near the schools were also taken into account. Seventy-nine percent of schools responded to the survey. Concerning the services offered, 91% of schools have their own cafeterias, of which 81% are managed by the schools. Concerning the evolution of utilisation, a significant decrease in the number of meals served in seen in middle schools. On the other hand, high schools have observed stable utilisation. The positive changes in utilisation are linked, in middle schools, to characteristics of the schools' internal food services (self-service, choice of main courses, modulation of seats). In high schools, positive changes in the utilisation of school services are linked to the lack of external food services near the schools. As middle schools and high schools control the logistics and management of food services offered to students, they are potentially in a position to influence a policy on this issue. The evolution in utilisation is very different among departments and between middle and high schools. While economic precariousness has a negative structural effect on utilisation, it doesn't seem to be a major factor in the evolution of the decrease observed over the past few years.

Case Study: North Laurel High School, London, Kentucky.

Science.gov (United States)

Southern Regional Education Board, Atlanta, GA.

When North Laurel High School, London, Kentucky, opened in Fall 1992, students and teachers entered a new facility and a new era of commitment to excellence for all students. In Spring 1993, North Laurel joined the Southern Regional Education Board's High Schools That Work initiative. The new school replaced the general track and raised graduation…

Sexuality Education in Junior High Schools in Japan

Science.gov (United States)

Hashimoto, N.; Shinohara, H.; Tashiro, M.; Suzuki, S.; Hirose, H.; Ikeya, H.; Ushitora, K.; Komiya, A.; Watanabe, M.; Motegi, T.; Morioka, M.

2012-01-01

This paper aims to determine via responses to three questionnaire surveys how sexuality education programs are conducted at junior high schools in Japan. Study 1 examined the practice of sexuality education in schools, Study 2 investigated junior high school students' (age 12-13 and 14-15 years) knowledge of sexuality, and Study 3 examined…

Bildung - Then and Now in Danish High School and University Teaching and How to Integrate Bildung into Modern University Teaching

DEFF Research Database (Denmark)

Olesen, Mogens Nørgaard

2010-01-01

I the article the classical concept of Bildung as introduced by Humboldt and Kant is discussed and it is shown what impact Bildung has had in Danish high school and university teaching since 1800. Furthermore it is shown how Bildung in a new version, strictly connected to philosophy of science......, with great advantage can be integrated into modern university teaching, and some empirical results during the last three years at the Department of Economics giving the teory experimental evidence are mentioned....

A Self-Powered Thin-Film Radiation Detector Using Intrinsic High-Energy Current (HEC) (Author’s Final Version)

Science.gov (United States)

2016-09-08

of electromagnetic 85 pulse effects on cables and electrical devices4 and as a self - powered detector for in-core neutron flux measurement in nuclear...AFCEC-CX-TY-TP-2016-0003 A SELF - POWERED THIN-FILM RADIATION DETECTOR USING INTRINSIC HIGH-ENERGY CURRENT (HEC) (AUTHOR’S FINAL VERSION...14 -- 5 Oct 15 A self - powered thin-film radiation detector using intrinsic high-energy current (HEC) (Author’s Final Version) FA8051-15-P-0010

The Multimedia Piers-Harris Children's Self-Concept Scale 2: Its Psychometric Properties, Equivalence with the Paper-and-Pencil Version, and Respondent Preferences.

Science.gov (United States)

Flahive, Mon-hsin Wang; Chuang, Ying-Chih; Li, Chien-Mo

2015-01-01

A multimedia version of Piers-Harris Children's Self-Concept Scale 2 (Piers-Harris 2) was created with audio and cartoon animation to facilitate the measurement of self-concept among younger children. This study aimed to assess the psychometric qualities of the computer version of Piers-Harris 2 scores, examine its score equivalence with the paper-and-pencil version, and survey the respondent preference of the two versions. Two hundred and forty eight Taiwanese students from the first to fourth grade were recruited. In regard to the psychometric properties, high internal consistency (α = .91) was found for the total score of multimedia Piers-Harris 2. High interscale correlations (.77 to .83) of the multimedia Piers-Harris 2 scores and the results of confirmatory factor analysis suggested the multimedia Piers-Harris 2 contained good structural characteristics. The scores of the multimedia Piers-Harris 2 also had significant correlations with the scores of the Elementary School Children's Self Concept Scale. The equality of convergence and criterion-related validities of Piers-Harris 2 scores for the multimedia and paper-and-pencil versions and the results of ICCs between the scores of the multimedia and paper-and-pencil Piers-Harris 2 suggested their high level of equivalence. Participants showed more positive attitudes towards the multimedia version.

The Multimedia Piers-Harris Children's Self-Concept Scale 2: Its Psychometric Properties, Equivalence with the Paper-and-Pencil Version, and Respondent Preferences

Science.gov (United States)

Flahive, Mon-hsin Wang; Chuang, Ying-Chih; Li, Chien-Mo

2015-01-01

A multimedia version of Piers-Harris Children's Self-Concept Scale 2 (Piers-Harris 2) was created with audio and cartoon animation to facilitate the measurement of self-concept among younger children. This study aimed to assess the psychometric qualities of the computer version of Piers-Harris 2 scores, examine its score equivalence with the paper-and-pencil version, and survey the respondent preference of the two versions. Two hundred and forty eight Taiwanese students from the first to fourth grade were recruited. In regard to the psychometric properties, high internal consistency (α = .91) was found for the total score of multimedia Piers-Harris 2. High interscale correlations (.77 to .83) of the multimedia Piers-Harris 2 scores and the results of confirmatory factor analysis suggested the multimedia Piers-Harris 2 contained good structural characteristics. The scores of the multimedia Piers-Harris 2 also had significant correlations with the scores of the Elementary School Children’s Self Concept Scale. The equality of convergence and criterion-related validities of Piers-Harris 2 scores for the multimedia and paper-and-pencil versions and the results of ICCs between the scores of the multimedia and paper-and-pencil Piers-Harris 2 suggested their high level of equivalence. Participants showed more positive attitudes towards the multimedia version. PMID:26252499

[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.

1984 CERN school of computing

International Nuclear Information System (INIS)

1985-01-01

The eighth CERN School of Computing covered subjects mainly related to computing for elementary-particle physics. These proceedings contain written versions of most of the lectures delivered at the School. Notes on the following topics are included: trigger and data-acquisition plans for the LEP experiments; unfolding methods in high-energy physics experiments; Monte Carlo techniques; relational data bases; data networks and open systems; the Newcastle connection; portable operating systems; expert systems; microprocessors - from basic chips to complete systems; algorithms for parallel computers; trends in supercomputers and computational physics; supercomputing and related national projects in Japan; application of VLSI in high-energy physics, and single-user systems. See hints under the relevant topics. (orig./HSI)

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

Science.gov (United States)

Allensworth, Elaine M.; Moore, Paul T.; Sartain, Lauren; de la Torre, Marisa

2017-01-01

Policymakers are implementing reforms with the assumption that students do better when attending high-achieving schools. In this article, we use longitudinal data from Chicago Public Schools to test that assumption. We find that the effects of attending a higher performing school depend on the school's performance level. At elite public schools…

Development of an Attitude Scale towards High School Physics Lessons

Science.gov (United States)

Yavas, Pervin Ünlü; Çagan, Sultan

2017-01-01

The aim of this study was to develop a Likert type attitude scale for high school students with regard to high school physics lessons. The research was carried out with high school students who were studying in Ankara. First, the opinions of 105 high school students about physics lessons were obtained and then 55 scale items were determined from…

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

Science.gov (United States)

Worthen, Meredith G F

2014-01-01

Although gay-straight alliances (GSAs) are becoming more popular in high schools across the U.S., empirical studies investigating GSAs and their impact are sparse. Utilizing a sample of college students drawn from a large Southern university (N = 805; 78% White; 61% female; average age 22), the current study investigates the ways that the presence of high school GSAs affect college student attitudes toward LGBT individuals and how these relationships may vary by high school GSA location (South vs. non-South), town type (rural/small town, suburban, large city), and high school student population size. Overall, results from the current study show that the presence of a GSA in high school is a robust positive predictor of supportive attitudes toward LGBT individuals, even when considering many control variables. Such results suggest that the presence of GSAs in high schools may have significant positive and potentially long-lasting effects on college students' attitudes toward LGBT individuals.

Engaging high school students in systems biology through an e-internship program [version 1; referees: 2 approved

Directory of Open Access Journals (Sweden)

Wim E Crusio

2017-01-01

Full Text Available In this article, we describe the design and implementation of an e-internship program that BioScience Project offers high school students over the summer. Project topics are in the areas of behavioral neuroscience and brain disorders. All research, teaching, and communication is done online using open access databases and webtools, a learning management system, and Google apps. Students conduct all aspects of a research project from formulating a question to collecting and analyzing the data, to presenting their results in the form of a scientific poster. Results from a pilot study indicate that students are capable of comprehending and successfully completing such a project, and benefit both intellectually and professionally from participating in the e-internship program.

Evaluation of a Swedish version of the Strengthening Families Programme.

Science.gov (United States)

Skärstrand, Eva; Sundell, Knut; Andréasson, Sven

2014-08-01

Adolescents' alcohol consumption is a public health concern in Sweden as well as in many other countries. Underage drinking is associated with increased risks of alcohol-related injuries, risky sexual behaviours and dependence later in life. Different strategies have been used in the effort to prevent this behaviour, and to postpone the onset of alcohol. The Strengthening Families Programme 10-14 (SFP 10-14) from the USA has been highlighted as one of the more effective prevention programmes. The aim of the present article was to evaluate the effectiveness of a culturally adapted Swedish version of the SFP 10-14. This was a cluster randomized controlled trial including 587 sixth-grade students (age 12) and their parents in 19 elementary schools in Stockholm. Schools were randomly assigned to either control (9 schools, 216 students) or to the family skills training intervention (10 schools, 371 students). The SFP Swedish version consisted of two parts with seven and five sessions, respectively, held separately for youths and parents except two joint family sessions. Measures of students' self-reported episodes of drunkenness, smoking, illicit drug use and other norm-breaking behaviours were collected at baseline (March 2003) and at three subsequent yearly surveys. Data were analysed using multilevel models with an intention-to-treat approach. No preventive effects were found for smoking, alcohol and illicit drug use and other norm-breaking behaviours, nor did moderators affect the outcome. The Swedish version of the SFP 10-14 was not effective in preventing youths' substance use in a Swedish context. © The Author 2013. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved.

