34 CFR 106.34 - Access to classes and schools.

Science.gov (United States)

2010-07-01

... coeducational elementary or secondary school may provide nonvocational single-sex classes or extracurricular... of the excluded sex, a substantially equal coeducational class or extracurricular activity in the... school or coeducational school. (2) Exception. A nonvocational public charter school that is a single...

The Class Size Policy Debate. Working Paper No. 121.

Science.gov (United States)

Krueger, Alan B.; Hanushek, Eric A.

These papers examine research on the impact of class size on student achievement. After an "Introduction," (Richard Rothstein), Part 1, "Understanding the Magnitude and Effect of Class Size on Student Achievement" (Alan B. Krueger), presents a reanalysis of Hanushek's 1997 literature review, criticizing Hanushek's vote-counting…

Finite groups with three conjugacy class sizes of some elements

Indian Academy of Sciences (India)

Conjugacy class sizes; p-nilpotent groups; finite groups. 1. Introduction. All groups ... group G has exactly two conjugacy class sizes of elements of prime power order. .... [5] Huppert B, Character Theory of Finite Groups, de Gruyter Exp. Math.

School Physical Education and Gender: Influences from outside the school at participation in classes

Directory of Open Access Journals (Sweden)

Juliana Fagundes Jaco

2016-04-01

Full Text Available Participation in physical education classes is a complex issue; many factors lead students to participate in classroom activities in different ways. This research examines how the way to take part in the class is influenced by experiences outside of school. In this way, seeks to analyze how the actions and family discourses influence the different interests of girls and boys, such as the participation in physical activities outside of school. Also, examines the influence of the participating inside of the school, and how expectations and understandings of bodily practices for boys and girls influence different ways to participate in classes when comparing the male and female gender. For this, held semi-structured interviews and classroom observations into four groups of the eighth year of two public schools in the city of Campinas-SP. The notes of this research indicated that the experience and knowledge of the body and body practice outside of school have the big influence on the ways of participating in classes. The cultural environment of the students gave different experiences and understandings for boys and girls in the knowledge that circulate in physical education classes and contributed in different ways to participate in class. Keywords: Physical Education, Gender, Participation

Unimodal tree size distributions possibly result from relatively strong conservatism in intermediate size classes.

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Yue Bin

Full Text Available Tree size distributions have long been of interest to ecologists and foresters because they reflect fundamental demographic processes. Previous studies have assumed that size distributions are often associated with population trends or with the degree of shade tolerance. We tested these associations for 31 tree species in a 20 ha plot in a Dinghushan south subtropical forest in China. These species varied widely in growth form and shade-tolerance. We used 2005 and 2010 census data from that plot. We found that 23 species had reversed J shaped size distributions, and eight species had unimodal size distributions in 2005. On average, modal species had lower recruitment rates than reversed J species, while showing no significant difference in mortality rates, per capita population growth rates or shade-tolerance. We compared the observed size distributions with the equilibrium distributions projected from observed size-dependent growth and mortality. We found that observed distributions generally had the same shape as predicted equilibrium distributions in both unimodal and reversed J species, but there were statistically significant, important quantitative differences between observed and projected equilibrium size distributions in most species, suggesting that these populations are not at equilibrium and that this forest is changing over time. Almost all modal species had U-shaped size-dependent mortality and/or growth functions, with turning points of both mortality and growth at intermediate size classes close to the peak in the size distribution. These results show that modal size distributions do not necessarily indicate either population decline or shade-intolerance. Instead, the modal species in our study were characterized by a life history strategy of relatively strong conservatism in an intermediate size class, leading to very low growth and mortality in that size class, and thus to a peak in the size distribution at intermediate sizes.

Artificial fish schools : Collective effects of school size, body size, and body form

NARCIS (Netherlands)

Kunz, H.; Hemelrijk, C.K.

2003-01-01

Individual-based models of schooling in fish have demonstrated that, via processes of self-organization. artificial fish may school in the absence of a leader or external stimuli, using local information only. We study for the first time how body size and body form of artificial fish affect school

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.

School climate and bullying victimization: a latent class growth model analysis.

Science.gov (United States)

Gage, Nicholas A; Prykanowski, Debra A; Larson, Alvin

2014-09-01

Researchers investigating school-level approaches for bullying prevention are beginning to discuss and target school climate as a construct that (a) may predict prevalence and (b) be an avenue for school-wide intervention efforts (i.e., increasing positive school climate). Although promising, research has not fully examined and established the social-ecological link between school climate factors and bullying/peer aggression. To address this gap, we examined the association between school climate factors and bullying victimization for 4,742 students in Grades 3-12 across 3 school years in a large, very diverse urban school district using latent class growth modeling. Across 3 different models (elementary, secondary, and transition to middle school), a 3-class model was identified, which included students at high-risk for bullying victimization. Results indicated that, for all students, respect for diversity and student differences (e.g., racial diversity) predicted within-class decreases in reports of bullying. High-risk elementary students reported that adult support in school was a significant predictor of within-class reduction of bullying, and high-risk secondary students report peer support as a significant predictor of within-class reduction of bullying. PsycINFO Database Record (c) 2014 APA, all rights reserved.

School Size and Incidents of Violence among Texas Middle Schools

Science.gov (United States)

Kohler, Elizabeth A.; Onwuegbuzie, Anthony J.; Combs, Julie P.; Bustamante, Rebecca M.; Edmonson, Stacey L.

2015-01-01

Although many studies have been conducted regarding (a) school violence in middle schools and (b) the size of schools, to date, no researcher appears to have examined the role that the size of the middle school plays in determining incidents of violence specifically fighting, assaults, and aggravated assaults. Thus, the purpose of this study was…

Class Size and Academic Achievement in Introductory Political Science Courses

Science.gov (United States)

Towner, Terri L.

2016-01-01

Research on the influence of class size on student academic achievement is important for university instructors, administrators, and students. The article examines the influence of class size--a small section versus a large section--in introductory political science courses on student grades in two comparable semesters. It is expected that…

Racial Microaggressions: The Schooling Experiences of Black Middle-Class Males in Arizona’s Secondary Schools

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Quaylan Allen

2010-05-01

Full Text Available The literature on Black education has often neglected significant analysis of life in schools and the experience of racism among Black middle-class students in general and Black middle-class males specifically. Moreover, the achievement gap between this population and their White counterparts in many cases is greater than the gap that exists among working-class Blacks and Whites. This study begins to document the aforementioned by illuminating the racial microaggressions experienced by Black middle-class males while in school and how their families’ usage of social and cultural capital deflect the potential negative outcomes of school racism.

School and class-level variations and patterns of physical activity

DEFF Research Database (Denmark)

Steenholt, Carina Bjørnskov; Pisinger, Veronica Sofie Clara; Danquah, Ida Høgstedt

2018-01-01

is to describe patterns of PA and assess variations between schools and classes in PA, in a large cohort of Danish high school students. METHODS: Self-reported cross-sectional data came from The Danish National Youth Study, comprising a total of 70,674 students attending 119 different schools and 3213 classes....... Multilevel logistic regressions were applied to evaluate the association between socio-demographic variables and patterns of PA, and to assess the impact of schools and classes on PA measures. RESULTS: Students whose parents have achieved a lower level of education, older students and girls of perceived......BACKGROUND: There is limited knowledge of physical activity (PA) patterns among high school students. High schools plays an important role as context for the students, but it is uncertain to what extent schools influence student participation in PA during leisure time. The purpose of this study...

Single-Sex Classes in Two Arkansas Elementary Schools: 2008-2009

Science.gov (United States)

Stotsky, Sandra; Denny, George; Tschepikow, Nick

2010-01-01

Interest in single-sex classes continues to grow in the United States, but there has been little research at the elementary level in this country or elsewhere to help guide educators' decision-making about the overall value of single-sex classes in public schools and the specific value of single-sex classes in public schools for increasing boy's…

The Italian primary school-size distribution and the city-size: a complex nexus

Science.gov (United States)

Belmonte, Alessandro; di Clemente, Riccardo; Buldyrev, Sergey V.

2014-06-01

We characterize the statistical law according to which Italian primary school-size distributes. We find that the school-size can be approximated by a log-normal distribution, with a fat lower tail that collects a large number of very small schools. The upper tail of the school-size distribution decreases exponentially and the growth rates are distributed with a Laplace PDF. These distributions are similar to those observed for firms and are consistent with a Bose-Einstein preferential attachment process. The body of the distribution features a bimodal shape suggesting some source of heterogeneity in the school organization that we uncover by an in-depth analysis of the relation between schools-size and city-size. We propose a novel cluster methodology and a new spatial interaction approach among schools which outline the variety of policies implemented in Italy. Different regional policies are also discussed shedding lights on the relation between policy and geographical features.

Practical examples and discussion in junior high school biological delivery classes

OpenAIRE

石井, 照久; ISHII, Teruhisa

2013-01-01

Practical examples of the delivery class in junior high school biological education were reported. In 2006-2012, author did 13 times of delivery class in 5 junior high schools in Akita Prefecture. The contents of the delivery classes were‘‘Observation of animals in river’’, ‘‘Marine ecology’’, ‘‘Ecological problems’’ and ‘‘cells and DNA’’. In this report, these contents were discussed in regard to new course of education in Japan. Also, better delivery class in junior high school biological e...

A escolarização das classes abastadas The schooling of the affluent classes

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Antonio David Cattani

2007-12-01

Full Text Available Após indicar a inadequação do termo elite ou burguesia para designar os detentores de grandes fortunas, este artigo sustenta que as classes dominantes se constroem continuamente e se mobilizam de todas as formas para assegurar sua reprodução ampliada, sua existência cotidiana com vistas à preservação e à transmissão das posições dominantes para seus descendentes. A formação ideológica na família e o período de formação nas instituições escolares são parte importantes do processo de construção de classe. O artigo considera que os estudos sobre a escolarização das classes dedicam-se, de modo geral, à formação universal, com ênfase nos problemas que acometem a população menos privilegiada. Os estudos sobre a formação da classe dominante são recentes e apresentam resultados inusitados tais como a relação instrumental com a educação o que distinguiria o caso brasileiro das estratégias das classes abastadas dos países economicamente mais avançados. Entretanto, como as classes dominantes são heterogêneas elas podem se valer de outras estratégias de escolarização para garantir suas posições e a reprodução de classe.After pointing out the inadequacy of the terms elite or bourgeoisie to label those in possession of great wealth, this article maintains that the dominant classes are constantly constructing and mobilizing themselves in every way to assure their extended reproduction and their everyday coexistence with the aim of preserving and transmitting dominant positions to their descendents. Ideological development within the family and the school years are important elements in the process of class construction. Studies on schooling of class generally address universal education, stressing the problems that afflict the underprivileged population. The education of the dominant class is not often explored as a topic and the few studies available present original results, such as the instrumental

Social Class and School Music

Science.gov (United States)

Bates, Vincent C.

2012-01-01

This article takes a practical look at social class in school music by exploring the manifestations and impact of three of its dimensions: financial resources, cultural practices, and social networks. Three suggestions are discussed: provide a free and equal music education for all students, understand and respect each student's cultural…

Class Size Reduction in California: Summary of the 1998-99 Evaluation Findings.

Science.gov (United States)

Stecher, Brian M.; Bohrnstedt, George W.

This report discusses the results of the third year--1998-99--of California's Class Size Reduction (CSR) program. Assessments of the program show that CSR was almost fully implemented by 1998-99, with over 92 percent of students in K-3 in classes of 20 or fewer students. Those K-3 classes that had not been reduced in size were concentrated in…

Boys and girls smoking within the Danish elementary school classes: a group-level analysis

DEFF Research Database (Denmark)

Rasmussen, Mette; Damsgaard, Mogens T; Due, Pernille

2002-01-01

smokers within school classes does not correlate. There is high variation in male and female smoking behaviour between school classes. CONCLUSIONS: The influence of social classroom environment on the processes causing smoking behaviour may be different for boys and girls. This paper illustrates......AIMS: To quantify the correlation between male and female smoking prevalence in elementary school classes by group-level analysis. METHODS: This study was the Danish contribution to the cross-national study Health Behaviour in School-Aged Children (HBSC) 1998. Ninety school classes at grade nine (1......,515 students) from a random sample of schools in Denmark took part. The proportion of male and female "at all" smokers and daily smokers in the school class was calculated. RESULTS: The mean "at all" smoking proportion in the school classes is 39% for girls and 32% for boys. The proportion of male and female...

Elementary physical education: A focus on fitness activities and smaller class sizes are associated with higher levels of physical activity

Directory of Open Access Journals (Sweden)

Mandy Kirkham-King

2017-12-01

Full Text Available Optimizing physical activity during physical education is necessary for children to achieve daily physical activity recommendations. The purpose of this study was to examine the relationship among various contextual factors with accelerometer measured physical activity during elementary physical education. Data were collected during 2015–2016 from 281 students (1st–5th grade, 137 males, 144 females from a private school located in a metropolitan area of Utah in the U.S. Students wore accelerometers for 12 consecutive weeks at an accelerometer wear frequency of 3days per week during physical education. A multi-level general linear mixed effects model was employed to examine the relationship among various physical education contextual factors and percent of wear time in moderate-to-vigorous physical activity (%MVPA, accounting for clustering of observations within students and the clustering of students within classrooms. Explored contextual factors included grade level, lesson context, sex, and class size. Main effects and interactions among the factors were explored in the multi-level models. A two-way interaction of lesson context and class size on %MVPA was shown to be statistically significant. The greatest differences were found to be between fitness lessons using small class sizes compared to motor skill lessons using larger class sizes (β=14.8%, 95% C.I. 5.7%–23.9% p<0.001. Lessons that included a focus on fitness activities with class sizes that were <25 students associated with significantly higher %MVPA during elementary physical education. Keywords: Exercise, Physical education and training, Adolescents

The Embodiment of Class in the Croatian VET School System

Science.gov (United States)

Doolan, Karin; Lukic, Natalija; Bukovic, Nikola

2016-01-01

This article engages with the notion that schools embody social class in their structures and practices. We draw on Bourdieu's critical concept of "field" to describe the larger landscape of Croatian secondary schooling: a stratified system whose routes serve, and have served, to reinforce the maintenance of class (under)privilege. We…

"It All depends...": Middle School Teachers Evaluate Single-Sex Classes

Science.gov (United States)

Spielhagen, Frances R.

2011-01-01

This mixed-methods study explored the effectiveness of single-sex classes according to key stakeholders in this educational reform--the teachers who choose or are hired to teach in single-sex classes and schools. Specifically, this study examined the on-the-ground experiences of middle school teachers as they attempted to implement a relatively…

Class Size and Student Diversity: Two Sides of the Same Coin. Teacher Voice

Science.gov (United States)

Froese-Germain, Bernie; Riel, Rick; McGahey, Bob

2012-01-01

Among Canadian teacher unions, discussions of class size are increasingly being informed by the importance of considering the diversity of student needs within the classroom (often referred to as class composition). For teachers, both class size and diversity matter. Teachers consistently adapt their teaching to address the individual needs of the…

A Revised Pilot Study Examining the Effects of the Timing and Size of Classes on Student Performance in Introductory Accounting Classes

Science.gov (United States)

Morris, David E., Sr.; Scott, John

2014-01-01

The purpose of this pilot study is to examine the effects of the timing of classes and class size on student performance in introductory accounting courses. Factors affecting student success are important to all stakeholders in the academic community. Previous studies have shown mixed results regarding the effects of class size on student success…

What We Have Learned about Class Size Reduction in California. Capstone Report.

Science.gov (United States)

Bohrnstedt, George W., Ed.; Stecher, Brian M., Ed.

This final report on the California Class Size Reduction (CSR) initiative summarizes findings from three earlier reports dating back to 1997. Chapter 1 recaps the history of California's CSR initiative and includes a discussion of what state leaders' expectations were when CSR was passed. The chapter also describes research on class-size reduction…

Supporting Struggling Readers in Secondary School Science Classes

Science.gov (United States)

Roberts, Kelly D.; Takahashi, Kiriko; Park, Hye-Jin; Stodden, Robert A.

2012-01-01

Many secondary school students struggle to read complex expository text such as science textbooks. This article provides step-by-step guidance on how to foster expository reading for struggling readers in secondary school science classes. Two strategies are introduced: Text-to-Speech (TTS) Software as a reading compensatory strategy and the…

Does Class-Size Reduction Close the Achievement Gap? Evidence from TIMSS 2011

Science.gov (United States)

Li, Wei; Konstantopoulos, Spyros

2017-01-01

Policies about reducing class size have been implemented in the US and Europe in the past decades. Only a few studies have discussed the effects of class size at different levels of student achievement, and their findings have been mixed. We employ quantile regression analysis, coupled with instrumental variables, to examine the causal effects of…

Pupil Selection Segments Urban Comprehensive Schooling in Finland: Composition of School Classes in Pupils' School Performance, Gender, and Ethnicity

Science.gov (United States)

Berisha, Anna-Kaisa; Seppänen, Piia

2017-01-01

The Finnish comprehensive school system is regularly referred to as a uniform and "no-tracking". In this article, we show with novel urban case data in Finland that school performance differed significantly between schools, most strikingly between school classes, and was connected to the school's selectiveness in pupil admission. A…

Sedentary behavior during school-time: Sociodemographic, weight status, physical education class, and school performance correlates in Brazilian schoolchildren.

Science.gov (United States)

da Costa, Bruno G G; da Silva, Kelly S; George, Amanda M; de Assis, Maria Alice A

2017-01-01

To investigate whether sedentary behavior during school-time is associated with gender, age, mother's education, having physical education classes, weight status, and academic performance. Cross-sectional study. A sample of 571 children (7-12 years old) from five elementary schools in Florianopolis, South Brazil had their height and weight measured, and wore accelerometers during class time. Teachers completed a form to evaluate children's reading and writing skills. Parents provided sociodemographic and educational information. Data was analyzed using multilevel linear regression analyses. Children spent an average of 132min in sedentary behavior during school-time (64% of total school-time). Girls (137.5min), obese children (138.1min), older children (144.2min), and those who did not have physical education classes (140.2min) spent more time engaged in sedentary activities than their peers. Academic performance and mother's education were not associated with sedentary behaviors. Children spent most of their school-time in sedentary activities, with girls, older students, and obese students being even more sedentary than their peers. Physical education classes were a protective factor against excessive sedentary behavior in school. Interventions for reducing sedentary behavior during school-time could employ additional strategies to benefit the at risk groups. In addition, encouraging student's participation in physical education classes could minimize the time spent in sedentary behavior during school hours. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

An Examination of the Relationship between Online Class Size and Instructor Performance

Directory of Open Access Journals (Sweden)

Chris Sorensen

2015-01-01

Full Text Available With no physical walls, the online classroom has the potential to house a large number of students. A concern by some is what happens to the quality of instruction in courses with high enrollments. The purpose of this research was to examine online class size and its relationship to, and potential influence on, an instructor’s performance. Results were mixed indicating that class size had a positive relationship with some the variables meant to measure online instructor performance and a negative relationship with others. Online class size was seen as having the most concerning relationship and potential influence on an instructor’s ability to provide quality feedback to students and for his/her expertise to be used consistently and effectively.

Ethnic density in school classes and adolescent mental health

NARCIS (Netherlands)

Gieling, M.; Vollebergh, W.A.M; Dorsselaer, S. van

2009-01-01

Objective The present study set out to examine the association between ethnic composition of school classes and prevalence of internalising and externalising problem behaviour among ethnic minority and majority students. Methods Data were derived from the Dutch 2002 Health Behaviour in School-aged

Explaining Social Class Inequalities in Educational Achievement in the UK: Quantifying the Contribution of Social Class Differences in School "Effectiveness"

Science.gov (United States)

Hobbs, Graham

2016-01-01

There are large social class inequalities in educational achievement in the UK. This paper quantifies the contribution of one mechanism to the production of these inequalities: social class differences in school "effectiveness," where "effectiveness" refers to a school's impact on pupils' educational achievement (relative to…

STIGMA IN THE SCHOOL: THE PRACTICE OF THE CLASS COUNCIL

Directory of Open Access Journals (Sweden)

Paula Almeida de Castro

2011-12-01

Full Text Available The stigmatization observed at the interaction between teachers and students at Class Council meetings is the thematic of this paper. In this paper are presented the results from the ethnographic investigation at a basic public school at Rio de Janeiro. The scenario of Class Council under observation and analysis produced clues for comprehension about the pedagogical practices planned by stigmatization, medical treatment and pathologizing the students and sometimes their families as a justification for their failures at school. It was possible to observe that students that do not fit the normal standards imposed by school received a mark, a stigma, starting to be recognized for these assignments. At the teachers speech was present the control that made visible that mark to everyone who lives together with them. The results of this study provide clues to rethink the situation of vulnerability and exclusion that some students are exposed in the evaluation of the class councils, due to difficulties in their educational processes. It also offers the possibility of thinking about the difference by the difference in an inclusive school effectively.

Effects of Class Size and Attendance Policy on University Classroom Interaction in Taiwan

Science.gov (United States)

Bai, Yin; Chang, Te-Sheng

2016-01-01

Classroom interaction experience is one of the main parts of students' learning lives. However, surprisingly little research has investigated students' perceptions of classroom interaction with different attendance policies across different class sizes in the higher education system. To elucidate the effects of class size and attendance policy on…

Strategic Note-Taking for Middle-School Students with Learning Disabilities in Science Classes

Science.gov (United States)

Boyle, Joseph R.

2010-01-01

While today's teachers use a variety of teaching methods in middle-school science classes, lectures and note-taking still comprise a major portion of students' class time. To be successful in these classes, middle-school students need effective listening and note-taking skills. Students with learning disabilities (LD) are poor note-takers, which…

School and class-level variations and patterns of physical activity: a multilevel analysis of Danish high school students.

Science.gov (United States)

Steenholt, Carina Bjørnskov; Pisinger, Veronica Sofie Clara; Danquah, Ida Høgstedt; Tolstrup, Janne Schurmann

2018-02-14

There is limited knowledge of physical activity (PA) patterns among high school students. High schools plays an important role as context for the students, but it is uncertain to what extent schools influence student participation in PA during leisure time. The purpose of this study is to describe patterns of PA and assess variations between schools and classes in PA, in a large cohort of Danish high school students. Self-reported cross-sectional data came from The Danish National Youth Study, comprising a total of 70,674 students attending 119 different schools and 3213 classes. Multilevel logistic regressions were applied to evaluate the association between socio-demographic variables and patterns of PA, and to assess the impact of schools and classes on PA measures. Students whose parents have achieved a lower level of education, older students and girls of perceived ethnic minority generally participated less in several forms of PA during leisure time. Substantial variations between schools were observed in terms of participation in PA at school during leisure time and in terms of use of active transportation to and from school. The school-level accounted for 9% (intra-class correlation coefficient (ICC) = 0.09 (95% CI: 0.06-0.11)) and 8% (ICC = 0.08 (95% CI: 0.07-0.11)) of the variation for participation in PA during leisure time and active transportation. Overall, students whose parents achieved a lower level of education, older students and girls of perceived ethnic minority represent vulnerable groups in relation to participation in several forms of PA during leisure time. The ICCs indicate that schools, in particular, have the potential to influence participation in PA at school during leisure time and active transportation to and from school. Thus, high schools should encourage and facilitate activities aimed at engaging students in PA during leisure time as well as encourage active transportation.

Long-Term Effects of School Size on Students' Outcomes

DEFF Research Database (Denmark)

Humlum, Maria Knoth; Smith, Nina

We estimate the effect of school size on students' long-term outcomes such as high school completion, being out of the labor market, and earnings at the age of 30. We use rich register data on the entire population of Danish children attending grade 9 in the period 1986-2004. This allows us...... school size and alternative measures of long-term success in the educational system and the labor market. The positive impact of school size seems mainly to be driven by boys, students from families with a low educational level and students attending schools in urban areas....

Using Class Blogs in 1:1 Schools-Searching for Unexplored Opportunities

Science.gov (United States)

Andersson, Annika; Räisänen, Kalle

2014-01-01

This article focuses on class blogs and presents results from 1:1 schools in Sweden. While Swedish schools are increasingly using Web 2.0 technologies (e.g., wikis and blogs), most of this use is still at an experimental stage. To further the understanding of how blogs are and can be used, we compare class blogs used in practice with the…

The Revealed Influence of Class, Race, and Ethnicity on Local Public-School Expenditures.

Science.gov (United States)

Brown, Byron W.; Saks, Daniel H.

1985-01-01

Findings include (1) poor and upper middle classes want to spend more on schools than the middle classes; (2) Blacks and ethnics of European stock want to spend more on schooling than other Americans; and (3) there is no difference in demands for school expenditures between Northern and Southern/Eastern European ethnics. (RM)

Epidemiology of school accidents during a six school-year period in one region in Poland.

Science.gov (United States)

Sosnowska, Stefania; Kostka, Tomasz

2003-01-01

The aim of the study was to analyse the incidence of school accidents in relation to school size, urban/rural environment and conditions of physical education classes. 202 primary schools with nearly 50,000 students aged 7-15 years were studied during a 6-year period in the Włocławek region in Poland. There were in total 3274 school accidents per 293,000 student-years. Accidents during breaks (36.6%) and physical education (33.2%) were most common. Most frequently accidents took place at schoolyard (29.7%), gymnasium (20.2%), and in the corridor and stairs (25.2%). After adjustment for students' age and sex, student-staff ratio and duration of school hours, urban environment increased the probability of accident (OR: 1.25; 95% CI: 1.14-1.38). Middle-size schools (8-23 classes) had similar accident rate as small schools (OR: 0.93; 95% CI: 0.83-1.04), while schools with 24-32 classes (OR: 1.26; 95% CI: 1.10-1.43) and with > or = 33 classes (OR: 1.36; 95% CI: 1.17-1.58) had increased accident rate. Presence of a gymnasium was also associated with increased probability of accident (OR: 1.49; 95% CI: 1.38-1.61). Urban environment, larger school-size and equipment with full-size gymnasium are important and independent risk factors for school accidents. These findings provide some new insights into the epidemiology of school-related accidents and may be useful information for the planning of strategies to reduce accident incidence in schools.

Working Class Mothers and School Life: Exploring the Role of Emotional Capital

Science.gov (United States)

Gillies, Val

2006-01-01

This paper explores the emotional resources generated by working class mothers to support their children at school. Analysis of material from qualitative interview research with a range working class mothers will focus on specific accounts of children's school lives to reveal how situated meanings can clash with institutional expectations. By…

Perceived class climate and school-aged children's life satisfaction: The role of the learning environment in classrooms.

Science.gov (United States)

Rathmann, Katharina; Herke, Max G; Hurrelmann, Klaus; Richter, Matthias

2018-01-01

The aim of this study is to examine the impact of class-level class climate on school-aged children's life satisfaction. Data was derived from the German National Educational Panel Study (NEPS) using sixth grade school-aged children (n = 4,764, 483 classes). Class climate includes indicators of teachers' care and monitoring, demands, interaction, autonomy, as well as school-aged children's attitudes towards schoolwork at the class- and individual-level. Results showed that individual perceived class climate in terms of teachers' care and monitoring and autonomy was positively related to life satisfaction, whereas school-related demands were related to lower life satisfaction. Besides teachers' care and monitoring at class-level, indicators of class climate were not associated with school-aged children's life satisfaction, while the individual perceived class climate is more important for life satisfaction.

Injuries to primary school pupils and secondary school students during physical education classes and in their leisure time.

Science.gov (United States)

Videmsek, Mateja; Karpljuk, Damir; Mlinar, Suzana; Mesko, Maja; Stihec, Joze

2010-09-01

The study aimed to establish the frequency of injuries in primary and secondary schools during leisure time and physical education classes in school as well as in group and individual sports. The sample included 2842 pupils from nine primary schools and 1235 students from five secondary schools in Slovenia. The data were processed with the SPSS statistical software package and the frequencies and Crosstabs were calculated. The results showed that substantially more pupils and students were injured in their leisure time than during physical education classes. Girls were more frequently injured in group and individual sports practiced during physical education classes and in individual sports practiced in their leisure time, whereas boys suffered more injuries in group sports practiced in their leisure time. As regards group sports, pupils and students were most frequently injured while playing football in their leisure time whereas, during physical education classes, they suffered most injuries in volleyball, followed closely by basketball and football; as regards individual sports, pupils and students were most frequently injured while cycling and rollerblading in their leisure time, whereas during physical education classes they suffered most injuries in athletics.

Causality: School Libraries and Student Success (CLASS). White Paper

Science.gov (United States)

American Association of School Librarians, 2014

2014-01-01

On April 11 and 12, 2014, the American Association of School Librarians (AASL) held "Causality: School Libraries and Student Success" (CLASS), an IMLS-funded national forum. Dr. Thomas Cook, one of the most influential methodologists in education research, and a five member panel of expert scholars and practitioners led 50 established…

Poor School Satisfaction and Number of Cannabis Using Peers within School Classes as Individual Risk Factors for Cannabis Use among Adolescents

Science.gov (United States)

Hoff, Dominic A.; Andersen, Anette; Holstein, Bjorn E.

2010-01-01

There is little information available on the topic of poor school satisfaction as a risk factor for cannabis use among adolescents. We examined if there was an association between poor school satisfaction, school class cannabis use and individual cannabis use. Further, we investigated if many cannabis users within the school class statistically…

Single-Sex Classes in Co-Educational Schools

Science.gov (United States)

Wills, Robin; Kilpatrick, Sue; Hutton, Biddy

2006-01-01

This research investigated social and academic outcomes from single-sex classrooms in a Tasmanian coeducational government primary school. Interviews, observations and surveys formed the basis of the evidence. Teachers, parents and children reported positive benefits from the class organisation, but these differed according to gender. Staff…

Perceived class climate and school-aged children's life satisfaction: The role of the learning environment in classrooms

Science.gov (United States)

Herke, Max G.; Hurrelmann, Klaus; Richter, Matthias

2018-01-01

The aim of this study is to examine the impact of class-level class climate on school-aged children’s life satisfaction. Data was derived from the German National Educational Panel Study (NEPS) using sixth grade school-aged children (n = 4,764, 483 classes). Class climate includes indicators of teachers' care and monitoring, demands, interaction, autonomy, as well as school-aged children's attitudes towards schoolwork at the class- and individual-level. Results showed that individual perceived class climate in terms of teachers' care and monitoring and autonomy was positively related to life satisfaction, whereas school-related demands were related to lower life satisfaction. Besides teachers' care and monitoring at class-level, indicators of class climate were not associated with school-aged children’s life satisfaction, while the individual perceived class climate is more important for life satisfaction. PMID:29420540

Perceived class climate and school-aged children's life satisfaction: The role of the learning environment in classrooms.

Directory of Open Access Journals (Sweden)

Katharina Rathmann

Full Text Available The aim of this study is to examine the impact of class-level class climate on school-aged children's life satisfaction. Data was derived from the German National Educational Panel Study (NEPS using sixth grade school-aged children (n = 4,764, 483 classes. Class climate includes indicators of teachers' care and monitoring, demands, interaction, autonomy, as well as school-aged children's attitudes towards schoolwork at the class- and individual-level. Results showed that individual perceived class climate in terms of teachers' care and monitoring and autonomy was positively related to life satisfaction, whereas school-related demands were related to lower life satisfaction. Besides teachers' care and monitoring at class-level, indicators of class climate were not associated with school-aged children's life satisfaction, while the individual perceived class climate is more important for life satisfaction.

Teacher's Perceptions of Class Control in the Upper Primary School.

Science.gov (United States)

Roberts, Alasdair

1984-01-01

Reports that 73% of 66 elementary school (primary) teachers interviewed in the Aberdeen, Scotland, area operated using moderate policies of class control, rather than the permissive policies commonly found in small rural schools or the more traditional restrictive policies. (SB)

Does Secondary School Size Make a Difference? A Systematic Review

Science.gov (United States)

Newman, M.; Garrett, Z.; Elbourne, D.; Bradley, S.; Noden, P.; Taylor, J.; West, A.

2006-01-01

There is a vast body of literature on school size but comparatively few high quality empirical studies comparing outcomes in schools of different sizes. This systematic review synthesizes the results of the published research from 31 studies on the effects of secondary school size from OECD countries since 1990. Overall the directions and patterns…

Social class and mathematics school knowledge of two private schools in Banten Province

Science.gov (United States)

Siahaan, M. F.

2018-05-01

The purpose of this study was to identify school mathematics topics and mathematics learning experiences of two elementary schools in contrasting social class settings under an umbrella of one institution. A case study research methodology was used to examine data collected from those two Elementary schools. The data revealed that there were similarities in curriculum framework, curriculum materials but there were also significant differences in what was taught and what was experienced in those two schools. The data suggested that word problem and a pedagogy of critical thinking were implemented in one of the schools. The differences were assessed in terms of theoretical and social implications. It was concluded that social stratification of mathematical knowledge occurred

ORGANIZING THE MUSIC CLASSES IN STARTING SCHOOLS

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N. G. Tagiltseva

2013-01-01

Full Text Available The paper considers the issue of children preparation for school in so called starting schools. In author’s opinion, the arts disciplines such as music, drawing and choreography can develop the aesthetic sense, moral qualities, more optimistic world outlook and respectful  attitude; the child develops creative skills and beauty perception both in fine arts and wild life.The author looks at the problems of planning and organizing the music training of preschool children, the different requirements for and concepts of the preschool and primary school normative documents being analyzed. The paper substantiates the effectiveness of poly-artistic and activity approaches to the split-level teaching, in particular – the method of projecting the familiar actions onto some sort of artistic activities. Based on the succession of preschool and primary school training, the author specifies the goals of music classes in starting schools, and outlines the most relevant game activities of role plays, didactic plays and contests.The paper is addressed to preschool and primary school teachers, music teachers, as well as methodologists and researchers dealing with preschool teaching. 

Group composition and network structure in school classes : a multilevel application of the p* model

NARCIS (Netherlands)

Lubbers, Miranda J.

2003-01-01

This paper describes the structure of social networks of students within school classes and examines differences in network structure between classes. In order to examine the network structure within school classes, we focused in particular on the principle of homophily, i.e. the tendency that

Creating a School-within-a-School. Fastback 462.

Science.gov (United States)

Sicoli, Aldo

This fastback document explores ways to develop alternative high-school programs to help at-risk students. It focuses on the "school within a school" model where the emphasis is on a caring school climate and smaller class sizes. The booklet offers a step-by-step guide for developing an alternative school, which begins with determining the need…

A New and Different Space in the Primary School: Single-Gendered Classes in Coeducational Schools

Science.gov (United States)

Wills, Robin C.

2007-01-01

This paper derives from a two-year ethnographic study conducted in single-gendered classes in two Tasmanian government coeducational schools in socio-economically disadvantaged areas. These schools specifically adopted proactive strategies to address the educational disengagement of boys whose social behaviour affected their own education and that…

Cross-Cultural Socialization at Tibetan Classes (Schools) in the Interior: An Empirical Analysis

Science.gov (United States)

Guo, Longyan

2010-01-01

Education by means of the Tibetan Classes (schools) in "neidi," or China's interior regions (or the Tibet Class), was a creative measure in the history of China's ethnic minority education, and the cross-cultural growth and experiences of the Tibetan students as they went to school in China's interior regions was of special significance…

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

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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…

Photographs and Classroom Response Systems in Middle School Astronomy Classes

Science.gov (United States)

Lee, Hyunju; Feldman, Allan

2015-01-01

In spite of being readily available, photographs have played a minor and passive role in science classes. In our study, we present an active way of using photographs in classroom discussions with the use of a classroom response system (CRS) in middle school astronomy classes to teach the concepts of day-night and seasonal change. In this new…

The Effects of Teacher Efficacy, Teacher Certification Route, Content Hours in the Sciences, Field-Based Experiences and Class Size on Middle School Student Achievement

Science.gov (United States)

Salgado, Robina

No Child Left Behind Act (NCLB) was signed into law in 2002 with the idea that all students, no matter the circumstances can learn and that highly qualified teachers should be present in every classrooms (United Stated Department of Education, 2011). The mandates of NCLB also forced states to begin measuring the progress of science proficiency beginning in 2007. The study determined the effects of teacher efficacy, the type of certification route taken by individuals, the number of content hours taken in the sciences, field-based experience and class size on middle school student achievement as measured by the 8th grade STAAR in a region located in South Texas. This data provides knowledge into the effect different teacher training methods have on secondary school science teacher efficacy in Texas and how it impacts student achievement. Additionally, the results of the study determined if traditional and alternative certification programs are equally effective in properly preparing science teachers for the classroom. The study described was a survey design comparing nonequivalent groups. The study utilized the Science Teaching Efficacy Belief Instrument (STEBI). A 25-item efficacy scale made up of two subscales, Personal Science Teaching Efficacy Belief (PSTE) and Science Teaching Outcome Expectancy (STOE) (Bayraktar, 2011). Once the survey was completed a 3-Way ANOVA, MANOVA, and Multiple Linear Regression were performed in SPSS to calculate the results. The results from the study indicated no significant difference between route of certification on student achievement, but a large effect size was reported, 17% of the variances in student achievement can be accounted for by route of certification. A MANOVA was conducted to assess the differences between number of science content hours on a linear combination of personal science teacher efficacy, science teaching outcome expectancy and total science teacher efficacy as measured by the STEBI. No significant

High school music classes enhance the neural processing of speech

OpenAIRE

Tierney, Adam; Krizman, Jennifer; Skoe, Erika; Johnston, Kathleen; Kraus, Nina

2013-01-01

Should music be a priority in public education? One argument for teaching music in school is that private music instruction relates to enhanced language abilities and neural function. However, the directionality of this relationship is unclear and it is unknown whether school-based music training can produce these enhancements. Here we show that two years of group music classes in high school enhance the subcortical encoding of speech. To tease apart the relationships between music and neural...

Psycho-Spatial Disidentification and Class Fractions in a Study of Social Class and Identity in an Urban Post-Primary School Community in Ireland

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Cahill, Kevin

2018-01-01

This paper draws on a three-year critical ethnography which interrogated intersections of social class, school and identity in an urban Irish community. The focus here is on the psycho-spatial disidentifications, inscriptions and class fractioning enacted throughout the school and community of Portown by a cohort of succeeding students from this…

Small Classes 1, Vouchers 0.

Science.gov (United States)

Bracey, Gerald W.

2000-01-01

Alan Krueger's reanalyses of Eric Hanushek's school-productivity data show that Hanushek's "money doesn't matter" conclusions (influential in several states' education-finance hearings) have no factual basis. Hanushek excluded Tennessee's student/teacher ratio study (Project STAR). Also, class size is influencing students' success in…

High school physics enrollments by socioeconomic status and type of class

Science.gov (United States)

White, Susan C.

2016-01-01

Since September, we have been examining the relationship between high school physics enrollments by race/ethnicity and socioeconomic status. We have seen that the number of seniors and the number of physics teachers is roughly evenly divided into each type of school: those where students are typically better off economically than their peers at other schools in the area, those where students' economic status is typical for the area, and those where students are worse off. We have seen that even though the number of seniors and the number of physics teachers is roughly equal, the number of students taking physics is not. As we see in the figure, the enrollments in various types of physics classes are not equivalent either. While the total number of students taking Physics First or conceptual physics is about the same, the number of students in advanced classes—honors, AP, or second-year physics—is heavily skewed toward the better off schools. It is hard to know the direction of any cause and effect, but it is clear the students attending better off schools are more likely to take physics and are more likely to take more advanced physics classes in high school.

