Investigating the Role of Human Resources in School Turnaround: Evidence from Two States

Science.gov (United States)

Hansen, Michael

2012-01-01

Teachers are generally recognized as the schooling factor accounting for the highest proportion of student learning outcomes (Aaronson et al., 2007; Hanushek, 1986). This implies the quick and dramatic improvement in school performance observed in turnaround (TA) schools was associated with a major change in the performance of its teachers. This…

Successful School Turnarounds: Seven Steps for District Leaders. Issue Brief

Science.gov (United States)

Kowal, Julie; Hassel, Emily Ayscue; Hassel, Bryan C.

2009-01-01

President Obama and Secretary Duncan have called upon states, districts, and education leaders to change the lives of millions of children by dramatically improving the nation's 5,000 lowest performing schools. These chronically failing schools will require intensive intervention to turn around performance that has fallen short of expectations for…

Creating School Change: Discovering a Choice of Lenses for the School Administrator.

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Amatea, Ellen S.; And Others

1996-01-01

Proposes a variety of epistemological lenses for viewing the school change process for school administrators' use. Applies these lenses in an actual case study depicting school change, illustrating how administrators can shift focus, position, and mode of inquiry from their usual rational viewpoint. Analyzes implications of using such lenses for…

Preparing School Leaders for Educational Change

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Granito, John A.

1972-01-01

Paper attempts to identify two of the reasons for the slow progress of school superintendents in bringing positive, significant, and lasting improvement to their schools, and to develop a scheme for preparing central staff and school principals for the change process. (Author)

Secondary School Department Chairs Leading Successful Change

Directory of Open Access Journals (Sweden)

Julie Ann Gaubatz

2015-12-01

Full Text Available A foundational understanding within education leadership literature is that education leaders are expected to guide reform efforts within school. This expectation mirrors organizational development literature that describes leaders as individuals who constructively institute change within their organizations. Although leadership and change are portrayed as codependent, no scholarship has linked change models with leadership theories. This article describes a multiple case study that explored the relationship between leadership behaviors and the change process through secondary school department chair stories of change. From this analysis, a clearer picture emerged that illustrates how leaders with little control over decisions implement change. Findings included distinct connections between CREATER change process stages and the Leadership Grid. Suggestions as to how education leaders should approach change attempts within their schools are discussed.

The Role of School Counselors in the Childhood Obesity Epidemic

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Larrier, Yvonne I.; Bakerson, Michelle A.; Linton, Jeremy M.; Walker, Lynne R.; Woolford, Susan J.

2011-01-01

Childhood obesity is a significant public health concern. Since 1960, the prevalence of childhood obesity in the United States increased dramatically from 5% to 16.9%. To date many interventions to address obesity in schools have focused on healthy changes to the content of vending machines, school lunches, and the addition of after school…

Promoting, Guiding, and Surviving Change in School Districts.

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Deal, Terrence E.; Nutt, Samuel C.

Compiled for school administrators who must initiate or respond to external mandate for change, this guide draws on the experiences of 10 rural school districts that participated in the federally funded Experimental Schools (ES) program for perspectives that can be used in the successful management of change efforts in school districts. Organized…

La dramatúrgia docent

OpenAIRE

Comelles, Salvador

2009-01-01

La vida és un teatre. Una dita que lluny de semblar despectiva, resumeix la realitat humana diària. Perquè la vida és dramatúrgia. Un concepte menys agressiu que evoca les diferents situacions comunicatives que les persones enfronten al llarg de la seva vida per tal de complir els seus objectius. I ho fan assumint rols i actituds que una situació concreta requereix, com ara, la vida del docent i l’àmbit professional i social on es desenvolupa. Identificar l’ombra dramatúrgica que és desprèn d...

Developing the Whole-School Workforce in England: Building Cultures of Engagement

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Simkins, Tim; Maxwell, Bronwen; Aspinwall, Kath

2009-01-01

Dramatic changes have occurred in the composition of the schools' workforce in England over recent years to incorporate a much higher proportion of support staff. Consequently, policy-makers and school leaders are now placing increasing emphasis on addressing the training and development needs of the whole workforce, rather than solely focusing on…

Inventing Better Schools: An Action Plan for Education Reform. The Jossey-Bass Education Series.

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Schlechty, Phillip C.