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

Energy Technology Data Exchange (ETDEWEB)

Crumbly, I.J.; Hodges, J.

1994-09-01

During the 1993 school year, LLNL and the US Department of Energy`s San Francisco Field Office provided funds through grant {number_sign}DE-FG03-93SF20045/A000 to assist Cooperative Developmental Energy Program (CDEP) with its network coalition of high school counselors from 19 states and with its outreach and early intervention program in mathematics, science and engineering for minority junior high school students. The program for high school counselors is called the National Educators Orientation Program (NEOP) and the outreach program for minority junior high school students is called the Mathematics, Science and Engineering Academy (MSEA). A total of 35 minority and female rising eighth grade students participated in the Second Annual Mathematics, Science, and Engineering Academy sponsored by the Cooperative Developmental Energy Program of Fort Valley State College (FVSC). There were 24 students from the middle Georgia area, 4 students from Oakland, California, and 7 students from Portland, Oregon. Each student was selected by counselor in his or her respective school. The selection criteria were based on the students` academic performance in science and mathematics courses.

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

Science.gov (United States)

Reardon, Ryan Turner

2008-01-01

The purpose of this non-experimental correlational study was to determine the relationship between the type of attendance policies in the high schools of the 67 Florida school districts, the size of the school district (number of high school students), the socioeconomic status SES) of the school district, and the average daily attendance rate of…

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

Science.gov (United States)

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Can a school receive both a small school adjustment and a small high school adjustment? 39.145 Section 39.145 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula Small School...

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.…

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

Science.gov (United States)

Andrews, Wilbur Drew

2010-01-01

The purpose of this investigation was (a) to determine the level of satisfaction that exiting high school students felt regarding the job preparation and training they received in high school, (b) gather data on work experiences during high school, (c) gather data on job training experiences during high school, and (d) gather data on students…

High School Graduation Rates:Alternative Methods and Implications

Directory of Open Access Journals (Sweden)

Jing Miao

2004-10-01

Full Text Available The No Child Left Behind Act has brought great attention to the high school graduation rate as one of the mandatory accountability measures for public school systems. However, there is no consensus on how to calculate the high school graduation rate given the lack of longitudinal databases that track individual students. This study reviews literature on and practices in reporting high school graduation rates, compares graduation rate estimates yielded from alternative methods, and estimates discrepancies between alternative results at national, state, and state ethnic group levels. Despite the graduation rate method used, results indicate that high school graduation rates in the U.S. have been declining in recent years and that graduation rates for black and Hispanic students lag substantially behind those of white students. As to graduation rate method preferred, this study found no evidence that the conceptually more complex methods yield more accurate or valid graduation rate estimates than the simpler methods.

Comparatives of Expressive Activities of Junior High School Students with Different Types of Representative Systems

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Geydebrekht N.A.

2017-08-01

Full Text Available The article presents data from a study of drawings of children of primary school age to identify the сcomparative diagnostic parameters that allow to define the leading representative system in the child. 164 drawings of 51 persons under test of the two grades of primary school were analyzed. The observation and modified in relation to primary school age version of the method «Representational systems bias test» (Lewis A., Puselik R., 2012 were used as elements of the diagnostic unit. Based on these results it is concluded that the drawings of children of primary school age with different types of representative systems have differences, sufficient to justify their diagnostic informative value. The results of the study make comparative profiles of children of primary school age with different types of representational systems to facilitate the diagnostic part of the work with children's drawings.

National Standards for High School Psychology Curricula

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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…

Version pressure feedback mechanisms for speculative versioning caches

Science.gov (United States)

Eichenberger, Alexandre E.; Gara, Alan; O& #x27; Brien, Kathryn M.; Ohmacht, Martin; Zhuang, Xiaotong

2013-03-12

Mechanisms are provided for controlling version pressure on a speculative versioning cache. Raw version pressure data is collected based on one or more threads accessing cache lines of the speculative versioning cache. One or more statistical measures of version pressure are generated based on the collected raw version pressure data. A determination is made as to whether one or more modifications to an operation of a data processing system are to be performed based on the one or more statistical measures of version pressure, the one or more modifications affecting version pressure exerted on the speculative versioning cache. An operation of the data processing system is modified based on the one or more determined modifications, in response to a determination that one or more modifications to the operation of the data processing system are to be performed, to affect the version pressure exerted on the speculative versioning cache.

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…

Psychometric Properties of the Persian Version of Self-Transcendence Scale: Adolescent Version.

Science.gov (United States)

Farahani, Azam Shirinabadi; Rassouli, Maryam; Yaghmaie, Farideh; Majd, Hamid Alavi; Sajjadi, Moosa

2016-04-01

Given the greater tendency during adolescence toward risk-taking, identifying and measuring the factors affecting the adolescents' health is highly important to ensure the efficacy of health promoting interventions. One of these factors is self-transcendence. The aim of this study was to assess the psychometric features of the Self-Transcendence Scale (adolescents' version) in students in Tehran, the capital city of Iran. This research was conducted in 2015. For this purpose, 1210 high school students were selected through the multistage cluster sampling method. After the backward-forward translation, the psychometric properties of the scale were examined through the assessment of the (face and construct) validity and reliability (internal consistency and stability) of the scale. The construct validity was assessed using two methods, factor analysis, and convergence of the scale with the Hopefulness Scale for Adolescents. The result of face validity was minor modifications in some words. The exploratory factor analysis resulted in the extraction of two dimensions, with explaining 52.79% of the variance collectively. In determining the convergent validity, the correlation between hopefulness score and self-transcendence score was r=0.47 (PSelf-Transcendence Scale showed an acceptable validity and reliability and can be used in the assessment of self-transcendence in Iranian adolescents.

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

Science.gov (United States)

Asada, Yuka; Hughes, Alejandro G; Read, Margaret; Schwartz, Marlene B; Chriqui, Jamie F

2017-11-01

The Healthy, Hunger-Free Kids Act of 2010 (HHFKA) directed the US Department of Agriculture (USDA) to revise school meal standards. Students are most affected by efforts to improve the school food environment; yet, few studies directly include students. This study examined high school students' experiences of school meal reform to gain insight into implementation recommendations. We conducted 5 focus groups with high school students (N = 15) from high schools across 9 states. We also conducted follow-up interviews to further explore personal experiences. Focus groups and interview transcripts were coded and organized in Atlas.ti v7 by analysts, following principles of constant comparative analysis. Students reported overall positive perceptions of the revised school meal standards and supported continued efforts to improve the food environment. Recommendations to improve the food environment included engaging students, focusing on the quality and palatability of meal items, moving toward scratch-cooking, and addressing cafeteria infrastructure. Students' recommendations point to opportunities where school districts, as well as local, state, and federal organizations can work to improve the school food environment. Their insights are directly relevant to USDA's recently released Local School Wellness Policy final rule, of which school meal standards are one provision. © 2017, American School Health Association.

Gay Youth in American Public High Schools: Invisible Diversity.

Science.gov (United States)

Reed, Donald B.

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

Cardiopulmonary resuscitation training in Washington state public high schools.

Science.gov (United States)

Reder, Sheri; Quan, Linda

2003-03-01

To determine the best approaches for increasing cardiopulmonary resuscitation (CPR) training opportunities for public high school students, we conducted a statewide survey of all 310 public high schools in Washington State. The findings describe CPR student training currently provided by high schools, barriers to providing, and strategies to increase CPR training of high school students. The response rate was 89% (276 schools) from a combination of mail and telephone surveys; 35% (n=97) reported that they did not provide any CPR student training. Of the 132 schools that provided CPR student training, 23% trained less than 10% of their students, and 39% trained more than 90% of their students. The majority of public high schools, 70%, did not have any teacher trained to teach CPR or had only one teacher with such training. Yet 80% of schools felt that CPR training is best provided in school settings. Schools perceived the greatest benefit of CPR training as providing students with the skill to save a life (43%). The most frequently identified barriers were logistical: limited time to teach the curriculum (24%), lack of funds (16%), and instructor scheduling difficulties (17%). Less than 5% of respondents voiced any opposition to CPR training, and that opposition was for logistical reasons. To increase CPR training, the single best strategies suggested were: increase funding, provide time in the curriculum, have more certified instructors, and make CPR student training a requirement.

Midcentury Modern High Schools: Rebooting the Architecture

Science.gov (United States)

Havens, Kevin

2010-01-01

A high school is more than a building; it's a repository of memories for many community members. High schools built at the turn of the century are not only cultural and civic landmarks, they are also often architectural treasures. When these facilities become outdated, a renovation that preserves the building's aesthetics and character is usually…

When and Why Dropouts Leave High School

Science.gov (United States)

Stearns, Elizabeth; Glennie, Elizabeth J.

