School Personnel Responses to Children Exposed to Violence

Science.gov (United States)

Kenemore, Thomas; Lynch, John; Mann, Kimberly; Steinhaus, Patricia; Thompson, Theodore

2010-01-01

Authors explored the experiences of school personnel in their responses to children's exposure to violence. Thirty-one school personnel, including administrators, teachers, counselors, school social workers, and psychologists, were interviewed to obtain data on their experiences related to violence exposure in their schools and the surrounding…

Demand Response at the Naval Postgraduate School

National Research Council Canada - National Science Library

Stouffer, Dean; Wilson, Daryl

2008-01-01

The purpose of this MBA project is to assist the Naval Postgraduate School's Public Works department to assimilate into a Demand Response program that will not only benefit the school but also the community...

Education of Social Responsibility among Sports Schools Students

Science.gov (United States)

Malinauskas, Romualdas K.; Juodsnukis, Dalius R.

2017-01-01

Research aim was to analyze peculiarities of education of social responsibility among football sports school students. We hypothesized that after the educational program sport school students will have more developed social responsibility. The total sample comprised 52 male students. Experimental group consisted of 26 and the control group of 26…

From Permission to Partnership: Participatory Research to Engage School Personnel in Systems Change

Science.gov (United States)

Blitz, Lisa V.; Mulcahy, Candace A.

2017-01-01

Data collected from teachers in a racially diverse, high-poverty high school were used to inform the initial steps in developing a school-university partnership to create a culturally responsive trauma-informed community school. The project utilized community-based participatory research to explore sensitive areas of school system functioning.…

Humanizing the Classroom: Praxis of Full Day School System in Indonesia

Science.gov (United States)

Suyatno; Wantini

2018-01-01

The full day school program is a new model in the education management system in Indonesia. This phenomenon is interesting because there is a paradox in it. Education in Indonesia is often criticized for the learning which is too heavy, but the full day school program gets a positive response from the community although it has longer school hours.…

Social responsibility: conceptualization and embodiment in a school of nursing.

Science.gov (United States)

Kelley, Maureen A; Connor, Ann; Kun, Karen E; Salmon, Marla E

2008-01-01

This paper describes how a school of nursing has conceptualized and embodied social responsibility in its core values, curricular design, admission standards, clinical practice, and service learning opportunities. The school's engagement in the process of practicing social responsibility and clarifying its meaning and application has made apparent the natural linkage between social responsibility and professionalism and the deep and complex relationship between social responsibility and nursing itself. It has also revealed how a commitment to social responsibility impacts and determines for whom nurses care. Claiming social responsibility as a core value and working to refine its meaning and place has increased the school's commitment to it, concomitantly impacting education, practice, and recruitment and evaluation of faculty and students. The school views the conceptualization of social responsibility as a deepening and unfolding evolution, rather than as a formulaic understanding, and expects that its ongoing work of claiming social responsibility as a core value will continue to be enriching.

Elementary School Psychologists and Response to Intervention (RTI)

Science.gov (United States)

Little, Suzanne; Marrs, Heath; Bogue, Heidi

2017-01-01

The implementation of Response to Intervention (RTI) in elementary schools may have important implications for school psychologists. Therefore, it is important to better understand how elementary school psychologists perceive RTI and what barriers to successful RTI implementation they identify. Although previous research has investigated the…

Certification Systems of Green Schools: A Comparative Analysis

Directory of Open Access Journals (Sweden)

Ibrahim Kocabas

2017-12-01

Full Text Available Sustainability is an approach that should not merely be limited to the design of buildings, but be a lifestyle adopted by posterity. Individuals ought to have the consciousness to protect and preserve the natural resources of future generations. After all, this is what will probably make studies on sustainability reach their targets. School buildings are critically important in achieving this goal in that they can enable future generations to be raised with an awareness of sustainability. This explains the reason why, in this study, the following leading green school certification systems and their criteria have been compared and examined: Leadership in Energy and Environmental Design; Collaborative for High Performance Schools; and, Building Research Establishment Environmental Assessment Method. Five schools with these certificates were taken as examples, evaluated and compared. This study, in which descriptive survey model was employed, made it clear that the standards set for green schools serve similar purposes no matter when a green school certification system originated or which countries have adopted it. However, the following variables play an important role in the success of the green school approach: attitudes of administrators; training pattern; location of the school; materials selection; and the responsibilities of educators and learners. School buildings in Turkey should further be discussed in detail with these points in mind.

Culturally Responsive Leadership in School Libraries

Science.gov (United States)

Summers, Laura L.

2010-01-01

Students need culturally responsive teacher-librarians who focus on 21st century skills for all students. Basic principles for culturally responsive leadership in school libraries are articulated by multicultural educators who know that social equity is more important than ever, as the number of diverse and underserved students increase each year.…

Managing Decline in Rural School Systems: Program Organization and Delivery.

Science.gov (United States)

Sackney, L. E.

Organizational theory offers rural school administrators several ways of thinking about retrenchment made necessary by declining enrollment. Obstacles to innovative responses to retrenchment include a shift in how organizations are perceived: from closed systems in which rational decisions are made about changes, to open systems in which…

Globalisation, Responsibility and Virtual Schools

Science.gov (United States)

Russell, Glenn

2006-01-01

The intersection of globalisation and information technology influences ethical positions and notions of responsibility within businesses and in distance education for school students. As the spatial and temporal distance between student and teacher increases, and is mediated by computers, there have been changes to the ways in which individuals…

Implementation of School Choice Policy: Interpretation and Response by Parents of Students with Special Educational Needs.

Science.gov (United States)

Bagley, Carl; Woods, Philip A.; Woods, Glenys

2001-01-01

Provides empirically based insights into preferences, perceptions, and responses of parents of students with special education needs to the 1990s restructured school system in England. Uses analyses of quantitative/qualitative data generated by a large-scale research study on school choice. Reveals depth and range of problems encountered by these…

25 CFR 47.5 - What is the school supervisor responsible for?

Science.gov (United States)

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false What is the school supervisor responsible for? 47.5 Section 47.5 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION UNIFORM DIRECT FUNDING AND SUPPORT FOR BUREAU-OPERATED SCHOOLS § 47.5 What is the school supervisor responsible for? Each...

e-Leadership of School Principals: Increasing School Effectiveness by a School Data Management System

Science.gov (United States)

Blau, Ina; Presser, Ofer

2013-01-01

In recent years, school management systems have become an important tool for effective e-leadership and data-based decision making. School management systems emphasize information flow and e-communication between teachers, students and parents. This study examines e-leadership by secondary-school principals through the Mashov school management…

A Commentary on "Corporate Responsibility to Respect Human Rights and Business Schools' Responsibility to Teach It"

Science.gov (United States)

Everett, Jeff

2013-01-01

In this commentary on "Corporate Responsibility to Respect Human Rights and Business Schools' Responsibility to Teach It" (McPhail 2013), the author discusses how McPhail's paper examines human rights teaching principles, the question of why corporations and business schools should respect and teach human rights, and how business…

Learning Social Responsibility in Schools: A Restorative Practice

Science.gov (United States)

Macready, Tom

2009-01-01

Vygotsky regarded the site of learning to be within a matrix of relational action. From this perspective, learning social responsibility will involve a focus on the learning environments that are made available in schools. Adapting the concept of restorative justice to a school context, restorative practice offers a range of relevant learning…

School Public Relations: Personnel Roles and Responsibilities

Science.gov (United States)

Norton, M. Scott

2008-01-01

This article emphasizes the paramount importance of the human resources function in the school system--specifically, in the implementation of an effective school public relations program and in the quality of leadership given by the administrators and the professional and classified staffs. The article submits that school administrators at every…

School Response to Violence: A Case Study in Developing Crisis Response Teams

Science.gov (United States)

Walsh, Ronald J.

2010-01-01

The purpose of this case study was to evaluate the perceptions of participants regarding their effectiveness in responding to defiant student violence as a crisis response team, following crisis response team training. The participants were a group of 10 volunteer PK-6 public school educators from western Wisconsin. The study took place during the…

Youth Responses to School Shootings: A Reviw

DEFF Research Database (Denmark)

Travers, Áine

2018-01-01

PURPOSE OF REVIEW:This paper aims to synthesize research relating to youth responses to school shootings between 2014 and 2017. The main questions it addresses are how such events impact young people psychologically, and what risk or protective factors may contribute to different trajectories...... of recovery? RECENT FINDINGS:Recent research suggests that most young people exposed to school shootings demonstrate resilience, exhibiting no long-term dysfunction. However, a minority will experience severe and chronic symptoms. The likelihood of experiencing clinically significant reactions is influenced...

Implementation of Local Wellness Policies in Schools: Role of School Systems, School Health Councils, and Health Disparities

Science.gov (United States)

Hager, Erin R.; Rubio, Diana S.; Eidel, G. Stewart; Penniston, Erin S.; Lopes, Megan; Saksvig, Brit I.; Fox, Renee E.; Black, Maureen M.

2016-01-01

Background: Written local wellness policies (LWPs) are mandated in school systems to enhance opportunities for healthy eating/activity. LWP effectiveness relies on school-level implementation. We examined factors associated with school-level LWP implementation. Hypothesized associations included system support for school-level implementation and…

School infrastructure performance indicator system (SIPIS)

CSIR Research Space (South Africa)

Gibberd, Jeremy T

2007-05-01

Full Text Available This paper describes the School Infrastructure Performance Indicator System (SIPIS) project which explores how an indicator system could be developed for school infrastructure in South Africa. It outlines the key challenges faced by the system...

A Blueprint for Developing Culturally Proficient/Responsive School Administrators in Special Education

Science.gov (United States)

Bakken, Jeffrey P.; Smith, Beverly A.

2011-01-01

This article addresses the important topic of culturally proficient/responsive school administrators for culturally and linguistically diverse (CLD) students with learning disabilities (LD). Culturally proficient/responsive school administrators with knowledge and strong leadership skills in multicultural education are essential to impact school…

Responsibility for Financial Management in Primary Schools: Evidence from an English Local Authority

Science.gov (United States)

Fitzgerald, Sarah; Drake, Julie

2013-01-01

Financial management in primary schools has changed in the UK with the introduction of the Schools Financial Value Standard (SFVS). There is increasing delegation of financial responsibility to the management team in the school, increasing the role of the head teacher and the governing body as part of overall responsibility for the strategic…

Independent School Success Challenging the Danish Public School System

Science.gov (United States)

Ringsmose, Charlotte

2013-01-01

Denmark has had a long history of placing a high priority on education and public schooling. It is a declared goal of the Danish welfare system to provide comprehensive schooling, where children from different socioeconomic backgrounds can go to school together and have the same opportunities through education. It is also a declared goal for…

Conceptual foundations of inclusive systems in and around schools for early school leaving prevention: An emotional-relational focus

Directory of Open Access Journals (Sweden)

Downes Paul

2017-01-01

Full Text Available Against the background of the EU2020 headline target of reducing early school leaving to 10% across Europe, this article examines the conceptual foundations of the understanding of inclusive systems for early school leaving prevention that has emerged in EU policy documents and research reports in recent years. Traditionally, inclusive education has referred to a focus on children with special educational needs. However, this conceptual review examines how inclusion is increasingly being examined in broader terms.This review seeks to critically reconstruct foundational understandings of systems and resilience in developmental and educational psychology. A systems focus on inclusion needs to address the neglect in psychology of system blockages and power imbalances. Resilience is typically framed as the capacity of the individual to navigate their way to environmental resources. This places the onus of accessibility onto the individual’s efforts rather than a concern with responsive systems accessible to marginalised groups. A concern with inclusive systems goes beyond not only the well-established framework of individual resilience in developmental psychology, but also beyond its expansion into resilient systems, as these omit a focus on outreach and multidisciplinary teams in systems of care for integrated services. Common principles for a framework of inclusive systems include children’s voices, equality and non-discrimination, parental involvement that is integrated holistically with family support, and lifelong learning principles for schools. Illustrative examples of these principles for reforming authoritarian teaching and discriminatory bullying, for opening schools to the local community and for targeting those with highest levels of need are highlighted.

School climate for transgender youth: a mixed method investigation of student experiences and school responses.

Science.gov (United States)

McGuire, Jenifer K; Anderson, Charles R; Toomey, Russell B; Russell, Stephen T

2010-10-01

Transgender youth experience negative school environments and may not benefit directly from interventions defined to support Lesbian, Gay and Bisexual (LGB) youth. This study utilized a multi-method approach to consider the issues that transgender students encounter in school environments. Using data from two studies, survey data (total n = 2260, 68 transgender youth) from study 1 and focus groups (n = 35) from study 2, we examine transgender youth's experience of school harassment, school strategies implemented to reduce harassment, the protective role of supportive school personnel, and individual responses to harassment, including dropping out and changing schools. In both studies, we found that school harassment due to transgender identity was pervasive, and this harassment was negatively associated with feelings of safety. When schools took action to reduce harassment, students reported greater connections to school personnel. Those connections were associated with greater feelings of safety. The indirect effects of school strategies to reduce harassment on feelings of safety through connection to adults were also significant. Focus group data illuminate specific processes schools can engage in to benefit youth, and how the youth experience those interventions.

Relations between Three Dopaminergic System Genes, School Attachment, and Adolescent Delinquency

Science.gov (United States)

Fine, Adam; Mahler, Alissa; Simmons, Cortney; Chen, Chuansheng; Moyzis, Robert; Cauffman, Elizabeth

2016-01-01

Both environmental factors and genetic variation, particularly in genes responsible for the dopaminergic system such as "DRD4," "DRD2," and "DAT1" ("SLC6A3"), affect adolescent delinquency. The school context, despite its developmental importance, has been overlooked in gene-environment research. Using data…

How accurate are parental responses concerning their fourth-grade children's school-meal participation, and what is the relationship between children's body mass index and school-meal participation based on parental responses?

Directory of Open Access Journals (Sweden)

Paxton-Aiken Amy E

2012-03-01

Full Text Available Abstract Background This article investigated (1 parental response accuracy of fourth-grade children's school-meal participation and whether accuracy differed by children's body mass index (BMI, sex, and race, and (2 the relationship between BMI and school-meal participation (based on parental responses. Methods Data were from four cross-sectional studies conducted from fall 1999 to spring 2003 with fourth-grade children from 13 schools total. Consent forms asked parents to report children's usual school-meal participation. As two studies' consent forms did not ask about lunch participation, complete data were available for breakfast on 1,496 children (51% Black; 49% boys and for lunch on 785 children (46% Black; 48% boys. Researchers compiled nametag records (during meal observations of meal participation on randomly selected days during children's fourth-grade school year for breakfast (average nametag days across studies: 7-35 and for lunch (average nametag days across studies: 4-10 and categorized participation as "usually" (≥ 50% of days or "not usually" ( Results Concerning breakfast participation and lunch participation, 74% and 92% of parents provided accurate responses, respectively. Parental response accuracy was better for older children for breakfast and lunch participation, and for Black than White children for lunch participation. Usual school-meal participation was significantly related to children's BMI but in opposite directions -- positively for breakfast and inversely for lunch. Conclusions Parental response accuracy of children's school-meal participation was moderately high; however, disparate effects for children's age and race warrant caution when relying on parental responses. The BMI results, which showed a relationship between school-meal participation (based on parental responses and childhood obesity, conflict with results from a recent article that used data from the same four studies and found no significant

34 CFR 300.129 - State responsibility regarding children in private schools.

Science.gov (United States)

2010-07-01

... schools. 300.129 Section 300.129 Education Regulations of the Offices of the Department of Education... STATES FOR THE EDUCATION OF CHILDREN WITH DISABILITIES State Eligibility Children in Private Schools § 300.129 State responsibility regarding children in private schools. The State must have in effect...

A Coordinated Mental Health Crisis Response: Lessons Learned from Three Colorado School Shootings

Science.gov (United States)

Crepeau-Hobson, Franci; Sievering, Kathryn S.; Armstrong, Charlotte; Stonis, Julie

2012-01-01

This article describes a crisis response framework based on the authors' first-hand experience following three Colorado school shootings. During each crisis response, one or more of the authors joined school and/or district crisis teams, providing direct assistance and leadership. The authors' experiences helped guide subsequent responses and…

Students "Hacking" School Computer Systems

Science.gov (United States)

Stover, Del

2005-01-01

This article deals with students hacking school computer systems. School districts are getting tough with students "hacking" into school computers to change grades, poke through files, or just pit their high-tech skills against district security. Dozens of students have been prosecuted recently under state laws on identity theft and unauthorized…

School Management Information Systems in Primary Schools

Science.gov (United States)

Demir, Kamile

2006-01-01

Developments in information technologies have been impacting upon educational organizations. Principals have been using management information systems to improve the efficiency of administrative services. The aim of this research is to explore principals' perceptions about management information systems and how school management information…

Access Denied: School Librarians' Responses to School District Policies on the Use of Social Media Tools

Science.gov (United States)

DiScala, Jeffrey; Weeks, Ann Carlson

2013-01-01

Public school districts often block access to online social media tools. While considered a preventive measure to ensure student safety and limit district liability, this policy strips school librarians and their collaborating teachers of opportunities to instruct students in using social media tools creatively and responsibly. Using one school…

Responsibility, Authority, and Accountability in School-Based and Non-School-Based Management: Principals' Coping Strategies

Science.gov (United States)

Grinshtain, Yael; Gibton, Dan

2018-01-01

Purpose: The purpose of this paper is to understand how primary school principals in Israel cope with the gaps between authority and responsibility in their work, deriving from partially implemented decentralization processes, and how this relates to school-based management (SBM) and accountability principles. Design/methodology/approach: Using…

"It's Like Spiderman … with Great Power Comes Great Responsibility": School Autonomy, School Context and the Audit Culture

Science.gov (United States)

Keddie, Amanda

2014-01-01

This paper explores issues of school autonomy within the context of the performative demands of the audit culture. The focus is on a case study of Clementine Academy, a large and highly diverse English secondary school. Specific situated, professional, material and external factors at the school were significant in shaping Clementine's response to…

Boys II Men: A Culturally-Responsive School Counseling Group for Urban High School Boys of Color

Science.gov (United States)

Pérez-Gualdrón, Leyla; Yeh, Christine; Russell, LyRyan

2016-01-01

Using a participatory and collaborative approach, we developed, implemented, and evaluated a culturally responsive school counseling group, "Boys II Men," for 11 low-income diverse male students of color at an urban public school. The content of the group focused on five areas: social connections and support, exploring gender roles,…

School Psychologists' Perceptions of Stakeholder Engagement in Response to Intervention

Science.gov (United States)

Little, Suzanne

2013-01-01

As Response to Intervention (RTI) continues to be implemented in schools, it is important to consider how this initiative is perceived by the educational professionals involved in the implementation and effectiveness of the process. This study utilized a survey intended to investigate the perceptions of school psychologists regarding their…

Development of a School Leadership Evaluation System

Science.gov (United States)

Orlando, Nik

2014-01-01

This action research study examined the effectiveness of the process implemented by Partnerships to Uplift Communities (PUC) Schools Charter Management Organization to develop their school leader evaluation system in collaboration with current PUC school leaders. The development of the leadership evaluation system included the collective voices of…

The 2008-2009 Pennsylvania System of School Assessment Handbook for Assessment Coordinators: Writing, Reading and Mathematics, Science

Science.gov (United States)

Pennsylvania Department of Education, 2010

2010-01-01

This handbook describes the responsibilities of district and school assessment coordinators in the administration of the Pennsylvania System of School Assessment (PSSA). This updated guidebook contains the following sections: (1) General Assessment Guidelines for All Assessments; (2) Writing Specific Guidelines; (3) Reading and Mathematics…

Exploring the comparative responsiveness of a core set of outcome measures in a school-based conductive education programme.

Science.gov (United States)

Wright, F V; Boschen, K; Jutai, J

2005-05-01

Conductive education (CE) is a holistic educational system that uses an active cognitive approach to teach individuals with motor disorders to become more functional participants in daily activities. While CE's popularity continues to grow in North America and Europe, its effectiveness has not been established. The lack of definition of responsive outcome measures for evaluation of CE programmes has limited the interpretability of conclusions from earlier studies evaluating effectiveness. To determine which measures from a core set were most responsive to physical, functional and psychosocial changes associated with a school-based CE programme. This was a one-group before and after data collection design using an 8-month follow-up period. We enrolled a referral sample of nine children with cerebral palsy in Kindergarten or Grade 1 (Gross Motor Function Classification System levels 3, 4 or 5). The study took place within a school-based CE programme at a Canadian children's rehabilitation centre. Children participated in a CE full-day class for an entire school year. Physical, functional, psychosocial and participation measures included: Gross Motor Function Measure (GMFM), Quality of Upper Extremity Skills Test (QUEST), Peabody Developmental Motor Scales, Paediatric Evaluation of Disability Inventory (PEDI), Pictorial Scale of Perceived Competence and Social Acceptance for Young Children, Individualized Educational Plan, and Goal Attainment Scaling (GAS). Four children from the study's second year were also evaluated on the Impact on Family Scale (IFS), GAS and School Function Assessment. The Gross Motor Function Measure, QUEST, PEDI (Caregiver Assistance) and IFS were most responsive to change. GAS was useful in documenting and quantifying goals. Problems were encountered in evaluating self-esteem and school participation. Several strong measures of outcome were identified. Further work is needed to find valid and sensitive psychosocial and school participation

SELF CONCEPT, SELF ESTEEM AND SCHOOL SYSTEM: THE STUDY OF COMPARATION BETWEEN FULLDAY SCHOOL AND HALFDAY SCHOOL IN PURWOREJO

Directory of Open Access Journals (Sweden)

Itsna Iftayani

2016-06-01

Full Text Available Abstract: Self concept and self esteem are two psychological aspects that need to be attention in learning at school because a high of self concept and self esteem can influence students success in their learning. The objective of this research is to know about the differences about  self concept and self esteem among elementary students with full day school and half day school system. The method used in this observation is comparison by comparing self concept and self esteem of elementary students with full day and half day system. The population of this research is 3 fullday Islamic elementary schools and 6 halfday Islamic elementary schools. The sample of this research is SD Islam Al-Madina as fullday school and SD Muhammadiyah Purworejo as halfday school. The data is gotten by the scale, observation, interviews and documentation. The result shows that there are no significant differences between self concept (t=0,096 with df :47  and self esteem (t=0,396 with df :47 among student who study in full day school and half day (regular school system so it means that school system doesn’t influence the quality of self concept and self esteem. Keywords: self concept, self esteem, full day school, half day school.

Perceptions of School Psychologists Regarding Barriers to Response to Intervention (RTI) Implementation

Science.gov (United States)

Marrs, Heath; Little, Suzanne

2014-01-01

As Response to Intervention (RTI) models continue to be implemented, an important research question is how school psychologists are experiencing the transition to RTI practice. In order to better understand the experiences of school psychologists, interviews with seven practicing school psychologists regarding their perceptions of barriers and…

Diversity in School Performance Feedback Systems

Science.gov (United States)

Verhaeghe, Goedele; Schildkamp, Kim; Luyten, Hans; Valcke, Martin

2015-01-01

As data-based decision making is receiving increased attention in education, more and more school performance feedback systems (SPFSs) are being developed and used worldwide. These systems provide schools with data on their functioning. However, little research is available on the characteristics of the different SPFSs. Therefore, this study…

Change the System! School Psychologist as Organizational Consultant.

Science.gov (United States)

Johnston, Janis Clark; Bernstein, Rhoda

Organizational development (OD) within school systems is productive work for the school psychologist. Basic to all OD is the principle of maximizing a system's resources. Following organizational change in the business world, schools can profit greatly from system changes which address today's "people problems." Outside consultants often provide…

Prevalence of food production systems in school foodservice.

Science.gov (United States)

Brown, Denise M

2005-08-01

What is the prevalence of central kitchens that use either cook-chill or cook-freeze production systems in school foodservice settings? A descriptive study using a 5-minute telephone survey during normal working hours was conducted. Questions were designed to be easily answered with minimal need to reference other documentation. Five hundred forty school foodservice directors, managers, and supervisors working in school districts of all sizes across the United States were randomly sampled from a national commercial directory of school districts for the study. A total of 353 individuals completed the survey representing 49 of 50 states. Means, standard deviations, and percentages were evaluated for all data collected. Descriptive statistics of school district characteristics, prevalence of production systems, food transport systems, inventory methods and equipment used for reheating food are reported. The most frequently reported production system was on-site kitchens (45.3%) followed by combination production systems (40.5%) where a central kitchen delivered to a number of satellite locations in addition to schools with on-site food preparation. Central kitchens without additional on-site kitchens represented 14.2% of this study. Of those school districts using either central kitchens or combination production systems, 78% reported hot-food preparation using hot-food delivery to satellites. Cook-chill or cook-freeze production systems were reported by 22% of respondents. The high proportion of school districts that prepared and delivered foods hot to satellite sites supports continuing efforts to identify food safety practices and issues related to maintaining food quality in schools.

System Thinking Skills at the Elementary School Level

Science.gov (United States)

Assaraf, Orit Ben-Zvi; Orion, Nir

2010-01-01

This study deals with the development of system thinking skills at the elementary school level. It addresses the question of whether elementary school students can deal with complex systems. The sample included 40 4th grade students from one school in a small town in Israel. The students studied an inquiry-based earth systems curriculum that…

Crisis Preparedness and Response for Schools: An Analytical Study of Punjab, Pakistan

Science.gov (United States)

Javed, Muhammad Latif; Niazi, Hamid Khan

2015-01-01

This research study aims to analyze the Preparedness and Response to crises in School Education department at secondary level in Punjab, Pakistan. This was done through the experiences and views of District Education Officers (DEOs), Head of Schools and Secondary School Teachers (SST). The purpose of the study was not only to examine preparedness…

Fostering a Developmentally Responsive Middle-to-High School Transition: The Role of Transition Supports

Science.gov (United States)

Ellerbrock, Cheryl R.; Denmon, Jennifer; Owens, Ruchelle; Lindstrom, Krista

2015-01-01

This yearlong qualitative multisite case study investigated ways middle and high school transition supports foster a developmentally responsive transition for students. A total of 23 participants engaged in this study, including 4 students, 4 middle school teachers, 13 high school teachers, 1 middle school principal, and 1 high school principal.…

Electronic systems for the organization and planning of school

OpenAIRE

Vodová, Alena

2014-01-01

TITLE: Electronic systems for the organization and planning of school AUTHOR: Alena Vodová DEPARTMENT: The Center of School management SUPERVISOR: Ing. Petr Svoboda Ph.D. ABSTRACT: The bachelor thesis gives comprehensive overview electronic systems for organization and planning of school. Maps of species, describes their function, demonstrates the benefits, modes and applications to use in school. In the research part individuals system compares between them and validates their use in schools...

The Fourth Revolution: Family Systems in the Schools.

Science.gov (United States)

Woody, Robert Henley; Woody, Jennifer K.

1994-01-01

Identifies historical roots, public policy evolution, and legislative mandates relevant to schools meeting students' mental health needs and creating a school-family effort. To promote acceptance, the linkage between school systems and family systems theory is explained. Assessment and intervention strategies are described. (JBJ)

The School Social Worker: A Marginalized Commodity within the School Ecosystem

Science.gov (United States)

Sherman, Megan Callahan

2016-01-01

For more than a century, social workers have been a life force within the education system. Throughout recent history school social workers have had an array of responsibilities within the school community. They have served as counselors, mediators, and advocates. Traditionally, school social workers have been primary facilitators of communication…

Interagency Communication and Collaboration on School Crisis Response Planning and Management

Science.gov (United States)

Skavdahl, Britta M.

2010-01-01

Purpose. The purpose of this study was to determine what research-based and federally recommended practices in the area of school crisis response planning and management were being implemented in K-8 school districts in Northern California, as well as the degree with which the recommended practices were being implemented. Finally, the study…

The Interplay between Adolescent Needs and Secondary School Structures: Fostering Developmentally Responsive Middle and High School Environments across the Transition

Science.gov (United States)

Ellerbrock, Cheryl R.; Kiefer, Sarah M.

2013-01-01

Understanding the developmental responsiveness of secondary school environments may be an important factor in supporting students as they make the transition from one school to the next. Students' needs may or may not be met depending on the nature of the fit between their basic and developmental needs and secondary school structures at the middle…

Managing Schools as Complex Adaptive Systems: A Strategic Perspective

Science.gov (United States)

Fidan, Tuncer; Balci, Ali

2017-01-01

This conceptual study examines the analogies between schools and complex adaptive systems and identifies strategies used to manage schools as complex adaptive systems. Complex adaptive systems approach, introduced by the complexity theory, requires school administrators to develop new skills and strategies to realize their agendas in an…

Psychobiological stress response to a simulated school shooting in police officers.

Science.gov (United States)

Strahler, Jana; Ziegert, Thomas

2015-01-01

Police work is one of the most demanding professions with various sources of high occupational stress. Among the most demanding tasks are amok situations, such as school shootings. Hardly anything is known about endocrine and cardiovascular markers in safety professionals during emergency situations in real life and how this relates to stress perception and management. This study will therefore explore police officers' stress responses to a reality-based school shooting simulation assessing neuroendocrine, cardiovascular, and psychological stress markers. A convenience sample of 50 police officers (39.5 ± 8.7 yrs, 9 women) participating in a basic or refresher amok training session for the German uniformed and criminal police were recruited. Saliva samples were collected shortly before the simulation task (school shooting), immediately after, 20 and 45 min after finishing the task for the assessment of cortisol and alpha-amylase (sAA), as markers of the hypothalamic-pituitary-adrenal axis and the autonomic nervous system, respectively. Heart rate (variability) was assessed continuously. Officers rated their actual mood right before and 10 min after the simulation. Subjective experience of task stressfulness was assessed minutes after finishing the simulation. Overall, the simulated school shooting did not result in changes of mood, tiredness, or calmness but higher restlessness was experienced during the basic training, which was also experienced as more controllable. Female officers reported to experience more strain and anxiety. Cortisol showed highest levels at the beginning of the training and steadily decreasing values thereafter. In contrast, sAA increased substantially right after the simulation with officers on the front position showing most pronounced changes. Cardiovascular reactivity was highest in officers acting on the side positions while advancing to find the suspect. Furthermore higher self-efficacy as well as, by trend, controllability and

Teachers' Responsibilities in Preventing School Violence: A Case Study in Turkey

Science.gov (United States)

Yavuzer, Yasemin; Gundogdu, Rezzan

2012-01-01

It is generally acknowledged that teachers play an important role in preventing or reducing violence in schools. The objectives of this study were: (a) to identify teachers' responsibilities in terms of preventing violence among school children and (b) to solicit teachers' views as what they have been doing in preventing violence. Sample for the…

Forty days of free school meals as a tool for introducing market-based healthy school meal systems in 35 Danish schools

DEFF Research Database (Denmark)

Brinck, Nenna Maria; Hansen, Mette Weinreich; Kristensen, Niels Heine

2011-01-01

-start the implementation of healthy school meal systems in Danish schools. This paper argues that the initiative (in reality) invited the establishment of a service system concept, which dominated the initiative and led to a lack of involvement of important key players needed in health promotion. Methods: The method used...... for data collection was semi-structured, qualitative interviews. Results: The main results from a systematic examination of the 35 participating schools show that the systems were mainly organized with external suppliers, and only a few of the 35 schools succeeded in establishing a user-paid school meal...... for achieving the goal of establishing new, healthy and user-paid school meals....

Effective Consultants: A Conceptual Framework for Helping School Systems Achieve Systemic Reform

Science.gov (United States)

Hazle Bussey, Leslie; Welch, Jennie C.; Mohammed, Meca B.

2014-01-01

A growing number of organisations--universities, non-profits, independent consultants--are emerging as partners to school systems pursuing systemic improvement. This proliferation invites questions probing the interaction between school systems and their consulting partners. Drawing on a cross-disciplinary review of literature, this theoretical…

School Retrofit Design Analysis System. A Microcomputer Model for School Energy Use.

Science.gov (United States)

Canipe, Stephen Lee

The School Retrofit Design Analysis System (SRDAS) developed in this study provides a non-technical method for the school administrator to use in evaluating alternative energy saving retrofit and new construction design possibilities. By providing a high degree of flexibility, SRDAS is applicable to a wide range of school building and retrofit…

School Health Centers

Science.gov (United States)

Gordon, Douglas

2010-01-01

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

Contingent self-worth moderates the relationship between school stressors and psychological stress responses.