If schools are not changed in dramatic ways very soon, public schools will lose their place as a vital component of the American education system. The first three chapters of this book describe the crisis in American education, arguing that what the schools were designed to do no longer serves the needs of American society. The presence of…

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…

Federal School Improvement Grants (SIGs): How Capacity and Local Conditions Matter

Science.gov (United States)

Yatsko, Sarah; Lake, Robin; Bowen, Melissa; Cooley Nelson, Elizabeth

2015-01-01

In 2009, the federal government committed over $3 billion nationwide to help states and districts turn around their worst-performing schools. The U.S. Department of Education intended for the School Improvement Grants (SIGs) to spur dramatic change.This report looks at the results of a field study of the first-year implementation of those grants…

Learning Form and Function by Dance-Dramatizing Cultural Legends to Drum Rhythms Wearing Student-Made Animal Masks

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Gray, Phyllis; Rule, Audrey C.; Kirkland Holmes, Gloria; Logan, Stephanie R.; Alert, Andrea L.; Mason, Cynthia A.

2016-01-01

This study examined the self-efficacy in science, art, dance, and music; attitudes concerning contributions of people of various ethnic/cultural groups; and science learning of students involved in an after-school arts-integrated science enrichment project. Students dramatized three traditional animal legends from African, Native American, and…

The Profile of a School and Measurement of a Multi-School Organization Change Program.

Science.gov (United States)

Feitler, Fred C.

Modern organization theory and research from business and industry predicts that schools which change toward the Likert participative group organizations will increase productivity. This paper reports interventions of a one-year organization development program carried out with 12 schools and the change results measured by the Profile of a School.…

Dual Campus High School

Directory of Open Access Journals (Sweden)

Carmen P. Mombourquette

2013-04-01

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

Exploring changes in middle-school student lunch consumption after local school food service policy modifications.

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Cullen, Karen Weber; Watson, Kathy; Zakeri, Issa; Ralston, Katherine

2006-09-01

This study assessed the impact of changes in school food policy on student lunch consumption in middle schools. Two years of lunch food records were collected from students at three middle schools in the Houston, Texas area. During the first year, no changes occurred in the school food environment. After that school year was completed, chips and dessert foods were removed from the snack bars of all schools by the Food Service Director. Students recorded the amount and source of food and beverage items consumed. Point-of-service purchase machines provided a day-by-day electronic data file with food and beverage purchases from the snack bars during the 2-year period. Independent t-tests and time series analyses were used to document the impact of the policy change on consumption and sales data between the two years. In general, student consumption of sweetened beverages declined and milk, calcium, vitamin A, saturated fat and sodium increased after the policy change. Snack chips consumption from the snack bar declined in year 2; however, consumption of snack chips and candy from vending increased and the number of vending machines in study schools doubled during the study period. Ice cream sales increased significantly in year 2. Policy changes on foods sold in schools can result in changes in student consumption from the targeted environments. However, if all environments do not make similar changes, compensation may occur.

Secondary School Science Department Chairs Leading Change

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Gaubatz, Julie A.

2012-01-01

Secondary school department chairs are content area specialists in their schools and are responsible for providing students with the most appropriate curricula. However, most secondary school department chairs have limited authority to institute change unilaterally (Gmelch, 1993; Hannay & Erb, 1999). To explore how these educational leaders…

Slow progress in changing the school food environment: nationally representative results from public and private elementary schools.

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Turner, Lindsey; Chaloupka, Frank J

2012-09-01

Children spend much of their day in school, and authorities have called for improvements in the school food environment. However, it is not known whether changes have occurred since the federal wellness policy mandate took effect in 2006-2007. We examined whether the school food environment in public and private elementary schools changed over time and examined variations by school type and geographic division. Survey data were gathered from respondents at nationally representative samples of elementary schools during the 2006-2007 and 2009-2010 school years (respectively, 578 and 680 public schools, and 259 and 313 private schools). Topics assessed included competitive foods, school meals, and other food-related practices (eg, school gardens and nutrition education). A 16-item food environment summary score was computed, with possible scores ranging from 0 (least healthy) to 100 (healthiest). Multivariate regression models were used to examine changes over time in the total school food environment score and component items, and variations by US census division. Many practices improved, such as participation in school gardens or farm-to-school programs, and availability of whole grains and only lower-fat milks in lunches. Although the school food environment score increased significantly, the magnitude of change was small; as of 2009-2010 the average score was 53.5 for public schools (vs 50.1 in 2006-2007) and 42.2 for private schools (vs 37.2 in 2006-2007). Scores were higher in public schools than in private schools (Pschool size. For public schools, scores were higher in the Pacific and West South Central divisions compared with the national average. Changes in the school food environment have been minimal, with much room remaining for improvement. Additional policy changes may be needed to speed the pace of improvement. Copyright © 2012 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Climate change and schools

NARCIS (Netherlands)

Sheffield, Perry E.; Uijttewaal, Simone A.M.; Stewart, James; Galvez, Maida P.