Children’s and Adolescents’ Snacking: Interplay between the Individual and the School Class

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Helge eGiese

2015-09-01

Full Text Available Objective: In schools, perceived norms of classmates facilitate but can also inhibit unhealthy food intake in children and adolescents. However, the role of actual class behaviors and attitudes is less established. Thus, the present study examined classmates’ actual eating behavior and food preferences in relation to actual food intake. In addition, it tested whether these normative effects are facilitated by corresponding individual and class food preferences or a positive social self-concept.Methods: The food preferences, social self-concept, and unhealthy snacking frequency of 734 Finnish, 829 German, and 555 Romanian children and adolescents (aged 8-19 from 127 school-classes were assessed.Results: Multilevel analysis at individual and class level showed that classmates shared similar snacking habits (14.7% variance. Moreover, the unhealthy food preference of a school-class was associated with its collective snacking (χ²(1 = 54.67, p < .001, PRV = .32. This effect was facilitated by individual, unhealthy food preferences (χ²(1 = 16.72, p < .001, PRV = .57 and a positive social self-concept (χ²(1 = 5.91, p = .015, PRV = .12.Conclusions: Actual class norms are related to children’s and adolescents’ eating, but their impact depends on individual differences in preferences and social self-concept.

Online Stable Isotope Analysis of Dissolved Organic Carbon Size Classes Using Size Exclusion Chromatography Coupled to an Isotope Ratio Mass Spectrometer

Digital Repository Service at National Institute of Oceanography (India)

Malik, A.; Scheibe, A.; LokaBharathi, P.A.; Gleixner, G.

size classes by coupling high-performance liquid chromatography (HPLC) - size exclusion chromatography (SEC) to online isotope ratio mass spectrometry (IRMS). This represents a significant methodological contribution to DOC research. The interface...

Education of Social Skills among Senior High School Age Students in Physical Education Classes

Science.gov (United States)

Akelaitis, Arturas V.; Malinauskas, Romualdas K.

2016-01-01

Research aim was to reveal peculiarities of the education of social skills among senior high school age students in physical education classes. We hypothesized that after the end of the educational experiment the senior high school age students will have more developed social skills in physical education classes. Participants in the study were 51…

A STUDY OF TEACHER-PUPIL INTERACTION IN HIGH SCHOOL BIOLOGY CLASSES.

Science.gov (United States)

PARAKH, JAL SOHRAB

A CATEGORY SYSTEM FOR SYSTEMATIC OBSERVATION OF HIGH SCHOOL BIOLOGY LABORATORY AND LECTURE-DISCUSSION-RECITATION CLASSES WAS DEVELOPED AND USED TO QUANTIFY, ANALYZE, AND DESCRIBE OBSERVED CLASSROOM BEHAVIOR. THE CATEGORY SYSTEM WAS DEVELOPED BY OBSERVING EIGHT HIGH SCHOOL BIOLOGY TEACHERS ONCE EACH MONTH FOR FOUR SUCCESSIVE MONTHS. THE OBSERVER…

What Research Says about Small Classes and Their Effects. In Pursuit of Better Schools: What Research Says.

Science.gov (United States)

Biddle, Bruce J.; Berliner, David C.

Interest in class size is widespread today. Debates often take place about "ideal" class size. Controversial efforts to reduce class size have appeared at both the federal level and in various states around the nation. This paper reviews research on class size and discusses findings, how these findings can be explained, and policy implications.…

Adolescent vigorous physical activity and the neighborhood school environment: examinations by family social class

DEFF Research Database (Denmark)

Svastisalee, Chalida; Schipperijn, Jasper; Holstein, Bjørn Evald

Purpose: To investigate whether associations between daily vigorous physical activity (VPA) and the built environment are patterned according to family social class. Methods: We used self-reported daily VPA measured in 6046 11 to 15-year-old boys and girls in 80 schools. Multi-level stratified...... likely to achieve daily VPA than boys. Among children from low family social class backgrounds, girls were less likely to achieve daily VPA than boys (OR = 0.40; CI: 0.28-0.57). Additionally, children from low family social class backgrounds attending schools with low exposure to walking and cycling...... paths had the lowest odds (OR =0.51; CI: 0.29-0.88) of achieving daily VPA than those attending schools with higher exposure to paths. Conclusions: Findings of this study suggest that a lack of supportive physical activity support in school surroundings may have a greater impact on children of low...

SIZE CHART FOR SOCKS FOR SCHOOL BOYS IN SRI LANKA

OpenAIRE

Lanarolle W.D.G*, Jeewandara V.K., Amadoru R.S., Wijayarathna E.K.B. and Randike H.M.

2017-01-01

The structure of the body of human depends on many factors. Hence the sizes and size charts for garments need to be developed for a specific nation/human group. This paper presents a size chart developed for socks for school boys in Sri Lanka. The foot and leg measurements of 2650 school boys in six different provinces of the country is used in the analysis in order to get a reasonable sample size as the foot and leg measurements may have many influences. Correlation between different f...

Effects of High-School Size on Student Outcomes:Response to Howley and Howley

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Valerie E. Lee

2004-09-01

Full Text Available I take issue with several points in the Howleys' reanalysis (Vol. 12 No. 52 of this journal of "High School Size: Which Works Best and for Whom?" (Lee & Smith, 1997. That the original sample of NELS schools might have underrepresented small rural public schools would not bias results, as they claim. Their assertion that our conclusions about an ideal high-school size privileged excellence over equity ignores the fact that our multilevel analyses explored the two outcomes simultaneously. Neither do I agree that our claim about "ideal size" (600-900 was too narrow, as our paper was clear that our focus was on achievement and its equitable distribution. Perhaps the most important area of disagreement concerns non-linear relationships between school size and achievement gains. Ignoring the skewed distribution of school size, without either transforming or categorizing the variable produces findings that spuriously favor the smallest schools. Our recent involvement as expert witnesses on opposite sides in a court case may have motivated the Howleys' attempt to discredit our work. Finally, I argue that research attempting to establish a direct link between school size and student outcomes may be misguided. Rather, school size influences student outcomes only indirectly, through the academic and social organization of schools. Considerable evidence links these organizational factors to student outcomes (especially learning and its equitable distribution.

Documenting Reproduction and Inequality: Revisiting Jean Anyon's "Social Class and School Knowledge"

Science.gov (United States)

Luke, Allan

2010-01-01

Jean Anyon's (1981) "Social Class and School Knowledge" was a landmark work in North American educational research. It provided a richly detailed qualitative description of differential, social class-based constructions of knowledge and epistemological stance. This essay situates Anyon's work in two parallel traditions of critical educational…

The Class Size Question: A Study at Different Levels of Analysis. ACER Research Monograph No. 26.

Science.gov (United States)

Larkin, Anthony I.; Keeves, John P.

The purpose of this investigation was to examine the ways in which class size affected other facets of the educational environment of the classroom. The study focused on the commonly found positive relationship between class size and achievement. The most plausible explanation of the evidence seems to involve the effects of grouping more able…

[Eating Disorders in Female High School Students: Educational and Migration Background, School-Related Stress and Performance-Orientated Classes].

Science.gov (United States)

Grüttner, M

2018-02-01

Many adolescents and young adults, especially young females, suffer from eating disorders or problematic nutrition behavior. Children and adolescents with migration background as well as from a lower social class are more likely to have eating disorders 1. Although schools are an important context in these age groups, there is a lack of scientific inquiry concerning the relationship between schooling and eating disorders. The present study investigates the relationship between performance-related stress at school and eating disorders while controlling for personnel and familial resources. Interview data on the 7 th grade high school students from the National Educational Panel Study (NEPS)* starting cohort 3 are used. The dependent variable is based on the SCOFF questionnaire. Logistic regressions are calculated using information from students and parents. Performance-related stress at school is operationalized by the negative deviation of realistic from idealistic educational aspirations (EA) and unfulfilled social expectations (SE), performance-oriented class climate is operationalized by students' perception of the performance-orientation of the teacher (PT) and the expectations of classmates (EC). The results point towards an increased risk of suffering from an eating disorder due to performance-related school stress (EA: AME: 0.18; p<0.001; SE: AME: 0.12; p<0.05) and performance-oriented class climate (PT: AME: 0.05; p<0.1; EC: AME: 0.15, p<0.01). They partly explain the relation between both migration background and educational background and eating disorders. In order to prevent eating disorders in female high school students, attention should be paid to performance-orientation experienced at school and in the social background, and improved individual support for disadvantaged students should be made available. © Georg Thieme Verlag KG Stuttgart · New York.

But I like PE: factors associated with enjoyment of physical education class in middle school girls.

Science.gov (United States)

Barr-Anderson, Daheia J; Neumark-Sztainer, Dianne; Schmitz, Kathryn H; Ward, Dianne S; Conway, Terry L; Pratt, Charlotte; Baggett, Chris D; Lytle, Leslie; Pate, Russell R

2008-03-01

The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they enjoyed PE class a lot. Variables positively associated with PE class enjoyment included physical activity level, perceived benefits of physical activity, self-efficacy for leisure time physical activity, and perceived school climate for girls' physical activity as influenced by teachers, while body mass index was inversely associated with PE class enjoyment. After adjusting for all variables in the model, PE class enjoyment was significantly greater in Blacks than in Whites. In model testing, with mutual adjustment for all variables, self-efficacy was the strongest correlate of PE class enjoyment, followed by perceived benefits, race/ethnicity, and teachers' support for girls' physical activity, as compared to boys, at school. The overall model explained 11% of the variance in PE class enjoyment. Findings suggest that efforts to enhance girls' self-efficacy and perceived benefits and to provide a supportive PE class environment that promotes gender equality can potentially increase PE class enjoyment among young girls.

The association between school class composition and suicidal ideation in late adolescence: Findings from the Young-HUNT 3 study

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Dalen Joakim D

2012-11-01

Full Text Available Abstract Background Few studies have explored the association between social context and suicidal ideation using multilevel models. This study examines how suicidal ideation in adolescence is related to school class composition. Methods Data were obtained from the Young-HUNT 3 study (2006–2008, a population study of adolescents attending secondary school in the Norwegian county of Nord-Trøndelag. The final sample included 2923 adolescents distributed among 379 school classes in 13 schools. Multilevel logistic regression was used to estimate the contribution of various factors at the individual and school class levels. Results The results indicate that 5.3 percent of the variation in suicidal ideation can be attributed to differences between school classes. However, a substantial part of this variation can be explained by an unequal distribution of students at risk as a result of individual factors. After controlling for individual-level variables, the results show a higher probability of suicidal ideation in school classes having higher proportions of girls as well as in those following a vocational education programme. Conclusion Targeting classes that either follow a vocational education programme or have a high proportion of girls can be an effective approach to intervention because such classes may include a greater number of students at risk for having suicidal thoughts compared to classes with a high proportion of boys or classes following a general education programme.

Health behaviour among adolescents in Denmark: influence of school class and individual risk factors

DEFF Research Database (Denmark)

Johansen, Anette; Rasmussen, Søren; Madsen, Mette

2006-01-01

the mother's socioeconomic status and the included health behaviour measurements; however, adolescents from the lower socioeconomic groups had a higher risk of unhealthy dietary habits and adolescents whose mothers were unemployed had a significantly lower risk of drinking alcohol weekly versus all other...... adolescents. Not living with both biological parents, focusing on friends, and not being very academically proficient were associated with an increased risk of harmful health behaviour. Health behaviour varied substantially between school classes, especially for daily smoking, weekly alcohol consumption......AIMS: The aim of this study was to assess the relative influence of school class on health behaviour among adolescents versus that of the family's socioeconomic status and individual factors among adolescents. METHODS: The material comprised 3,458 students in grades 8 and 9 in 244 school classes...

Religion, class and schooled sexuality among Minangkabau teenage girls

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Lyn Parker

2009-05-01

Full Text Available This paper examines the meanings attached to sexuality and femininity by Minangkabau teenage girls in schools in West Sumatra, Indonesia. Schools in West Sumatra communicate a hegemonic, normative understanding of womanhood, and a moral consciousness of the female sexual body, to students. Different types of schools – academic, vocational and Islamic senior high schools – have a different ‘curriculum of the body’ (Lesko 1988 and differently discipline bodies and shape sexuality. School girls articulate their understanding of and practise their sexuality in ways that are characteristic of their class, gender and religiosity, mediated by their schools. The schools articulate a religiously-ordained and gendered social order, and impose social control. The different types of school render girls chaste and virtuous to varying degrees. Through everyday practices, this curriculum effects girls’ embodied experience of sexuality. Minangkabau teenage girls have a highly developed sense of their own sexuality, but, far from experiencing a sexual revolution as a result of globalization, most have developed a sexual awareness that is weighted with cultural and religious burdens. Minang female adolescent sexuality is a moral sexuality based on Islam and adat.

Indiscipline in schools: working with class meetings in developing morally autonomous children

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Carmen Lúcia Dias

2013-06-01

Full Text Available The problems with discipline and violence in their several manifestations in classrooms in both public and private schools have been a major challenge for educators. Regarding the classroom environment, the purpose of this study was to propose class meetings as a coping mechanism, aiming to build morally autonomous subjects. From the description of situations experienced within the school context by children between seven and eight years old who study in a public elementary school, we tried to emphasize its importance through the analysis of thoughts and the moral development in this group, involving real dilemmas emerging from the familiarity between teacher-student and student-student. The importance of using resources such as class meetings is evidenced in this study which may result in the building of moral autonomy

Does Class Size in First Grade Relate to Children's Academic and Social Performance or Observed Classroom Processes?

Science.gov (United States)

Allhusen, Virginia; Belsky, Jay; Booth-LaForce, Cathryn L.; Bradley, Robert; Brownwell, Celia A; Burchinal, Margaret; Campbell, Susan B.; Clarke-Stewart, K. Alison; Cox, Martha; Friedman, Sarah L.; Hirsh-Pasek, Kathryn; Houts, Renate M.; Huston, Aletha; Jaeger, Elizabeth; Johnson, Deborah J.; Kelly, Jean F.; Knoke, Bonnie; Marshall, Nancy; McCartney, Kathleen; Morrison, Frederick J.; O'Brien, Marion; Tresch Owen, Margaret; Payne, Chris; Phillips, Deborah; Pianta, Robert; Randolph, Suzanne M.; Robeson, Wendy W.; Spieker, Susan; Lowe Vandell, Deborah; Weinraub, Marsha

2004-01-01

This study evaluated the extent to which first-grade class size predicted child outcomes and observed classroom processes for 651 children (in separate classrooms). Analyses examined observed child-adult ratios and teacher-reported class sizes. Smaller classrooms showed higher quality instructional and emotional support, although children were…

Achievement Flourishes in Larger Classes: Secondary School Students in Most Countries Achieved Better Literacy in Larger Classes

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Alharbi, Abeer A.; Stoet, Gijsbert

2017-01-01

There is no consensus among academics about whether children benefit from smaller classes. We analysed the data from the 2012 Programme for International Student Assessment (PISA) to test if smaller classes lead to higher performance. Advantages of using this data set are not only its size (478,120 15-year old students in 63 nations) and…

A Fitness Intervention Program within a Physical Education Class on Cardiovascular Endurance among Malaysia Secondary School Students

Science.gov (United States)

Rengasamy, Shabeshan; Raju, Subramaniam; Lee, Wee Akina Sia Seng; Roa, Ramachandran

2014-01-01

The aim of the study was to investigate the effect of a physical fitness intervention program within a physical education class on cardiovascular endurance of Malaysian secondary school boys and girls. A quasi experimental design was adopted for the study. Two schools in a district were randomly selected. In each school, two classes were randomly…

The Impact of Social Class on Parent-Professional Interaction in School Exclusion Processes: Deficit or Disadvantage?

Science.gov (United States)

Gazeley, Louise

2012-01-01

Although a great deal of previous literature has explored the ways in which social class affects parental engagement in educational processes, there has been surprisingly little discussion of the way in which social class shapes the parent-professional interaction that occurs in school exclusion processes specifically. School exclusion processes…

Single Sex Mathematics Classes: A Critical Analysis of the Impact at a Secondary School

OpenAIRE

Seifert, Angelique; Pugalee, David K.

2012-01-01

Single sex classes have recently been emphasized as an effective way to promote mathematics learning. Despite their popularity, the research on the effectiveness of such programs is mixed underscoring the need for additional research and discussion. This research is set in one of the twenty-five largest public school systems in the United States, where schools have recently been allowed to begin instructional initiatives with same sex classes in mathematics. Preliminary data on the effecti...

Race-ing Class Ladies: Lineages of Privilege in an Elite South African School

Science.gov (United States)

Epstein, Debbie

2014-01-01

This paper draws on fieldwork done in Greystone School in South Africa, a single sex girls' school. I explore how the legacy of coloniser and colonised is reconfigured through the history of the school and the particular racialised politics of South Africa, where race and class have always been imbricated in differently nuanced ways before, during…

HISTORICAL-CRITICAL PEDAGOGY, CLASS STRUGGLE AND SCHOOL EDUCATION

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Dermeval Saviani

2013-12-01

Full Text Available After introducing the approach of the relationship between education and class struggle in today's society, this article deals with the meaning of the concept of violence pointing out the current condition of a world ruled by violence that finds justification in the fascism, defined as the metaphysics of the violence. Next it approaches the problem of the eradication of the violence in the social praxis in the perspectives of the Christian Personalism (metaphysics of the non-violence, Existentialism (subjective conception of the violence and of the Marxism (objective conception of the violence and of the nonviolence. Based on those analyses it makes evident, in the conclusion, the relationship between class struggle and school education in the historical—critical perspective.

A Plan for the Evaluation of California's Class Size Reduction Initiative.

Science.gov (United States)

Kirst, Michael; Bomstedt, George; Stecher, Brian

In July 1996, California began its Class Size Reduction (CSR) Initiative. To gauge the effectiveness of this initiative, an analysis of its objectives and an overview of proposed strategies for evaluating CSR are presented here. An outline of the major challenges that stand between CSR and its mission are provided. These include logistical…

Confirmatory factors analysis of science teacher leadership in the Thailand world-class standard schools

Science.gov (United States)

Thawinkarn, Dawruwan

2018-01-01

This research aims to analyze factors of science teacher leadership in the Thailand World-Class Standard Schools. The research instrument was a five scale rating questionnaire with reliability 0.986. The sample group included 500 science teachers from World-Class Standard Schools who had been selected by using the stratified random sampling technique. Factor analysis of science teacher leadership in the Thailand World-Class Standard Schools was conducted by using M plus for Windows. The results are as follows: The results of confirmatory factor analysis on science teacher leadership in the Thailand World-Class Standard Schools revealed that the model significantly correlated with the empirical data. The consistency index value was x2 = 105.655, df = 88, P-Value = 0.086, TLI = 0.997, CFI = 0.999, RMSEA = 0.022, and SRMR = 0.019. The value of factor loading of science teacher leadership was positive, with statistical significance at the level of 0.01. The value of six factors was between 0.880-0.996. The highest factor loading was the professional learning community, followed by child-centered instruction, participation in development, the role model in teaching, transformational leaders, and self-development with factor loading at 0.996, 0.928, 0.911, 0.907, 0.901, and 0.871, respectively. The reliability of each factor was 99.1%, 86.0%, 83.0%, 82.2%, 81.0%, and 75.8%, respectively.

Physical education and student activity: evaluating implementation of a new policy in Los Angeles public schools.

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Lafleur, Mariah; Strongin, Seth; Cole, Brian L; Bullock, Sally Lawrence; Banthia, Rajni; Craypo, Lisa; Sivasubramanian, Ramya; Samuels, Sarah; García, Robert

2013-02-01

California law has standards for physical education (PE) instruction in K-12 public schools; audits found that the Los Angeles Unified School District did not enforce the standards. In 2009, the district adopted a PE policy to comply with these standards. This study aimed to evaluate the outcomes of the PE policy in district schools. PE class observations were conducted using the System for Observing Fitness Instruction Time in the 2010-2011 and 2011-2012 school years in an income-stratified random sample of 34 elementary, middle, and high schools to assess changes in PE class size, class duration, and time students spent in moderate to vigorous physical activity. PE class duration increased in high-income elementary schools. Mean class size decreased in low-income middle schools. There was limited implementation of the PE policy 2 years after passage. Opportunities exist to continue monitoring and improving PE quantity and quality.

Writing Chemistry Jingles as an Introductory Activity in a High School Chemistry Class

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Heid, Peter F.

2011-01-01

Starting the school year in an introductory high school chemistry class can be a challenge. The topic and approach is new to the students; many of the early chapters in the texts can be a bit tedious; and for many students the activities are uninspiring. My goal in the first few weeks of school is to hook the students on chemistry by getting them…

School, multiliteracies and tecnologies in the portuguese language class: reflections from a project on youtubers

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Gabriela da Silva Bulla

2017-12-01

Full Text Available This paper aims at reflecting on school, multiliteracies and technologies in contemporary society. To this end, we describe and analyze a learning project carried out with a ninth grade class in Portuguese Language classes at a public school in Porto Alegre, Brazil. The project focused on multimodal discourse genres such as Youtuber video and written dissertation. We highlight the importance of working with the promotion of multiliteracies in the school that is committed to the formation of citizens that are able to circulate critically through the cybercultural and mediatic spheres inherent in the network society.

Strategic Class Roster Creation in Elementary Schools: Indicative of Student Reading Growth or a Waste of Time?

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Henderson, John Michael

2011-01-01

One managerial leadership activity school leaders control and organize, either by overseeing or successfully delegating, is the creation of class rosters. The targeted purpose of this research is to determine whether a measurable value exists in spending the time and efforts to strategically "create" elementary school classes while…

"Girls Hit!" Constructing and Negotiating Violent African Femininities in a Working-Class Primary School

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Bhana, Deevia

2008-01-01

Whenever gender violence and schooling have been the topic of South African research, the investigations focus on African boys in secondary schools. In contrast, this paper focuses on the ways in which violence is mobilized by African schoolgirls in a working-class primary school context. By drawing on selected elements of an ethnographic study of…

The Human Relations Class at Sir Winston Churchill Secondary School. Research Report.

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Gilbert, Katherine J.

Human Relations was a program offered to Grade 10 students at Churchill Secondary School during the 1971-72 school year in lieu of four courses. The emphasis of the program was on the development of students as people who were more aware of themselves, of other people, and of the environment. The class took part in a variety of activities during…

Sound Levels in East Texas Schools.

Science.gov (United States)

Turner, Aaron Lynn

A survey of sound levels was taken in several Texas schools to determine the amount of noise and sound present by size of class, type of activity, location of building, and the presence of air conditioning and large amounts of glass. The data indicate that class size and relative amounts of glass have no significant bearing on the production of…

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.…

Schools K-12, This is a point feature class of Schools within Rock County. This data does not contain religious or parochial schools, or schools affiliated with churches., Published in 2005, Rock County Government.

Data.gov (United States)

NSGIC Local Govt | GIS Inventory — Schools K-12 dataset current as of 2005. This is a point feature class of Schools within Rock County. This data does not contain religious or parochial schools, or...

Living in the city: school friendships, diversity and the middle classes.

Science.gov (United States)

Vincent, Carol; Neal, Sarah; Iqbal, Humera

2018-06-01

Much of the literature on the urban middle classes describes processes of both affiliation (often to the localities) and disaffiliation (often from some of the non-middle-class residents). In this paper, we consider this situation from a different position, drawing on research exploring whether and how children and adults living in diverse localities develop friendships with those different to themselves in terms of social class and ethnicity. This paper focuses on the interviews with the ethnically diverse, but predominantly white British, middle-class parent participants, considering their attitudes towards social and cultural difference. We emphasize the importance of highlighting inequalities that arise from social class and its intersection with ethnicity in analyses of complex urban populations. The paper's contribution is, first, to examine processes of clustering amongst the white British middle-class parents, particularly in relation to social class. Second, we contrast this process, and its moments of reflection and unease, with the more deliberate and purposeful efforts of one middle-class, Bangladeshi-origin mother who engages in active labour to facilitate relationships across social and ethnic difference. © London School of Economics and Political Science 2017.

Effects of Age, Gender, School Class on Cardiopulmonary Resuscitation Skills of Nigerian Secondary School Students

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Onyeaso, Adedamola Olutoyin; Onyeaso, Chukwudi Ochi

2016-01-01

Background: The need for training of schoolchildren on cardiopulmonary resuscitation (CPR) as potential bystander CPR providers is growing globally but Nigeria is still behind and lacks basic necessary data. Purpose: The purpose of this study was to investigate the effects of age, gender and school class on CPR skills of Nigerian secondary school…

Social System of River City High School Senior Class: Socio-economic Status (SES).

Science.gov (United States)

Daly, Richard F.

The goal of this study was to investigate the relationship between an adolescent's socioeconomic status (SES) and selected variables of the sub-subsystems of the River City High School senior class social system during the 1974-75 academic year. Variables for study were selected from each of the three sub-subsystems of the senior class social…

Mathematics Achievement with Digital Game-Based Learning in High School Algebra 1 Classes

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Ferguson, Terri Lynn Kurley

2014-01-01

This study examined the impact of digital game-based learning (DGBL) on mathematics achievement in a rural high school setting in North Carolina. A causal comparative research design was used in this study to collect data to determine the effectiveness of DGBL in high school Algebra 1 classes. Data were collected from the North Carolina…

School physics teacher class management, laboratory practice, student engagement, critical thinking, cooperative learning and use of simulations effects on student performance

Science.gov (United States)

Riaz, Muhammad

The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary school physics classes. The target population consisted of secondary school physics teachers who were members of Science Technology, Engineeering and,Mathematics Teachers of New York City (STEMteachersNYC) and American Modeling Teachers Association (AMTA). They used simulations in their physics classes in the 2013 and 2014 school years. Subjects for this study were volunteers. A survey was constructed based on a literature review. Eighty-two physics teachers completed the survey about instructional practice in physics. All respondents were anonymous. Classroom management was the only predictor of the percent of students achieving a grade point average of B or higher in high school physics class. Cooperative learning, use of simulations, and student engagement were predictors of teacher's views of student academic performance in high school physics class. All other variables -- class management, laboratory practice, critical thinking, and teacher self-efficacy -- were not predictors of teacher's views of student academic performance in high school physics class. The implications of these findings were discussed and recommendations for physics teachers to improve student learning were presented.

Correlation of Shape and Size of Sella Turcica With the Type of Facial Skeletal Class in an Iranian Group

International Nuclear Information System (INIS)

Valizadeh, Solmaz; Shahbeig, Shahrzad; Mohseni, Sudeh; Azimi, Fateme; Bakhshandeh, Hooman

2015-01-01

In orthodontic science, diagnosis of facial skeletal type (class I, II, and III) is essential to make the correct treatment plan that is usually expensive and complicated. Sometimes results from analysis of lateral cephalometry radiographies are not enough to discriminate facial skeletal types. In this situation, knowledge about the relationship between the shape and size of the sella turcica and the type of facial skeletal class can help to make a more definitive decision for treatment plan. The present study was designed to investigate this relationship in patients referred to a dental school in Iran. In this descriptive-analytical study, cephalometric radiographies of 90 candidates for orthodontic treatment (44 females and 46 males) with an age range of 14 - 26 years and equal distribution in terms of class I, class II, and class III facial skeletal classification were selected. The shape, length, diameter, and depth of the sella turcica were determined on the radiographs. Linear dimensions were assessed by one-way analysis of variance while the correlation between the dimensions and age was investigated using Pearson’s correlation coefficient. Sella turcica had normal morphology in 24.4% of the patients while irregularity (notching) in the posterior part of the dorsum sella was observed in 15.6%, double contour of sellar floor in 5.6%, sella turcica bridge in 23.3%, oblique anterior wall in 20% and pyramidal shape of the dorsum sella in 11.1% of the subjects. In total, 46.7% of class I patients had a normal shape of sella turcica, 23.3% of class II patients had an oblique anterior wall and a pyramidal shape of the dorsum sella, and 43.3% of class III individuals had sella turcica bridge (the greatest values). Sella turcica length was significantly greater in class III patients compared to class II and class I (P < 0.0001). However, depth and diameter of sella turcica were similar in class I, class II, and class III patients. Furthermore, age was significantly

Class Size Reduction or Rapid Formative Assessment?: A Comparison of Cost-Effectiveness

Science.gov (United States)

Yeh, Stuart S.

2009-01-01

The cost-effectiveness of class size reduction (CSR) was compared with the cost-effectiveness of rapid formative assessment, a promising alternative for raising student achievement. Drawing upon existing meta-analyses of the effects of student-teacher ratio, evaluations of CSR in Tennessee, California, and Wisconsin, and RAND cost estimates, CSR…

Friction force experimental approach in High School Physics classes

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Marco Aurélio Alvarenga Monteiro

2012-12-01

Full Text Available http://dx.doi.org/10.5007/2175-7941.2012v29n3p1121 In this paper we propose and describe the performance of an experimental activity to address the concept of friction in High School Physics practical classes. We use a low-cost and simple construction device that enables the determination of the coefficient of static friction between two materials through three different procedures. The results were coherent, with small percentage deviation, which gives reliability to the activity and can stimulate discussions in class. The activity also allows greater contextualization of concepts that are usually discussed only theoretically, requiring a higher abstraction level of the students. This can stimulate discussions and greater interaction between teacher and students.

Size Class Dependent Relationships between Temperature and Phytoplankton Photosynthesis-Irradiance Parameters in the Atlantic Ocean

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Alex Robinson

2018-01-01

Full Text Available Over the past decade, a number of methods have been developed to estimate size-class primary production from either in situ phytoplankton pigment data or remotely-sensed data. In this context, the first objective of this study was to compare two methods of estimating size class specific (micro-, nano-, and pico-phytoplankton photosynthesis-irradiance (PE parameters from pigment data. The second objective was to analyse the relationship between environmental variables (temperature, nitrate and PAR and PE parameters in the different size-classes. A large dataset was used of simultaneous measurements of the PE parameters (n = 1,260 and phytoplankton pigment markers (n = 2,326, from 3 different institutes. There were no significant differences in mean PE parameters of the different size classes between the chemotaxonomic method of Uitz et al. (2008 and the pigment markers and carbon-to-Chl a ratios method of Sathyendranath et al. (2009. For both methods, mean maximum photosynthetic rates (PmB for micro-phytoplankton were significantly lower than those for pico-phytoplankton and nano-phytoplankton. The mean light limited slope (αB for nano-phytoplankton were significantly higher than for the other size taxa. For micro-phytoplankton dominated samples identified using the Sathyendranath et al. (2009 method, both PmB and αB exhibited a significant, positive linear relationship with temperature, whereas for pico-phytoplankton the correlation with temperature was negative. Nano-phytoplankton dominated samples showed a positive correlation between PmB and temperature, whereas for αB and the light saturation parameter (Ek the correlations were not significant. For the Uitz et al. (2008 method, only micro-phytoplankton PmB, pico-phytoplankton αB, nano- and pico-phytoplankton Ek exhibited significant relationships with temperature. The temperature ranges occupied by the size classes derived using these methods differed. The Uitz et al. (2008 method

[School well-being of students with and without special educational needs--a comparison of students in inclusive and regular classes].

Science.gov (United States)

Schwab, Susanne; Rossmann, Peter; Tanzer, Norbert; Hagn, Joachim; Oitzinger, Sabrina; Thurner, Verena; Wimberger, Tanja

2015-07-01

The present study examines the academic well-being of students with and without special educational needs (SEN) in inclusive classes compared to students from regular classes in which no child with SEN is taught. In addition, the relationships between the school well-being and emotional problems, conduct problems, hyperactivity/inattention, peer relationship problems and prosocial behavior are analyzed. A total of 1115 students from the 4th and 7th grade (37 % 4th graders, 63 % 7th graders) participated in the survey, 126 of whom had been diagnosed as having SEN. The subscale Well-Being at School taken from the FEESS 3–4 (Rauer & Schuck, 2004) and the SDQ (Goodman, 1997) were used for measurement. Results indicate high reliabilities for the subscale Well-Being in School for students both with and without SEN for both grades 4 and 7. Furthermore, it could be shown that the variance explained for school well-being can be connected to elements on the students’ individual level as well as on the class-specific level. Significant predictors of school well-being were sex, behavioral difficulties and strengths as well as the school grade. The SEN status (no SEN vs. SEN) and the class setting (regular vs. inclusive class) did not influence the school well-being significantly.

A scale for assessing Italian schools and classes inclusiveness

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Lucio Cottini

2016-07-01

Full Text Available The paper presents in detail the procedures for developing and validating a tool for assessing the inclusive process pertaining to school contexts called “Inclusive Process Assessment Scale”. The Scale, which is the outcome of the joined work of the authors, sets itself both as an assessing and self-assessing tool, useful for allowing on one hand specific types of evaluation and, on the other, promoting thoughts on inclusive education’s quality indicators, thus contributing to the planning and ongoing adjustment of the educational project of the school and the class. The tool, in its computer version as well, allows for the planning of researches that can collect evidences supporting the full inclusion organization of Italian schools.Una scala per valutare l’inclusività delle scuole e delle classi italianeIl contributo presenta in dettaglio le procedure di costruzione e validazione di uno strumento per valutare i processi inclusivi riferiti ai contesti scolastici, chiamato “Scala di Valutazione dei Processi Inclusivi”. Frutto del lavoro congiunto svolto dagli autori, la Scala si pone come uno strumento valutativo e autovalutativo utile a consentire da un lato, la realizzazione di specifiche forme di misurazione e, dall’altro, la promozione di processi di riflessione sugli indicatori di qualità dell’educazione inclusiva, per contribuire alla progettazione e alla regolazione in itinere del progetto educativo della scuola e della classe. Lo strumento, anche nella sua versione digitale, consente di pianificare ricerche, che possono raccogliere evidenze in grado di avvalorare l’organizzazione scolastica italiana di full inclusion.

The Opportunity Cost of Smaller Classes: A State-By-State Spending Analysis. Schools in Crisis: Making Ends Meet

Science.gov (United States)

Roza, Marguerite; Ouijdani, Monica

2012-01-01

Two seemingly different threads are in play on the issue of class size. The first is manifested in media reports that tell readers that class sizes are rising to concerning levels. The second thread appears in the work of some researchers and education leaders and suggests that repurposing class-size reduction funds to pay for other reforms may…

An examination of single-gender and coeducational classes: Their impact on the academic achievement of middle school students enrolled in mathematics and science at selected schools in Georgia

Science.gov (United States)

Elam, Jeanette H.

The purpose of this study was to compare the academic performance of students enrolled in coeducational instruction and single-gender instruction. Within this framework, the researcher examined class type, gender, and racial/ethnicity using the sixth grade CRCT scores of selected students in the areas of mathematics and science. The fifth-grade mathematics and science scores for the same population were used to control for prior knowledge. This study examined the academic achievement of students based on class type, gender, and racial/ethnicity in relation to academic achievement. The study included the CRCT scores for mathematics and science of 6th-grade students at the middle school level who were tested during the 2007--2008 school year. Many studies conducted in the past have stressed females performed better in mathematics and science, while others have stated males performed better in the same areas. Yet, other studies have found conflicting results. A large Australian study (1996), compared the academic performance of students at single-gender and coeducational schools. The conclusion of this study indicated that both males and females who were educated in single-gender classrooms scored significantly higher than did males and females in coeducational classes. A study conducted by Graham Able (2003) documented superior academic performance of students in single-gender schools, after controlling for socioeconomic class and other variables. Able's most significant finding was that the advantage of single-gender schooling was greater for males in terms of academic results than for females. This directly contradicted the educational myth that males performed better in classrooms if females were present. The sample in this study consisted of CRCT scores for 304 sixth-grade students from four different middle schools. Due to the racial composition of the sample, the study only focused on black and white students. School 1 and School 2 involved single

Social ties within school classes : The roles of gender, ethnicity, and having older siblings

NARCIS (Netherlands)

Soetevent, AR; Kooreman, P

2005-01-01

In this paper we identify the lines along which social ties between high-school teenagers are primarily formed. To this end, we introduce interaction weights between pupils in the same school class that are a function of exogenous individual background characteristics, such as gender, ethnicity, and

What Types of Instructional Shifts Do Students Experience? Investigating Active Learning in Science, Technology, Engineering, and Math Classes across Key Transition Points from Middle School to the University Level

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Kenneth Akiha

2018-01-01

Full Text Available Despite the need for a strong Science, Technology, Engineering, and Math (STEM workforce, there is a high attrition rate for students who intend to complete undergraduate majors in these disciplines. Students who leave STEM degree programs often cite uninspiring instruction in introductory courses, including traditional lecturing, as a reason. While undergraduate courses play a critical role in STEM retention, little is understood about the instructional transitions students encounter upon moving from secondary to post-secondary STEM courses. This study compares classroom observation data collected using the Classroom Observation Protocol for Undergraduate STEM from over 450 middle school, high school, introductory-level university, and advanced-level university classes across STEM disciplines. We find similarities between middle school and high school classroom instruction, which are characterized by a large proportion of time spent on active-learning instructional strategies, such as small-group activities and peer discussion. By contrast, introductory and advanced university instructors devote more time to instructor-centered teaching strategies, such as lecturing. These instructor-centered teaching strategies are present in classes regardless of class enrollment size, class period length, or whether or not the class includes a separate laboratory section. Middle school, high school, and university instructors were also surveyed about their views of what STEM instructional practices are most common at each educational level and asked to provide an explanation of those perceptions. Instructors from all levels struggled to predict the level of lecturing practices and often expressed uncertainty about what instruction looks like at levels other than their own. These findings suggest that more opportunities need to be created for instructors across multiple levels of the education system to share their active-learning teaching practices and

A trial map and GIS class on junior high school with university collaboration in Yokohama, Japan

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Tabe, Toshimitsu; Ohnishi, Koji

2018-05-01

On the new curriculum of high school in Japan, geography will be compulsory subject in Japan from 2022. The indexes of new high school geography as compulsory subject will be 1. Using of maps and GIS, 2. Understanding of the world and International collaboration: Life and culture, issues of world, 3. Disaster prevention and ESD: natural environment and disaster, and construction of ideal society. The instruction of the GIS will be one of the issues for social studies teachers in the new curriculum. The aim of this study is to make the utilize map and GIS education content through trial class in junior high school. Trial class was done on Tsurugamine junior high school in Yokohama city with university and Yokohama city school board collaboration. In the trial class, the teacher indicated the old and new topographical maps to students and asked them to consider the characteristics of the area and the land use change. Transparent sheets overlaying is useful this activity. Transparent usage indicated the GIS function of overlay. It is good activity for students to understand the function of GIS. After the considering land use changes, they considered the future of their town. The several unused lands are spread in this area. Students present their opinions how to develop them. The important thing to carry out map and GIS class through neighborhood area is preparation of adequate maps. For this preparation, collaboration with university geography stuffs or undergraduate students are effective.

Attitudes toward Physical Education and Class Preferences of Turkish Adolescents in Terms of School Gender Composition

Science.gov (United States)

Koca, Canan; Asci, F. Hulya; Demirhan, Giyasettin

2005-01-01

The purpose of this study was to examine attitudes toward physical education (PE and PE class preferences of high school Turkish students in terms of school gender composition; 213 girls and 249 boys from coeducational public schools, and 196 girls and 210 boys from single-sex vocational schools participated in the study. The Attitudes Toward…

Exploring the Relationships among Race, Class, Gender, and Middle School Students' Perceptions of School Racial Climate

Science.gov (United States)

Watkins, Natasha D.; Aber, Mark S.

2009-01-01

Although school climate has been thought to be especially important for racial minority and poor students (Booker, 2006; Haynes, Emmons, & Ben-Avie, 1997), little research has explored the significance of racial climate for these students. Furthermore, research in the area has tended to treat race, socioeconomic class, and gender separately,…

The impact of family size on children’s school attendance in the Philippines

OpenAIRE

Kezia C. Bansagan; Hazel Joyce C. Panganiban

2008-01-01

Much empirical work has been done to determine the effects of family size on the education of children. Using a sample from the October 2006 Labor Force Survey, this paper attempts to determine the impact of family size on children’s education as measured by school attendance while considering socioeconomic factors. Results have shown that family size is significantly and negatively correlated with children’s school enrollment. Even after controlling for family size and birth-order effect, th...

School culture and class council: aspects of the democratic management of the pedagogical work?