Science.gov (United States)

Ishizu, Kenichiro

2017-04-01

This study examined the moderating role of contingent self-worth on the relationships between school stressors and psychological stress responses among Japanese adolescents. A total of 371 Japanese junior high school students (184 boys and 187 girls, M age  = 12.79 years, SD = 0.71) completed the Japanese version of the Self-Worth Contingency Questionnaire and a mental health checklist at two points separated by a two-month interval. Hierarchical multiple regression analyses were then used to determine whether contingent self-worth moderated the relationship between school stressors and psychological stress responses. The results indicated that, when psychological stress responses were controlled for at Time 1, contingent self-worth did not predict the psychological stress responses at Time 2. However, a two-way interaction between contingent self-worth and stressors was found to significantly influence psychological stress responses, thus indicating that stressors had a stronger impact on psychological stress responses among those with high contingent self-worth compared to those with low contingent self-worth. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Responsibility and Social Solidarity as Values of Organizational Culture in Venezuelan Schools

Directory of Open Access Journals (Sweden)

Eva Pasek De Pinto

2018-05-01

Full Text Available The controversial and even hostile climate of coexistence of many schools formed a culture where prevailing values contrary to the stated vision and mission. Therefore, the objective of the study was to describe the responsibility and social solidarity as values of organizational culture in Venezuelan schools. Methodologically, it was a descriptive research with field design. The population was 200 subjects and sample of 74 members of staff managerial, teaching, administrative and environmental support of three schools. To gather information about the variables responsibility and social solidarity a valid and reliable questionnaire was applied (79.7%, alpha of Cronbach. As result it was found empirical evidence that 69% of the staff is responsible and 40% is solidarity. In conclusion, the practice of organizational values is not ideal or generalized because only some of its aspects are practiced in addition that not all the staff practice them. Low solidarity makes it difficult the coexistence, for the success and excellence of institutions.

Rapid response systems.

Science.gov (United States)

Lyons, Patrick G; Edelson, Dana P; Churpek, Matthew M

2018-07-01

Rapid response systems are commonly employed by hospitals to identify and respond to deteriorating patients outside of the intensive care unit. Controversy exists about the benefits of rapid response systems. We aimed to review the current state of the rapid response literature, including evolving aspects of afferent (risk detection) and efferent (intervention) arms, outcome measurement, process improvement, and implementation. Articles written in English and published in PubMed. Rapid response systems are heterogeneous, with important differences among afferent and efferent arms. Clinically meaningful outcomes may include unexpected mortality, in-hospital cardiac arrest, length of stay, cost, and processes of care at end of life. Both positive and negative interventional studies have been published, although the two largest randomized trials involving rapid response systems - the Medical Early Response and Intervention Trial (MERIT) and the Effect of a Pediatric Early Warning System on All-Cause Mortality in Hospitalized Pediatric Patients (EPOCH) trial - did not find a mortality benefit with these systems, albeit with important limitations. Advances in monitoring technologies, risk assessment strategies, and behavioral ergonomics may offer opportunities for improvement. Rapid responses may improve some meaningful outcomes, although these findings remain controversial. These systems may also improve care for patients at the end of life. Rapid response systems are expected to continue evolving with novel developments in monitoring technologies, risk prediction informatics, and work in human factors. Copyright © 2018 Elsevier B.V. All rights reserved.

The authority and responsibility of school officials in responding to cyberbullying.

Science.gov (United States)

Willard, Nancy E

2007-12-01

Online social aggression, or cyberbullying, involves speech. Many incidents involve off-campus online speech that either creates or has the potential to create disruption at school or that may interfere with the targeted student's ability to participate in educational activities and programs. Addressing these situations requires an assessment of the extent of authority and responsibility of school officials to respond. "Authority" refers to the legally justified right to impose formal discipline. Because cyberbullying involves online speech, the question of legal authority necessarily involves addressing the balance between the student right of free speech and student safety and security. "Responsibility" refers to the legal obligation under negligence theory and civil rights laws to exercise reasonable precautions to protect students from online social aggression and to intervene in response to reports of actual incidents.

THE TEACHING OF GEO SCIENCE IN MALAWI SECONDARY SCHOOLS: The case of the Solar System and beyond

Science.gov (United States)

Chasukwa Mwalwenje, Yvonne; Chasukwa, Fidel

2016-04-01

Malawi secondary school curriculum has been offering Geo sciences Education since the dawn of independence from the British rule in 1964. Qualified primary and secondary school teachers are responsible for the teaching of Geo sciences. The assumption is that trained teachers are more likely to produce successful students thus making geoscience a successful subject. To make the subject more relevant and captivating to stakeholders, the government revised Geo science curriculum and incorporated other topics. Among additional topic was the solar system that was covered in great detail in secondary school. The solar system is a Geo science concept taught in Geography curriculum from primary school for 8 years and in secondary school for 4 years. Despite the solar system being one of the traditional topics in Malawi school curriculum and Government's effort to revise the curriculum in the interest of learners and improving the pass rate, number of students conversant with the topic has been failing sharply over the years. The disparity between the input in terms of effort to improve familiarity with solar system among learners and the outcomes is of great concern and worth hard investigation to inform education policy and curriculum revision decisions. Based on empirical data collected through qualitative research design, the paper establishes that regardless of imploring such interventions, there are still indicators that students continue to fail in solar system related subjects. Malawi National Examination report (2015) reveals that Geography at Malawi School Certificate Examinations pass rate has been going down ranging from 69.49 to 60.78 per cent from 2009 to 2014. The report advances that lack of instruction materials across the schools have contributed to deteriorating knowledge in solar system education. For instance, the school may have no simple models such as globes that clarify the shape of the earth better. As such, the teacher may improvise by getting an

School performance and personal attitudes and social responsibility in preadolescent students

Directory of Open Access Journals (Sweden)

Miguel A. Carbonero

2015-10-01

Full Text Available This study focuses on the analysis of the differences observed between students with different levels of academic performance in their social attitudes and personal responsibility towards study, according to various theories and models. Participants were 235 students from the third cycle of Primary Education (10-12 years old. They completed two attitude rating scales: (a Assessment Scale of Social Responsibility Attitudes of Primary School Pupils (EARSA-P, Monsalvo, 2012b, consisting of 23 items grouped into six factors (obedience in the family, polite and accepting their mistakes, trust in their parents, responsible in school setting, friendly and willing to help and careful of their environment; and (b Assessment Scale of General Attitudes towards Study E-1 (Morales, 2006, which consists of 15 items grouped into five dimensions (high aspirations, enjoyment of study, study organization, efforts to understand and desire to continue learning. We compared the levels of social responsibility and attitudes toward study according to the level of academic achievement, finding significant group differences in attitudes toward study and responsibility in terms of academic achievement.

Citizenship Engagement: Responses from High School Students

OpenAIRE

Martin, Leisa A.

2017-01-01

In the United States, the main mission of social studies education is to prepare students for citizenship. With this in mind, the following study examined 191 high school students’ views on how they demonstrated citizenship. Traditionally with this age group, personally responsible citizenship has been a common form of self-reported citizenship engagement. However, in this study, the students seemed to conceptualize citizenship differently. With the Akwesasne Mohawk students, the European Ame...

A Systems Approach to Rapid School Improvement

Science.gov (United States)

McCauley, Carlas

2018-01-01

To support systemic thinking about school improvement, the Center on School Turnaround at WestEd developed a framework to assist states, districts, and schools in leading and managing rapid improvement efforts. The framework, which is presented in this article, has four domains that have proved central to rapid, significant improvement: (1)…

Relations of perception of responsibility to intrinsic motivation and physical activity among Korean middle school students.

Science.gov (United States)

Lee, Okseon; Kim, Younhee; Kim, Oung Jun

2012-12-01

To validate the Personal and Social Responsibility Questionnaire, the relations between perceived responsibility and intrinsic motivation were examined among Korean middle school students. The relations of change in stages of physical activity and students' perceived responsibility were also examined. Participants were 357 middle school students (160 boys, 197 girls) from three schools in the Seoul metropolitan area. Exploratory factor analysis supported a three-factor structure with effort and self-direction merged into one factor and the responsibilities of respect and caring for others constituted separate factors. Pearson correlations among factors showed perceptions of personal responsibility were associated with more intrinsic motivation toward physical education and a higher stage of physical activity. A moderate or low association between perceived social responsibility and intrinsic motivation implied a need to develop strategies for Korean students to use social responsibility for promoting physical activity.

"Good" Students and "Involved" Mothers: Latin@ Responses to Normalization Pressures in Schools

Science.gov (United States)

Cuero, Kimberley Kennedy; Valdez, Veronica E.

2012-01-01

Drawing from two in-depth qualitative studies, we used a sociocultural lens for a cross-case analysis examining how Latin@s' participation in schools is affected by ideological messages that subordinately position them in terms of their ethnicity, class, and immigrant status. We identified a range of dynamic responses to the school's normalization…

The Changing Role of School Psychologists in School-Wide Models of Response to Intervention

Science.gov (United States)

Landry, Dena F.

2012-01-01

The reauthorization of the Individuals with Disabilities Education Act (IDEA 2004) allows states the use of a process based on a child's response to scientific, research-based intervention as a means to assist in the determination of a specific learning disability (SLD). As a result, the traditional role of the school psychologist as a test…

Elementary School Leaders' Perceptions of Their Roles in Managing School Curriculum: A Case Study

Science.gov (United States)

Shahadan, Azuraida; Oliver, Ron

2016-01-01

The implementation of the Malaysian National Education Blueprint in 2012 has expanded headmasters' responsibilities and roles in managing schools. The goal is to stabilize and strengthen the primary school education system, which brings tremendous pressure to bear on the headmasters charged with managing schools, especially in managing the school…

Responsibilities of nursing schools with regard to peer mentoring.

Science.gov (United States)

Botma, Yvonne; Hurter, Sarene; Kotze, Reneé

2013-08-01

This article reports on the postgraduate critical care students' mentoring of the third-year undergraduate nursing students during integrated work-based learning in the critical care units. The purpose of the research was to describe what the nursing school could do to improve this mentoring programme. A qualitative descriptive design was used. The nominal group technique was used to gather data from the mentors and mentees. Data from the groups were combined and qualitatively analysed into themes. Thereafter the themes were quantitatively ranked. The themes, ranking from the highest to the lowest, were orientation, organisation, mentoring process, characteristics of the mentor, and feedback to the mentor. Findings suggest that the nursing school does not always optimally support the mentoring programme. It is recommended that more than one communication medium be used to disperse information among role-players. Nursing schools should develop mentors, monitor their interactions with mentees and give them feedback on their mentoring skills. It is also the responsibility of the nursing school to select mentors that match the desired profile of mentors. Copyright © 2012 Elsevier Ltd. All rights reserved.

Teachers' Performance Motivation System in Thai Primary Schools

Science.gov (United States)

Pasathang, Sarojn; Tesaputa, Kowat; Sataphonwong, Pattananusron

2016-01-01

This research aims to: 1) study the present conditions and desirable condition of the motivation systems as well as how to find methods for motivating the performance of teachers in primary schools, 2) develop a motivation system for the performance of teachers in primary schools, 3) study the effects of using the motivation system for compliance…

Development of Educational Management System in Small Primary School

Science.gov (United States)

Alsammarry, Yupayao; Sirisuthi, Chaiyuth; Duangcharthom, Surat

2016-01-01

The purposes of the research were: (1) to study the factors of Educational Management System in Small Primary School; (2) to investigate current situations problems and guidelines of developing educational management in small primary school; (3) to develop Educational Management System in Small Primary School; and (4) to examine the results of…

The Effectiveness of Full Day School System for Students’ Character Building

Science.gov (United States)

Benawa, A.; Peter, R.; Makmun, S.

2018-01-01

The study aims to put forward that full day school which was delivered in Marsudirini Elementary School in Bogor is effective for students’ character building. The study focused on the implementation of full day school system. The qualitative-based research method applied in the study is characteristic evaluation involving non-participant observation, interview, and documentation analysis. The result of this study concludes that the full day school system is significantly effective in education system for elementary students’ character building. The full day school system embraced the entire relevant processes based on the character building standard. The synergy of comprehensive components in instructional process at full day school has influenced the building of the students’ character effectively and efficiently. The relationship emerged between instructional development process in full day school system and the character building of the students. By developing instructional process through systemic and systematic process in full day school system, the support of stakeholders (leaders, human resources, students, parents’ role) and other components (learning resources, facilities, budget) provides a potent and expeditious contribution for character building among the students eventually.

N.Y.C. System School-Match Gaps Tracked

Science.gov (United States)

Sparks, Sarah D.

2013-01-01

The first round of this year's high-school-match notifications in New York City's massive, district-wide school choice process went out to students this month, sparking celebration, consternation, and a renewal of concerns about unequal access to the city's best schools. The Big Apple's school-matching system is certainly on a New York scale, with…

Is the Level of Student Academic Performance in Tennessee Public School Systems Related to Level of Expenditures for School Systems?

Science.gov (United States)

Leuthold, Frank O.

The 1992 Tennessee Education Improvement Act resulted from a successful law suit by smaller and poorer school systems in Tennessee concerning equity of funding. The Act established the Basic Education Program (BEP), which increased the state sales tax rate, shifted state funds from better funded to poorer school systems, and required systematic…

School Crisis Management: A Model of Dynamic Responsiveness to Crisis Life Cycle

Science.gov (United States)

Liou, Yi-Hwa

2015-01-01

Purpose: This study aims to analyze a school's crisis management and explore emerging aspects of its response to a school crisis. Traditional linear modes of analysis often fail to address complex crisis situations. The present study applied a dynamic crisis life cycle model that draws on chaos and complexity theory to a crisis management case,…

Enabling School Structure, Collective Responsibility, and a Culture of Academic Optimism: Toward a Robust Model of School Performance in Taiwan

Science.gov (United States)

Wu, Jason H.; Hoy, Wayne K.; Tarter, C. John

2013-01-01

Purpose: The purpose of this research is twofold: to test a theory of academic optimism in Taiwan elementary schools and to expand the theory by adding new variables, collective responsibility and enabling school structure, to the model. Design/methodology/approach: Structural equation modeling was used to test, refine, and expand an…

Time Span of Discretion and Administrative Work in School Systems: Results of a Pilot Study.

Science.gov (United States)

Allison, Derek J.; Morfitt, Grace

This paper presents findings of a study that utilized Elliott Jaques' theories of organizational depth structure and time span of discretion in administrative work to examine administrators' responsibilities in two Ontario (Canada) school systems. The theory predicts that the time-span of discretion associated with the administrative tasks will…

Misclassification of fourth-grade children's participation in school-provided meals based on parental responses relative to administrative daily records.

Science.gov (United States)

Baxter, Suzanne Domel; Paxton-Aiken, Amy E; Royer, Julie A; Hitchcock, David B; Guinn, Caroline H; Finney, Christopher J

2014-09-01

Although many studies have relied on parental responses concerning children's school-meal participation, few studies have evaluated parental response accuracy. We investigated misclassification of fourth-grade children's participation in school-meal programs based on parental responses relative to administrative daily records using cross-sectional study data collected for 3 school years (2004-05, 2005-06, and 2006-07) for 1,100 fourth-grade children (87% black; 52% girls) from 18 schools total in one district. Parents reported children's usual school-meal participation on paper consent forms. The district provided administrative daily records of individual children's school-meal participation. Researchers measured children's weight and height. "Usual participation" in breakfast/lunch was defined as ≥50% of days. Parental responses misclassified 16.3%, 12.8%, 19.8%, and 4.7% of children for participation in breakfast, classroom breakfast, cafeteria breakfast, and lunch, respectively. Parental responses misclassified more children for participation in cafeteria than classroom breakfast (P=0.0008); usual-participant misclassification probabilities were less than nonusual-participant misclassification probabilities for classroom breakfast, cafeteria breakfast, and lunch (Pschool year, breakfast location, and school). Relying on parental responses concerning children's school-meal participation may hamper researchers' abilities to detect relationships that have policy implications for the child nutrition community. The use of administrative daily records of children's school-meal participation is recommended. Copyright © 2014 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

The Charter School Experience: Autonomy in Practice

Science.gov (United States)

McDonald, Tonya Senne

2013-01-01

While traditional public school and charter school systems continue to undergo dramatic reforms in response to the educational crisis, charter schools are praised as possessing the distinguishing characteristic of maintaining autonomy in exchange for increased accountability (Buckley & Schneider, 2009). The expectations for charter schools are…

Automated Information System for School Food Services.

Science.gov (United States)

Hazarika, Panna; Galligan, Stephen

1982-01-01

Controlling warehousing operations and food inventory, administering school cafeteria activity, and measuring the profitability of food service operations are identified as food service administrative problems. A comprehensive school food services information system developed to address these problems is described. (Author/MLF)

Toward Food System Sustainability through School Food System Change: Think&EatGreen@School and the Making of a Community-University Research Alliance

Directory of Open Access Journals (Sweden)

Yael Harlap

2011-05-01

Full Text Available This paper describes the theoretical and conceptual framework and the research and practice model of Think&EatGreen@School, a community-based action research project aiming to foster food citizenship in the City of Vancouver and to develop a model of sustainable institutional food systems in public schools. The authors argue that educational and policy interventions at the school and school board level can drive the goals of food system sustainability, food security, and food sovereignty. The complex relationship between food systems, climate change and environmental degradation require that international initiatives promoting sustainability be vigorously complemented by local multi-stakeholder efforts to preserve or restore the capacity to produce food in a durable manner. As a step towards making the City of Vancouver green, we are currently involved in attempts to transform the food system of the local schools by mobilizing the energy of a transdisciplinary research team of twelve university researchers, over 300 undergraduate and graduate students, and twenty community-based researchers and organizations working on food, public health, environmental and sustainability education.

A Critical Practice Analysis of Response to Intervention Appropriation in an Urban School

Science.gov (United States)

King Thorius, Kathleen A.; Maxcy, Brendan D.; Macey, Erin; Cox, Adrienne

2014-01-01

This qualitative case study focuses on factors mediating an urban school's enactment of Response to Intervention (RTI). Over one school year, we (a) observed weekly RTI meetings, (b) debriefed observations weekly, (c) interviewed RTI team members, and (d) examined procedural documents. Analyses included post-observation debriefing and coding…

School District Policymaking Responses to Demographic Change in New Immigrant Destinations

OpenAIRE

Turner, Erica Owyang

2011-01-01

Since the early 1990s, immigrants from Latin America and Asia have been arriving in parts of the United States that have had little recent experience with immigration. How school district leaders respond to these demographic changes has significant consequences for students, families and communities. Yet, there is little research on why and how school district leaders are coming to enact some policies, and not others, in response to their changing demographics. This study examines policymakin...

Students' Perceptions of Unsafe Schools: An Ecological Systems Analysis

Science.gov (United States)

Hong, Jun Sung; Eamon, Mary Keegan

2012-01-01

In the aftermath of several school shooting incidents in recent years, students' perceptions of unsafe schools has been a major concern for parents, teachers, school officials, school practitioners, and policy-makers. Using Bronfenbrenner's ecological systems framework, we examined the micro-, meso-, and exosystem level factors associated with…

School-based youth health nurses: roles, responsibilities, challenges, and rewards.

Science.gov (United States)

Barnes, Margaret; Courtney, Mary D; Pratt, Jan; Walsh, Anne M

2004-01-01

A case study and focus-group discussions were conducted with 10 youth health nurses (nurses) employed in the recently introduced School-Based Youth Health Nurse Program (SBYHNP) to identify their roles, responsibilities, and professional development needs. Major roles are support, referral, health promotion, and marketing. Clients include high school students, teachers, and parents; the majority of whom are female and aged 13-16 years. Health issues addressed during individual consultations are predominantly psychosocial but also include medical, sexual health and sexuality issues, health surveillance, and risk-taking behaviors. Nurses also provide clients with health information and promote enhanced personal skill development during these consultations. Health promotion strategies undertaken by nurses were predominantly health education and health information displays. Nurses reported marketing their role and function within the school to be an essential and often difficult aspect of their role. Professional development through the SBYHNP was excellent; however, there was concern relating to the availability of future educational opportunities. The SBYHNP provides nurses with a new, challenging, autonomous role within the school environment and the opportunity to expand their role to incorporate all aspects of the health-promoting schools' framework.

Introducing systems change in the schools: the case of school luncheons and vending machines.

Science.gov (United States)

Suarez-Balcazar, Yolanda; Redmond, Ladonna; Kouba, Joanne; Hellwig, Maureen; Davis, Rochelle; Martinez, Louise I; Jones, Lara

2007-06-01

A major public health crisis facing America's society is the increase in child and youth obesity, which has seen a fourfold increase in the last four decades. Major concerns include what children eat for school lunch and what other foods are available in schools. This paper illustrates efforts towards systems change in the luncheon program and food vending machines in the Chicago Public Schools. We discuss the different factors that lead to such changes using the framework of the social ecological model and the soft systems methodology, and we analyze how the resulting innovation was implemented and evaluated. First, we present a theoretical perspective to explain factors that influence children's eating patterns from a systems approach. Second, we discuss the antecedent factors that lead to systems change. Finally, we examine challenges to systems change, such as resistance to change, different stakeholder priorities, lack of resources, institutional bureaucracy, and unrealistic funder expectations.

Primary School Pupils' Response to Audio-Visual Learning Process in Port-Harcourt

Science.gov (United States)

Olube, Friday K.

2015-01-01

The purpose of this study is to examine primary school children's response on the use of audio-visual learning processes--a case study of Chokhmah International Academy, Port-Harcourt (owned by Salvation Ministries). It looked at the elements that enhance pupils' response to educational television programmes and their hindrances to these…

Solomon Islands School Autonomy and Accountability : SABER Country Report 2013

OpenAIRE

World Bank

2013-01-01

Education in the Solomon Islands is highly decentralized. While education policy is the sole responsibility of the Ministry of education, school boards are responsible for delivery. The entire organization of the school system is based on checks and balances to ensure accountability. Budgetary autonomy is established. The school board controls the school budget, with input from parents. Pe...

Climate responsive and safe earthquake construction: a community building a school

Directory of Open Access Journals (Sweden)

Hari Darshan

2011-10-01

Full Text Available This article outlines environment friendly features, climate responsive features and construction features of a prototype school building constructed using green building technology. The school building has other additional features such as earthquake resistant construction, use of local materials and local technology. The construction process not only establishes community ownership, but also facilitates dissemination of the technology to the communities. Schools are effective media for raising awareness, disseminating technology and up-scaling the innovative approach. The approach is cost effective and sustainable for long-term application of green building technology. Furthermore, this paper emphasizes that such construction technology will be instrumental to build culture of safety in communities and reduce disaster risk.

Parent Social Networks and Parent Responsibility: Implications for School Leadership

Science.gov (United States)

Curry, Katherine A.; Adams, Curt M.

2014-01-01

Family-school partnerships are difficult to initiate and sustain in ways that actually promote student learning, especially in high-poverty communities. This quantitative study was designed to better understand how social forces shape parent responsibility in education. Based on social cognitive theory as the conceptual framework, the…

Student and Teacher Responses to Prayer at a Modern Orthodox Jewish High School

Science.gov (United States)

Lehmann, Devra

2010-01-01

This article presents the attitudes of students and teachers to prayer at an American Modern Orthodox Jewish high school. Relevant data, based on observation and interviews, emerged from a larger study of the school's Jewish and secular worlds. A significant gap in responses became apparent. Students viewed prayer as a challenge to their autonomy,…

Why Not Charter School Boards?

Science.gov (United States)

Schlechty, Phillip C.; Cole, Robert W.

1993-01-01

Claiming that individual school board members act in selfish ways, proposes electing entire school board as a slate. Board would collectively be held responsible for performance of the school system and all of its employees. State legislation would be required to specify how interested groups would select a slate and create a charter, which is the…

On the duality between interaction responses and mutual positions in flocking and schooling.

Science.gov (United States)

Perna, Andrea; Grégoire, Guillaume; Mann, Richard P

2014-01-01

Recent research in animal behaviour has contributed to determine how alignment, turning responses, and changes of speed mediate flocking and schooling interactions in different animal species. Here, we propose a complementary approach to the analysis of flocking phenomena, based on the idea that animals occupy preferential, anysotropic positions with respect to their neighbours, and devote a large amount of their interaction responses to maintaining their mutual positions. We test our approach by deriving the apparent alignment and attraction responses from simulated trajectories of animals moving side by side, or one in front of the other. We show that the anisotropic positioning of individuals, in combination with noise, is sufficient to reproduce several aspects of the movement responses observed in real animal groups. This anisotropy at the level of interactions should be considered explicitly in future models of flocking and schooling. By making a distinction between interaction responses involved in maintaining a preferred flock configuration, and interaction responses directed at changing it, our work provides a frame to discriminate movement interactions that signal directional conflict from interactions underlying consensual group motion.

Pedagogical discourses in Bhutanese school system

DEFF Research Database (Denmark)

Keller, Hanne Dauer; Utha, Karma

2013-01-01

In this article we distinguish between three pedagogical discourses in our analysis of the Bhutanese school system. The results point to the dominance of the traditional cognitive discourse, but occasionally the teacher's unilateral control of the teaching-learning process is shared with the stud......In this article we distinguish between three pedagogical discourses in our analysis of the Bhutanese school system. The results point to the dominance of the traditional cognitive discourse, but occasionally the teacher's unilateral control of the teaching-learning process is shared...... with the students. On a value basis the teachers agree with the pedagogical ideal of student centered learning which is in line with an experiential learning discourse. In addition students tell about how they go to the better students, rather than to the teacher, for help. This behavior, where peers are used...... as ‘teachers’, points to a third understanding of how learning is undertaken, which builds on the social ressources of the local community of practice. Despite these smaller variations, the overall picture is that the underlying discourse of the Bhutaneese school system is in accordance with a traditional...

Cortisol levels in response to starting school in children at increased risk for social phobia.

Science.gov (United States)

Russ, Stephanie J; Herbert, Joe; Cooper, Peter; Gunnar, Megan R; Goodyer, Ian; Croudace, Tim; Murray, Lynne

2012-04-01

Research on depression has identified hyperactivity of the HPA axis as a potential contributory factor to the intergenerational transmission of affective symptoms. This has not yet been examined in the context of social phobia. The current study compared HPA axis activity in response to a universal social stressor (starting school) in children of 2 groups of women: one with social phobia and one with no history of anxiety (comparison group). To determine specificity of effects of maternal social phobia, a third group of children were also examined whose mothers had generalised anxiety disorder (GAD). Children provided salivary cortisol samples in the morning, afternoon and at bedtime across 3 time-blocks surrounding the school start: a month before starting school (baseline), the first week at school (stress response), and the end of the first school term (stress recovery). Child behavioural inhibition at 14 months was assessed to explore the influence of early temperament on later stress responses. All children displayed an elevation in morning and afternoon cortisol from baseline during the first week at school, which remained elevated until the end of the first term. Children in the social phobia group, however, also displayed an equivalent elevation in bedtime cortisol, which was not observed for comparison children or for children of mothers with GAD. Children in the social phobia group who were classified as 'inhibited' at 14 months displayed significantly higher afternoon cortisol levels overall. A persistent stress response to school in the morning and afternoon is typical for all children, but children of mothers with social phobia also display atypical elevations in evening cortisol levels when at school--signalling longer-term disruption of the circadian rhythm in HPA axis activity. This is the first study to report HPA axis disruption in children at increased risk of developing social phobia. Future research should determine whether this represents a

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

Science.gov (United States)

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

2018-01-01

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

The relationship between affective response to social comparison and academic performance in high school

NARCIS (Netherlands)

Wehrens, M.J.P.W.; Buunk, Abraham (Bram); Lubbers, M.J.; Dijkstra, Pieternel; Kuyper, H.; Van der Werf, M.P.C.

The goal of the present study was to study the relationship between affective responses to social comparison and test scores among high school students Our analyses showed that three types of responses to social comparison could be distinguished: an empathic, constructive, and destructive response.

Instructinoal Leadership Role and Responsibilities of Middle School Assistant Principals in Virginia

OpenAIRE

Rogers, Kipp D.

2009-01-01

The major purpose of this study was to gain an understanding of the instructional leadership role and responsibilities of middle school assistant principals and their level of involvement in instructional leadership. Specifically, this study determined the extent of involvement of the middle school assistant principal as an instructional leader in the Commonwealth of Virginia. The data gathered compared instructional leadership tasks to various demographic variables and determined the amoun...

Filtration effectiveness of HVAC systems at near-roadway schools.

Science.gov (United States)

McCarthy, M C; Ludwig, J F; Brown, S G; Vaughn, D L; Roberts, P T

2013-06-01

Concern for the exposure of children attending schools located near busy roadways to toxic, traffic-related air pollutants has raised questions regarding the environmental benefits of advanced heating, ventilation, and air-conditioning (HVAC) filtration systems for near-road pollution. Levels of black carbon and gaseous pollutants were measured at three indoor classroom sites and at seven outdoor monitoring sites at Las Vegas schools. Initial HVAC filtration systems effected a 31-66% reduction in black carbon particle concentrations inside three schools compared with ambient air concentrations. After improved filtration systems were installed, black carbon particle concentrations were reduced by 74-97% inside three classrooms relative to ambient air concentrations. Average black carbon particle concentrations inside the schools with improved filtration systems were lower than typical ambient Las Vegas concentrations by 49-96%. Gaseous pollutants were higher indoors than outdoors. The higher indoor concentrations most likely originated at least partially from indoor sources, which were not targeted as part of this intervention. Recent literature has demonstrated adverse health effects in subjects exposed to ambient air near major roadways. Current smart growth planning and infill development often require that buildings such as schools are built near major roadways. Improving the filtration systems of a school's HVAC system was shown to decrease children's exposure to near-roadway diesel particulate matter. However, reducing exposure to the gas-phase air toxics, which primarily originated from indoor sources, may require multiple filter passes on recirculated air. © 2012 John Wiley & Sons A/S. Published by Blackwell Publishing Ltd.

Youth Responses to School Shootings: a Review.

Science.gov (United States)

Travers, Áine; McDonagh, Tracey; Elklit, Ask

2018-05-19

This paper aims to synthesize research relating to youth responses to school shootings between 2014 and 2017. The main questions it addresses are how such events impact young people psychologically, and what risk or protective factors may contribute to different trajectories of recovery? Recent research suggests that most young people exposed to school shootings demonstrate resilience, exhibiting no long-term dysfunction. However, a minority will experience severe and chronic symptoms. The likelihood of experiencing clinically significant reactions is influenced by pre-trauma functioning as well as peri-traumatic and post-traumatic factors. These include proximity to the trauma, peri-traumatic dissociation, post-traumatic emotional regulation difficulties, social support, and flexibility of coping styles. Research that separates the distinguishing features of young people with differing recovery styles is vital to tailor intervention. But methodological and design issues associated with such research necessitates caution in drawing conclusions. Variation in definitions and measures and the self-report nature of many of the studies are potential sources of bias. Greater uniformity across designs would enhance confidence and allow for improved evidence-based intervention.

Educational community stakeholders’ perspectives about teachers’ responsibilities for mental health promotion in Maltese schools

OpenAIRE

Askell-Williams, Helen; Cefai, Carmel; Skrzypiec, Grace; Wyra, Mirella

2013-01-01

The role of school teachers in promoting students’ mental health is receiving increasing international attention. However, before venturing into schools with new initiatives such as mental health promotion, it is essential to take into account local contextual affordances and constraints. One issue is whether teachers and other school community stakeholders believe that activities related to mental health promotion are within teachers’ realms of responsibility and capabilities. This paper rep...

Holistic School Leadership: Development of Systems Thinking in School Leaders

Science.gov (United States)

Shaked, Haim; Schechter, Chen

2018-01-01

Background: Systems thinking is a holistic approach that puts the study of wholes before that of parts. It does not try to break systems down into parts in order to understand them; instead, it focuses attention on how the parts act together in networks of interactions. Purpose: This study explored the development of holistic school leadership--an…

School Responsiveness to Quality Rankings. An Empirical Analysis of Secondary Education in the Netherlands

NARCIS (Netherlands)

Koning, P.W.C.; van der Wiel, K.