2017-01-01

The changing climate is creating additional challenges in maintaining a healthy school environment in the United States (US) where over 50 million people, mostly children, spend approximately a third of their waking hours. Chronic low prioritization of funds and resources to support environmental

The Change to Administrative Computing in Schools.

Science.gov (United States)

Brown, Daniel J.

1984-01-01

Describes a study of the process of school office automation which focuses on personnel reactions to administrative computing, what users view as advantages and disadvantages of the automation, perceived barriers and facilitators of the change to automation, school personnel view of long term effects, and implications for school computer policy.…

Facilitating Change in Secondary Schools--Myths and Management.

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Hord, Shirley M.

1989-01-01

Based on a study of change facilitation in eight high schools, this article debunks three common myths concerning administrative organization as an obstacle to managing high school change. Tentative guidelines are provided to help determined managers cure stagnation and thwart bureaucratic intransigency. (MLH)

When the Writing Is on the Wall. A Legal Memorandum: Quarterly Law Topics for School Leaders. Vol. 6, No. 1, Fall 2005

Science.gov (United States)

Gesmonde, John M.

2005-01-01

Because of the dramatic changes in the education climate of school districts, the so-called schoolmaster, like the dinosaur, has vanished and the plenipotentiary school administrator, who the public now perceives as the school's chief executive officer (CEO), has emerged. A school administrator is not merely an education leader. Rather, like a…

Teaching Primary School Music: Coping with Changing Work Conditions

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de Vries, Peter Andrew

2018-01-01

The changing roles of two primary (elementary) school music teachers are explored in this article, and how these changed roles have impacted on music programmes in their respective schools. Change readiness provides the theoretical framework for investigating the way both teachers responded to their changing roles. The first teacher's role changed…

Lord Byron's dramatic work

Directory of Open Access Journals (Sweden)

Andrejević Ana

2009-01-01

Full Text Available All of Byron's six finished dramas aspire to display conflict between the individual will and the strength of the universal and omnipresent inevitability. Although he accentuated classical dramatic rules or three dramatic unities as the way to construct a good drama, he couldn't escape from the deep rooted romantic feeling of his genius. His plays are thus pictures of existing existential revolt with the protagonists true to their feelings, always consistent, active and devoted to one general idea. They are estranged from the meaningless world that leads them to rebellion and death, but prometheously constructed are the most successful and memorable element of his plays. Byron as a dramatist always tries to find an everlasting dimension and virtue in the meaningless world through the construction of personal myth and thus the main subject of all his dramas is freedom in all its aspects.

Trading Places: Autism Inclusion Disorder and School Change

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Lilley, Rozanna

2015-01-01

This article investigates the experiences of students diagnosed with autism who change schools during the early primary years in New South Wales (NSW), Australia. Using the narratives of eight mothers, the article documents the circumstances leading to school change, usually towards more segregated provision. Mothers highlighted the difficulty of…

Like Kayaking: Rough Waters Needed for School Change.

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Zimmerman, Judith A.

2003-01-01

Makes an analogy that educational leadership in this changing society is a lot like paddling a kayak through calm waters. Suggests that if public school leaders do not instill a sense of urgency in times of calm waters, schools may lose focus and fail to evolve and change. (SG)

Teacher-Led Change in Secondary School Physical Education

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Cameron, Jay; Mercier, Kevin; Doolittle, Sarah

2016-01-01

How and why meaningful curriculum or program changes happen in physical education is important, but not well understood, especially at the secondary school level. In this longitudinal case study, we examined teacher-initiated changes in a high school physical education program. Data were collected through prolonged engagement over 5 years and…

Analysing the physics learning environment of visually impaired students in high schools

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Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry

2017-07-01

Although visually impaired students attend regular high school, their enrolment in advanced science classes is dramatically low. In our research we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. For visually impaired students to grasp physics concepts, time and additional materials to support the learning process are key. Time for teachers to develop teaching methods for such students is scarce. Suggestions for changes to the learning environment and of materials used are given.

Assessment of Changes in School Nutrition Programs and the School Environment as a Result of Following the HealthierUS School Challenge Program

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Brown, Jennifer S.; Bednar, Carolyn; DiMarco, Nancy M.; Connors, Priscilla L.