2006-01-01

Teens may leave school because of academic failure, disciplinary problems, or employment opportunities. In this article, the authors test whether the reasons dropouts leave school differ by grade level and age. We compare dropout rates and reasons across grade levels and ages for all high school students, ethnic groups, and gender groups. Across…

Highlighting High Performance: Clearview Elementary School, Hanover, Pennsylvania

Energy Technology Data Exchange (ETDEWEB)

2002-08-01

Case study on high performance building features of Clearview Elementary School in Hanover, Pennsylvania. Clearview Elementary School in Hanover, Pennsylvania, is filled with natural light, not only in classrooms but also in unexpected, and traditionally dark, places like stairwells and hallways. The result is enhanced learning. Recent scientific studies conducted by the California Board for Energy Efficiency, involving 21,000 students, show test scores were 15% to 26% higher in classrooms with daylighting. Clearview's ventilation system also helps students and teachers stay healthy, alert, and focused on learning. The school's superior learning environment comes with annual average energy savings of about 40% over a conventional school. For example, with so much daylight, the school requires about a third less energy for electric lighting than a typical school. The school's innovative geothermal heating and cooling system uses the constant temperature of the Earth to cool and heat the building. The building and landscape designs work together to enhance solar heating in the winter, summer cooling, and daylighting all year long. Students and teachers have the opportunity to learn about high-performance design by studying their own school. At Clearview, the Hanover Public School District has shown that designing a school to save energy is affordable. Even with its many innovative features, the school's $6.35 million price tag is just $150,000 higher than average for elementary schools in Pennsylvania. Projected annual energy cost savings of approximately $18,000 mean a payback in 9 years. Reasonable construction costs demonstrate that other school districts can build schools that conserve energy, protect natural resources, and provide the educational and health benefits that come with high-performance buildings.

Schooling, Nation Building, and Industrialization: a Gellnerian Approach (new version)

OpenAIRE

Ortega, J.; Hauk, E.

2015-01-01

We model a two-region country where value is created through bilateral production between masses and elites (bourgeois and landowners). Industrialization requires the elites to finance schools and the masses to attend them. Schooling raises productivity, particularly for matches between masses and bourgeois. At the same time, only country-wide education ("unified schooling") renders the masses mobile across regions. Alternatively, schools can be implemented in one region alone ("regional educ...

Scientific Literacy of High School Students.

Science.gov (United States)

Lucas, Keith B.; Tulip, David F.

This investigation was undertaken in order to establish the status of scientific literacy among three groups of secondary school students in four Brisbane, Australia high schools, and to reduce the apparent reticence of science teachers to evaluate students' achievement in the various dimensions of scientific literacy by demonstrating appropriate…

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

Science.gov (United States)

Brown-Wright, Lynda; Tyler, Kenneth Maurice

2010-01-01

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

The self-report Version of the LSAS-CA: Psychometric Properties of the French Version in a non-clinical adolescent sample

Directory of Open Access Journals (Sweden)

Emilie Schmits

2014-02-01

Full Text Available The Liebowitz Social Anxiety Scale (LSAS is one of the most popular measures of social anxiety in adults. The LSAS has been adapted for clinical assessment of children and adolescents (LSAS-CA. The psychometric properties of the self-report version of the LSAS-CA (LSAS-CA-SR have been investigated in a Spanish population. However, no study to date has adapted and validated this scale in French. The purpose of this study was to develop a French version of the LSAS-CA-SR and to assess its score reliability and structural validity in a French-speaking community sample. The sample was made up of 1,343 teenagers from secondary schools, aged between 14 and 18 years. Confirmatory factor analyses established the structural validity of the French version of the LSAS-CA-SR and good psychometric properties, including reliable internal consistency, were observed.

High school students as science researchers: Opportunities and challenges

Science.gov (United States)

Smith, W. R.; Grannas, A. M.

2007-12-01

Today's K-12 students will be the scientists and engineers who bring currently emerging technologies to fruition. Existing research endeavors will be continued and expanded upon in the future only if these students are adequately prepared. High school-university collaborations provide an effective means of recruiting and training the next generation of scientists and engineers. Here, we describe our successful high school-university collaboration in the context of other models. We have developed an authentic inquiry-oriented environmental chemistry research program involving high school students as researchers. The impetus behind the development of this project was twofold. First, participation in authentic research may give some of our students the experience and drive to enter technical studies after high school. One specific goal was to develop a program to recruit underrepresented minorities into university STEM (science, technology, engineering, and mathematics) programs. Second, inquiry-oriented lessons have been shown to be highly effective in developing scientific literacy among the general population of students. This collaboration involves the use of local resources and equipment available to most high schools and could serve as a model for developing high school- university partnerships.

IMPACT OF SCHOOL TUTORING IN THE PROJECTION OF HIGH SCHOOL ADULT STUDENTS, SEMIPRESENTIAL MODALITY

Directory of Open Access Journals (Sweden)

Héctor José Peinado-Guevara

2011-01-01

Full Text Available The semipresential modality at high school level for adults, as the offered in the nightlife high school of the Universidad Autonoma de Sinaloa, that creates high expectations for Sinaloa´s society, to give the student an opportunity to continue its educational development in high school level and, lead him to continue with their vocational training. With this investigation, and given to their conditions, the objective it´s to know the competitive level at the beginning and during the development in the institution, also to identify the influence of the school tutoring in the development of adult students in high school. It was identified the income profile of students to the institution; was necessary to rescue the results of CENEVAL and EDAOM tests, practiced at the entry of students to the institution. Together this tools, was necessary to practice two questionnaires to evaluate the students perception about their teachers; and another one to identify the main problems they faced and the function of their school tutor in the institution. With the data obtained, were identified some deficiencies of semipresential system, especially in educational planning. Even though the students recognizes that the tutoring its fundamental to the incorporation of students to academic activities and that exists a high level of acceptance to the programs set by the institution.

High School Students' Views on Blended Learning

Science.gov (United States)

Yapici, Ibrahim Umit; Akbayin, Hasan

2012-01-01

In this study, it is aimed to determine the high school students' views on blended learning. The study was carried out in biology course for the lesson unit of "Classification of Living Things and Biodiversity" with 47 9[superscript th] grade students attending Nevzat Ayaz Anatolian High School in the second term of the academic year of…

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

Science.gov (United States)

Ng, Larson S. W. M.

2011-01-01

The following study attempted to ascertain the instructional cost-effectiveness of public high school teachers towards high school completion through a financially based econometric analysis. Essentially, public high school instruction expenditures and completer data were collected from 2000 to 2007 and bivariate interaction analyzed through a…

Humanizing the High School: The Power of Peers.

Science.gov (United States)

Stader, David L.; Gagnepain, F. J.

2000-01-01

Discusses what high schools can do to improve student relationships, highlighting a St. Louis area school's efforts to develop peer-mentoring and peer-mediation programs. Offers guidelines to help other schools develop a school culture that promotes caring, teaches constructive conflict resolution, and reduces potential for violence. (MLH)

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

Science.gov (United States)

Ford, Michael Robert

Inclusive STEM-focused high schools (ISHSs) are a relatively new phenomenon in the landscape of public education. This study of four exemplar ISHSs (identified by experts in STEM education as highly successfully in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the approach to ISHS school leadership by identifying various internal and external leadership factors influencing school leadership. This study examined an existing data set that included site visits to four ISHSs along with pre- and post-visit data, and a cross-case analysis focused on the leadership contributions of ISHS leaders and their larger community. This study found that the ISHSs expanded the concept of school leadership to include leadership both within and outside the school. In addition, school leaders needed autonomy to innovate and respond to their schools' needs. This included autonomy in hiring new teachers, autonomy from school district influence, and autonomy from restrictive teachers' union regulation and policies. Finally, ISHSs needed to continually invest in increasing their schools' capacities. This included investing in teacher professionalization, providing pathways for school leadership, collaborating with business and industry, and identifying the best student supports. A product of this study was a proposition for characterizing school leadership in an ISHS. This proposition may offer valuable insight, implications, and information for states and schools districts that may be planning or improving STEM education programs.

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

Science.gov (United States)

Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley

2008-01-01

This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

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

Science.gov (United States)

Benbenishty, Rami; Astor, Ron Avi; Roziner, Ilan

2018-05-01

To assess the between-school variation in suicide ideation and to estimate the contribution of school-level attributes, student-level characteristics, and 2 cross-level interactions (school by student) to student suicide ideation. A secondary analysis of the California Healthy Kids Survey in 2 large and representative samples of California high schools and students: 2009-2011 and 2011-2013. This is a population sample of all public high school students (grades 9 and 11) in California. Analyses were first conducted on surveys administered in the 2011-2013 academic years to 790 schools with 345 203 students and replicated on surveys administered in 2009-2011 to 860 schools with 406 313 students. School-level suicide ideation rates ranged between 4% and 67%, with a median of 19.3% and mean of 20.0% (SD, 5.7%). Student suicide ideation was explained by student-level characteristics (R 2  = .20) and to a larger extent by school-level attributes (R 2  = .55). Student-level characteristics predictive of suicide ideation included, sex, ethnic and racial affiliation, victimization, and perceptions of school climate. In both samples, school size and average level of academic achievement were not associated with rates of school suicide ideation. Schools with a larger number of girls and higher levels of victimization had higher rates of suicide ideation in both samples. The hypotheses regarding cross-level interactions were not confirmed. Differences among schools in student suicide ideation are meaningful. The findings suggest an emphasis on the role of schools in prevention programs, public health campaigns to reduce suicide, multilevel research, and theory development. Copyright © 2017 Elsevier Inc. All rights reserved.

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...

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

Science.gov (United States)

Gruber, James; Fineran, Susan

2016-01-01

A comparison of the impact of bullying and sexual harassment on five school outcomes was conducted on a sample of high school students. Results revealed that sexual harassment was a stronger predictor than bullying of all school outcomes for both sexes, but especially for girls. This study suggests that sexual harassment, which activates sexist and heterosexist stereotypes, erodes school engagement, alienates students from teachers, and adversely affects academic achievement, to a greater degree than bullying does. © The Author(s) 2015.