2012-01-01

This paper assesses the response of Dutch secondary schools to the publication of relative quality ratings in a national newspaper (Trouw). Our research design exploits the discontinuities in the ranking formula that was used to generate five consecutive levels for the overall quality of schools. We

Evaluation of intelligent transport systems impact on school transport safety

Directory of Open Access Journals (Sweden)

Jankowska-Karpa Dagmara

2017-01-01

Full Text Available The integrated system of safe transport of children to school using Intelligent Transport Systems was developed and implemented in four locations across Europe under the Safeway2School (SW2S project, funded by the EU. The SW2S system evaluation included speed measurements and an eye-tracking experiment carried out among drivers who used the school bus route, where selected elements of the system were tested. The subject of the evaluation were the following system elements: pedestrian safety system at the bus stop (Intelligent Bus Stop and tags for children, Driver Support System, applications for parents’ and students’ mobile phones, bus stop inventory tool and data server. A new sign designed for buses and bus stops to inform about child transportation/children waiting at the bus stop was added to the system. Training schemes for system users were also provided. The article presents evaluation results of the impact of selected elements of the SW2S system on school transport safety in Poland.

Electric Power Saving Awareness System at School Using ICT

Directory of Open Access Journals (Sweden)

Kuzume Koichi

2016-01-01

Full Text Available Nowadays, education on energy saving at schools attracts attention to reduce energy consumption. In this paper we proposed a novel system to promote energy conservation activity at schools using a sensor network. The system consisted of a wall-type clock embedded with several kinds of sensors for temperature and light in the classroom, and wireless devices to connect to a cloud computer network. The system had the following superiorities: offered various services for energy conservation activity, needless of CT (Current Transformer sensor, low price, ease of installation and extension, and visualization of power consumption in conjunction with school timetable in real time. We presented the system and a user study conducted to evaluate its usefulness.

Overweight children's response to an annual health dialogue with the school nurse

DEFF Research Database (Denmark)

Borup, Ina K; Holstein, Bjørn Evald

2010-01-01

The objective of this study was to compare overweight and normal weight pupils' perceived outcome of the health dialogue with the school nurse. A random sample of schools in Denmark, where pupils age 11.6, 13.6 and 15.6 years old, answered a questionnaire (response rate 88%, n = 5205). The indepe......The objective of this study was to compare overweight and normal weight pupils' perceived outcome of the health dialogue with the school nurse. A random sample of schools in Denmark, where pupils age 11.6, 13.6 and 15.6 years old, answered a questionnaire (response rate 88%, n = 5205......). The independent variable weight group was measured by self-reported height and weight and calculated as body mass index. Perceived outcome of the dialogue was measured as: (i) reflected on the dialogue; (ii) discussed the content with parents; (iii) followed the advice of the nurse; and (iv) visited the nurse...... again. Overweight boys reflected (odds ratio (OR) = 1.73), discussed the dialogue with at least one parent (OR = 1.38), followed the nurse's advice (OR = 1.42) and visited the nurse again (OR = 2.68). There was a significant statistical link between age group and perceived outcome among the boys...

Applying systems theory to the evaluation of a whole school approach to violence prevention.

Science.gov (United States)

Kearney, Sarah; Leung, Loksee; Joyce, Andrew; Ollis, Debbie; Green, Celia

2016-02-01

Issue addressed Our Watch led a complex 12-month evaluation of a whole school approach to Respectful Relationships Education (RRE) implemented in 19 schools. RRE is an emerging field aimed at preventing gender-based violence. This paper will illustrate how from an implementation science perspective, the evaluation was a critical element in the change process at both a school and policy level. Methods Using several conceptual approaches from systems science, the evaluation sought to examine how the multiple systems layers - student, teacher, school, community and government - interacted and influenced each other. A distinguishing feature of the evaluation included 'feedback loops'; that is, evaluation data was provided to participants as it became available. Evaluation tools included a combination of standardised surveys (with pre- and post-intervention data provided to schools via individualised reports), reflection tools, regular reflection interviews and summative focus groups. Results Data was shared during implementation with project staff, department staff and schools to support continuous improvement at these multiple systems levels. In complex settings, implementation can vary according to context; and the impact of evaluation processes, tools and findings differed across the schools. Interviews and focus groups conducted at the end of the project illustrated which of these methods were instrumental in motivating change and engaging stakeholders at both a school and departmental level and why. Conclusion The evaluation methods were a critical component of the pilot's approach, helping to shape implementation through data feedback loops and reflective practice for ongoing, responsive and continuous improvement. Future health promotion research on complex interventions needs to examine how the evaluation itself is influencing implementation. So what? The pilot has demonstrated that the evaluation, including feedback loops to inform project activity, were an

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

Science.gov (United States)

Burden, Mitzi K.

Minimal communication between school and home was found to contribute to low performance by students at McDuffie High School (South Carolina). This report describes the experience of establishing a computer-based telephone messaging system in the high school and involving parents, teachers, and students in its use. Additional strategies employed…

Court Decisions Specific to Public School Responses to Student Concussions

Science.gov (United States)

Zirkel, Perry A.

2016-01-01

This article provides an up-to-date and comprehensive canvassing of the judicial case law concerning the responses to students with concussions in the public school context. The two categories of court decisions are (a) those concerning continued participation in interscholastic athletics, referred to under the rubric of "return to play"…

RADON MITIGATION IN SCHOOLS: CASE STUDIES OF RADON MITIGATION SYSTEMS INSTALLED BY EPA IN FOUR MARYLAND SCHOOLS ARE PRESENTED

Science.gov (United States)

The first part of this two-part paper discusses radon entry into schools, radon mitigation approaches for schools, and school characteristics (e.g., heating, ventilation, and air-conditioning -- HVAC-- system design and operation) that influence radon entry and mitigation system ...

The Process, Dialogues, and Attitudes of Vocational Engineering High School Students in a Web Problem-Based Learning (WPBL) System

Science.gov (United States)

Tseng, Kuo-Hung; Chang, Chi-Cheng; Lou, Shi-Jer

2012-01-01

This study aims to explore how high school students collaboratively solve problems in a web problem-based learning (WPBL) system in an 8-week digital logic course using discourse analysis. Employing in-depth interviews, this study also investigated the students' attitudes toward the WPBL system. The number of teaching assistants' responses had a…

Headteachers' Readings of and Responses to Disadvantaged Contexts: Evidence from English Primary Schools

Science.gov (United States)

Lupton, Ruth; Thrupp, Martin

2013-01-01

Existing research demonstrates the impact of context on school organisation and management, curriculum and pedagogy and on student peer relations. New developments in English education policy will devolve more responsibility for dealing with these issues to headteachers. Headteachers' readings of their contexts and the responses that they make are…

School feeding, moving from practice to policy: reflections on building sustainable monitoring and evaluation systems.

Science.gov (United States)

Gelli, Aulo; Espejo, Francisco

2013-06-01

To provide an overview of the status of monitoring and evaluation (M&E) of school feeding across sub-Saharan Africa and to reflect on the experience on strengthening M&E systems to influence policy making in low-income countries. Literature review on the M&E of school feeding programmes as well as data from World Food Programme surveys. Sub-Saharan Africa. Countries implementing school feeding. Only two randomized controlled impact evaluations have been implemented in sub-Saharan Africa. Where M&E data collection is underway, the focus is on process and service delivery and not on child outcomes. M&E systems generally operate under the Ministry of Education, with other Ministries represented within technical steering groups supporting implementation. There is no internationally accepted standardized framework for the M&E of school feeding. There have been examples where evidence of programme performance has influenced policy: considering the popularity of school feeding these cases though are anecdotal, highlighting the opportunity for systemic changes. There is strong buy-in on school feeding from governments in sub-Saharan Africa. In response to this demand, development partners have been harmonizing their support to strengthen national programmes, with a focus on M&E. However, policy processes are complex and can be influenced by a number of factors. A comprehensive but simple approach is needed where the first step is to ensure a valid mandate to intervene, legitimizing the interaction with key stakeholders, involving them in the problem definition and problem solving. This process has been facilitated through the provision of technical assistance and exposure to successful experiences through South–South cooperation and knowledge exchange.

The Role of Occupational Therapists and Physical Therapists in Elementary School System Early Intervening Services and Response to Intervention: A Case Report

Science.gov (United States)

Reeder, Deborah L.; Arnold, Sandra H.; Jeffries, Lynn M.; McEwen, Irene R.

2011-01-01

The Individuals with Disabilities Improvement Act and No Child Left Behind Act broadened the roles of occupational therapists (OTs) and physical therapists (PTs) to include therapist participation in early intervening services including response to intervention (RTI). This case report describes one school district's inclusion of OT and PT in the…

Back to School for Parents: Implementing Responsible Parenting Agreements and Orders in Western Australia

Science.gov (United States)

Squelch, Joan

2006-01-01

Managing student behaviour is a primary task of principals and teachers, but it is not their responsibility alone. Parents are also responsible for their children's behaviour inside and outside school. As primary educators and caregivers parents have a duty of care and are responsible for nurturing, disciplining and socializing their children. In…

Towards Collective Work and Responsibility: Sources of Support within a Freedom School Teacher Community

Science.gov (United States)

Jackson, Tambra O.

2009-01-01

Alternative and parallel schooling contexts such as the Children's Defense Fund Freedom Schools[R] provide educational experiences for U.S. K-12 students grounded in notions of social justice and culturally responsive teaching. College-aged young adults known as "servant-leader interns" are the teachers in this context. In this article, the author…

Gauging the System: Trends in School Climate Measurement and Intervention

Science.gov (United States)

O'Malley, Meagan; Katz, Kristin; Renshaw, Tyler L.; Furlong, Michael J.

2011-01-01

Researchers and educators are giving increasing scrutiny to systems-level constructs that contribute to safe, supportive, and effective schools, including school climate. School climate is a multifaceted construct that is commonly conceptualized as school community members' subjective experiences of the structural and contextual elements of a…

Students' response to disaster: a lesson for health care professional schools.

Science.gov (United States)

Reyes, Humberto

2010-11-16

The response of medical students, young physicians, and other health professionals to the February 2010 earthquake and tsunami in Chile provides important lessons about health care delivery during disasters and about the development of professionalism. Tertiary and secondary care of victims of these disasters was possible because local and national resources were available and field hospitals provided by Chile's armed forces and foreign countries replaced damaged hospitals. However, primary care of persons living on the outskirts of towns and in small villages and coves that were destroyed and isolated by the disaster required the involvement of volunteer groups that were largely composed of students and other young members of the health professions, all of whom were motivated by solidarity, compassion, and social commitment. This experience, similar to previous catastrophes in Chile and elsewhere, reinforces that medical and other health professional schools must instill in graduates an understanding that the privileges of being a health professional come with responsibilities to society. Beyond providing high-quality scientific and technological education, curricula in these schools should include training that enables graduates to meaningfully contribute in the setting of unexpected disasters and that nurtures a sense of responsibility to do so.

Independent State of Samoa School Autonomy and Accountability : SABER Country Report 2013

OpenAIRE

World Bank

2013-01-01

Education in the Samoa is highly decentralized. While education policy is the sole responsibility of the Ministry of education, school boards are responsible for delivery. The entire organization of the school system is based on checks and balances to ensure accountability. Budgetary autonomy is established. The school board controls the school budget, with input from parents. Personnel ma...

Systems thinking and complexity: considerations for health promoting schools.

Science.gov (United States)

Rosas, Scott R

2017-04-01

The health promoting schools concept reflects a comprehensive and integrated philosophy to improving student and personnel health and well-being. Conceptualized as a configuration of interacting, interdependent parts connected through a web of relationships that form a whole greater than the sum of its parts, school health promotion initiatives often target several levels (e.g. individual, professional, procedural and policy) simultaneously. Health promoting initiatives, such as those operationalized under the whole school approach, include several interconnected components that are coordinated to improve health outcomes in complex settings. These complex systems interventions are embedded in intricate arrangements of physical, biological, ecological, social, political and organizational relationships. Systems thinking and characteristics of complex adaptive systems are introduced in this article to provide a perspective that emphasizes the patterns of inter-relationships associated with the nonlinear, dynamic and adaptive nature of complex hierarchical systems. Four systems thinking areas: knowledge, networks, models and organizing are explored as a means to further manage the complex nature of the development and sustainability of health promoting schools. Applying systems thinking and insights about complex adaptive systems can illuminate how to address challenges found in settings with both complicated (i.e. multi-level and multisite) and complex aspects (i.e. synergistic processes and emergent outcomes). © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Description and Documentation of the Dental School Dental Delivery System.

Science.gov (United States)

Chase, Rosen and Wallace, Inc., Alexandria, VA.

A study was undertaken to describe and document the dental school dental delivery system using an integrated systems approach. In late 1976 and early 1977, a team of systems analysts and dental consultants visited three dental schools to observe the delivery of dental services and patient flow and to interview administrative staff and faculty.…

The Australian Education Union's Response to Kevin Donnelly's "The Australian Education Union: A History of Opposing School Choice and School Autonomy Down-Under"

Science.gov (United States)

Hopgood, Susan

2015-01-01

This article is a response to Kevin Donnelly's article, "The Australian Education Union: A History of Opposing School Choice and School Autonomy Down-Under," and aims to correct specific errors and misrepresentations as found by Susan Hopgood, Federal Secretary of the Australian Education Union. She argues that the article is misleading…

Solar energy system performance evaluation: Page Jackson Elementary School, Charles Town, West Virginia, October 1979-April 1980

Energy Technology Data Exchange (ETDEWEB)

Howard, R.G.

1980-01-01

This school in Charles Town, West Virginia is equipped with 11,215 ft/sup 2/ of PPG flat-plate collectors of which 69% operate. Two insulated tanks of 10,000 gal capacity provide heat storage. A natural gas fired boiler and a chiller augment the solar heating and cooling system. Collector failure was primarily responsible for the system supplying 23% rather than the projected 85% of the heating requirement. (MHR)

School Segregation and Its Effects on Educational Equality and Efficiency in 16 OECD Comprehensive School Systems

Science.gov (United States)

Benito, Ricard; Alegre, Miquel Àngel; Gonzàlez-Balletbò, Isaac

2014-01-01

Using PISA data for 16 Western OECD countries having comprehensive school systems, we explore the conditions under which the socioeconomic composition of schools affects educational efficiency and equality, to a greater or lesser extent. First, a multilevel analysis is applied to examine and compare the effect of school socioeconomic composition…

Legislation on school governors' power to appoint educators: friend ...

African Journals Online (AJOL)

The establishment of school governing bodies represents a significant decentralisation of power in the South African school system. The South African Schools Act (Act 84 of 1996) plays an important role in encouraging the principle of partnership in and mutual responsibility for education. With the institution of school ...

Moving toward a Coherent School Finance System

Science.gov (United States)

Rose, Heather

2013-01-01

California's current school finance system is a tangled web of funding programs, restrictions, inequities and confusion. Building a stronger finance system to benefit from resources is an important step in strengthening California's K-12 education system and better meeting the needs of its students. Gov. Brown has recently proposed the Local…

A Smart Card-Based Electronic School Absenteeism System for Influenza-Like Illness Surveillance in Hong Kong: Design, Implementation, and Feasibility Assessment.

Science.gov (United States)

Ip, Dennis Km; Lau, Eric Hy; So, Hau Chi; Xiao, Jingyi; Lam, Chi Kin; Fang, Vicky J; Tam, Yat Hung; Leung, Gabriel M; Cowling, Benjamin J

2017-10-06

School-aged children have the highest incidence of respiratory virus infections each year, and transmission of respiratory viruses such as influenza virus can be a major concern in school settings. School absenteeism data have been employed as a component of influenza surveillance systems in some locations. Data timeliness and system acceptance remain as key determinants affecting the usefulness of a prospective surveillance system. The aim of this study was to assess the feasibility of implementing an electronic school absenteeism surveillance system using smart card-based technology for influenza-like illness (ILI) surveillance among a representative network of local primary and secondary schools in Hong Kong. We designed and implemented a surveillance system according to the Protocol for a Standardized information infrastructure for Pandemic and Emerging infectious disease Response (PROSPER). We employed an existing smart card-based education and school administration platform for data capture, customized the user interface, and used additional back end systems built for other downstream surveillance steps. We invited local schools to participate and collected absenteeism data by the implemented system. We compared temporal trend of the absenteeism data with data from existing community sentinel and laboratory surveillance data. We designed and implemented an ILI surveillance system utilizing smart card-based attendance tracking approach for data capture. We implemented the surveillance system in a total of 107 schools (including 66 primary schools and 41 secondary schools), covering a total of 75,052 children. The system successfully captured information on absences for 2 consecutive academic years (2012-2013 and 2013-2014). The absenteeism data we collected from the system reflected ILI activity in the community, with an upsurge in disease activity detected up to 1 to 2 weeks preceding other existing surveillance systems. We designed and implemented a novel

Effective Charter Schools and Charter School Systems

Science.gov (United States)

Lawton, Stephen B.

2009-01-01

The purpose of this synthesis of the literature on charter school effectiveness is to develop a research agenda on the topic and to propose action that will lead to improved performance of charter schools. To accomplish these goals, background information is first provided including: a definition of charter schools; statistics on charter schools;…

How Do School Librarians Perceive Dispositions for Learning and Social Responsibility?

Science.gov (United States)

Arnone, Marilyn

2010-01-01

This article discusses the implication of the study involving school librarians regarding how they perceive dispositions for learning and social responsibility. It also presents descriptive results of the most common areas discussed by participants, and provides anecdotal data from the transcripts and some subjective impressions of the researcher.…

The Inclusion of Children's Rights and Responsibilities in the South African School Curriculum

Science.gov (United States)

Munongi, Lucia; Pillay, Jace

2018-01-01

This study aimed to explore Grade 9 learners' perceptions on the extent to which rights and responsibilities are taught in the school curriculum. The sample consisted of 577 learners from 13 public, independent and independent-subsidised schools, randomly sampled from four Johannesburg education districts. Data were collected through a…

Barriers to Implementing the Response to Intervention Framework in Secondary Schools: Interviews with Secondary Principals

Science.gov (United States)

Bartholomew, Mitch; De Jong, David

2017-01-01

Despite the successful implementation of the Response to Intervention (RtI) framework in many elementary schools, there is little evidence of successful implementation in high school settings. Several themes emerged from the interviews of nine secondary principals, including a lack of knowledge and training for successful implementation, the…

Developing an Indicator System for Schools of Choice: A Balanced Scorecard Approach

Science.gov (United States)

Brown, Richard S.; Wohlstetter, Priscilla; Liu, Sunny

2008-01-01

This article describes the process of developing an indicator system that goes beyond a single indicator of school progress or performance. The system relies on a set of school indicators that uses data that public schools routinely report to state agencies for compliance purposes. The framework for the indicator system is based on the idea of…

The School Budget, Power and Responsibility in Grant-Maintained Schools.

Science.gov (United States)

Richards, Simon

1992-01-01

Describes Audenshaw High School in Manchester, England, the first school to achieve grant-maintained status under the 1988 Education Reform Act, as an example of future school administration in the United Kingdom. Examines five aspects of budgeting that this change has entailed, highlighting funding problems and opportunities. (10 references) (MLH)

Training Requirements and Training Delivery in the Total Army School System

National Research Council Canada - National Science Library

Winkler, John

1999-01-01

This report analyzes training requirements and school delivery of training in the Total Army School System, focusing on the system's ability to meet its training requirements in Reserve Component Training Institutions...

Improving School Leadership. Volume 2: Case Studies on System Leadership

Science.gov (United States)

Hopkins, David, Ed.; Nusche, Deborah, Ed.; Pont, Beatriz, Ed.

2008-01-01

This book explores what specialists are saying about system leadership for school improvement. Case studies examine innovative approaches to sharing leadership across schools in Belgium (Flanders), Finland and the United Kingdom (England) and leadership development programmes for system improvement in Australia and Austria. As these are emerging…

Teen responses when a younger school-age sibling has been bullied

Science.gov (United States)

Honig, Alice Sterling; Zdunowski-Sjoblom, Nicole

2015-01-01

The prevalence of bullying among children, and the sometimes tragic consequences as a result, has become a major concern in schools. The larger research for this study reported on in-depth interviews with 28 elementary and middle school-age boys and girls (7–12 years) who had experienced various forms of bullying and relational aggression by their peers, mostly on school grounds, and the responses of their parents and teachers. Responses of the children's teen siblings to the younger child's revelations of being bullied are the focus of this report. In-depth interviews with each teen sibling (n = 28) and with each bullied child revealed how the children viewed the teen siblings' supportive strategies. Almost all the children (89%) reported that their older siblings talked with them and offered advice. The teen siblings shared with the younger ones that they too (71%) had been bullied, or they knew someone who had been bullied (18%). Teens gave the advice to ‘bully back’ to 11% and advice to ‘tell someone’ to 32% of the younger children. The children felt quite positive about their older siblings' advice (89%), which did differ depending on the bullied child's gender. Teen siblings gave advice to ‘avoid bullies’ to 77% of female and to 27% of male younger children. PMID:25931644

Photovoltaic generating systems in rural schools in Neuquen Province, Argentina

Energy Technology Data Exchange (ETDEWEB)

Lawand, T.A.; Campbell, J. [Brace Research Institute, Quebec (Canada)

1997-12-01

During the period 1994-95, solar photovoltaic systems were installed at a number of schools in Neuquen Province, Argentina, by the Provincial electric utility, Ente Provincial de Energia del Neuquen. This was undertaken with funds provided by the Inter-American Development Bank. In all, there are 12 schools that have had photovoltaic generating systems installed. These generating systems are designed to provide electricity for the basic needs at the schools: primarily for lighting, and to operate small electrical appliances such as communication radios, televisions, VCR`s, AM/FM and short-wave radios. They do not provide enough energy to operate large consumption appliances such as washing machines, microwaves, refrigerators, power tools, etc. The program of provision of PV systems was supplemented with training on simple systems for cooking food or drying fruit, etc. These techniques are primarily intended for demonstration at the schools thus serving an educational role with the hope that they will be transmitted in time to the families of the students where the need is manifested the most.

Predicting Social Responsibility and Belonging in Urban After-School Physical Activity Programs with Underserved Children

Science.gov (United States)

Martin, Jeffrey J.; Byrd, Brigid; Garn, Alex; McCaughtry, Nate; Kulik, Noel; Centeio, Erin

2016-01-01

The purpose of this cross sectional study was to predict feelings of belonging and social responsibility based on the motivational climate perceptions and contingent self-worth of children participating in urban after-school physical activity programs. Three-hundred and four elementary school students from a major Midwestern city participated.…

School Funding System and Equity

Science.gov (United States)

Tabatadze, Shalva; Gorgadze, Natia

2014-01-01

The aim of this research is to study the effectiveness of general education funding system from the perspective of equal and equal educational opportunities for all in Georgia. Following the objective, the research aimed to respond three main research questions: 1. is the school financing formula effective and efficient enough to be administrated…

Predictors of Autism Enrollment in Public School Systems

Science.gov (United States)

Boswell, Katelyn; Zablotsky, Benjamin; Smith, Christopher

2014-01-01

With a number of disparities present in the diagnosis and treatment of children with autism spectrum disorders, the education system plays a crucial role in the provision of both these service elements. Based on school and federal census data, this article examines one state's public school autism enrollment and possible predictors of enrollment…

Improving survey response rates from parents in school-based research using a multi-level approach.

Science.gov (United States)

Schilpzand, Elizabeth J; Sciberras, Emma; Efron, Daryl; Anderson, Vicki; Nicholson, Jan M

2015-01-01

While schools can provide a comprehensive sampling frame for community-based studies of children and their families, recruitment is challenging. Multi-level approaches which engage multiple school stakeholders have been recommended but few studies have documented their effects. This paper compares the impact of a standard versus enhanced engagement approach on multiple indicators of recruitment: parent response rates, response times, reminders required and sample characteristics. Parents and teachers were distributed a brief screening questionnaire as a first step for recruitment to a longitudinal study, with two cohorts recruited in consecutive years (cohort 1 2011, cohort 2 2012). For cohort 2, additional engagement strategies included the use of pre-notification postcards, improved study materials, and recruitment progress graphs provided to school staff. Chi-square and t-tests were used to examine cohort differences. Compared to cohort 1, a higher proportion of cohort 2 parents responded to the survey (76% versus 69%; p value of investing in a relatively simple multi-level strategy to maximise parent response rates, and potentially reduce recruitment time and costs.

Strengthening of Indonesia school of management in the 21st century through the implementation of school management system based information technology and communications integrated

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Setiawan, Wawan; Munir, Senen, Syamsul Hadi; Nugroho, Eddy Prasetyo; Wihardi, Yaya; Nugraha, Eki

2017-05-01

Indonesia strengthening school management through the implementation of School Management System Based Information Technology and Communications (SMS-ICT) is intended to improve the performance of schools to accommodate the complexities of management in a computerized system that is simple but comprehensive so that it aligns with the era of the 21st century. School Management System Based Information and Communication Technology-based standards developed 12 education, adapted from 8 national standards into the system components that support the characteristics of 21st century schools. Twelfth system components include curriculum, Personal Development, Recruitment of New Student Services and Student Development, Education Labor and Education, Infrastructure, Leadership, School Management, Financing, Evaluation, and Social Communications. Development of the system is done through the stages of systematically covering Need Assessment, System Design, System Development, Testing Limited, Reveiw and Improvement, Testing Expanded, Finalize, and Packaging. SMS-ICT has gained Copyright and had seminars both nationally and internationally, and have been published by national journals, and in a book chapter. SMS-ICT applied to several schools in districy/city of West Java is based on cooperation with the Education Department of West Java. Implementation of School Management System as strengthening school management Indonesia shows the essential matters of school management. SMS-ICT managed to bring changes not only bring substantial improvements to the school how it should be managed, but also change the mindset of school leaders and teachers in ways of thinking and acting more professional in carrying out their respective duties. SMS-ICT managed as a unified system of governance that is integrated schools overall strategic component in an integrated system that implements ICT that has the capacity to process data and information quickly, accurately and reliably. SMS-ICT as a

Emotional Intelligence and Social Responsibility of Boy Students in Middle School

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Moradi Sheykhjan, Tohid; Jabari, Kamran; K, Rajeswari

2014-01-01

The present study has been undertaken to know the relationship between emotional intelligence and social responsibility of boy students in middle school using correlation. Survey method was adopted for the study. Data were collected from 100 boy students studying in Miandoab City of Iran during the academic year, 2012-13 who were selected…

Selling Education through "Culture": Responses to the Market by New, Non-Government Schools

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English, Rebecca

2009-01-01

The move to a market model of schooling has seen a radical restructuring of the ways schooling is "done" in recent times in Western countries. Although there has been a great deal of work to examine the effects of a market model on local school management (LSM), teachers' work and university systems, relatively little has been done to…

Improving the Utilisation of Management Information Systems in Secondary Schools

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Bosker, R. J.; Branderhorst, E. M.; Visscher, A. J.

2007-01-01

Although most secondary schools do use management information systems (MISs), these systems tend not to be used to support higher order managerial activities but are currently primarily used for clerical purposes. This situation is unsatisfactory as MISs fully utilised could offer invaluable support to schools, which are increasingly being granted…

High School Principals and the High School Journalism Program.

Science.gov (United States)

Peterson, Jane W.

A study asked selected high school principals to respond to statements about the value of high school journalism to the high school student and about the rights and responsibilities of the high school journalist. These responses were then checked against such information as whether or not the high school principal had worked on a high school…

Development of Effective Academic Affairs Administration System in Thai Primary Schools

Science.gov (United States)

Thongnoi, Niratchakorn; Srisa-ard, Boonchom; Sri-ampai, Anan

2013-01-01

This research aimed to: 1) study current situations and problems of academic affairs administration system in Primary Schools. 2) develop an effective academic affairs administration system, and 3) evaluate the implementation of the developed system in the primary school, Thailand. Research and Development (R&D) was employed which consisted of…

The diffusion of youth-led participatory research in urban schools: the role of the prevention support system in implementation and sustainability.

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Ozer, Emily J; Cantor, Jeremy P; Cruz, Gary W; Fox, Brian; Hubbard, Elizabeth; Moret, Lauren

2008-06-01

This article discusses the dissemination of a process of youth-led participatory research in urban secondary schools within the Interactive Systems Framework for Dissemination and Implementation (ISF) developed in collaboration with the CDC and its university partners (Wandersman et al. American Journal of Community Psychology, 41(3-4) 2008). The focus here is on the development of the Prevention Support System with respect to general and innovation-specific capacity building. The specific process under study involves youth-led needs assessment and research to inform the planning of prevention programs and policies to address students' health and developmental needs. The article first briefly describes the youth-led research process, its potential benefits, and a case example in two urban secondary schools. It then describes challenges and responses in providing support for the diffusion of this model in 6 secondary schools. The settings are urban public schools with a majority of students of color from diverse ethnic groups: Asian-American, Latino, and African-American. This project constitutes a collaborative partnership with a university school of public health and community-based organizations (CBOs) to build capacity for long-term, sustainable implementation of this innovative process within the local school system. The perspectives of the university-based researcher and the CBO partners on the development and effectiveness of the Prevention Support System are presented.

Police Departments Connect to School District Camera Feeds to Aid Incident Response

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Pittman, Elaine

2010-01-01

School systems and police departments are community partners, and ensuring student, faculty, and officer safety is a high priority for both. In Pennsylvania, police departments are being both innovative and proactive by using wireless technology to handle school safety. If there's an emergency, local police departments can increase situational…

White Pine Co. Public School System Biomass Conversion Heating Project

Energy Technology Data Exchange (ETDEWEB)

Paul Johnson

2005-11-01

The White Pine County School District and the Nevada Division of Forestry agreed to develop a pilot project for Nevada using wood chips to heat the David E. Norman Elementary School in Ely, Nevada. Consideration of the project was triggered by a ''Fuels for Schools'' grant that was brought to the attention of the School District. The biomass project that was part of a district-wide energy retrofit, called for the installation of a biomass heating system for the school, while the current fuel oil system remained as back-up. Woody biomass from forest fuel reduction programs will be the main source of fuel. The heating system as planned and completed consists of a biomass steam boiler, storage facility, and an area for unloading and handling equipment necessary to deliver and load fuel. This was the first project of it's kind in Nevada. The purpose of the DOE funded project was to accomplish the following goals: (1) Fuel Efficiency: Purchase and install a fuel efficient biomass heating system. (2) Demonstration Project: Demonstrate the project and gather data to assist with further research and development of biomass technology; and (3) Education: Educate the White Pine community and others about biomass and other non-fossil fuels.

Online system for knowledge assessment enhances students' results on school knowledge test.

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Kralj, Benjamin; Glazar, Sasa Aleksej

2013-01-01

Variety of online tools were built to help assessing students' performance in school. Many teachers changed their methods of assessment from paper-and-pencil (P&P) to online systems. In this study we analyse the influence that using an online system for knowledge assessment has on students' knowledge. Based on both a literature study and our own research we designed and built an online system for knowledge assessment. The system is evaluated using two groups of primary school teachers and students (N = 686) in Slovenia: an experimental and a control group. Students solved P&P exams on several occasions. The experimental group was allowed to access the system either at school or at home for a limited period during the presentation of a selected school topic. Students in the experimental group were able to solve tasks and compare their own achievements with those of their coevals. A comparison of the P&P school exams results achieved by both groups revealed a positive effect on subject topic comprehension for those with access to the online self-assessment system.

Solar Energy System Description Document: Scattergood School, Site ID 009, PON 2249.

Science.gov (United States)

International Business Machines Corp., Huntsville, AL.

Described are the components, functions, and monitoring instrumentation of a solar heating system at Scattergood School, a Quaker school located in Iowa. The system provides the school gymnasium's space heating and preheating for domestic hot water. This project was constructed and is being evaluated under the United States Department of Energy's…

Prior-to-Secondary School Course Classification System: School Codes for the Exchange of Data (SCED). NFES 2011-801

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National Forum on Education Statistics, 2011

2011-01-01

In this handbook, "Prior-to-Secondary School Course Classification System: School Codes for the Exchange of Data" (SCED), the National Center for Education Statistics (NCES) and the National Forum on Education Statistics have extended the existing secondary course classification system with codes and descriptions for courses offered at…

Children and School Districts--Victims of the Same System.

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Montoya, Renee Marie

1978-01-01

The Colorado school finance system, which has been sued as unconstitutional because of disparities among school district expenditures per pupil, is described. Inequalities in taxation and in the provision of education to economically disadvantaged and minority group students throughout the country are discussed. (GC)

Mandala Mornings: A Creative Approach for Elementary School Counselors

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Cook, Katrina; Mayorga, Mary G.; Ball, Veronica

2016-01-01

The American School Counselor Association (ASCA, 2012) has identified one of the ways elementary school counselors can assist students to become successful in school is to offer small group counseling through the responsive services delivery system. Expressive arts, such as creating mandalas, provide a non-threatening approach for school…

Practitioners' Perceptions of Culturally Responsive School-Based Mental Health Services for Low-Income African American Girls

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Harper, Erin; Kruger, Ann Cale; Hamilton, Chela; Meyers, Joel; Truscott, Stephen D.; Varjas, Kris

2016-01-01

School-based mental health practitioners are positioned to address low-income urban African American girls' mental health needs through culturally responsive services. Despite the importance of culturally reflective practice, it is understudied. We asked school-based mental health practitioners (N = 7) to reflect on barriers and facilitators to…

Safe2Tell® : an anonymous, 24/7 reporting system for preventing school violence.