2012-01-01

Purpose/Objectives: The purpose of this study was to determine changes in school nutrition programs and the school environment as reported by school nutrition directors who are following the U.S. Department of Agriculture's HealthierUS School Challenge (HUSSC) program. The objective was to determine before and after changes in the average lunch…

School Improvement Policy--Site-Based Management

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C. Kenneth Tanner

1998-03-01

Full Text Available Have administrative functions of principals changed in schools practicing site-based management (SBM with shared governance? To deal with this issue we employed the Delphi technique and a panel of 24 experts from 14 states. The experts, which included educational specialists, researchers, writers, and elementary school principals, agreed that the implementation of SBM dramatically influences the roles of the principal in management/administration and leadership. Data revealed that the elementary principal's leadership role requires specialized skills to support shared governance, making it necessary to form professional development programs that adapt to innovations evolving from the implementation of SBM.

The Challenges and Prospects of Teaching and Learning Dramatic ...

African Journals Online (AJOL)

Dramatic education is an all-inclusive academic discipline which uses as tools branches of learning that bear upon the dramatic impulse. It utilizes eclectically each and every single discipline into one unified body of knowledge, so that it can help man to comprehend the nature of experience. Educational drama or Dramatic ...

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.

Politics and the Practice of School Change: The Hyukshin School Movement in South Korea

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Sung, Youl-Kwan; Lee, Yoonmi

2018-01-01

In this article, we examine the characteristics of a progressive school-change project in South Korea called the "Hyukshin" School (HS) movement. HSs are public schools that are intended to disseminate progressive and democratic practices. We obtained data from interviews with participating teachers, official documents, reports, and…

Complex Adaptive Schools: Educational Leadership and School Change

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Kershner, Brad; McQuillan, Patrick

2016-01-01

This paper utilizes the theoretical framework of complexity theory to compare and contrast leadership and educational change in two urban schools. Drawing on the notion of a complex adaptive system--an interdependent network of interacting elements that learns and evolves in adapting to an ever-shifting context--our case studies seek to reveal the…

Color in the Classroom: How American Schools Taught Race, 1900-1954

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Burkholder, Zoe

2011-01-01

Between the turn of the twentieth century and the "Brown v. Board of Education" decision in 1954, the way that American schools taught about "race" changed dramatically. This transformation was engineered by the nation's most prominent anthropologists, including Franz Boas, Ruth Benedict, and Margaret Mead, during World War II.…

ORIGINAL ARTICLES Changing gender profile of medical schools ...

African Journals Online (AJOL)

2008-06-23

Jun 23, 2008 ... Changing gender profile of medical schools in South Africa. Mignonne ... The Higher Education Management Information System. (HEMIS) ..... specialty and gender: A study of teachers at a Swedish medical school. BMC Med ...

Theodramatic Rehearsal: Fighting Self-Deception through the Dramatic Imagination

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Brett Vaden

2014-03-01

Full Text Available This paper seeks to appropriate the insights of dramatic theology for Christian psychology and soul care. According to Kevin Vanhoozer, Scripture is the ‘script’ for human beings’ fitting participation in the acts and deeds of God in the world (i.e., ‘theodrama’. Keeping with this dramatic paradigm, the author will explore what ‘rehearsal’ might entail by drawing from a branch of psychotherapy called ‘psychodrama.’ The main question to be addressed in this appropriation of dramatic theology is, “How might dramatic rehearsal combat self-deception?” The author will only begin to answer this question, but in the attempt it is hoped that further reflection and clarity will be induced.

The use of first language scaffolding to teach English as a foreign language to pre-school children during dramatic play in West Sumatera, Indonesia

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Mulia Dewi

2015-01-01

Full Text Available The Indonesian community generally perceives that English language teaching should require phonology, vocabulary, grammar, discourse, and pragmatics. As a result, this often demands that pre-school teachers use English all the time. Code switching between English, Indonesian, and Minang – the local language of the region – is perceived negatively, and teachers are often criticized for using a multilingual approach that is “part snake and part eel” [sakarek ula sakarek baluik]. This refers to a negative perception of mixing languages in educational settings. In fact, code switching between Minang (first language, Indonesian (second language, and English (foreign language is the norm of language use in this part of Indonesia. However, in this community, there is a lack of respect for pre-school teachers' professionalism as well as scepticism towards the effectiveness of a multilingual teaching approach, which is used widely at the pre-school level. Vygotsky [14], the Russian psychologist, presents a different perspective on this phenomenon, noting that children learn languages by playing. Their first language can be the main tool to help them understand new words and utterances in context. By using code switching, teachers help pre-school children to link their prior knowledge and experience to the new forms of expression that enable them to derive the meaning of new words from the social context of language use. For this reason, scaffolding techniques should be used by pre-school teachers, particularly in ways which support children's cognitive development in constructing new meanings based on their first language experience. This paper, based on a research study-in-progress at Deakin University, Melbourne, Australia, explores patterns of interaction between pre-school teachers and their students as teachers scaffold the development of EFL through dramatic play in West Sumatera, Indonesia. This interaction is systemic in nature and

How the Media Misleads the Story of School Consumerism: A Perspective from School Finance

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Killeen, Kieran

2007-01-01

Noting the dramatic rise in media reporting on the topic of school commercialism and consumer activity in schools, this research explores the fiscal benefits of such activities. Though a variety of activities frequently associated with school consumerism generate revenues for schools, in the example of student activity fees there is very little…

Secondary School Department Chairs Leading Successful Change

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Gaubatz, Julie Ann; Ensminger, David C.