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

Science.gov (United States)

Rippe, Jeffrey K.

2012-01-01

The results of this study suggest that there were no significant differences in the academic performance of military dependents' with low (n = 20), moderate (n = 20), and high (n = 20) mobility school district transfer rates compared to non-military control students (n = 20) before completing high school. The findings were not consistent with…

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

Energy Technology Data Exchange (ETDEWEB)

2006-10-01

This brochure describes the key high-performance building features of the Blackstone Valley High School. The brochure was paid for by the Massachusetts Technology Collaborative as part of their Green Schools Initiative. High-performance features described are daylighting and energy-efficient lighting, indoor air quality, solar energy, building envelope, heating and cooling systems, and water conservation. Energy cost savings are also discussed.

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

Science.gov (United States)

Rivers, Thomas E., Jr.

2012-01-01

This study included a comparison of the graduation rates among high schools in South Carolina closely analyzing school size and socioeconomic status. The purpose for the study was to answer two questions: What patterns and relationships exist between school size and graduation rates at high schools in South Carolina? What patterns and…

The 9th Grade Shock and the High School Dropout Crisis

Science.gov (United States)

Pharris-Ciurej, Nikolas; Hirschman, Charles; Willhoft, Joseph

2011-01-01

Retrospective questions on educational attainment in national surveys and censuses tend to over-estimate high school graduation rates by 15 to 20 percentage points relative to administrative records. Administrative data on educational enrollment are, however, only available at the aggregate level (state, school district, and school levels) and the recording of inter-school transfers are generally incomplete. With access to linked individual-level administrative records from a very large “West Coast metropolitan school district” we track patterns of high school attrition and on-time high school graduation of individual students. Even with adjustments for the omission of out-of-district transfers (estimates of omission are presented), the results of this study show that failure in high school, as indexed by retention and attrition, are almost as common as on-time high school graduation. In addition to the usual risk factors of disadvantaged background, we find that the “9th grade shock”—an unpredicted decline in academic performance upon entering high school—is a key mechanism behind the continuing crisis of high school attrition. PMID:23017804

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

Adolescent-parent communication on sexual and reproductive health issues among high school students in Dire Dawa, Eastern Ethiopia: a cross sectional study.

Science.gov (United States)

Ayalew, Mulatuwa; Mengistie, Bezatu; Semahegn, Agumasie

2014-11-07

Sexual and reproductive health communications are most likely promoting healthy sexual development and reduce sexual risks. Communication is the principal means for parents to transmit sexual values, beliefs, expectations and knowledge to their adolescents. However, there is a paucity of evidence about adolescent parent communication in Ethiopia. This study aimed to determine adolescent-parent communication on sexual and reproductive health issues and associated factors among high school students in Dire Dawa, Eastern Ethiopia. Institution based cross sectional study was conducted among high school students in Dire Dawa administrative council from February to March 2011. Simple random sampling technique was used to select 695 students from 9-12 grades. Qualitative data were collected through focus group discussion separately for female and male parents. Data were entered in Epi info version 3.5.1 and analyzed by SPSS version 16.1. Logistic regression with OR and 95% confidence interval was used to identify the independent predictors of adolescent parent communication. Thirty seven percent of students had ever discussed on at least two sexual and reproductive health topics with their parents. Of which, majority of student preferred to discuss with their peers than parent. Condom use during first intercourse was associated with having communication about sexual and reproductive health [AOR=1.9, 95% CI: 1.0, 3.8]. Cultural taboo, shame and lack of communication skill were reasons that hinder communication between parent and adolescent about sexual matters. Communication on sexual and reproductive health issue between adolescent and their parent was low. School based education is important to improve adolescent parent communication about sexual and reproductive health issues.

The physical activity climate in Minnesota middle and high schools.

Science.gov (United States)

Samuelson, Anne; Lytle, Leslie; Pasch, Keryn; Farbakhsh, Kian; Moe, Stacey; Sirard, John Ronald

2010-11-01

This article describes policies, practices, and facilities that form the physical activity climate in Minneapolis/St. Paul, Minnesota metro area middle and high schools and examines how the physical activity climate varies by school characteristics, including public/private, school location and grade level. Surveys examining school physical activity practices, policies and environment were administered to principals and physical education department heads from 115 middle and high schools participating in the Transdisciplinary Research on Energetics and Cancer-Identifying Determinants of Eating and Activity (TREC-IDEA) study. While some supportive practices were highly prevalent in the schools studied (such as prohibiting substitution of other classes for physical education); other practices were less common (such as providing opportunity for intramural (noncompetitive) sports). Public schools vs. private schools and schools with a larger school enrollment were more likely to have a school climate supportive of physical activity. Although schools reported elements of positive physical activity climates, discrepancies exist by school characteristics. Of note, public schools were more than twice as likely as private schools to have supportive physical activity environments. Establishing more consistent physical activity expectations and funding at the state and national level is necessary to increase regular school physical activity.

High School Sport Specialization Patterns of Current Division I Athletes.

Science.gov (United States)

Post, Eric G; Thein-Nissenbaum, Jill M; Stiffler, Mikel R; Brooks, M Alison; Bell, David R; Sanfilippo, Jennifer L; Trigsted, Stephanie M; Heiderscheit, Bryan C; McGuine, Timothy A

Sport specialization is a strategy to acquire superior sport performance in 1 sport but is associated with increased injury risk. Currently, the degree of high school specialization among Division I athletes is unknown. College athletes will display increased rates of specialization as they progress through their high school careers. Descriptive epidemiological study. Level 4. Three hundred forty-three athletes (115 female) representing 9 sports from a Midwest Division I University completed a previously utilized sport specialization questionnaire regarding sport participation patterns for each grade of high school. McNemar and chi-square tests were used to investigate associations of grade, sport, and sex with prevalence of sport specialization category (low, moderate, high) (a priori P ≤ 0.05). Specialization increased throughout high school, with 16.9% (n = 58) and 41.1% (n = 141) of athletes highly specialized in 9th and 12th grades, respectively. Football athletes were less likely to be highly specialized than nonfootball athletes for each year of high school ( P 0.23). The majority of Division I athletes were not classified as highly specialized throughout high school, but the prevalence of high specialization increased as athletes progressed through high school. Nonfootball athletes were more likely to be highly specialized than football athletes at each grade level. Most athletes who are recruited to participate in collegiate athletics will eventually specialize in their sport, but it does not appear that early specialization is necessary to become a Division I athlete. Athletes should be counseled regarding safe participation in sport during high school to minimize injury and maximize performance.

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…

Developing High School Geoscientists through Summer Internships

Science.gov (United States)

Saltzman, J.

2012-12-01

High school students in the San Francisco Bay Area have the opportunity to contribute to Earth sciences research during the summer at Stanford University. The School of Earth Sciences hosts about 25 high school students each summer to support ongoing research, through more than just washing glassware. To increase diversity in the geosciences, we select students from diverse backgrounds through an application process which lessens the burden on busy faculty. The students work for 15-20 hours per week under the supervision of graduate students or postdoctoral fellows. The supervisors come to value the interns for a few reasons: not only are they getting some extra help with their research, but they are getting teaching experience in an informal but powerful way and supervising the interns' work over the summer. Another key part of the internship is bringing all of the interns together regularly. Whether it is for career talks, lab tours or field trip, high school students find kindred spirits in the group. Another important reason for weekly gatherings is to introduce the students to the wide field of Earth sciences and the different approaches and paths that scientists take. The summer ends with a culminating event where interns make short informal presentations about their research which give them an opportunity to articulate the big questions they have been helping to answer. Some interns are also invited to present a poster in a session for high school students at the Fall AGU meeting. These experiences of working in the laboratory and communicating about the research are part of the world of Earth sciences that are absent for most youth. The high school internships foster good will between Stanford and the local communities, help develop a more Earth and environmentally knowledgeable public and may have a long-term affect on diversifying the geosciences by exposing more young people to these fields.

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

Science.gov (United States)

Harkins, William

1987-01-01

Considers the implications of statistics on death and poverty in minority communities for Catholic high schools with large minority populations. Sees hope at the heart of the Catholic high school. Discusses how teachers, school climate, and careful curriculum design can help instill this hope in the students. (DMM)

1986 CERN School of Computing

International Nuclear Information System (INIS)

Verkerk, C.

1987-01-01

These proceedings contain written versions of lectures delivered at the 1986 CERN School of Computing. Two lecture series treated trends in computer architecture and architectural requirements for high-energy physics. Three other courses concentrated on object-oriented programming, on objects in Ada, and on modularization and re-usability. Expert systems, their applications, and knowledge engineering for graphics were treated by three lectures. The programme of the School covered, in addition, practical aspects of networks, buses for high-energy physics, the design of data-acquisition systems, and examples of on-line systems for particle physics experiments. Optical storage methods, software for distributed systems, symbolic formula manipulation, and solid modelling and rendering were also covered. Experience with transputers was the subject of an unscheduled presentation. (orig.)