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Beatriz Gomes Nadal

2012-06-01

Full Text Available The present article aims to discuss the pedagogical work culture in the scope of the class council. Several studies have shown that often the class council acts in a bureaucratic way and against a project able to align the educational practices of theschool with the social interests. Therefore, we seek to question what are the ritualized forms, meanings and beliefs implied in the pedagogical work of the class council and whether or not they are related to the permanence of the diffi culties encountered. This work is part of larger research in which, by means of a qualitative approach along with an interpretive methodology, from the perspective of the cultural studies, we have investigated two public schools in the city of Ponta Grossa, State of Paraná, in order to reveal and understand their school culture and, consequently, unveil the methods of evaluation employed and how the pedagogical work was managed. To perform our analysis, we rely on the contributions of Viñao Frago (1998, Dalben (1992, 2004, Mattos (2005 and Oliveira (2002, 2004, 2009. We were able to perceive that in the surveyed schools there is a shared sense of classifi catory evaluation, of the school council as a bureaucratic step to be fulfi lled, and not as a process inherent to the pedagogical work.

Comparison of Satellite-Derived Phytoplankton Size Classes Using In-Situ Measurements in the South China Sea

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Shuibo Hu

2018-03-01

Full Text Available Ocean colour remote sensing is used as a tool to detect phytoplankton size classes (PSCs. In this study, the Medium Resolution Imaging Spectrometer (MERIS, Moderate Resolution Imaging Spectroradiometer (MODIS, and Sea-viewing Wide Field-of-view Sensor (SeaWiFS phytoplankton size classes (PSCs products were compared with in-situ High Performance Liquid Chromatography (HPLC data for the South China Sea (SCS, collected from August 2006 to September 2011. Four algorithms were evaluated to determine their ability to detect three phytoplankton size classes. Chlorophyll-a (Chl-a and absorption spectra of phytoplankton (aph(λ were also measured to help understand PSC’s algorithm performance. Results show that the three abundance-based approaches performed better than the inherent optical property (IOP-based approach in the SCS. The size detection of microplankton and picoplankton was generally better than that of nanoplankton. A three-component model was recommended to produce maps of surface PSCs in the SCS. For the IOP-based approach, satellite retrievals of inherent optical properties and the PSCs algorithm both have impacts on inversion accuracy. However, for abundance-based approaches, the selection of the PSCs algorithm seems to be more critical, owing to low uncertainty in satellite Chl-a input data

DIVERGÊNCIA MORFOMÉTRICA EM BOVINOS NELORE EM CRESCIMENTO CLASSIFICADOS PARA DIFERENTES CLASSES DE FRAME SIZE

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LÚCIO FLÁVIO MACEDO MOTA

2015-01-01

Full Text Available This study aimed at evaluating the performance of Nelore cattle during growth classified for different classes of frame size regarding body weights and morphometric measures at different ages. Weights and morphometric measures Nelore bulls up to 1 year of age were monthly recorded. The characteristics evalu-ated were birth weight, 120, 205, 240 and 365 days of age, withers height and rump height, thoracic perimeter, distance between pin bones, distance between hip bones and chest width, depth of chest, space under sternal and hip length. Frame size scores classified as medium, large and extreme, were estimated using equations and tables according to Beef Improvement Federation (BIF. Data were subjected to analysis of variance and Tukey-Kramer test at 5% probability and analyses were performed by canonical variables and the grouping analyses of genotype by method of Tocher. The animals with larger class of frame size were heavier and morphometric measurements as well, when compared with animals classified for smaller class. The correlation between weight at different ages were higher. The weight correlates with body features positively, indicating that the weight gain of the animals increased their influence on the frame size. Cluster analysis resulted in three distinct genetic groups that have similar within the group and genetic divergence between them.

Methodology for the development of teaching vocational guidance from physics classes in high school

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Yamila García-Carrión

2016-11-01

Full Text Available Pre-university education has as one of its aims to achieve the polytechnic and vocational training of students, which is why it is necessary, vocational guidance thereof, to professions requiring the country, giving priority to teaching, hence this, which is a priority in the education system. The scientific research problem is expressed in the shortcomings revealed in the conception and development of the process of teaching vocational career orientation Physics, from the classes of this subject in high school. As an object the process of learning of physics in high school is required. the development of a methodology for the development of professional orientation of physics teaching career, from the classes of this subject in high school, based on an educational model that theoretically systematize the research and pre-professional approaches are proposed.

Increasing Physical Activity during the School Day through Physical Activity Classes: Implications for Physical Educators

Science.gov (United States)

Adkins, Megan; Bice, Matt; Bartee, Todd; Heelan, Kate

2015-01-01

Across the nation schools are adopting health and wellness policies, specifically physical activity (PA) initiatives that aid healthy long-term lifestyles. Interest has been generated about the inclusion of physical activity classes to complement existing physical education classes. Furthermore, discussion has evolved as to if additional…

The Effect of Thematic Classes on English Vocabulary Learning: A Study of Iranian Junior High School Students

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Zeinab Mahmoudi

2016-05-01

Full Text Available This study was designed to verify the effect of thematic classes on English vocabulary learning. Thematic class is an educational project, which recently started to be used in junior high schools in Iran. The ministry of Education in Iran has launched the project of thematic classes to improve learning in 2010 with the hope of copying with some of the educational problems so that students experience deeper learning.  For subjects of the study, 90 7th grade students of junior high school in Taybad, Khorasan e Razavi were selected. Three groups were used in this study: two experimental groups and one control group. Each group consisted of 30 female students, who settled randomly in the groups, respectively. Their range of age was between 13 and 14. A vocabulary-based test, which was designed by the researcher, was used as the main measurement tool in the study to evaluate the students' achievement in the course. The course lasted 10 weeks, two sessions per week. The results reflected the positive effect of thematic classes on vocabulary learning. Therefore, educational implication of thematic class for junior high school is suggestible.

"School Doesn't Feel as Much of a Partnership": Parents' Perceptions of Their Children's Transition from Nursery School to Reception Class

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Shields, Polly

2009-01-01

This small-scale study explores a group of English parents' perceptions of their relationships with their child's nursery school and, after the transition to Reception class, their primary school. It references current research and literature on the issues of transition and the role of parents in their children's education. Findings from…

Quality of nutrition analysis among graduating classes of elementary and high school students

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Pejčić Ana

2014-01-01

Full Text Available Results of numerous studies indicate that young people have improper eating habits. The aim of this study was to determine whether daily intake of vitamins, minerals and energy satisfies nutrition requirements for graduating classes of elementary and high school students. An epidemiological cross-sectional study was conducted on 84 students, including 42 students from graduating class of an elementary school and 42 students from graduating class of a high school. The students were asked to write the amount and composition of food consumed over a week, their age, body weight and height. 'USDA National Nutrient Database for Standard Reference, Release 25' was used to calculate daily intake of vitamins, minerals and energy. Comparison was made with respect to recommendations of Dietary Reference Intake of the Food and Nutrition Board of the Institute of Medicine, US National Academy of Science. The mean, standard deviation and percentiles of daily intake of certain nutrients were determined. For nutrients for which there was defined value of Estimated Average Requirement the results are presented as percentages of individuals with intakes less than the Estimated Average Requirement as estimates of the prevalence of inadequacy, whereas for nutrients for which only Adequate Intake was defined the results are presented as percentages of individuals with intakes at or greater than the Adeqate Intake. Assessment of adequacy of energy intake was done with respect to calculated Estimated Energy Requirement for each participant in the study. It was shown that 47.6% of elementary and 38.1% of high school students have adequate energy intake. Daily intake of students from both elementary and high school does not meet the dietary recommendations for magnesium, calcium, vitamin C and liposoluble vitamins A, D, E and K. The findings of this study emphasize the importance of proper nutrition. There is a need for increased intake of milk, dairy products, fresh

Annual ADEA Survey of Dental School Seniors: 2016 Graduating Class.

Science.gov (United States)

Wanchek, Tanya; Cook, Bryan J; Valachovic, Richard W

2017-05-01

This report examines the results of the American Dental Education Association (ADEA) Survey of Dental School Seniors graduating in 2016. Data were collected from 4,558 respondents at all 59 U.S. dental schools with graduating classes that year. This annual survey asks graduating students about a variety of topics in order to understand their motivation for attending dental school, educational experiences while in school, debt incurred, and plans following graduation. Motivations for choosing to attend dental school typically involved family or friends who were dentists or students' personal experiences. The timing of the decision to enter dentistry has been getting earlier over time. Similar to previous years, the average graduating student had above $200,000 in student debt. However, for the first time in two decades, inflation-adjusted debt decreased slightly. The reduction in debt was due to students from private schools reducing their average debt by $23,401. Immediately after graduation, most seniors planned to enter private practice (50.5%) or advanced dental education (33.8%). Approximately half of the respondents planned to work in underserved areas at some point in their careers. These findings underscore the continued value of the senior survey to offer a unique view of the diverse characteristics and career paths of the future dental workforce.

Using the Elements of Cooperative Learning in School Band Classes in the United States

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Whitener, John L.

2016-01-01

The purpose of this article is to answer the question of how we might use the elements of cooperative learning in school band classes in the United States. Current school band programs use age-old traditions that overemphasize group and individual competitiveness, stress large ensemble performance at the expense of all other activities, are…

High school music classes enhance the neural processing of speech.

Science.gov (United States)

Tierney, Adam; Krizman, Jennifer; Skoe, Erika; Johnston, Kathleen; Kraus, Nina

2013-01-01

Should music be a priority in public education? One argument for teaching music in school is that private music instruction relates to enhanced language abilities and neural function. However, the directionality of this relationship is unclear and it is unknown whether school-based music training can produce these enhancements. Here we show that 2 years of group music classes in high school enhance the neural encoding of speech. To tease apart the relationships between music and neural function, we tested high school students participating in either music or fitness-based training. These groups were matched at the onset of training on neural timing, reading ability, and IQ. Auditory brainstem responses were collected to a synthesized speech sound presented in background noise. After 2 years of training, the neural responses of the music training group were earlier than at pre-training, while the neural timing of students in the fitness training group was unchanged. These results represent the strongest evidence to date that in-school music education can cause enhanced speech encoding. The neural benefits of musical training are, therefore, not limited to expensive private instruction early in childhood but can be elicited by cost-effective group instruction during adolescence.

SWIMMING CLASSES IN JUNIOR HIGH SCHOOL STUDENTS’ OPINION

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Grzegorz Bielec

2013-02-01

Full Text Available The role of modern physical education is not only to develop motor abilities of the students, but most of all prevent them from epidemic youth diseases such as obesity or postural defects. Positive attitudes to swimming as a long-life physical activity, instilled in adolescence should be beneficial in adult life. The group of 130 boys and 116 girls of 7th grade junior high school (mean age 14.6 was asked in the survey to present their opinion of obligatory swimming lessons at school. Students of both sexes claimed that they liked swimming classes because they could improve their swimming skills (59% of answers and because of health-related character of water exercises (38%. 33% of students regarded swimming lessons as boring and monotonous, and 25% of them complained about poor pool conditions like chlorine smell, crowded lanes, too low temperature. Majority of the surveyed students saw practical role of swimming in saving others life.

Elite International Schools in the Global South: Transnational Space, Class Relationalities and the "Middling" International Schoolteacher

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Tarc, Paul; Mishra Tarc, Aparna

2015-01-01

The elite international school is a rich site for sociological inquiry in global times. In this paper, we conceptualize the international school as a transnational space of agonist social class-making given the dynamic positioning of the complement of international school actors. We position international schoolteachers in the middle of these…

Explanatory Resources on Energy in High School Physics Classes: A Case Study

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María Alejandra Domínguez

2013-08-01

Full Text Available This paper examines and reflects on the explanatory resources that are used in high school physics classes for studying the topic of energy. Explanatory resources are a means of constructing and negotiating meaning. The research is an instrumental case study focusing on four years of high school physics classes on energy. The theoretical principles of sociocultural approaches and conversation analysis are taken as benchmarks for understanding how we construct and reconstruct meanings (on energy. The identification of the resources used in the process of meaning construction is of importance for understanding certain scientific phenomena addressed in the curricula. Among the resources most commonly employed to enhance explanation were definitions and the causes of phenomena. We also found that teachers’ interventions, either through verbal explanations or instructional proposals, were crucial for certain kinds of explanations and for the presence or absence of other resources associated with explanations.

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

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Morales, Teresa M.

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

Curriculum, Credentials, and the Middle Class: A Case Study of a Nineteenth-Century High School.

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Labaree, David F.

1986-01-01

Described is the development of the modern hegemonic curriculum--i.e., one in which knowledge is stratified, academic, and appropriated through individual competition--in a nineteenth century high school. This developmental process hinged on the relationship between the school's curriculum and its middle-class constituency, a relationship…

Physical Education Policies and Practices in California Private Secondary Schools.

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Kahan, David; McKenzie, Thomas L

2017-02-01

Physical education (PE) is mandated in most states, but few studies of PE in private schools exist. We assessed selected PE policies and practices in private secondary schools (grades 6 to 12) in California using a 15-item questionnaire related to school characteristics and their PE programs. Responding schools (n = 450; response rate, 33.8%) were from 37 counties. Most were coeducational (91.3%) and had a religious affiliation (83%). Secular schools had more PE lessons, weekly PE min, and smaller class sizes. Most schools met guidelines for class size, but few met national recommendations for weekly PE minutes (13.7%), not permitting substitutions for PE (35.6%), and programs being taught entirely by PE specialists (29.3%). Private schools, which serve about 5 million US children and adolescents, may be falling short in providing quality PE. School stakeholders should encourage adoption and implementation of policies and practices that abide by professional guidelines and state statutes.

Middle School Students' Attitudes toward Science, Scientists, Science Teachers and Classes

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Kapici, Hasan Özgür; Akçay, Hakan

2016-01-01

It is an indispensable fact that having a positive attitude towards science is one of the important factors that promotes students for studying in science. The study is a kind of national study that aims to investigate middle school students', from different regions of Turkey, attitudes toward science, scientists and science classes. The study was…

Single-Sex Classes in a Coeducational High School Highlighting Parents' Perspectives

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Leder, Gilah C.; Forgasz, Helen J.

1997-11-01

A program of single-sex mathematics classes at one coeducational high school was evaluated in 1993 and again three years later in 1996. On both occasions, data were gathered from students, teachers and parents. While also drawing on findings from students and teachers, the focus of this article is on parents' perceptions. In both years more parents supported the program than were opposed to. it. However, support appeared to have waned over the three-year period. The influence of factors both inside and outside the classroom and the school which may partially help to account for the findings are discussed.

High School Size, Participation in Activities, and Young Adult Social Participation: Some Enduring Effects of Schooling.

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Lindsay, Paul

1984-01-01

This study evaluates a model predicting that school size affects student participation in extracurricular activities and that these leisure interests will continue in young adult life. High school social participation, it is hypothesized, also is influenced by curriculum track placement and academic performance, which are affected by student…

Politics, Religion and Morals: The Symbolism of Public Schooling for the Urban Middle-Class Identity

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Rowe, Emma E.

2016-01-01

Research points to sections of the middle-class repopulating the "ordinary" urban public school and whilst there are key differences in how they are navigating public school choices, from "seeking a critical mass" to resisting traditional methods of choice and going "against-the-grain", or collectively campaigning for…

Can Single-Sex Classes in Co-Educational Schools Enhance the Learning Experiences of Girls and/or Boys? An Exploration of Pupils' Perceptions.

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Jackson, Carolyn

2002-01-01

Explores the value of introducing single-sex classes within co-educational schools. Draws upon perspectives of girls and boys involved in one such initiative. Concludes girls-only classes may have positive effects for girls, but curriculum-as-usual boys' classes do nothing to challenge problematic male cultures inherent in schools. (BT)

But I Like PE: Factors Associated With Enjoyment of Physical Education Class in Middle School Girls

OpenAIRE

Barr-Anderson, Daheia J.; Neumark-Sztainer, Dianne; Schmitz, Kathryn H.; Ward, Dianne S.; Conway, Terry L.; Pratt, Charlotte; Baggett, Chris D.; Lytle, Leslie; Pate, Russell R.

2008-01-01

The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they enjoyed PE class a lot. Variables positively associated with PE class enjoyment included physical activity level, perceived benefits of physical activity...

PBL Group Autonomy in a High School Environmental Science Class

Science.gov (United States)

Weiss, D. Mark; Belland, Brian R.

2018-01-01

With increasing class sizes, teachers and facilitators alike hope for learning groups where students work together in self-contained and autonomous ways requiring reduced teacher support. Yet many instructors find the idea of developing independent learning in small groups to be elusive particularly in K-12 settings (Ertmer and Simons in…

High school music classes enhance the neural processing of speech

Directory of Open Access Journals (Sweden)

Adam eTierney

2013-12-01

Full Text Available Should music be a priority in public education? One argument for teaching music in school is that private music instruction relates to enhanced language abilities and neural function. However, the directionality of this relationship is unclear and it is unknown whether school-based music training can produce these enhancements. Here we show that two years of group music classes in high school enhance the subcortical encoding of speech. To tease apart the relationships between music and neural function, we tested high school students participating in either music or fitness-based training. These groups were matched at the onset of training on neural timing, reading ability, and IQ. Auditory brainstem responses were collected to a synthesized speech sound presented in background noise. After 2 years of training, the subcortical responses of the music training group were earlier than at pretraining, while the neural timing of students in the fitness training group was unchanged. These results represent the strongest evidence to date that in-school music education can cause enhanced speech encoding. The neural benefits of musical training are, therefore, not limited to expensive private instruction early in childhood but can be elicited by cost-effective group instruction during adolescence.

[Hygienic assessment of the overwroughtness of educational activity in schoolchildren of 5-10 classes of secondary schools].

Science.gov (United States)

Kuchma, V R; Efimova, N V; Tkachuk, E A; Mylnikova, I V

2016-01-01

The state of health in children and adolescents during the time of education in secondary schools is getting worse: the prevalence rate of functional disorders and chronic diseases is increasing. There was executed the assessment of the overwroughtness of the training-education process in secondary school institutions. The prior characteristics of the educational activity are: intellectual, sensory, emotional loads; their monotony and mode of educational activity, school work intensity. The system of indices of the overwroughtness of the education labour was formed with account ofpsycho-physiological characteristics of children's organism. There was performed the research of the overwroughtness of educational activity in 820 schoolchildren. The overwroughtness of the educational process was evaluated on the basis of chronometry research, questionnaire survey of teachers and parents, and with taking into account the organization of educational process. In questionnaire survey there were involved 52 teachers and 389 parents. The assessment of overwroughtness factors of the educational activity was carried out in 5-10th classes for academic disciplines: Russian Language, Literature, Mathematics, History, Geography, Foreign Languages. It was found that the characteristics of "mental load" in schoolchildren are established to be the one of the main limiting factors that allow to refer training activities to "overwroughted of first degree" (3.1 class). Sensory loads on the studied academic subjects are rated as the second class of overwroughtness and are "permissible." The monotony of loads was revealed to correspond to 1st and 2nd class of overwroughtness and is therefore an optimal or acceptable. Training activities in the traditional educational institution corresponds to the 2nd class of overwroughtness - "permissible." The arduousness of the educational process in an innovative school is rated as the third class of the first degree ofthe overwroughtness (3

Secondary School Students' Physical Activity Participation across Physical Education Classes: The Expectancy-Value Theory Approach

Science.gov (United States)

Gråstén, Arto; Watt, Anthony; Hagger, Martin; Jaakkola, Timo; Liukkonen, Jarmo

2015-01-01

The primary purpose of this study was to analyze the link between students' expectancy beliefs, subjective task values, out-of-school activity, and moderate to vigorous physical activity (MVPA) participation across secondary school physical education (PE) classes. The sample comprised 96 students (58 girls, 38 boys; Mage = 15.03, SD = 0.94) from…

A case study of a vocabulary strategy in a high school class of special education students

Science.gov (United States)

Prevost, Jill K.

In the United States, almost 7000 students drop out of high school every day and the most common reason is academic failure. The economic, social, and emotional cost of dropping out of high school are enormous. Vocabulary knowledge is essential for students to grasp the concepts of a content area and there has been little research reported for scaffolding vocabulary learning in content classes. The purpose of this study was to investigate a vocabulary instructional strategy in a high school biology class. The research questions focused on understanding the vocabulary instructional strategy and student perception of the strategy. This was an evaluative case study using a convenience sample of a college preparatory biology class of special education students. Participants included eight males and two females who were identified as having learning, emotional or health disabilities with average to low average intelligence. Informal interviews, observations, school records, student and teacher artifacts and rich description were used for data triangulation. Analysis involved coding and grouping data by category, and identification of relationships between categories. Three themes emerged from this study: Students believed the strategy helped them to learn vocabulary, the strategy gave direction to instruction, and the strategy can be difficult to implement. The skill level of our future work force and the health of our society is linked to our nation's high school graduation rate. Development of instructional strategies that result in student academic success will improve our high school graduation rate which will result in positive social change.

Electrifying Engagement in Middle School Science Class: Improving Student Interest Through E-textiles

Science.gov (United States)

Tofel-Grehl, Colby; Fields, Deborah; Searle, Kristin; Maahs-Fladung, Cathy; Feldon, David; Gu, Grace; Sun, Chongning

2017-08-01

Most interventions with "maker" technologies take place outside of school or out of core area classrooms. However, intervening in schools holds potential for reaching much larger numbers of students and the opportunity to shift instructional dynamics in classrooms. This paper shares one such intervention where electronic textiles (sewable circuits) were introduced into eighth grade science classes with the intent of exploring possible gains in student learning and motivation, particularly for underrepresented minorities. Using a quasi-experimental design, four classes engaged in a traditional circuitry unit while the other four classes undertook a new e-textile unit. Overall, students in both groups demonstrated significant learning gains on standard test items without significant differences between conditions. Significant differences appeared between groups' attitudes toward science after the units in ways that show increasing interest in science by students in the e-textile unit. In particular, they reported positive identity shifts pertaining to their perceptions of the beliefs of their friends, family, and teacher. Findings and prior research suggest that student-created e-textile designs provide opportunities for connections outside of the classroom with friends and family and may shift students' perceptions of their teacher's beliefs about them more positively.

Perceptions and attitudes of formative assessments in middle-school science classes

Science.gov (United States)

Chauncey, Penny Denyse

No Child Left Behind mandates utilizing summative assessment to measure schools' effectiveness. The problem is that summative assessment measures students' knowledge without depth of understanding. The goal of public education, however, is to prepare students to think critically at higher levels. The purpose of this study was to examine any difference between formative assessment incorporated in instruction as opposed to the usual, more summative methods in terms of attitudes and academic achievement of middle-school science students. Maslow's theory emphasizes that individuals must have basic needs met before they can advance to higher levels. Formative assessment enables students to master one level at a time. The research questions focused on whether statistically significant differences existed between classrooms using these two types of assessments on academic tests and an attitude survey. Using a quantitative quasi-experimental control-group design, data were obtained from a sample of 430 middle-school science students in 6 classes. One control and 2 experimental classes were assigned to each teacher. Results of the independent t tests revealed academic achievement was significantly greater for groups that utilized formative assessment. No significant difference in attitudes was noted. Recommendations include incorporating formative assessment results with the summative results. Findings from this study could contribute to positive social change by prompting educational stakeholders to examine local and state policies on curriculum as well as funding based on summative scores alone. Use of formative assessment can lead to improved academic success.

Social class and family size as determinants of attributed machismo, femininity, and family planning: a field study in two South American communities.

Science.gov (United States)

Nicassio, P M

1977-12-01

A study was conducted to determine the way in which stereotypes of machismo and femininity are associated with family size and perceptions of family planning. A total of 144 adults, male and female, from a lower class and an upper middle class urban area in Colombia were asked to respond to photographs of Colombian families varying in size and state of completeness. The study illustrated the critical role of sex-role identity and sex-role organization as variables having an effect on fertility. The lower-class respondents described parents in the photographs as significantly more macho or feminine because of their children than the upper-middle-class subjects did. Future research should attempt to measure when this drive to sex-role identity is strongest, i.e., when men and women are most driven to reproduce in order to "prove" themselves. Both lower- and upper-middle-class male groups considered male dominance in marriage to be directly linked with family size. Perceptions of the use of family planning decreased linearly with family size for both social groups, although the lower-class females attributed more family planning to spouses of large families than upper-middle-class females. It is suggested that further research deal with the ways in which constructs of machismo and male dominance vary between the sexes and among socioeconomic groups and the ways in which they impact on fertility.

School Choice in a Stratified Geography: Class, Geography, Otherness, and Moral Boundaries

Science.gov (United States)

Gabay-Egozi, Limor

2016-01-01

Using open-ended, semi-structured interviews, this study pulls together insights on social class and geography to explore how parents choose schools differently for their children in a unique Israeli setting. Querying parents' feelings and perceptions about themselves and others in their immediate and distant locality offers an opportunity to…

The Effect of Using Microsoft Excel in a High School Algebra Class

Science.gov (United States)

Neurath, Rachel A.; Stephens, Larry J.

2006-01-01

The purpose of this study was to investigate the effect of integrating Microsoft Excel into a high school algebra class. The results indicate a slight increase in student achievement when Excel was used. A teacher-created final exam and two Criterion Referenced Tests measured success. One of the Criterion Referenced Tests indicated that the…

Social class variations in schoolchildren's self-reported outcome of the health dialogue with the school health nurse

DEFF Research Database (Denmark)

Borup, Ina; Holstein, Bjørn Evald

2004-01-01

of the health dialogue and to examine the effect of social class on this response controlled for the effect of other relevant social factors. MATERIAL AND METHODS: The study is a survey. The population were all pupils in the fifth, seventh and ninth grade (11, 13 and 15 years old) in a random sample of schools...... the nurse's advice, 77% had made their own autonomous decisions based on the health dialogue, and 11% had returned to the nurse for further advice. Pupils from the lower social classes had more often followed the nurse's advice (OR = 1.16, 95% CI: 0.99-1.37) and returned to the nurse (OR = 1.46, 95% CI: 1.......12-1.90). Pupils from the middle and lower social classes had more often made their own autonomous decisions (middle social classes: OR =1.23, 95% CI: 1.08-1.39, lower social classes: OR = 1.13, 95% CI: 0.95-1.34). CONCLUSION: Most pupils reported an outcome of the health dialogue with the school health nurse...

Loggerhead sea turtle oral cavity morphometrics and size class from 2001 to 2004 (NCEI Accession 0164321)

Data.gov (United States)

National Oceanic and Atmospheric Administration, Department of Commerce — This data set contains standard external morphometrics and internal oral cavity morphometrics from wild and captive reared loggerhead sea turtles in size classes...

Social network cohesion in school classes promotes prosocial behavior.

Science.gov (United States)

van den Bos, Wouter; Crone, Eveline A; Meuwese, Rosa; Güroğlu, Berna

2018-01-01

Adolescence is a key period of social development at the end of which individuals are expected to take on adult social roles. The school class, as the most salient peer group, becomes the prime environment that impacts social development during adolescence. Using social network analyses, we investigated how individual and group level features are related to prosocial behavior and social capital (generalized trust). We mapped the social networks within 22 classrooms of adolescents aged between 12 and 18 years (N = 611), and collected data on social behaviors towards peers. Our results indicate that individuals with high centrality show both higher levels of prosocial behavior and relational aggression. Importantly, greater social cohesion in the classroom was associated with (1) reduced levels of antisocial behavior towards peers and (2) increased generalized trust. These results provide novel insights in the relationship between social structure and social behavior, and stress the importance of the school environment in the development of not only intellectual but also social capital.

Social network cohesion in school classes promotes prosocial behavior

Science.gov (United States)

Crone, Eveline A.; Meuwese, Rosa; Güroğlu, Berna

2018-01-01

Adolescence is a key period of social development at the end of which individuals are expected to take on adult social roles. The school class, as the most salient peer group, becomes the prime environment that impacts social development during adolescence. Using social network analyses, we investigated how individual and group level features are related to prosocial behavior and social capital (generalized trust). We mapped the social networks within 22 classrooms of adolescents aged between 12 and 18 years (N = 611), and collected data on social behaviors towards peers. Our results indicate that individuals with high centrality show both higher levels of prosocial behavior and relational aggression. Importantly, greater social cohesion in the classroom was associated with (1) reduced levels of antisocial behavior towards peers and (2) increased generalized trust. These results provide novel insights in the relationship between social structure and social behavior, and stress the importance of the school environment in the development of not only intellectual but also social capital. PMID:29617405

High School Students' Goals for Working Together in Mathematics Class: Mediating the Practical Rationality of Studenting

Science.gov (United States)

Webel, Corey

2013-01-01

In this article I explore high school students' perspectives on working together in a mathematics class in which they spent a significant amount of time solving problems in small groups. The data included viewing session interviews with eight students in the class, where each student watched video clips of their own participation, explaining and…

PERCEPÇÕES DOS ALUNOS COM DEFICIÊNCIA INTELECTUAL SOBRE SUA MATRÍCULA NA CLASSE ESPECIAL E CLASSE COMUM. INTELLECTUALLY DISABLED STUDENTS’ PERCEPTIONS ABOUT THEIR ENROLLMENT IN SPECIAL CLASSES AND COMMON CLASSES

Directory of Open Access Journals (Sweden)

Mendes, Enicéia Gonçalves

2011-11-01

Full Text Available Tendo em vista a necessidade de avaliar e monitorar as práticas advindas da política da inclusão escolar em nosso país, principalmente por meio da opinião e percepção dos principais atores envolvidos neste processo, que são os alunos, o objetivo deste estudo é identificar as percepções de alunos com deficiência intelectual egressos de classe/escola especial e matriculados na classe comum de uma escola regular a respeito da classe/escola especial e o seu lugar de preferência para frequentar. O estudo foi desenvolvido numa cidade de médio porte do interior do estado de São Paulo e no total participaram 10 alunos com deficiência intelectual egressos de três escolas da rede de ensino municipal. Os resultados indicam que os alunos, apesar da experiência positiva na classe/escola especial, têm preferência pela matrícula na classe comum o que evidencia impacto positivo da política da inclusão escolar e também da necessidade de ouvirmos os estudantes para avaliarmos as práticas de inclusão escolar desenvolvidas.There is a need to assess and monitor the school inclusion policy and the uses deriving from it. This can be done primarily through the opinion and perception of the people involved in this process, the students. The objective of this study is to identify the perception of students with intellectual disability from special classes/schools and classmates from the current common classes about their opinion of special classes/schools and the place they chose to attend. The study was made in three schools of the municipal network of a midsize city in the state of São Paulo and ten students with intellectual disabilities from special classes/schools took part in it. The results show that the students, despite the positive experience in the special classes/schools, prefer to attend the regular classes, showing a positive impact of inclusion policy and also the need of listening to the students in order to evaluate the

QR-codes as a tool to increase physical activity level among school children during class hours

DEFF Research Database (Denmark)

Christensen, Jeanette Reffstrup; Kristensen, Allan; Bredahl, Thomas Viskum Gjelstrup

the students physical activity level during class hours. Methods: A before-after study was used to examine 12 students physical activity level, measured with pedometers for six lessons. Three lessons of traditional teaching and three lessons, where QR-codes were used to make orienteering in school area...... as old fashioned. The students also felt positive about being physically active in teaching. Discussion and conclusion: QR-codes as a tool for teaching are usable for making students more physically active in teaching. The students were exited for using QR-codes and they experienced a good motivation......QR-codes as a tool to increase physical activity level among school children during class hours Introduction: Danish students are no longer fulfilling recommendations for everyday physical activity. Since August 2014, Danish students in public schools are therefore required to be physically active...

Race, Class, and Emerging Sexuality: Teacher Perceptions and Sexual Harassment in Schools

Science.gov (United States)

Rahimi, Regina; Liston, Delores

2011-01-01

Sexual harassment is a highly troubling gendered phenomenon that plagues young women on a daily basis. The way in which sexual harassment is perceived and treated is varied and is largely based on racial and class stereotypes. This paper highlights the findings from a study in which a group of middle and high school teachers were interviewed and…

Rethinking Dental School Admission Criteria: Correlation Between Pre-Admission Variables and First-Year Performance for Six Classes at One Dental School.

Science.gov (United States)

Rowland, Kevin C; Rieken, Susan

2018-04-01

Admissions committees in dental schools are charged with the responsibility of selecting candidates who will succeed in school and become successful members of the profession. Identifying students who will have academic difficulty is challenging. The aim of this study was to determine the predictive value of pre-admission variables for the first-year performance of six classes at one U.S. dental school. The authors hypothesized that the variables undergraduate grade point average (GPA), undergraduate science GPA (biology, chemistry, and physics), and Dental Admission Test (DAT) scores would predict the level of performance achieved in the first year of dental school, measured by year-end GPA. Data were collected in 2015 from school records for all 297 students in the six cohorts who completed the first year (Classes of 2007 through 2013). In the results, statistically significant correlations existed between all pre-admission variables and first-year GPA, but the associations were only weak to moderate. Lower performing students at the end of the first year (lowest 10% of GPA) had, on average, lower pre-admission variables than the other students, but the differences were small (≤10.8% in all categories). When all the pre-admission variables were considered together in a multiple regression analysis, a significant association was found between pre-admission variables and first-year GPA, but the association was weak (adjusted R 2 =0.238). This weak association suggests that these students' first-year dental school GPAs were mostly determined by factors other than the pre-admission variables studied and has resulted in the school's placing greater emphasis on other factors for admission decisions.

Nonrobustness of the Carryover Effects of Small Classes in Project STAR

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Sohn, Kitae

2015-01-01

Background: Class size reduction (CSR) is an enduring school reform undertaken in an effort to improve academic achievement and has been widely encouraged in the United States. Supporters of CSR often cite the positive contemporaneous and carryover effects of Project STAR. Much has been discussed regarding the robustness of the contemporaneous…

Examining the relationship between school district size and science achievement in Texas including rural school administrator perceptions of challenges and solutions

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Mann, Matthew James

Rural and small schools have almost one-third of all public school enrollment in America, yet typically have the fewest financial and research based resources. Educational models have been developed with either the urban or suburban school in mind, and the rural school is often left with no other alternative except this paradigm. Rural based educational resources are rare and the ability to access these resources for rural school districts almost non-existent. Federal and state based education agencies provide some rural educational based programs, but have had virtually no success in answering rural school issues. With federal and state interest in science initiatives, the challenge that rural schools face weigh in. To align with that focus, this study examined Texas middle school student achievement in science and its relationship with school district enrollment size. This study involved a sequential transformative mixed methodology with the quantitative phase driving the second qualitative portion. The quantitative research was a non-experimental causal-comparative study conducted to determine whether there is a significant difference between student achievement on the 2010 Texas Assessment of Knowledge and Skills 8 th grade science results and school district enrollment size. The school districts were distributed into four categories by size including: a) small districts (32-550); b) medium districts (551-1500); c) large districts (1501-6000); and d) mega-sized districts (6001-202,773). A one-way analysis of variance (ANOVA) was conducted to compare the district averages from the 2010 TAKS 8th grade science assessment results and the four district enrollment groups. The second phase of the study was qualitative utilizing constructivism and critical theory to identify the issues facing rural and small school administrators concerning science based curriculum and development. These themes and issues were sought through a case study method and through use of semi

Effects of Group Size on Students Mathematics Achievement in Small Group Settings

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Enu, Justice; Danso, Paul Amoah; Awortwe, Peter K.

2015-01-01

An ideal group size is hard to obtain in small group settings; hence there are groups with more members than others. The purpose of the study was to find out whether group size has any effects on students' mathematics achievement in small group settings. Two third year classes of the 2011/2012 academic year were selected from two schools in the…

Third Space Openings at a Two-Way Immersion Elementary School in North Carolina: Lessons from Parent Language Classes

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Turner, Alison M.

2016-01-01

Two-way immersion schools are growing in popularity throughout the United States. An emerging issue is to what extent these schools are able to connect with parents from multiple communities. This article describes an effort to connect parents with the school and one another through parent language classes at a Spanish/English two-way immersion…

Intercultural Manifestations of Racial, Language, and Class Privilege in Schooling: An Autoethnographic Tale

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Marx, Sherry

2017-01-01

In this autoethnographic tale, I tell the story of my own family's experience with race, class, and language privilege. In particular, I focus on my children's experience with elementary schooling in the United States and Hungary. Their intercultural education experience vividly illuminates the socially and culturally constructed nature of race,…

Longitudinal burnout-collaboration patterns in Japanese medical care workers at special needs schools: a latent class growth analysis

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Kanayama M

2016-06-01

Full Text Available Mieko Kanayama,1 Machiko Suzuki,1 Yoshikazu Yuma2 1Department of Human Health Sciences, Kyoto University Graduate School of Medicine, Kyoto, Japan; 2Department of Human Development Education, Graduate School of Education, Hyogo University of Teacher Education, Kato, Hyogo, Japan Abstract: The present study aimed to identify and characterize potential burnout types and the relationship between burnout and collaboration over time. Latent class growth analysis and the growth mixture model were used to identify and characterize heterogeneous patterns of longitudinal stability and change in burnout, and the relationship between burnout and collaboration. We collected longitudinal data at three time points based on Japanese academic terms. The 396 study participants included academic teachers, yogo teachers, and registered nurses in Japanese special needs schools. The best model included four types of both burnout and collaboration in latent class growth analysis with intercept, slope, and quadratic terms. The four types of burnout were as follows: low stable, moderate unstable, high unstable, and high decreasing. They were identified as involving inverse collaboration function. The results indicated that there could be dynamic burnout types, namely moderate unstable, high unstable, and high decreasing, when focusing on growth trajectories in latent class analyses. The finding that collaboration was dynamic for dynamic burnout types and stable for stable burnout types is of great interest. This was probably related to the inverse relationship between the two constructs. Keywords: burnout, collaboration, latent class growth analysis, interprofessional care, special needs schools

[Class Climate, Academic Well-Being and Self-Rated Health Among School Children in Germany: Findings of the National Educational Panel Study (NEPS)].

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Rathmann, Katharina; Herke, Max; Hurrelmann, Klaus; Richter, Matthias

2018-04-01

The aim of this study was to examine the associations between features of class climate and school wellbeing, based on self-rated health and reports of absence from school due to illness among adolescents in secondary schools, by using data from the German National Educational Panel Study (NEPS). Data was obtained from the National Educational Panel Study (NEPS). The sample includes (n=7,348) seventh grade students in regular schools (Starting Cohort 3, Wave 3, 2012). Measures of class climate comprise indicators about demands, control and orientation, autonomy and interaction among students as well as teaching quality in German language class. School wellbeing was measured by satisfaction with school and helplessness in main school subjects. Bivariate and logistic multilevel logistic regression techniques are applied, by controlling for student age, gender and school type attended. Multilevel results showed that particularly among students with higher school satisfaction, there was a higher likelihood of self-rated health and less school absence due to illness. In contrast, perceived helplessness in major subjects and learning orientation were negatively associated with both outcomes. Further, students attending low track schools had a higher risk of school absence than students in high track schools. The results highlight the fact that particularly students' school wellbeing in terms of school satisfaction and perceived helplessness in the subjects German and mathematics are associated with self-rated poorer health and school absence due to illness. Therefore, health promotion initiatives should particularly focus on students' school wellbeing as well as on students attending low track schools. © Georg Thieme Verlag KG Stuttgart · New York.

Identifying Pre-High School Students' Science Class Motivation Profiles to Increase Their Science Identification and Persistence

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Chittum, Jessica R.; Jones, Brett D.