2015-01-01

A foundational understanding within education leadership literature is that education leaders are expected to guide reform efforts within school. This expectation mirrors organizational development literature that describes leaders as individuals who constructively institute change within their organizations. Although leadership and change are…

Climate Change and Schools: Environmental Hazards and Resiliency.

Science.gov (United States)

Sheffield, Perry E; Uijttewaal, Simone A M; Stewart, James; Galvez, Maida P

2017-11-16

The changing climate is creating additional challenges in maintaining a healthy school environment in the United States (U.S.) where over 50 million people, mostly children, spend approximately a third of their waking hours. Chronic low prioritization of funds and resources to support environmental health in schools and lack of clear regulatory oversight in the U.S. undergird the new risks from climate change. We illustrate the extent of risk and the variation in vulnerability by geographic region, in the context of sparse systematically collected and comparable data particularly about school infrastructure. Additionally, we frame different resilience building initiatives, focusing on interventions that target root causes, or social determinants of health. Disaster response and recovery are also framed as resilience building efforts. Examples from U.S. Federal Region 2 (New Jersey, New York, Puerto Rico, and the U.S. Virgin Islands) and nationally are used to illustrate these concepts. We conclude that better surveillance, more research, and increased federal and state oversight of environmental factors in schools (specific to climate risks) is necessary, as exposures result in short- and long term negative health effects and climate change risks will increase over time.

Change Forces: Implementing Change in a Secondary School for the Common Good

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Melville, Wayne; Bartley, Anthony; Weinburgh, Molly

2012-01-01

In this article, we investigate the change forces that act on administrators, subject department chairpersons and teachers as they seek to implement a change in a Canadian secondary school. Using a case study methodology, our analysis of the data uses Sergiovanni's (1998) six change forces: bureaucratic, personal, market, professional, cultural,…

Motivating Teachers' Commitment to Change through Transformational School Leadership in Chinese Urban Upper Secondary Schools

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Liu, Peng

2015-01-01

Purpose: The purpose of this paper is to examine the effects of transformational school leadership on teachers' commitment to change and the effects of organizational and teachers' factors on teachers' perception of transformational school leadership in the Chinese urban upper secondary school context. Design/methodology/approach: The paper mainly…

Innovation and effectiveness: changing the scope of school nurses in New Zealand secondary schools.

Science.gov (United States)

Kool, Bridget; Thomas, David; Moore, Dennis; Anderson, Angelika; Bennetts, Phillipa; Earp, Karlynne; Dawson, Dianne; Treadwell, Nicky

2008-04-01

To describe the changing role of school nurses in eight New Zealand (NZ) secondary schools from low socio-economic areas with high Pacific Island and Māori rolls. An evaluation of a pilot addressing under-achievement in low-decile schools in Auckland, NZ (2002-05). Annual semi-structured school nurse interviews and analysis of routinely collected school health service data were undertaken. Two patterns of school nurse operation were identified: an embracing pattern, where nurses embraced the concept of providing school-based health services; and a Band-Aid pattern, where only the basics for student health care were provided by school nurses. School nurses with an embracing pattern of practice provided more effective school-based health services. School health services are better served by nurses with structured postgraduate education that fosters the development of a nurse-practitioner role. Co-ordination of school nurses either at a regional or national level is required.

Facilitating Lasting Changes at an Elementary School

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Laurie JAMES

2016-03-01

Full Text Available The purpose of this study was to determine how to minimize waste in a school setting by reducing, reusing, recycling, and composting waste products. Specifically, the desire was to identify what steps could be taken to decrease waste practices at a Title I elementary school. Through the Washington Green Schools certification process, a Waste and Recycling Assessment and Characterization Audit allowed for the collection of data. The assessment examined how much and what types of waste products were disposed of at the school. Based on the audit, 93% of waste products in the cafeteria were recyclable or compostable. The results provided ways for the students and staff to take action resulting in behavioral changes that taught and modeled environmental conservation. This study can help revolutionize school communities by serving as a prototype for environmental sustainability enhancing an eco-friendly citizenry.