The Initial Knowledge State of High School Astronomy Students

Science.gov (United States)

Sadler, Philip Michael

1992-01-01

This study of 1,414 high school earth science and astronomy students characterizes the prevalence of their astronomical misconceptions. The multiple-choice instrument was prepared by scouring the literature on scientific misconceptions for evidence of preconceptions and from the author's interviews with students. Views that were incorrect, but espoused by a large fraction of students, were included as distractors. Results have been analyzed using classical test theory. A linear multiple regression model has helped to show the relative contributions of demographic and school factors to the number of misconceptions held by students. The instrument was found to be a reliable and valid test of students' misconceptions. The mean student score was 34 percent. Fifty-one student misconceptions were revealed by this test, nineteen of which were preferred by students to the correct answer. Several misconceptions appeared more frequently among the higher-performing students. Significant differences in student performance were found in several subgroups based upon schooling and demographic factors. Twenty -five percent out of a total of 30 percent of the variance in total test score could be accounted for by gender, race, and math level courses taken. Grade level and previous enrollment in an earth science course were not found to be predictive of total score. Mother's education proved to be of small import; level of father's education was not significant. This test is a useful addition to instruments that measure student misconceptions. It could find application in tests of effective intervention for conceptual learning. Significantly shortened versions of this instrument that account for 75 and 90 percent of the variance in the forty-seven-item instrument are recommended. Such tests of misconceptions may be somewhat disheartening to teachers and their students. A test made up of only misconception questions will probably have average total scores less than 40 percent. If

Examples from Astronomy for High School Physics

Science.gov (United States)

Dieterich, Sergio

2016-01-01

A formal course in physics is increasingly becoming a standard requirement in the high school curriculum. With that dissemination comes the challenge of reaching and motivating a population that is more diverse in their academic abilities and intrinsic motivation. The abstract nature of pure physics is often made more accessible when motivated by examples from everyday life, and providing copious mathematical as well as conceptual examples has become standard practice in high school physics textbooks. Astronomy is a naturally captivating subject and astronomical examples are often successful in capturing the curiosity of high school students as well as the general population. This project seeks to diversify the range of pedagogical materials available to the high school physics instructor by compiling and publishing specific examples where an astronomical concept can be used to motivate the physics curriculum. This collection of examples will consist of both short problems suitable for daily homework assignments as well as longer project style activities. Collaborations are encouraged and inquiries should be directed to sdieterich at carnegiescience dot edu.This work is funded by the NSF Astronomy and Astrophysics Postdoctoral Fellowship Program through NSF grant AST-1400680.

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

Science.gov (United States)

Graham, Andrew D.; Shepard, Jodi; Orleans, Elizabeth; Chae, Eunmi; Ng-Sarver, Joy

1999-01-01

In two Oakland (California) high schools, one urban and one suburban, an audiovisual presentation designed to enhance student interest in optometry as a career was given. Results of the presentation, measured by a questionnaire, suggest that few high school students are considering pursuing an optometry doctoral degree, but an on-site presentation…

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

CERN Document Server

2016-01-01

AEPSHEP (Asia-Europe-Pacific School of High-Energy Physics) is a series of Schools held in the Asia-Pacific region every two years, in even-numbered years. It caters to students at a similar level to the annual CERN-JINR European School of High-Energy physics, and the CERN Latin-American School of High-Energy Physics (held every two years, in odd-numbered years). AEPSHEP is built upon the experience from these Schools as well as from the successful France-Asia Particle-Physics School. The purpose of the School is to provide young physicists with an opportunity to learn about recent advances in elementary-particle physics from world-leading researchers. It also aims to encourage communications among Asian, European and Pacific-region young researchers. The School provides High-Energy Physics courses from an experimental and phenomenological perspective, with a focus on accelerator-based programmes in Asia and Europe, and other related fields such as astro-particle physics and cosmological aspects of particle ...

Violence Prevention after Columbine: A Survey of High School Mental Health Professionals

Science.gov (United States)

Crepeau-Hobson, M. Franci; Filaccio, Marylynne; Gottfried, Linda

2005-01-01

The authors examined changes in mental health services and violence prevention strategies in public high schools since the shootings at Columbine High School. Surveys were mailed to school mental health professionals at public high schools in Colorado. Respondents included school counselors, school psychologists, school social workers, principals,…

Split School of High Energy Physics 2015

CERN Document Server

2015-01-01

Split School of High Energy Physics 2015 (SSHEP 2015) was held at the Faculty of Electrical Engineering, Mechanical Engineering and Naval Architecture (FESB), University of Split, from September 14 to September 18, 2015. SSHEP 2015 aimed at master and PhD students who were interested in topics pertaining to High Energy Physics. SSHEP 2015 is the sixth edition of the High Energy Physics School. Previous five editions were held at the Department of Physics, University of Sarajevo, Bosnia and Herzegovina.

Hip-Hop Hamlet: Hybrid Interpretive Discourse in a Suburban High School English Class

Directory of Open Access Journals (Sweden)

Joanna L. Anglin

2014-07-01

Full Text Available This study investigates the collaborative composing processes of a group of five high school seniors who constructed interpretations of each of the five acts of Shakespeare’s Hamlet through the medium of spoken word performances. The group composing processes were analyzed to identify how the students drew on conventions from the spoken word tradition to phrase and perform their interpretations. Findings indicate that across the five spoken word performances, the retelling of the Hamlet narrative involved a set of decisions that were both constrained and afforded by the rap medium. The students’ discussion of how to rewrite the story in the condensed poetic form of a rap required them to clarify events from Shakespeare’s version and both summarize them and interpret them both in their discussion and in their own text. Their interpretive work involved the incorporation of a variety of rap and other pop culture conventions such that their deliberation regarding word choice and accompanying performative elements necessitated careful consideration of the meaning that they found in Shakespeare’s version of the story, itself an adaptation from extant cultural narratives. The study concludes with a consideration of their spoken word interpretations as comprising a hybrid discourse that enabled exploratory interpretive talk that contributed to their understanding of the drama through the collaborative composition of their own representational text.

Validation of the French version of the Child Post-Traumatic Stress Reaction Index: psychometric properties in French speaking school-aged children.

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Bertrand Olliac

Full Text Available BACKGROUND: Although the reliable and valid Child Post-Traumatic Stress Reaction Index (CPTS-RI is a widely used measure of posttraumatic stress disorder (PTSD symptoms in children, it has not been validated in French-speaking populations. The present study aims to assess the psychometric properties of the CPTS-RI in three samples of French-speaking school-children. METHODS: Data was obtained from three samples. Sample 1 was composed of 106 children (mean (SD age = 11.7(0.7, 50% females victims of an industrial disaster. Sample 2 was composed of 50 children (mean (SD age = 10.8(2.6, 44% females who had received an orthopaedic surgical procedure after an accident. Sample 3 was composed of 106 children (mean (SD age = 11.7(2.2, 44% females admitted to an emergency department after a road traffic accident. We tested internal consistency using Cronbach's alpha. We examined test-retest reliability using intraclass correlation coefficient. In order to assess the convergent validity of the French version of the CPTS-RI and the Clinician Administered PTS Scale-Child and Adolescent (CAPS-CA, spearman-correlation coefficient was computed. To verify the validity of the cut-off scores, a ROC curve was constructed which evaluated the sensitivity and specificity of each score compared to the diagnosis with the CAPS-CA. We also used principal components analysis with varimax rotation to study the structure of the French version of the CPTS-RI. RESULTS: Cronbach's alpha coefficient was 0.87 for the French version of the CPTS-RI. Two-week test-retest intraclass correlation coefficient (n = 30 was 0.67. The French version of the CPTS-RI was well correlated with the CAPS-CA (r = 0.76, p 24 for the CPTS-RI, the sensitivity and specificities were 100% and 62.6%, respectively. The French version of the CPTS-RI demonstrated a three-factor structure. CONCLUSIONS: The CPTS-RI is reliable and valid in French-speaking children.

Validation of the French version of the Child Post-Traumatic Stress Reaction Index: psychometric properties in French speaking school-aged children.

Science.gov (United States)

Olliac, Bertrand; Birmes, Philippe; Bui, Eric; Allenou, Charlotte; Brunet, Alain; Claudet, Isabelle; Sales de Gauzy, Jérôme; Grandjean, Hélène; Raynaud, Jean-Philippe

2014-01-01

Although the reliable and valid Child Post-Traumatic Stress Reaction Index (CPTS-RI) is a widely used measure of posttraumatic stress disorder (PTSD) symptoms in children, it has not been validated in French-speaking populations. The present study aims to assess the psychometric properties of the CPTS-RI in three samples of French-speaking school-children. Data was obtained from three samples. Sample 1 was composed of 106 children (mean (SD) age = 11.7(0.7), 50% females) victims of an industrial disaster. Sample 2 was composed of 50 children (mean (SD) age = 10.8(2.6), 44% females) who had received an orthopaedic surgical procedure after an accident. Sample 3 was composed of 106 children (mean (SD) age = 11.7(2.2), 44% females) admitted to an emergency department after a road traffic accident. We tested internal consistency using Cronbach's alpha. We examined test-retest reliability using intraclass correlation coefficient. In order to assess the convergent validity of the French version of the CPTS-RI and the Clinician Administered PTS Scale-Child and Adolescent (CAPS-CA), spearman-correlation coefficient was computed. To verify the validity of the cut-off scores, a ROC curve was constructed which evaluated the sensitivity and specificity of each score compared to the diagnosis with the CAPS-CA. We also used principal components analysis with varimax rotation to study the structure of the French version of the CPTS-RI. Cronbach's alpha coefficient was 0.87 for the French version of the CPTS-RI. Two-week test-retest intraclass correlation coefficient (n = 30) was 0.67. The French version of the CPTS-RI was well correlated with the CAPS-CA (r = 0.76, p 24 for the CPTS-RI, the sensitivity and specificities were 100% and 62.6%, respectively. The French version of the CPTS-RI demonstrated a three-factor structure. The CPTS-RI is reliable and valid in French-speaking children.

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...

Transformational Leadership and Teacher Motivation in Southwestern Arizona High Schools

Science.gov (United States)

Reynolds, Catherine L.

2009-01-01

The purpose of this study was to explore the relationship between transformational leadership and teacher motivation in Southwestern Arizona high schools. Teachers in a school district in Southwestern Arizona comprised of high schools were surveyed using two instruments, Leithwood and Jantzi's (1998) The Leadership and Management of Schools in…

High schools and labour market outcomes: Italian graduates

DEFF Research Database (Denmark)

Pozzoli, Dario

2007-01-01

To provide empirical evidence on differences across high school tracks in early occupational labour market outcome, I estimate how the employment probability, the time before the first job is taken up, and earnings depend on high school type, controlling for student characteristics by a propensit...