2017-01-01

One purpose of this study was to determine whether patterns existed in pre-high school students' motivation-related perceptions of their science classes. Another purpose was to examine the extent to which these patterns were related to their science identification, gender, grade level, class effort, and intentions to persist in science. We…

Two Sides of the Communicative Coin: Honors and Nonhonors French and Spanish Classes in a Midwestern High School

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Morris, Michael

2005-01-01

This study compares the instructional practices in honors and nonhonors French and Spanish classes at a Midwestern high school, as well as factors influencing those practices. The researcher observed 54 class sessions and used questionnaires and interviews to obtain teachers' perspectives on instruction. Analysis revealed a statistically…

Social Class and Group Size as Predictors of Behavior in Male Equus kiang

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Prameek M. Kannan

2017-11-01

Full Text Available Ethograms provide a systematic approach to identify and quantify the repertoire of behaviors of an organism. This information may assist animal welfare in zoos, increase awareness of conservation needs, and help curb high-risk behaviors during human-wildlife conflict. Our primary objective was to utilize an equid ethogram to produce activity budgets for Equus kiang males, a social ungulate that is among the least-studied mammals worldwide, and unknown to the ethological literature. We recently reported the existence of three social classes of this species; Territorial males, Bachelor males and ‘Transient’ males. Therefore, our secondary objective was to compare activity budgets in each of these three groups. We found that kiang spent >70% of their time performing six behaviors: vigilance (34%, locomotion (24.2%, resting (14.2%, mixed foraging (12.5%, browsing (5.1%, and antagonism (1.1%. Over 2% of the total behavioral investment was spent on olfactory investigations (genital sniffing, sniffing proximity and flehmen. Eleven of the eighteen behaviors differed by class. Habitat selection differed strongly by each group, with Territorial males favoring mesic sites with greater vegetation abundance. Vigilance also differed according to habitat selection, but not group size. Animals in the xeric, least vegetation-rich area were far less vigilant than animals at more attractive sites. We found that the full repertoire of behaviors, and relative investments in each, differ according to social class. These findings are a reminder that researchers should make every effort to disambiguate social class among ungulates– and other taxa where behaviors are class-dependent.

Actively Closing the Gap? Social Class, Organized Activities, and Academic Achievement in High School

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Morris, David S.

2015-01-01

Participation in Organized Activities (OA) is associated with positive behavioral and developmental outcomes in children. However, less is known about how particular aspects of participation affect the academic achievement of high school students from different social class positions. Using the Education Longitudinal Study of 2002, this study…

A Case Study of the In-Class Use of a Video Game for Teaching High School History

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Watson, William R.; Mong, Christopher J.; Harris, Constance A.

2011-01-01

This study examines the case of a sophomore high school history class where "Making History", a video game designed with educational purposes in mind, is used in the classroom to teach about World War II. Data was gathered using observation, focus group and individual interviews, and document analysis. The high school was a rural school…

The Measurement of Students' Achievement in Teaching Primary School Fifth Year Mathematics Classes

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Doganay, Ahmet; Bal, Ayten Pinar

2010-01-01

The aim of this study was to investigate students' and teachers' point of views about preparing measurement tools used in mathematics classes, the level of learning that these tools are intended to measure, how often they are used and how they are scored in terms of assessing 5th grade primary school mathematic courses. The population of the study…

The relation between bullying and subclinical psychotic experiences and the influence of the bully climate of school classes

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Horrevorts, Esther M B; Monshouwer, Karin; Wigman, Johanna T W; Vollebergh, Wilma A M

2014-01-01

This study aims to examine the association between the bully climate of school classes and the prevalence of subclinical psychotic experiences among students who are involved in bullying (either as bully or as victim). Data were derived from the Dutch health behavior in school-aged children survey

The relation between bullying and subclinical psychotic experiences and the influence of the bully climate of school classes

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Horrevorts, Esther M. B.; Monshouwer, Karin; Wigman, Johanna T. W.; Vollebergh, Wilma A. M.

This study aims to examine the association between the bully climate of school classes and the prevalence of subclinical psychotic experiences among students who are involved in bullying (either as bully or as victim). Data were derived from the Dutch health behavior in school-aged children survey

"He Was a Bit of a Delicate Thing": White Middle-Class Boys, Gender, School Choice and Parental Anxiety

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Williams, Katya; Jamieson, Fiona; Hollingworth, Sumi

2008-01-01

This paper examines the impact of gender on white middle-class parents' anxiety about choosing inner-city comprehensives and their children's subsequent experiences within school, particularly in relation to social mixing. Drawing on interview data from an ESRC funded study of white middle-class parents whose children attend inner-city…

O conselho de classe e a construção do fracasso escolar The class council and the construction of school failure

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Carmen Lúcia Guimarães de Mattos

2005-08-01

Full Text Available Este texto descreve uma das formas de construção do Fracasso Escolar de alunos e alunas do ensino fundamental. É parte dos resultados da pesquisa etnográfica intitulada Fracasso escolar: imagens de explicações populares sobre "dificuldades educacionais" entre jovens de área rural e urbana no Estado do Rio de Janeiro. Foi desenvolvida em duas escolas públicas. Durante quatro anos de pesquisa foram observadas duas salas de aula de quarta séries, cujas professoras voluntariamente colaboraram com a pesquisa. Foram, também, acompanhados por meio de observação participante e videoteipe, por dois anos consecutivos, os conselhos de classe de todas as turmas das duas escolas. Nos Conselhos de Classe percebeu-se a existência de uma orquestração de falas de professoras que ratificam mutuamente suas impressões sobre os resultados escolares de seus alunos e alunas. Tal orquestração caracteriza-se por expressões articuladas, de forma interpolada, em conjunto, pelo grupo, constituindo-se numa decisão final sobre o sucesso ou o fracasso do aluno ou da aluna. Observou-se a indefinição e a ausência de critérios avaliativos de origem acadêmica sendo substituídos por apreciações subjetivas sobre o aluno ou a aluna. O que se conclui disso é que esta forma de avaliação torna os alunos e as alunas com dificuldades educacionais vulneráveis às decisões do Conselho, favorecendo seu fracasso escolar e sua exclusão do ensino fundamental do sistema educacional. Observou-se ainda que o uso de videoteipe foi vital para a fundamentação das análises e conclusões aqui apresentadas.This text describes one of the forms of constructing the School Failure of boys and girls in fundamental education. It is part of the results of an ethnographic study called "School failure: images of popular explanations about 'educational difficulties' among youths of rural and urban areas in the State of Rio de Janeiro". The research was carried out in two

Effects of Teaching Strategies on Student Motivation to Learn in High School Mathematics Classes

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Toles, Ann

2010-01-01

To succeed in an increasing technological and global society, students need to develop strong mathematical and problem-solving skills. This qualitative grounded theory study examined student perceptions of the ways in which teaching strategies in high school mathematics classes affect student motivation to learn the subject. Study participants…

A Latent Class Growth Analysis of School Bullying and Its Social Context: The Self-Determination Theory Perspective

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Lam, Shui-fong; Law, Wilbert; Chan, Chi-Keung; Wong, Bernard P. H.; Zhang, Xiao

2015-01-01

The contribution of social context to school bullying was examined from the self-determination theory perspective in this longitudinal study of 536 adolescents from 3 secondary schools in Hong Kong. Latent class growth analysis of the student-reported data at 5 time points from grade 7 to grade 9 identified 4 groups of students: bullies (9.8%),…

Students' perceptions of motivation in high school biology class: Informing current theories

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McManic, Janet A.

The purpose of this study was to investigate students' perceptions of motivation to achieve while participating in general level high school biology classes. In a national poll of teacher's attitudes, student's motivation was a top concern of teachers (Elam, 1989). The student's perceptions of motivation are important to understand if improvements and advancements in motivation are to be implemented in the science classroom. This qualitative study was conducted in an urban high school that is located in a major metropolitan area in the southeast of the United States. The student body of 1100 is composed of Caucasian, African-American, Hispanic, and Asian students. The focus question of the study was: What are students' perceptions of their motivation in biology class? From general level biology classes, purposeful sampling narrowed the participants to fifteen students. Semi-structured interviews were conducted with the participants having varying measurements of motivation on the Scale of Intrinsic versus Extrinsic Orientation in the Classroom (Harter, 1980). The interviews were recorded and transcribed. After transcription, the interviews were coded by the constant comparative method (Glaser & Strauss, 1967). The coded data of students' responses were analyzed and compared to current theories of motivation. The current theories are the social-cognitive model (Bandura, 1977), attribution theory (Weiner, 1979), basic needs theory (Maslow, 1954) and choice theory (Glasser, 1986). The results of this study support the social cognitive model of motivation (Bandura, 1977) through the description of family structure and its relationship to motivation (Gonzalez, 2002). The study upheld previous research in that extrinsic orientation was shown to be prevalent in older students (Harter, 1981; Anderman & Maehr, 1994). In addition, the students' responses disclosed the difficulties encountered in studying biology. Students expressed the opinion that biology terms are

Investigation of Academic Success, Self-Esteem and Academic Self-Concept in 4th Class Primary School Students

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Çetinkaya, Seher

2017-01-01

In Turkey due to changes in the age starting school implemented during the 2012-2013 academic year, children ages from 60 months to 84 months were subject to the same educational program in the same class. By the 2015-2016 academic year these children were at the end of 4th class. This research aimed to investigate the Turkish and mathematic…

Comparison of Machine Learning Techniques in Inferring Phytoplankton Size Classes

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Shuibo Hu

2018-03-01

Full Text Available The size of phytoplankton not only influences its physiology, metabolic rates and marine food web, but also serves as an indicator of phytoplankton functional roles in ecological and biogeochemical processes. Therefore, some algorithms have been developed to infer the synoptic distribution of phytoplankton cell size, denoted as phytoplankton size classes (PSCs, in surface ocean waters, by the means of remotely sensed variables. This study, using the NASA bio-Optical Marine Algorithm Data set (NOMAD high performance liquid chromatography (HPLC database, and satellite match-ups, aimed to compare the effectiveness of modeling techniques, including partial least square (PLS, artificial neural networks (ANN, support vector machine (SVM and random forests (RF, and feature selection techniques, including genetic algorithm (GA, successive projection algorithm (SPA and recursive feature elimination based on support vector machine (SVM-RFE, for inferring PSCs from remote sensing data. Results showed that: (1 SVM-RFE worked better in selecting sensitive features; (2 RF performed better than PLS, ANN and SVM in calibrating PSCs retrieval models; (3 machine learning techniques produced better performance than the chlorophyll-a based three-component method; (4 sea surface temperature, wind stress, and spectral curvature derived from the remote sensing reflectance at 490, 510, and 555 nm were among the most sensitive features to PSCs; and (5 the combination of SVM-RFE feature selection techniques and random forests regression was recommended for inferring PSCs. This study demonstrated the effectiveness of machine learning techniques in selecting sensitive features and calibrating models for PSCs estimations with remote sensing.

Automated characterization of nerve fibers labeled fluorescently: determination of size, class and spatial distribution.

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Prodanov, Dimiter; Feirabend, Hans K P

2008-10-03

Morphological classification of nerve fibers could help interpret the assessment of neural regeneration and the understanding of selectivity of nerve stimulation. Specific populations of myelinated nerve fibers can be investigated by retrograde tracing from a muscle followed by microscopic measurements of the labeled fibers at different anatomical levels. Gastrocnemius muscles of adult rats were injected with the retrograde tracer Fluoro-Gold. After a survival period of 3 days, cross-sections of spinal cords, ventral roots, sciatic, and tibial nerves were collected and imaged on a fluorescence microscope. Nerve fibers were classified using a variation-based criterion acting on the distribution of their equivalent diameters. The same criterion was used to classify the labeled axons using the size of the fluorescent marker. Measurements of the axons were paired to those of the entire fibers (axons+myelin sheaths) in order to establish the correspondence between so-established axonal and fiber classifications. It was found that nerve fibers in L6 ventral roots could be classified into four populations comprising two classes of Aalpha (denoted Aalpha1 and Aalpha2), Agamma, and an additional class of Agammaalpha fibers. Cut-off borders between Agamma and Agammaalpha fiber classes were estimated to be 5.00+/-0.09 microm (SEM); between Agammaalpha and Aalpha1 fiber classes to be 6.86+/-0.11 microm (SEM); and between Aalpha1 and Aalpha2 fiber classes to be 8.66+/-0.16 microm (SEM). Topographical maps of the nerve fibers that innervate the gastrocnemius muscles were constructed per fiber class for the spinal root L6. The major advantage of the presented approach consists of the combined indirect classification of nerve fiber types and the construction of topographical maps of so-identified fiber classes.

Roundup Ready soybean gene concentrations in field soil aggregate size classes.

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Levy-Booth, David J; Gulden, Robert H; Campbell, Rachel G; Powell, Jeff R; Klironomos, John N; Pauls, K Peter; Swanton, Clarence J; Trevors, Jack T; Dunfield, Kari E

2009-02-01

Roundup Ready (RR) soybeans containing recombinant Agrobacterium spp. CP4 5-enol-pyruvyl-shikimate-3-phosphate synthase (cp4 epsps) genes tolerant to the herbicide glyphosate are extensively grown worldwide. The concentration of recombinant DNA from RR soybeans in soil aggregates was studied due to the possibility of genetic transformation of soil bacteria. This study used real-time PCR to examine the concentration of cp4 epsps in four field soil aggregate size classes (>2000 microm, 2000-500 microm, 500-250 microm and 2000 mum fraction contained between 66.62% and 99.18% of total gene copies, although it only accounted for about 30.00% of the sampled soil. Aggregate formation may facilitate persistence of recombinant DNA.

Going Solar in Green Schools

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Domine, Mark

2011-01-01

These are tough economic times, and few groups are more cognizant of this than school and university administrators. Struggling with significantly smaller operating budgets, institutions are faced with the harsh realities of laying off qualified teachers and staff, increasing class sizes, limiting or eliminating valuable programs and, in some…

Singing in Primary Schools: Case Studies of Good Practice in Whole Class Vocal Tuition

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Lamont, Alexandra; Daubney, Alison; Spruce, Gary

2012-01-01

Within the context of British initiatives in music education such as the Wider Opportunities programme in England and the recommendations of the Music Manifesto emphasising the importance of singing in primary schools, the current paper explores examples of good practice in whole-class vocal tuition. The research included seven different primary…

The Relations among Family Functioning, Class Environment, and Gratitude in Chinese Elementary School Students

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Bai, Yu; Jin, Leili

2016-01-01

Gratitude is a key construct in positive psychology. Previous studies seldom examined the salient contextual correlates of gratitude in early adolescence in non-Western society. This study examined the relations among family functioning, class environment, and gratitude in a sample of 202 Chinese elementary school students. The results showed that…

The association between school exclusion, delinquency and subtypes of cyber- and F2F-victimizations: identifying and predicting risk profiles and subtypes using latent class analysis.

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Barboza, Gia Elise

2015-01-01

This purpose of this paper is to identify risk profiles of youth who are victimized by on- and offline harassment and to explore the consequences of victimization on school outcomes. Latent class analysis is used to explore the overlap and co-occurrence of different clusters of victims and to examine the relationship between class membership and school exclusion and delinquency. Participants were a random sample of youth between the ages of 12 and 18 selected for inclusion to participate in the 2011 National Crime Victimization Survey: School Supplement. The latent class analysis resulted in four categories of victims: approximately 3.1% of students were highly victimized by both bullying and cyberbullying behaviors; 11.6% of youth were classified as being victims of relational bullying, verbal bullying and cyberbullying; a third class of students were victims of relational bullying, verbal bullying and physical bullying but were not cyberbullied (8%); the fourth and final class, characteristic of the majority of students (77.3%), was comprised of non-victims. The inclusion of covariates to the latent class model indicated that gender, grade and race were significant predictors of at least one of the four victim classes. School delinquency measures were included as distal outcomes to test for both overall and pairwise associations between classes. With one exception, the results were indicative of a significant relationship between school delinquency and the victim subtypes. Implications for these findings are discussed. Copyright © 2014 Elsevier Ltd. All rights reserved.

Long-chain n-3 PUFA supplementation decreases physical activity during class time in iron-deficient South African school children.

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Smuts, Cornelius M; Greeff, Jani; Kvalsvig, Jane; Zimmermann, Michael B; Baumgartner, Jeannine

2015-01-28

Both Fe deficiency and poor n-3 fatty acid status have been associated with behavioural changes in children. In the present study, we investigated the effects of Fe and DHA+EPA supplementation, alone or in combination, on physical activity during school days and on teacher-rated behaviour in healthy Fe-deficient school children. In a 2 × 2 factorial design, children (n 98, 6-11 years) were randomly assigned to receive (1) Fe (50 mg) plus DHA (420 mg)+EPA (80 mg), (2) Fe plus placebo, (3) placebo plus DHA+EPA or (4) placebo plus placebo as oral supplements (4 d/week) for 8.5 months. Physical activity was measured during four school days at baseline and endpoint using accelerometers, and data were stratified into morning class time (08.00-10.29 hours), break time (10.30-11.00 hours) and after-break class time (11.01-12.00 hours) for analysis. Classroom behaviour was assessed at endpoint using Conners' Teacher Rating Scales. DHA+EPA supplementation decreased physical activity counts during morning class time, increased sedentary physical activity, and decreased light- and moderate-intensity physical activities. Consistently, DHA+EPA supplementation increased sedentary physical activity and decreased light-intensity physical activity during after-break class time. Even though there were no treatment effects found on teacher-rated behaviour, lower physical activity during morning class time was associated with lower levels of teacher-rated hyperactivity and oppositional behaviour at endpoint. Despite a positive association between Fe status and physical activity during break time at baseline, Fe supplementation did not affect physical activity during break time and class time. Our findings suggest that DHA+EPA supplementation may decrease physical activity levels during class time, and further indicate that accelerometry might be a useful tool to assess classroom behaviour in healthy children.

Class Pictures: Representations of Race, Gender and Ability in a Century of School Photography.

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Margolis, Eric

2000-01-01

Examined photographs taken of U.S. public school classes between the 1880s and the 1940s. Found significant gaps and historical amnesia, with segregated collections that reproduce images of hierarchy and dominance. The photographic archives searched convey biased views of the history of education and minority groups in the United States. (SLD)

An Analysis of Academic Achievement in Public Elementary Open-Enrollment Charter and Traditional Public Schools

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Benson, Tammy

2012-01-01

The purpose of this study was to examine two types of school organizational structures: elementary open-enrollment charter schools and elementary traditional public schools. The study examined the degree to which attendance rates (based upon the prior school year's data), class size and average number of years of teaching experience were related…

Social capital in the classroom: a study of in-class social capital and school adjustment

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van Rossem, R.; Vermande, M.; Volker, B.; Baerveldt, C.

2015-01-01

Social capital is generally considered beneficial for students’ school adjustment. This paper argues that social relationships among pupils generate social capital at both the individual and the class levels, and that each has its unique effect on pupils’ performance and well-being. The sample in

A Meta-Analysis of Class Sizes and Ratios in Early Childhood Education Programs: Are Thresholds of Quality Associated with Greater Impacts on Cognitive, Achievement, and Socioemotional Outcomes?

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Bowne, Jocelyn Bonnes; Magnuson, Katherine A.; Schindler, Holly S.; Duncan, Greg J.; Yoshikawa, Hirokazu

2017-01-01

This study uses data from a comprehensive database of U.S. early childhood education program evaluations published between 1960 and 2007 to evaluate the relationship between class size, child-teacher ratio, and program effect sizes for cognitive, achievement, and socioemotional outcomes. Both class size and child-teacher ratio showed nonlinear…

The self-created outdoor class-room "Michelbachpark": Practical experiences of 5 years project work in every-day school life

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Brake, Jens; Istler, Katharina; Kisser, Thomas

2015-04-01

"Economy and ethos" is the guiding principle of the Evangelic Paul-Distelbarth-Gymnasia in Obersulm, located in Baden-Württemberg, Germany. Starting with class 5, the pupils have every year another project to accomplish. Since 5 years, the project in class 10 is the creation of a 1.35 hectare outdoor-class-room near the Michelbach, the "Michelbachpark". The "Michelbachpark" is a consortium project of the school, the community Obersulm, the company Cartondruck and the forestry commission office of the county Heilbronn. The focus of the project "Michelbachpark" is on several aspects of sustainable development. In the years from 2009 to 2013, there was a highlight on the ecological aspect. Since 2012, the social facet is the centre. The aim is to construct an area, which is a place for recreation and also a learning-place for people interested in nature science. Therefore the pupils designed and manufactured different experimental set-ups for younger pupils from about age 6 to 14, and some experiential education stations. Starting from 2014, the outdoor class-room is going to be combined with the use of mobile devices. Several problems aroused in the design-work: - Pupils from age 6 to 14 do not have a mobile device for certain. - The pupils maybe do not know how to handle a mobile device. - The mobile internet in the rural area may not be fast enough for about 30 pupils. - Someone has to pay for the mobile devices and the mobile internet, if it would be used. So, there is need for easily manageable mobile device and also easy manageable application, and the data should be provided without ongoing costs and with acceptable speed. Since the media plays a great part in the prize-winning curricula of the school, a set of tablets is available. The founded solution could be a blue print for other, similar outdoor education settings: The learning modules are working with QR-Codes and the data will be provided through a temporarily available local Webserver. Hence the

[Quantified research about the effects of sleep quality on attention in class and acadamic achievements in primary school children].

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Wang, Xiang-Yun; Qian, Yan-Fei; Gong, Sheng-Cheng; Tan, Mo; Tan, Xin; Yang, Yan; Li, Ling-Di; Huang, Chao-Quan

2011-12-01

To study the adverse effects of sleep problems and sleep insufficiency on attention in class and pupils' acadamic achievements. A total of 1138 students from four primary schools at ages of 6-12 years were randomly sampled from four districts of Changsha city, Hunan Province June 2009 to April 2010. The inquired items included sleep problems, sleep time, sleep quality, attention in class and academic achievements. Teachers and parents observed the pupils according to the unified requirements for 3 months and then filled out the questionnaires. The total valid inquiry tables were 1091 with the answering rate of 95.87%, including 549 boys and 542 girls. The sleep quality was more poor in children with sleep problems or sleep insufficiency than in children with normal sleep. The sleep quality was reduced and aggravated along with the increasing sleep problems and the reducing sleep time. The attention in class and academic achievements in children with sleep problems or sleep insufficiency were more poor than in children with normal sleep. The sleep quality index was negatively correlated with attention in class and academic achievements. The attention in class was positively correlated with academic achievements. The decline in sleep quality directly affects the attention in class and reduce the academic achievements in primary school children.

Deriving Fuel Mass by Size Class in Douglas-fir (Pseudotsuga menziesii Using Terrestrial Laser Scanning

Directory of Open Access Journals (Sweden)

Lloyd Queen

2011-08-01

Full Text Available Requirements for describing coniferous forests are changing in response to wildfire concerns, bio-energy needs, and climate change interests. At the same time, technology advancements are transforming how forest properties can be measured. Terrestrial Laser Scanning (TLS is yielding promising results for measuring tree biomass parameters that, historically, have required costly destructive sampling and resulted in small sample sizes. Here we investigate whether TLS intensity data can be used to distinguish foliage and small branches (≤0.635 cm diameter; coincident with the one-hour timelag fuel size class from larger branchwood (>0.635 cm in Douglas-fir (Pseudotsuga menziesii branch specimens. We also consider the use of laser density for predicting biomass by size class. Measurements are addressed across multiple ranges and scan angles. Results show TLS capable of distinguishing fine fuels from branches at a threshold of one standard deviation above mean intensity. Additionally, the relationship between return density and biomass is linear by fuel type for fine fuels (r2 = 0.898; SE 22.7% and branchwood (r2 = 0.937; SE 28.9%, as well as for total mass (r2 = 0.940; SE 25.5%. Intensity decays predictably as scan distances increase; however, the range-intensity relationship is best described by an exponential model rather than 1/d2. Scan angle appears to have no systematic effect on fine fuel discrimination, while some differences are observed in density-mass relationships with changing angles due to shadowing.

Optically-derived estimates of phytoplankton size class and taxonomic group biomass in the Eastern Subarctic Pacific Ocean

Science.gov (United States)

Zeng, Chen; Rosengard, Sarah Z.; Burt, William; Peña, M. Angelica; Nemcek, Nina; Zeng, Tao; Arrigo, Kevin R.; Tortell, Philippe D.

2018-06-01

We evaluate several algorithms for the estimation of phytoplankton size class (PSC) and functional type (PFT) biomass from ship-based optical measurements in the Subarctic Northeast Pacific Ocean. Using underway measurements of particulate absorption and backscatter in surface waters, we derived estimates of PSC/PFT based on chlorophyll-a concentrations (Chl-a), particulate absorption spectra and the wavelength dependence of particulate backscatter. Optically-derived [Chl-a] and phytoplankton absorption measurements were validated against discrete calibration samples, while the derived PSC/PFT estimates were validated using size-fractionated Chl-a measurements and HPLC analysis of diagnostic photosynthetic pigments (DPA). Our results showflo that PSC/PFT algorithms based on [Chl-a] and particulate absorption spectra performed significantly better than the backscatter slope approach. These two more successful algorithms yielded estimates of phytoplankton size classes that agreed well with HPLC-derived DPA estimates (RMSE = 12.9%, and 16.6%, respectively) across a range of hydrographic and productivity regimes. Moreover, the [Chl-a] algorithm produced PSC estimates that agreed well with size-fractionated [Chl-a] measurements, and estimates of the biomass of specific phytoplankton groups that were consistent with values derived from HPLC. Based on these results, we suggest that simple [Chl-a] measurements should be more fully exploited to improve the classification of phytoplankton assemblages in the Northeast Pacific Ocean.

High School Pedagogy: The Influence of High School In-class Activities and Events On Introductory College Physics Success

OpenAIRE

Carter, Brooke

2014-01-01

This study explores how students’ grades in introductory college physics are influenced by the pedagogy used in their high school physics classes. The success of college science professors is often judged on the basis of the success of their students. This disregards the 18+ years of experiences with which students come into their physics classroom. This study aims to answer the question of what pedagogy best prepares students for introductory college physics. This quantitative study analyzes...

The Characteristics and Extent of Participation of Deaf and Hard-of-Hearing Students in Regular Classes in Australian Schools.

Science.gov (United States)

Power, Des; Hyde, Merv

2002-01-01

A national randomly selected survey of a sample of deaf and hard-of-hearing students included in regular classes from kindergarten to high school in Australian preschools and schools was conducted via a questionnaire to itinerant teachers working with such students. This article reports the analysis of a questionnaire that surveyed the demographic characteristics of such students and a set of characteristics of their behavior in their placement in terms of "participation" in aspects of regular class activities. These aspects were level of integration, academic participation, level of independence, and social participation. Data are reported and analyzed in terms of the above demographic and participatory characteristics of the students. We consider comparisons with comparable reports from the United States and Great Britain and discuss implications for deaf and hard-of-hearing students included in regular classes.

MIGRANT CHILDREN IN CALIFORNIA SCHOOLS, A 1961 SURVEY OF SCHOOLS SERVING CHILDREN OF SEASONAL FARM WORKERS.

Science.gov (United States)

NANCE, AFTON D.

ENROLLMENT, ATTENDANCE, CLASS SIZE, NUMBER OF TEACHERS EMPLOYED, ADEQUACY OF FACILITIES, AND PROBLEMS RELATED TO THE EDUCATION OF CHILDREN OF MIGRANT WORKERS WERE THE CONCERNS OF A 1961 SURVEY OF SCHOOLS SERVING CHILDREN OF SEASONAL FARM WORKERS. QUESTIONNAIRES WERE SENT TO THE SUPERINTENDENTS OF 105 CALIFORNIA DISTRICTS ENROLLING THE MOST MIGRANT…

The Cape Times's portrayal of school violence

African Journals Online (AJOL)

UVP

2016-05-30

May 30, 2016 ... inequality and oppression such as racism, class privilege and gender oppression are ... Learners' characteristics (age, gender) and school ... studies' measures into categories did not provide more information of greater effect size between relational, ..... acceptance, social status and protection, as well as.

The man with the dirty black beard: race, class, and schools in the antebellum South.

Science.gov (United States)

Watson, Harry L

2012-01-01

The problem of poor, degraded white people in the antebellum South presented a problem to both reformers and proponents of slavery. Sharpening the differences of race meant easing those of class, ensuring that public schooling did not always receive widespread support. The cult of white superiority absolved the state of responsibility for social mobility. As better schooling was advocated for religious and civic reasons, wealthy planters determined to avoid taxes joined with their illiterate neighbors in fighting attempts at “improvement” that undermined the slave system based on the notion of black inferiority.

High School Class for Gifted Pupils in Physics and Sciences and Pupils' Skills Measured by Standard and Pisa Test

Science.gov (United States)

Djordjevic, G. S.; Pavlovic-Babic, D.

2010-01-01

The "High school class for students with special abilities in physics" was founded in Nis, Serbia (www.pmf.ni.ac.yu/f_odeljenje) in 2003. The basic aim of this project has been introducing a broadened curriculum of physics, mathematics, computer science, as well as chemistry and biology. Now, six years after establishing of this specialized class, and 3 years after the previous report, we present analyses of the pupils' skills in solving rather problem oriented test, as PISA test, and compare their results with the results of pupils who study under standard curricula. More precisely results are compared to the progress results of the pupils in a standard Grammar School and the corresponding classes of the Mathematical Gymnasiums in Nis. Analysis of achievement data should clarify what are benefits of introducing in school system track for gifted students. Additionally, item analysis helps in understanding and improvement of learning strategies' efficacy. We make some conclusions and remarks that may be useful for the future work that aims to increase pupils' intrinsic and instrumental motivation for physics and sciences, as well as to increase the efficacy of teaching physics and science.

Social Class (In)Visibility and the Professional Experiences of Middle-Class Novice Teachers

Science.gov (United States)

Hall, David; Jones, Lisa

2013-01-01

This article focuses upon the classed and early professional experiences of middle-class novice teachers in England experiencing and contemplating working in schools serving socio-economically disadvantaged communities. Through an examination of the visibility and invisibility of social class in education set within an increasingly unequal and…

Ethnic Segregation in Friendship Networks : Studies of its Determinants in English, German, Dutch, and Swedish School Classes

NARCIS (Netherlands)

Smith, S.

2015-01-01

Adolescent interethnic friendship is an important indicator of social cohesion in multi-ethnic societies. Therefore, this dissertation examines individual, network, and contextual explanations for ethnic segregation in adolescent friendship networks in school classes. More specifically, the

Thin-plate spline analysis of craniofacial growth in Class I and Class II subjects.

Science.gov (United States)

Franchi, Lorenzo; Baccetti, Tiziano; Stahl, Franka; McNamara, James A

2007-07-01

To compare the craniofacial growth characteristics of untreated subjects with Class II division 1 malocclusion with those of subjects with normal (Class I) occlusion from the prepubertal through the postpubertal stages of development. The Class II division 1 sample consisted of 17 subjects (11 boys and six girls). The Class I sample also consisted of 17 subjects (13 boys and four girls). Three craniofacial regions (cranial base, maxilla, and mandible) were analyzed on the lateral cephalograms of the subjects in both groups by means of thin-plate spline analysis at T1 (prepubertal) and T2 (postpubertal). Both cross-sectional and longitudinal comparisons were performed on both size and shape differences between the two groups. The results showed an increased cranial base angulation as a morphological feature of Class II malocclusion at the prepubertal developmental phase. Maxillary changes in either shape or size were not significant. Subjects with Class II malocclusion exhibited a significant deficiency in the size of the mandible at the completion of active craniofacial growth as compared with Class I subjects. A significant deficiency in the size of the mandible became apparent in Class II subjects during the circumpubertal period and it was still present at the completion of active craniofacial growth.

A Case Study： Syllabus, Methodology and Assessment with Oral EL Classes for Non-English Majors

Institute of Scientific and Technical Information of China (English)

FengLianyi

2004-01-01

In response to the school curriculum reform,approximately 1200 out of the 3000 sophomores of non-English major in our university selected oral English as the optional course for the autumn semester study of 2003. The high demand for the spoken English classes is a challenge to the English teachers concerned. However how to conduct oral English lessons effectively in a considerably big-sized class of 35 plus with varied language aptitudes and personality traits calls forth a good topic for research studies.

German and Japanese Education in the Shadow – Do Out-of-School Lessons really contribute to Class Reproduction?

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Steve R. Entrich

2014-08-01

Full Text Available Considering the great impact the first PISA-results caused in Germany and Japan, this study seeks to provide an explanation for the continuous higher achievement rates of students in the PISA-winner country Japan compared to their German peers. Another great difference between the two participants that was detected in PISA is the correlation between students’ social origin and educational achievement, which is still very strong in Germany but not in Japan. The author assumes the reason for these differences lay outside the formal school system, in the sector of shadow education. The so called juku-industry in Japan provides out-of-school lessons that seem to enable all Japanese students to achieve top results regardless of their social origin. In Germany the increased use of Nachhilfe is seen as an indicator for the downfall of the compulsory school system and a problem that seem to widen the gap in education levels all the more. If in Japan almost every household regardless of its social status sends its children to out-of-school classes, the assumption that people do invest in further education in terms of extra classes at juku believing this will have a neutralizing effect on disadvantaged family background suggests itself. Consequently the author intends to refute the prevailing assumption of researchers in Germany and Japan stating that out-ofschool lessons just contribute to the reproduction of class structure. Using secondary data as well as PISA-data the author wants to show that shadow education helps to counteract educational disadvantages through the provision of various educational opportunities.

Simplified Method of Optimal Sizing of a Renewable Energy Hybrid System for Schools

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Jiyeon Kim

2016-11-01

Full Text Available Schools are a suitable public building for renewable energy systems. Renewable energy hybrid systems (REHSs have recently been introduced in schools following a new national regulation that mandates renewable energy utilization. An REHS combines the common renewable-energy sources such as geothermal heat pumps, solar collectors for water heating, and photovoltaic systems with conventional energy systems (i.e., boilers and air-source heat pumps. Optimal design of an REHS by adequate sizing is not a trivial task because it usually requires intensive work including detailed simulation and demand/supply analysis. This type of simulation-based approach for optimization is difficult to implement in practice. To address this, this paper proposes simplified sizing equations for renewable-energy systems of REHSs. A conventional optimization process is used to calculate the optimal combinations of an REHS for cases of different numbers of classrooms and budgets. On the basis of the results, simplified sizing equations that use only the number of classrooms as the input are proposed by regression analysis. A verification test was carried out using an initial conventional optimization process. The results show that the simplified sizing equations predict similar sizing results to the initial process, consequently showing similar capital costs within a 2% error.

Encouraging vegetable intake as a snack among children: the influence of portion and unit size.

Science.gov (United States)

van Kleef, Ellen; Bruggers, Ilse; de Vet, Emely

2015-10-01

People eat more unhealthy foods when served more (portion size effect) and when the food is served in larger units (unit size effect). The present study aimed to examine whether these effects can be used for the good: to increase vegetable consumption among children. A 2×2 between-subjects experiment was conducted at two schools. Pupils were presented in class with cucumber that varied both in unit size (one piece v. pre-sliced) and portion size (one-third v. two-thirds of a cucumber). Children ate ad libitum during the morning break and filled in a survey. Primary schools in the centre of the Netherlands. Primary-school pupils (n 255) aged 8-13 years. Children ate 54 % more cucumber when served a large compared with a smaller portion (difference of 49 g; P<0·001). Large units did not impact consumption (P=0·58), but were considered as less convenient to eat than small units (P=0·001). Findings suggest that children's vegetable intake can be improved by serving larger portions in smaller-sized pieces.

Social Capital in the Classroom: A Study of In-Class Social Capital and School Adjustment

Science.gov (United States)

Van Rossem, Ronan; Vermande, Marjolijn; Völker, Beate; Baerveldt, Chris

2015-01-01

Social capital is generally considered beneficial for students' school adjustment. This paper argues that social relationships among pupils generate social capital at both the individual and the class levels, and that each has its unique effect on pupils' performance and well-being. The sample in this study consists of 1036 children in 60…

Cooperative learning in industrial-sized biology classes.

Science.gov (United States)

Armstrong, Norris; Chang, Shu-Mei; Brickman, Marguerite

2007-01-01

This study examined the impact of cooperative learning activities on student achievement and attitudes in large-enrollment (>250) introductory biology classes. We found that students taught using a cooperative learning approach showed greater improvement in their knowledge of course material compared with students taught using a traditional lecture format. In addition, students viewed cooperative learning activities highly favorably. These findings suggest that encouraging students to work in small groups and improving feedback between the instructor and the students can help to improve student outcomes even in very large classes. These results should be viewed cautiously, however, until this experiment can be replicated with additional faculty. Strategies for potentially improving the impact of cooperative learning on student achievement in large courses are discussed.

AN ASSESSMENT OF TYPEWRITING SKILLS IN THE SECONDARY SCHOOLS OF THE STATE OF UTAH IN RELATION TO JOB ENTRY REQUIREMENTS.

Science.gov (United States)

PEHRSON, PATSY MAY

THE PURPOSE OF THIS STUDY WAS TO DETERMINE HOW MANY SEMESTERS OF TYPEWRITING SHOULD BE OFFERED TO AN ABLE STUDENT TO ATTAIN EMPLOYABLE SKILL. THE INFLUENCE OF THE FOLLOWING FACTORS ON TYPEWRITING ACHIEVEMENT WAS STUDIED--(1) STUDENT GRADE LEVEL, (2) CLASS SIZE, (3) SCHOOL SIZE, (4) LENGTH OF CLASS PERIOD, (5) USE OF MANUAL OR ELECTRIC TYPEWRITERS,…

Promoting children's health through physically active math classes: a pilot study.

Science.gov (United States)

Erwin, Heather E; Abel, Mark G; Beighle, Aaron; Beets, Michael W

2011-03-01

School-based interventions are encouraged to support youth physical activity (PA). Classroom-based PA has been incorporated as one component of school wellness policies. The purpose of this pilot study is to examine the effects of integrating PA with mathematics content on math class and school day PA levels of elementary students. Participants include four teachers and 75 students. Five math classes are taught without PA integration (i.e., baseline) followed by 13 math classes that integrate PA. Students wear pedometers and accelerometers to track PA during math class and throughout the school day. Students perform significantly more PA on school days and in math classes during the intervention. In addition, students perform higher intensity (step min(-1)) PA during PA integration math classes compared with baseline math classes. Integrating PA into the classroom is an effective alternative approach to improving PA levels among youth and is an important component of school-based wellness policies.

40 CFR 113.4 - Size classes and associated liability limits for fixed onshore oil storage facilities, 1,000...

Science.gov (United States)

2010-07-01

... 40 Protection of Environment 21 2010-07-01 2010-07-01 false Size classes and associated liability... Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) WATER PROGRAMS LIABILITY LIMITS FOR... privity and knowledge of the owner or operator, the following limits of liability are established for...

Characteristics, Problems and Needs of Multigrade Class Teachers in Burdur

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Ramazan SAĞ

2009-04-01

Full Text Available This study aims at describing the characteristics, problems, and needs of primary teachers who carry out themultigrade class practices in Burdur. The study was conducted through the survey model and data wereobtained from teachers of multigrade classes through Schools with Multigrade Classes Questionnaire. A totalof 38 teachers participated to the research. Frequency and percentage statistics were used in the dataanalysis. In the study, a significant number of teachers of multigrade classes consisted of mid-age groupmales who reside in provinces and towns. More than half were graduates of class teacher education programsthough they had not taken any classes or courses related to multigrade classes and they perform theirteaching duties alongside school administration duties. It was found that the problems that teachers encounterconcentrate on school administration, instructional programs, instruction and assessment, and socioeconomicenvironment. Teachers of multigrade classes state that an in-service training program formultigrade class practices to be offered should include content addressing school administration,instructional programs, instructional conditions and assessment.

Strategies to Help ESL Students Improve their Communicative Competence and Class Participation: A Study in a Middle School

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Claudia Gómez Palacio

2010-12-01

Full Text Available This article examines a qualitative study carried out at a middle school in North Carolina, the United States of America. The main purpose of the study was to find effective strategies that teachers can use to help ESL students improve their speaking skills and class participation. Results indicated that both communicative and social strategies as well as exposure to independent reading help ESL students improve their communicative skills and class participation.