Science.gov (United States)

Payne, Susan R T; Elliott, Delbert S

2011-01-01

There is widespread agreement that many school shootings could be prevented if authorities were informed that a student was planning or preparing to carry out an attack. A universal problem is that young people are highly reluctant to report on their peers. This code of silence represents a major barrier to prevention efforts. In response to the Columbine shooting, the state of Colorado established the Safe2Tell® anonymous, 24/7 reporting system for receiving and forwarding threats of violence, bullying, and other concerns. This article describes how the program has grown to the point that it now receives more than 100 calls per month. A series of case examples illustrates its success in responding to threatening situations, including twenty-eight potential school attacks. Copyright © 2011 Wiley Periodicals, Inc., A Wiley Company.

Wind emergency response system

International Nuclear Information System (INIS)

Garrett, A.J.; Buckner, M.R.; Mueller, R.A.

1981-01-01

The WIND system is an automated emergency response system for real-time predictions of the consequences of liquid and airborne releases from SRP. The system consists of a minicomputer and associated peripherals necessary for acquisition and handling of large amounts of meteorological data from a local tower network and the National Weather Service. The minicomputer uses these data and several predictive models to assess the impact of accidental releases. The system is fast and easy to use, and output is displayed both in tabular form and as trajectory map plots for quick interpretation. The rapid response capabilities of the WIND system have been demonstrated in support of SRP operations

Codifying a Next-Generation Education System: Jefferson Parish Public School System

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Education Development Center, Inc, 2009

2009-01-01

Using innovative strategies in collaboration with national and international education partners and school districts in Mississippi and Louisiana, Cisco Systems, Inc. (Cisco), has experimented with 21st Century education system reform ideas and strategies for the past four years. The Cisco 21S Initiative seeks to transform current approaches to…

Formation of concept of decimal system in Mexican school children

Directory of Open Access Journals (Sweden)

L. Quintanar Rojas

2013-04-01

Full Text Available The present study deals with initial formation of concept of decimal system in second year of education at primary school in Mexico (City of Puebla. Our research is based on Activity Theory conception of teaching-learning process and of gradual introduction of scientific concepts in school age. The method has been designed and worked out with the help of actions in which logic, symbolic, spatial and mathematical aspects were implemented. All actions were introduced within divided activity of children in group guided by adult. A pretest-posttest design was used with an experimental group of Mexican school children. The results showed that children have developed the significant skills necessary for understanding the concept of decimal number system. They were also able to apply this concept for new kind if activity al the end of school year. Such new activity was solving of mathematic problems, which was not included in official school program. We consider that proposed method can be an approximation for solution of common difficulties which arise at primary school concerning teaching of mathematics.

Stressors and Stressor Response Levels of Hong Kong Primary School Music Teachers

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Wong, Marina Wai-yee; Chik, Maria Pik-yuk; Chan, Edmund Sze Shing

2018-01-01

Responses from 309 randomly sampled Hong Kong primary school music teachers to the shortened version of the Chinese Teacher Stress Questionnaire were subjected to a descriptive percentage analysis, one-way ANOVA and independent t test. Obtained results identify five key stressors: "changing education policy of the government";…

No Child Overlooked: Mental Health Triage in the Schools

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Wilson, F. Robert; Tang, Mei; Schiller, Kelly; Sebera, Kerry

2009-01-01

Mental health problems among children in schools are on the increase. To exercise due diligence in their responsibility to monitor and promote mental health among our nation's children, school counselors may learn from triage systems employed in hospitals, clinics, and mental health centers. The School Counselor's Triage Model provides school…

RADON MITIGATION IN SCHOOLS: HVAC SYTEMS IN SCHOOLS TEND TO HAVE A GREATER IMPACT ON RADON LEVELS THAN HVAC SYSTEMS IN HOMES

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The first part of this two-part paper discusses radon entry into schools, radon mitigation approaches for schools, and school characteristics (e.g., heating, ventilation, and air conditioing -- HVAC-- system design and operationg) that influence radon entry and mitigation system ...

Leadership Strategies in Implementation of High-School Standards-Based Grading Systems

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Pritzl, Jerome

2016-01-01

This multi-site case study examined leadership strategies used during successful implementation of standards-based grading systems in three Wisconsin high schools. It found that leaders' reported commitment, patience, and persistence showed evidence of sustainable, high-functioning systems. It drew two main conclusions: first, school leaders need…

Making Mass Schooling Affordable: In-Kind Taxation and the Establishment of an Elementary School System in Sweden, 1840-1870

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Westberg, Johannes

2016-01-01

This article discusses the significance of in-kind taxation and payments in kind for the establishment of an elementary school system in Sweden, in the 1840-1870 period. By analysing the funding of teachers' wages, the heating of the school facilities, and school building construction in the 12 rural school districts of the Sundsvall region, this…

Voices that want to be heard: Using bereaved Danish students suggestions to update school bereavement response plans.

Science.gov (United States)

Lytje, Martin

2018-04-01

This study explored how Danish students experienced returning to school following parental bereavement. Eighteen focus group interviews were conducted with 39 participants aged 9 to 17. All participants had experienced the loss of a primary caregiver. Data collection was divided into two phases. In Phase I, 22 participants from four grief groups were interviewed 4 times over the course of a year. During Phase II, confirmatory focus groups were undertaken with the 17 participants. This article explores the findings related to ideas and suggestions made by the students about how the Danish school response could be improved to better meet their needs. The presentation of data is divided into seven themes, which are: Desired school response; Desired support from teachers; Desired boundaries between students and teachers; Desired collaboration; Desired support from peers; Desired rules and structure, and; Desires related to gifts and rituals. Study findings indicate that most students want to be included and have a say when the school plans how to respond to their loss. Students further highlight a need for teacher support when having to reconnect with the class; a need for set rules in relation to leaving the class when feeling sad, and; a need for schools to see the loss as a life-changing event, and grief as something that does not simply disappear after a few months. The article concludes by discussing the ways in which the recommendations provided by the participants can be incorporated into a modern revision of Danish school bereavement response plans.

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

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Holme, Jennifer Jellison; Carkhum, Rian; Rangel, Virginia Snodgrass

2013-01-01

Over the past several decades, policymakers have sought to address the problem of school failure by exposing traditional public schools to competitive market forces. In this analysis, we examine how two traditional public schools in a "high pressure/high choice" urban school cluster in Texas responded to a number of overlapping choice…

Integrating a relaxation response-based curriculum into a public high school in Massachusetts.

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Foret, Megan M; Scult, Matthew; Wilcher, Marilyn; Chudnofsky, Rana; Malloy, Laura; Hasheminejad, Nicole; Park, Elyse R

2012-04-01

Academic and societal pressures result in U.S. high school students feeling stressed. Stress management and relaxation interventions may help students increase resiliency to stress and overall well-being. The objectives of this study were to examine the feasibility (enrollment, participation and acceptability) and potential effectiveness (changes in perceived stress, anxiety, self-esteem, health-promoting behaviors, and locus of control) of a relaxation response (RR)-based curriculum integrated into the school day for high school students. The curriculum included didactic instruction, relaxation exercises, positive psychology, and cognitive restructuring. The intervention group showed significantly greater improvements in levels of perceived stress, state anxiety, and health-promoting behaviors when compared to the wait list control group. The intervention appeared most useful for girls in the intervention group. The results suggest that several modifications may increase the feasibility of using this potentially effective intervention in high schools. Copyright © 2011 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

A Policy Analysis of Public School Retirement Systems

Science.gov (United States)

Lewis, Tara; Teeter, Matt

2010-01-01

The purpose of this policy analysis was to examine the Missouri Public School Retirement System (PSRS). The team investigated the under-funding of PSRS, relating to sustainability and the feasibility of the system's use of one lever, contribution rate, to stabilize the retirement system, and to meet actuary needs and governmental requirements. The…

Science school and culture school: improving the efficiency of high school science teaching in a system of mass science education.

Science.gov (United States)

Charlton, Bruce G

2006-01-01

Educational expansion in western countries has been achieved mainly by adding years to full-time education; however, this process has probably reduced efficiency. Sooner or later, efficiency must improve, with a greater educational attainment per year. Future societies will probably wish more people to study science throughout high school (aged c. 11-19 years) and the first college degree. 'Science' may be defined as any abstract, systematic and research-based discipline: including mathematics, statistics and the natural sciences, economics, music theory, linguistics, and the conceptual or quantitative social sciences. Since formal teaching is usually necessary to learn science, science education should be regarded as the core function of high schools. One standard way to improve efficiency is the 'division of labour', with increased specialization of function. Modern schools are already specialized: teachers are specialized according to age-group taught, subject matter expertise, and administrative responsibilities. School students are stratified by age and academic aptitude. I propose a further institutional division of school function between science education, and cultural education (including education in arts, sports, ethics, social interaction and good citizenship). Existing schools might split into 'science school' and 'culture school', reflected in distinct buildings and zones, separate administrative structures, and the recruitment of differently-specialized teaching personnel. Science school would be distinguished by its focus on education in disciplines which promote abstract systematic cognition. All students would spend some part of each day (how much would depend on their aptitude and motivation) in the 'science school'; experiencing a traditional-style, didactic, disciplined and rigorous academic education. The remainder of the students' time at school would be spent in the cultural division, which would focus on broader aspects, and aim to generate

Teacher-led relaxation response curriculum in an urban high school: impact on student behavioral health and classroom environment.

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Wilson, H Kent; Scult, Matthew; Wilcher, Marilyn; Chudnofsky, Rana; Malloy, Laura; Drewel, Emily; Riklin, Eric; Saul, Southey; Fricchione, Gregory L; Benson, Herbert; Denninger, John W

2015-01-01

Recent data suggest that severe stress during the adolescent period is becoming a problem of epidemic proportions. Elicitation of the relaxation response (RR) has been shown to be effective in treating anxiety, reducing stress, and increasing positive health behaviors. The research team's objective was to assess the impact of an RR-based curriculum, led by teachers, on the psychological status and health management behaviors of high-school students and to determine whether a train-the-trainer model would be feasible in a high-school setting. The research team designed a pilot study. The setting was a Horace Mann charter school within Boston's public school system. Participants were teachers and students at the charter school. The team taught teachers a curriculum that included (1) relaxation strategies, such as breathing and imagery; (2) psychoeducation regarding mind-body pathways; and (3) positive psychology. Teachers implemented this curriculum with students. The research team assessed changes in student outcomes (eg, stress, anxiety, and stress management behaviors) using preintervention/postintervention surveys, including the Perceived Stress Scale (PSS), the State-Trait Anxiety Inventory-Form Y (STAI-Y), the stress management subscale of the Health-promoting Lifestyle Profile II (HPLP-II), the Rosenberg Self-Esteem Scale (RSES), the Locus of Control (LOC) questionnaire, and the Life Orientation Test-Revised (LOTR). Classroom observations using the Classroom Assessment Scoring System (CLASS)-Secondary were also completed to assess changes in classroom environment. Using a Bonferroni correction (P management behaviors at that point. Using a Bonferroni correction (P management behaviors (P classroom productivity (eg, increased time spent on activities and instruction from pre- to postintervention). This study showed that teachers can lead an RR curriculum with fidelity and suggests that such a curriculum has positive benefits on student emotional and behavioral

The higher school teaching staff professional development system creation on the adaptive management principles

Directory of Open Access Journals (Sweden)

Borova T.A.

2012-03-01

Full Text Available The article deals with theoretical analysis of the higher school teaching staff professional development system creation on the adaptive management principles. It is determined the background and components of the higher school teaching staff professional development adaptive management system. It is specified the mechanisms for higher school teaching staff professional development adaptive management: monitoring and coaching. It is shown their place in the higher school teaching staff professional development system on the adaptive management principles. The results of the system efficiency are singled out.

"Unhelpfully Complex and Exceedingly Opaque": Australia's School Funding System

Science.gov (United States)

Dowling, Andrew

2008-01-01

Australia's system of school funding is notoriously complex and difficult to understand. This article shines some light on this issue by describing clearly the processes of school funding that currently exist in Australia. It describes the steps taken by federal and state governments to provide over $30 billion each year to government and…

Peruvian Rural School Construction System. SERP 71: Sierra Type.

Science.gov (United States)

Cangiano, Miguel

Based on cooperative action of the government and local communities, the Peruvian Rural School System (SERP 71) evolved from the necessity to reconstruct Peruvian schools of the Sierra region after the earthquake of 1970, and from Peru's new educational reform law (1970) which called for an active-dynamic pupil attitude, continuous updating of…

Ideas for Changing Educational Systems, Educational Policy and Schools

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Thomson, Pat; Lingard, Bob; Wrigley, Terry

2012-01-01

This paper argues the need for new ideas to assist in the creation of a new social imaginary post-neo-liberalism to frame rethought educational systems, policy and schooling. This is an attempt to reclaim progressive, democratic and social justice purposes for schooling well beyond dominant human capital renditions. While acknowledging the…

Assessing the readiness of a school system to adopt food allergy management guidelines.

Science.gov (United States)

Eldredge, Christina; Patterson, Leslie; White, Brenda; Schellhase, Kenneth

2014-08-01

The prevalence of potentially fatal food allergies in school-aged children is rising. It is important for schools to have a food allergy management policy and an emergency action plan for each affected student. To examine the current status of food allergy guideline and/or policy implementation and adoption in a large school system in southeastern Wisconsin. A 24-item anonymous electronic survey was developed and completed by school principals and administrators in the Archdiocese of Milwaukee School System (approximately 125 schools) in southeastern Wisconsin. One in 4 responding schools reported no guidelines or policy. Schools that reported having students with special needs due to food allergy were more likely to have a local food allergy policy compared to schools that did not report having students with food allergy special needs (OR 6.3, 1.5-26, P = 0.01). Schools with food allergy guidelines/policies were 3.5 times more likely to require student individual action plans than schools with no guidelines or policies (OR 3.5, 1.00-12.2, P = 0.05). Gaps in evidence-based food allergy policy implementation were found in this school system. Schools with food-allergic children with special needs were more likely to have guidelines/policy, however, they were not more likely to require emergency action plans. The majority of schools (66, 90%) reported interest in receiving further information or training on food allergy management.

Incorporating Human Rights into the Sustainability Agenda: A Commentary on "Corporate Responsibility to Respect Human Rights and Business Schools' Responsibility to Teach It"

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Andrew, Jane

2013-01-01

In her commentary of McPhail's 2013 article "Corporate Responsibility to Respect Human Rights and Business Schools' Responsibility to Teach It: Incorporating Human Rights into the Sustainability Agenda," Jane Andrew begins by highlighting a number of McPhail's primary arguments. She points out that McPhail sets out to achieve two things…

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

Science.gov (United States)

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

2016-01-01

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

Schooling, the underclass and intergenerational mobility: a dual education system dilemma

Directory of Open Access Journals (Sweden)

Tracey Morton McKay

2015-07-01

Full Text Available School education in South Africa has seen much progressive change in the last 20 years. Yet educational outcomes are poor and many argue that a dual education system exists. Those with financial and socio-cultural capital access resourced schools, while poor South Africans are relegated to schools still suffering from apartheid resource neglect. This empirical study of high schools in Alexandra township, a poor black African residential area, demonstrates both the extent of the resource backlog and the consequences thereof. Secondary schools in Alexandra have an inadequate number, and standard, of toilets, libraries, computer facilities and science laboratories. They also have relatively high learner to teacher ratios and poor matriculation success rates. Enrolment in such schools means learners achieve a poor quality matriculation certificate or none at all, thus, trapping these learners into significant disadvantage. Meagre financial resources preclude Alexandra parents from selecting better resourced schools. Thus, for these learners, neither their legal rights with respect to school choice nor their geographical proximity to resourced schools has ensured redress from the apartheid past. The result is that intergenerational class mobility is limited. Thus, the dual nature of South Africa’s education system is creating a vicious cycle of intergenerational poverty where young people cannot improve their living standards despite enrolment in secondary schooling.

Organizing for Instruction in Education Systems and School Organizations: "How" the Subject Matters

Science.gov (United States)

Spillane, James P.; Hopkins, Megan

2013-01-01

Teaching, the core technology of schooling, is an essential consideration in investigations of education systems and school organizations. Taking teaching seriously as an explanatory variable in research on education systems and organizations necessitates moving beyond treating it as a unitary practice, so as to take account of the school subjects…

[Reduction and control of school bullying is urgently needed].

Science.gov (United States)

Zhao, Y J; Wang, S Y

2017-03-10

School bullying and campus violence is a widespread social problem in the world. School bullying is characterized by its repeatability and suddenness, which could make the victims suffering from both psychological and health damage, and even affect their personality growth. Government should pay close attention to the reduction and control of school bullying and campus violence by establishing school bullying emergency response system and preparedness plan. The school and teacher's role and legal responsibility in the service and management in schools should be cleared and defined. It is necessary to help teachers conduct early detection and intervention for school bullying, conduct morality, mental health and legal educations in students to teach them to act according to the law and protect themselves according to the law and help them identify and avoid risks, encourage the establishment of rescue facility and web of anti-school bullying by non-government organizations, and set hotline for school bullying incident to reduce the incidence of school bullying.

Feet to the Fire: New Orleans Kids Rethink Their Devastated School System

Science.gov (United States)

Wholey, Jane; Burkes, Betty

2015-01-01

Kids Rethink New Orleans Schools is an organization of primarily middle school youth that formed after Hurricane Katrina destroyed most of the city's schools. This chapter describes Rethink's first six years of operation, which culminated in school system policy changes and an HBO documentary about the organization's groundbreaking work.

Restructuring the Ikeda City school urinary screening system: report of a screening survey

Science.gov (United States)

2013-01-01

Background Annual urinary screening is conducted at municipal kindergartens, elementary schools, and junior high schools in Ikeda City, Osaka, Japan (Ikeda City School System), and the results are reviewed by a general physician, but standards for when to recommend specialist referral have not been clear. Methods In all children attending the Ikeda City School System in 2012, dipstick urinalysis of a first-morning urine specimen was recommended once or twice, and if a second urinalysis showed proteinuria (≥1+), the urinary protein/creatinine ratio was measured. If this showed ≥0.2 g/g of creatinine (g/gCr), it was recommended that the child be evaluated by a specialist at Ikeda City Hospital. Results Urinary screening was performed in about 20% (388) of kindergarten, about 90% (5363) of elementary school, and about 86% (2523) of junior high school children living in Ikeda City. Urine samples were obtained from 387, 5349, and 2476 children, respectively. The urinary protein/creatinine ratio was ≥0.2 g/gCr in 13 children, including 1 elementary and 12 junior high children. In these 13 children, chronic nephritic syndrome (CNS) was suspected in 6 junior high school children, and of these, this was a new finding in 5, and renal biopsy was indicated in 3. In Ikeda City, the prevalence of CNS in elementary school children was junior high school children was 0.29%, and a renal biopsy was indicated in 0.14%. By eliminating the costs associated with assessment of the results by the Ikeda Medical Association, and by directly contracting with the testing company, the expenses paid by Ikeda City for the system itself decreased from 2,508,619 yen to 966,157 yen. Conclusions Incorporating the urinary protein/creatinine ratio into the school urinary screening system in the Ikeda City School System and clarifying standards for specialist referral has enabled restructuring of the system so that is efficient and its effectiveness can be assessed. PMID:24330222

INTERNAL QUALITY SYSTEM PERFORMANCE: CASE STUDY AT THREE INDONESIAN NURSING SCHOOLS

Directory of Open Access Journals (Sweden)

Siti Sundari

2012-11-01

Full Text Available This paper describes internal quality system petformance at three Indonesian nursing schools and examines the match of the existing accreditation programmes with the developing internal quality system. A cross sectional study is used with self-administered questionnaires and applied to selected nursing schools. The questionnaire was designed according tocategories of framework of total quality management model. Interview and discussion with respondents including snowball sampling to other teachers and staffs were petformed to clarify and validate data and to enriched the information The activities measured were the enabling and the results factors. The enablers were including Leaderships, strategy, resources, human resources, educational management, teaching teaming process, research and development and also evaluation mechanism, while the results were covering students and personnel satisfaction and partnership.Results shows that some enabling factors were not included in the accreditation, while several indicators in the sub component of accreditation did not explicitly reflect internal quality system petformance. The school stratum as the outcome result of a quality measure is analogue to customer satisfaction, which would depend on direct influence of internal factors such as quality of schools leadership, strategy and educational management. Since the total accreditation score affects school strata and public recognition, it is necessary to use more objectives and relevant indicators by incorporating the internal and external factors as a measure of school quality petformances. Key words: accreditation, education, quality system evaluation, nursing

Parents' Expectations of High Schools in Firearm Violence Prevention.

Science.gov (United States)

Payton, Erica; Khubchandani, Jagdish; Thompson, Amy; Price, James H

2017-12-01

Firearm violence remains a significant problem in the US (with 2787 adolescents killed in 2015). However, the research on school firearm violence prevention practices and policies is scant. Parents are major stakeholders in relation to firearm violence by youths and school safety in general. The purpose of this study was to examine what parents thought schools should be doing to reduce the risk of firearm violence in schools. A valid and reliable questionnaire was mailed to a national random sample of 600 parents who had at least one child enrolled in a public secondary school (response rate = 47%). Parents perceived inadequate parental monitoring/rearing practices (73%), peer harassment and/or bullying (58%), inadequate mental health care services for youth (54%), and easy access to guns (51%) as major causes of firearm violence in schools. The school policies perceived to be most effective in reducing firearm violence were installing an alert system in schools (70%), working with law enforcement to design an emergency response plan (70%), creating a comprehensive security plan (68%), requiring criminal background checks for all school personnel prior to hiring (67%), and implementing an anonymous system for students to report peer concerns regarding potential violence (67%). Parents seem to have a limited grasp of potentially effective interventions to reduce firearm violence.

A Systems Approach to Quality in Elementary Schools: A Theoretical and Empirical Analysis

Science.gov (United States)

Tarter, C. John; Hoy, Wayne K.

2004-01-01

An open social systems model is used to frame and test a series of hypotheses. The socioeconomic status of the environment and four internal system elements (structure, individual, culture, politics) of the school are used to explain two sets of school outcomes: student achievement and teachers' assessments of overall school effectiveness. A…

City Schools: How Districts and Communities Can Create Smart Education Systems

Science.gov (United States)

Rothman, Robert, Ed.

2007-01-01

In "City Schools," Robert Rothman and his colleagues at the Annenberg Institute for School Reform at Brown University put forward a vision of "smart education systems" that link a highly functioning and effective school district with a comprehensive and accessible web of supports for children, youth, and families. One-third of…

Leadership Strategies for Maintaining Success in a Rural School District

Science.gov (United States)

Freeman, Greta G.; Randolph, Ivan

2013-01-01

Success in a PK-12 educational environment begins at the top with school leadership. Due to economic problems, poverty and added responsibilities, leaders in rural communities throughout the United States face sensitive and distinctive challenges. Based on research and years of administrative experience as school and school system leaders, the…

Revisiting the roles and responsibilities of speech-language therapists in South African schools.

Science.gov (United States)

Wium, A M; Louw, B

2013-12-01

The role of speech-language therapists (SLTs) in schools in South Africa needs to be revisited based on the changing educational needs in the country. This article builds on a paper by Kathard et al. (2011), which discussed the changing needs of the country with regard to the role of SLTs working in schools. South African policy changes indicated a shift from supporting the child to supporting the teacher, but also place more emphasis on the support of all learners in literacy in an effort to address past inequities. This paper addresses several of the questions that emerged from Kathard et al. and explores the collaborative roles played by SLTs on four levels in the education context. Collaboration at the learner level (level 1) focuses on prevention and support, whereas collaboration at the teacher level (level 2) is described in terms of training, mentoring, monitoring and consultation. Collaboration can also occur at the district level (level 3), where the focus is mainly on the development and implementation of support programmes for teachers in areas of literacy and numeracy. Collaboration at the level of national and provincial education (level 4) is key to all other roles, as it impacts on policy. This last level is the platform to advocate for the employment of SLTs in schools. Such new roles and responsibilities have important implications for the preparation of future SLTs. Suggestions for curricular review and professional development are discussed. It is proposed that SASLHA responds to the changes by developing a position statement on the roles and responsibilities of SLTs in schools.

Violence in the School Setting: A School Nurse Perspective.

Science.gov (United States)

King, Kate K

2014-01-31

Violence in schools has become a significant public health risk and is not limited to violent acts committed in the school setting. Violence in homes, neighborhoods, and communities also affects the learning and behaviors of children while at school. School violence, such as shootings, weapons in schools, assaults, fights, bullying; other witnessed violence in non-school settings; and violence as a cultural norm of problem solving can all impact the ability of children to function in school. School nurses serve on the front-line of problem identification and intervene to diminish the effects of violence on both school children as individuals and on populations in schools and the community. This article describes ways in which school nurses deal with violence and concludes with discussion of potential responses to violence, including the school nurse response to violence and implications for other healthcare professionals.

A Systems Approach to Effectiveness in Catholic Elementary Schools: A Replication and Extension

Science.gov (United States)

Mitchell, Roxanne M.; Tarter, C. John

2011-01-01

This study replicated an earlier study conducted by Tarter and Hoy (2004) in which an open systems model was used to test a series of hypotheses that explained elements of school performance. Four internal system elements (structure, individual, culture, and politics) of the school were used to explain two sets of school outcomes (student…

International Summer School on Mathematical Systems Theory and Economics

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Szegö, G

1969-01-01

The International Summer School on Mathematical Systems Theory and Economics was held at the Villa Monastero in Varenna, Italy, from June 1 through June 12, 1967. The objective of this Summer School was to review the state of the art and the prospects for the application of the mathematical theory of systems to the study and the solution of economic problems. Particular emphasis was given to the use of the mathematical theory of control for the solution of problems in economics. It was felt that the publication of a volume collecting most of the lectures given at the school would show the current status of the application of these methods. The papers are organized into four sections arranged into two volumes: basic theories and optimal control of economic systems which appear in the first volume, and special mathematical problems and special applications which are contained in the second volume. Within each section the papers follow in alphabetical order by author. The seven papers on basic theories are a rat...

Mental Health and School Functioning for Girls in the Child Welfare System: the Mediating Role of Future Orientation and School Engagement.

Science.gov (United States)

Threlfall, Jennifer M; Auslander, Wendy; Gerke, Donald; McGinnis, Hollee; Myers Tlapek, Sarah

2017-01-01

This study investigated the association between mental health problems and academic and behavioral school functioning for adolescent girls in the child welfare system and determined whether school engagement and future orientation meditated the relationship. Participants were 231 girls aged between 12 and 19 who had been involved with the child welfare system. Results indicated that 39% of girls reported depressive symptoms in the clinical range and 54% reported posttraumatic symptoms in the clinical range. The most common school functioning problems reported were failing a class (41%) and physical fights with other students (35%). Participants reported a mean number of 1.7 school functioning problems. Higher levels of depression and PTSD were significantly associated with more school functioning problems. School engagement fully mediated the relationship between depression and school functioning and between PTSD and school functioning, both models controlling for age, race, and placement stability. Future orientation was not significantly associated with school functioning problems at the bivariate level. Findings suggest that school engagement is a potentially modifiable target for interventions aiming to ameliorate the negative influence of mental health problems on school functioning for adolescent girls with histories of abuse or neglect.

School System (Re)design: Developing Educational Infrastructures to Support School Leadership and Teaching Practice

Science.gov (United States)

Hopkins, Megan; Woulfin, Sarah L.

2015-01-01

A central challenge for local education agencies (i.e., school districts in the United States) undergoing reform is to design systems that facilitate instructional improvement. At the core of these systems are educational infrastructures that bolster capacity building efforts and support teaching and leadership practices. Our goal for this special…

Family Engagement: A Collaborative, Systemic Approach for Middle School Counselors

Science.gov (United States)

Davis, Keith M.; Lambie, Glenn W.

2005-01-01

Early adolescence is a period of intrapersonal and interpersonal transformation; thus, middle school counselors need to provide services that appropriately match their students' and families' developmental needs. A collaborative, systemic approach is one way that counselors can work with other school-based professionals to support…

Social competence of elementary-school children: relationships to maternal authoritativeness, supportive maternal responses and children's coping strategies.

Science.gov (United States)

Chan, S M

2011-07-01

Although the influences of parenting on children's development of social competence have been well established, research on the underlying mechanisms of this link is relatively limited. The present study examined children's coping strategies as a mediator of the effects of maternal authoritativeness and maternal inductive responses on their social competence. The mothers of 183 Hong Kong Chinese children aged 6 to 8 years (89 girls and 94 boys) reported on their adoption of authoritative parenting and their responses to their children's expressions of emotion, and rated their children's adoption of constructive coping strategies. The children's teachers reported on the children's prosocial behaviour, and rated their level of peer acceptance at school. A model of maternal authoritativeness and supportive maternal responses affecting children's social competence is presented. The study results show that the effects of authoritative parenting on children's adoption of constructive coping strategies were mediated by supportive maternal responses to children's expression of emotion, and that the effects of maternal authoritativeness and maternal responses on children's social competence were mediated by children's coping strategies. These results suggest that school personnel should organize training programmes on emotion-coping strategies for both parents and children. The findings imply that positive parenting facilitates children's acquisition of constructive emotion-coping strategies. Programmes on emotion-coping strategies should be introduced for both parents and school children. © 2011 Blackwell Publishing Ltd.

Physical Therapists' Perceptions of School-Based Practices.

Science.gov (United States)

Holt, Sheryl L; Kuperstein, Janice; Effgen, Susan K

2015-01-01

Surveys have reported that most school-based physical therapists perceive ideal practices are not commonly implemented in their settings. Our aim was to obtain a more in-depth understanding of these perceptions through open-ended inquiry. Qualitative data were derived from voluntary open-ended responses provided upon completion of a survey regarding school-based physical therapy practice. Of the survey's 561 participants, 250 provided open-ended commentaries that were analyzed using interpretive phenomenology. Six qualitative themes emerged from the open-ended responses, including: In quest: Meeting students' school-based needs via physical therapy; Seeking relatedness: Finding working teams in the school system; Building understanding: Developing a voice/identity in the school context; Stretched beyond limits: Managing workloads; Networking: Coordinating services outside school to meet student needs; Defying definition: What does working in an educational model mean? School-based physical therapists seek to meet educationally relevant physical therapy needs of students, ages 3 to 21 years. Successes appear woven of a multitude of factors such as therapist expertise, team dynamics, and district supports.

The Appropriateness of a California Student and Staff Survey for Measuring Middle School Climate. REL 2014-039

Science.gov (United States)

Hanson, Thomas; Voight, Adam

2014-01-01

A growing number of states and school districts use school climate assessments in progress reporting systems and are interested in incorporating these assessments into accountability systems. This analysis of response data from middle school students and teachers on the California School Climate, Health, and Learning Survey examines the…

Barriers and Enablers to the Implementation of School Wellness Policies: An Economic Perspective.

Science.gov (United States)

Schuler, Brittany R; Saksvig, Brit I; Nduka, Joy; Beckerman, Susannah; Jaspers, Lea; Black, Maureen M; Hager, Erin R

2018-01-01

Local wellness policies (LWPs) are mandated among school systems to enhance nutrition/physical activity opportunities in schools. Prior research notes disparities in LWP implementation. This study uses mixed methods to examine barriers/enablers to LWP implementation, comparing responses by student body income. Schools ( n = 744, 24 systems) completed an LWP implementation barriers/enablers survey. Semistructured interviews ( n = 20 random subsample) described barriers/enablers. Responses were compared by majority of lower (≥50% free/reduced-price meals; lower income [LI]) versus higher income (HI) student body. In surveys, LI and HI schools identified common barriers (parents/families, federal/state regulations, students, time, funding) and enablers (school system, teachers, food service, physical education curriculum/resources, and staff). Interviews further elucidated how staffing and funding served as enablers for all schools, and provide context for how and why barriers differed by income: time, food service (HI schools), and parents/families (LI schools). Findings support commonalities in barriers and enablers among all schools, suggesting that regardless of economic context, schools would benefit from additional supports, such as physical education and nutrition education resources integrated into existing curricula, additional funding, and personnel time dedicated to wellness programming. LI schools may benefit from additional funding to support parent and community involvement.