CERN High School Teachers Training Programme meets DG

CERN Multimedia

Brice, Maximilien

2014-01-01

CERN's DG Rolf Heuer met with the participants of the High School Teachers Training Programme on 23 July 2014 for a Q&A Session. Following the interaction, he met with the HST Working Group collaborating on a lesson plan for teaching SESAME in high schools.

Life Stress, Strain, and Deviance Across Schools: Testing the Contextual Version of General Strain Theory in China.

Science.gov (United States)

Zhang, Jinwu; Liu, Jianhong; Wang, Xin; Zou, Anquan

2017-08-01

General Strain Theory delineates different types of strain and intervening processes from strain to deviance and crime. In addition to explaining individual strain-crime relationship, a contextualized version of general strain theory, which is called the Macro General Strain Theory, has been used to analyze how aggregate variables influence aggregate and individual deviance and crime. Using a sample of 1,852 students (Level 1) nested in 52 schools (Level 2), the current study tests the Macro General Strain Theory using Chinese data. The results revealed that aggregate life stress and strain have influences on aggregate and individual deviance, and reinforce the individual stress-deviance association. The current study contributes by providing the first Macro General Strain Theory test based on Chinese data and offering empirical evidence for the multilevel intervening processes from strain to deviance. Limitations and future research directions are discussed.

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…

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...

Operationalization of the Russian Version of Highly Sensitive Person Scale

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Регина Вячеславовна Ершова

2018-12-01

Full Text Available The aim of the present study was to operationalize a Russian version of the Highly Sensitive Person Scale (HSPS. The empirical data were collected in two ways: active, through oral advertising and inviting those who wish to take part in the study (snowball technique and passive (placement of ads about taking part in a research in social networks VKontakte and Facebook. As a result, 350 university students (117 men, 233 women, an average age of 18,2 (± 1,7 applied to a research laboratory and filled out the HSPS questionnaire, and another 510 respondents (380 women, 130 men, average age 22,6 ( ± 7,9 filled the HSPS online. The results of the study did not confirm the one-dimensional model of the construct, proposed by Aron & Aron (1997, as well as the most commonly used in the English-language studies three-factor solution. The hierarchical claster and confirmatory analyses used in the operationalization procedure allowed us to conclude that the variance of the Russian version of HSPS is best described in the framework of a two-factor model including the two separate subscales: Ease of Excitation (EOE, Low threshold of sensitivity (LTS. Sensory Processing Sensitivity may be defined as an increased susceptibility to external and internal stimuli, realized through negative emotional responses and deep susceptibility (distress to excessive stimulation.

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…

Harmfulness of smoking among high school students

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Iwona Rotter

2013-03-01

Full Text Available Introduction: The aim of the study was to assess the level of awareness of smoking and non smoking students on harmful impact of nicotine and cigarette smoke on human body. Material and methods: The study was carried out in March 2011 in high schools in Szczecin. Own elaborated questionnaire was used. 288 students from high school, technical college and vocational school were tested. Results: The majority of responders (95,1% claimed that cigarette smoke is harmful both for passive and active smokers. They most often pinpoint the direct cause connected with smoking to pulmonary diseases (264 persons and cancers (240 persons. Almost 90% of students found negative impact of tobacco products on development of fetus of pregnant women. Overwhelming majority of respondents (83,2% feels anxious if it comes to stay in a room filled with smoke. Conclusions: The awareness of high school students on negative influence of smoking on human body is quite satisfactory, but there is still a need for more education in the range of diseases and symptoms connected with smoking.

Tanzanian High School students' attitude towards five University ...

African Journals Online (AJOL)

Objective: To determine the attitude of high school students majoring in Physics, Chemistry and Biology (PCB) towards Medicine, Pharmacy, Dentistry, Veterinary Medicine and Nursing as professions at university. Design: A cross sectional study of a representative sample of high school students using a pretested attitudinal ...

Analyzing High School Students' Reasoning about Electromagnetic Induction

Science.gov (United States)

Jelicic, Katarina; Planinic, Maja; Planinsic, Gorazd

2017-01-01

Electromagnetic induction is an important, yet complex, physics topic that is a part of Croatian high school curriculum. Nine Croatian high school students of different abilities in physics were interviewed using six demonstration experiments from electromagnetism (three of them concerned the topic of electromagnetic induction). Students were…

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.

Comparing two versions of the Karolinska Sleepiness Scale (KSS).

Science.gov (United States)

Miley, Anna Åkerstedt; Kecklund, Göran; Åkerstedt, Torbjörn

2016-01-01

The Karolinska Sleepiness Scale (KSS) is frequently used to study sleepiness in various contexts. However, it exists in two versions, one with labels on every other step (version A), and one with labels on every step (version B) on the 9-point scale. To date, there are no studies examining whether these versions can be used interchangeably. The two versions were here compared in a 24 hr wakefulness study of 12 adults. KSS ratings were obtained every hour, alternating version A and B. Results indicated that the two versions are highly correlated, do not have different response distributions on labeled and unlabeled steps, and that the distributions across all steps have a high level of correspondence (Kappa = 0.73). It was concluded that the two versions are quite similar.

A Validation Study of the Automated Self-Administered 24-Hour Dietary Recall for Children, 2014 Version, at School Lunch.

Science.gov (United States)

Krehbiel, Caroline F; DuPaul, George J; Hoffman, Jessica A

2017-05-01

Obtaining valid and reliable estimates of usual dietary intake at a reasonable cost is a challenge in school-based nutrition research. The Automated Self-Administered 24-Hour Dietary Recall for Children, 2014 version (ASA24 Kids-2014), a self-administered, computerized 24-hour dietary recall, offers improved feasibility over traditional interviewer-administered 24-hour recalls. This mixed-methods study examined ASA24 Kids-2014's validity for measuring dietary intake from National School Lunch Program lunches. After 24% attrition, 96 middle-school students from three urban schools in eastern Pennsylvania participated in the study. A subsample of 27 participants completed qualitative interviews. Data were collected in the spring of 2014. Self-reported ASA24 Kids-2014 data were compared to direct observations of school lunch, which served as the criterion measure. Dependent variables included eight meal components selected from the National School Lunch Program guidelines (fruit, vegetables, grains, protein-rich foods, dairy, oils, solid fats, and added sugars). A supplemental interview collected qualitative data regarding students' perceptions of content and substantive validity. The Wilcoxon signed rank test and Spearman's ρ examined criterion-related validity; qualitative content analysis examined content and substantive validity. Participants inaccurately recalled food items eaten at lunch, as 58% of foods were reported in error. However, among foods recalled correctly, no statistically significant differences emerged for estimates of portions consumed for six meal components (fruit, vegetables, grains, protein-rich foods, oils, and added sugars). In addition, statistically significant positive correlations emerged between ASA24 Kids-2014 and direct observation for all estimates. Qualitative data identified students' interest and motivation, comprehension, memory, and English-language fluency as relevant sources of error. Middle school students have difficulty

NASA Ames Summer High School Apprenticeship Research Program

Science.gov (United States)

Powell, P.

1985-01-01

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

Reshaping High School English.

Science.gov (United States)

Pirie, Bruce

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

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

Science.gov (United States)

Jerns, Pamela Renee

2012-01-01

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

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

Science.gov (United States)

Ncontsa, Vusumzi Nelson; Shumba, Almon

2013-01-01

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

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…

The Relationship between Health Literacy, Perceived Self-efficacy and Self-care Performance of Female Senior High School Students in Health Promoting Schools of Miyaneh, 2016-2017

Directory of Open Access Journals (Sweden)

Mahnaz Khodabandeh

2017-12-01

Full Text Available Background and objective: Self-care in adolescents is considered as an effective measure in line with the promotion of health in each community. In this regard, the role of health promoting schools is of great importance. Furthermore, health literacy, as one of the basic tools for promoting community health, has been given much attention by policymakers. The present study aimed to investigate the relationship between the health literacy, perceived self-efficacy and self-care performance of female senior high school students in the health promoting schools of Miyaneh in 2016-2017. Methods: In this descriptive-correlational study, 320 female senior high school students were selected randomly using the multi –stage cluster sampling method. Data were collected by using the questionnaires of Health Literacy Measure for Adolescents (HELMA, General Self-efficacy Scale, and the Adolescent Health Promotion (AHP scale. Data were analyzed by SPSS software (version 21 using the statistical tests of Pearson correlation coefficient and Multiple Regression (ENTER method. Results: The results showed that there is a positive and significant relationship between the health literacy and perceived self-efficacy and the self-care performance of female students in the health promoting schools, as well as between the components of health literacy and self-care components. No significant relationship was found between the component of health literacy calculation and the self-care components of nutrition, responsibility for health, spiritual growth, and physical activity. The results of regression analysis indicated that the dimensions of self-efficacy, use and correlation of health literacy are good predictors of self-care performance (R2 = 0.605. Moreover, the health literacy and the perceived self-efficacy can predict the self-care performance of students by 51 percent. Conclusion: The results of the present study indicated that a student with high levels of

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…

A Psycholinguistic Description of the Oral and Written Language of a Selected Group of Middle School Children.

Science.gov (United States)

Martellock, Helen Anna

Six highly skilled middle school readers read aloud a story from a basal reader, then orally retold the story in their own words, wrote a version of the story, and finally read their own version aloud. Typescripts made from audio tape were compared with typescripts of the written compositions. The oral and written retellings were analyzed for…

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…

The factor structure of the Liebowitz Social Anxiety Scale for Children and Adolescents: development of a brief version.