Class-first analysis in a continuum: an approach to the complexities of schools, society, and insurgent science

Science.gov (United States)

Valdiviezo, Laura Alicia

2010-06-01

This essay addresses Katherine Richardson Bruna's paper: Mexican Immigrant Transnational Social Capital and Class Transformation: Examining the Role of Peer Mediation in Insurgent Science, through five main points . First, I offer a comparison between the traditional analysis of classism in Latin America and Richardson Bruna's call for a class-first analysis in the North American social sciences where there has been a tendency to obviate the specific examination of class relations and class issues. Secondly, I discuss that a class-first analysis solely cannot suffice to depict the complex dimensions in the relations of schools and society. Thus, I suggest a continuum in the class-first analysis. Third, I argue that social constructions surrounding issues of language, ethnicity, and gender necessarily intersect with issues of class and that, in fact, those other constructions offer compatible epistemologies that aid in representing the complexity of social and institutional practices in the capitalist society. Richardson Bruna's analysis of Augusto's interactions with his teacher and peers in the science class provides a fourth point of discussion in this essay. As a final point in my response I discuss Richardson Bruna's idea of making accessible class-first analysis knowledge to educators and especially to science teachers.

Nature of Science Lessons, Argumentation and Scientific Discussions among Students in Science Class: A Case Study in a Successful School

Science.gov (United States)

Ozturk, Elif; Ucus, Sukran

2015-01-01

Argumentation is highlighted as one of the most important activities of science education by many researchers. The main aim of this research is to examine primary school students' nature of science classes and argumentation skills in terms of their academic success in primary science classes. Thus, the main interest of the study is centered on the…

Nature of Science Lessons, Argumentation and Scientific Discussions among Students in Science Classes: A Case Study in a Successful School

Science.gov (United States)

Ozturk, Elif; Ucus, Sukran

2015-01-01

Argumentation is highlighted as one of the most important activities of science education by many researchers. The main aim of this research is to examine primary school students' nature of science classes and argumentation skills in terms of their academic success in primary science classes. Thus, the main interest of the study is centered on the…

Dealing with diversity: middle-class family households and the issue of 'black' and 'white' schools in Amsterdam

NARCIS (Netherlands)

Boterman, W.R.

2013-01-01

The urban middle classes often celebrate the diversity of their neighbourhood. As soon as they have children, however, the desire to display symbolic capital may conflict with the need to reproduce cultural capital through the educational system. In the ethnically diverse Amsterdam schooling

Condition of physical health of pupils of the 7th-8th classes of the comprehensive school

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Margarita Mameshina

2016-10-01

Full Text Available Purpose: to investigate the level of physical health of pupils of the 7th-8th classes. Material & Methods: pupils of the 7th-8th classes of the comprehensive school No. 150 of Kharkov participated in the research. The following methods were used: theoretical analysis and generalization of scientific literature, method of express-assessment of physical health, mathematical statistics. Results: the comparative analysis of the obtained data in age aspect and on gender sign is carried out; the general assessment of the level of physical health of pupils of the 7th-8th classes is defined. Conclusions: the insignificant prevalence of indicators of the separate components of health of boys over the data of girls and, generally, the reliable improvement of indicators of pupils with age are established; the "average" level of physical health of pupils of the 7th classes and "below the average" level of pupils of the 8th classes are determined.

Making Class: Children's Perceptions of Social Class through Illustrations

Science.gov (United States)

Howard, Adam; Swalwell, Katy; Adler, Karlyn

2018-01-01

Background/Context: Though there has been attention to how class differences impact children's experiences in schools and how young people perceive racial and gender differences, very little research to date has examined how young people make sense of social class differences. Purpose: In this article, the authors examine young children's…

Teachers' Perspectives of Lower Secondary School Students in Streamed Classes--A Western Australian Case Study

Science.gov (United States)

Johnston, Olivia; Wildy, Helen

2018-01-01

Streaming in secondary schools is not beneficial for improving student outcomes of education with vast amounts of educational research indicating that it does not improve academic results and increases inequity. Yet teachers often prefer working in streamed classes, and research shows that teachers mediate the effects of streaming on students.…

Influence of the motivational class climate on adolescents’ school engagement and their academic achievement

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Melchor GUTIÉRREZ

2017-06-01

Full Text Available The scientific literature provides empirical evidence on the relationship between school engagement and numerous important variables of the adolescents’ educational context. The school engagement has been related, among other important constructs, with burnout of both teachers and students, school performance, satisfaction with the school, behavioral disruption, goal orientation and motivational climate in the classroom. Because of it, the aim of this study was to analyze the relationship between perceived motivational class climate and students’ academic achievement, with school engagement acting as a mediator. A sample of 2028 teenagers completed various instruments to measure the perception of motivational climate, perceived basic psychological needs satisfaction, perceived autonomy support provided by the teacher, and academic achievement. The data were analyzed using a structural equation model with observed variables (path analysis. The results have shown a significant relationship between motivational climate and school engagement, and of this with academic achievement. It should also be highlighted the direct relationship of perceived competence and perceived autonomy support with perception of academic success. Of the three variables to be predicted (Portuguese and Mathematics marks and Academic success, the largest percentage of variance explained was the one of academic success. The results are discussed within the framework of achievement goal theory, the self-determined motivation, and in terms of contributing practical issues to adolescents’ teaching-learning process.

Classification of video sequences into chosen generalized use classes of target size and lighting level.

Science.gov (United States)

Leszczuk, Mikołaj; Dudek, Łukasz; Witkowski, Marcin

The VQiPS (Video Quality in Public Safety) Working Group, supported by the U.S. Department of Homeland Security, has been developing a user guide for public safety video applications. According to VQiPS, five parameters have particular importance influencing the ability to achieve a recognition task. They are: usage time-frame, discrimination level, target size, lighting level, and level of motion. These parameters form what are referred to as Generalized Use Classes (GUCs). The aim of our research was to develop algorithms that would automatically assist classification of input sequences into one of the GUCs. Target size and lighting level parameters were approached. The experiment described reveals the experts' ambiguity and hesitation during the manual target size determination process. However, the automatic methods developed for target size classification make it possible to determine GUC parameters with 70 % compliance to the end-users' opinion. Lighting levels of the entire sequence can be classified with an efficiency reaching 93 %. To make the algorithms available for use, a test application has been developed. It is able to process video files and display classification results, the user interface being very simple and requiring only minimal user interaction.

Do Thinking Styles Matter for Science Achievement and Attitudes toward Science Class in Male and Female Elementary School Students in Taiwan?

Science.gov (United States)

Wang, Tzu-Ling; Tseng, Yi-Kuan

2015-01-01

The purposes of this study were to explore the effects of thinking styles on science achievement and attitudes toward science class among Taiwanese elementary school students and to explore the differences between male and female students in their modes of thinking. Participants included 756 sixth-grade students from 28 classes in four elementary…

Does Learning the Alphabet in Kindergarten Give Children a Head Start in the First Year of School? A Comparison of Children's Reading Progress in Two First Grade Classes in State and Montessori Schools in Switzerland

Science.gov (United States)

Elben, Judy; Nicholson, Tom

2017-01-01

The main purpose of this study was to examine whether the age at which children start to learn to read affects their later progress. The study was conducted in Zürich, Switzerland, and compared a first grade class in a local school with two first grade classes in a Montessori school. It was found that although the Montessori children had an…

Effects of Single-Gender Middle School Classes on Science Achievement and Attitude

Science.gov (United States)

Brooks, Tanisha

Many girls continue to achieve below their male counterparts and portray negative attitudes towards science classes. Some school districts are using single-gender education as a way to shrink the gender gap in school achievement and science related attitude. The purpose of this study was to compare achievement and science-related attitudes of 7th grade girls in single-gender education to 7th grade girls in mixed-gender education. The theoretical base for this study included knowledge from brain-based learning and assimilation, accommodation and age factors of Piaget's theory of cognitive development. The 12-week study included 48 7th grade girls, 21 in the single-gender classroom and 14 in each mixed-gender classroom. This quantitative randomized posttest only control group design utilized the TerraNova Science Assessment and the Test of Science Related Attitudes. Analysis of Variance (ANOVA) was used to determine if significant differences existed in the achievement and attitudes of girls in single and mixed-gender science classes. ANOVA analyses revealed that the girls in the single-gender classroom showed a significantly higher achievement level when compared to girls in the mixed-gender classrooms. Results showed no significant difference in attitude between the two groups. The results of this study contribute to social change by raising awareness about gender issues in science achievement and attitude, addressing a deficiency in the single-gender science education literature, and assisting educational systems in decision making to address achievement gaps while moving toward adequate yearly progress and meeting the requirements of the No Child Left Behind Act of 2001.

Self-Education, Class and Gender in Edwardian Britain: Women in Lower Middle Class Families

Science.gov (United States)

Sutherland, Gillian

2015-01-01

Once societies embarked on programmes of mass education home schooling became essentially a middle-class project and remains so. This paper looks at the educational experiences of some lower middle class women at the turn of the nineteenth and twentieth centuries for whom the resources of the middle-class home were simply not available. It…

Primary School Environment Trend, Class-Ratio and Head Teachers Overcrowded Classrooms Management Strategies in Northern Senatorial District of Ondo State, Nigeria

Science.gov (United States)

Babatunde, Ehinola Gabriel

2015-01-01

Primary school Enrolment Trend, Class-Ratio and Head Teachers overcrowded classrooms management strategies in Northern Senatorial District of Ondo State, Nigeria was investigated. The purpose of the study is to examine the current enrolment trend in public primary schools in northern senatorial District of Ondo State. Also, is to ascertain the…

The Attitudes of Secondary School Students Toward School And Reading: A Comparison In Terms of Mother Tongue, Gender And Class Level

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Mustafa Yıldız

2018-01-01

Full Text Available It is important to determine whether the school attitude of secondary school students has an influence on the reading attitude. For this purpose, such a study was conducted at secondary school level. In addition, the extent to which such variables as mother tongue are determinative in this context has been examined.The objective of this study is to examine the relationship between the attitudes of 5th, 6th, 7th and 8th grade secondary school students toward the school and reading. In addition, the study also examines whether the attitude towards reading and school differs according to gender, class, and mother tongue variables. A total of 513 students (235 females, 278 males attending secondary school in the province of Van in Turkeyparticipated in the research. In the study, Attitude Scale toward Reading developed by Alıcı (2013 is used in order to measure the attitudes of the students towards the school. Additionally, Reading Attitude Scale for Elementary Second Grade Students developed by Özbay and Uyar (2009 isused to measure the students’ attitudes towards reading. According to the results, there is a moderate significant relation between students’ attitudes toward the school and attitudes toward reading. According to the findings obtained from the study,it is seen that the attitudes of female students toward the school are more positive than those of male students. It is concluded that the attitudes of 5th grade students toward the school are more positive than those of the other students. Furthermore, students whose mother tongue is Turkish have more positive reading attitudes than the students whose mother tongue is Kurdish or one of other languages (Arabic, Persian, and so on.

ELECTRONIC EDUCATIONAL RESOURCES FOR ONLINE SUPPORT OF MODERN CHEMISTRY CLASSES IN SPECIALIZED SCHOOL

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Maria D. Tukalo

2013-09-01

Full Text Available This article contains material of some modern electronic educational resources that can be used via the Internet to support the modern chemistry classes in specialized school. It was drawn attention to the educational chemical experiments as means of knowledge; simulated key motivational characteristics to enhance students interest for learning subjects, their cognitive and practical activity in the formation of self-reliance and self-creative; commented forecasts for creating of conditions to enhance the creative potential of students in a modern learning environment.

Stability of latent class segments over time

DEFF Research Database (Denmark)

Mueller, Simone

2011-01-01

Dynamic stability, as the degree to which identified segments at a given time remain unchanged over time in terms of number, size and profile, is a desirable segment property which has received limited attention so far. This study addresses the question to what degree latent classes identified from...... logit model suggests significant changes in the price sensitivity and the utility from environmental claims between both experimental waves. A pooled scale adjusted latent class model is estimated jointly over both waves and the relative size of latent classes is compared across waves, resulting...... in significant differences in the size of two out of seven classes. These differences can largely be accounted for by the changes on the aggregated level. The relative size of latent classes is correlated at 0.52, suggesting a fair robustness. An ex-post characterisation of latent classes by behavioural...

Student Perception of Academic Achievement Factors at High School

OpenAIRE

Bahar, Mustafa

2015-01-01

Measuring the quality of the ‘product’ is elemental in education, and most studies depend on observational data about student achievement factors, focusing overwhelmingly on quantitative data namely achievement scores, school data like attendance, facilities, expenditure class size etc. But there is little evidence of learner perceptions. 553 students from two different universities, who graduated from 3 high school types, were asked to respond to two fundamental questions to reflect on schoo...

A SURVEY OF VISUAL AIDS IN SCHOOLS AND CLASSES FOR THE DEAF IN THE UNITED STATES.

Science.gov (United States)

KUBIS, JOHN J.; SCHEIN, JEROME D.

INFORMATION CONCERNING VISUAL PRESENTATION DEVICES, THEIR USE IN THE EDUCATION OF THE DEAF, AND THEIR SPECIAL PROBLEMS WERE SURVEYED. QUESTIONNAIRES WERE SENT TO ALL SCHOOLS AND CLASSES FOR THE DEAF IN THE UNITED STATES DURING THE FALL SEMESTER OF 1961-62. THE RESPONSE WAS 55.9 PERCENT OF THE QUESTIONNAIRES MAILED. INTERVIEWS WERE HELD WITH A…

An Analysis of School Size Under a Voucher System. Occasional Papers in the Economics and Politics of Education.

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Chambers, Jay

First, the author discusses a major issue, that of school size within the context of the existing theory of scalar economies. He describes expenditures per student for the school as a function of the quality of educational services provided by the school and the number of students in the school. He reviews some studies that considered the impact…

The power of language used in class

Directory of Open Access Journals (Sweden)

Mitrović Milica

2015-01-01

Full Text Available This article deals with the analysis of the language used in class by: (1 indicating the relevance of this type of analysis in the context of current research questions about the relations between language and education, (2 the analysis of the selected school classes and (3 by presenting methodological characteristics and possible research achievements of this form of analysis. Class language is here seen as one of school languages, and an item for the analysis of teaching and authentic evaluative information about education. Our research comprised the analyses of six classes in Belgrade elementary schools. The aim of the research was to identify and describe the language of the selected classes and to analyse the obtained information in the view of furthering language learning and learning by the use of language. Selected were three lessons in the first and three in the final classes, and planned so that pupils could be the main speakers (lesson repetition and elaboration. The analyses of the teaching contents were done, and the results showed that, compared to pupils, teachers do a major part of talking, that pupils usually give one word or short answers, that they communicate within uniform speech models and have no opportunity to develop a sense of ownership of the language of the lesson which is a precondition for further language learning and using language for school learning. The results also indicate certain contradictions in the identified language practice, which we deem important for further systematic research of language use and learning in our schools.

The Healthy Class of 2010: Utilization of the School Health Index to Build Collaboration Between a University and an Urban School District

Science.gov (United States)

Fryer, Craig S.; Reed, Ernestine A.; Thomas, Stephen B.

2014-01-01

BACKGROUND Insufficient attention has been paid to the process of conducting the Centers for Disease Control and Prevention’s School Health Index (SHI) to promote collaboration between universities and urban school districts when developing adolescent health promotion initiatives. This article provides an overview of the real world contextual challenges and opportunities this type of collaboration can pose. METHODS The SHI and selected collaboration principles were used to facilitate partnership and increase stakeholder buy-in, which led to developing and implementing an eight year health promotion campaign, The Healthy Class of 2010 (HC 2010). RESULTS The focus on planning brought together key stakeholders and allowed for HC 2010 programming to take place despite the competing demands on the schools. The SHI allowed for input from stakeholders to develop campaign activities and inform school- and district-wide policy. Universities and school districts desiring to develop and implement school-based, adolescent health promotion programs should: 1) identify the hierarchical structure of the school district; 2) establish credibility for the program and the university staff; 3) emphasize the benefits to all partners; 4) maintain a cooperative partnership with teachers and administrators; 5) appreciate the need for planning; and, 6) provide as many resources as possible to on an already overburdened school system. CONCLUSIONS Promoting healthy behaviors among students is an important part of the fundamental mission of schools. HC 2010 underscored the significance of collaboration using the SHI in the development and implementation of this health promotion campaign with input from students, teachers, administrators and university partners. PMID:22070509

The Gravity Model for High School Students

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Tribble, Paul; Mitchell, William A.

1977-01-01

The authors suggest ways in which the gravity model can be used in high school geography classes. Based on Newton's Law of Molecular Gravitation, the law states that gravitation is in direct ratio to mass and inverse ratio to distance. One activity for students involves determination of zones of influence of cities of various sizes. (Author/AV)

MUSIC CLASSES INFLUENCE ON THE COGNITIVE DEVELOPMENT OF PRIMARY SCHOOL CHILDREN

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M. E. Permiakova

2016-01-01

Full Text Available The aim of the study is to determine the influence of music classes on the cognitive functions formation in children of primary school age with regulatory development and children with attention deficit hyperactivity disorder (ADHD.Methods. The complex pediatric neuropsychological method by T. V. Akhutina is used in the presented study. This method was developed at the Laboratory of Neuropsychology in Moscow State University under the direction of T. V. Akhutina.Results. The quantitative and qualitative analysis of the results obtained during the neuropsychological research reveals that music classes within one year significantly influence on the increase in the rate of cognitive development of children with regulatory development. This is manifested in a more rapid formation of their kinetic and kinesthetic functions, hemispheric interaction and the ability to perceive and reproduce rhythmic structures. Research of influence of learning to play musical instruments within two years on the cognitive development of children with attention deficit hyperactivity disorder showed significantly greater development of the programming functions and voluntary activity control, the kinetic functions, hemispheric interaction, the ability to perceive and reproduce rhythms per sample, verbal memory of children involved in music. This demonstrates more rapid flow of their compensatory processes and forming a number of cognitive functions.Scientific novelty. The statistically confirmed data on correctional-developing influence of music classes on cognitive development of children with attention deficit hyperactivity disorder are achieved.Practical significance. The research materials may be applied by practical psychologists in preparation of complex correctional care programs for children with attention deficit hyperactivity disorder.

Level of Inhibition in Trained Secondary School Teachers: Evidence from Pakistan

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Rafiq, Fauzia; Sharjeel, Yousuf

2014-01-01

The study found that the inhibition amongst trained secondary school teachers in using learned teaching methodologies is caused due to the lack of content knowledge, insufficient support from the administration, scarce continuous professional development opportunities, unsupportive environment, large class size, inefficiency to integrate…

Social class and the STEM career pipeline an ethnographic investigation of opportunity structures in a high-poverty versus affluent high school

Science.gov (United States)

Nikischer, Andrea B.

This research investigates science, technology, engineering and mathematics (STEM) high school opportunity structures, including student experiences with math and science course sequences and progress, college guidance and counseling, and STEM extracurricular activities (Weis and Eisenhart, 2009), specifically related to STEM fields and career and college choice, for top-performing math and science students. Differences in these structures and processes as they play out in two representative high schools that vary by social class and racial/ethnic makeup are examined. This comparative ethnography includes 36 school and classroom observations, 56 semi-structured individual interviews, and a review of relevant documents, all gathered during the focal students' junior year of high school. Three data chapters are presented, discussing three distinct, yet interconnected themes. In the first, I examine the ways in which chronic attendance problems and classroom distractions negatively impact math and science instruction time and lead to an instruction (time) deficit. In the second, I compare the math and science course and extra-curricular offerings at each school, and discuss the significant differences between sites regarding available STEM exposure and experience, also known as "STEM educational dose" (Wai, et al., 2010). In the third, I investigate available guidance counseling services and STEM and college-linking at each site. Perceived failures in the counseling services available are discussed. This dissertation is grounded in the literature on differences in academic achievement based on school setting, the nature/distribution of knowledge based on social class, and STEM opportunity structures. The concepts of "social capital" and "STEM capital" are engaged throughout. Ultimately, I argue through this dissertation that segregation by race, and most importantly social class, both between and within districts, damages the STEM pipeline for high-performing math and

Working-Class Boys, Educational Success and the Misrecognition of Working-Class Culture

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Ingram, Nicola

2009-01-01

This article contributes to the theory of institutional habitus by exploring the differing ways in which the institutional habitus of two schools in Belfast, Northern Ireland mediates the local habitus of working-class boys. All of the boys in this qualitative case study live in the same disadvantaged working-class community but attend two…

Cutting Class Harms Grades

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Taylor, Lewis A., III

2012-01-01

An accessible business school population of undergraduate students was investigated in three independent, but related studies to determine effects on grades due to cutting class and failing to take advantage of optional reviews and study quizzes. It was hypothesized that cutting classes harms exam scores, attending preexam reviews helps exam…

How social-class stereotypes maintain inequality.

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Durante, Federica; Fiske, Susan T

2017-12-01

Social class stereotypes support inequality through various routes: ambivalent content, early appearance in children, achievement consequences, institutionalization in education, appearance in cross-class social encounters, and prevalence in the most unequal societies. Class-stereotype content is ambivalent, describing lower-SES people both negatively (less competent, less human, more objectified), and sometimes positively, perhaps warmer than upper-SES people. Children acquire the wealth aspects of class stereotypes early, which become more nuanced with development. In school, class stereotypes advantage higher-SES students, and educational contexts institutionalize social-class distinctions. Beyond school, well-intentioned face-to-face encounters ironically draw on stereotypes to reinforce the alleged competence of higher-status people and sometimes the alleged warmth of lower-status people. Countries with more inequality show more of these ambivalent stereotypes of both lower-SES and higher-SES people. At a variety of levels and life stages, social-class stereotypes reinforce inequality, but constructive contact can undermine them; future efforts need to address high-status privilege and to query more heterogeneous samples. Copyright © 2017 Elsevier Ltd. All rights reserved.

Association of a behaviorally based high school health education curriculum with increased exercise.

Science.gov (United States)

Annesi, James J; Trinity, John; Mareno, Nicole; Walsh, Stephanie M

2015-06-01

Increasing exercise in children and adolescents through academic classes is an understudied area. Potential benefits include associated improvements in health, psychosocial, and quality-of-life factors. A sample of 98 students (M(age) = 14.3) from high school health education classes received six, 40-min lessons incorporating cognitive-behavioral methods to increase exercise over 6 weeks. Significant within-group improvements in exercise, mood, and body satisfaction were found, with slightly larger effect sizes identified for the boys. Increase in exercise was significantly associated with reduced mood distress (β = -.17, p goal setting and self-regulation within high school health education classes may foster increased exercise and associated improvements in mood and body satisfaction. For girls, the positive effects may reinforce one another. © The Author(s) 2014.

Process of Argumentation in High School Biology Class: A Qualitative Analysis

Science.gov (United States)

Ramli, M.; Rakhmawati, E.; Hendarto, P.; Winarni

2017-02-01

Argumentation skill can be nurtured by designing a lesson in which students are provided with the opportunity to argue. This research aims to analyse argumentation process in biology class. The participants were students of three biology classes from different high schools in Surakarta Indonesia. One of the classroom was taught by a student teacher, and the rest were instructed by the assigned teachers. Through a classroom observation, oral activities were noted, audio-recorded and video-taped. Coding was done based on the existence of claiming-reasoning-evidence (CRE) process by McNeill and Krajcik. Data was analysed qualitatively focusing on the role of teachers to initiate questioning to support argumentation process. The lesson design of three were also analysed. The result shows that pedagogical skill of teachers to support argumentation process, such as skill to ask, answer, and respond to students’ question and statements need to be trained intensively. Most of the argumentation found were only claiming, without reasoning and evidence. Teachers have to change the routine of mostly posing open-ended questions to students, and giving directly a correct answer to students’ questions. Knowledge and skills to encourage student to follow inquiry-based learning have to be acquired by teachers.

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

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Caverly, Gregg

2017-01-01

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

Koula Pratsika and Her Dance School: Embracing Gender, Class and the Nation in the Formative Years of Contemporary Dance Education in Greece

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Tsintziloni, Steriani

2015-01-01

The purpose of this article was to provide a historical examination of the interplay between Koula Pratsika's dance school, its historical and social context and the formation of social categories of class, gender and nation in the 1930s as part of a greater project, that of the formation of upper class culture. This perspective reveals the…

Understanding the Effect of Response Rate and Class Size Interaction on Students Evaluation of Teaching in a Higher Education

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Al Kuwaiti, Ahmed; AlQuraan, Mahmoud; Subbarayalu, Arun Vijay

2016-01-01

Objective: This study aims to investigate the interaction between response rate and class size and its effects on students' evaluation of instructors and the courses offered at a higher education Institution in Saudi Arabia. Study Design: A retrospective study design was chosen. Methods: One thousand four hundred and forty four different courses…

A herança operária entre a fábrica e a escola Working class heritage between school and factory

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Kimi Tomizaki

2006-06-01

Full Text Available Este artigo discute os efeitos do fenômeno do alongamento da escolarização nas classes populares por meio do caso específico de duas gerações de metalúrgicos da região do ABC Paulista: aqueles que foram jovens no final da década de 1970 e os jovens do final da década de 1990. A pesquisa de campo foi realizada na fábrica da Mercedes-Benz mediante observação, pesquisa em arquivos e coleta de depoimentos - 52 entrevistas de caráter biográfico. A situação de alongamento dos estudos dos jovens da classe operária é vivenciada de maneira ambígua por pais e filhos. As expectativas de ascensão profissional alimentadas por esses jovens não se têm concretizado, apesar do aumento da escolaridade. Além disso, a defasagem entre a experiência escolar de pais e filhos parece criar uma série de conflitos entre as duas gerações.This article discusses the effects of extending the duration of school education among the working class, focusing on the specific case of two generations of steelworkers from the ABC region of São Paulo: those who were students at the end of 1970s and those at school at the end of the 1990s. Field research was conducted in the Mercedes-Benz factory, using direct observation, archival research and 52 biographical interviews. The prolongation of school education among working class youngsters is experienced ambivalently by parents and children alike. The hopes for career advancement nurtured by these youngsters have failed to materialize, despite the increase in schooling. Furthermore, the difference between the school experiences of parents and children seems to have led to a series of conflicts between the two generations.

Do Birth Order, Family Size and Gender Affect Arithmetic Achievement in Elementary School?

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Desoete, Annemie

2008-01-01

Introduction: For decades birth order and gender differences have attracted research attention. Method: Birth order, family size and gender, and the relationship with arithmetic achievement is studied among 1152 elementary school children (540 girls, 612 boys) in Flanders. Children were matched on socioeconomic status of the parents and…

Are segregated sports classes scientifically justified?

OpenAIRE

Lawson, Sian; Hall, Edward

2014-01-01

School sports classes are a key part of physical and mental development, yet in many countries these classes are gender segregated. Before institutionalised segregation can be condoned it is important to tackle assumptions and check for an evidence-based rationale. This presentation aims to analyse the key arguments for segregation given in comment-form response to a recent media article discussing mixed school sports (Lawson, 2013).\\ud \\ud The primary argument given was division for strength...

Relationship between decile score of secondary school, the size of town of origin and career intentions of New Zealand medical students.

Science.gov (United States)

Mitchell, Clinton J; Shulruf, Boaz; Poole, Phillippa J

2010-09-01

New Zealand is facing a general practice workforce crisis, especially in rural communities. Medical school entrants from low decile schools or rural locations may be more likely to choose rural general practice as their career path. To determine whether a relationship exists between secondary school decile rating, the size of the town of origin of medical students and their subsequent medical career intentions. University of Auckland medical students from 2006 to 2008 completed an entry questionnaire on a range of variables thought important in workforce determination. Analyses were performed on data from the 346 students who had attended a high school in New Zealand. There was a close relationship between size of town of origin and decile of secondary school. Most students expressed interests in a wide range of careers, with students from outside major cities making slightly fewer choices on average. There is no strong signal from these data that career specialty choices will be determined by decile of secondary school or size of town of origin. An increase in the proportion of rural students in medical programmes may increase the number of students from lower decile schools, without adding another affirmative action pathway.

experience in school

Directory of Open Access Journals (Sweden)

Maria da Graça B. B. Dias

2005-01-01

Full Text Available An experiment investigated the effect of a make-believe fantasy mode of problem presentation on reasoning about valid conditional syllogisms in three groups of 5-year-old children: a school children from middle-class families in England; b school children from middle-class families in Brazil; and, c children from low SES families in Brazil who had never gone to school. Previous investigations had reported that the use of a fantasy context elicited significantly more logically appropriate responses from school children than did other contexts, and that children with school experiences made significantly more logically appropriate responses than did children without school experience. The present investigation extended these findings to show that the beneficial effects of a fantasy context extended to lower-class illiterate children who never had been exposed to schooling

Private and Public Schooling in Ghana: A Census and Comparative Survey

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Tooley, James; Dixon, Pauline; Amuah, Isaac

2007-07-01

A census and survey of schools in the district of Ga, Ghana, explored the nature and extent of private education, and compared inputs to public and private schooling. Three quarters of all schools found were private, with almost as many unregistered private as government schools. Several important differences between registered and unregistered private schools were noted, including age, fee levels charged, teacher salaries and class size. A range of inputs, such as teacher activity, availability of desks, chairs, libraries, toilets and drinking water, were used to compare inputs to government, unregistered and registered private schools. Some conclusions are explored about the potential role for the private sector in helping meet "education for all" targets.

Does school social capital modify socioeconomic inequality in mental health? A multi-level analysis in Danish schools.

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Nielsen, Line; Koushede, Vibeke; Vinther-Larsen, Mathilde; Bendtsen, Pernille; Ersbøll, Annette Kjær; Due, Pernille; Holstein, Bjørn E

2015-09-01

It seems that social capital in the neighbourhood has the potential to reduce socioeconomic differences in mental health among adolescents. Whether school social capital is a buffer in the association between socioeconomic position and mental health among adolescents remains uncertain. The aim of this study is therefore to examine if the association between socioeconomic position and emotional symptoms among adolescents is modified by school social capital. The Health Behaviour in School-aged Children Methodology Development Study 2012 provided data on 3549 adolescents aged 11-15 in two municipalities in Denmark. Trust in the school class was used as an indicator of school social capital. Prevalence of daily emotional symptoms in each socioeconomic group measured by parents' occupational class was calculated for each of the three categories of school classes: school classes with high trust, moderate trust and low trust. Multilevel logistic regression analyses with parents' occupational class as the independent variable and daily emotional symptoms as the dependent variable were conducted stratified by level of trust in the school class. The prevalence of emotional symptoms was higher among students in school classes with low trust (12.9%) compared to school classes with high trust (7.2%) (p social capital may reduce mental health problems and diminish socioeconomic inequality in mental health among adolescents. Copyright © 2015 Elsevier Ltd. All rights reserved.

Escolarização no Brasil: articulando as perspectivas de gênero, raça e classe social Schooling in Brazil: articulating the perspectives of gender, race, and social class

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Alceu Ravanello Ferraro

2010-08-01

Full Text Available Este artigo apresenta os resultados de um experimento de articulação das dimensões gênero, raça e classe social no estudo da dinâmica da escolarização no Brasil, com base nos microdados do Censo Demográfico 2000. O nível de escolarização é medido por meio da média de anos de estudo realizados com aprovação pela população de 10 anos ou mais. O estudo evidencia que essas três dimensões produzem efeitos que não podem ser simplesmente adicionados, porque obedecem a lógicas distintas. À medida que se passa das gerações mais velhas para as mais novas, as mulheres passam da condição de inferioridade à de superioridade em termos de média de anos de estudo, ao passo que a população negra mantém-se em posição de inferioridade, em relação à população branca, em todas as idades, embora com alguma redução no nível de desigualdade. Por sua vez, as desigualdades educacionais relacionadas com as diferentes posições na ocupação, tomadas aqui como indicadores de classe, aparecem como as mais acentuadas, e isso tanto na população masculina como na feminina, tanto na população branca como na negra. O texto reforça, assim, a importância e a viabilidade de se articular, no estudo da escolarização, as dimensões gênero, raça e classe social, como recomendado pela literatura sobre a questão.The article presents results of an experiment in articulating the dimensions of gender, race, and social class in the study of the dynamics of schooling in Brazil based on the micro-data of the 2000 Demographic Census. The level of schooling is measured from the average years of study successfully completed by the population aged 10 or more. The study reveals that these three dimensions produce effects that cannot be simply added to each other, because they follow different logics. As we move from the older generations to the younger, women go from a situation of inferiority to one of superiority in terms of average years of

Parenting classes: focus on discipline.

Science.gov (United States)

Campbell, J M

1992-01-01

Nurses in community settings have an opportunity to provide instruction related to health and life-style needs. An important consideration is the parental role. A particularly controversial and opinion-laden aspect of parenting is disciplining children. Discipline provides children with the security of clearly enforced rules to help them learn self-control and social standards. Parenting classes are worthwhile for people who have little formal or informal preparation. A survey of middle-class elementary school district parents' and childrens' attitudes toward discipline was conducted to develop meaningful parenting classes. Parents' feelings about being a mother or father were surprisingly negative. A parent educational program was developed to cover child growth and development and disciplinary practices. Parent evaluations led to continuation and an expansion of this program to other schools within the area.

Class, Mothering and the Values of Food

DEFF Research Database (Denmark)

Aamann, Iben Charlotte

2015-01-01

The data analysed in this empirical paper stems from ethnographic fieldwork among new school parents at three Danish primary schools. I draw on empirically grounded theories on the cultural and subjective dimensions of class, inspired by the “English School” of poststructuralist informed, feminist...... scholars, to explore how class matters. Using the values ascribed to food at social arrangements as a lens, I explore different ways of doing class and mothering: through the exchange value of the food, through its use value and through its healthiness. I conclude by arguing that food studies hold a huge...

The Antithesis of Inclusion? The Emergence and Functioning of ADHD Special Education Classes in the Swedish School System

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Malmqvist, Johan; Nilholm, Claes

2016-01-01

The neuropsychiatric paradigm has substantial impact on schools. The increase in the number of pupils being diagnosed with attention-deficit/hyperactivity disorder (ADHD) is an expression of the medicalisation of deviance. There is also an increase in educational classes specially designed to meet the needs of children with ADHD. This is contrary…

Effectiveness of the Size Matters Handwriting Program.

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Pfeiffer, Beth; Rai, Gillian; Murray, Tammy; Brusilovskiy, Eugene

2015-04-01

The purpose of the research was to study changes in handwriting legibility among kindergarten, first- and second-grade students in response to the Size Matters curricular-based handwriting program. A two-group pre-post-test design was implemented at two public schools with half of the classrooms assigned to receive the Size Matters program and the other continuing to receive standard instruction. All participants completed two standardized handwriting measures at pre-test and after 40 instructional sessions were completed with the classes receiving the handwriting program. Results identified significant changes in legibility in the handwriting intervention group for all three grades when compared with the standard instruction group. The results of this study support the use of a curricular-embedded handwriting program and provide the foundation for future research examining the impact of handwriting legibility on learning outcomes.

School beverage environment and children's energy expenditure associated with physical education class: an agent-based model simulation.

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Chen, H-J; Xue, H; Kumanyika, S; Wang, Y

2017-06-01

Physical activity contributes to children's energy expenditure and prevents excess weight gain, but fluid replacement with sugar-sweetened beverages (SSBs) may diminish this benefit. The aim of this study was to explore the net energy expenditure (EE) after physical education (PE) class given the competition between water and SSB consumption for rehydration and explore environmental factors that may influence the net EE, e.g. PE duration, affordability of SSB and students' SSB preference. We built an agent-based model that simulates the behaviour of 13-year-old children in a PE class with nearby water fountains and SSB vending machines available. A longer PE class contributed to greater prevalence of dehydration and required more time for rehydration. The energy cost of a PE class with activity intensity equivalent to 45 min of jogging is about 300 kcal on average, i.e. 10-15% of average 13-year-old children's total daily EE. Adding an SSB vending machine could offset PE energy expenditure by as much as 90 kcal per child, which was associated with PE duration, students' pocket money and SSB preference. Sugar-sweetened beverage vending machines in school may offset some of the EE in PE classes. This could be avoided if water is the only readily available source for children's fluid replacement after class. © 2016 World Obesity Federation.

Strategies to Help ESL Students Improve Their Communicative Competence and Class Participation: A Study in a Middle School

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Gómez Palacio, Claudia

2010-01-01

This article examines a qualitative study carried out at a middle school in North Carolina, the United States of America. The main purpose of the study was to find effective strategies that teachers can use to help ESL students improve their speaking skills and class participation. Results indicated that both communicative and social strategies as…

A case study of Markdale High School's implementation of heterogeneously-grouped classes in English, mathematics, science, and social studies

Science.gov (United States)

Pierre-Louis, Fred

The purpose of this study was to describe Markdale High School's change from separate college preparatory and general level classes to heterogeneously-grouped classes in English, mathematics, science, and social studies, with particular emphasis on the principal's leadership style, change process, and teacher concerns (Hall & Hord, 2006) experienced during this effort. The researcher used Hall and Hord's (2006) Concern-Based Adoption Model (CBAM) as a conceptual framework. Specifically, the researcher applied three elements of the CBAM model: (a) the Twelve Principles of Change, (b) the Change Facilitator Styles, and (c) the Stages of Concerns. Hall and Hord's framework served as a lens through which the researcher analyzed all data. The researcher used a mixed-method (qualitative and quantitative) approach to answer the four research questions. The participants completed three instruments: (a) the Stages of Concern Questionnaire (SoCQ), (b) the Principles of Change Survey, and (c) the Facilitator Style Survey. All three instruments were self-report, paper-pencil surveys. The sample included 72 faculty members who experienced the change over the past three years. Findings from the three data sources and the school principal's comments during debriefing are indicated for each research question and reported by unit of analysis. Respective to the research questions, the researcher concluded that: (1) Markdale High School accomplished the change by implementing both structural and instructional changes supporting to the change to heterogeneous grouping; (2) even though teachers had divergent opinions on the school principal's facilitation style, the principal thought of himself as an incrementalist and a practitioner of differentiated facilitation styles; (3) while half of the faculty felt that they received formal training on heterogeneous grouping, (4) half felt that they did not have a choice in the decision-making process as it occurred with college preparatory and

A Systematised Review of Primary School Whole Class Child Obesity Interventions: Effectiveness, Characteristics, and Strategies

Directory of Open Access Journals (Sweden)

Elise C. Brown

2016-01-01

Full Text Available Background. A systematised review was conducted to examine the effectiveness of school-based interventions that focus on changing dietary intake and physical activity levels to reduce childhood obesity. Methods. Multiple databases were searched for randomised and nonrandomised interventions from 2007 to 2016 in full-time elementary schools, which were delivered to the whole class, included dietary and physical activity components, involved both sexes, were written in English, and used body mass index (BMI as an outcome. Results. The database search produced 8,866 titles from which 78 were deemed relevant and assessed for inclusion resulting in 15 studies meeting all inclusion criteria. From these 15 studies, 9 yielded a reduction or stabilisation in BMI or BMI z-score in the entire intervention group and/or subgroups. Programmes lasting between 6 and 12 months that involve multiple environmental, educational, and physical strategies appear to be most likely to result in BMI or BMI z-score improvement. Moderators most likely influencing an improvement in BMI included increased physical activity, decreased sugar sweetened beverages intake, and increased fruit intake. Conclusions. School-based interventions may be an effective means for child obesity prevention. The identification of consistent elements used in school-based interventions that have demonstrated effectiveness may aid in preventing child obesity.

Practice and effectiveness of web-based problem-based learning approach in a large class-size system: A comparative study.