School Psychologists' Willingness to Implement RtI: The Role of Philosophical and Practical Readiness

Science.gov (United States)

Fan, Chung-Hau; Denner, Peter R.; Bocanegra, Joel O.; Ding, Yi

2016-01-01

After the change in IDEIA, different models of response to intervention (RtI) have been practiced widely in American school systems. School psychologists are in an important position to facilitate RtI practice and provide professional development in order to help their school systems successfully undergo this transformation. However, there is a…

Promoting Environmental Citizenship and Corporate Social Responsibility through a School/Industry/University Partnership

Science.gov (United States)

Gebbels, Susan; Evans, Stewart M.; Delany, Jane E.

2011-01-01

A partnership was formed between King Edward VI School Morpeth (UK) and the pharmaceutical company Merck, Sharp and Dohme within the programme of "Joint Responsibility" operated by the Dove Marine Laboratory (Newcastle University, UK). Pupils surveyed an ecologically important coastal area in northeast England and made 15 recommendations…

A Self-Improving School System and Its Potential for Reducing Inequality

Science.gov (United States)

Hargreaves, David H.

2014-01-01

After a brief review of some milestones in the story of how schools contribute to inequalities in student achievement, more recent work on how experience of collaboration between schools can help to narrow the gap is shown to underpin the new concept of a self-improving school system. The main focus is then on the principal features of a…

Students' perceived thermal comfort. Due to the ventilation system in schools

Energy Technology Data Exchange (ETDEWEB)

Zeiler, W. [Kropman Installatietechniek, Rijswijk (Netherlands); Boxem, G. [Building Services, Eindhoven University of Technology, Eindhoven (Netherlands)

2009-01-15

Good indoor air quality (IAQ) in classrooms supports children's learning ability. Poor IAQ in schools influences the performance and attendance of students, primarily through health effects from indoor pollutants. Also the thermal environment in schools is of a growing concern. Already in I996 a nationwide, on-line web-based survey was held in the United States. Most responses were directly on-line, with a few obtained by phone. There were 239 total respondents (0.25 % response rate) from 46 states. There was at least one response from each of those 46 states. Temperature was by far the greatest comfort complaint in regular classrooms, with 50.5 % of respondents indicating many or chronic problems. For 22.5 % of the respondents temperature was by far the greatest cause of chronic complaints, followed by IAQ, humidity and odors.

More Fragmented, and yet More Networked: Analysing the Responses of Two Local Authorities in England to the Coalition's "Self-Improving School-Led System" Reforms

Science.gov (United States)

Greany, Toby

2015-01-01

This paper explores school reform in England under the Conservative-led Coalition government, elected in 2010, through a focus on the changing roles and status of Local Authorities (LAs). The Coalition's stated aim was the development of a "self-improving, school-led" system in which LAs should become "champions for children."…

School-related social support and subjective well-being in school among adolescents: The role of self-system factors.

Science.gov (United States)

Tian, Lili; Zhao, Jie; Huebner, E Scott

2015-12-01

This 6-week longitudinal study aimed to examine a moderated mediation model that may explain the link between school-related social support (i.e., teacher support and classmate support) and optimal subjective well-being in school among adolescents (n = 1316). Analyses confirmed the hypothesized model that scholastic competence partially mediated the relations between school-related social support and subjective well-being in school, and social acceptance moderated the mediation process in the school-related social support--> subjective well-being in school path and in the scholastic competence--> subjective well-being in school path. The findings suggested that both social contextual factors (e.g., school-related social support) and self-system factors (e.g., scholastic competence and social acceptance) are crucial for adolescents' optimal subjective well-being in school. Limitations and practical applications of the study were discussed. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

School Psychologists' Stages of Concern with RTI Implementation

Science.gov (United States)

Bogue, Heidi; Marrs, Heath; Little, Suzanne

2017-01-01

Responsiveness to intervention has been an important change in models of service delivery within school systems in the recent past. However, there are a significant number of challenges to implementing the paradigm shift that these changes entail (Reschly 2008). Therefore, implementation of RTI varies among states, districts, and schools and some…

Eliciting Parents' Individual Requirements for an Inclusive Digital School System.

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Eftring, Håkan; Rassmus-Gröhn, Kirsten; Hedvall, Per-Olof

2016-01-01

Parents often have a busy time sorting out their life puzzles, including getting information about their children's activities in school. More and more communication between teachers and parents take place via digital school systems. It can be hard for parents to find the information they are looking for and the teacher decides when information is sent and what communication method to use. All parents, but especially parents with disabilities, might have individual preferences on how to receive information and how to adapt meetings at school. In this paper we present a project where we involved parents and teachers in focus groups, an idea workshop and iterative user trials of a digital prototype. The goal was to elicit parents' individual requirements for an inclusive digital school system, where they can store their individual preferences about how and when to receive information from school and what requirements they have on meetings at school. Preliminary results show that we managed to create open and focused discussions among parents and teachers. The parents reacted very positively on an onboarding page with the possibility to quickly and easily enter preferences after their first log in, but more work needs to be done on how preferences are categorized on the onboarding page. Finally, parents need to get clear feedback from teachers and school when they have entered or updated preferences, so they can trust that their preferences will be met.

The Brazilian emergency response system

International Nuclear Information System (INIS)

Santos, Raul dos

1997-01-01

With the objective of improving the response actions to potential or real emergency situations generated by radiological or nuclear accidents, the Brazilian National Nuclear Energy Commission (CNEN) installed an integrated response system on a 24 hours basis. All the natiowide notifications on events that may start an emergency situation are converged to this system. Established since July 1990, this system has received around 300 notifications in which 5% were classified as potential emergency situation. (author)

Preventing School Bullying: Should Schools Prioritize an Authoritative School Discipline Approach over Security Measures?

Science.gov (United States)

Gerlinger, Julie; Wo, James C.

2016-01-01

A common response to school violence features the use of security measures to deter serious and violent incidents. However, a second approach, based on school climate theory, suggests that schools exhibiting authoritative school discipline (i.e., high structure and support) might more effectively reduce school disorder. We tested these approaches…

Social and Emotional Learning through a Teaching Personal and Social Responsibility Based After-School Program for Disengaged Middle-School Boys

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Gordon, Barrie; Jacobs, Jenn M.; Wright, Paul M.

2016-01-01

This study examined a long-term afterschool leadership program situated in a Midwestern university town in the US. The activity-based program for boys considered to be disengaged with school and at risk for dropping out of education, was based on the Teaching Personal and Social Responsibility (TPSR) model. The program curriculum was strongly…

Optimization of the heating system at Sogn school

OpenAIRE

Navarro Carrillo, Laia

2011-01-01

PFC del programa Erasmus EPS elaborat a Oslo University College The heating system of the Sogn school consists of three oil boilers, one electrical boiler and one bio boiler which provide the building with heat. However, the bio boiler is too inefficient. The purpose of this report is to document the different alternatives to increase the efficiency of the bio boiler. The report does not document any results of trials with wood briquettes, because the school had a problem in supplying t...

The Transformation of a School System: Principal, Teacher, and Parent Perceptions of Charter and Traditional Schools in Post-Katrina New Orleans. Technical Report

Science.gov (United States)

Steele, Jennifer L.; Vernez, Georges; Gottfried, Michael A.; Schwam-Baird, Michael

2011-01-01

Hurricane Katrina set the stage for a transformation of public education in New Orleans, replacing the city's existing school system with a decentralized choice-based system of both charter and district-run schools. Using principal, teacher, and parent surveys administered three years after Katrina, this study examined schools' governance and…

School Related Alienation: Perceptions of Secondary School Students.

Science.gov (United States)

Kunkel, Richard C.; And Others

Responses to questionnaires administered to 10,000 senior high school students to ascertain their feelings of alienation as related to their schools are presented. The questionnaire items concerned: School as an Institution, The School as Teacher, Authority--Autonomy, and Parental Interest in School. The findings that resulted from the…

Principals' Response to Change in Schools and Its Effect on School Climate

Science.gov (United States)

Busch, Steve; Johnson, Shirley; Robles-Piña, Rebecca; Slate, John R.

2009-01-01

In this study, the researchers examined principal behaviors related with change in school climate. That is, the manner in which principals managed change within their schools and the impact of these change behaviors on the school climate was investigated. Through use of the Leadership Profile (Johnson, 2003) and the Organizational Health Inventory…

A Call to Adopt the Concept of Responsible Leadership in Our Schools: Some Insights from the Business Literature

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Oplatka, Izhar

2017-01-01

Drawing on the literature about responsible leadership in business administration, this article brings the concept of responsible leadership to the fore in the theoretical and empirical debates about educational leadership and to encourage scholars to study the particular characteristics and determinants of responsible leadership in schools. More…

S3: School Zone Safety System Based on Wireless Sensor Network

Science.gov (United States)

Yoo, Seong-eun; Chong, Poh Kit; Kim, Daeyoung

2009-01-01

School zones are areas near schools that have lower speed limits and where illegally parked vehicles pose a threat to school children by obstructing them from the view of drivers. However, these laws are regularly flouted. Thus, we propose a novel wireless sensor network application called School zone Safety System (S3) to help regulate the speed limit and to prevent illegal parking in school zones. S3 detects illegally parked vehicles, and warns the driver and records the license plate number. To reduce the traveling speed of vehicles in a school zone, S3 measures the speed of vehicles and displays the speed to the driver via an LED display, and also captures the image of the speeding vehicle with a speed camera. We developed a state machine based vehicle detection algorithm for S3. From extensive experiments in our testbeds and data from a real school zone, it is shown that the system can detect all kinds of vehicles, and has an accuracy of over 95% for speed measurement. We modeled the battery life time of a sensor node and validated the model with a downscaled measurement; we estimate the battery life time to be over 2 years. We have deployed S3 in 15 school zones in 2007, and we have demonstrated the robustness of S3 by operating them for over 1 year. PMID:22454567

A systemic model for differentiating school technology integration

Directory of Open Access Journals (Sweden)

Tel Amiel

2016-07-01

Full Text Available School technology integration rarely begins with school or educator choice. It is part of a wider context where external and internal factors have direct influence on the goals and tools that are adopted over time. The objective of this study is to investigate the systemic conditions that contribute or inhibit the development of different activities by teachers making use of new media. We compiled a list of well-known conditions for technology integration success and mapped these in the historical and culturally bound perspective of activity theory (cultural historical activity theory. We conducted a multiple case study analysis of four schools, public and private. The results point to unique and distinctive scenarios even when homogeneity would be expected, reinforcing the argument that material conditions do not determine pedagogical outcomes nor do they determine changes in practice. Beyond this, the study proposes a methodology that can help elicit tensions in technology integration, pointing to avenues for school development.

System Leadership for School Improvement: A Developing Concept and Set of Practices

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Dimmock, Clive

2016-01-01

System leadership is a developing concept and practice increasingly seen as a tool for school improvement, as policymakers switch from traditional top-down reform to professional models of schools working collaboratively. System leadership is being championed by the Scottish College for Educational Leadership (SCEL), but is still in its infancy in…

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…

Experts' views regarding Australian school-leavers' knowledge of nutrition and food systems.

Science.gov (United States)

Sadegholvad, Sanaz; Yeatman, Heather; Parrish, Anne-Maree; Worsley, Anthony

2017-10-01

To explore Australian experts' views regarding strengths and gaps in school-leavers' knowledge of nutrition and food systems ( N&FS) and factors that influence that knowledge. Semi-structured interviews were conducted with 21 highly experienced food-related experts in Australia. Qualitative data were analysed thematically using Attride-Stirling's thematic network framework. Two global themes and several organising themes were identified. The first global theme, 'structural curriculum-based problems', emerged from three organising themes of: inconsistencies in provided food education programs at schools in Australia; insufficient coverage of food-related skills and food systems topics in school curricula; and the lack of trained school teachers. The second global theme, 'insufficient levels of school-leavers knowledge of N&FS ', was generated from four organising themes, which together described Australian school-leavers' poor knowledge of N&FS more broadly and knowledge translation problem for everyday practices. Study findings identified key problems relating to current school-based N&FS education programs in Australia and reported knowledge gaps in relation to N&FS among Australian school-leavers. These findings provide important guidance for N&FS curriculum development, to clearly articulate broadly-based N&FS knowledge acquisition in curriculum policy and education documents for Australian schools. © 2017 The Authors.

School Climate and Leadership: Levers for School Improvement Efforts

Science.gov (United States)

Costa, Lois

2016-01-01

This qualitative study considers which aspects of school climate support or inhibit student achievement as each aspect relates to school leadership and school reform efforts. Due to the increased responsibility and accountability which schools face during these challenging times, school climate and the role of the school principal formed the basis…

Lighting Systems Control for Demand Response

NARCIS (Netherlands)

Husen, S.A.; Pandharipande, A.; Tolhuizen, L.M.G.; Wang, Y.; Zhao, M.

2012-01-01

Lighting is a major part of energy consumption in buildings. Lighting systems will thus be one of the important component systems of a smart grid for dynamic load management services like demand response.In the scenario considered in this paper, under a demand response request, lighting systems in a

Examining the Role of School Resource Officers on School Safety and Crisis Response Teams

Science.gov (United States)

Eklund, Katie; Meyer, Lauren; Bosworth, Kris

2018-01-01

School resource officers (SROs) are being increasingly employed in schools to respond to incidents of school violence and to help address safety concerns among students and staff. While previous research on school safety and crisis teams has examined the role of school mental health professionals' and administrators, fewer studies have evaluated…

Status of Instructional Physical Education Programs in Ohio Senior High Schools.

Science.gov (United States)

Schraibman, Carl

High school level instructional physical education programs in the state of Ohio are examined to determine the quality of their organizational structure and curricula offerings. Data collected from a 74.3 percent questionnaire response from 70 Ohio school systems describes the functional arrangement of the school programs based on the sex of the…

Designing Temporary Systems: Exploring Local School Improvement Intentions in the Swedish Context

Science.gov (United States)

Nordholm, Daniel; Blossing, Ulf

2014-01-01

This article targets local school improvement in Sweden and temporary systems as a model to organize improvement work. These data are based on a qualitative case study of teacher groups constituting a temporary system representing the different subjects in comprehensive school in a medium-sized urban municipality. A total of eight interviews were…

Does the school performance variable used in the International Health Behavior in School-Aged Children (HBSC) Study reflect students' school grades?

Science.gov (United States)

Felder-Puig, Rosemarie; Griebler, Robert; Samdal, Oddrun; King, Matthew A; Freeman, John; Duer, Wolfgang

2012-09-01

Given the pressure that educators and policy makers are under to achieve academic standards for students, understanding the relationship of academic success to various aspects of health is important. The international Health Behavior in School-Aged Children (HBSC) questionnaire, being used in 41 countries with different school and grading systems, has contained an item assessing perceived school performance (PSP) since 1986. Whereas the test-retest reliability of this item has been reported previously, we determined its convergent and discriminant validity. This cross-sectional study used anonymous self-report data from Austrian (N = 266), Norwegian (N = 240), and Canadian (N = 9,717) samples. Students were between 10 and 17 years old. PSP responses were compared to the self-reported average school grades in 6 subjects (Austria) or 8 subjects (Norway), respectively, or to a general, 5-category-based appraisal of most recent school grades (Canada). Correlations between PSP and self-reported average school grade scores were between 0.51 and 0.65, representing large effect sizes. Differences between the median school grades in the 4 categories of the PSP item were statistically significant in all 3 samples. The PSP item showed predominantly small associations with some randomly selected HBSC items or scales designed to measure different concepts. The PSP item seems to be a valid and useful question that can distinguish groups of respondents that get good grades at school from those that do not. The meaning of PSP may be context-specific and may have different connotations across student populations from different countries with different school systems. © 2012, American School Health Association.

Application of Total Quality Management System in Thai Primary Schools

Science.gov (United States)

Prueangphitchayathon, Setthiya; Tesaputa, Kowat; Somprach, Kanokorn

2015-01-01

The present study seeks to develop a total quality management (TQM) system that can be applied to primary schools. The approach focuses on customer orientation, total involvement of all constituencies and continuous improvement. TQM principles were studied and synthesized according to case studies of the best practices in 3 primary schools (small,…

Evaluation of an Electronic Smart-Card Based School Absenteeism Surveillance System

OpenAIRE

So, HC; Lam, CK; Tam, YH; Cowling, BJ; Leung, GM; Lau, EHY; Ip, DKM

2014-01-01

We evaluated the performance of an electronic smart-card based school absenteeism surveillance system which was initiated in 2008 in Hong Kong. The result demonstrated the feasibility and potential benefit of employing electronic school absenteeism data as captured automatically by a smart card system as an alternative data stream for monitoring influenza activities, and flexibility in establishing surveillance for emerging diseases. The increasing popularity of usage of smart card technology...

Identifying Characteristics of a "Good School" in the British and Saudi Arabian Education Systems

Science.gov (United States)

Alzahrani, Saeed Musaid H.; Hammersley-Fletcher, Linda; Bright, Geoff

2016-01-01

This study aims at establishing whether primary schools in the Saudi education system conform to the characteristics of what are referred to as "good schools" in the British education system. The findings established through this study show that only 43.75% of primary schools in Saudi conform to the characteristics of what are referred…

Responsible Internet Use.

Science.gov (United States)

Truett, Carol; And Others

1997-01-01

Provides advice for making school Internet-use guidelines. Outlines responsible proactive use of the Internet for educators and librarians, discusses strengths and weaknesses of Internet blocking software and rating systems, and describes acceptable-use policies (AUP). Lists resources for creating your own AUP, Internet filtering software, and…

Systemic levers for change towards sustainable institutionalisation of ICT in schools

CSIR Research Space (South Africa)

Meyer, I

2017-06-01

Full Text Available pressure on the school environment, since schools are unable to sustain the change introduced without support from their formal support systems. Although the ICT for Rural Education Development (ICT4RED) initiative was successful in integrating technology...

[Nursing care of a school-age child with asthma: an ecological system theory approach].

Science.gov (United States)

Tzeng, Yu-Fen; Gau, Bih-Shya

2012-02-01

This research applied the Ecological System Theory of Dr. Bronfenbrenner (1979) to evaluate and analyze the impact of a school-age asthmatic child's ecological environment on the child's development. This project ran from March 16th to April 16th, 2010. A full range of data was collected during clinical care, outpatient follow-up services, telephone interviews, home visits, and school visits and then identified and analyzed. Results indicated that the family, household environment, campus, teachers, classmates, physical education program, and medical staffs comprised the most immediate microsystem and that parents, school nurses, teachers, and classmates formed the child's mesosystem. Researchers found a lack of understanding and appreciation in the mesosystem regarding asthmatic patient care needs. Hidden factors in the environment induced asthma, which eventually caused the child to be unable to obtain necessary medical care assistance. The exosystem reflected adequacy of the family social economy. The father's flexible working hours allowed him to allocate more time to childcare responsibilities. The government Asthma Medical Payment program also facilitated effective care. The macrosystem demonstrated parental cognition related to asthma treatment and caring to be deeply influenced by local customs. Thus, rather than using advanced medical treatments, parents preferred to follow traditional Chinese medicinal practices. Evaluation using the Ecological of Human Development Theory showed the subject's ecology environment relationships as based upon a foundation of family and school. Therefore, active family and school support for an asthma management plan appropriate to the subject's needs was critical. Asthma symptoms were better controlled after the child and his parents invested greater effort in mastering asthma management protocols.

Review of "Spend Smart: Fix Our Broken School Funding System"

Science.gov (United States)

Baker, Bruce

2011-01-01

ConnCAN's Spend Smart: "Fix Our Broken School Funding System" was released concurrently with a bill introduced in the Connecticut legislature, based on the principles outlined in the report. However, the report is of negligible value to the policy debate over Connecticut school finance because it provides little or no support for any of…

Cardiovascular responses during deep water running versus shallow water running in school children

Directory of Open Access Journals (Sweden)

Anerao Urja M, Shinde Nisha K, Khatri SM

2014-03-01

Full Text Available Overview: As the school going children especially the adolescents’ need workout routine; it is advisable that the routine is imbibed in the school’s class time table. In India as growing number of schools provide swimming as one of the recreational activities; school staff often fails to notice the boredom that is caused by the same activity. Deep as well as shallow water running can be one of the best alternatives to swimming. Hence the present study was conducted to find out the cardiovascular response in these individuals. Methods: This was a Prospective Cross-Sectional Comparative Study done in 72 healthy school going students (males grouped into 2 according to the interventions (Deep water running and Shallow water running. Cardiovascular parameters such as Heart rate (HR, Saturation of oxygen (SpO2, Maximal oxygen consumption (VO2max and Rate of Perceived Exertion (RPE were assessed. Results: Significant improvements in cardiovascular parameters were seen in both the groups i.e. by both the interventions. Conclusion: Deep water running and Shallow water running can be used to improve cardiac function in terms of various outcome measures used in the study.

Threats of Violence in Schools: The Dallas Independent School District's Response.

Science.gov (United States)

Ryan-Arrendondo, Kim; Renouf, Kristin; Egyed, Carla; Doxey, Meredith; Dobbins, Maria; Sanchez, Serafin; Rakowitz, Bert

2001-01-01

Discusses the Dallas Public Schools' procedures for assessing the potential for violence among children who express intent to harm others. The Dallas Violence Risk Assessment (DVRA) was developed to evaluate students who have made threats of violence, and to assist school staff in determining appropriate intervention strategies. Describes the…

Information Systems and Performance Measures in Schools.

Science.gov (United States)

Coleman, James S.; Karweit, Nancy L.

Large school systems bring various administrative problems in handling scheduling, records, and avoiding making red tape casualties of students. The authors review a portion of the current use of computers to handle these problems and examine the range of activities for which computer processing could provide aid. Since automation always brings…

Comparative Study of Three Different Personal Response Systems with Fourth-Year Undergraduate Veterinary Students.

Science.gov (United States)

Duret, Denis; Senior, Avril

2015-01-01

The purpose of this study was to compare three different Personal Response Systems that have been used in recent years at the School of Veterinary Science, University of Liverpool: a technology-free system (Communicubes), a handset delivery device (TurningPoint), and a cloud-based technology (Poll Everywhere) that allows students to use a range of personal computing devices to register their answer. All three systems offer a method to promote active learning, and lecturers were encouraged to use them. However, there are cost and logistical implications for each. The authors found that both staff and students did have particular preferences for a specific system. This preference was not the same for both groups. The outcome of the comparison is that further research is needed into cloud-based technology as it offers benefits to the students but is also a distraction.

Financing Schools and Property Tax Relief -- A State Responsibility. The Report in Brief.

Science.gov (United States)

Advisory Commission on Intergovernmental Relations, Washington, DC.

This report is the first response to President Nixon's request to the Commission for an evaluation of the proposed replacement of school property taxes by a Federal value added tax. The report findings reveal that a federal program to bring tax relief is neither necessary nor desirable, and the Commission suggests that the States assume a greater…

School directors and management in education

Directory of Open Access Journals (Sweden)

Srdić Vesna M.

2015-01-01

Full Text Available The main features of school management and organization comprise planning, decision making, management, leadership and communication. Research suggests that successful school management requires not only advanced managerial but also leadership skills, with highly developed social skills as the main competence. In a complex social system, good leadership becomes a fundamental component of a successful organization or institution. Although leadership has for a long time been of interest for theoreticians and practitioners alike, there are still numerous questions waiting to be answered in the area of management and leadership in education. According to the Law on the Basis of Educational System, the person who can be named a school director must posses appropriate education, competences, license and experience in education. Legal requirements allow the provision of effective training, but the fact that personal disposition can be both an advantage and an obstacle for acquiring necessary items of knowledge and skills, points to the necessity of including selection into the standard procedure for the election of a director. Democratization and decentralization of the educational system presupposes a series of structural, systemic and functional changes which reflect on school management and the role played by the director. This paper considers responsibilities and competences of directors, both in legislation and in school practice and addresses the question whether a school director is a manager or a leader, and what are the possibilities for the provision of professional resources for school management.

Voice Response Systems Technology.

Science.gov (United States)

Gerald, Jeanette

1984-01-01

Examines two methods of generating synthetic speech in voice response systems, which allow computers to communicate in human terms (speech), using human interface devices (ears): phoneme and reconstructed voice systems. Considerations prior to implementation, current and potential applications, glossary, directory, and introduction to Input Output…

Interventions to Support System-level Implementation of Health Promoting Schools: A Scoping Review

Directory of Open Access Journals (Sweden)

Jessie-Lee D. McIsaac

2016-02-01

Full Text Available Health promoting schools (HPS is recognized globally as a multifaceted approach that can support health behaviours. There is increasing clarity around factors that influence HPS at a school level but limited synthesized knowledge on the broader system-level elements that may impact local implementation barriers and support uptake of a HPS approach. This study comprised a scoping review to identify, summarise and disseminate the range of research to support the uptake of a HPS approach across school systems. Two reviewers screened and extracted data according to inclusion/exclusion criteria. Relevant studies were identified using a multi-phased approach including searching electronic bibliographic databases of peer reviewed literature, hand-searching reference lists and article recommendations from experts. In total, 41 articles met the inclusion criteria for the review, representing studies across nine international school systems. Overall, studies described policies that provided high-level direction and resources within school jurisdictions to support implementation of a HPS approach. Various multifaceted organizational and professional interventions were identified, including strategies to enable and restructure school environments through education, training, modelling and incentives. A systematic realist review of the literature may be warranted to identify the types of intervention that work best for whom, in what circumstance to create healthier schools and students.

Interventions to Support System-level Implementation of Health Promoting Schools: A Scoping Review

Science.gov (United States)

McIsaac, Jessie-Lee D.; Hernandez, Kimberley J.; Kirk, Sara F.L.; Curran, Janet A.

2016-01-01

Health promoting schools (HPS) is recognized globally as a multifaceted approach that can support health behaviours. There is increasing clarity around factors that influence HPS at a school level but limited synthesized knowledge on the broader system-level elements that may impact local implementation barriers and support uptake of a HPS approach. This study comprised a scoping review to identify, summarise and disseminate the range of research to support the uptake of a HPS approach across school systems. Two reviewers screened and extracted data according to inclusion/exclusion criteria. Relevant studies were identified using a multi-phased approach including searching electronic bibliographic databases of peer reviewed literature, hand-searching reference lists and article recommendations from experts. In total, 41 articles met the inclusion criteria for the review, representing studies across nine international school systems. Overall, studies described policies that provided high-level direction and resources within school jurisdictions to support implementation of a HPS approach. Various multifaceted organizational and professional interventions were identified, including strategies to enable and restructure school environments through education, training, modelling and incentives. A systematic realist review of the literature may be warranted to identify the types of intervention that work best for whom, in what circumstance to create healthier schools and students. PMID:26861376

Understanding and Managing Staff Development in an Urban School System. Final Report.

Science.gov (United States)

Schlechty, Phillip; And Others

A study is reported that examined the way staff development functions in schools, the effects of staff development, and the interaction between staff development and other activities and conditions in school systems. The study took place in a large urban school district (in the Southeast) that is heavily committed to and involved in staff…

Holistic School Leadership: Systems Thinking as an Instructional Leadership Enabler

Science.gov (United States)

Shaked, Haim; Schechter, Chen

2016-01-01

As instructional leadership involves attempts to understand and improve complex systems, this study explored principals' perceptions regarding possible contributions of systems thinking to instructional leadership. Based on a qualitative analysis, systems thinking was perceived by middle and high school principals to contribute to the following…

Intercultural Development in the Romanian School System

Science.gov (United States)

Chircu, Elena Sorina; Negreanu, Mirela

2010-01-01

The present paper aims to briefly describe the manner in which intercultural education is perceived in the Romanian school system, as well as the solutions that are being proposed (mainly in the form of activities) for reconsidering and strengthening interculturality as a dimension of education. We report on the results of semi-structured…

Solar heating and domestic hot water system installed at North Dallas High School

Science.gov (United States)

1980-01-01

The solar energy system located at the North Dallas High School, Dallas, Texas is discussed. The system is designed as a retrofit in a three story with basement, concrete frame high school building. Extracts from the site files, specification references for solar modification to existing building heating and domestic hot water systems, drawings, installation, operation and maintenance instructions are included.

Improving school governance through participative democracy and the law

Directory of Open Access Journals (Sweden)

Marius H Smit

2011-01-01

Full Text Available There is an inextricable link between democracy, education and the law. After 15 yearsofconstitutional democracy, the alarming percentage of dysfunctional schools raises questions about the efficacy of the system of local school governance. We report on the findings of quantitative and qualitative research on the democratisation of schools and the education system in North-West Province. Several undemocratic features are attributable to systemic weaknesses of traditional models of democracy as well as the misapplication of democratic and legal principles. The findings of the qualitative study confirmed that parents often misconceive participatory democracy for political democracy and misunderstand the role of the school governing body to be a political forum. Despite the shortcomings, the majority of the respondents agreed that parental participation improves school effectiveness and that the decentralised model of local school governance should continue. Recommendations to effect the inculcation of substantive democratic knowledge, values and attitudes into school governance are based on theory of deliberative democracy and principles of responsiveness, accountability and justification of decisions through rational discourse.

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

Science.gov (United States)

Rastorfer, Darl

2011-01-01

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

Effects of Neonatal Dexamethasone Treatment on the Cardiovascular Stress Response of Children at School Age

NARCIS (Netherlands)

Karemaker, Rosa; Karemaker, John M.; Kavelaars, Annemieke; Tersteeg-Kamperman, Marijke; Baerts, Wim; Veen, Sylvia; Samsom, Jannie F.; van Bel, Frank; Heijnen, Cobi J.

2008-01-01

OBJECTIVE. The goal was to investigate cardiovascular responses to a psychosocial stressor in school-aged, formerly premature boys and girls who had been treated neonatally with dexamethasone or hydrocortisone because of chronic lung disease. METHODS. We compared corticosteroid-treated, formerly

Educational Equity, Adequacy, and Equal Opportunity in the Commonwealth: An Evaluation of Pennsylvania's School Finance System

Science.gov (United States)

Baker, Bruce; Levin, Jesse

2014-01-01

Pennsylvania has historically operated one of the nation's least equitable state school finance systems, and within that system exist some of the nation's most fiscally disadvantaged public school districts. The persistent inequalities of Pennsylvania's school finance system are not entirely a result of simple lack of effort, as policies intended…

The Elementary School Classroom. The Study of the Built Environment Through Student and Teacher Responses. The Elementary School and Its Population, Phase 2.

Science.gov (United States)

Artinian, Vrej-Armen

An extensive investigation of elementary school classrooms was conducted through the collection and statistical analysis of student and teacher responses to questions concerning the educational environment. Several asepcts of the classroom are discussed, including the spatial, thermal, luminous, and aural environments. Questions were organized so…

Business School's Performance Management System Standards Design

Science.gov (United States)

Azis, Anton Mulyono; Simatupang, Togar M.; Wibisono, Dermawan; Basri, Mursyid Hasan

2014-01-01

This paper aims to compare various Performance Management Systems (PMS) for business school in order to find the strengths of each standard as inputs to design new model of PMS. There are many critical aspects and gaps notified for new model to improve performance and even recognized that self evaluation performance management is not well…

The systemic inflammatory response syndrome.

Science.gov (United States)

Robertson, Charles M; Coopersmith, Craig M

2006-04-01

The systemic inflammatory response syndrome (SIRS) is the body's response to an infectious or noninfectious insult. Although the definition of SIRS refers to it as an "inflammatory" response, it actually has pro- and anti-inflammatory components. This review outlines the pathophysiology of SIRS and highlights potential targets for future therapeutic intervention in patients with this complex entity.

How do medical schools use measurement systems to track faculty activity and productivity in teaching?

Science.gov (United States)

Mallon, William T; Jones, Robert F

2002-02-01

The authors describe their findings from a study that (1) identified 41 medical schools or medical school departments that used metric systems to quantify faculty activity and productivity in teaching and (2) analyzed the purposes and progress of those systems. Among the reasons articulated for developing these systems, the most common was to identify a "rational" method for distributing funds to departments. More generally, institutions wanted to emphasize the importance of the school's educational mission. The schools varied in the types of information they tracked, ranging from a selective focus on medical school education to a comprehensive assessment of teaching activity and educational administration, committee work, and advising. Schools were almost evenly split between those that used a relative-value-unit method of tracking activity and those that used a contact-hour method. This study also identified six challenges that the institutions encountered with these metric systems: (1) the lack of a culture of data in management; (2) skepticism of faculty and chairs; (3) the misguided search for one perfect metric; (4) the expectation that a metric system will erase ambiguity regarding faculty teaching contributions; (5) the lack of, and difficulty with developing, measures of quality; and (6) the tendency to become overly complex. Because of the concern about the teaching mission at medical schools, the number of institutions developing educational metric systems will likely increase in the coming years. By documenting and accounting financially for teaching, medical schools can ensure that the educational mission is valued and appropriately supported.