Facilitating lasting changes at an elementary school

Directory of Open Access Journals (Sweden)

Laurie James

2016-03-01

Full Text Available The purpose of this study was to determine how to minimize waste in a school setting by reducing, reusing, recycling, and composting waste products. Specifically, the desire was to identify what steps could be taken to decrease waste practices at a Title I elementary school. Through the Washington Green Schools certification process, a Waste and Recycling Assessment and Characterization Audit allowed for the collection of data. The assessment examined how much and what types of waste products were disposed of at the school. Based on the audit, 93% of waste products in the cafeteria were recyclable or compostable. The results provided ways for the students and staff to take action resulting in behavioral changes that taught and modeled environmental conservation. This study can help revolutionize school communities by serving as a prototype for environmental sustainability enhancing an eco-friendly citizenry.

Learning through Dramatic Story Presentation

Science.gov (United States)

Tindall, Evie

2012-01-01

The use of story with dramatic presentation approaches produces an engaging and powerful instructional choice for today's adult ESL educators. Two engaging and timed-tested approaches are Reader's Theater and Tableau Vivant. Both provide English language learners with content tailored to their abilities in addition to numerable opportunities to…

TAR (Theatre as Representation) as a Provocative Teaching Tool in School Administration: A Dramatized Inclusive Classroom Scenario

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Meyer, Matthew J.; Young, David C.

2013-01-01

The following dramatized classroom scenario depicts a teacher struggling with the nature of an inclusive learning environment, with instructional leadership and supervision of instruction as the theoretical and practical backdrop. The purpose of this article is to demonstrate how the use of a TAR (theatre as representation) case study can be used…

Leading School Change: Nine Strategies to Bring Everybody on Board

Science.gov (United States)

Whitaker, Todd

2010-01-01

Make positive and immediate changes in your school with the support of your entire staff. New from acclaimed speaker and bestselling author Todd Whitaker ("What Great Teachers Do Differently, Dealing with Difficult Parents"), Leading School Change provides principals, assistant principals, district superintendents, and other educators with…

Implementation Guide: Leading School Change

Science.gov (United States)

Whitaker, Todd

2010-01-01

This two-part "Implementation Guide" will help to deepen your understanding and sharpen your ability to implement each of the strategies discussed in "Leading School Change: Nine Strategies to Bring Everybody on Board" (ED509821). Part One offers discussion questions and activities which focus on each of the nine strategies. They can be completed…

School Violent Crime and Academic Achievement in Chicago.

Science.gov (United States)

Burdick-Will, Julia

2013-10-01

Educational outcomes vary dramatically across schools in the United States. Many under-performing schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students' educational experiences. However, estimating the effect of school violence on learning is difficult due to potential selection bias and the confounding of other school-level problems. Using detailed crime data from the Chicago Police Department, complete administrative records from the Chicago Public Schools, and school climate surveys conducted by the Consortium on Chicago School Research (2002-10), this study exploits variation in violent crime rates within schools over time to estimate its effect on academic achievement. School and neighborhood fixed-effects models show that violent crime rates have a negative effect on test scores, but not on grades. This effect is more likely related to direct reductions in learning, through cognitive stress and classroom disruptions, than changes in perceived safety, general school climate, or discipline practices.

Philadelphia's Renaissance Schools Initiative after Four Years

Science.gov (United States)

Stratos, Kati; Wolford, Tonya; Reitano, Adrienne

2015-01-01

In 2010-2011, the School District of Philadelphia (the District) launched its Renaissance Schools Initiative, a program designed to dramatically improve student achievement in the District's lowest performing schools. Some schools became Promise Academies, based on the federal turnaround model, and remained District-operated neighborhood schools.…

Changes in growth and sleep across school nights, weekends and a winter holiday period in two Australian schools.

Science.gov (United States)

Agostini, Alex; Pignata, Silvia; Camporeale, Roberta; Scott, Kathryn; Dorrian, Jillian; Way, Anne; Ryan, Paul; Martin, James; Kennedy, Declan; Lushington, Kurt