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Ding, Yongxia; Zhang, Peili

2018-06-12

Problem-based learning (PBL) is an effective and highly efficient teaching approach that is extensively applied in education systems across a variety of countries. This study aimed to investigate the effectiveness of web-based PBL teaching pedagogies in large classes. The cluster sampling method was used to separate two college-level nursing student classes (graduating class of 2013) into two groups. The experimental group (n = 162) was taught using a web-based PBL teaching approach, while the control group (n = 166) was taught using conventional teaching methods. We subsequently assessed the satisfaction of the experimental group in relation to the web-based PBL teaching mode. This assessment was performed following comparison of teaching activity outcomes pertaining to exams and self-learning capacity between the two groups. When compared with the control group, the examination scores and self-learning capabilities were significantly higher in the experimental group (P web-based PBL teaching approach. In a large class-size teaching environment, the web-based PBL teaching approach appears to be more optimal than traditional teaching methods. These results demonstrate the effectiveness of web-based teaching technologies in problem-based learning. Copyright © 2018. Published by Elsevier Ltd.

Undesirable Behaviors Elementary School Classroom Teachers Encounter in the Classroom and Their Reasons

OpenAIRE

E.G. Balcik; S. Gulec

2011-01-01

The present study aims to determine how often elementary school teachers encounter undesirable behaviors in the classroom and what their thoughts regarding possible reasons of these behaviors are. The teachers’ opininon about the prevalence of these behaviors and their possible reasons were evaluated according to gender, marital status, level of class being taught, size of class being taught and it was tried to be determined if there were significant differences between variables. The measure...

Effect of social games on class social structure in the third triad of primary school with adapted programme for children with special needs

OpenAIRE

Kleinberger, Anja

2018-01-01

Building adequate social relationships and learning about them is very important in our society. Nowadays social games are often used in schools, especially to enhance good behaviour and improve relationships between students. By learning social skills in school we can improve the quality of life for our students during schooling as they will feel accepted in their class and as a result feel better about themselves. In addition, social games give them knowledge that they can use in adulthood ...

Social Class as Flow and Mutability: The Barbados Case

Science.gov (United States)

Greenhalgh-Spencer, Heather; Castro, Michelle; Bulut, Ergin; Goel, Koeli; Lin, Chunfeng; McCarthy, Cameron

2015-01-01

This article draws on ethnographic research that examines the contemporary articulation of class identity in the postcolonial elite school setting of Old College high school in Barbados. From the qualitative data derived from this study, we argue that social class is better conceived as a series of flows, mutations, performances and performatives.…

Race/Ethnicity and Social Capital among Middle- and Upper-Middle-Class Elementary School Families: A Structural Equation Model

Science.gov (United States)

Caldas, Stephen J.; Cornigans, Linda

2015-01-01

This study used structural equation modeling to conduct a first and second order confirmatory factor analysis (CFA) of a scale developed by McDonald and Moberg (2002) to measure three dimensions of social capital among a diverse group of middle- and upper-middle-class elementary school parents in suburban New York. A structural path model was…

Information Technology Planning: Computers in the School Library--How Many Are Enough?

Science.gov (United States)

Simpson, Carol

2002-01-01

Describes the development of a formula to determine the needed quantity of computers for a school library. Four types of information technology activities (administrative, personal productive, class/group productive, online public access catalog) and several variables (age levels served, campus focus, number of staff, size of student body, average…

Particle size distribution and composition in a mechanically ventilated school building during air pollution episodes.

Science.gov (United States)

Parker, J L; Larson, R R; Eskelson, E; Wood, E M; Veranth, J M

2008-10-01

Particle count-based size distribution and PM(2.5) mass were monitored inside and outside an elementary school in Salt Lake City (UT, USA) during the winter atmospheric inversion season. The site is influenced by urban traffic and the airshed is subject to periods of high PM(2.5) concentration that is mainly submicron ammonium and nitrate. The school building has mechanical ventilation with filtration and variable-volume makeup air. Comparison of the indoor and outdoor particle size distribution on the five cleanest and five most polluted school days during the study showed that the ambient submicron particulate matter (PM) penetrated the building, but indoor concentrations were about one-eighth of outdoor levels. The indoor:outdoor PM(2.5) mass ratio averaged 0.12 and particle number ratio for sizes smaller than 1 microm averaged 0.13. The indoor submicron particle count and indoor PM(2.5) mass increased slightly during pollution episodes but remained well below outdoor levels. When the building was occupied the indoor coarse particle count was much higher than ambient levels. These results contribute to understanding the relationship between ambient monitoring station data and the actual human exposure inside institutional buildings. The study confirms that staying inside a mechanically ventilated building reduces exposure to outdoor submicron particles. This study supports the premise that remaining inside buildings during particulate matter (PM) pollution episodes reduces exposure to submicron PM. New data on a mechanically ventilated institutional building supplements similar studies made in residences.

[Evaluation of school and afterschool activities of public and nonpublic secondary school students].

Science.gov (United States)

Polus-Szeniawska, E

1995-01-01

The studies were performed on 825 school children (512 girls and 313 boys) from 1st and 2nd classes of secondary schools in som voievodship capital cities. 406 school children were from public, and 419 from non-public schools. The questionnaire prepared in the Institute for Children and Youngsters Institute in Berlin was used in this study. The evaluation of collected responses made possible to state the following conclusions: The organization of school and out school activities in public and non public schools was incorrect in several aspects ie. incorrect from the hygienic point of view organization of classes during day, too early beginning of the classes, too late ending of the classes in some week days, too long time needed to complete homework, and too late return to home after completing out school activities. The difficulties in homework completing were stated by school children from both public and non public schools. In 52% cases the parents helped in homework and 12% of children reported private lessons as an additional help in homework. The analysis of responses concerning frame of mind of school children showed better situation of pupils from non public schools. Only 15% of non public school children expressed reluctancy towards schools, as compared to 21% from public schools. The relationships between pupils and teachers did not worsened during consecutive years in non public schools, as opposite to public schools where the worsening of these relationships during the consecutive years was evident.

Translanguaging in a Reading Class

Science.gov (United States)

Vaish, Viniti; Subhan, Aidil

2015-01-01

Using translanguaging as a theoretical foundation, this paper analyses findings from a Grade 2 reading class for low achieving students, where Malay was used as a scaffold to teach English. Data come from one class in one school in Singapore and its Learning Support Programme (LSP), which is part of a larger research project on biliteracy. The LSP…

An e-class in action: Experiences with ICT-intensive teaching and learning of discrete dynamical models at secondary school

NARCIS (Netherlands)

Heck, A.; Houwing, H.; de Beurs, C.

2009-01-01

In 2007, a small team of university and secondary school mathematics teachers jointly developed and piloted an e-class for 4th and 5th grade students (age: 16-17yrs) at both pre-university and general vocational level. The goal was to develop and try out innovative ways of teaching mathematics that

Individual class evaluation and effective teaching characteristics in integrated curricula.

Science.gov (United States)

Hwang, Jung Eun; Kim, Na Jin; Song, Meiying; Cui, Yinji; Kim, Eun Ju; Park, In Ae; Lee, Hye In; Gong, Hye Jin; Kim, Su Young

2017-12-12

In an integrated curriculum, multiple instructors take part in a course in the form of team teaching. Accordingly, medical schools strive to manage each course run by numerous instructors. As part of the curriculum management, course evaluation is conducted, but a single, retrospective course evaluation does not comprehensively capture student perception of classes by different instructors. This study aimed to demonstrate the need for individual class evaluation, and further to identify teaching characteristics that instructors need to keep in mind when preparing classes. From 2014 to 2015, students at one medical school left comments on evaluation forms after each class. Courses were also assessed after each course. Their comments were categorized by connotation (positive or negative) and by subject. Within each subject category, test scores were compared between positively and negatively mentioned classes. The Mann-Whitney U test was performed to test group differences in scores. The same method was applied to the course evaluation data. Test results for course evaluation showed group difference only in the practice/participation category. However, test results for individual class evaluation showed group differences in six categories: difficulty, main points, attitude, media/contents, interest, and materials. That is, the test scores of classes positively mentioned in six domains were significantly higher than those of negatively mentioned classes. It was proved that individual class evaluation is needed to manage multi-instructor courses in integrated curricula of medical schools. Based on the students' extensive feedback, we identified teaching characteristics statistically related to academic achievement. School authorities can utilize these findings to encourage instructors to develop effective teaching characteristics in class preparation.

Pupil-class determinants of aggressive and victim behaviour in pupils.

Science.gov (United States)

Mooij, T

1998-09-01

Aggressive behaviour in pupils is expressed in, e.g., bullying, sexual harassment, and violence. Different kinds of variables could be relevant in explaining a pupil's aggressive or victim behaviour. To develop a multilevel theoretical and empirical explanation for different kinds of aggressive and victim behaviour displayed by pupils in a classroom and school environment. A national survey was carried out to identify different kinds of aggressive and victim behaviour displayed by pupils and to assess other variables related to pupils, classes, and schools. A total of 1998 pupils from 100 third and fourth year classes attending 71 different secondary schools took part in the research. Data were analysed by a series of secondary multilevel analyses using the MLA-program. Being a boy, being more extravert, being more disagreeable, coming across fewer teachers with positive teaching behaviour, and attending a lower type of secondary school, help explain why someone is a perpetrator as such. Being a boy, being more disagreeable, being more emotionally unstable, being open to new ideas, and seeing more teachers as being strict, function as explanatory pupil variables for victim behaviour. Other pupil level variables determine more specific aggressive and victim behaviour aspects. Various other class level and school level variables are relevant, too. Personal and environmental pupil variables are more important than class variables but class variables are in turn more important than school variables in explaining a pupil's aggressive and victim behaviour.

ACHIEVEMENT MOTIVATION OF SECONDARY SCHOOL STUDENTS IN RELATION TO THEIR SOCIAL POSITION IN THE CLASS

Directory of Open Access Journals (Sweden)

Ivana Poledňová

2014-04-01

Full Text Available The study was based on a theoretical presumption that social climate and relationships in the class can be in specific ways connected with students’ achievement motivation. Previous research in the area of student motivation was mostly based on self-reports and was therefore focused on explicit motives, i.e. personal goals which the respondents strived for. Self-report measures of motivation, however, can be affected by biases and misperceptions of one’s own self. Our study approached achievement motivation at its implicit, i.e. non-conscious level. It was conducted with students in five classes of a secondary school, N = 138, 107 female and 31 male, with an average age of 17 years. The respondents were administered a sociometric questionnaire and the projective Thematic Apperception Test (TAT in McClelland´s adaptation using Heckhausen´s content-analytical clue for the measurement of achievement motivation. The hypothesized relation between social position in class and achievement motivation was only partly supported. Affiliation was unrelated to achievement motivation, even when analyzed for both achievement motives separately. We found a slight negative relationship between influence in the class and achievement motivation, especially with the motive to achieve success. These results, partly diverging from theoretical presumptions, can be explained in terms of specific features of the sample as well as a general methodological disparity in previous research, especially a lack of differentiation between implicit and explicit motives in the interpretation of the findings.

Indicators of physical development and physical fitness of schoolboys of first class of secondary schools

Directory of Open Access Journals (Sweden)

I.N. Peleshenko

2013-08-01

Full Text Available The aim of the study is to determine the status of first class schoolboys’ physical preparation of secondary schools of Kharkiv region. Testing the level of development of physical qualities of 1674 schoolboys in grades 1-4 (829 boys and 745 girls in the standard system of school physical education. Fixed rates in these test exercises as running 30 m, six-minute run, the slope of the torso forward from a sitting position, curl in vise on the bar, 4x9 m shuttle run, standing long jump seats. Revealed a low level of physical development and physical fitness of schoolboys (in particular dexterity. It is shown that the system of assessment of learning outcomes schoolboys need to harmonize and modernize. Determined average performance of the physical qualities of boys and girls. The revealed contradictions between control standards of physical fitness in a variety of government programs.

The effects of overwinter flowson the spring condition of rainbow and brown trout size classes in the Green River downstream of Flaming Gorge Dam, Utah.

Energy Technology Data Exchange (ETDEWEB)

Magnusson, A. K.; LaGory, K. E.; Hayse, J. W.; Environmental Science Division

2010-06-25

Flaming Gorge Dam, a hydroelectric facility operated by the Bureau of Reclamation (Reclamation), is located on the Green River in Daggett County, northeastern Utah. Until recently, and since the early 1990s, single daily peak releases or steady flows have been the operational pattern of the dam during the winter period. However, releases from Flaming Gorge Reservoir followed a double-peak pattern (two daily flow peaks) during the winters of 2006-2007 and 2008-2009. Because there is little recent long-term history of double-peaking at Flaming Gorge Dam, the potential effects of double-peaking operations on trout body condition in the dam's tailwater are not known. A study plan was developed that identified research activities to evaluate potential effects from winter double-peaking operations (Hayse et al. 2009). Along with other tasks, the study plan identified the need to conduct a statistical analysis of historical trout condition and macroinvertebrate abundance to evaluate the potential effects of hydropower operations. The results from analyses based on the combined size classes of trout (85-630 mm) were presented in Magnusson et al. (2008). The results of this earlier analysis suggested possible relationships between trout condition and flow, but concern that some of the relationships resulted from size-based effects (e.g., apparent changes in condition may have been related to concomitant changes in size distribution, because small trout may have responded differently to flow than large trout) prompted additional analysis of within-size class relationships. This report presents the results of analyses of three different size classes of trout (small: 200-299 mm, medium: 300-399 mm, and large: {ge}400 mm body length). We analyzed historical data to (1) describe temporal patterns and relationships among flows, benthic macroinvertebrate abundance, and condition of brown trout (Salmo trutta) and rainbow trout (Oncorhynchus mykiss) in the tailwaters of Flaming

The Quality of Instruction in Urban High Schools: Comparing Mathematics and Science to English and Social Studies Classes in Chicago

Science.gov (United States)

Lee, Valerie E.; Robinson, Shanta R.; Sebastian, James

2012-01-01

Is the quality of instruction systematically better in one subject than another? Teachers and students in the same Chicago high schools reported on one core-curriculum class (English, mathematics, science, or social studies) in 2007 surveys. Teachers commented on instructional demands and student participation. Students described engagement,…

Chemical Characterization and Source Apportionment of Size Fractionated Atmospheric Aerosols, and, Evaluating Student Attitudes and Learning in Large Lecture General Chemistry Classes

Science.gov (United States)

Allen, Gregory Harold

Chemical speciation and source apportionment of size fractionated atmospheric aerosols were investigated using laser desorption time-of-flight mass spectrometry (LD TOF-MS) and source apportionment was carried out using carbon-14 accelerator mass spectrometry (14C AMS). Sample collection was carried out using the Davis Rotating-drum Unit for Monitoring impact analyzer in Davis, Colfax, and Yosemite, CA. Ambient atmospheric aerosols collected during the winter of 2010/11 and 2011/12 showed a significant difference in the types of compounds found in the small and large sized particles. The difference was due to the increase number of oxidized carbon species that were found in the small particles size ranges, but not in the large particles size ranges. Overall, the ambient atmospheric aerosols collected during the winter in Davis, CA had and average fraction modern of F14C = 0.753 +/- 0.006, indicating that the majority of the size fractionated particles originated from biogenic sources. Samples collected during the King Fire in Colfax, CA were used to determine the contribution of biomass burning (wildfire) aerosols. Factor analysis was used to reduce the ions found in the LD TOF-MS analysis of the King Fire samples. The final factor analysis generated a total of four factors that explained an overall 83% of the variance in the data set. Two of the factors correlated heavily with increased smoke events during the sample period. The increased smoke events produced a large number of highly oxidized organic aerosols (OOA2) and aromatic compounds that are indicative of biomass burning organic aerosols (WBOA). The signal intensities of the factors generated in the King Fire data were investigated in samples collected in Yosemite and Davis, CA to look at the impact of biomass burning on ambient atmospheric aerosols. In both comparison sample collections the OOA2 and WBOA factors both increased during biomass burning events located near the sampling sites. The correlation

On the normal subgroup with coprime G-conjugacy class sizes

Indian Academy of Sciences (India)

School of Mathematics and Statistics, Southwest University, Chongqing 400715, People's Republic of China; College of Mathematics and Information Science, Henan Normal University, Xinxiang Henan 453007, People's Republic of China; School of Mathematical Science, Fudan University, Shanghai 200433, People's ...

Social Class and Belonging: Implications for Graduate Students' Career Aspirations

Science.gov (United States)

Ostrove, Joan M.; Stewart, Abigail J.; Curtin, Nicola L.

2011-01-01

We examined the role that social class background plays in graduate students' career goals. Class background was significantly related to the extent to which students struggled financially in graduate school, which related to their sense of belonging in graduate school. Sense of belonging related to academic self-concept, which predicted students'…

Special Classes for Gifted Students? Absolutely!

Science.gov (United States)

Burton-Szabo, Sally

1996-01-01

This article makes a case for special classes for gifted students and answers objections to special classes raised by the middle school movement and the cooperative learning movement. A sample "Celebration of Me" unit taught to gifted seventh graders which involved poetry, literature, personal development, art, music, and physical fitness is…

[Frequency, nature and distribution of school sport injuries at different types of schools].

Science.gov (United States)

Greier, K; Riechelmann, H

2012-12-01

A high percentage of all sports injuries occur during school sports. It was analysed whether there are differences in frequency, nature and distribution of school sport injuries at two different types of schools. School sport injuries of all secondary modern schools (n = 106) and in lower classes of grammar Schools (n = 17) in the federal state of Tyrol, Austria, from the ten school years 2001/02 to 2010/11 were analysed. All physical injuries occurring during school sports and resulting in the consultation of a medical doctor and therefore being reported to the general accident department (Allgemeine Unfallversicherungsanstalt [AUVA]) were assessed. During the evaluation period an average number of 32,935 (±1584) school children attended the two types of schools in Tyrol per year. The average incidence of school sports injuries in this ten-year period in both types of schools was 36.4/1,000 (mean) with a standard deviation of 4.4/1,000 per school child per year. The incidence increased from 30.3 in the school year 2001/02 to 40.4 in the school year 2010/11 (r = 0.91; b = 1.34; p school sport injuries at secondary modern schools (37.4 ± 4.9 per 1,000 school children per year) was higher than at the lower classes of grammar schools (32.9 ± 4.0 per 1,000 school children per year; relative risk 1.138; 95% CI = 1.09-1.19; p = 1.8 × 10-8). In addition, the sports injuries of the school year 2010/11 were analysed in detail and a comparison was made between the two types of schools. The distribution pattern of school sports injuries did not show any significant differences between both school types. At the secondary modern schools, as well as in the lower classes of grammar schools, injuries to the upper extremities prevailed (>50%). Ball sports were responsible for every second injury. Secondary modern school pupils had a significantly higher risk of suffering a school sports injury than pupils in the lower classes of grammar schools. The injury pattern did not show

Big Class Size Challenges: Teaching Reading in Primary Classes in Kampala, Uganda's Central Municipality

Science.gov (United States)

Kewaza, Samuel; Welch, Myrtle I.

2013-01-01

Research on reading has established that reading is a pivotal discipline and early literacy development dictates later reading success. Therefore, the purpose of this study is to investigate challenges encountered with reading pedagogy, teaching materials, and teachers' attitudes towards teaching reading in crowded primary classes in Kampala,…

The impact of class absenteeism on undergraduates’ academic performance: evidence from an elite Economics school in Portugal

OpenAIRE

Aurora A.C. Teixeira

2013-01-01

The empirical literature focusing mainly on the USA suggests that class absenteeism undermines students’ academic performance and that an enforced mandatory attendance policy may be beneficial. Based on a different cultural and economic context, and using data on 146 second-year management students enrolled in a Macroeconomics course at an elite economics school in Portugal, it is shown that even when controlling for potential endogenous factors associated to attendance and academic performan...

Science anxiety and social cognitive factors predicting STEM career aspirations of high school freshmen in general science class

Science.gov (United States)

Skells, Kristin Marie

Extant data was used to consider the association between science anxiety, social cognitive factors and STEM career aspirations of high school freshmen in general science classes. An adapted model based on social cognitive career theory (SCCT) was used to consider these relationships, with science anxiety functioning as a barrier in the model. The study assessed the following research questions: (1) Do social cognitive variables relate in the expected way to STEM career aspirations based on SCCT for ninth graders taking general science classes? (2) Is there an association between science anxiety and outcomes and processes identified in the SCCT model for ninth graders taking general science classes? (3) Does gender moderate these relationships? Results indicated that support was found for many of the central tenants of the SCCT model. Science anxiety was associated with prior achievement, self-efficacy, and science interest, although it did not relate directly to STEM career goals. Gender was found to moderate only the relationship between prior achievement and science self-efficacy.

A latent class growth analysis of school bullying and its social context: the self-determination theory perspective.

Science.gov (United States)

Lam, Shui-fong; Law, Wilbert; Chan, Chi-Keung; Wong, Bernard P H; Zhang, Xiao

2015-03-01

The contribution of social context to school bullying was examined from the self-determination theory perspective in this longitudinal study of 536 adolescents from 3 secondary schools in Hong Kong. Latent class growth analysis of the student-reported data at 5 time points from grade 7 to grade 9 identified 4 groups of students: bullies (9.8%), victims (3.0%), bully-victims (9.4%), and typical students (77.8%). There was a significant association between academic tracking and group membership. Students from the school with the lowest academic performance had a greater chance of being victims and bully-victims. Longitudinal data showed that all 4 groups tended to report less victimization over the years. The victims and the typical students also had a tendency to report less bullying over the years, but this tendency was reversed for bullies and bully-victims. Perceived support from teachers for relatedness significantly predicted membership of the groups of bullies and victims. Students with higher perceived support for relatedness from their teachers had a significantly lower likelihood of being bullies or victims. The findings have implications for the theory and practice of preventive interventions in school bullying.

Differences in SOM decomposition and temperature sensitivity among soil aggregate size classes in a temperate grasslands.

Science.gov (United States)

Wang, Qing; Wang, Dan; Wen, Xuefa; Yu, Guirui; He, Nianpeng; Wang, Rongfu

2015-01-01

The principle of enzyme kinetics suggests that the temperature sensitivity (Q10) of soil organic matter (SOM) decomposition is inversely related to organic carbon (C) quality, i.e., the C quality-temperature (CQT) hypothesis. We tested this hypothesis by performing laboratory incubation experiments with bulk soil, macroaggregates (MA, 250-2000 μm), microaggregates (MI, 53-250 μm), and mineral fractions (MF, temperature and aggregate size significantly affected on SOM decomposition, with notable interactive effects (Ptemperature in the following order: MA>MF>bulk soil >MI(P classes (P temperature is closely associated withsoil aggregation and highlights the complex responses of ecosystem C budgets to future warming scenarios.

Students' perceptions of school climate in the U.S. and China.

Science.gov (United States)

Yang, Chunyan; Bear, George G; Chen, Fang Fang; Zhang, Wei; Blank, Jessica C; Huang, Xishan

2013-03-01

Although the construct of student climate has been studied extensively in the United States, we know little about how school climate is perceived in other countries. With large class sizes yet higher academic achievement and less disruptive and aggressive student behaviors, schools in China present a contrast to many schools in the United States. Differences in school climate between the two countries were examined in this study. The sample consisted of 10,400 American and 3,435 Chinese students across three grade levels (elementary, middle, and high school) in 85 American and 22 Chinese schools. Factor structure and measurement invariance across countries were first established for the Modified-Delaware School Climate Survey-Student. Differences in latent means were then tested. Across all three grade levels Chinese students scored significantly higher than American students on all four subscales (Teacher-Student Relations, Student-Student Relations, School Liking, and Fairness of School Rules). Effects sizes tended to be smallest in elementary schools and largest in middle schools. Significant differences between American and Chinese students exist in their perceptions of school climate. It is likely that those differences can be attributed to cultural differences in respect of authority, academic and social values, self-regulation and peer-regulation of behaviors, and teachers' classroom management. PsycINFO Database Record (c) 2013 APA, all rights reserved.

A comparison of the effects of computer-enhanced with traditional instruction on the learning outcomes of high-school students in anatomy classes

Science.gov (United States)

Kim, Norma B.

The primary purpose of this study was to assess the effects of computer-enhanced instruction (CEI), using A.D.A.M.sp°ler The Inside Story (1997a) anatomy software, compared with traditional instruction (TI) on student learning outcomes in high school anatomy classes. Learning outcomes are comprised of student achievement. The secondary purpose of this study was to determine whether there were relationships between learning style theories and student learning outcomes. The study was conducted in two human anatomy classes at a suburban high school near Pittsburgh. One class was chosen randomly to receive CEI. The other class received identical instruction but with no software enhancement. The same instructor taught both classes. Before the study began, the Thurstone and Jeffrey Closure Flexibility Test was administered to measure students' visual perception levels and classify them as either visually perceptive or nonvisually perceptive. The Dunn Dunn and Price Learning Style Inventory was administered to the students to identify their learning styles. CEI students worked in groups at computers using A.D.A.M.sp°ler software. Students in the TI class worked in groups on word processors for written assignments. Students in both classes received the same lectures, assignments, and study guides. After the three-week instruction period, a posttest was administered to each student in both classes to compare their achievement in the endocrine unit. Two way ANOVA revealed that there was no significant difference between the mean posttest scores of students who received CEI and TI. However, a significant difference in mean posttest scores was found between visually perceptive students and nonvisually perceptive students (p < .01). There was no interaction between the instruction methods and students' visual perception levels. Regardless of the type of instruction received, visually perceptive students scored higher than nonvisually perceptive students on the posttest

Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams

Science.gov (United States)

Caldarella, Paul; Williams, Leslie; Jolstead, Krystine A.; Wills, Howard P.

2017-01-01

Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support (PBS) is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and…

The effects of overwinter flows on the spring condition of rainbow and brown trout size classes in the Green River downstream of Flaming Gorge Dam, Utah

International Nuclear Information System (INIS)

Magnusson, A.K.; LaGory, K.E.; Hayse, J.W.

2010-01-01

Flaming Gorge Dam, a hydroelectric facility operated by the Bureau of Reclamation (Reclamation), is located on the Green River in Daggett County, northeastern Utah. Until recently, and since the early 1990s, single daily peak releases or steady flows have been the operational pattern of the dam during the winter period. However, releases from Flaming Gorge Reservoir followed a double-peak pattern (two daily flow peaks) during the winters of 2006-2007 and 2008-2009. Because there is little recent long-term history of double-peaking at Flaming Gorge Dam, the potential effects of double-peaking operations on trout body condition in the dam's tailwater are not known. A study plan was developed that identified research activities to evaluate potential effects from winter double-peaking operations (Hayse et al. 2009). Along with other tasks, the study plan identified the need to conduct a statistical analysis of historical trout condition and macroinvertebrate abundance to evaluate the potential effects of hydropower operations. The results from analyses based on the combined size classes of trout (85-630 mm) were presented in Magnusson et al. (2008). The results of this earlier analysis suggested possible relationships between trout condition and flow, but concern that some of the relationships resulted from size-based effects (e.g., apparent changes in condition may have been related to concomitant changes in size distribution, because small trout may have responded differently to flow than large trout) prompted additional analysis of within-size class relationships. This report presents the results of analyses of three different size classes of trout (small: 200-299 mm, medium: 300-399 mm, and large: (ge)400 mm body length). We analyzed historical data to (1) describe temporal patterns and relationships among flows, benthic macroinvertebrate abundance, and condition of brown trout (Salmo trutta) and rainbow trout (Oncorhynchus mykiss) in the tailwaters of Flaming

Class categories and the subjective dimension of class: the case of Denmark.

Science.gov (United States)

Harrits, Gitte Sommer; Pedersen, Helene Helboe

2018-03-01

Class relations have been proven to affect various aspects of social life, even in modern individualized societies. However, following claims on individualization and the so-called 'death of class' thesis, studying the subjective dimension of class - that is, the way individuals perceive of class relations and their own position within them - has gone out of style. We argue that even in equalized societies, subjective class perceptions may still influence attitudes and behaviour as they evolve to fit modern class relations. To explore the existence as well as structure and content of perceived social classes, this article investigates how people describe society and social groups in focus group discussions. We find that groups in different positions in terms of education and economy all tend to apply hierarchical class categories to describe Danish society, which is normally seen as one of the most equal societies and political systems in the world. In addition, we find that economic resources serve as a baseline for the hierarchical ordering, often supplemented with notions of education, lifestyle and/or occupational profile. Even though people are somewhat uncomfortable with the notion of class, their descriptions of Danish society and classes are surprisingly similar within and across groups. We conclude that not only do class relations matter; people are also highly aware of the existing classes and able to position themselves and others according to their notion of classes. © London School of Economics and Political Science 2017.

The Relationship Between Self-concept with Assertiveness in Class X Students Kesatrian 2 Senior High School Semarang

OpenAIRE

Pusparani, Anindyta; Masykur, Achmad Mujab

2014-01-01

Assertiveness is important for teenagers, that allows teens to put themselves and perform the strategic, directed, controlled and steady activities, so teens can avoid the negative behavior. Assertiveness is consist of by several factors, one of which is influenced by self-esteem. A person with a positive self-esteem has a positive self-concept. This study aims to empirically examine the relationship of self-concept with assertiveness in class X Kesatrian 2 Semarang High School. The sample...

On the size of edge chromatic 5-critical graphs

Directory of Open Access Journals (Sweden)

K. Kayathri

2017-04-01

Full Text Available In this paper, we study the size of edge chromatic 5-critical graphs in several classes of 5-critical graphs. In most of the classes of 5-critical graphs in this paper, we have obtained their exact size and in the other classes of 5-critical graphs, we give new bounds on their number of major vertices and size.

Class prediction for high-dimensional class-imbalanced data

Directory of Open Access Journals (Sweden)

Lusa Lara

2010-10-01

Full Text Available Abstract Background The goal of class prediction studies is to develop rules to accurately predict the class membership of new samples. The rules are derived using the values of the variables available for each subject: the main characteristic of high-dimensional data is that the number of variables greatly exceeds the number of samples. Frequently the classifiers are developed using class-imbalanced data, i.e., data sets where the number of samples in each class is not equal. Standard classification methods used on class-imbalanced data often produce classifiers that do not accurately predict the minority class; the prediction is biased towards the majority class. In this paper we investigate if the high-dimensionality poses additional challenges when dealing with class-imbalanced prediction. We evaluate the performance of six types of classifiers on class-imbalanced data, using simulated data and a publicly available data set from a breast cancer gene-expression microarray study. We also investigate the effectiveness of some strategies that are available to overcome the effect of class imbalance. Results Our results show that the evaluated classifiers are highly sensitive to class imbalance and that variable selection introduces an additional bias towards classification into the majority class. Most new samples are assigned to the majority class from the training set, unless the difference between the classes is very large. As a consequence, the class-specific predictive accuracies differ considerably. When the class imbalance is not too severe, down-sizing and asymmetric bagging embedding variable selection work well, while over-sampling does not. Variable normalization can further worsen the performance of the classifiers. Conclusions Our results show that matching the prevalence of the classes in training and test set does not guarantee good performance of classifiers and that the problems related to classification with class

Operationalizing Max Weber's probability concept of class situation: the concept of social class.

Science.gov (United States)

Smith, Ken

2007-03-01

In this essay I take seriously Max Weber's astonishingly neglected claim that class situation may be defined, not in categorial terms, but probabilistically. I then apply this idea to another equally neglected claim made by Weber that the boundaries of social classes may be determined by the degree of social mobility within such classes. Taking these two ideas together I develop the idea of a non-categorial boundary 'surface' between classes and of a social class 'corridor' made up of all those people who are still to be found within the boundaries of the social class into which they were born. I call social mobility within a social class 'intra-class social mobility' and social mobility between classes 'inter-class social mobility'. I also claim that this distinction resolves the dispute between those sociologists who claim that late industrial societies are still highly class bound and those who think that this is no longer the case. Both schools are right I think, but one is referring to a high degree of intra-class social mobility and the other to an equally high degree of inter-class mobility. Finally I claim that this essay provides sociology with only one example among many other possible applications of how probability theory might usefully be used to overcome boundary problems generally in sociology.

Class and ideological orientations revisited: an exploration of class-based mechanisms.

Science.gov (United States)

Bengtsson, Mattias; Berglund, Tomas; Oskarson, Maria

2013-12-01

Studies of the relationship between class position and political outlooks still only have a limited understanding of the class-related mechanisms that matter for ideological orientations. This article presents a comprehensive analysis of the mechanisms that link class position and left/right and authoritarian/libertarian orientations. Besides main factors such as income, career prospects, job security, education, class origin and class identification, the significance of work-related factors such as work autonomy, working in a team, a physically demanding job and a mentally demanding job is studied. The findings are based on a survey specifically designed for this purpose and collected in Sweden in 2008/2009. A great deal of the association between class position and left/right orientations is explained by socio-economic conditions; different classes sympathize with policies that will benefit them economically. Another important factor is class identification. Work-related factors also have relevance, but the effect of class position on left/right orientations works mainly through the remuneration system. Class position is also related to authoritarian/libertarian orientations. However, this relationship is less explained by socio-economic position per se, but is rather an effect of the educational system and its allocation of the workforce into different class positions. It also turns out that work-related factors do not explain the class effects; however, a physically demanding job shows a unique effect. Overall, our findings suggest that besides factors such as class position, income, education and class identification, we need to consider work-related aspects to derive a more complete understanding of the distribution of ideological orientations in Western societies. © London School of Economics and Political Science 2013.

The Promise of Single-Sex Classes

Science.gov (United States)

Stotsky, Sandra

2012-01-01

Despite the enthusiasm and the absence of definitive research on the pros and cons of single-sex classes, a 2011 article in Science, titled "The Pseudoscience of Single-Sex Schooling," by a new organization called American Council for CoEducational Schooling (ACCES) came out with the astonishing conclusion that single-sex education is…

From Surveillance to Intervention: Overview and Baseline Findings for the Active City of Liverpool Active Schools and SportsLinx (A-CLASS Project

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Nicola McWhannell

2018-03-01

Full Text Available This paper outlines the implementation of a programme of work that started with the development of a population-level children’s health, fitness and lifestyle study in 1996 (SportsLinx leading to selected interventions one of which is described in detail: the Active City of Liverpool, Active Schools and SportsLinx (A-CLASS Project. The A-CLASS Project aimed to quantify the effectiveness of structured and unstructured physical activity (PA programmes on children’s PA, fitness, body composition, bone health, cardiac and vascular structures, fundamental movement skills, physical self-perception and self-esteem. The study was a four-arm parallel-group school-based cluster randomised controlled trial (clinical trials no. NCT02963805, and compared different exposure groups: a high intensity PA (HIPA group, a fundamental movement skill (FMS group, a PA signposting (PASS group and a control group, in a two-schools-per-condition design. Baseline findings indicate that children’s fundamental movement skill competence levels are low-to-moderate, yet these skills are inversely associated with percentage body fat. Outcomes of this project will make an important contribution to the design and implementation of children’s PA promotion initiatives.

From Surveillance to Intervention: Overview and Baseline Findings for the Active City of Liverpool Active Schools and SportsLinx (A-CLASS) Project

Science.gov (United States)

McWhannell, Nicola; Henaghan, Jayne L.

2018-01-01

This paper outlines the implementation of a programme of work that started with the development of a population-level children’s health, fitness and lifestyle study in 1996 (SportsLinx) leading to selected interventions one of which is described in detail: the Active City of Liverpool, Active Schools and SportsLinx (A-CLASS) Project. The A-CLASS Project aimed to quantify the effectiveness of structured and unstructured physical activity (PA) programmes on children’s PA, fitness, body composition, bone health, cardiac and vascular structures, fundamental movement skills, physical self-perception and self-esteem. The study was a four-arm parallel-group school-based cluster randomised controlled trial (clinical trials no. NCT02963805), and compared different exposure groups: a high intensity PA (HIPA) group, a fundamental movement skill (FMS) group, a PA signposting (PASS) group and a control group, in a two-schools-per-condition design. Baseline findings indicate that children’s fundamental movement skill competence levels are low-to-moderate, yet these skills are inversely associated with percentage body fat. Outcomes of this project will make an important contribution to the design and implementation of children’s PA promotion initiatives.

Crossing Boundaries: Exploring Black Middle and Upper Class Preservice Teachers' Perceptions of Teaching and Learning in High Poverty Urban Schools

Science.gov (United States)

Lewis, Andrea D.

2012-01-01

The intent of this study was to explore the perceptions of Black middle and upper class preservice teachers as they relate to teaching and learning in high poverty urban schools. Participants included 11 senior early childhood education preservice teachers at a historically Black college in the southeast region of the United States. The study was…

Meat Cutting Classes--Popular with Adults

Science.gov (United States)

Mostad, James; Carpentier, Dale

1976-01-01

Presents a session by session description of a "meats" class, which is offered to high school students (9-week period) and adults (8-week period). The classes cover identification of cuts (beef, sheep, hogs, and veal; grades and grading of live animals and carcasses; economics of butchering and cutting your own meat; actual slaughtering; and the…

FOOD HABIT AMONG ELEMENTARY SCHOOL CHILDREN IN URBAN BOGOR

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Evy Damayanthi

2012-03-01

Full Text Available 800x600 Normal 0 false false false IN X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman","serif";} Food habit strongly predicts individual nutritional status. It is largely influenced by family food habit and family socioeconomic, partly by nutrition education learning in the school.  Objectives of this study were to analyze elementary school children eating habit and examine whether it relates to family socioeconomic and nutritional status. One hundred elementary school children, and their mother, from one school in urban Bogor were chosen purposively according to SIBERMAS Program criteria (i.e. grade 4th and 5th, morning school, having UKS program and not having canteen. Self administered, structured pre-coded questionnaire were used to collect the data. Nutritional status was assessed using weight and height, and body mass index for age (BAZ and height for age (HAZ were then calculated using AnthroPlus software developed by WHO (2009. School children were 8-11 years old (mean 9.37 + 0.66 years, more girls (54%, and mostly had normal nutritional status using both indexes (72% for BAZ and 95% for HAZ. School children were commonly from middle class as indicated by father education (sarjana and mother (senior high school.  Almost all school children (99% knew breakfast was important and 81% of them ate breakfast. Only 32% school children brought lunch box everyday although 92% stated their habit to bring lunch box to school. Buying snack in school was also common among school children. Generally school children ate rice 3 times a day (2.95 + 0.97 with fish, meat, chicken (2.47 + 1.14, tempe and

Factors Related Management Skills of High School Library Directors in the Republic of China

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Li-ling Kuo

1999-04-01

Full Text Available

頁次：12-34

class="MsoNormal" style="margin: 0cm 0cm 0pt;">size: small;">This study attempted to determine the factors related to the management skills of high school library directors in Taiwan, R. o. C. There were five dimensions of the Level of Management Skills (LMS, namely, professionalism, communication, library knowledge and skills, administration, and instructional leadership. The sample size was 201 randomly selected high school library directorssize: 7.5pt; font-family: HiddenHorzOCR; mso-font-kerning: 0pt; mso-bidi-font-family: HiddenHorzOCR;" lang="EN-US"> size: small;">in Taiwan. Data were collected by mail questionnaire from July to September 1996. Correlation analyses were conducted to examine the relationships between the factors of the library directors' sum of the LMS scores and independent variables. The regression equation was drawn. In the full model of the regression analysis, derived independent variables, "Support, circulation volumes, and the type of school," "Education and effort," and "Continuing professional education activities in library science" explained the greatest amount of unique variance in the dependent variable, the sum of the LMS scores. This study suggested establishing the standards of basic abilities for school library directors, arranging local unions of high school library directors in the country, re-arranging the core courses of the library majors, and emphasizing the role of "instructional consultant"

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World Class Teachers.

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Mitchell, Rosalita

1998-01-01

School communities are challenged to find ways to identify good teachers and give other teachers a chance to learn from them. The New Mexico World Class Teacher Project is encouraging teachers to pursue certification by the National Board for Professional Teaching Standards. This process sharpens teachers' student assessment skills and encourages…

Reflections on implementing several models of teaching in a high school biology class

Science.gov (United States)

Baldwin, Michael E.