Qatar's School Transportation System: Supporting Safety, Efficiency, and Service Quality. Monograph

Science.gov (United States)

Henry, Keith; Younossi, Obaid; Al-Dafa, Maryah; Culbertson, Shelly; Mattock, Michael G.; Light, Thomas; Rohr, Charlene

2012-01-01

In consideration of the many challenges associated with Qatar's continued growth and demographic changes, the government of Qatar is interested in updating its school transportation system (STS). This volume assesses the perspectives of parents and school administrators on Qatar's STS, identifies a vision and goals for the STS, reviews…

Improving survey response rates from parents in school-based research using a multi-level approach.

Directory of Open Access Journals (Sweden)

Elizabeth J Schilpzand

Full Text Available While schools can provide a comprehensive sampling frame for community-based studies of children and their families, recruitment is challenging. Multi-level approaches which engage multiple school stakeholders have been recommended but few studies have documented their effects. This paper compares the impact of a standard versus enhanced engagement approach on multiple indicators of recruitment: parent response rates, response times, reminders required and sample characteristics.Parents and teachers were distributed a brief screening questionnaire as a first step for recruitment to a longitudinal study, with two cohorts recruited in consecutive years (cohort 1 2011, cohort 2 2012. For cohort 2, additional engagement strategies included the use of pre-notification postcards, improved study materials, and recruitment progress graphs provided to school staff. Chi-square and t-tests were used to examine cohort differences.Compared to cohort 1, a higher proportion of cohort 2 parents responded to the survey (76% versus 69%; p < 0.001, consented to participate (71% versus 56%; p < 0.001, agreed to teacher participation (90% versus 82%; p < 0.001 and agreed to follow-up contact (91% versus 80%; p < 0.001. Fewer cohort 2 parents required reminders (52% versus 63%; p < 0.001, and cohort 2 parents responded more promptly than cohort 1 parents (mean difference: 19.4 days, 95% CI: 18.0 to 20.9, p < 0.001.These results illustrate the value of investing in a relatively simple multi-level strategy to maximise parent response rates, and potentially reduce recruitment time and costs.

DASH - Youth Risk Behavior Surveillance System (YRBSS): Middle School

Data.gov (United States)

U.S. Department of Health & Human Services — 1991-2015. Middle School Dataset. The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of priority health behaviors among youth and young...

DASH - Youth Risk Behavior Surveillance System (YRBSS): High School

Data.gov (United States)

U.S. Department of Health & Human Services — 1991-2015. High School Dataset. The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of priority health behaviors among youth and young...

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

Directory of Open Access Journals (Sweden)

Geydebrekht N.A.

2017-08-01

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

Managing America's schools in an age of terrorism, war, and civil unrest.

Science.gov (United States)

Stephens, Ronald D; Feinberg, Ted

2006-01-01

When terrorism and natural disasters strike it is extremely important to be able to effectively manage America's schools. From the crises of Columbine, to Red Lake Minnesota, the World Trade Center and Katrina, we are reminded that schools are not immune from such disasters. It is essential that schools and communities review and augment their safe school plans and partnerships so that they can respond effectively in times of crisis. It is critically important to assess local preparedness, to update, train and practice crisis response. School officials should have specific plans in place that focus on crisis prevention, crisis preparation, crisis response and crisis recovery. This article addresses those key concerns that every school system should place on their educational agenda. Additional resources and strategies are also suggested that will promote safe and welcoming schools for all ofAmerica's children.

Value-Added Clinical Systems Learning Roles for Medical Students That Transform Education and Health: A Guide for Building Partnerships Between Medical Schools and Health Systems.

Science.gov (United States)

Gonzalo, Jed D; Lucey, Catherine; Wolpaw, Terry; Chang, Anna

2017-05-01

To ensure physician readiness for practice and leadership in changing health systems, an emerging three-pillar framework for undergraduate medical education integrates the biomedical and clinical sciences with health systems science, which includes population health, health care policy, and interprofessional teamwork. However, the partnerships between medical schools and health systems that are commonplace today use health systems as a substrate for learning. Educators need to transform the relationship between medical schools and health systems. One opportunity is the design of authentic workplace roles for medical students to add relevance to medical education and patient care. Based on the experiences at two U.S. medical schools, the authors describe principles and strategies for meaningful medical school-health system partnerships to engage students in value-added clinical systems learning roles. In 2013, the schools began large-scale efforts to develop novel required longitudinal, authentic health systems science curricula in classrooms and workplaces for all first-year students. In designing the new medical school-health system partnerships, the authors combined two models in an intersecting manner-Kotter's change management and Kern's curriculum development steps. Mapped to this framework, they recommend strategies for building mutually beneficial medical school-health system partnerships, including developing a shared vision and strategy and identifying learning goals and objectives; empowering broad-based action and overcoming barriers in implementation; and generating short-term wins in implementation. Applying this framework can lead to value-added clinical systems learning roles for students, meaningful medical school-health system partnerships, and a generation of future physicians prepared to lead health systems change.

Formula-Based Public School Funding System in Victoria: An Empirical Analysis of Equity

Science.gov (United States)

Bandaranayake, Bandara

2013-01-01

This article explores the formula-based school funding system in the state of Victoria, Australia, where state funds are directly allocated to schools based on a range of equity measures. The impact of Victoria' funding system for education in terms of alleviating inequality and disadvantage is contentious, to say the least. It is difficult to…

Violent Events: School Social Workers' Perception and Response

Science.gov (United States)

Cawood, Natalie Diane

2013-01-01

This article reports findings from a national web-based survey of 250 members of the School Social Work Association of America (SSWAA). This study examines the types of violent events reported by school social workers and the practitioner's perception of the problem of interpersonal violence in the school context. It identifies interventions being…

Adolescents’ Responses to a School-Based Prevention Program Promoting Healthy Eating at School

Directory of Open Access Journals (Sweden)

Roel C. J. Hermans

2017-11-01

Full Text Available BackgroundTo improve the effectiveness of school-based programs that aim to promote adolescents’ healthy food choices, it is essential to understand the views and behaviors of the target group. This study aimed to get a better understanding of adolescents’ food and health perceptions and their willingness to be involved in a specific school-based prevention program, i.e., the Dutch “Healthy School Canteen Program.”MethodsThis study used a mixed-methods research design. First, seven semi-structured focus groups were conducted using a selective sample of 42 Dutch adolescents (25 girls, 17 boys, aged 13–16 years. Second, an online survey among 133 adolescent respondents (72 girls, 61 boys, aged 12–19 years using snowball sampling was conducted. Content analysis was performed to make inferences about the focus group discussions, whereas statistical analyses were conducted to analyze the survey data.ResultsFindings from the group discussions indicated that healthy eating was only an issue of importance when adolescents perceived negative physical changes (e.g., with regard to looks or physical performance. Adolescents also indicated that they clearly wanted to make their own food and beverage choices at school. The quantitative data indicated that taste, price, and variety were seen as the most important aspects of a healthy food assortment (mean scores 8.1, 7.8, and 7.7 on a 10-point scale, respectively. In general, a majority of the adolescents (64% expressed that students should be involved in the organization of a healthy food environment in schools. At the same time, however, adolescents were not willing to participate themselves. This was mostly because they were skeptical about their ideas being heard and put into action by their schools.ConclusionSchool-based prevention programs, such as the Healthy School Program, should take into account that adolescents have a low risk perception of unhealthy eating and are seeking food

The social accountability of medical schools and its indicators.

Science.gov (United States)

Boelen, Charles; Dharamsi, Shafik; Gibbs, Trevor

2012-01-01

There is growing interest worldwide in social accountability for medical and other health professional schools. Attempts have been made to apply the concept primarily to educational reform initiatives with limited concern towards transforming an entire institution to commit and assess its education, research and service delivery missions to better meet priority health needs in society for an efficient, equitable an sustainable health system. In this paper, we clarify the concept of social accountability in relation to responsibility and responsiveness by providing practical examples of its application; and we expand on a previously described conceptual model of social accountability (the CPU model), by further delineating the parameters composing the model and providing examples on how to translate them into meaningful indicators. The clarification of concepts of social responsibility, responsiveness and accountability and the examples provided in designing indicators may help medical schools and other health professional schools in crafting their own benchmarks to assess progress towards social accountability within the context of their particular environment.

High School Students' Understanding of the Human Body System

Science.gov (United States)

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

2013-01-01

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

Seeing Wholes: The Concept of Systems Thinking and Its Implementation in School Leadership

Science.gov (United States)

Shaked, Haim; Schechter, Chen

2013-01-01

Systems thinking (ST) is an approach advocating thinking about any given issue as a whole, emphasising the interrelationships between its components rather than the components themselves. This article aims to link ST and school leadership, claiming that ST may enable school principals to develop highly performing schools that can cope successfully…

Cross-Sequential Results on Creativity Development in Childhood Within two Different School Systems: Divergent Performances in Luxembourg Versus German Kindergarten and Elementary School Students

Directory of Open Access Journals (Sweden)

Günter Krampen

2012-08-01

Full Text Available The aim of the study is conducting methodologically sound, cross-sequential analyses of the creativity development of children attending different school systems. Culture-free tests of creativity (ideational fluency and flexibility and intelligence were administered in 5 cohorts (two kindergarten and first three elementary school years, which were retested in three consecutive years. Samples include 244 Luxembourg and 312 German children enrolled in educational systems with obligatory kindergarten and 6-year comprehensive elementary school versus optional kindergarten, 4-year comprehensive elementary school and educational placement thereafter. Results demonstrate (1 linear increases in intelligence, (2 declines of divergent performances after school enrollment in both samples, (3 increases in divergent performances up to the 5th elementary school year in Luxembourg and up to the 3rd elementary school year in Germany (i.e., the next to last school year before educational placement followed by a second creativity slump. Cross-sequential results confirm discontinuities in the development of divergent productions in childhood.

Harnessing Technology for School Accountability: A Case Study of Implementing a Management Information System

Science.gov (United States)

Enomoto, Ernestine K.; Conley, Sharon

2007-01-01

Schools employ educational technology to comply with pressures for greater accountability and efficiency in conducting operations. Specifically, schools use "management information systems" designed to automate data collection of student attendance, grades, test scores, and so on. These management information systems (MIS) employed…

Improving the utilisation of management information systems in secondary schools

NARCIS (Netherlands)

Bosker, R. J.; Branderhorst, E. M.; Visscher, A. J.

2007-01-01

Although most secondary schools do use management information systems (MISs), these systems tend not to be used to support higher order managerial activities but are currently primarily used for clerical purposes. This situation is unsatisfactory as MISs fully utilised could offer invaluable support

Magnetic-Field-Response Measurement-Acquisition System

Science.gov (United States)

Woodward, Stanley E.; Shams, Qamar A.; Fox, Robert L.; Taylor, Bryant D.

2006-01-01

A measurement-acquisition system uses magnetic fields to power sensors and to acquire measurements from sensors. The system alleviates many shortcomings of traditional measurement-acquisition systems, which include a finite number of measurement channels, weight penalty associated with wires, use limited to a single type of measurement, wire degradation due to wear or chemical decay, and the logistics needed to add new sensors. Eliminating wiring for acquiring measurements can alleviate potential hazards associated with wires, such as damaged wires becoming ignition sources due to arcing. The sensors are designed as electrically passive inductive-capacitive or passive inductive-capacitive-resistive circuits that produce magnetic-field-responses. One or more electrical parameters (inductance, capacitance, and resistance) of each sensor can be variable and corresponds to a measured physical state of interest. The magnetic-field- response attributes (frequency, amplitude, and bandwidth) of the inductor correspond to the states of physical properties for which each sensor measures. For each sensor, the measurement-acquisition system produces a series of increasing magnetic-field harmonics within a frequency range dedicated to that sensor. For each harmonic, an antenna electrically coupled to an oscillating current (the frequency of which is that of the harmonic) produces an oscillating magnetic field. Faraday induction via the harmonic magnetic fields produces an electromotive force and therefore a current in the sensor. Once electrically active, the sensor produces its own harmonic magnetic field as the inductor stores and releases magnetic energy. The antenna of the measurement- acquisition system is switched from a transmitting to a receiving mode to acquire the magnetic-field response of the sensor. The rectified amplitude of the received response is compared to previous responses to prior transmitted harmonics, to ascertain if the measurement system has detected a

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

Preferences for School Finance Systems: Voters versus Judges.

Science.gov (United States)

Campbell, Colin D.; Fischel, William A.

1996-01-01

A theory that urges judges to decide that locally financed school systems are unconstitutional holds that courts must implement reforms because the legislative process is dominated by property-rich communities. However, the defeat of a New Hampshire gubernatorial candidate who advocated such reforms contradicts the theory. (JOW)

Screening for word reading and spelling problems in elementary school: An item response theory perspective

NARCIS (Netherlands)

Keuning, J.; Verhoeven, L.T.W.

2008-01-01

The purpose of the present study was to explore whether the Item Response Theory (IRT) provides a suitable framework to screen for word reading and spelling problems during the elementary school period. The following issues were addressed from an IRT perspective: (a) the dimensionality of word

An Exploratory Investigation of the Promoting Responsibility through Education and Prevention (PREP) after School Program for African American At-Risk Elementary School Students

Science.gov (United States)

Sale, Elizabeth; Weil, Virginia; Kryah, Rachel

2012-01-01

The promoting responsibility through education and prevention (PREP) program is an after school substance abuse and violence prevention program for at-risk fourth and fifth grade youths in St. Louis, Missouri. Staffed by licensed clinical social workers and professional volunteers, PREP offers cultural cooking classes, yoga, and art as well as…

Educating Amid Uncertainty: The Organizational Supports Teachers Need to Serve Students in High-Poverty, Urban Schools

Science.gov (United States)

Kraft, Matthew A.; Papay, John P.; Johnson, Susan Moore; Charner-Laird, Megin; Ng, Monica; Reinhorn, Stefanie

2015-01-01

Purpose: We examine how uncertainty, both about students and the context in which they are taught, remains a persistent condition of teachers' work in high-poverty, urban schools. We describe six schools' organizational responses to these uncertainties, analyze how these responses reflect open- versus closed-system approaches, and examine how this…

The Institutional System of Economic Agents’ Social Responsibility

Directory of Open Access Journals (Sweden)

Frolova Elena, A.

2015-12-01

Full Text Available In this paper it was made an attempt to analyse the main characteristics of the institutional system of economic agents social responsibility. The institutional system can be described as a complex of norms, rules, regulations and enforcement mechanisms in the context of interactions and communications of economic agents. The institutional nature of social responsibility allow to solve social dilemmas through the internalization of social responsibility norms and creating social value orientations, which are determine the prosocial behaviour of economic agents. The institutional system of social responsibility was described from the methodological institutionalism point of view. Analysing this phenomenon we are required to develop research on the objects of this system (norms, regulations, behaviour, on the subjects of this system (persons, business, government and on the institutional mechanisms (internalization of social responsibility norms, promoting prosocial behaviour, adaptation and transformation of the social responsibility norms aimed to ensure the understanding of origin and significance of social responsibility for modern society.

(House Municipal School wind energy system: equipment performance). Final technical report

Energy Technology Data Exchange (ETDEWEB)

1985-05-14

The performance of a Skyhawk horizontal axis wind system with a 3-blade, 15-ft upwind rotor is evaluated. The wind system was placed at the House Municipal School. The school is located between Tucumcari and Clovis, New Mexico and has an annual wind regime of 12 mi/h at a height of 33 ft. It was operated for 26 months and during that time has been out of service, due to breakdowns, 13 months. When the Skyhawk was operational, it generated between 100 and 700 kilowatt-hrs per month.

Effectiveness of Professional Learning Communities for Related Services Personnel: Nebraska School Psychologist Perceptions on Utilizing Learning Communities

Science.gov (United States)

O'Grady, Ryan

2013-01-01

Schools continue to change in many ways. Technology, diversity, Response to Intervention (RtI), 21st Century Skills, and other initiatives warrant the need for continued professional development for all school staff. School psychologists play a key role in the school system and can bring significant contributions to the school team. School…

Modelling structural systems for transient response analysis

International Nuclear Information System (INIS)

Melosh, R.J.

1975-01-01

This paper introduces and reports success of a direct means of determining the time periods in which a structural system behaves as a linear system. Numerical results are based on post fracture transient analyses of simplified nuclear piping systems. Knowledge of the linear response ranges will lead to improved analysis-test correlation and more efficient analyses. It permits direct use of data from physical tests in analysis and simplication of the analytical model and interpretation of its behavior. The paper presents a procedure for deducing linearity based on transient responses. Given the forcing functions and responses of discrete points of the system at various times, the process produces evidence of linearity and quantifies an adequate set of equations of motion. Results of use of the process with linear and nonlinear analyses of piping systems with damping illustrate its success. Results cover the application to data from mathematical system responses. The process is successfull with mathematical models. In loading ranges in which all modes are excited, eight digit accuracy of predictions are obtained from the equations of motion deduced. Small changes (less than 0.01%) in the norm of the transfer matrices are produced by manipulation errors for linear systems yielding evidence that nonlinearity is easily distinguished. Significant changes (greater than five %) are coincident with relatively large norms of the equilibrium correction vector in nonlinear analyses. The paper shows that deducing linearity and, when admissible, quantifying linear equations of motion from transient response data for piping systems can be achieved with accuracy comparable to that of response data

Solar energy system performance evaluation: Scattergood School, West Branch, Iowa, June 1979-April 1980

Energy Technology Data Exchange (ETDEWEB)

Schatzberg, E.M.

1980-01-01

The Scattergood School solar energy system completed its third year. This site was turned off in the beginning of May 1980 to prevent overheating in the gymnasium. During the reporting period, the Scattergood School solar energy system supplied 93% of the space heating and 50% of the domestic hot water required for the school. The system operated from June 1979 to April 1980 with no mechanical failures. The grain drying subsystem was used during the last two weeks of October. Operation of the grain drying subsystem considerably improved overall system performance. Had the October data been available, it probably would have reflected this improved performance, particularly with respect to fossil fuel savings, collector array efficiency, and ECSS conversion efficiency.

A Study of the Effectiveness of Group Spiritual Intelligence Training on Self-Efficacy and Social Responsibility of Secondary School Girls in Shahrekord

OpenAIRE

Katayoun Safa Chaleshtari; Tayebe Sharifi; Mohammad Ghasemi Pirbalooti

2017-01-01

Background: The purpose of this study was to investigate the effectiveness of group spiritual intelligence training on self-efficacy and social responsibility of high school secondary school students in Shahrekord. Methods: The parallel intervention research method was used in this study. The statistical population included all female secondary school students in Shahrekord during the academic year 1393 - 1394. Random cluster sampling was used to select the samples. Then, schools were rand...

An Urban School Leader's Approach to School Improvement: Toward Contextually Responsive Leadership

Science.gov (United States)

Reed, Latish C.; Swaminathan, Raji

2016-01-01

This case study examines the leadership practices and actions of an urban high school principal who faced many challenges, but worked diligently to improve student achievement and school climate over a 3-year period. Significant improvements were made by using elements of Distributed Leadership, Professional Learning Communities, and Social…

National Best Practices Manual for Building High Performance Schools (Revised)

Energy Technology Data Exchange (ETDEWEB)

2007-10-01

The Best Practices Manual was written as a part of the promotional effort for EnergySmart Schools, provided by the US Department of Energy, to educate school districts around the country about energy efficiency and renewable energy. Written specifically for architects and engineers, The Best Practices Manual is designed to help those who are responsible for designing or retrofitting schools, as well as their project managers. This manual will help design staff make informed decisions about energy and environmental issues important to the school systems and communities.

HVAC SYSTEMS IN THE CURRENT STOCK OF US K-12 SCHOOLS

Science.gov (United States)

The report summarizes information on heating, ventilating, an air- conditioning (HVAC) systems commonly found in U. S. school buildings and the effect that operating these systems has on indoor radon levels. The report describes the ability of various HVAC systems to pressurize a...

Can Schools Be Autonomous in a Centralised Educational System?: On Formal and Actual School Autonomy in the Italian Context

Science.gov (United States)

Agasisti, Tommaso; Catalano, Giuseppe; Sibiano, Piergiacomo

2013-01-01

Purpose: The purpose of this paper is to examine the difference between formal and real school autonomy in the Italian educational system. The Italian case is characterised by low levels of school autonomy. It is interesting to consider whether heterogeneity of patterns is possible in this context. A description of this heterogeneity is provided…

System-synergetic approach to the analysis of Waldorf school

Directory of Open Access Journals (Sweden)

Ionova E.N.

2012-03-01

Full Text Available It is considered the basic aspects of usage a system-synergetic approach to the analysis of Waldorf school as an example of relevant embodiment of synergetic paradigm on the different levels of organization and activity of educational establishment (functioning of school as a social institute; philosophical comprehension of essence of education and education; psychological ground of processes of development and self-development of man; a contents of Waldorf education, forms and methods of his mastering by students; providing of pedagogical influence of personality of teacher on a child.

Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands

OpenAIRE

Harmsen, R; Helms-Lorenz, M.; Maulana, R; van Veen, K; van Veldhoven, M.J.P.M.

2018-01-01

The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using a sample of 356 beginning teachers from 52 different secondary school locations in the Netherlands. Confirmatory Factor Analyses, Principal Compone...

Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands.

OpenAIRE

Harmsen, Ruth; Helms-Lorenz, Michelle; Maulana, Ridwan; van Veen, Klaas; van Veldhoven, M.J.P.M.

2018-01-01

The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using a sample of 356 beginning teachers from 52 different secondary school locations in the Netherlands. Confirmatory Factor Analyses, Principal Compone...

School Climate in Middle Schools: A Cultural Perspective

Science.gov (United States)

Schneider, Stephanie H.; Duran, Lauren

2010-01-01

In 2007-08 and 2008-09, 2,500 randomly-selected middle school students completed an annual survey on school climate and character development. In examining differences based upon grade, gender, race/ethnicity, school, and length of program participation, significant differences were found for all but length of program participation. Responses of…

Organization Features and School Performance

OpenAIRE

Atkins, Lois Major

2005-01-01

The purpose of this study was to determine the odds of school organization features predicting schools meeting district or state performance goals. The school organization features were organizational complexity, shared decision making, and leadership behavior. The dependent variable was school performance, operationally defined as a principalâ s yes response or no response to the question, â did your school meet district or state performance goals.â The independent variables representing...

Strategies for integrating mental health into schools via a multitiered system of support.

Science.gov (United States)

Stephan, Sharon Hoover; Sugai, George; Lever, Nancy; Connors, Elizabeth

2015-04-01

To fully realize the potential of mental health supports in academic settings, it is essential to consider how to effectively integrate the mental health and education systems and their respective resources, staffing, and structures. Historically, school mental health services have not effectively spanned a full continuum of care from mental health promotion to treatment, and several implementation and service challenges have evolved. After an overview of these challenges, best practices and strategies for school and community partners are reviewed to systematically integrate mental health interventions within a school's multitiered system of student support. Copyright © 2015 Elsevier Inc. All rights reserved.

Forensic aspects and assessment of school bullying.

Science.gov (United States)

Freeman, Bradley W; Thompson, Christopher; Jaques, Cory

2012-12-01

This article describes school's obligations related to bullying behavior, the assessment of bullying students and their victims, the evaluation of claimed damages due to bullying, and potential interventions for both individuals and school systems to reduce the frequency of bullying behavior. This article assists evaluators when assessing youth who are involved in bullying behavior, either as victims or perpetrators. Key areas highlighted include an overview of bullying behaviors, legal issues related to a school's responsibility in preventing or curtailing bullying behaviors, important components of a bullying assessment, and proposed interventions to minimize bullying. Copyright © 2012 Elsevier Inc. All rights reserved.

Perceptions of School Nurses in the Care of Students with Disabilities

Science.gov (United States)

Singer, Barbara

2013-01-01

Many children are surviving prematurity and serious childhood illnesses due to advances in technology and medical care. As a result, more children are entering public school systems with complex health care needs and intellectual and developmental disabilities. School nurses are responsible for caring for these children; however, many nurses feel…

Headmasters Training for Creating the In-School Quality Management System

Directory of Open Access Journals (Sweden)

M. A. Desyateritchenko

2012-01-01

Full Text Available The paper looks at the issue of the further professional training of educational staff for developing quality management systems. Mastering the qualitative educational practices provides the effective school training quality assessment, as well as optimization of staff, material, technical and financial resources, and consideration of the requirements of educational process participants. The peculiarities of the quality management penetration into the general educational sphere are analyzed. The factors obstructing the innovative experience spreading are denoted along with the corresponding ways of experimental practices. The content and organizational technological aspects of headmasters and teaching staff readiness for implementing the above innovation in the system of further professional training are defined. The stages of a lyceum readiness for certification of in-school quality management system according to the international standard ISO 9001:2008 are described. The author points out the necessity of developing the training system for managerial and teaching staff with regard to the person oriented and humanity approach. 

The School System and New Media – Reasons in Favour of Integration

Directory of Open Access Journals (Sweden)

M. Marković

2017-06-01

Full Text Available In the education system reform which is currently underway in Serbia and in most countries of the region, considerable attention has been paid to modern media technologies. Although a whole decade has passed since the initiation of the reform there have been no significant developments regarding the school system computerisation, which resulted in raising the issue of integration and seeking valid arguments which indicate the key role of new media in the re-structuring of the school system. In that context, the basic goal of this paper is an analysis of primary research studies which suggest the reasons for the inte-gration of new media into the school system in order to set out the reform guidelines regarding the application of information and communication tech-nologies in formal education. The results of the analysis attest to a large num-ber of compelling reasons for implementing modern media technologies into the system of educational institutions. Among them one should distinguish the general reasons which deal with improving the quality of and bridging the gap between formal and informal education. The selected research studies state objective reasons such as rationality and cost-effectiveness, as well as peda-gogical reasons relating to the learning context innovation, presence of new knowledge sources provided by Internet resources, changes in the process of learning instigated by the development of e-learning and a higher motivation of the participants in the process of education. In the conclusion of this re-search the authors emphasise the necessity of integrating media technologies into the school system for the purposes of creating a modern coherent system founded on networking, communication and exchange.

Shared responsibility: school nurses' experience of collaborating in school-based interprofessional teams.

Science.gov (United States)

Reuterswärd, Marina; Hylander, Ingrid

2017-06-01

The Swedish Education Act (2011) mandated a new combination of services to boost students' physical health, their mental health and special education through interprofessional pupil health and well-being (PH) teams. For Swedish school nurses, providing these services presents new challenges. To describe how Swedish school nurses experience their work and collaboration within the interprofessional PH teams. Twenty-five school nurses (SNs) were interviewed in five focus groups. Content analysis was used to examine the data and to explore SNs' workplace characteristics by using the components of the sense of coherence (SOC) framework. SNs' experiences of work and collaboration within PH teams can be described using three domains: the expectations of others regarding SNs' roles, SNs' contributions to pupils' health and well-being, and collaboration among SNs within PH teams. The results indicate a discrepancy between SNs' own experiences of their contribution and their experiences of other professionals' expectations regarding those contributions. Some duties were perceived as expected, comprehensible, manageable and meaningful, while other duties - though expected - were perceived as less meaningful, taking time away from school-related matters. Other duties that were not explicitly expected - promoting general health and creating safety zones for pupils, teachers and parents, for example - were nonetheless perceived as meaningful. Collaboration within PH teams was considered meaningful, comprehensible and manageable only if the objectives of the team meetings were clear, if other professionals were available and if professional roles on the team were clearly communicated. The SNs reported a lack of clarity regarding their role in PH and its implementation in schools, indicating that professionals in PH teams need to discuss collaboration so as to find their niche given the new conditions. SOC theory emerged as a useful framework for discussing concrete work

Quality in Education in the Calcasieu Parish School System: Experiences of Administrators

Science.gov (United States)

Quebodeaux, Pamela Stacey

2010-01-01

The Malcolm Baldrige Education Criteria for Performance Excellence outline effective practices and core values that have assisted businesses, health agencies, government institutions, and several school systems in the United States to improve performance within their organizations. Recent studies of school districts from across the nation have…

Playful Hyper Responsibility: Toward a Dislocation of Parents' Responsibility?

Science.gov (United States)

Knudsen, Hanne; Andersen, Niels Åkerstrøm

2014-01-01

Over the past 10-15?years, state-funded schools have begun to require parents to assume an undefined and infinite personal responsibility. In this article, we investigate how schools organize responsibility games to respond to this challenge and how these games affect the concept of responsibility. We point to a dislocation in the way parents are…

Health system's response for physician workforce shortages and the upcoming crisis in Ethiopia: a grounded theory research.

Science.gov (United States)

Assefa, Tsion; Haile Mariam, Damen; Mekonnen, Wubegzier; Derbew, Miliard

2017-12-28

A rapid transition from severe physician workforce shortage to massive production to ensure the physician workforce demand puts the Ethiopian health care system in a variety of challenges. Therefore, this study discovered how the health system response for physician workforce shortage using the so-called flooding strategy was viewed by different stakeholders. The study adopted the grounded theory research approach to explore the causes, contexts, and consequences (at the present, in the short and long term) of massive medical student admission to the medical schools on patient care, medical education workforce, and medical students. Forty-three purposively selected individuals were involved in a semi-structured interview from different settings: academics, government health care system, and non-governmental organizations (NGOs). Data coding, classification, and categorization were assisted using ATLAs.ti qualitative data analysis scientific software. In relation to the health system response, eight main categories were emerged: (1) reasons for rapid medical education expansion; (2) preparation for medical education expansion; (3) the consequences of rapid medical education expansion; (4) massive production/flooding as human resources for health (HRH) development strategy; (5) cooperation on HRH development; (6) HRH strategies and planning; (7) capacity of system for HRH development; and (8) institutional continuity for HRH development. The demand for physician workforce and gaining political acceptance were cited as main reasons which motivated the government to scale up the medical education rapidly. However, the rapid expansion was beyond the capacity of medical schools' human resources, patient flow, and size of teaching hospitals. As a result, there were potential adverse consequences in clinical service delivery, and teaching learning process at the present: "the number should consider the available resources such as number of classrooms, patient flows

SICOEM: emergency response data system

International Nuclear Information System (INIS)

Martin, A.; Villota, C.; Francia, L.

1993-01-01

The main characteristics of the SICOEM emergency response system are: -direct electronic redundant transmission of certain operational parameters and plant status informations from the plant process computer to a computer at the Regulatory Body site, - the system will be used in emergency situations, -SICOEM is not considered as a safety class system. 1 fig

SICOEM: emergency response data system

Energy Technology Data Exchange (ETDEWEB)

Martin, A.; Villota, C.; Francia, L. (UNESA, Madrid (Spain))

1993-01-01

The main characteristics of the SICOEM emergency response system are: -direct electronic redundant transmission of certain operational parameters and plant status informations from the plant process computer to a computer at the Regulatory Body site, - the system will be used in emergency situations, -SICOEM is not considered as a safety class system. 1 fig.

School Climate in American Secondary Schools: A Psychometric Examination of PISA 2009 School Climate Scale

Science.gov (United States)

Sun, Letao; Royal, Kenneth

2017-01-01

The purpose of this study was to examine the quality of the Program for International Student Assessment (PISA) 2009 school climate survey instrument and evaluate perceptions of secondary school principals' located in the United States about school climate using an Item Response Theory (IRT) methodological approach. In particular, this study…

Investigating Educational Systems, Leadership, and School Culture: A Holistic Approach

Science.gov (United States)

Pratt, Jill Elizabeth

2014-01-01

Most populous school districts operate using a bureaucratic hierarchical organizational structure developed primarily for industry, a system structure that has remained intact for a century despite evolving from a manufacturing to a knowledge-based economy. Although strong for efficiency, this system structure is resistant to change and promotes…

Who Has a Good Relationship with the Teachers? A Comparison of Comprehensive Education Systems with Education Systems Using Between-School Tracking

Science.gov (United States)

Vieluf, Svenja; Hochweber, Jan; Klieme, Eckhard; Kunter, Mareike

2015-01-01

In the present study we compared comprehensive education systems and education systems using between-school tracking with regard to disparities in the quality of student-teacher relations between low and high achieving students, between students with different socioeconomic backgrounds, and between schools with different achievement and social…

The Impact of a Student Response System on Academic Performance

Science.gov (United States)

Dunham, Victoria K.