Science.gov (United States)

Shachar, Iris; Aderka, Idan M; Gilboa-Schechtman, Eva

2014-06-01

The Liebowitz Social Anxiety Scale for Children and Adolescents (LSAS-CA-SR) is a validated instrument for the assessment of social anxiety in youth. The three main objectives of the present study were to (a) examine the factor structure of the LSAS-CA-SR; (b) to validate the factors against relevant personality measures, and (c) to create a brief and reliable version of the questionnaire. A total of 1,362 adolescents completed self-report measures of social anxiety, temperament, character and personality traits. The factor structure was examined using a combination of confirmatory and exploratory factor analysis. The analysis was conducted on both the anxiety and avoidance sub-scales, and identical items for both sub-scales were maintained. Two factors emerged: social interaction and school performance. These factors demonstrated high internal consistency and a significant correlation with relevant self-report measures. A brief version comprised of 14 items was highly correlated (0.96) with the full version. The new factor structure represents advancement over the previous efforts, and holds promise for efficient utilization of the LSAS-CA.

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

African Journals Online (AJOL)

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

Intertextuality in Chinese High School Students' Essay Writing

Science.gov (United States)

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

2008-01-01

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

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

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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.

Confirmatory Factor Analysis of the Malay Version Comprehensive Feeding Practices Questionnaire Tested among Mothers of Primary School Children in Malaysia

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Shamarina Shohaimi

2014-01-01

Full Text Available Comprehensive feeding practices questionnaire (CFPQ is an instrument specifically developed to evaluate parental feeding practices. It has been confirmed among children in America and applied to populations in France, Norway, and New Zealand. In order to extend the application of CFPQ, we conducted a factor structure validation of the translated version of CFPQ (CFPQ-M using confirmatory factor analysis among mothers of primary school children (N = 397 in Malaysia. Several items were modified for cultural adaptation. Of 49 items, 39 items with loading factors >0.40 were retained in the final model. The confirmatory factor analysis revealed that the final model (twelve-factor model with 39 items and 2 error covariances displayed the best fit for our sample (Chi-square = 1147; df = 634; P<0.05; CFI = 0.900; RMSEA = 0.045; SRMR = 0.0058. The instrument with some modifications was confirmed among mothers of school children in Malaysia. The present study extends the usability of the CFPQ and enables researchers and parents to better understand the relationships between parental feeding practices and related problems such as childhood obesity.

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

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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…

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

Science.gov (United States)

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

2011-05-01

When students proceed to junior high school from elementary school, rapid changes in the environment occur, which may cause various behavioral and emotional problems. However, the changes in cognitive functions during this transitional period have rarely been studied. In 158 elementary school students from 4th- to 6th-grades and 159 junior high school students from 7th- to 9th-grades, we assessed various cognitive functions, including motor processing, spatial construction ability, semantic fluency, immediate memory, delayed memory, spatial and non-spatial working memory, and selective, alternative, and divided attention. Our findings showed that performance on spatial and non-spatial working memory, alternative attention, divided attention, and semantic fluency tasks improved from elementary to junior high school. In particular, performance on alternative and divided attention tasks improved during the transitional period from elementary to junior high school. Our finding suggests that development of alternative and divided attention is of crucial importance in the transitional period from elementary to junior high school. Copyright © 2010 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

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

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Chen, Ji-Kang; Astor, Ron Avi

2011-01-01

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

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

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US Department of Education, 2017

2017-01-01

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

Distance Education of Vocational High Schools in Turkey

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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.

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

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

2016-12-15

Several organizations have provided recommendations to ensure high school starts no sooner than 08:30. However, although there are plausible biological reasons to support such recommendations, published recommendations have been based largely on expert opinion and a few observational studies. We sought to perform a critical review of published evidence regarding the effect of high school start times on sleep and other relevant outcomes. We performed a broad literature search to identify 287 candidate publications for inclusion in our review, which focused on studies offering direct comparison of sleep time, academic or physical performance, behavioral health measures, or motor vehicular accidents in high school students. Where possible, outcomes were combined for meta-analysis. After application of study criteria, only 18 studies were suitable for review. Eight studies were amenable to meta-analysis for some outcomes. We found that later school start times, particularly when compared with start times more than 60 min earlier, are associated with longer weekday sleep durations, lower weekday-weekend sleep duration differences, reduced vehicular accident rates, and reduced subjective daytime sleepiness. Improvement in academic performance and behavioral issues is less established. The literature regarding effect of school start time delays on important aspects of high school life suggests some salutary effects, but often the evidence is indirect, imprecise, or derived from cohorts of convenience, making the overall quality of evidence weak or very weak. This review highlights a need for higher-quality data upon which to base important and complex public health decisions. © 2016 American Academy of Sleep Medicine

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

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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…

Social acceptance of high school students in classroom and on Facebook

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Tanja Špes

2017-03-01

Full Text Available The aim of the present study was to examine the relationship between social acceptance in classroom and social acceptance on Facebook. In this study social acceptance was operationalized as social preference and as sociometric status. First, we examined whether intensity of Facebook usage, time spent on Facebook, and social preference in classroom predict social preference on Facebook. Second, we examined the relationship between sociometric status in classroom and sociometric status on Facebook. We used Facebook intensity scale (FBI and two versions of sociometric test (with regard to peer relations in the classroom and on Facebook. The participants were 188 high school students, 117 females (57.4% and 71 males (34.8%, between 16 and 19 years of age. The results have shown that social preference in classroom significantly predicts social preference on Facebook and that there is a positive moderate correlation between sociometric status in classroom and sociometric status on Facebook. These results are important for implementation of preventive strategies for students, who are rejected and are victims of bullying.

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

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Seligman, Linda

1981-01-01

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

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

Science.gov (United States)

Hoffman, Pamela K.; Davey, Cynthia S.; Larson, Nicole; Grannon, Katherine Y.; Hanson, Carlie; Nanney, Marilyn S.

2016-01-01

Weight-related outcomes were examined among high school students in Minnesota public school districts according to the quality of district wellness policies. Wellness policy strength and comprehensiveness were scored using the Wellness School Assessment Tool (WellSAT) for 325 Minnesota public school districts in 2013. The associations between…

Creative Approaches to Teaching Shakespeare in High School.

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Dienstfrey, Sherri R.

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

Interpretation Awareness of Creativity Mathematics Teacher High School

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

2016-01-01

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

High School Education in Vietnam

OpenAIRE

Hasebe, Io

2018-01-01

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

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

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Fleischman, Steve; Heppen, Jessica

2009-01-01

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

Homeless High School Students in America: Who Counts?

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Cumming, John M.; Gloeckner, Gene W.

2012-01-01

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

The anthropometric match between high school learners and ...

African Journals Online (AJOL)

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

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

Science.gov (United States)

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

2015-01-01

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

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

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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.

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

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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…

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.

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.

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

Science.gov (United States)

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

2009-01-01

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

High School Psychology: A Coming of Age Story

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

2013-01-01

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

Parental attitudes towards soft drink vending machines in high schools.

Science.gov (United States)

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

2004-10-01

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

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

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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…

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

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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…

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…

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…

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.

How the HYPATIA analysis tool is used as a hands-on experience to introduce HEP to high schools

CERN Document Server

Kourkoumelis, C

2016-01-01

HYPATIA'' is a tool for interactive analysis of data from the ATLAS experiment at the Large Hadron Collider of CERN. It has been created by the authors and has been evolving over a number of years. It is available in a dowloadable version, which is regularly used in the International Masterclasses, and an online version which now exists in the form of a webapp. Furthermore, the data from ATLAS, which are necessary for performing different educational analysis paths, are available online. Such examples of interactive analyses vary from the estimation of the magnetic field of the ATLAS solenoid magnet, to detecting \\textquotedblleft pseudo\\textquotedblright~ Higgs events. These applications have been used in recent years in a large number of schools in the form of a half-day mini local (or even remote) masterclass. These activities have been supported by various European Union outreach programs which give emphasis to promoting science education in schools through new methods based on the inquiry based technique...

Demographic Factors Affecting Internet Using Purposes of High School Students

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Abdullah Faruk Kılıç

2017-01-01

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

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.

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

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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.

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.

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

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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.

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

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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…

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

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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…

Prevalence and determinants of child maltreatment among high school students in Southern China: A large scale school based survey

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Chen WQ

2008-09-01

Full Text Available Abstract Background Child maltreatment can cause significant physical and psychological problems. The present study aimed to investigate the prevalence and determinants of child maltreatment in Guangzhou, China, where such issues are often considered a taboo subject. Methods A school-based survey was conducted in southern China in 2005. 24 high schools were selected using stratified random sampling strategy based on their districts and bandings. The self-administered validated Chinese version of parent-child Conflict Tactics Scale (CTSPC was used as the main assessment tool to measure the abusive experiences encountered by students in the previous six months. Results The response rate of this survey was 99.7%. Among the 6592 responding students, the mean age was 14.68. Prevalence of parental psychological aggression, corporal punishment, severe and very serve physical maltreatment in the past 6 months were 78.3%, 23.2%, 15.1% and 2.8% respectively. The prevalence of sexual abuse is 0.6%. The most commonly cited reasons for maltreatment included 'disobedience to parents', 'poor academic performance', and 'quarrelling between parents'. Age, parental education, places of origins and types of housing were found to be associated with physical maltreatments whereas gender and fathers' education level were associated with sexual abuse. Conclusion Though largely unspoken, child maltreatment is a common problem in China. Identification of significant determinants in this study can provide valuable information for teachers and health professionals so as to pay special attention to those at-risk children.

Prevalence and determinants of child maltreatment among high school students in Southern China: a large scale school based survey.