This research investigates the challenges faced in enacting instructional models that previous research has found to foster student learning. In order to complete this study, the researcher documented, through a strategy of reflective practice, his return to teaching high school science after having served for a time as a science specialist and instructional coach. The study develops quality personal insights and questions that may be used by other educators and researchers to investigate the enactment of these different models and strategies. The research is limited to the spring of the 2010 school year and use notes, journals, and planner documents from the 2008--2009 school year. In order to appreciate complex interactions, triangulation was made through dovetailing personal observations with requested observations of the campus assistant principal, the district science specialist, and an out of district observer. Also, a short questionnaire administered to the students in these classes. Throughout this study, the researcher demonstrates that it is feasible to use these models. However, such external factors as imposed curriculum and standardized testing play a large role in everyday decision making of this particular teacher. The sheer amount of content to be covered under the Texas Essential Knowledge and Skills (TEKS) also influenced instructional decisions that were made. Choices about what strategy to use resided mainly within the teacher/researcher and were governed and affected mostly by his interactions with students and professional judgments about what would both bolster student understanding and help students score well on the Texas Assessment of Knowledge and Skills (TAKS).

Variations in students' perceived reasons for, sources of, and forms of in-school discrimination: A latent class analysis.

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Byrd, Christy M; Carter Andrews, Dorinda J

2016-08-01

Although there exists a healthy body of literature related to discrimination in schools, this research has primarily focused on racial or ethnic discrimination as perceived and experienced by students of color. Few studies examine students' perceptions of discrimination from a variety of sources, such as adults and peers, their descriptions of the discrimination, or the frequency of discrimination in the learning environment. Middle and high school students in a Midwestern school district (N=1468) completed surveys identifying whether they experienced discrimination from seven sources (e.g., peers, teachers, administrators), for seven reasons (e.g., gender, race/ethnicity, religion), and in eight forms (e.g., punished more frequently, called names, excluded from social groups). The sample was 52% White, 15% Black/African American, 14% Multiracial, and 17% Other. Latent class analysis was used to cluster individuals based on reported sources of, reasons for, and forms of discrimination. Four clusters were found, and ANOVAs were used to test for differences between clusters on perceptions of school climate, relationships with teachers, perceptions that the school was a "good school," and engagement. The Low Discrimination cluster experienced the best outcomes, whereas an intersectional cluster experienced the most discrimination and the worst outcomes. The results confirm existing research on the negative effects of discrimination. Additionally, the paper adds to the literature by highlighting the importance of an intersectional approach to examining students' perceptions of in-school discrimination. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Comparing the attitudes toward obese persons of the students in Physical Education and Sports school in terms of classes and some variables

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Eren ULUÖZ

2016-12-01

Full Text Available Aim: The main purpose of this study was to compare the attitudes toward obese persons scale (ATOP scores of the students in Physical Education and Sports School in terms of classes and some variables. Materials and Methods: Causal comparative Research method was used in this study. The study was performed 330 students (age:22.33±2.31 including 117 female and 213 male. In order to determine the attitudes toward obese persons ATOP scale developed by Alison et al. (1991 and validated for Turkish population (T-ATOP by Dedeli et al. (2014 was used. All result was summarised by means of descriptive statistical techniques. Independent Sample T Test, Anova Test and Pearson Correlation Test were used for the suitable situation (Accepted significance level: p0.05. As a result of the Anova test, the T-ATOP scores of the four classes showed significant differences F(3, 326=6.51, p<0.05. In relation to this result the T-ATOP scores of 4. class students was significantly higher than the other classes. This shows that 4. Class students have more positive attitudes towards obese than the other class. Conclusion: The main significant result of this study was that as the classes get higher, the attitude towards overweight and obese people changed positively. It can be considered that the students of Physical Education and Sports School have positive attitudes towards overweight and obese persons by being informed about the mechanism of obesity through their courses which directly or indirectly related to obesity during their undergraduate education. In addition to this courses, it can be thought that in the last year of undergraduate education, such as the practice of collective service application, internship, coaching practice, it is possible to create a chance to practice the theoretical knowledge practically, which may lead to students becoming more understanding of overweight obese persons they meet and to explain the sudden change of attitude in the

Status of School Safety and Security among Elementary Schools in the Fifth Class Municipality

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Cresente E. Glariana

2015-12-01

Full Text Available This study attempted to determine the status of school safety and security in terms of the school sites, school playground, school canteen services, water safety, fire safety, campus security, building security, and sanitary facilities situation in eight (8 elementary schools in Libertad town. The descriptive survey was used to find out the status of school safety and security in the elementary schools of Libertad, Misamis Oriental. A checklist on the standards of facilities as implemented by the Department of Education was used to gather the data. Checklist was based from the 2010 Educational Facilities Manual. Evaluation based on the checklist showed that some of standards on 2010 Educational Facilities Manual were not observed. The schools have not complied with the requirements and specifications. The evaluation showed further that most of the schools did not comply within the standards set by the 2010 Educational Facilities Manual. School authorities may review the standards in the 2010 Educational Facilities Manual. The school should try to meet the standard to ensure safety and security of the pupils. Action plan may be prepared to be implemented in case of emergency.

About a theoretical Background of Outdoor Education in High School : A practical approach to the Integrated Classes

OpenAIRE

佐藤, 豊; 佐野, 裕

2004-01-01

This study aims to consider the educational values and prospects of outdoor education at the Integrated Classes for high school in Japan. As it should be recognized that "the cultivation of the vitality for children to live" is the most important educational target of the New Japanese Government Curriculum Guidelines. The vitality for children to live is explained as the abilities to feel nature, to collaborate with others, to take initiative, and to take own risk, for example. It should be s...

49 CFR 172.446 - CLASS 9 label.

Science.gov (United States)

2010-10-01

... the six white spaces between them. The lower half of the label must be white with the class number “9... 49 Transportation 2 2010-10-01 2010-10-01 false CLASS 9 label. 172.446 Section 172.446... SECURITY PLANS Labeling § 172.446 CLASS 9 label. (a) Except for size and color, the “CLASS 9...

Patterns and predictors of violence against children in Uganda: a latent class analysis.

Science.gov (United States)

Clarke, Kelly; Patalay, Praveetha; Allen, Elizabeth; Knight, Louise; Naker, Dipak; Devries, Karen

2016-05-24

To explore patterns of physical, emotional and sexual violence against Ugandan children. Latent class and multinomial logistic regression analysis of cross-sectional data. Luwero District, Uganda. In all, 3706 primary 5, 6 and 7 students attending 42 primary schools. To measure violence, we used the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. We used the Strengths and Difficulties Questionnaire to assess mental health and administered reading, spelling and maths tests. We identified three violence classes. Class 1 (N=696 18.8%) was characterised by emotional and physical violence by parents and relatives, and sexual and emotional abuse by boyfriends, girlfriends and unrelated adults outside school. Class 2 (N=975 26.3%) was characterised by physical, emotional and sexual violence by peers (male and female students). Children in Classes 1 and 2 also had a high probability of exposure to emotional and physical violence by school staff. Class 3 (N=2035 54.9%) was characterised by physical violence by school staff and a lower probability of all other forms of violence compared to Classes 1 and 2. Children in Classes 1 and 2 were more likely to have worked for money (Class 1 Relative Risk Ratio 1.97, 95% CI 1.54 to 2.51; Class 2 1.55, 1.29 to 1.86), been absent from school in the previous week (Class 1 1.31, 1.02 to 1.67; Class 2 1.34, 1.10 to 1.63) and to have more mental health difficulties (Class 1 1.09, 1.07 to 1.11; Class 2 1.11, 1.09 to 1.13) compared to children in Class 3. Female sex (3.44, 2.48 to 4.78) and number of children sharing a sleeping area predicted being in Class 1. Childhood violence in Uganda forms distinct patterns, clustered by perpetrator and setting. Research is needed to understand experiences of victimised children, and to develop mental health interventions for those with severe violence exposures. NCT01678846; Results. Published by the BMJ Publishing Group Limited. For

Trophic pathways of phytoplankton size classes through the zooplankton food web over the spring transition period in the north-west Mediterranean Sea

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Hunt, Brian P. V.; Carlotti, François; Donoso, Katty; Pagano, Marc; D'Ortenzio, Fabrizio; Taillandier, Vincent; Conan, Pascal

2017-08-01

Knowledge of the relative contributions of phytoplankton size classes to zooplankton biomass is necessary to understand food-web functioning and response to climate change. During the Deep Water formation Experiment (DEWEX), conducted in the north-west Mediterranean Sea in winter (February) and spring (April) of 2013, we investigated phytoplankton-zooplankton trophic links in contrasting oligotrophic and eutrophic conditions. Size fractionated particulate matter (pico-POM, nano-POM, and micro-POM) and zooplankton (64 to >4000 μm) composition and carbon and nitrogen stable isotope ratios were measured inside and outside the nutrient-rich deep convection zone in the central Liguro-Provencal basin. In winter, phytoplankton biomass was low (0.28 mg m-3) and evenly spread among picophytoplankton, nanophytoplankton, and microphytoplankton. Using an isotope mixing model, we estimated average contributions to zooplankton biomass by pico-POM, nano-POM, and micro-POM of 28, 59, and 15%, respectively. In spring, the nutrient poor region outside the convection zone had low phytoplankton biomass (0.58 mg m-3) and was dominated by pico/nanophytoplankton. Estimated average contributions to zooplankton biomass by pico-POM, nano-POM, and micro-POM were 64, 28 and 10%, respectively, although the model did not differentiate well between pico-POM and nano-POM in this region. In the deep convection zone, spring phytoplankton biomass was high (1.34 mg m-3) and dominated by micro/nano phytoplankton. Estimated average contributions to zooplankton biomass by pico-POM, nano-POM, and micro-POM were 42, 42, and 20%, respectively, indicating that a large part of the microphytoplankton biomass may have remained ungrazed.Plain Language SummaryThe grazing of zooplankton on algal phytoplankton is a critical step in the transfer of energy through all ocean food webs. Although microscopic, phytoplankton span an enormous size range. The smallest picophytoplankton are generally thought to be too

Religion, class and schooled sexuality among Minangkabau teenage girls

OpenAIRE

Lyn Parker

2009-01-01

This paper examines the meanings attached to sexuality and femininity by Minangkabau teenage girls in schools in West Sumatra, Indonesia. Schools in West Sumatra communicate a hegemonic, normative understanding of womanhood, and a moral consciousness of the female sexual body, to students. Different types of schools – academic, vocational and Islamic senior high schools – have a different ‘curriculum of the body’ (Lesko 1988) and differently discipline bodies and shape sexuality. School girls...

Liberian Educational Stakeholders' Perceptions of Overcrowding in an Urban Public Elementary School in Monrovia

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Dalieh, Franklin T.

2017-01-01

In post-conflict Liberia, more students are returning to schools and moving to urban areas resulting in overcrowding and class sizes that surpassed recommended and legally-sanctioned limits. The purpose of this qualitative case study was to explore educational stakeholders' perceptions of the factors (e.g., organizational leadership, social, and…

Late to Class: Social Class and Schooling in the New Economy

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Van Galen, Jane

2007-01-01

This essay outlines several ways in which educators might better prepare young people of all backgrounds to understand, enter, and eventually act upon the changing economic landscape. The contributors to this article, which presents perspectives on social class and education in the United States, suggest that one might learn some lessons from the…

Social Orders and Interactions among Children in Age-Mixed Classes in Primary Schools--New Perspectives from a Synthesis of Ethnographic Data

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Huf, Christina; Raggl, Andrea

2015-01-01

The article synthesises data from two ethnographic projects, which both explore interactions of children in age-mixed groups in primary schools. It illuminates critical perspectives on social orders and children's interactions in age-mixed classes by showing how pupils in age-mixed groups become involved in power relations and how the teacher's…

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…

Comprehending text in literature class

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Purić Daliborka S.

2016-01-01

Full Text Available The paper discusses the problem of understanding a text and the contribution of methodological apparatus in the reader book to comprehension of a text being read in junior classes of elementary school. By using the technique of content analysis from methodological apparatuses in eight reader books for the fourth grade of elementary school, approved for usage in 2014/2015 academic year, and surveying 350 teachers in 33 elementary schools and 11 administrative districts in the Republic of Serbia we examined: (a to what extent the Serbian language text book contents enable junior students to understand a literary text; (b to what extent teachers accept the suggestions offered in the textbook for preparing literature teaching. The results show that a large number of suggestions relate to reading comprehension, but some of categories of understanding are unevenly distributed in the methodological apparatus. On the other hand, the majority of teachers use the methodological apparatus given in a textbook for preparing classes, not only the textbook he or she selected for teaching but also other textbooks for the same grade.

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

Science.gov (United States)

Smith, Mary E.

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

34 CFR 76.657 - Separate classes prohibited.

Science.gov (United States)

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false Separate classes prohibited. 76.657 Section 76.657 Education Office of the Secretary, Department of Education STATE-ADMINISTERED PROGRAMS What Conditions Must... separately on the basis of school enrollment or religion of the students if: (a) The classes are at the same...

Mixed-Age Grouping in Nongraded Primary Classes.

Science.gov (United States)

Pasemko, Judy Guthrie

This study examined teachers' and parents' perceptions of pedagogical successes in, and problems with, the implementation of mixed-age classes in primary education. Questionnaires were completed by 44 teachers in 2 British Columbia school districts, and by 41 parents of children in mixed-age classes in those districts. Some of the teachers were…

Size class structure, growth rates, and orientation of the central Andean cushion Azorella compacta

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Catherine Kleier

2015-03-01

Full Text Available Azorella compacta (llareta; Apiaceae forms dense, woody, cushions and characterizes the high elevation rocky slopes of the central Andean Altiplano. Field studies of an elevational gradient of A. compacta within Lauca National Park in northern Chile found a reverse J-shape distribution of size classes of individuals with abundant small plants at all elevations. A new elevational limit for A. compacta was established at 5,250 m. A series of cushions marked 14 years earlier showed either slight shrinkage or small degrees of growth up to 2.2 cm yr−1. Despite their irregularity in growth, cushions of A. compacta show a strong orientation, centered on a north-facing aspect and angle of about 20° from horizontal. This exposure to maximize solar irradiance closely matches previous observations of a population favoring north-facing slopes at a similar angle. Populations of A. compacta appear to be stable, or even expanding, with young plants abundant.

Implementing Team-Based Learning in Middle School Social Studies Classes

Science.gov (United States)

Wanzek, Jeanne; Kent, Shawn C.; Vaughn, Sharon; Swanson, Elizabeth A.; Roberts, Greg; Haynes, Martha

2015-01-01

The authors examined the effects of team-based learning (TBL) implemented in Grade 8 social studies classes on student content acquisition. Twenty-four classes were randomly assigned to treatment or comparison blocking on teacher. In the treatment classes teachers integrated TBL practices in the content instruction. The authors examined teacher…

Satellite-observed variability of phytoplankton size classes associated with a cold eddy in the South China Sea.

Science.gov (United States)

Lin, Junfang; Cao, Wenxi; Wang, Guifen; Hu, Shuibo

2014-06-15

Ocean-color remote sensing has been used as a tool to detect phytoplankton size classes (PSCs). In this study, a three-component model of PSC was reparameterized using seven years of pigment measurements acquired in the South China Sea (SCS). The model was then used to infer PSC in a cyclonic eddy which was observed west of Luzon Island from SeaWiFS chlorophyll-a (chla) and sea-surface height anomaly (SSHA) products. Enhanced productivity and a shift in the PSC were observed, which were likely due to upwelling of nutrient-rich water into the euphotic zone. The supply of nutrients promoted the growth of larger cells (micro- and nanoplankton), and the PSC shifted to greater sizes. However, the picoplankton were still important and contributed ∼48% to total chla concentration. In addition, PSC time series revealed a lag period of about three weeks between maximum eddy intensity and maximum chlorophyll, which may have been related to phytoplankton growth rate and duration of eddy intensity. Copyright © 2014 Elsevier Ltd. All rights reserved.

ASPECTS RELATED TO THE CONDUCT OF THE PHYSICAL EDUCATION CLASS IN PRIMARY SCHOOL

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Dana Ioana CRISTEA

2017-01-01

Full Text Available Physical education, a subject included in the core curriculum in all educational cycles, with different number of hours, aims at training students attitudes and habits, specific to its field, also targeting other areas of education.The current pre-university education in Romania, including the physical education classes, joined the European standards of education.These require further reforms in both the organizational documents and the deployment methodology in the educational process in all university institutions.It is known that physical education lessons are conducted in dedicated facilities (sports court, gyms but what solution is there when we do not have these spaces?The classroom remains a loophole rescue, a space to be exploited with more creativity and motivation.This paper proposes a series of teaching strategies to achieve the objectives of physical education in primary school.

Remote-Sensing Estimation of Phytoplankton Size Classes From GOCI Satellite Measurements in Bohai Sea and Yellow Sea

Science.gov (United States)

Sun, Deyong; Huan, Yu; Qiu, Zhongfeng; Hu, Chuanmin; Wang, Shengqiang; He, Yijun

2017-10-01

Phytoplankton size class (PSC), a measure of different phytoplankton functional and structural groups, is a key parameter to the understanding of many marine ecological and biogeochemical processes. In turbid waters where optical properties may be influenced by terrigenous discharge and nonphytoplankton water constituents, remote estimation of PSC is still a challenging task. Here based on measurements of phytoplankton diagnostic pigments, total chlorophyll a, and spectral reflectance in turbid waters of Bohai Sea and Yellow Sea during summer 2015, a customized model is developed and validated to estimate PSC in the two semienclosed seas. Five diagnostic pigments determined through high-performance liquid chromatography (HPLC) measurements are first used to produce weighting factors to model phytoplankton biomass (using total chlorophyll a as a surrogate) with relatively high accuracies. Then, a common method used to calculate contributions of microphytoplankton, nanophytoplankton, and picophytoplankton to the phytoplankton assemblage (i.e., Fm, Fn, and Fp) is customized using local HPLC and other data. Exponential functions are tuned to model the size-specific chlorophyll a concentrations (Cm, Cn, and Cp for microphytoplankton, nanophytoplankton, and picophytoplankton, respectively) with remote-sensing reflectance (Rrs) and total chlorophyll a as the model inputs. Such a PSC model shows two improvements over previous models: (1) a practical strategy (i.e., model Cp and Cn first, and then derive Cm as C-Cp-Cn) with an optimized spectral band (680 nm) for Rrs as the model input; (2) local parameterization, including a local chlorophyll a algorithm. The performance of the PSC model is validated using in situ data that were not used in the model development. Application of the PSC model to GOCI (Geostationary Ocean Color Imager) data leads to spatial and temporal distribution patterns of phytoplankton size classes (PSCs) that are consistent with results reported from

Project Based Learning in Multi-Grade Class

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Ciftci, Sabahattin; Baykan, Ayse Aysun

2013-01-01

The purpose of this study is to evaluate project based learning in multi-grade classes. This study, based on a student-centered learning approach, aims to analyze students' and parents' interpretations. The study was done in a primary village school belonging to the Centre of Batman, already adapting multi-grade classes in their education system,…

Caracterização química e mineralógica de agregados de diferentes classes de tamanho de Latossolos Bruno e Vermelho localizados no estado do Paraná Chemical and mineralogical characterization of the different structure size classes of Red-Yellow and Dusky Red Latosols in Paraná, Brazil

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Vander de Freitas Melo

2008-02-01

Full Text Available O teor e a forma dos minerais da fração argila são determinantes na definição da morfologia dos agregados do solo. Objetivando estudar a mineralogia da fração argila e as propriedades químicas de diferentes classes de agregados de Latossolos (Latossolo Bruno Ácrico húmico - LBd e Latossolo Vermelho Distroférrico húmico - LVdf originados de rochas basálticas no Estado do Paraná, coletaram-se amostras indeformadas em diferentes profundidades (horizontes Bw1 e Bw2 em perfis de solos localizados em duas toposseqüências (quatro perfis no LBd e três no LVdf. Após secagem e separação das amostras indeformadas em seis classes de agregados (2-4; 1-2; 0,5-1; 0,25-0,5; 0,105-0,25; The content and shap of clay minerals are important in the definition of soil structure morphology. To evaluate the clay mineralogy and chemical properties of different aggregate size-classes of Latosols (Red-Yellow - LBd and Dusky Red - LVdf derived from basalt in the state of Paraná, Brazil, soil samples of the Bw1 and Bw2 horizons were collected in four LBd and three LVdf profiles, distributed across two distinct toposequences. Dried and undisturbed soil samples were separated into six size-classes (2-4; 1-2; 0.5-1; 0.25-0.5; 0.105-0.25; < 0.105 mm and the soluble Si in 0,5 mol L-1 acetic acid and exchangeable K, Ca, Mg and Al contents were determined. The clay fraction extracted from each aggregate size-class was investigated by X-ray diffraction, thermal analysis and chemical analysis. The content of exchangeable elements did not vary among the aggregate size-classes in the Bw1 and Bw2 horizons for Red-Yellow and Dusky Red Latosol profiles. In spite of the high and continuous weathering of these soils the mineralogical characteristics of the aggregate clay fraction were not homogenized. The highest variation in the mineral contents, according to the aggregate size class, was observed for the profile in the highest position of the LBd toposequence; the

Classes in Themselves and for Themselves: The Practice of Monitorial Education for Different Social Classes in Sweden, 1820-1843

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Larsson, Esbjörn

2016-01-01

This article investigates the monitorial system of education in Sweden between 1820 and 1843. In contrast to previous research, which has emphasised monitorial education as a method for disciplining poor children, this article compares the use of the method in schools for the working classes and in academic schools. Using concepts such as…

THE BLIND STUDENT AND HIS BODY FEELINGS: WAYS OF BEING AND PERCEIVING THE SCHOOL THROUGH TACTILE MAPS DURING PHYSICAL EDUCATION CLASSES

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Ruy Antônio Wanderley Rodrigues de Miranda

2016-03-01

Full Text Available Historically, physical education in Brazil has been coming through a long process for achieving its position in regular schools. Conquering this place is owed to a large set of debates about the most varied pedagogical concepts.  This study aims at analyzing the body feelings of a blind student and phenomenologically describing this student’s perceptions of school spaces when influenced by the use of tactile maps. The study adopted a qualitative approach from a theoretical-methodological perspective of the case study with phenomenological-existential inspiration.  Based on the dialogues in this study, the authors understood that tactile maps, mediated by the student’s body feelings, represented significant importance to boost memorization of school spaces. This allowed more reliable guidance and safer mobility to that blind student and his own challenges of overcoming physical and attitudinal barriers when he needed to move around daily at school and during physical education classes.

MANAGING LARGE CLASSES IN DEVELOPING COUNTRIES

African Journals Online (AJOL)

PROF. BARTH EKWUEME

GLOBAL JOURNAL OF EDUCATIONAL RESEARCH VOL 15, 2016: 31-39. COPYRIGHT© ... classes or overcrowded classrooms affect the quality of education delivered in the school system. ... central to their national development strategy.

A Comparison of Single-Gender Classes and Traditional, Coeducational Classes on Student Academic Achievement, Discipline Referrals, and Attitudes toward Subjects

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Smith, Debra Messenger

2010-01-01

In recent years, there has been a resurgence of interest in single gender education. Emerging science has proven that boys and girls learn differently. This study compared fifth grade single-gender classes to fifth grade traditional, coeducational classes in the same urban middle school. The following were compared: students' academic achievement;…

An Ethnographic Study of Disciplinary and Pedagogic Practices in a Primary Class

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Iyer, Suvasini

2013-01-01

The article presents an ethnographic study conducted in a class in a government-run primary school in Delhi. It was found that a chief concern in the school was that of disciplining children. In the observed class, this took the shape of controlling children's bodies and motor movements. It is argued that through disciplining, teachers were…

32 CFR 1639.4 - Exclusion from Class 2-D.

Science.gov (United States)

2010-07-01

... recognized; or (c) He ceases to be a full-time student; or (d) He fails to maintain satisfactory academic... Class 2-D when: (a) He fails to establish that the theological or divinity school is a recognized school...

Devil in the Detail: Using a Pupil Questionnaire Survey in an Evaluation of Out-of-School Classes for Gifted and Talented Children

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Lambert, Mike

2008-01-01

The use of questionnaires to evaluate educational initiatives is widespread, but often problematic. This paper examines four aspects of an evaluation survey carried out with very able pupils attending out-of-school classes: ethics, design, bias and interpretation. There is a particular focus on the interpretation and analysis of pupils' answers to…

[Does elitism of school influence the smoking-related health behaviour among grammar school students?].

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Józwicki, Wojciech; Gołda, Ryszard; Domaniewska, Jolanta; Skok, Zdzisław; Jarzemski, Piotr; Przybylski, Grzegorz; Domaniewski, Jan

2009-01-01

The aim of the study was connected with smoking health behaviour estimation among public (SZP) and nonpublic (SZN) grammar school students. The analysis of 156 anonymous questionnaires was made. Questionnaires contained questions of parents' education, material situation of family, physical education, social relations with family and peers and positive or negative perception of smoking. In total trial we observed a strong positive correlation between style of smoking or number of smoked cigarettes and positive perception of smoking (r = 0.62 or r = 0.36 respectively). The latter correlated significantly with family presence of smoking (r = 0.18). Percentages of smoking students of SZP and SZN differed and amounted 22% and 18% respectively. Within I/II SZP classes the smoking depended on material position of family (r = 0.28) and positive perception of smoking (r = 0.68). Among students of III SZP classes the dependence on material situation was stronger (r = 0.49), while students of III SZN classes became to perceive smoking more positive (r = 0.82). Social relations of students of I/II SZN classes were inversely proportional to prevalence of smoking in their families. Smoking students of III SZN classes worked out much more variously in comparison with pupils of SZP. The main motivation of smoking within school students was the positive perception of smoking. The differences of smoking prevalence within both types of school probably formed in the families and observed in I/II classes pupils, vanished during the time of III class of studying. Elitism of school do not protect the student from smoking: during the time of III SZN class the smoking receives clearly positive appearance and became established. Probably existing antinicotinic school programs should much more decidedly deliver the negative appearance of health effects of smoking.

Longitudinal burnout-collaboration patterns in Japanese medical care workers at special needs schools: a latent class growth analysis

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Kanayama, Mieko; Suzuki, Machiko; Yuma, Yoshikazu

2016-01-01

The present study aimed to identify and characterize potential burnout types and the relationship between burnout and collaboration over time. Latent class growth analysis and the growth mixture model were used to identify and characterize heterogeneous patterns of longitudinal stability and change in burnout, and the relationship between burnout and collaboration. We collected longitudinal data at three time points based on Japanese academic terms. The 396 study participants included academic teachers, yogo teachers, and registered nurses in Japanese special needs schools. The best model included four types of both burnout and collaboration in latent class growth analysis with intercept, slope, and quadratic terms. The four types of burnout were as follows: low stable, moderate unstable, high unstable, and high decreasing. They were identified as involving inverse collaboration function. The results indicated that there could be dynamic burnout types, namely moderate unstable, high unstable, and high decreasing, when focusing on growth trajectories in latent class analyses. The finding that collaboration was dynamic for dynamic burnout types and stable for stable burnout types is of great interest. This was probably related to the inverse relationship between the two constructs. PMID:27366107

Issues of medication administration and control in Iowa schools.

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Farris, Karen B; McCarthy, Ann Marie; Kelly, Michael W; Clay, Daniel; Gross, Jami N

2003-11-01

Who is responsible for medication administration at school? To answer this question, a descriptive, self-administered survey was mailed to a random sample of 850 school principals in Iowa. The eight-page, 57-item, anonymous survey was mailed first class, and a follow-up reminder post card was mailed two weeks later. Descriptive analyses were conducted, with type of respondent (principal versus school nurse), grade level, and size of school examined to explore differences. A 46.6% response rate was obtained; 97% of respondents indicated their schools had written guidelines for medication administration. Principals (41%) and school nurses (34%) reported that they have the ultimate legal responsibility for medication administration. Policies for medication administration on field trips were available in schools of 73.6% of respondents. High schools were more likely to allow self-medication than other grade levels. "Missed dose" was the most common medication error. The main reasons contributing to medication administration errors included poor communication among school, family, and healthcare providers, and the increased number of students on medication. It remains unclear who holds ultimate responsibility for medication administration in schools. Written policies typically exist for medication administration at school, but not field trips. Communicating medication changes to schools, and ensuring medications are available at school, likely can reduce medication administration errors.

Effects of Individual and School-Level Characteristics on a Child’s Gross Motor Coordination Development

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Raquel Chaves

2015-07-01

Full Text Available The aim of this study was to identify child and school-level characteristics that explained inter-individual differences in gross motor coordination (GMC. Participants (n = 390, recruited from 18 Portuguese primary schools, were aged 6 to 10 years of age. Birth weight, body fat (BF, physical activity (PA, physical fitness (PF and GMC were assessed. School size, setting, infrastructure and physical education classes were considered as school context markers. A multilevel modeling approach was used to identify hierarchical effects (child and school levels. It was found that children-level variables (sex, PF, and BF significantly explained 63% of the 90% variance fraction at the individual level; boys outperformed girls (p < 0.05, individuals with higher BF were less coordinated (p < 0.05, and those with higher PF were more coordinated (p < 0.05. School-variables (e.g. school size and playing surface explained 84% of the 10% variation fraction. These findings confirm the roles of sex, PFS and BF. Interestingly they also suggest that the school environment plays a minor but significant role in GMC development. However, it is important to stress that the school context and conditions can also play an important role in a child’s motor development, providing adequate and enriching motor opportunities.

Latino Students' Transition to Middle School: Role of Bilingual Education and School Ethnic Context.

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Hughes, Jan N; Im, MyungHee; Kwok, Oi-Man; Cham, Heining; West, Stephen G

2015-09-01

Participants were 204 academically at-risk Latino students recruited into a study when in first grade and followed for 9 years. Using piecewise latent growth curve analyses, we investigated trajectories of teacher-rated behavioral engagement and student-reported school belonging during elementary school and middle school and the association between trajectories and enrollment in bilingual education classes in elementary school and a change in school ethnic congruence across the transition to middle school. Overall, students experienced a drop in school belonging and behavioral engagement across the transition. A moderating effect of ethnic congruence on bilingual enrollment was found. A decline in ethnic congruence was associated with more positive trajectories for students previously enrolled in bilingual classes but more negative trajectories for non-bilingual students.

A One-Year Case Study: Understanding the Rich Potential of Project-Based Learning in a Virtual Reality Class for High School Students

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Morales, Teresa M.; Bang, EunJin; Andre, Thomas

2013-01-01

This paper presents a qualitative case analysis of a new and unique, high school, student-directed, project-based learning (PBL), virtual reality (VR) class. In order to create projects, students learned, on an independent basis, how to program an industrial-level VR machine. A constraint was that students were required to produce at least one…

Teachers in the 'Hood: Hollywood's Middle-Class Fantasy.

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Bulman, Robert C.

2002-01-01

Asserts that the urban-high-school film genre (in which a classroom of socially troubled, low-achieving students is transformed by the singular efforts of an outside middle class teacher or principal) reinforces the "culture of poverty" thesis, representing the fantasies that suburban middle class America has about life in urban high…

Class Councils in Switzerland: Citizenship Education in Classroom Communities?

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Corinne Wyss

2012-09-01

Full Text Available Democracy depends on the participation of citizens. Citizenship educationis taking place in classroom communities to prepare pupils for their role ascitizens. Class councils are participatory forms of citizenship educationguaranteeing the children’s right to form and express their views freely aswritten down in the Convention on the Rights of the Child. Theoreticaldeficiencies and empirical objections have been formulated againstparticipation in the school setting. Despite widespread practices, empiricaldata about class councils in Switzerland barely exists. In our researchproject we video-recorded fourteen class councils in secondary schools, weinterviewed the teacher and four pupils of each class, and all the pupilsfilled in a standardized questionnaire. Class councils are very popular formsof education with pupils although the actual power to influence decisions bydeliberation is doubted to some extent. Quantitative analysis of the videorecordingsshows the wide range of forms of class councils that exist inrespect to the talking time of the pupils. To express one’s own viewpointand to understand the standpoint of other discussants, constructarguments and counterarguments, participate, and lead discussions aredifficult tasks. Based on the empirical research the project describes threeforms of class councils that differ in the degree of favouring thedevelopment of communicative competences as a part of citizenshipeducation.

Retention of School-Based SLPs: Relationships among Caseload Size, Workload Satisfaction, Job Satisfaction, and Best Practice

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Hutchins, Tiffany L.; Howard, Malinda; Prelock, Patricia A.; Belin, Gayle

2010-01-01

Nationally, the shortage of speech-language pathologists (SLPs) in the schools is growing. As such, it is important to understand factors related to the retention of SLPs in this setting. This study expanded on previous research by examining a wider range of factors that may be related to the retention of SLPs including caseload size, workload…

Living Contradictions and Working for Change: Toward a Theory of Social Class-Sensitive Pedagogy

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Jones, Stephanie; Vagle, Mark D.

2013-01-01

This essay describes a vision of social class-sensitive pedagogy aimed at disrupting endemic classism in schools. We argue persistent upward mobility discourses construct classist hierarchies in schools and classroom practice and are founded on misunderstandings of work, lived experiences of social class, and the broader social and economic…

Alumni Job Search Strategies, Class of 2011. GMAC[R] Data-to-Go Series

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Graduate Management Admission Council, 2012

2012-01-01

Examining the job search strategies and employment outcomes for Class of 2011 graduate business school alumni sheds light on current job market trends and the effort required to secure a first job after earning a graduate business degree. This fact sheet highlights the job search methods used by Class of 2011 business school graduates as reported…

The Application of School Watching Method to Increase the Earthquake Disaster Knowledge of Primary School Students

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Sri Adelila Sari

2015-08-01

Full Text Available The study entitled "The Application of School Watching to Increase the Earthquake Disaster Knowledge of Primary School Students, MIN Blang Mancung, Aceh" was aimed to describe the students' knowledge of the different dangerous objects in the face of an earthquake. The approach used in this study was qualitative and quantitative. The type of study was descriptive. Subjects used were as many as 30 students MIN Blang Mancung, Aceh. The method used was an experimental, which was divided into two classes, namely the experimental and control classes. Data collection technique was using questionnaires, which included the questions about common dangerous objects, dangerous objects in the class and also in the school yard. The results showed that there was a significant effect on students' knowledge before and after the implementation of the method School Watching. In addition, the knowledge of students toward the dangerous objects was found to be significant different between control and experimental class.

CERN-Fermilab summer school is smash hit

CERN Multimedia

2006-01-01

A new joint CERN-Fermilab summer school is proving more popular than the organizers ever imagined. Interest in the first CERN-Fermilab Hadron Collider Physics Summer School, to be held at Fermilab on 9-18 August, has proved far greater than anyone anticipated, with 300 applications for the planned 100 places. In response, the Organizing Committee, led by Fermilab's Jeffrey Appel and Bogdan Dobrescu, has had to increase the class size to nearly 150 participants. 'The success of this initiative, with an unexpectedly large number of applications, shows both the great anticipation that exists in the world for the start up of the LHC, and the need for greater educational support to enable the hundreds of young researchers to get ready for a full and prompt exploitation of the LHC data,' explains CERN's Michelangelo Mangano, who is a member of the International Advisory Committee (IAC) for the school. 'Fulfilling the expectations of the students will be a great challenge, which we are all eager to tackle.' Fabiol...

Intraclass correlation values for adolescent health outcomes in secondary schools in 21 European countries

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N. Shackleton

2016-12-01

Full Text Available Background: Cluster randomised controlled trials (CRCTs are increasingly used to evaluate the effectiveness of interventions for improving health. A key feature of CRCTs is that individuals in clusters are often more alike than individuals in different clusters, irrespective of treatment. This similarity within clusters needs to be taken into account when planning CRCTs to obtain adequate sample sizes, and when analysing clustered data to obtain correct estimates. Methods: Nationally representative data from 15 to 16 year olds were analysed, from 21 of the 35 countries that participated in the 2007 European School Survey Project on Alcohol and Other Drugs. Within country school level intra-class correlation coefficients (ICCs were calculated for substance use (self-reported alcohol use, regular alcohol use, binge drinking, any smoking, regular smoking, and illicit drug use and psychosocial health (depressive mood and self-esteem. Unadjusted and adjusted ICCs are presented. ICCs are adjusted for student sex and socioeconomic status. Results: ICCs ranged from 0.01 to 0.21, with the highest (0.21 reported for regular smoking. Within country school level ICCs varied substantially across health outcomes, and among countries for the same health outcomes. Estimated ICCs were consistently higher for substance use (range 0.01–0.21, than for psychosocial health (range 0.01–0.07. Within country ICCs for health outcomes varied by changes in the measurement of particular health outcomes, for example the ICCs for regular smoking (range 0.06–0.21 were higher than those for having smoked at all in the last month (range 0.03–0.17. Conclusions: For school level ICCs to be effectively utilised in informing sample size requirements for CRCTs and adjusting estimates from meta-analyses, the school level ICCs need to be both country and outcome specific. Keywords: Intra-class correlation, Schools, Adolescents, Substance use, Mental health

Anthropological analysis of differences in psychomotor skills area high school students and their linkages with the formal representation of kinesiological education classes in the curriculum

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Bešović Milica

2012-01-01

Full Text Available In order to determine differences in anthropological space psychomotor skills and their connection with the formal representation of kinesiological education classes in the curriculum of secondary school students, conducted the study in part on a simple random sample of 200 female high school population of entities, which are described with 7 sets of primary psychomotor indicators. According to the criterion of formal representation of kinesiological education classes in the curriculum, the sample was stratified on the subsample with two or four hours a week. To determine the difference discriminant analysis was applied. According to the actual parameters, confirmed the initial assumption that the system of psychomotor variables and criterion variables no statistically significant association, then it was concluded that the results do not contradict current scientific knowledge indicated the need and transition model curriculum in favor of the treated population biopsihosocijalnog integrity of its entities.

The Model Construction of English Ecological Class in the High School in China

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Zhou, Zhen

2017-01-01

The Ecological class is a kind of class in which the system of class teaching is in a state of dynamic balance and it can enhance the efficiency of class teaching. The article analyzes the feature of English ecological class, illustrates the non-ecological class teaching problems and explores the ways to establish English ecological class from the…

Critical Science Education in a Suburban High School Chemistry Class

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Ashby, Patrick

To improve students' scientific literacy and their general perceptions of chemistry, I enacted critical chemistry education (CCE) in two "regular level" chemistry classes with a group of 25 students in a suburban, private high school as part of this study. CCE combined the efforts of critical science educators (Fusco & Calabrese Barton, 2001; Gilbert 2013) with the performance expectations of the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013a) to critically transform the traditional chemistry curriculum at this setting. Essentially, CCE engages students in the critical exploration of socially situated chemistry content knowledge and requires them to demonstrate this knowledge through the practices of science. The purpose of this study was to gauge these students development of chemistry content knowledge, chemistry interest, and critical scientific literacy (CSL) as they engaged in CCE. CSL was a construct developed for this study that necessarily combined the National Research Center's (2012) definition of scientific literacy with a critical component. As such, CSL entailed demonstrating content knowledge through the practices of science as well as the ability to critically analyze the intersections between science content and socially relevant issues. A mixed methods, critical ethnographic approach framed the collection of data from open-ended questionnaires, focus group interviews, Likert surveys, pre- and post unit tests, and student artifacts. These data revealed three main findings: (1) students began to develop CSL in specific, significant ways working through the activities of CCE, (2) student participants of CCE developed a comparable level of chemistry content understanding to students who participated in a traditional chemistry curriculum, and (3) CCE developed a group of students' perceptions of interest in chemistry. In addition to being able to teach students discipline specific content knowledge, the implications of this study are

School-based prevention program associated with increased short- and long-term retention of safety knowledge.