2018-01-26

Studies suggest that there may be an association between sleep and growth; however, the relationship is not well understood. Changes in biology and external factors such as school schedule heavily impact the sleep of adolescents, during a critical phase for growth. This study assessed the changes in sleep across school days, weekends and school holidays, while also measuring height and weight changes, and self-reported alterations in food intake and physical activity. The impact of morningness-eveningness (M-E) on height change and weight gain was also investigated. In a sample of 63 adolescents (mean age = 13.13, SD = 0.33, 31 males) from two independent schools in South Australia, height and weight were measured weekly for 4 weeks prior to the school holidays and 4 weeks after the school holidays. Participants also completed a Morningness/Eveningness Scale and 7-day sleep, diet and physical activity diaries prior to, during and after the school holidays. Participants at one school had earlier wake times during the weekends than participants attending the other school, leading to a significantly shorter sleep duration on weekends for those participants. Regardless of school, sleep was significantly later and longer during the holidays (p holiday weeks. For those attending the school with limited sleep in opportunities, growth after the holidays was lower for those with greater evening preference, whereas for those at the other school, growth was greater for those with greater evening preference. The increase in average weight from pre- to post-holidays was greater for those attending the school with limited opportunities to sleep longer. Participants reported greater food intake during the holidays compared to school days and greater physical activity levels on weekends compared to school days, and school days compared to holidays. Results suggest that time of day preference may impact growth, with evening types who cannot sleep in growing at a slower rate

Real and Virtual Robotics in Mathematics Education at the School-University Transition

Science.gov (United States)

Samuels, Peter; Haapasalo, Lenni

2012-01-01

LOGO and turtle graphics were an influential movement in primary school mathematics education in the 1980s and 1990s. Since then, technology has moved forward, both in terms of its sophistication and pedagogical potential; and learner experiences, preferences and ways of thinking have changed dramatically. Based on the authors' previous work and a…

Future Elementary School Teachers' Conceptual Change Concerning Photosynthesis

Science.gov (United States)

Ahopelto, Ilona; Mikkila-Erdmann, Mirjamaija; Anto, Erkki; Penttinen, Marjaana

2011-01-01

The purpose of this study was to examine conceptual change among future elementary school teachers while studying a scientific text concerning photosynthesis. Students' learning goals in relation to their learning outcomes were also examined. The participants were future elementary school teachers. The design consisted of pre- and post-tests. The…

How accreditation stimulates business school change: evidence from the Commonwealth of independent states

OpenAIRE

Yelena Istileulova; Darja Peljhan

2015-01-01

There is scarce or almost non-existing research on changes that take place in business schools in the Commonwealth of Independent States (CIS). Changes in CIS business schools (B-schools) are influenced by different external factors (e.g. socioeconomic system, market forces, financial crisis, demographic problems, changes in policies of higher education; influence of the Bologna process). On the other hand, B-schools in the CIS need to make internal changes to gain the external accreditation....

Collaborative Professional Development for Distributed Teacher Leadership towards School Change

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Sales, Auxiliadora; Moliner, Lidón; Francisco Amat, Andrea

2017-01-01

Professional development that aims to build school change capacity requires spaces for collaborative action and reflection. These spaces should promote learning and foster skills for distributed leadership in managing school change. The present study analyses the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant,…

World of Learning: Houston Independent School District 2014 Annual Report and 2015 Calendar

Science.gov (United States)

Houston Independent School District, 2015

2015-01-01

No other city in the nation more clearly exemplifies the dramatically changing social, political, and economic landscape of America's urban centers than Houston. Houston has transformed from a bi-racial southern city on the bayou to one of the most ethnically and culturally diverse communities in the nation. Houston Independent School District…

Changes in America's Public School Facilities: From School Year 1998-99 to School Year 2012-13. Stats in Brief. NCES 2016-074

Science.gov (United States)

Bahr, Steven; Sparks, Dinah

2016-01-01

This Statistics in Brief summarizes the changes from the 1998-99 to the 2012-13 school years in the average age of public schools, ratings of satisfaction of the environmental quality of school facilities, the cost to put school buildings in good overall condition, and short-range plans to improve school facilities. In addition to providing…

The Psychodrama-Social Dramatics Separation.

Science.gov (United States)

Klepac, Richard L.

Social dramatics is a therapeutic and educational program that can act as a mirror to reflect images of the self in action with others. It is the modality for experiential learning to correct social dysfunction by providing models for imitation, opportunities to practice and develop individual forms from that model, and risk free environments for…

The Charter School Experience: Autonomy in Practice

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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…

Changes in School Competitive Food Environments after a Health Promotion Campaign

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Green, Sarah H.; Mallya, Giridhar; Brensinger, Colleen; Tierney, Ann; Glanz, Karen

2018-01-01

Background: Schools can reduce student access to competitive foods and influence healthy food choices by improving the school nutrition environment. This study describes changes in competitive nutrition environments in 100 K-8 schools participating in the Philadelphia Campaign for Healthier Schools. Methods: Interviews with school staff were used…

Change Management And Performance Of Public Secondary Schools In Siaya Sub County