2011-01-01

Today, the importance of learning mathematics and reading by students in our schools has been underscored by the introduction of various high-stakes testing regimens in all states across the country. The requirements mandated by the No Child Left Behind Act (2002) necessitated a response to intervention that introduced many difficult challenges…

Administrative Decentralization in School Systems and Its Effect on the Organization of Media Services. Atlanta Public Schools: A Case Study.

Science.gov (United States)

Williams, R. David

This study reviews the literature on public school administration and on decentralization to establish the groundwork for an analysis of the administration of a decentralized school system and its media services, discusses some of the confusion in the centralization vs. decentralization debate, and presents a heuristic study of the administration…

A systems approach to implementation of eLearning in medical education: five MEPI schools' journeys.

Science.gov (United States)

Vovides, Yianna; Chale, Selamawit Bedada; Gadhula, Rumbidzayi; Kebaetse, Masego B; Nigussie, Netsanet Animut; Suleman, Fatima; Tibyampansha, Dativa; Ibrahim, Glory Ramadhan; Ntabaye, Moshi; Frehywot, Seble; Nkomazana, Oathokwa

2014-08-01

How should eLearning be implemented in resource-constrained settings? The introduction of eLearning at four African medical schools and one school of pharmacy, all part of the Medical Education Partnership Initiative (MEPI) eLearning Technical Working Group, highlighted the need for five factors essential for successful and sustainable implementation: institutional support; faculty engagement; student engagement; technical expertise; and infrastructure and support systems. All five MEPI schools reported strengthening technical expertise, infrastructure, and support systems; four schools indicated that they were also successful in developing student engagement; and three reported making good progress in building institutional support. Faculty engagement was the one core component that all five schools needed to enhance.

Financial and Managerial Accounting for Elementary and Secondary School Systems. Third Edition.

Science.gov (United States)

Tidwell, Sam B.

This book describes recent improvements in governmental accounting, auditing, and financial reporting for school business officials. Applications of financial accounting and reporting principles in typical transactions of school systems are illustrated by questions, cases, and problems at the end of each chapter. The first of the two sections,…

Solar-energy-system performance evaluation: Irvine School (El Camino Real Elementary School) Irvine, California, October 1978-March 1979

Energy Technology Data Exchange (ETDEWEB)

Smith, H.T.

1979-01-01

The Irvine School in California has a solar heating and cooling system consisting of evacuated tube collectors, two absorption chillers, a heat rejector, and heat exchanger. The system and its operation are briefly described, and its performance is analyzed using a system energy balance technique. The performance of major subsystems is also presented. (LEW)

Response to Intervention: The Functional Assessment of Children Returning to School with Traumatic Brain Injury

Science.gov (United States)

Dykeman, Bruce F.

2009-01-01

Children with Traumatic Brain Injury (TBI) face many demands when completing their rehabilitation and returning to school. Although the prognosis can be favorable for many children, the course of recovery poses unique challenges for children and staff alike. To this end, a functional assessment of TBI children within a Response-to-Intervention…

Stakeholders Involvement in Performance Management in Public General Schools

Directory of Open Access Journals (Sweden)

Kristi Ploom

2013-01-01

Full Text Available In response to increasing concerns with the legitimacy and efficiency of public spending, performance management as a part of world-wide public sector reform, called New Public Management (NPM has taken place. This is also the case of educational sector. In Estonian education system, legislation formally enables to design an integrated performance management system. But there is few research done to investigate how these policies and regulations ought to be put into force in order to gain the benefits considering the schools' and pupils' better performance. This study investigates how different stakeholders are involved into the performance management in Estonian general schools. The study is based on empirical survey data gathered from 303 schools providing secondary education in Estonia. The research findings have three main implications. Firstly, the paper contributes to the scarce knowledge about implementation of performance management issues in public schools. Our analysis revealed that compilation of school development plans in Estonian schools is rather a formal obligation. Therefore we propose that the analysis and discussion of the school development plans is needed to organize on regional level, involving all main stakeholders of a school. Secondly, we suggest that in the circumstances of a decentralised education system, like in Estonia, it is needed to implement, central practical performance assessment principles and guidance for the schools. Thirdly, it is highly necessary to improve schools’ cooperation with different stakeholder groups. Also the framework involving different stakeholder groups in the decentralized schools management system should be built up.

School Counselors: Untapped Resources for Safe Schools.

Science.gov (United States)

Callahan, Connie J.

2000-01-01

Principals should consider redirecting school counselors' responsibilities to include directing safe-school teams; establishing networks to identify at-risk students and violent behavior signs; developing conflict-resolution activities; assessing and counseling misbehaving students; devising crisis- management plans; and helping staff predict and…

Magnetic Field Response Measurement Acquisition System

Science.gov (United States)

Woodard, Stanley E.; Taylor,Bryant D.; Shams, Qamar A.; Fox, Robert L.

2007-01-01

This paper presents a measurement acquisition method that alleviates many shortcomings of traditional measurement systems. The shortcomings are a finite number of measurement channels, weight penalty associated with measurements, electrical arcing, wire degradations due to wear or chemical decay and the logistics needed to add new sensors. Wire degradation has resulted in aircraft fatalities and critical space launches being delayed. The key to this method is the use of sensors designed as passive inductor-capacitor circuits that produce magnetic field responses. The response attributes correspond to states of physical properties for which the sensors measure. Power is wirelessly provided to the sensing element by using Faraday induction. A radio frequency antenna produces a time-varying magnetic field used to power the sensor and receive the magnetic field response of the sensor. An interrogation system for discerning changes in the sensor response frequency, resistance and amplitude has been developed and is presented herein. Multiple sensors can be interrogated using this method. The method eliminates the need for a data acquisition channel dedicated to each sensor. The method does not require the sensors to be near the acquisition hardware. Methods of developing magnetic field response sensors and the influence of key parameters on measurement acquisition are discussed. Examples of magnetic field response sensors and the respective measurement characterizations are presented. Implementation of this method on an aerospace system is discussed.

Are Two Heads Better than One? System School Leadership Explained and Critiqued

Science.gov (United States)

Simon, Catherine A.

2015-01-01

"System leadership", as applied to the running of schools, refers to a form of leadership that extends beyond a single institution, where headteachers work with establishments other than their own. This approach is predicated on certain beliefs about the role and purpose of collaborative school leadership and management in a marketised…

A model of roles and responsibilities in oral health promotion based on perspectives of a community-based initiative for pre-school children in the U.K.

Science.gov (United States)

Henderson, E; Rubin, G

2014-03-01

(i) To explore dental, school and family perspectives of an oral health promotion (OHP) initiative to improve access for pre-school children in deprived communities; (ii) to develop a model of roles and responsibilities for OHP in community settings. Semi-structured focus groups (n = 6) with dental practice staff (n = 24), and semi-structured interviews with school staff (n = 9) and parents and children (n = 4) who were involved in an OHP initiative for pre-school children. Framework analysis was applied to identify themes. Themes were used to develop a model of roles and responsibilities for OHP, based on the WHO Planning and evaluating health promotion model. Respondents subscribed to a community-based approach to improving access to dental services for pre-school children in deprived areas, with an emphasis on shared responsibility and communication. In addition to macro-level actions in directing health policy and services, commissioners were held responsible for investing in micro-level actions, such as funding OHP training and involving parents, and meso-level actions such as reducing barriers to access. The model we have developed builds on WHO recommendations on health promotion to identify the key roles and responsibilities that should be incorporated into further initiatives in OHP.

A case of collective responsibility: who else was to blame for the Columbine high school shootings?

Science.gov (United States)

Lickel, Brian; Schmader, Toni; Hamilton, David L

2003-02-01

Two studies examined perceptions of collective responsibility for the April 20, 1999, shootings at Columbine High School in Littleton, Colorado. Collective responsibility refers to the perception that others, besides the wrongdoers themselves, are responsible for the event. In Study 1, the authors assessed perceptions of the shooters' parents and their peer group (the Trenchcoat Mafia), whereas Study 2 tested perceptions of collective responsibility across a range of groups. In both studies, perceptions of a target group's entitativity predicted judgments of collective responsibility. This relationship was mediated by two situational construals that justify applying collective responsibility: responsibility by commission (encouraging or facilitating the event) and responsibility by omission (failing to prevent the event). Study 2 also determined that perceptions of authority predicted judgments of collective responsibility for the Columbine shootings and was mediated by inferences of omission. Future directions in collective responsibility research are discussed. Copyright 2003 Society for Personality and Social Psychology, Inc.

8 CFR 214.12 - Preliminary enrollment of schools in the Student and Exchange Visitor Information System (SEVIS).

Science.gov (United States)

2010-01-01

... of schools in the Student and Exchange Visitor Information System (SEVIS). (a) Private elementary and private secondary schools, public high schools, post-secondary schools, language schools, and vocational... 8 Aliens and Nationality 1 2010-01-01 2010-01-01 false Preliminary enrollment of schools in the...

Management information system model supporting the quality assurance of schools in Thailand

Directory of Open Access Journals (Sweden)

Daoprakai Raso

2017-07-01

Full Text Available Management Information Systems are very important tools for Thai Schools in supporting the quality assurance process. This research therefore aimed to develop a Management Information System (MIS model which consisted of two phases. Phase 1 was the design of MIS model used in Thai school quality assurance (QA. Phase 2 was the evaluation of the model which consisted of four parts. There were the MIS circle which consisted of 1 System Investigation, System Analysis, System Design, System Implementation and System Maintenance. 2 The Management Information System, which consisted of data collecting, data processing, information presenting, information saving, and procedure controlling. 3 The factors that support the MIS, which includes information tools and equipment used factor and the information operator’s factor, and 4 the system theory which consisted of input, process, and output. The results showed that the level of opinions in all aspects was at a “high” level.

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

Science.gov (United States)

Dyson, Hilarie

2008-10-01

The purpose of the study was to identify structures and systems implemented in a high-performing high-poverty urban school to promote high academic achievement among students of color. The researcher used a sociocultural theoretical framework to examine the influence of culture on the structures and systems that increased performance by African American and Hispanic students. Four research questions guided the study: (1) What are the trends and patterns of student performance among students of color? (2) What are the organizational structures and systems that are perceived to contribute to high student performance in high-poverty urban schools with high concentrations of students of color? (3) How are the organizational structures and systems implemented to support school-wide effective classroom instruction that promotes student learning? (4) How is the construct of race reflected in the school's structures and systems? Qualitative data were collected through interviews, observations, and artifact collection. A single case study method was employed and collected data were triangulated to capture and explore the rich details of the study. The study focused on a high-performing high-poverty urban elementary school located in southern California. The school population consisted of 99% students of color and 93% were economically disadvantaged. The school was selected for making significant and consistent growth in Academic Performance Index and Adequate Yearly Progress over a 3-year period. The school-wide structures and systems studied were (a) leadership, (b) school climate and culture, (c) standards-based instruction, (d) data-driven decision making, and (e) professional development. Four common themes emerged from the findings: (a) instructional leadership that focused on teaching and learning; (b) high expectations for all students; (c) school-wide focus on student achievement using standards, data, and culturally responsive teaching; and (d) positive

Culturally Responsive Peace Education: A Case Study at One Urban Latino K-8 Catholic School

Science.gov (United States)

Buck, Brandon

2016-01-01

This paper presents a case study of a yearlong research-based peace education program at one urban K-8 private Catholic school situated in a community plagued by structural violence in an enclave of a large Midwestern city. To frame the analysis, the author employs concepts central to culturally responsive pedagogy (including cultural competence,…

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

Science.gov (United States)

DiMatteo, Henry

2012-01-01

This study surveyed New Mexico high school principals on their current state of preparedness for serious school violence. The researcher surveyed 119 public high schools, receiving a 65% return rate from a 25-question survey. Specifically, this study analyzed the relationships of three predictor variables: prevention, response, and building of…

The effects of HVAC system design and operation on radon entry into school buildings

International Nuclear Information System (INIS)

Turner, W.A.; Leovic, K.W.; Craig, A.B.

1990-01-01

Heating, ventilating, and air conditioning (HVAC) systems in schools vary considerably and tend to have a greater impact on pressure differentials--and consequently radon levels--than do heating and air-conditioning systems in houses. If the HVAC system induces a negative pressure relative to the subslab area, radon can be pulled into the building. If the HVAC system pressurizes the building, it can prevent radon entry as long as the fan is running. However, school HVAC systems are normally set back or turned off on evenings and weekends and, even if the HVAC system pressurizes the school during operation, indoor radon levels may build up during setback periods. In this paper many of the historical methods utilized to deliver ventilation air (outdoor air) over the past 40 years are summarized. In addition, for each type of system presented, the possible impact the ventilation system might be expected to have (positive or negative) on the pressure of the building envelope (and subsequent radon levels in the building) is discussed

Parent Participation in the Spanish School System: School Councils

Science.gov (United States)

Cobano-Delgado, Verónica

2015-01-01

Parents of pupils participate in the supervision and management of Spanish schools through the School Council ["Consejo Escolar"], which is the principal body through which such participation and oversight is channeled. Through it families, pupils, teachers and non-teaching staff contribute collectively to making the important decisions…

Staffing Patterns in Public School Systems: Current Status and Trends, Update 2001. Research Snapshot.

Science.gov (United States)

Williams, Alicia D.; Protheroe, Nancy; Parks, Michael C.

Staffing patterns in American public-school systems are presented in this report of the 2000-01 school year. The report addresses the following: why information about staffing ratios is important; how many people currently work in public schools; what proportion of these are teachers, administrators, and support staff; current staffing patterns in…

The nature of culturally responsive pedagogy in two urban African American middle school science classrooms

Science.gov (United States)

Bondima, Michelle Harris

This ethnographic in nature study explores how two middle school science teachers who have classes populated by urban African Americans teach their students and how their students perceive their teaching. Since urban African American students continue to perform lower than desired on measures of science achievement, there is an urgent need to understand what pedagogical methodologies assist and hinder urban African American students in achieving higher levels of success in science. A pedagogical methodology that theorists posit assists subordinated school populations is culturally responsive pedagogy. Culturally responsive pedagogy is defined as a teaching methodology concerned with preparing students to question inequality, racism, and injustice. Teachers who use culturally responsive pedagogy respect the culture students bring to the class, and require that the teachers willingly do whatever is necessary to educate students (Nieto, 2000). The teacher participants were two female African Americans who were identified by their school supervisors as being highly effective with urban African American students. The researcher presented the teachers in separate case studies conducted over a data collection period of nine months. Data were collected by participant observation, interviews, and artifact collection. Data were analyzed by application of grounded theory techniques. Findings of the teachers' (and the students') beliefs about pedagogy that both assisted and hindered the students' performance in science were reported in a rich and nuanced storytelling manner based on multiple perspectives (teachers', students', and the researcher's). Pedagogical methodologies that the teachers used that assisted their students were the use of cultural metaphors and images in science and applications of motivational techniques that encouraged a nurturing relationship between the teacher and her students. Pedagogical methodologies that hindered students varied by teacher

Telluride School, Telluride, Colorado solar-energy-system performance evaluation, February 1982-April 1982

Energy Technology Data Exchange (ETDEWEB)

Welch, K.M.

1982-01-01

The Telluride School solar site is an elementary/junior-senior high school in Colorado with a passive/active hybrid solar energy system designed to supply 40% of the heating load. It is equipped with a 1428 square foot, double glazed Trombe wall, a 1392 square foot greenhouse with collection tube, and an auxiliary oil-fired boiler. Monthly performance data are tabulated for the overall system and for the Trombe wall, greenhouse, and greenhouse storage. System operation is illustrated by graphs of typical Trombe wall insolation and temperatures and typical greenhouse insolation and temperatures. (LEW)

Internet Acceptable User Policies in Alabama School Systems.

Science.gov (United States)

Sun, Feng; McLean, James E.

The purpose of this study was to determine the current status of and need for acceptable use policies (AUPs) for students' use of the Internet in Alabama school systems. Alabama superintendents were questioned using an electronic survey that could be returned via e-mail on an anonymous Internet site. Primary questions were: (1) What is your level…

Immigrant parents as ‘coaches’ for their children in the Danish school system

DEFF Research Database (Denmark)

Viala, Eva Silberschmidt

generation (im)migrant parents and the school has proved particularly difficult. According to school teachers, cultural differences, socio-economic problems combined with (im)migrants’ uncertainty and feelings of powerlessness as to the upbringing of their child/children in a new cultural setting constitute......)migrants’ perspectives are not well researched and understood. Based on theories from social and cultural psychology and drawing on my research on (im)migrant parents’ experience with the Danish school system, this paper discusses these parents’ views on the parenting culture promoted by the Danish state and the school...

Colorado School Finance Partnership: Report and Recommendations. Financing Colorado's Future: Assessing Our School Finance System

Science.gov (United States)

Colorado Children's Campaign, 2012

2012-01-01

Over the last decade, Colorado has emerged as a national leader in crafting innovative solutions for challenges facing its public school system. From implementing the Colorado Student Assessment Program (CSAP) and No Child Left Behind (NCLB) reforms to more recent legislation including standards and assessments for a preschool-through-college…

Teaching Foreign Languages in Slovenian School System: Is There any Room for Japanese?

Directory of Open Access Journals (Sweden)

Bronka STRAUS

2018-01-01

Full Text Available The article opens with a brief insight into the language policies of some international multilateral organisations of importance to Slovenia, and then continues to describe the place and roles of foreign languages in Slovene elementary and upper secondary schools. Chinese was the last foreign language to be integrated into the Slovene school system. The article introduces the process of its integration from the professional and organisational point of view as well as the one from the Slovenian school system. The whole integration process of Chinese into the Slovene curriculum was very complex and time consuming, but can as such serve as the bases for reflection on the way to integrate the Japanese language as well.

The Stranger within: Luxembourg's Early School System as a European Prototype of Nationally Legitimized International Blends (ca. 1794-1844)

Science.gov (United States)

Thyssen, Geert

2013-01-01

This comparative analysis of Luxembourg's early school (law) system reveals the extent to which European school systems reflect "national-cultural idiosyncrasies" apart from "structural isomorphism". It first examines the legal soil into which the Luxembourg school system was implanted. Legislative pendular swings, reflecting…

Decoupling Responsible Management Education

DEFF Research Database (Denmark)

Rasche, Andreas; Gilbert, Dirk Ulrich

2015-01-01

This article examines under what conditions business schools may decouple the structural effects of their engagement in responsible management education from actual organizational practices. We argue that schools may be unable to match rising institutional pressures to publicly commit to responsi......This article examines under what conditions business schools may decouple the structural effects of their engagement in responsible management education from actual organizational practices. We argue that schools may be unable to match rising institutional pressures to publicly commit...... to responsible management education with their limited internal capacity for change. Our analysis proposes that decoupling is likely if schools (a) are exposed to resource stringency, (b) face overt or covert resistance against change processes, (c) are confronted with competing institutional pressures, and (d......) perceive institutional demands as ambiguous. We discuss two implications of this proposition. On one hand, decoupling can cause dissonant legitimacy perceptions, leading to cynicism around responsible management education within business schools. On the other hand, a temporary inconsistency between talk...

Real-time monitoring of school absenteeism to enhance disease surveillance: a pilot study of a mobile electronic reporting system.

Science.gov (United States)

Lawpoolsri, Saranath; Khamsiriwatchara, Amnat; Liulark, Wongwat; Taweeseneepitch, Komchaluch; Sangvichean, Aumnuyphan; Thongprarong, Wiraporn; Kaewkungwal, Jaranit; Singhasivanon, Pratap

2014-05-12

School absenteeism is a common source of data used in syndromic surveillance, which can eventually be used for early outbreak detection. However, the absenteeism reporting system in most schools, especially in developing countries, relies on a paper-based method that limits its use for disease surveillance or outbreak detection. The objective of this study was to develop an electronic real-time reporting system on school absenteeism for syndromic surveillance. An electronic (Web-based) school absenteeism reporting system was developed to embed it within the normal routine process of absenteeism reporting. This electronic system allowed teachers to update students' attendance status via mobile tablets. The data from all classes and schools were then automatically sent to a centralized database for further analysis and presentation, and for monitoring temporal and spatial patterns of absent students. In addition, the system also had a disease investigation module, which provided a link between absenteeism data from schools and local health centers, to investigate causes of fever among sick students. The electronic school absenteeism reporting system was implemented in 7 primary schools in Bangkok, Thailand, with total participation of approximately 5000 students. During May-October 2012 (first semester), the percentage of absentees varied between 1% and 10%. The peak of school absenteeism (sick leave) was observed between July and September 2012, which coincided with the peak of dengue cases in children aged 6-12 years being reported to the disease surveillance system. The timeliness of a reporting system is a critical function in any surveillance system. Web-based application and mobile technology can potentially enhance the use of school absenteeism data for syndromic surveillance and outbreak detection. This study presents the factors that determine the implementation success of this reporting system.

Active Response Gravity Offload System

Science.gov (United States)

Valle, Paul; Dungan, Larry; Cunningham, Thomas; Lieberman, Asher; Poncia, Dina

2011-01-01

The Active Response Gravity Offload System (ARGOS) provides the ability to simulate with one system the gravity effect of planets, moons, comets, asteroids, and microgravity, where the gravity is less than Earth fs gravity. The system works by providing a constant force offload through an overhead hoist system and horizontal motion through a rail and trolley system. The facility covers a 20 by 40-ft (approximately equals 6.1 by 12.2m) horizontal area with 15 ft (approximately equals4.6 m) of lifting vertical range.

Principled Neglect and Compliance: Responses to NCLB and the CCSS at an Expeditionary Learning Middle School

Science.gov (United States)

Stern, Rebecca

2016-01-01

This qualitative study explored educators' sense making of and responses to No Child Left Behind and the Common Core State Standards at one urban Expeditionary Learning middle school. Sense-making theory (Spillane, Reiser, & Reimer, 2002) and inquiry as stance (Cochran-Smith & Lytle, 2009) were used as complementary conceptual frameworks…

A Response to Intervention Model to Promote School Attendance and Decrease School Absenteeism

Science.gov (United States)

Kearney, Christopher A.; Graczyk, Patricia

2014-01-01

Background: Regular school attendance is foundational to children's success but school absenteeism is a common, serious, and highly vexing problem. Researchers from various disciplines have produced a rich yet diverse literature for conceptualizing problematic absenteeism that has led to considerable confusion and lack of consensus about a…

Do Family Responsibilities and a Clinical Versus Research Faculty Position Affect Satisfaction with Career and Work–Life Balance for Medical School Faculty?

OpenAIRE

Beckett, Laurel; Nettiksimmons, Jasmine; Howell, Lydia Pleotis; Villablanca, Amparo C.

2015-01-01

Background: Balancing career and family obligations poses challenges to medical school faculty and contributes to dissatisfaction and attrition from academics. We examined the relationship between family setting and responsibilities, rank, and career and work–life satisfaction for faculty in a large U.S. medical school.

Step response and frequency response of an air conditioning system

NARCIS (Netherlands)

Crommelin, R.D.; Jackman, P.J.

1978-01-01

A system of induction units of an existing air conditioning system has been analyzed with respect to its dynamic properties. Time constants were calculated and measured by analogue models. Comparison with measurements at the installation itself showed a reasonable agreement. Frequency responses were

Conflicting demands of No Child Left Behind and state systems: Mixed messages about school performance.

Directory of Open Access Journals (Sweden)

Robert L. Linn

2005-06-01

Full Text Available An ever-increasing reliance on student performance on tests holds schools and educators accountable both to state accountability systems and also to the accountability requirements of the No Child Left Behind (NCLB Act of 2001. While each state has constructed its own definition of Adequate Yearly Progress (AYP requirements within the confines of NCLB, substantial differences between the accountability requirements of many state systems and NCLB still have resulted in mixed messages regarding the performance of schools. Several features of NCLB accountability and state accountability systems contribute to the identification of a school as meeting goals according to NCLB but failing to do so according to the state accountability system, or vise versa. These include the multiple hurdles of NCLB, the comparison of performance against a fixed target rather than changes in achievement, and the definition of performance goals. The result of these features is a set of AYP measures that is inconsistent both with existing state accountability systems and also with state NAEP performance. Using existing achievement to set the cut-score measured by AYP and using the highest-performing schools to set the year-to-year improvement standards would improve the NCLB accountability system.

Delegation of powers to the director of the kindergarten the other leaders of the school, depending on the size of the school and the number of remote sites

OpenAIRE

Benediktová, Karla

2013-01-01

The final bachelor thesis deals with the process how to delegate the nursery school director's power and responsibility to other senior executives. The theoretical part of the thesis makes use of the findings gained from the management literature, depicting the topic of delegating in a broader context. The subject is also applied to the education system, particularly nursery school directors. The analysis of the quantitative research, using questionnaire survey designed for nursery school dir...

Middle School Responses to Cyberbullying: An Action Research Study

Science.gov (United States)

Zidack, Astri Marie

2013-01-01

This action research study engaged a small public middle school in the northwest United States in a collaborative process to address cyberbullying issues that often lead to academic and behavior problems in schools (Hinduja, 2010; Olweus, 2010). The specific purpose of this action research study was to address the middle school's cyberbullying…

Funding California Schools: The Revenue Limit System. Technical Appendices

Science.gov (United States)

Weston, Margaret

2010-01-01

This document presents the technical appendices accompanying the report, "Funding California Schools: The Revenue Limit System." Included are: (1) Revenue Limit Calculation and Decomposition; (2) Data and Methods; and (3) Base Funding Alternative Simulation Results. (Contains 5 tables and 26 footnotes.) [For the main report,…

On the use of a standard spreadsheet to model physical systems in school teaching*

Science.gov (United States)

Quale, Andreas

2012-05-01

article reports briefly on a study of the use of computers in the teaching of physics at K12 level in Norway, as part of an EU research project (for details, see the end of the article). It is demonstrated how the simulation software (the spreadsheet) is implemented in practice, for the systems that have been studied, and various responses of the students and teachers to this new and unfamiliar method for solving problems in physics are discussed. Some perspectives on the future of physics teaching at secondary school level are discussed.

Emergency response and radiation monitoring systems in Russian regions

International Nuclear Information System (INIS)

Arutyunyan, R.; Osipiyants, I.; Kiselev, V.; Ogar, K; Gavrilov, S.

2008-01-01

Full text: Preparedness of the emergency response system to elimination of radiation incidents and accidents is one of the most important elements of ensuring safe operation of nuclear power facilities. Routine activities on prevention of emergency situations along with adequate, efficient and opportune response actions are the key factors reducing the risks of adverse effects on population and environment. Both high engineering level and multiformity of the nuclear branch facilities make special demands on establishment of response system activities to eventual emergency situations. First and foremost, while resolving sophisticated engineering and scientific problems emerging during the emergency response process, one needs a powerful scientific and technical support system.The emergency response system established in the past decade in Russian nuclear branch provides a high efficiency of response activities due to the use of scientific and engineering potential and experience of the involved institutions. In Russia the responsibility for population protection is imposed on regional authority. So regional emergence response system should include up-to-date tools of radiation monitoring and infrastructure. That's why new activities on development of radiation monitoring and emergency response system were started in the regions of Russia. The main directions of these activities are: 1) Modernization of the existing and setting-up new facility and territorial automatic radiation monitoring systems, including mobile radiation surveillance kits; 2) Establishment of the Regional Crisis Centres and Crisis Centres of nuclear and radiation hazardous facilities; 3) Setting up communication systems for transfer, acquisition, processing, storage and presentation of data for participants of emergency response at the facility, regional and federal levels; 4) Development of software and hardware systems for expert support of decision-making on protection of personnel, population

29 CFR 1602.43 - Commission's remedy for school systems' or districts' failure to file report.

Science.gov (United States)

2010-07-01

...' failure to file report. Any school system or district failing or refusing to file report EEO-5 when... 29 Labor 4 2010-07-01 2010-07-01 false Commission's remedy for school systems' or districts' failure to file report. 1602.43 Section 1602.43 Labor Regulations Relating to Labor (Continued) EQUAL...

Development and Testing of the Observational System for Recording Physical Activity in Children: Elementary School

Science.gov (United States)

McIver, Kerry L.; Brown, William H.; Pfeiffer, Karin A.; Dowda, Marsha; Pate, Russell R.

2016-01-01

Purpose: This study describes the development and pilot testing of the Observational System for Recording Physical Activity-Elementary School (OSRAC-E) Version. Method: This system was developed to observe and document the levels and types of physical activity and physical and social contexts of physical activity in elementary school students…

Playful hyper responsibility

DEFF Research Database (Denmark)

Knudsen, Hanne; Andersen, Niels Åkerstrøm

2014-01-01

Over the past 10–15 years, state-funded schools have begun to require parents to assume an undefined and infinite personal responsibility. In this article, we investigate how schools organize responsibility games to respond to this challenge and how these games affect the concept of responsibility....... We point to a dislocation in the way parents are assigned responsibility, because the definition of responsibility is not only a question of formulating rules or providing advice. We argue that what emerges is a kind of playful hyper responsibility that identifies responsibility as the participation...

Appendix N. Implementation of the RUPS System in a Total School District.

Science.gov (United States)

Jung, Charles; And Others

The implementation in a school district of the Research Utilization and Problem Solving (RUPS) System is demonstrated. RUPS is an instructional system for an inservice program designed to provide the needed competencies for an entire staff to engage in systems analysis and systems synthesis procedures prior to assessing educational needs and…

Teacher's Influence Scale from Their Colleagues and Principals: Its Relation with School Performance in Public Schools of the Albanian Educational System

Science.gov (United States)

Nathanaili, Valbona

2016-01-01

This article aims to evaluate the relation between school performance and the Teacher's Influence Scale on certain issues from their colleagues and principals in the public educational system of Albania. For this purpose, a questionnaire was used. The sample consisted of 428 teachers, teaching at 20 public schools in the pre-university educational…

Safe Schools through Strategic Alliances: How Assessment of Collaboration Enhances School Violence Prevention and Response

Science.gov (United States)

Gajda, Rebecca

2006-01-01

In order to effectively address the complex issue of school safety, school and community partnerships are being formed with greater frequency and intensity. Collaboration between educational, law enforcement, and mental health personnel is now widely considered to be the most effective means for addressing issues of school safety (Dryfoos, 1998;…

Performance of integrated systems of automated roller shade systems and daylight responsive dimming systems

Energy Technology Data Exchange (ETDEWEB)

Park, Byoung-Chul; Choi, An-Seop; Jeong, Jae-Weon [Department of Architectural Engineering, Sejong University, Kunja-Dong, Kwangjin-Gu, Seoul (Korea, Republic of); Lee, Eleanor S. [Building Technologies Department, Lawrence Berkeley National Laboratory, Berkeley, CA (United States)

2011-03-15

Daylight responsive dimming systems have been used in few buildings to date because they require improvements to improve reliability. The key underlying factor contributing to poor performance is the variability of the ratio of the photosensor signal to daylight workplane illuminance in accordance with sun position, sky condition, and fenestration condition. Therefore, this paper describes the integrated systems between automated roller shade systems and daylight responsive dimming systems with an improved closed-loop proportional control algorithm, and the relative performance of the integrated systems and single systems. The concept of the improved closed-loop proportional control algorithm for the integrated systems is to predict the varying correlation of photosensor signal to daylight workplane illuminance according to roller shade height and sky conditions for improvement of the system accuracy. In this study, the performance of the integrated systems with two improved closed-loop proportional control algorithms was compared with that of the current (modified) closed-loop proportional control algorithm. In the results, the average maintenance percentage and the average discrepancies of the target illuminance, as well as the average time under 90% of target illuminance for the integrated systems significantly improved in comparison with the current closed-loop proportional control algorithm for daylight responsive dimming systems as a single system. (author)

Violence in American Schools: The Impact of the Newtown School Shooting on School Practices and Programs, School Security Staff, Staff Training, and Security Budgets

Science.gov (United States)

O'Donnell, Robert William

2016-01-01

The purpose of this study was to examine changes implemented by public school district personnel in response to the Newtown school shooting that occurred on December 14, 2012. The researcher used the U.S. Department of Education's National Center for Educational Statistics (NCES) School Survey on Crime and Safety (SSOCS) to gather quantitative…

Intelligent tutorial system for teaching of probability and statistics at high school in Mexico

Directory of Open Access Journals (Sweden)

Fernando Gudino Penaloza, Miguel Gonzalez Mendoza, Neil Hernandez Gress, Jaime Mora Vargas

2009-12-01

Full Text Available This paper describes the implementation of an intelligent tutoring system dedicated to teaching probability and statistics atthe preparatory school (or high school in Mexico. The system solution was used as a desktop computer and adapted tocarry a mobile environment for the implementation of mobile learning or m-learning. The system complies with the idea ofbeing adaptable to the needs of each student and is able to adapt to three different teaching models that meet the criteriaof three student profiles.