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Klas, Karla S; Vlahos, Peter G; McCully, Michael J; Piche, David R; Wang, Stewart C

2015-01-01

Validation of program effectiveness is essential in justifying school-based injury prevention education. Although Risk Watch (RW) targets burn, fire, and life safety, its effectiveness has not been previously evaluated in the medical literature. Between 2007 and 2012, a trained fire service public educator (FSPE) taught RW to all second grade students in one public school district. The curriculum was delivered in 30-minute segments for 9 consecutive weeks via presentations, a safety smoke house trailer, a model-sized hazard house, a student workbook, and parent letters. A written pre-test (PT) was given before RW started, a post-test (PT#1) was given immediately after RW, and a second post-test (PT#2) was administered to the same students the following school year (ranging from 12 to 13 months after PT). Students who did not complete the PT or at least one post-test were excluded. Comparisons were made by paired t-test, analysis of variance, and regression analysis. After 183 (8.7%) were excluded for missing tests, 1,926 remaining students scored significantly higher (P = .0001) on PT#1 (mean 14.8) and PT#2 (mean 14.7) than the PT (mean 12.1). There was 1 FSPE and 36 school teachers with class size ranging from 10 to 27 (mean 21.4). Class size was not predictive of test score improvement (R = 0%), while analysis of variance showed that individual teachers trended toward some influence. This 6-year prospective study demonstrated that the RW program delivered by an FSPE effectively increased short-term knowledge and long-term retention of fire/life safety in early elementary students. Collaborative partnerships are critical to preserving community injury prevention education programs.

Using Mobile Phone Technology in EFL Classes

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Sad, Süleyman Nihat

2008-01-01

Teachers of English as a foreign language (EFL) who want to develop successful lessons face numerous challenges, including large class sizes and inadequate instructional materials and technological support. Another problem is unmotivated students who refuse to participate in class activities. According to Harmer (2007), uncooperative and…

A Latent Class Analysis of Pathological-Gambling Criteria Among High School Students: Associations With Gambling, Risk and Health/Functioning Characteristics

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Kong, Grace; Tsai, Jack; Krishnan-Sarin, Suchitra; Cavallo, Dana A.; Hoff, Rani A.; Steinberg, Marvin A.; Rugle, Loreen; Potenza, Marc N.

2015-01-01

Objectives To identify subtypes of adolescent gamblers based on the 10 Diagnostic and Statistical Manual of Mental Disorders, fourth edition criteria for pathological gambling and the 9 Diagnostic and Statistical Manual of Mental Disorders, fifth edition criteria for gambling disorder and to examine associations between identified subtypes with gambling, other risk behaviors, and health/functioning characteristics. Methods Using cross-sectional survey data from 10 high schools in Connecticut (N = 3901), we conducted latent class analysis to classify adolescents who reported past-year gambling into gambling groups on the basis of items from the Massachusetts Gambling Screen. Adolescents also completed questions assessing demographic information, substance use (cigarette, marijuana, alcohol, and other drugs), gambling behaviors (relating to gambling formats, locations, motivations, and urges), and health/functioning characteristics (eg, extracurricular activities, mood, aggression, and body mass index). Results The optimal solution consisted of 4 classes that we termed low-risk gambling (86.4%), at-risk chasing gambling (7.6%), at-risk negative consequences gambling (3.7%), and problem gambling (PrG) (2.3%). At-risk and PrG classes were associated with greater negative functioning and more gambling behaviors. Different patterns of associations between at-risk and PrG classes were also identified. Conclusions Adolescent gambling classifies into 4 classes, which are differentially associated with demographic, gambling patterns, risk behaviors, and health/functioning characteristics. Early identification and interventions for adolescent gamblers should be sensitive to the heterogeneity of gambling subtypes. PMID:25275877

Beyond the Schoolyard: The Contributions of Parenting Logics, Financial Resources, and Social Institutions to the Social Class Gap in Structured Activity Participation

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Bennett, Pamela R.; Lutz, Amy; Jayaram, Lakshmi

2014-01-01

We investigate cultural and structural sources of class differences in youth activity participation with interview, survey, and archival data. We find working- and middle-class parents overlap in parenting logics about participation, though differ in one respect: middle-class parents are concerned with customizing children’s involvement in activities, while working-class parents are concerned with achieving safety and social mobility for children through participation. Second, because of financial constraints, working-class families rely on social institutions for participation opportunities, but few are available. Schools act as an equalizing institution by offering low-cost activities, allowing working-class children to resemble middle-class youth in school activities, but they remain disadvantaged in out-of-school activities. School influences are complex, however, as they also contribute to class differences by offering different activities to working- and middle-class youth. Findings raise questions about the extent to which differences in participation reflect class culture rather than the objective realities parents face. PMID:25328250

Beyond the Schoolyard: The Contributions of Parenting Logics, Financial Resources, and Social Institutions to the Social Class Gap in Structured Activity Participation.

Science.gov (United States)

Bennett, Pamela R; Lutz, Amy; Jayaram, Lakshmi

2012-01-01

We investigate cultural and structural sources of class differences in youth activity participation with interview, survey, and archival data. We find working- and middle-class parents overlap in parenting logics about participation, though differ in one respect: middle-class parents are concerned with customizing children's involvement in activities, while working-class parents are concerned with achieving safety and social mobility for children through participation. Second, because of financial constraints, working-class families rely on social institutions for participation opportunities, but few are available. Schools act as an equalizing institution by offering low-cost activities, allowing working-class children to resemble middle-class youth in school activities, but they remain disadvantaged in out-of-school activities. School influences are complex, however, as they also contribute to class differences by offering different activities to working- and middle-class youth. Findings raise questions about the extent to which differences in participation reflect class culture rather than the objective realities parents face.

Fictive Kinship as It Mediates Learning, Resiliency, Perseverance, and Social Learning of Inner-City High School Students of Color in a College Physics Class

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Alexakos, Konstantinos; Jones, Jayson K.; Rodriguez, Victor H.

2011-01-01

In this hermeneutic study we explore how fictive kinship (kin-like close personal friendship) amongst high school students of color mediated their resiliency, perseverance, and success in a college physics class. These freely chosen, processual friendships were based on emotional and material support, motivation, and caring for each other, as well…

Body size affects the strength of social interactions and spatial organization of a schooling fish (Pseudomugil signifer)

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Romenskyy, Maksym; Herbert-Read, James E.; Ward, Ashley J. W.; Sumpter, David J. T.

2017-04-01

While a rich variety of self-propelled particle models propose to explain the collective motion of fish and other animals, rigorous statistical comparison between models and data remains a challenge. Plausible models should be flexible enough to capture changes in the collective behaviour of animal groups at their different developmental stages and group sizes. Here, we analyse the statistical properties of schooling fish (Pseudomugil signifer) through a combination of experiments and simulations. We make novel use of a Boltzmann inversion method, usually applied in molecular dynamics, to identify the effective potential of the mean force of fish interactions. Specifically, we show that larger fish have a larger repulsion zone, but stronger attraction, resulting in greater alignment in their collective motion. We model the collective dynamics of schools using a self-propelled particle model, modified to include varying particle speed and a local repulsion rule. We demonstrate that the statistical properties of the fish schools are reproduced by our model, thereby capturing a number of features of the behaviour and development of schooling fish.

Secondary School Transition: Planning for Success.

Science.gov (United States)

Hemphill, Rae

Parents of adolescents with attention deficit disorders are offered suggestions for easing the transition of their teen from elementary to secondary school. Careful scheduling of classes with the guidance counselor to "fit" the individual teen's needs is urged. The importance of ongoing communication with the school concerning class progress,…

Development of observational learning during school formation in jack mackerel Trachurus japonicus juveniles.

Science.gov (United States)

Takahashi, Kohji; Masuda, Reiji; Yamashita, Yoh

2014-03-01

We assessed whether the development of observational learning in jack mackerel Trachurus japonicus juveniles corresponds with that of their schooling behaviour. Schooling behaviour was quantitatively analyzed by nearest neighbour distance and separation angle in two size classes of fish, 20-mm and 40-mm in body length. Observer and non-observer fish with matching sizes were conditioned to pellets by temporarily stopping aeration. Observer fish were provided with five observation trials of other individuals feeding near an air stone when aeration was stopped. After the observation trial, fish were conditioned to pellets with the stop of aeration, and then the learning process was evaluated by the increase in the association with the feeding area when aeration was stopped. In 20-mm fish, which were at an immature stage of schooling behaviour, there was no difference in the learning process between observer and non-observer fish. In contrast, 40-mm fish were confirmed to have a well-developed schooling behaviour, and the observer learnt the feeding area more efficiently than the non-observer. This study provides evidence that observational learning develops along with the development of the social interaction. Copyright © 2013 Elsevier B.V. All rights reserved.

Why Does Rebalancing Class-Unbalanced Data Improve AUC for Linear Discriminant Analysis?

Science.gov (United States)

Xue, Jing-Hao; Hall, Peter

2015-05-01

Many established classifiers fail to identify the minority class when it is much smaller than the majority class. To tackle this problem, researchers often first rebalance the class sizes in the training dataset, through oversampling the minority class or undersampling the majority class, and then use the rebalanced data to train the classifiers. This leads to interesting empirical patterns. In particular, using the rebalanced training data can often improve the area under the receiver operating characteristic curve (AUC) for the original, unbalanced test data. The AUC is a widely-used quantitative measure of classification performance, but the property that it increases with rebalancing has, as yet, no theoretical explanation. In this note, using Gaussian-based linear discriminant analysis (LDA) as the classifier, we demonstrate that, at least for LDA, there is an intrinsic, positive relationship between the rebalancing of class sizes and the improvement of AUC. We show that the largest improvement of AUC is achieved, asymptotically, when the two classes are fully rebalanced to be of equal sizes.

Language, Social Class and Education: Listening to Adolescents' Perceptions

Science.gov (United States)

Spencer, Sarah; Clegg, Judy; Stackhouse, Joy

2013-01-01

Young people's perceptions may offer an insight into the complex associations between language, education and social class. However, little research has asked young people what they think of their own talking. Forty-two British adolescents aged between 14 and 15 years were interviewed: 21 attended a school in a working class area; 21 attended…

Making the middle classes on shifting ground? Residential status, performativity and middle-class subjectivities in contemporary London.

Science.gov (United States)

Benson, Michaela; Jackson, Emma

2017-06-01

This paper argues that shifts in access to housing - both in relation to rental and ownership - disrupt middle-class reproduction in ways that fundamentally influence class formation. While property ownership has had a long association with middle-class identities, status and distinction, an increasingly competitive rental market alongside inflated property prices has impacted on expectations and anxieties over housing futures. In this paper, we consider two key questions: (1) What happens to middle-class identities under the conditions of this wider structural change? (2) How do the middle classes variously manoeuvre within this? Drawing on empirical research conducted in London, we demonstrate that becoming an owner-occupier may be fractured along lines of class but also along the axes of age, wealth and timing, particularly as this relates to the housing market. It builds on understandings of residential status and place as central to the formation of class, orienting this around the recognition of both people and place as mutable, emphasizing that changing economic and social processes generate new class positionalities and strategies for class reproduction. We argue that these processes are writ large in practices of belonging and claims to place, with wider repercussions within the urban landscape. © London School of Economics and Political Science 2017.

Delivering phonological and phonics training within whole-class teaching.

Science.gov (United States)

Shapiro, Laura R; Solity, Jonathan

2008-12-01

Early, intensive phonological awareness and phonics training is widely held to be beneficial for children with poor phonological awareness. However, most studies have delivered this training separately from children's normal whole-class reading lessons. We examined whether integrating this training into whole class, mixed-ability reading lessons could impact on children with poor phonological awareness, whilst also benefiting normally developing readers. Teachers delivered the training within a broad reading programme to whole classes of children from Reception to the end of Year 1 (N=251). A comparison group of children received standard teaching methods (N=213). Children's literacy was assessed at the beginning of Reception, and then at the end of each year until 1 year post-intervention. The strategy significantly impacted on reading performance for normally developing readers and those with poor phonological awareness, vastly reducing the incidence of reading difficulties from 20% in comparison schools to 5% in intervention schools. Phonological and phonics training is highly effective for children with poor phonological awareness, even when incorporated into whole-class teaching.

Analysis and Measures to Improve Waste Management in Schools

Directory of Open Access Journals (Sweden)

Elena Cristina Rada

2016-08-01

Full Text Available Assessing waste production in schools highlights the contribution of school children and school staff to the total amount of waste generated in a region, as well as any poor practices of recycling (the so-called separate collection of waste in schools by the students, which could be improved through educational activities. Educating young people regarding the importance of environmental issues is essential, since instilling the right behavior in school children is also beneficial to the behavior of their families. The way waste management was carried out in different schools in Trento (northern Italy was analyzed: a primary school, a secondary school, and three high schools were taken as cases of study. The possible influence of the age of the students and of the various activities carried out within the schools on the different behaviors in separating waste was also evaluated. The results showed that the production of waste did not only depend on the size of the institutes and on the number of occupants, but, especially, on the type of activities carried out in addition to the ordinary classes and on the habits of both pupils and staff. In the light of the results obtained, some corrective measures were proposed to schools, aimed at increasing the awareness of the importance of the right behavior in waste management by students and the application of good practices of recycling.

[Size of lower jaw as an early indicator of skeletal class III development].

Science.gov (United States)

Stojanović, Zdenka; Nikodijević, Angelina; Udovicić, Bozidar; Milić, Jasmina; Nikolić, Predrag

2008-08-01

Malocclusion of skeletal class III is a complex abnormality, with a characteristic sagital position of the lower jaw in front of the upper one. A higher level of prognatism of the lower jaw in relation to the upper one can be the consequence of its excessive length. The aim of this study was to find the differences in the length of the lower jaw in the children with skeletal class III and the children with normal sagital interjaw relation (skeletal class I) in the period of mixed dentition. After clinical and x-ray diagnostics, profile tele-x-rays of the head were analyzed in 60 examinees with mixed dentition, aged from 6 to 12 years. The examinees were divided into two groups: group 1--the children with skeletal class III and group 2--the children with skeletal class I. The length of the lower jaw, upper jaw and cranial base were measured. The proportional relations between the lengths measured within each group were established and the level of difference in the lengths measured and their proportions between the groups were estimated. No significant difference between the groups was found in the body length, ramus and the total length of the lower jaw. Proportional relation between the body length and the length of the lower jaw ramus and proportional relation between the forward cranial base and the lower jaw body were not significantly different. A significant difference was found in proportional relations of the total length of the lower jaw with the total lengths of cranial base and the upper jaw and proportional relation of the length of the lower and upper jaw body. Of all the analyzed parameters, the following were selected as the early indicators of the development of skeletal class III on the lower jaw: greater total length of the lower jaw, proportional to the total lengths of cranial base and theupper jaw, as well as greater length of the lower jaw body, proportional to the length of the upper jaw body.

Social Organization of Classes and Schools. Issue Paper 89-2.

Science.gov (United States)

Florio-Ruane, Susan

This paper describes the importance of knowledge about the social organization of schools and classrooms for beginning teachers. The paper begins with a consideration of schools and classrooms as cultural settings and examines the beginning teacher's role within them. The remaining sections of the paper examine the interweaving of school social…

Teaching Modern Foreign Languages in Single-Sex Classes in a Co-Educational Context--Review of a Project in a North Yorkshire Comprehensive School

Science.gov (United States)

Chambers, Gary

2005-01-01

A co-educational comprehensive school in North Yorkshire, concerned at the gap between boys' and girls' performance in French and German at GCSE, opted to teach Year 8 languages classes as single-sex groups. 2003-04 was to be a pilot year, at the end of which pupils' performance, motivation and attitude, as well as the experiences and views of…

The Impact of a Geospatial Technology-Supported Energy Curriculum on Middle School Students' Science Achievement

Science.gov (United States)

Kulo, Violet; Bodzin, Alec

2013-02-01

Geospatial technologies are increasingly being integrated in science classrooms to foster learning. This study examined whether a Web-enhanced science inquiry curriculum supported by geospatial technologies promoted urban middle school students' understanding of energy concepts. The participants included one science teacher and 108 eighth-grade students classified in three ability level tracks. Data were gathered through pre/posttest content knowledge assessments, daily classroom observations, and daily reflective meetings with the teacher. Findings indicated a significant increase in the energy content knowledge for all the students. Effect sizes were large for all three ability level tracks, with the middle and low track classes having larger effect sizes than the upper track class. Learners in all three tracks were highly engaged with the curriculum. Curriculum effectiveness and practical issues involved with using geospatial technologies to support science learning are discussed.

School feeding in Jamaica: a review of its evaluation.

Science.gov (United States)

Simeon, D T

1998-04-01

This paper reviews two studies that evaluated the school feeding program in Jamaica. The first examined 115 children aged 12-13 y who were enrolled in three classes in a poor, rural school. One class was served the standard school meal at 0900 whereas the other two classes served as controls. The outcome variables included school achievement, attendance, and weight gain. After one semester, the class receiving the meal showed improved arithmetic scores and school attendance compared with the control classes; however, they showed no weight gain. The academic improvement remained significant after school attendance was controlled for. It was therefore hypothesized that the gains in arithmetic resulted from the alleviation of hunger in the classroom. The other study, conducted in a metabolic ward, examined the effects of missing breakfast on cognitive function in 90 children aged 9-10 y and of differing nutritional status. Using a crossover design, the investigators tested each child on two mornings 1 wk apart, once after serving them breakfast and second without. Breakfast, consisting of the school program meal, was served at 0800. When severely malnourished, stunted, or wasted children received no breakfast, their performance in various cognitive tests deteriorated. These results indicate that alleviation of hunger was one of the mechanisms by which school feeding improved academic achievement in the previous study. Undernourished children are more likely to benefit from school feeding programs than are adequately nourished children.

Do comprehensive schools reduce social mobility?

Science.gov (United States)

Boliver, Vikki; Swift, Adam

2011-03-01

This paper investigates the claim that the shift from a selective to a comprehensive school system had a deleterious effect on social mobility in Great Britain. Using data from the National Child Development Study, we compare the chances, for both class and income mobility, of those who attended different kinds of school. Where media attention focuses exclusively on the chances for upward mobility of those children from lowly origins who were (or would have been) judged worthy of selection into a grammar school, we offer more rounded analyses. We match respondents in a way that helps us to distinguish those inequalities in mobility chances that are due to differences between children from those due to differences between the schools they attended; we look at the effects of the school system on the mobility chances of all children, not merely those from less advantaged origins; and we compare comprehensive- and selective-system schools, not merely comprehensive and grammar schools. After matching, we find, first, that going to a grammar school rather than a comprehensive does not make low-origin children more likely to be upwardly mobile but it helps them move further if they are; second, that grammar schools do not benefit working-class children, in terms of class mobility, more than they benefit service-class children, but, in terms of income mobility, such schools benefit low-income children somewhat more than they benefit higher-income children - that benefit relating only to rather modest and limited movements within the income distribution. Finally, however, the selective system as a whole yields no mobility advantage of any kind to children from any particular origins: any assistance to low-origin children provided by grammar schools is cancelled out by the hindrance suffered by those who attended secondary moderns. Overall, our findings suggest that comprehensive schools were as good for mobility as the selective schools they replaced. © London School of

Study design and protocol for a mixed methods evaluation of an intervention to reduce and break up sitting time in primary school classrooms in the UK: The CLASS PAL (Physically Active Learning) Programme.

Science.gov (United States)

Routen, Ash C; Biddle, Stuart J H; Bodicoat, Danielle H; Cale, Lorraine; Clemes, Stacy; Edwardson, Charlotte L; Glazebrook, Cris; Harrington, Deirdre M; Khunti, Kamlesh; Pearson, Natalie; Salmon, Jo; Sherar, Lauren B

2017-11-08

Children engage in a high volume of sitting in school, particularly in the classroom. A number of strategies, such as physically active lessons (termed movement integration (MI)), have been developed to integrate physical activity into this learning environment; however, no single approach is likely to meet the needs of all pupils and teachers. This protocol outlines an implementation study of a primary school-based MI intervention: CLASS PAL (Physically Active Learning) programme. This study aims to (A) determine the degree of implementation of CLASS PAL, (B) identify processes by which teachers and schools implement CLASS PAL and (C) investigate individual (pupil and teacher) level and school-level characteristics associated with implementation of CLASS PAL. The intervention will provide teachers with a professional development workshop and a bespoke teaching resources website. The study will use a single group before-and-after design, strengthened by multiple interim measurements. Six state-funded primary schools will be recruited within Leicestershire, UK.Evaluation data will be collected prior to implementation and at four discrete time points during implementation: At measurement 0 (October 2016), school, teacher and pupil characteristics will be collected. At measurements 0 and 3 (June-July 2017), accelerometry, cognitive functioning, self-reported sitting and classroom engagement data will be collected. At measurements 1(December 2016-March 2017) and 3 , teacher interviews (also at measurement 4; September-October 2017) and pupil focus groups will be conducted, and at measurements 1 and 2 (April-May 2017), classroom observations. Implementation will be captured through website analytics and ongoing teacher completed logs. Ethical approval was obtained through the Loughborough University Human Participants Ethics Sub-Committee (Reference number: R16-P115). Findings will be disseminated via practitioner and/or research journals and to relevant regional and

ALIENATION AND CLASS IDENTITY OF TEACHERS

OpenAIRE

Borges, Kamylla Pereira Borges

2011-01-01

The aim of this article is to discuss the issue of teachers’ class identity in the present context of the professionalization of teaching, from the point of view of the concepts of alienation in work and the Marxist theory of social classes. So, the study started from the reality lived out and thought by these teachers, by collecting empirical data using a questionnaire with primary school teachers in Jaraguá, in the State of Goiás. Through this data an attempt was made to get to know their c...

Effects of a school-based stroke education program on stroke-related knowledge and behaviour modification-school class based intervention study for elementary school students and parental guardians in a Japanese rural area.

Science.gov (United States)

Kato, Suzuka; Okamura, Tomonori; Kuwabara, Kazuyo; Takekawa, Hidehiro; Nagao, Masanori; Umesawa, Mitsumasa; Sugiyama, Daisuke; Miyamatsu, Naomi; Hino, Tenyu; Wada, Shinichi; Arimizu, Takuro; Takebayashi, Toru; Kobashi, Gen; Hirata, Koichi; Yokota, Chiaki; Minematsu, Kazuo

2017-12-21

This study aimed to determine the effect of a stroke education programme on elementary school students and their parental guardians in a rural area in Japan that has high stroke mortality. School class based intervention study. Eleven public elementary schools in Tochigi Prefecture, Japan. 268 students aged 11-12 years and 267 parental guardians. Students received lessons about stroke featuring animated cartoons and were instructed to communicate their knowledge about stroke to their parental guardians using material (comic books) distributed in the lessons. Stroke knowledge (symptoms, risk factors and attitude towards stroke) and behavioural change for risk factors were assessed at baseline, immediately after the programme and at 3 months. We also evaluated behavioural change for risk factors among parental guardians. The percentage of students with all correct answers for stroke symptoms, risk factors and the recommended response to stroke was significantly increased at 3 months Pbehavioural response to improving risk factors was significantly increased at 3 months compared with baseline (P<0.001). In a rural population with high stroke mortality, stroke education can improve knowledge about stroke in elementary school students and their parental guardians. We conducted the intervention as a part of compulsory education; this study was not a clinical trial. This study was approved by the Ethics Committee of the National Cerebral and Cardiovascular Center (M27-026). © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Integration of School Features into Taiwanese Elementary School New English Curriculum

Science.gov (United States)

Chien, Chin-Wen

2014-01-01

Elementary school English activation curriculum, an additional two culture classes, has been implemented only in New Taipei City in Taiwan starting from 2010, so only a few studies focus on it. This is a case study of an English teacher's integration of a school's features into the activation curriculum in a rural elementary school. This study…

A School Day is a School Day

DEFF Research Database (Denmark)

Engelhardt, Robin

2007-01-01

Life of Science, edited by Lykke Margot Ricard and Robin Engelhardt. Learning Lab Denmark, Copenhagen, pages 7-13. 2003 Short description: The school Sint-Jozef-Klein-Seminarie in the Flemish town of Sint-Niklaas reveals a school system characterised by hard work, solicitude and tradition. Abstract......: Compared with the French communities, where many children have to repeat a year if they fail the tests, the children in the Flemish communities get a lot of help if they risk failing. In the beginning of the first school year, the students can do their homework in the school together with their own classes...

Interpreting the relationships between single gender science classes and girls' academic motivation and interest

Science.gov (United States)

Johnson, Sonya L.

The purpose of this study was to determine how and to what extent single gender science classes affect motivation to learn scientific concepts, interest in science, and college major intent among high school and middle school girls. This study was designed to determine whether students' motivation to learn science changes when they are placed in a single gender science class. The study also measured whether the students' level of interest in science and desire to major in science changes based on their enrollment in a single gender class. Finally, the study investigated the career and college major intentions of the sample population used in the study. Girls in single gender groupings engage in more academic risk taking and participate more than girls in coeducational classes. This benefit alone responds to reform efforts and supports the abolition of gender-based obstacles. Single gender grouping could help encourage more girls to take interest in majoring in science, a field that is considered to be masculine. By increasing students' interest in science while enrolled in single gender classes, students may become more motivated to learn science. This study was conducted using seven, eighth, ninth and tenth grade girls from single sex and coeducational science classes. The students participated in 2 surveys, the Science Motivational Survey and the Test of Science Related Attitudes, at the beginning of the semester and at the end of the semester. In respect to girls in high school single gender science classes, results were contrary to recent studies that state that girls who received science education in a single gender setting have an increase in motivation and attitude towards science. The results did show that middle school girls in single gender science classes did show an increase in motivation.

The influence of school choice policy on active school commuting: a case study of a middle-sized school district in Oregon

OpenAIRE

Yizhao Yang; Steve Abbott; Marc Schlossberg

2012-01-01

School choice policy has implications for school travel as it allows students to attend schools farther from their residence than their neighborhood schools. This paper uses a case study from Oregon to investigate how school choice affects parents’ school travel decision making and the degree to which school choice affects children’s walking or biking to school. The research shows that school choice is associated with lengthened school travel distance and parents’ greater willingness to drive...

Young people, drinking and social class

DEFF Research Database (Denmark)

Kolind, Torsten

2011-01-01

Analytical concepts such as 'bounded consumption' or 'controlled loss of control' have been applied to characterise contemporary youth intoxication. This article argues that this kind of cultural diagnosis benefits from being related to a focus on differences in social class. It is shown that in ......Analytical concepts such as 'bounded consumption' or 'controlled loss of control' have been applied to characterise contemporary youth intoxication. This article argues that this kind of cultural diagnosis benefits from being related to a focus on differences in social class. It is shown...... people to construct social class-related identities: mainstream youngsters continually confirm their taken-for-granted normality, and mainstream breakers resist the mainstream hegemonic (school) culture which usually defies them. In conclusion, bounded consumption, corresponding with contemporary ideals...

The School Mummy.

Science.gov (United States)

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)

The Influence of Scale on School Performance

Directory of Open Access Journals (Sweden)

Robert Bickel

2000-05-01

Full Text Available In this study, we investigate the joint influence of school and district size on school performance among schools with eighth grades (n=367 and schools with eleventh grades in Georgia (n=298. Schools are the unit of analysis in this study because schools are increasingly the unit on which states fix the responsibility to be accountable. The methodology further develops investigations along the line of evidence suggesting that the influence of size is contingent on socioeconomic status (SES. All previous studies have used a single-level regression model (i.e., schools or districts. This study confronts the issue of cross-level interaction of SES and size (i.e., schools and districts with a single-equation-relative-effects model to interpret the joint influence of school and district size on school performance (i.e., the dependent variable is a school-level variable. It also tests the equity of school-level outcomes jointly by school and district size. Georgia was chosen for study because previous single-level analysis there had revealed no influence of district size on performance (measured at the district level. Findings from this study show substantial cross-level influences of school and district size at the 8th grade, and weaker influences at the 11th grade. The equity effects, however, are strong at both grade levels and show a distinctive pattern of size interactions. Results are interpreted to draw implications for a "structuralist" view of school and district restructuring, with particular concern for schooling to serve impoverished communities. The authors argue the importance of a notion of "scaling" in the system of schooling, advocating the particular need to create smaller districts as well as smaller schools as a route to both school excellence and equity of school outcomes.

Test Scores, Class Rank and College Performance: Lessons for Broadening Access and Promoting Success.

Science.gov (United States)

Niu, Sunny X; Tienda, Marta

2012-04-01

Using administrative data for five Texas universities that differ in selectivity, this study evaluates the relative influence of two key indicators for college success-high school class rank and standardized tests. Empirical results show that class rank is the superior predictor of college performance and that test score advantages do not insulate lower ranked students from academic underperformance. Using the UT-Austin campus as a test case, we conduct a simulation to evaluate the consequences of capping students admitted automatically using both achievement metrics. We find that using class rank to cap the number of students eligible for automatic admission would have roughly uniform impacts across high schools, but imposing a minimum test score threshold on all students would have highly unequal consequences by greatly reduce the admission eligibility of the highest performing students who attend poor high schools while not jeopardizing admissibility of students who attend affluent high schools. We discuss the implications of the Texas admissions experiment for higher education in Europe.

Non solo quotidiani in classe: considerazioni sull’italiano dei mass media.

Directory of Open Access Journals (Sweden)

Silvia Morgana

2009-12-01

Full Text Available Normal 0 14 MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabella normale"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} L’articolo suggerisce che la scuola, sede dell’educazione linguistica,  deve insegnare a riflettere sulla ‘norma implicita’ dei media, a cui i ragazzi sono esposti quotidianamente  nel mondo extrascolastico. La formazione di capacità critiche rispetto alla lingua veicolata dai media può avere come punto di partenza l’esperienza del quotidiano in classe alle superiori, che oggi coinvolge più di  44.000 docenti e quasi un milione e ottocentomila studenti. L’osservazione di fenomeni innovativi rispetto all’italiano standard descritto dalle grammatiche, la riflessione sulle varietà e sul dilagare della dimensione orale nello scritto, il riconoscimento di tendenze ‘trasversali’ che coinvolgono diversi ambiti testuali, possono fornire validi strumenti  alla pratica didattica.  Ma tutto il sistema massmediatico  oggi punta alla complementarietà, ai rimandi  tra i vari media, con passaggi continui: i giornali dalla Tv e dal web,  il cinema dal fumetto, il fumetto dal cinema, la pubblicità dal fumetto. Appare allora importante l’esigenza di introdurre nella pratica scolastica anche la capacità di riflettere sulla lingua di altri media che entrano nella esperienza quotidiana giovanile, come il fumetto.  Normal 0 14 MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabella normale"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size

Otolaryngology in the medical school curriculum: Current trends in the United States.

Science.gov (United States)

Boscoe, Elizabeth F; Cabrera-Muffly, Cristina

2017-02-01

To identify trends in medical school otolaryngology curriculum requirements. Survey of United States allopathic medical schools. A survey was sent to deans of curriculum at allopathic medical schools. We identified opportunities for medical students to learn basic concepts in otolaryngology during their undergraduate medical training. The opportunities were classified into preclinical and clinical as well as elective and mandatory rotations. Of the schools surveyed, 60% responded. Mean class size was 149 students. Sixty-eight percent of surveyed schools noted that 75% to 100% of their students participated in preclinical otolaryngology experiences, with 59% reporting a mandatory preclinical otolaryngology module for all students. Eighty-nine percent of schools offered otolaryngology as a clinical elective rotation, with a mean of 12 students participating yearly. Only 7% of schools required a mandatory otolaryngology clinical rotation. Our data suggest that medical students do not receive sufficient exposure to otolaryngology during medical school. Increased requirements for otolaryngology curriculum may be beneficial to all medical students, regardless of their specialty choice. NA. Laryngoscope, 00:000-000, 2016 127:346-348, 2017. © 2016 The American Laryngological, Rhinological and Otological Society, Inc.

The dynamics of absence behaviour: Interrelations between absence from class and absence in class

DEFF Research Database (Denmark)

Jonasson, Charlotte

2011-01-01

Abstract: Background: Studies of absence in educational settings have primarily been concerned with the causes for and results of student absence. However, recent research has argued that distinguishing between different forms of absence could be important. In consequence, studying the way in whi...... in the social practice of students, teachers and school managers. Evaluations of both absence from class and absence in class are important for understanding how absence behaviour can be identified and prevented....... performance. It is helpful to describe these findings using theoretical frameworks from sociology and psychology: specifically, spill-over theory and symbolic capital theory. Conclusions: This study has demonstrated how different forms of absence become dynamically interrelated through ongoing negotiations...

Distraction versus Intensity: The Importance of Exercise Classes for Cognitive Performance in School.

Science.gov (United States)

Wollseiffen, Petra; Vogt, Tobias; Strüder, Heiko K; Schneider, Stefan

2018-01-01

The aim of this study was to compare the influence of a class of aerobic exercise and an art class on brain cortical activity and possible effects on cognitive performance. Electroencephalography was used to record the electrocortical activity of 16 schoolchildren (8-10 years old) before and after an aerobic exercise class and an art class. Performance in a standardized test of educational attainment (VERA-3) was assessed following both classes. A significant decrease in cortical activity was detected in all 4 lobes after exercise but not after art classes (p < 0.05). No changes in cognitive performance were observed after exercise and art classes. In this study, cortical activity was reduced after an exercise class but no effect on cognitive performance was observed. Hence, the neurophysiological effect of exercise should be further evaluated regarding different kinds of cognitive performance: creativity, knowledge acquisition as well as the outlasting effects of exercise on academic achievement. © 2017 The Author(s) Published by S. Karger AG, Basel.

Variations in tooth size and arch dimensions in Malay schoolchildren.

Science.gov (United States)

Hussein, Khalid W; Rajion, Zainul A; Hassan, Rozita; Noor, Siti Noor Fazliah Mohd

2009-11-01

To compare the mesio-distal tooth sizes and dental arch dimensions in Malay boys and girls with Class I, Class II and Class III malocclusions. The dental casts of 150 subjects (78 boys, 72 girls), between 12 and 16 years of age, with Class I, Class II and Class III malocclusions were used. Each group consisted of 50 subjects. An electronic digital caliper was used to measure the mesio-distal tooth sizes of the upper and lower permanent teeth (first molar to first molar), the intercanine and intermolar widths. The arch lengths and arch perimeters were measured with AutoCAD software (Autodesk Inc., San Rafael, CA, U.S.A.). The mesio-distal dimensions of the upper lateral incisors and canines in the Class I malocclusion group were significantly smaller than the corresponding teeth in the Class III and Class II groups, respectively. The lower canines and first molars were significantly smaller in the Class I group than the corresponding teeth in the Class II group. The lower intercanine width was significantly smaller in the Class II group as compared with the Class I group, and the upper intermolar width was significantly larger in Class III group as compared with the Class II group. There were no significant differences in the arch perimeters or arch lengths. The boys had significantly wider teeth than the girls, except for the left lower second premolar. The boys also had larger upper and lower intermolar widths and lower intercanine width than the girls. Small, but statistically significant, differences in tooth sizes are not necessarily accompanied by significant arch width, arch length or arch perimeter differences. Generally, boys have wider teeth, larger lower intercanine width and upper and lower intermolar widths than girls.

Perception regarding pubertal changes among rural adolescent boys of Haryana: A school based study

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Vinod Chayal

2016-06-01

Full Text Available Background: Adolescence is a transition phase through which a child matures into an adult. The physical changes in the human body are from infant to child to adolescence to adult to old age.  All phases of life behave like a coin with both good and bad facets attached to each phase of life. Aims & Objectives:  1. To study perception and awareness regarding pubertal changes among school going adolescent boys. 2. To study the association between education and perceived pubertal problems among study subjects. Material & Methods: The study was conducted among male students of senior secondary schools of community development block Beri in one year. The study universe comprised of students in middle and late adolescence (aged 14-18 years studying in 9th to 12th classes of the senior secondary schools in the area. A total of 1000 male students were selected from these schools which were more than the required sample size of 891. Results: The study found that 42.66% students and a half (50% of students of class 9th & 10th and class 11th & 12th respectively considered that pubertal changes as a normal phenomenon. The majority of students admitted practicing masturbation and felt shy and guilty for practicing masturbation, also students felt fatigued after night emission. Conclusions: The study concludes that adolescent’s sexuality which often causes controversy and concern among adults is least discussed with them during adolescence. The reasons for this may be many, including moral grounds or because of concomitant health risks and threats to wellbeing.

The Use of Online Modules and the Effect on Student Outcomes in a High School Chemistry Class

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Lamb, Richard L.; Annetta, Len

2013-10-01

The purpose of the study was to review the efficacy of online chemistry simulations in a high school chemistry class and provide discussion of the factors that may affect student learning. The sample consisted of 351 high school students exposed to online simulations. Researchers administered a pretest, intermediate test and posttest to measure chemistry content knowledge acquired during the use of online chemistry laboratory simulations. The authors also analyzed student journal entries as an attitudinal measure of chemistry during the simulation experience. The four analyses conducted were Repeated Time Measures Analysis of Variance, a three-way Analysis of Variance, Logistic Regression and Multiple Analysis of Variance. Each of these analyses provides for a slightly different aspect of factors regarding student attitudes and outcomes. Results indicate that there is a statistically significant main effect across grouping type (experimental versus control, p = 0.042, α = 0.05). Analysis of student journal entries suggests that attitudinal factors may affect student outcomes concerning the use of online supplemental instruction. Implications for this study show that the use of online simulations promotes increased understanding of chemistry content through open-ended and interactive questioning.

A Case Study of Single-Sex Middle School Mathematics Classes in a Mixed-Sex Public School

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Kawasha, Fridah Singongi Silishebo

2010-01-01

The purpose of this case study was to (a) examine the main and interaction effects of gender, race and class-type on mathematics achievement, mathematics attitudes and sources of mathematics self-efficacy, (b) investigate teacher-student interactions in the single-sex mathematics classes and (c) investigate perspectives about single-sex…

Distributed optimization of multi-class SVMs.

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Maximilian Alber

Full Text Available Training of one-vs.-rest SVMs can be parallelized over the number of classes in a straight forward way. Given enough computational resources, one-vs.-rest SVMs can thus be trained on data involving a large number of classes. The same cannot be stated, however, for the so-called all-in-one SVMs, which require solving a quadratic program of size quadratically in the number of classes. We develop distributed algorithms for two all-in-one SVM formulations (Lee et al. and Weston and Watkins that parallelize the computation evenly over the number of classes. This allows us to compare these models to one-vs.-rest SVMs on unprecedented scale. The results indicate superior accuracy on text classification data.

Shrinking Middle Class and Changing Income Distribution of Korea: 1995-2005

OpenAIRE

Joon-Woo Nahm

2008-01-01

This paper investigates the shrinking middle class hypothesis and reveals more details about recent trends in income distribution of Korea from 1995 to 2005. We find that the consensus view of a declining middle class is correct and the decline in the middle class splited equally into the lower class and the upper class in Korea. Furthermore, while the size and income share of the middle class declined, the share of the upper class increased rapidly and the share of the lower class remained s...

Random Variation in Student Performance by Class Size: Implications of NCLB in Rural Pennsylvania

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Goetz, Stephan J.

2005-01-01

Schools that fail to make "adequate yearly progress" under NCLB face sanctions and may lose students to other schools. In smaller schools, random yearly variation in innate student ability and behavior can cause changes in scores that are beyond the influence of teachers. This study examines changes in reading and math scores across…

Does Sibship Size Affect Educational Attainment?

DEFF Research Database (Denmark)

Jæger, Mads Meier

This paper implements a test of the Resource Dilution Hypothesis (RDH) stating that sibship size has a negative causal effect on educational attainment. Most existing studies using conventional methods support the RDH. This paper implements an Instrumental Variable (IV) approach to testing...... the claim of a negative causal relationship between sibship size and educational attainment. Analyzing data from the Wisconsin Longitudinal Study, the empirical analysis demonstrates, first, that conventional OLS regression estimates sibship size to have a negative effect on educational attainment equal...... to about one-tenth of a year of schooling per sibling. Second, when applying the IV method to account for potential endogeneity, the negative effect of sibship size increases substantially to about one-third of a year of schooling per sibling....