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Leung, Phil W S; Wong, William C W; Chen, W Q; Tang, Catherine S K

2008-09-29

Child maltreatment can cause significant physical and psychological problems. The present study aimed to investigate the prevalence and determinants of child maltreatment in Guangzhou, China, where such issues are often considered a taboo subject. A school-based survey was conducted in southern China in 2005. 24 high schools were selected using stratified random sampling strategy based on their districts and bandings. The self-administered validated Chinese version of parent-child Conflict Tactics Scale (CTSPC) was used as the main assessment tool to measure the abusive experiences encountered by students in the previous six months. The response rate of this survey was 99.7%. Among the 6592 responding students, the mean age was 14.68. Prevalence of parental psychological aggression, corporal punishment, severe and very serve physical maltreatment in the past 6 months were 78.3%, 23.2%, 15.1% and 2.8% respectively. The prevalence of sexual abuse is 0.6%. The most commonly cited reasons for maltreatment included 'disobedience to parents', 'poor academic performance', and 'quarrelling between parents'. Age, parental education, places of origins and types of housing were found to be associated with physical maltreatments whereas gender and fathers' education level were associated with sexual abuse. Though largely unspoken, child maltreatment is a common problem in China. Identification of significant determinants in this study can provide valuable information for teachers and health professionals so as to pay special attention to those at-risk children.

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

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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.

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

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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.

Exploring Partial School Autonomy: What Does It Mean for the Cypriot School of the Future?

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Theodorou, Theodoros; Pashiardis, Petros

2016-01-01

This paper examines the school of the future, aiming to identify and aid the implementation of the most desired version of school autonomy in Cyprus. More specifically, the study initially forecasts the areas of financial decisions that the school of the future might autonomously manage, identifies the negative effects that may appear along the…

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

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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).

Availability of Automated External Defibrillators in Public High Schools.

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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.

Remote Research Mentoring of Virginia High School Students

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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

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

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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

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

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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.

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

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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…

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

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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…

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....

Self-Esteem of Junior High and High School Students.

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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…

Low visual information-processing speed and attention are predictors of fatigue in elementary and junior high school students.

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Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Yamano, Emi; Shigihara, Yoshihito; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi

2011-06-14

Fatigue is a common complaint among elementary and junior high school students, and is known to be associated with reduced academic performance. Recently, we demonstrated that fatigue was correlated with decreased cognitive function in these students. However, no studies have identified cognitive predictors of fatigue. Therefore, we attempted to determine independent cognitive predictors of fatigue in these students. We performed a prospective cohort study. One hundred and forty-two elementary and junior high school students without fatigue participated. They completed a variety of paper-and-pencil tests, including list learning and list recall tests, kana pick-out test, semantic fluency test, figure copying test, digit span forward test, and symbol digit modalities test. The participants also completed computerized cognitive tests (tasks A to E on the modified advanced trail making test). These cognitive tests were used to evaluate motor- and information-processing speed, immediate and delayed memory function, auditory and visual attention, divided and switching attention, retrieval of learned material, and spatial construction. One year after the tests, a questionnaire about fatigue (Japanese version of the Chalder Fatigue Scale) was administered to all the participants. After the follow-up period, we confirmed 40 cases of fatigue among 118 students. In multivariate logistic regression analyses adjusted for grades and gender, poorer performance on visual information-processing speed and attention tasks was associated with increased risk of fatigue. Reduced visual information-processing speed and poor attention are independent predictors of fatigue in elementary and junior high school students. © 2011 Mizuno et al; licensee BioMed Central Ltd.

Low visual information-processing speed and attention are predictors of fatigue in elementary and junior high school students

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Yamano Emi

2011-06-01

Full Text Available Abstract Background Fatigue is a common complaint among elementary and junior high school students, and is known to be associated with reduced academic performance. Recently, we demonstrated that fatigue was correlated with decreased cognitive function in these students. However, no studies have identified cognitive predictors of fatigue. Therefore, we attempted to determine independent cognitive predictors of fatigue in these students. Methods We performed a prospective cohort study. One hundred and forty-two elementary and junior high school students without fatigue participated. They completed a variety of paper-and-pencil tests, including list learning and list recall tests, kana pick-out test, semantic fluency test, figure copying test, digit span forward test, and symbol digit modalities test. The participants also completed computerized cognitive tests (tasks A to E on the modified advanced trail making test. These cognitive tests were used to evaluate motor- and information-processing speed, immediate and delayed memory function, auditory and visual attention, divided and switching attention, retrieval of learned material, and spatial construction. One year after the tests, a questionnaire about fatigue (Japanese version of the Chalder Fatigue Scale was administered to all the participants. Results After the follow-up period, we confirmed 40 cases of fatigue among 118 students. In multivariate logistic regression analyses adjusted for grades and gender, poorer performance on visual information-processing speed and attention tasks was associated with increased risk of fatigue. Conclusions Reduced visual information-processing speed and poor attention are independent predictors of fatigue in elementary and junior high school students.

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

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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

The High School Dropout Problem: Perspectives of Teachers and Principals

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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…

Approaches in highly parameterized inversion—PEST++ Version 3, a Parameter ESTimation and uncertainty analysis software suite optimized for large environmental models

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Welter, David E.; White, Jeremy T.; Hunt, Randall J.; Doherty, John E.

2015-09-18

The PEST++ Version 1 object-oriented parameter estimation code is here extended to Version 3 to incorporate additional algorithms and tools to further improve support for large and complex environmental modeling problems. PEST++ Version 3 includes the Gauss-Marquardt-Levenberg (GML) algorithm for nonlinear parameter estimation, Tikhonov regularization, integrated linear-based uncertainty quantification, options of integrated TCP/IP based parallel run management or external independent run management by use of a Version 2 update of the GENIE Version 1 software code, and utilities for global sensitivity analyses. The Version 3 code design is consistent with PEST++ Version 1 and continues to be designed to lower the barriers of entry for users as well as developers while providing efficient and optimized algorithms capable of accommodating large, highly parameterized inverse problems. As such, this effort continues the original focus of (1) implementing the most popular and powerful features of the PEST software suite in a fashion that is easy for novice or experienced modelers to use and (2) developing a software framework that is easy to extend.

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

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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.

Reliability and validity of the Japanese version of the Resilience Scale and its short version

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Kondo Maki

2010-11-01

Full Text Available Abstract Background The clinical relevance of resilience has received considerable attention in recent years. The aim of this study is to demonstrate the reliability and validity of the Japanese version of the Resilience Scale (RS and short version of the RS (RS-14. Findings The original English version of RS was translated to Japanese and the Japanese version was confirmed by back-translation. Participants were 430 nursing and university psychology students. The RS, Center for Epidemiologic Studies Depression Scale (CES-D, Rosenberg Self-Esteem Scale (RSES, Social Support Questionnaire (SSQ, Perceived Stress Scale (PSS, and Sheehan Disability Scale (SDS were administered. Internal consistency, convergent validity and factor loadings were assessed at initial assessment. Test-retest reliability was assessed using data collected from 107 students at 3 months after baseline. Mean score on the RS was 111.19. Cronbach's alpha coefficients for the RS and RS-14 were 0.90 and 0.88, respectively. The test-retest correlation coefficients for the RS and RS-14 were 0.83 and 0.84, respectively. Both the RS and RS-14 were negatively correlated with the CES-D and SDS, and positively correlated with the RSES, SSQ and PSS (all p Conclusions This study demonstrates that the Japanese version of RS has psychometric properties with high degrees of internal consistency, high test-retest reliability, and relatively low concurrent validity. RS-14 was equivalent to the RS in internal consistency, test-retest reliability, and concurrent validity. Low scores on the RS, a positive correlation between the RS and perceived stress, and a relatively low correlation between the RS and depressive symptoms in this study suggest that validity of the Japanese version of the RS might be relatively low compared with the original English version.

High School Teachers' Identities: Constructing Civic Selves

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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…

Documentation for the NCES Common Core of Data National Public Education Financial Survey (NPEFS), School Year 2008-09 (Fiscal Year 2009). Revised File Version 1b. NCES 2011-330rev

Science.gov (United States)

Cornman, Stephen Q.; Zhou, Lei; Nakamoto, Nanae

2012-01-01

This documentation is for the revised file (Version 1b) of the National Center for Education Statistics' (NCES) Common Core of Data (CCD) National Public Education Financial Survey (NPEFS) for school year 2008-2009, fiscal year 2009 (FY 09). It contains a brief description of the data collection along with information required to understand and…

Sports-Related Emergency Preparedness in Oregon High Schools.

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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.

Breakfast consumption determinants among female high school students of Yazd Province based on Pender's Health Promotion Model.

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Mehrabbeik, Akram; Mahmoodabad, Seyed Saeed Mazloomy; Khosravi, Hassan Mozaffari; Fallahzadeh, Hossein

2017-08-01

Despite the importance of breakfast, especially for students, unfortunately, this meal is usually ignored in daily routine. The aim of this study was to identify determinants among female high school students of Yazd province based on the Pender Health Promotion Model. This was a cross-sectional study conducted to examine 200 female high school students of Yazd, selected by cluster sampling method in 2016. A researcher-made questionnaire, based on Pender's Health Promotion Model, was used as a data collection tool. A panel of experts and Cronbach's alpha coefficient were used to confirm the questionnaire validity and reliability. In order to analyze descriptive data, SPSS version 22 was used. AMOS software (v.23) was employed for path analysis. Direct impact of activity -related affect (0.300), interpersonal influences (0.276), and perceived barriers to eating breakfast (-0.223) were approved at significance level p<0.000. By influencing perceived barriers, perceived self-efficacy and previous related behavior indirectly affected breakfast consumption. These components determined 33% of breakfast consumption. By planning to create a positive feeling in students to have breakfast, to involve family and friends to encourage students to eat breakfast, to reduce barriers to have breakfast by increasing students' self-efficacy, the behavior of having breakfast among students can be improved.

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)

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.

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...

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.

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…

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…

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…

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.