Schools and communities in Hungary

Science.gov (United States)

Hunyady, Susan

1980-09-01

The democratic reform of public education in Hungary after the Second World War brought about a system which now includes Day-Care from the ages of 4-6 and compulsory Elementary School education up to the age of 16. A high proportion of students go on to Secondary education in vocational schools, special schools or grammar shools. The system is supplemented by career-counselling and provision for children with difficult home-backgrounds and for the mentally-retarded. District Councils are responsible for the schools in their areas and for the zoning that determines which schools children should attend. The environment of a school has a strong influence not only upon the standard of its facilities and the quality of its staff but also upon the function it is expected to fulfil in the community. Achievement is directly related to the degree of urbanization, but the increasing participation of farming-co-operatives in education in rural areas promises well for the development of better facilities and mutual understanding there. Housing estates in high-density residential areas make special demands which are being met in different ways. The role of the school in general is being expanded to include children's leisure time activities; at the same time factories are making a significant contribution locally through vocational guidance, financial help, and training-for-work programmes. Councils are implementing the requirements of public education resolutions to integrate school education into the whole scheme of public education, co-ordinating the activities of all social and cultural institutions, and developing new multi-functional complexes, to give a more effective and efficient service to the whole community.

Linear optical response of finite systems using multishift linear system solvers

Energy Technology Data Exchange (ETDEWEB)

Hübener, Hannes; Giustino, Feliciano [Department of Materials, University of Oxford, Oxford OX1 3PH (United Kingdom)

2014-07-28

We discuss the application of multishift linear system solvers to linear-response time-dependent density functional theory. Using this technique the complete frequency-dependent electronic density response of finite systems to an external perturbation can be calculated at the cost of a single solution of a linear system via conjugate gradients. We show that multishift time-dependent density functional theory yields excitation energies and oscillator strengths in perfect agreement with the standard diagonalization of the response matrix (Casida's method), while being computationally advantageous. We present test calculations for benzene, porphin, and chlorophyll molecules. We argue that multishift solvers may find broad applicability in the context of excited-state calculations within density-functional theory and beyond.

Alignment of Content and Pedagogy in an Earth Systems Course for Pre-Service Middle School Teachers

Science.gov (United States)

Cole, T.; Teed, R.; Slattery, W.

2006-12-01

In 2003 the Ohio Department of Education developed the Ohio K-12 Science Content Standards. These new science standards substantially tracked the goals and objectives of The National Research Council's National Science Education Standards. The Ohio K-12 Science Content Standards followed the National Standards in the content areas of Physical Science, Life Science and Earth and Space Science. At the same time, the state's K-12 schools were gearing up for a new high school graduation requirement, the successful passing of a high-stakes Ohio Graduation Test, given during a student's tenth grade year. Earth and Space science questions make up approximately one third of the science test items. To make it more likely that teachers have the requisite science content knowledge Ohio has recently changed from certification of K-12 teachers to a more content rich licensure standard. This new licensure requirement splits the older certification designation of K-8 into the elementary and middle school licensure areas. Under the new licensure requirements middle school licensure candidates wishing to earn a science concentration now have to take 15 semester hours of content class work in Science. The Ohio Department of Education has strongly suggested that teacher preparation institutions develop new courses for middle school educators in all four areas of concentration, including science. In response to this call for new courses science education faculty in all science areas worked together to develop a comprehensive suite of courses that would target the science content standards guidelines in the state and national standards. The newly developed Earth and Space science course is titled Earth Systems. The course carries 4.5quarter hours of credit and is intended expressly for pre-service middle school (grades 4- 9) science teachers. The content is structured around three modules of study that are designed to develop interdisciplinary science content within the context of past

Conventional estimating method of earthquake response of mechanical appendage system

International Nuclear Information System (INIS)

Aoki, Shigeru; Suzuki, Kohei

1981-01-01

Generally, for the estimation of the earthquake response of appendage structure system installed in main structure system, the method of floor response analysis using the response spectra at the point of installing the appendage system has been used. On the other hand, the research on the estimation of the earthquake response of appendage system by the statistical procedure based on probability process theory has been reported. The development of a practical method for simply estimating the response is an important subject in aseismatic engineering. In this study, the method of estimating the earthquake response of appendage system in the general case that the natural frequencies of both structure systems were different was investigated. First, it was shown that floor response amplification factor was able to be estimated simply by giving the ratio of the natural frequencies of both structure systems, and its statistical property was clarified. Next, it was elucidated that the procedure of expressing acceleration, velocity and displacement responses with tri-axial response spectra simultaneously was able to be applied to the expression of FRAF. The applicability of this procedure to nonlinear system was examined. (Kako, I.)

Preparing Professional School Counselors as Collaborators in Culturally Competent School Administration

Science.gov (United States)

Nelson, Judith; Bustamante, Rebecca M.

2009-01-01

In collaboration with principals and other leadership team members, professional school counselors have ethical responsibilities in promoting culturally competent school environments. Pre-service training is the ideal time for school counselors and principals to develop the necessary background information, tools, and assessment skills to assist…

Information Systems Security: Whose Responsibility? | Senzige ...

African Journals Online (AJOL)

... compounded by the increasingly international nature of information systems, this responsibility still rests with managers only. This paper looks at security concerns related to information systems, identifies the threats and suggests how the security of information systems should be handled. African Journal of Finance and ...

Responding to Parental Objections to School Sexuality Education: A Selection of 12 Objections

Science.gov (United States)

Goldman, Juliette D. G.

2008-01-01

Sexuality education for school-aged young people is a crucial component of all quality education systems. It prepares young people for participation in society as responsible, mature and community-minded citizens. Most contemporary school education curricula generally aim to enhance young people's knowledge, skills and understandings of the world,…

The System of Development Programmes on Pre-School and School Education in the Republic of Kazakhstan

Science.gov (United States)

Baikulova, A. M.; Ibrayeva, M. K.; Shalabayeva, L. I.; Abdigapbarova, U. M.; Mynbayeva, A. P.

2017-01-01

This article addresses preschool education as an integral part of the general education system in the Republic of Kazakhstan. This article describes problems related to preschool and certain areas of school development, such as early childhood development, communication, socialisation, creative thinking and leadership. The three studies described…

Refinement for Transition Systems with Responses

Directory of Open Access Journals (Sweden)

Marco Carbone

2012-07-01

Full Text Available Motivated by the response pattern for property specifications and applications within flexible workflow management systems, we report upon an initial study of modal and mixed transition systems in which the must transitions are interpreted as must eventually, and in which implementations can contain may behaviors that are resolved at run-time. We propose Transition Systems with Responses (TSRs as a suitable model for this study. We prove that TSRs correspond to a restricted class of mixed transition systems, which we refer to as the action-deterministic mixed transition systems. We show that TSRs allow for a natural definition of deadlocked and accepting states. We then transfer the standard definition of refinement for mixed transition systems to TSRs and prove that refinement does not preserve deadlock freedom. This leads to the proposal of safe refinements, which are those that preserve deadlock freedom. We exemplify the use of TSRs and (safe refinements on a small medication workflow.

Designing effective questions for classroom response system teaching

Science.gov (United States)

Beatty, Ian D.; Gerace, William J.; Leonard, William J.; Dufresne, Robert J.

2006-01-01

Classroom response systems can be powerful tools for teaching physics. Their efficacy depends strongly on the quality of the questions. Creating effective questions is difficult and differs from creating exam and homework problems. Each classroom response system question should have an explicit pedagogic purpose consisting of a content goal, a process goal, and a metacognitive goal. Questions can be designed to fulfill their purpose through four complementary mechanisms: directing students' attention, stimulating specific cognitive processes, communicating information to the instructor and students via classroom response system-tabulated answer counts, and facilitating the articulation and confrontation of ideas. We identify several tactics that are useful for designing potent questions and present four "makeovers" to show how these tactics can be used to convert traditional physics questions into more powerful questions for a classroom response system.

School Bus Transportation of Children With Special Health Care Needs.

Science.gov (United States)

O'Neil, Joseph; Hoffman, Benjamin D

2018-05-01

School systems are responsible for ensuring that children with special needs are safely transported on all forms of federally approved transportation provided by the school system. A plan to provide the most current and proper support to children with special transportation needs should be developed by the Individualized Education Program team, including the parent, school transportation director, and school nurse, in conjunction with physician orders and recommendations. With this statement, we provide current guidance for the protection of child passengers with specific health care needs. Guidance that applies to general school transportation should be followed, inclusive of staff training, provision of nurses or aides if needed, and establishment of a written emergency evacuation plan as well as a comprehensive infection control program. Researchers provide the basis for recommendations concerning occupant securement for children in wheelchairs and children with other special needs who are transported on a school bus. Pediatricians can help their patients by being aware of guidance for restraint systems for children with special needs and by remaining informed of new resources. Pediatricians can also play an important role at the state and local level in the development of school bus specifications. Copyright © 2018 by the American Academy of Pediatrics.

Measuring implementation of a school-based violence prevention program : Fidelity and teachers' responsiveness as predictors of proximal outcomes

NARCIS (Netherlands)

Schultes, Marie Therese; Stefanek, Elisabeth; van de Schoot, Rens; Strohmeier, Dagmar; Spiel, Christiane

2014-01-01

When school-based prevention programs are put into practice, evaluation studies commonly only consider one indicator of program implementation. The present study investigates how two different aspects of program implementation - fidelity and participant responsiveness - jointly influence proximal

LOFT system structural response during subcooled blowdown

International Nuclear Information System (INIS)

Martinell, J.S.

1978-01-01

The Loss-of-Fluid Test (LOFT) facility is a highly instrumented, pressurized water reactor test system designed to be representative of large pressurized water reactors (LPWRs) for the simulation of loss-of-coolant accidents (LOCAs). Detailed structural analysis and appropriate instrumentation (accelerometers and strain gages) on the LOFT system provided information for evaluation of the structural response of the LOFT facility for loss-of-coolant experiment (LOCE) induced loads. In general, the response of the system during subcooled blowdown was small with typical structural accelerations below 2.0 G's and dynamic strains less than 150 x 10 - 6 m/m. The accelerations measured at the steam generator and simulated steam generator flange exceeded LOCE design values; however, integration of the accelerometer data at these locations yielded displacements which were less than one half of the design values associated with a safe shutdown earthquake (SSE), which assures structural integrity for LOCE loads. The existing measurement system was adequate for evaluation of the LOFT system response during the LOCEs. The conditions affecting blowdown loads during nuclear LOCEs will be nearly the same as those experienced during the nonnuclear LOCEs, and the characteristics of the structural response data in both types of experiments are expected to be the same. The LOFT system is concluded to be adequately designed and further analysis of the LOFT system with structural codes is not required for future LOCE experiments

The Characteristics Sought by Public School Leaders of Applicants for Teaching Positions

Science.gov (United States)

Stultz, Sherry L.

2015-01-01

This study examined the characteristics of teacher applicants that are sought by public school systems in the Commonwealth of Kentucky. The Superintendents of each of the public school districts in the Commonwealth were surveyed. A total of 99 respondents completed the survey (n = 99). This response rate of 57.2% was well-above the average for…

Frequency response functions for nonlinear convergent systems

NARCIS (Netherlands)

Pavlov, A.V.; Wouw, van de N.; Nijmeijer, H.

2007-01-01

Convergent systems constitute a practically important class of nonlinear systems that extends the class of asymptotically stable linear time-invariant systems. In this note, we extend frequency response functions defined for linear systems to nonlinear convergent systems. Such nonlinear frequency

Youth Court: An Alternative Response to School Bullying

Science.gov (United States)

Copich, Cindy

2012-01-01

Bullying and school violence are critical issues facing 21st century educational leaders. U.S. public schools have been scrambling to develop and implement anti-bullying programs with varying degrees of success. Bullying leads to disruption of learning, and its lasting effects of anxiety, depression, anger, and actual brain damage follow victims…

Some indicators of mental health in secondary school students

Directory of Open Access Journals (Sweden)

Tina Pušnik

2002-02-01

Full Text Available The aim of the research was to determine the status of the secondary school students regarding different indicators of mental health. We were interested in the perception of successfulness, stress caused by the school, relationships towards friends and family members, intensive physical response to the stress, depression symptoms, eating disorders symptoms and substance abuse. The participants also estimated feeling of content and meaning in life. The questionnaire was designed especially for this research. 647 grammmar school and economics secondary school students were asked to participate in the study. The results are mostly similar to those of other Slovene surveys. There are major differences in problem areas depending on the sex of participants: girls' results show more physical responses to the stress, fear and the strain of learning, depression symptoms and eating disorders symptoms, while the boys reported more substance abuse, lower grades and less studying. The research shows the frequency of different problems in adolescents and correlations among forms of risk taking behavior. There are high correlations among different sorts of subsubstance abuse. Also depression, physical response to the stress and eating disorders symptoms are connected. The research should lead to various preventive programmes, where the efforts of the schools, health-care system, local community and the state have to be co-ordinated.

Airborne Asbestos Exposures from Warm Air Heating Systems in Schools.

Science.gov (United States)

Burdett, Garry J; Dewberry, Kirsty; Staff, James

2016-01-01

The aim of this study was to investigate the concentrations of airborne asbestos that can be released into classrooms of schools that have amosite-containing asbestos insulation board (AIB) in the ceiling plenum or other spaces, particularly where there is forced recirculation of air as part of a warm air heating system. Air samples were collected in three or more classrooms at each of three schools, two of which were of CLASP (Consortium of Local Authorities Special Programme) system-built design, during periods when the schools were unoccupied. Two conditions were sampled: (i) the start-up and running of the heating systems with no disturbance (the background) and (ii) running of the heating systems during simulated disturbance. The simulated disturbance was designed to exceed the level of disturbance to the AIB that would routinely take place in an occupied classroom. A total of 60 or more direct impacts that vibrated and/or flexed the encapsulated or enclosed AIB materials were applied over the sampling period. The impacts were carried out at the start of the sampling and repeated at hourly intervals but did not break or damage the AIB. The target air volume for background samples was ~3000 l of air using a static sampler sited either below or ~1 m from the heater outlet. This would allow an analytical sensitivity (AS) of 0.0001 fibres per millilitre (f ml(-1)) to be achieved, which is 1000 times lower than the EU and UK workplace control limit of 0.1 f ml(-1). Samples with lower volumes of air were also collected in case of overloading and for the shorter disturbance sampling times used at one site. The sampler filters were analysed by phase contrast microscopy (PCM) to give a rapid determination of the overall concentration of visible fibres (all types) released and/or by analytical transmission electron microscopy (TEM) to determine the concentration of asbestos fibres. Due to the low number of fibres, results were reported in terms of both the calculated

The TransPetro emergency response system

Energy Technology Data Exchange (ETDEWEB)

Filho, A.T.F.; Cardoso, V.F.; Carbone, R.; Berardinelli, R.P. [Petrobras-TransPetro, Rio de Janeiro (Brazil); Carvalho, M.T.M.; Casanova, M.A. [Pontificia Univ. Catolica, Rio de Janeiro (Brazil). Dept. de Informatica, TeCGraf

2004-07-01

Petrobras-TransPetro developed the TransPetro Emergency Response System in response to emergency situations at large oil pipelines or at terminal facilities located in sea or river harbour areas. The standard of excellence includes full compliance with environmental regulations set by the federal government. A distributed workflow management software called InfoPAE forms the basis of the system in which actions are defined, along with geographic and conventional data. The first prototype of InfoPAE was installed in 1999. Currently it is operational in nearly 80 installations. The basic concepts and functionality of the TransPetro Emergency Response System were outlined in this paper with reference to the mitigative actions that are based on an evaluation of the organization of the emergency teams; the communication procedures; characterization of the installations; definition of accidental scenarios; environmental sensitivity maps; simulation of oil spill trajectories and dispersion behaviour; geographical data of the area surrounding the installations; and, other conventional data related to the installations, including available equipment. The emergency response team can take action as soon as an accident is detected. The action plan involves characterizing several scenarios and delegating mitigative actions to specific sub-teams, each with access to geographic data on the region where the emergency occurred. 13 refs., 3 figs.

Belief in School Meritocracy as a System-justifying Tool for Low Status Students

Directory of Open Access Journals (Sweden)

Virginie eWiederkehr

2015-07-01

Full Text Available The belief that, in school, success only depends on will and hard work is widespread in Western societies despite evidence showing that several factors other than merit explain school success, including group belonging (e.g., social class, gender. In the present paper, we argue that because merit is the only track for low status students to reach upward mobility, Belief in School Meritocracy (BSM is a particularly useful system-justifying tool to help them perceive their place in society as being deserved. Consequently, for low status students (but not high status students, this belief should be related to more general system-justifying beliefs (Study 1. Moreover, low status students should be particularly prone to endorsing this belief when their place within a system on which they strongly depend to acquire status is challenged (Study 2. In Study 1, high status (boys and high SES were compared to low status (girls and low SES high school students. Results indicated that BSM was related to system-justifying beliefs only for low SES students and for girls, but not for high SES students or for boys. In Study 2, university students were exposed (or not to information about an important selection process that occurs at the university, depending on the condition. Their subjective status was assessed. Although such a confrontation reduced BSM for high subjective SES students, it tended to enhance it for low subjective SES students. Results are discussed in terms of system-justification motives and the palliative function meritocratic ideology may play for low status students.

Belief in school meritocracy as a system-justifying tool for low status students.

Science.gov (United States)

Wiederkehr, Virginie; Bonnot, Virginie; Krauth-Gruber, Silvia; Darnon, Céline

2015-01-01

The belief that, in school, success only depends on will and hard work is widespread in Western societies despite evidence showing that several factors other than merit explain school success, including group belonging (e.g., social class, gender). In the present paper, we argue that because merit is the only track for low status students to reach upward mobility, Belief in School Meritocracy (BSM) is a particularly useful system-justifying tool to help them perceive their place in society as being deserved. Consequently, for low status students (but not high status students), this belief should be related to more general system-justifying beliefs (Study 1). Moreover, low status students should be particularly prone to endorsing this belief when their place within a system on which they strongly depend to acquire status is challenged (Study 2). In Study 1, high status (boys and high SES) were compared to low status (girls and low SES) high school students. Results indicated that BSM was related to system-justifying beliefs only for low SES students and for girls, but not for high SES students or for boys. In Study 2, university students were exposed (or not) to information about an important selection process that occurs at the university, depending on the condition. Their subjective status was assessed. Although such a confrontation reduced BSM for high subjective SES students, it tended to enhance it for low subjective SES students. Results are discussed in terms of system justification motives and the palliative function meritocratic ideology may play for low status students.

e-Assessment in a Limited-Resources Dental School Using an Open-Source Learning Management System.

Science.gov (United States)

El Tantawi, Maha M A; Abdelsalam, Maha M; Mourady, Ahmed M; Elrifae, Ismail M B

2015-05-01

e-Assessment provides solutions to some problems encountered in dental students' evaluation. The aim of this study was to evaluate the experience of a limited-resources dental school with e-assessment provided through an open-source learning management system (LMS). Data about users' access and types of e-assessment activities at the Faculty of Dentistry, Alexandria University, Egypt, were obtained from the web-based LMS Moodle. A questionnaire developed to assess students' perceptions of the e-assessment was also sent to students registered in two courses (undergraduate and postgraduate) with the same instructor. The results showed that most e-courses at the school had one form of e-assessment (82%) and, of these, 16.7% had summative assessment activities. There were significant differences among departments in the number of e-courses with e-assessment. One-quarter of e-courses with e-assessment used Moodle quizzes. Of 285 students registered in the two courses that included the questionnaire, 170 responded (response rate=59.6%). The responding students positively perceived the impact of e-assessment on learning and its reliability and security, whereas technical issues and related stresses were negatively perceived. This study suggests that e-assessment can be used at minimal cost in dental schools with limited resources and large class sizes with the least demands on faculty members and teaching staff time. For these schools, an open-source LMS such as Moodle provides formative e-assessment not available otherwise and accommodates various question formats and varying levels of instructors' technical skills. These students seemed to have a positive impression of the e-assessment although technical problems and related stresses are issues that need to be addressed.

Developing and implementing an accreditation system for health promoting schools in Northern India: a cross-sectional study.

Science.gov (United States)

Thakur, Jarnail Singh; Sharma, Deepak; Jaswal, Nidhi; Bharti, Bhavneet; Grover, Ashoo; Thind, Paramjyoti

2014-12-22

The "Health Promoting School" (HPS) is a holistic and comprehensive approach to integrating health promotion within the community. At the time of conducting this study, there was no organized accreditation system for HPS in India. We therefore developed an accreditation system for HPSs using support from key stakeholders and implemented this system in HPS in Chandigarh territory, India. A desk review was undertaken to review HPS accreditation processes used in other countries. An HPS accreditation manual was drafted after discussions with key stakeholders. Seventeen schools (eight government and nine private) were included in the study. A workshop was held with school principals and teachers and other key stakeholders, during which parameters, domains and an accreditation checklist were discussed and finalized. The process of accreditation of these 17 schools was initiated in 2011 according to the accreditation manual. HPSs were encouraged to undertake activities to increase their accreditation grade and were reassessed in 2013 to monitor progress. Each school was graded on the basis of the accreditation scores obtained. The accreditation manual featured an accreditation checklist, with parameters, scores and domains. It categorized accreditation into four levels: bronze, silver, gold and platinum (each level having its own specific criteria and mandate). In 2011, more than half (52.9%) of the schools belonged to the bronze level and only 23.5% were at the gold level. Improvements were observed upon reassessment after 2 years (2013), with 76.4% of schools at the gold level and only 11.8% at bronze. The HPS accreditation system is feasible in school settings and was well implemented in the schools of Chandigarh. Improvements in accreditation scores between 2011 and 2013 suggest that the system may be effective in increasing levels of health promotion in communities.

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

Science.gov (United States)

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

2015-01-01

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

Q&A: The Basics of California's School Finance System

Science.gov (United States)

EdSource, 2006

2006-01-01

In a state as large and complex as California, education financing can become as complicated as rocket science. This two-page Q&A provides a brief, easy-to-understand explanation of California's school finance system and introduces the issues of its adequacy and equity. A list of resources providing additional information is provided.

Error response test system and method using test mask variable

Science.gov (United States)

Gender, Thomas K. (Inventor)

2006-01-01

An error response test system and method with increased functionality and improved performance is provided. The error response test system provides the ability to inject errors into the application under test to test the error response of the application under test in an automated and efficient manner. The error response system injects errors into the application through a test mask variable. The test mask variable is added to the application under test. During normal operation, the test mask variable is set to allow the application under test to operate normally. During testing, the error response test system can change the test mask variable to introduce an error into the application under test. The error response system can then monitor the application under test to determine whether the application has the correct response to the error.

HVAC System Automatic Controls and Indoor Air Quality in Schools. Technical Bulletin.

Science.gov (United States)

Wheeler, Arthur E.

Fans, motors, coils, and other control components enable a heating, ventilating, and air-conditioning (HVAC) system to function smoothly. An explanation of these control components and how they make school HVAC systems work is provided. Different systems may be compared by counting the number of controlled devices that are required. Control…

A New Anomaly Detection System for School Electricity Consumption Data

Directory of Open Access Journals (Sweden)

Wenqiang Cui

2017-11-01

Full Text Available Anomaly detection has been widely used in a variety of research and application domains, such as network intrusion detection, insurance/credit card fraud detection, health-care informatics, industrial damage detection, image processing and novel topic detection in text mining. In this paper, we focus on remote facilities management that identifies anomalous events in buildings by detecting anomalies in building electricity consumption data. We investigated five models within electricity consumption data from different schools to detect anomalies in the data. Furthermore, we proposed a hybrid model that combines polynomial regression and Gaussian distribution, which detects anomalies in the data with 0 false negative and an average precision higher than 91%. Based on the proposed model, we developed a data detection and visualization system for a facilities management company to detect and visualize anomalies in school electricity consumption data. The system is tested and evaluated by facilities managers. According to the evaluation, our system has improved the efficiency of facilities managers to identify anomalies in the data.

Putting "The System" into a School Autonomy Reform: The Case of the Independent Public Schools Program

Science.gov (United States)

Gobby, Brad

2016-01-01

The Australian Federal and state governments have been introducing neoliberal reforms to the governance of their education systems for a number of decades. One of the most recent programs of reform is the Western Australian Independent Public Schools (IPS) initiative. Similar to decentralizing reforms around the world, the IPS program seeks…

School Principals' Opinions about Public Relations Practices on Schools

Science.gov (United States)

Çoruk, Adil

2018-01-01

Schools are at the forefront of the institutions that need to be in close relations with the social environment. In this regard, practices of the public relations are prominent. This obligation is also responsibility of the school principals, as there are no public relations units in public schools. The purpose of this research is to reveal the…

Demand Response as a System Reliability Resource

Energy Technology Data Exchange (ETDEWEB)

Eto, Joseph H. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States). Environmental Energy Technologies Division; Lewis, Nancy Jo [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States). Environmental Energy Technologies Division; Watson, David [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States). Environmental Energy Technologies Division; Kiliccote, Sila [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States). Environmental Energy Technologies Division; Auslander, David [Univ. of California, Berkeley, CA (United States); Paprotny, Igor [Univ. of California, Berkeley, CA (United States); Makarov, Yuri [Pacific Northwest National Lab. (PNNL), Richland, WA (United States)

2012-12-31

The Demand Response as a System Reliability Resource project consists of six technical tasks: • Task 2.1. Test Plan and Conduct Tests: Contingency Reserves Demand Response (DR) Demonstration—a pioneering demonstration of how existing utility load-management assets can provide an important electricity system reliability resource known as contingency reserve. • Task 2.2. Participation in Electric Power Research Institute (EPRI) IntelliGrid—technical assistance to the EPRI IntelliGrid team in developing use cases and other high-level requirements for the architecture. • Task 2.3. Research, Development, and Demonstration (RD&D) Planning for Demand Response Technology Development—technical support to the Public Interest Energy Research (PIER) Program on five topics: Sub-task 1. PIER Smart Grid RD&D Planning Document; Sub-task 2. System Dynamics of Programmable Controllable Thermostats; Sub-task 3. California Independent System Operator (California ISO) DR Use Cases; Sub-task 4. California ISO Telemetry Requirements; and Sub-task 5. Design of a Building Load Data Storage Platform. • Task 2.4. Time Value of Demand Response—research that will enable California ISO to take better account of the speed of the resources that it deploys to ensure compliance with reliability rules for frequency control. • Task 2.5. System Integration and Market Research: Southern California Edison (SCE)—research and technical support for efforts led by SCE to conduct demand response pilot demonstrations to provide a contingency reserve service (known as non-spinning reserve) through a targeted sub-population of aggregated residential and small commercial customers enrolled in SCE’s traditional air conditioning (AC) load cycling program, the Summer Discount Plan. • Task 2.6. Demonstrate Demand Response Technologies: Pacific Gas and Electric (PG&E)—research and technical support for efforts led by PG&E to conduct a demand response pilot demonstration to provide non

A Tactical Emergency Response Management System (Terms ...

African Journals Online (AJOL)

2013-03-01

Mar 1, 2013 ... information is a result of collaboration between accident response personnel. ... Tactical Emergency Response Management System (TERMS) which unifies all these different ... purpose of handling crisis and emergency.

Multiple Measures Accountability Systems: A Perspective from Vermont

Science.gov (United States)

Fowler, Amy

2018-01-01

In response to Bae's (2018) "Redesigning systems of school accountability: A multiple measures approach to accountability and support," this commentary expands on some key considerations for states and school districts as they seek different ways to support school improvement while also addressing the competing demands of educators,…

Administrative relationships between medical schools and community preceptors.

Science.gov (United States)

Walling, A D; Sutton, L D; Gold, J

2001-02-01

To determine the current administrative relationships between medical schools and community preceptors, with special emphasis on arrangements for academic appointment, review, and promotion. In 1999, administrative contacts at all 126 U.S. allopathic medical schools were mailed a ten-item questionnaire to elicit information concerning the current practices of the schools regarding community preceptors, who were defined as volunteer or part-time physician faculty, primarily practicing at non-university-owned facilities, who contribute to medical students' and/or residents' education in various specified ways. Responses were received from 71 (56%) of the schools; they were in general a representative sample of U.S. medical schools. The numbers of preceptors per school ranged from 40 to 3,500. Sixty-seven percent of reporting schools identified clinical departments as the main administrative interface with preceptors. Only three schools used a central office; none exclusively used a regionalized system. Forty-four schools (63.8%) reported using formal written criteria for all preceptor appointments. Sixty-six schools (93%) used consistent academic titling systems, with 83.3% using titles including the word "clinical." Thirty-three schools (47.8%) reported that their departments conducted regular preceptor reviews; an additional 28 reported reviews by some departments. Preceptors were eligible for promotion at 94.4% of the responding schools. At 46.8%, specific promotion criteria exist; four schools were developing such criteria. Preceptors' interest in academic promotion was perceived to be moderate or low. A substantial proportion of U.S. medical schools have taken action to recognize preceptors as a unique faculty group. The comments received indicate that this is an active area of development in faculty affairs policy.

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

Science.gov (United States)

Billings, Ward H.; Enger, John M.

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

Evaluation of the Impact of Quality Management Systems on School Climate

Science.gov (United States)

Egido Gálvez, Inmaculada; Fernández Cruz, Francisco José; Fernández Díaz, Mª José

2016-01-01

Purpose: Implementation of quality management systems in educational institutions has gradually increased over the last few decades, even though there are still questions about the actual usefulness of these systems for improving school processes and outcomes. The purpose of this paper is to take an in-depth look at the impact, understood as…

Air Cleaning Devices for HVAC Supply Systems in Schools. Technical Bulletin.

Science.gov (United States)

Wheeler, Arthur E.

Guidelines for maintaining indoor air quality in schools with HVAC air cleaning systems are provided in this document. Information is offered on the importance of air cleaning, sources of air contaminants and indoor pollutants, types of air cleaners and particulate filters used in central HVAC systems, vapor and gas removal, and performance…

The Politics of Reforming School Finance in Wisconsin.

Science.gov (United States)

Geske, Terry G.

This paper is primarily concerned with identifying and explicating the environmental forces and political factors responsible for legislative enactment of major school finance changes in Wisconsin in 1973. Easton's political systems theory serves as a conceptual framework for the study. In addition, Lindblom's leadership model, Truman's interest…

Sharing the Data along with the Responsibility: Examining an Analytic Scale-Based Model for Assessing School Climate.

Science.gov (United States)

Shindler, John; Taylor, Clint; Cadenas, Herminia; Jones, Albert

This study was a pilot effort to examine the efficacy of an analytic trait scale school climate assessment instrument and democratic change system in two urban high schools. Pilot study results indicate that the instrument shows promising soundness in that it exhibited high levels of validity and reliability. In addition, the analytic trait format…

A Challenge to Change: Necessary Changes in the Library Classification System for the Chicago Public Schools.

Science.gov (United States)

Williams, Florence M.

This report addresses the feasibility of changing the classification of library materials in the Chicago Public School libraries from the Dewey Decimal classification system (DDC) to the Library of Congress system (LC), thus patterning the city school libraries after the Chicago Public Library and strengthening the existing close relationship…

Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands

NARCIS (Netherlands)

Harmsen, R; Helms-Lorenz, M.; Maulana, R; van Veen, K; van Veldhoven, M.J.P.M.

2018-01-01

The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the

Dialogue and Inclusive Education: The Experience of a Rural School in Brazil

Directory of Open Access Journals (Sweden)

De Oliveira Aquino Maria Gerlandia

2016-12-01

Full Text Available This work examines the teaching method of Paulo Freire implemented in Jaguaquara Rural School, Escola Estadual Rural Taylor-Egídio (ERTE, Brazil. The school was the space where dialogical pedagogy has been analyzed and the dialogue between schools and rural households has been a positive and winning response in the children’s literacy process. This research has shown that, before Freire, rural families had not had an education system able to meet their need; then the study has taken into account some factors responsible for this lack; finally, it has singled out the possibility for an effective implementation in the rural school, according to Freire’s model of dialogic pedagogy. The results of this school experience are relevant from the point of view of socialization, for it fosters literacy in rural areas. We verified that the method proposed by Freire is of great social and cultural value and benefits from great appreciation.