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Okiiya Andrew Sande

2015-04-01

Full Text Available ABSTRACT The current focus on change management practices in the Public sector has been significantly induced by new public management paradigm shift that places heavy emphasis on managing for results. This is an emerging issue particularly in public secondary schools. The purpose of this study was to relate public secondary schools with the practice of generally established change management best practices. The specific objectives of the study were to establish change management practices adopted by Public Secondary Schools in Siaya Sub County. The study population consisted of all the 38 Public Secondary Schools in Siaya Sub County which necessitated the adoption of a descriptive cross-sectional survey design and the school managers were to respond to questionnaire items designed to address aspects of best change management practices. The researcher wanted to find out the extent to which the schools practiced these virtues. The school managers stated that they moderately practiced aspects of planning committed leadership workforce alignment stakeholder involvement and had defined governance structures in their institutions. However the extents were varying from one school to the next. Multiple regressions were run using the change management practices dimensions established against performance dimensions of student enrolment participation in co-curricular activities KCSE achievement financial management and provision of teaching and learning resources and development of school infrastructure. The study found out that change management practices adopted by the institutions significantly influenced performance. The study recommends that there is need to break from status quo and bureaucratic inefficiency associated with public institutions and be ready to implement comprehensive change management practices to maximize on resource utilization our public educational institutions. The study would contribute towards broadening the knowledge base of

Myths about Changing Schools and the Case of Special Education.

Science.gov (United States)

Cuban, Larry

1996-01-01

The idea that schools seldom change is debunked as a myth and discussed in terms of two types of change (incremental and fundamental) that have marked the history of public schools. This myth has also affected the education of children with disabilities, particularly concerning judgment of the success or failure of innovations. Suggestions for…

Changes in school environments with implementation of Arkansas Act 1220 of 2003.

Science.gov (United States)

Phillips, Martha M; Raczynski, James M; West, Delia S; Pulley, LeaVonne; Bursac, Zoran; Gauss, C Heath; Walker, Jada F

2010-02-01

Changes in school nutrition and physical activity policies and environments are important to combat childhood obesity. Arkansas Act 1220 of 2003 was among the first and most comprehensive statewide legislative initiatives to combat childhood obesity through school-based change. Annual surveys of principals and superintendents have been analyzed to document substantial and important changes in school environments, policies, and practices. For example, results indicate that schools are more likely to require that healthy options be provided for student parties (4.5% in 2004, 36.9% in 2008; P ban commercial advertising by food or beverage companies (31.7% in 2005, 42.6% in 2008; P vending machines available during the lunch period (72.3% in 2004, 37.2% in 2008; P vending machines (83.8% in 2004, 73.5% in 2008; P changes were noted in foods and beverages offered in the cafeteria, in classrooms, and at school events, as well as in fund-raising and physical activity practices. A significant number of school districts have modified physical education requirements for elementary schools and developed policies prohibiting the use of physical activity as a punishment. We conclude that Arkansas Act 1220 of 2003 is associated with a number of changes in school environments and policies, resulting from both statewide and local initiatives spawned by the Act.

The Emotional Experience of School Change: Resistance, Loss, and Grief.

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Marshak, David

1996-01-01

Ignoring the emotional experience of school change may unintentionally sabotage rational planning. Reinventing schools means attending to educators' emotional experience, particularly their expectations, sense of loss, and resulting grief. School norms must be transformed so that teachers and administrators can have meaningful conversations about…

How accreditation stimulates business school change: evidence from the Commonwealth of independent states

Directory of Open Access Journals (Sweden)

Yelena Istileulova

2015-05-01

Full Text Available There is scarce or almost non-existing research on changes that take place in business schools in the Commonwealth of Independent States (CIS. Changes in CIS business schools (B-schools are influenced by different external factors (e.g. socioeconomic system, market forces, financial crisis, demographic problems, changes in policies of higher education; influence of the Bologna process. On the other hand, B-schools in the CIS need to make internal changes to gain the external accreditation. We look into the nature of change processes taking place in CIS B-schools, observing them through the prism of ongoing external accreditation processes. The purpose of the study is to examine the effect of the accreditation process on CIS B-school changes. We used a comparative analysis based on the study of 22 Bschools from four countries (Russia, Belarus, Kazakhstan, and Kyrgyzstan. We discovered that these changes refer to introducing more strict entrance requirements, strengthening financial resources, and improving efforts to reach the accreditation standards. Moreover, schools have to review their mission, decrease their student-to-faculty ratio, introduce measurement metrics for learning goals, and internationalise their programs. The advanced B-schools in Russia and Kazakhstan usually start with an international programme accreditation, and then move to an institutional one. The trend has begun spreading to schools from non-Bologna countries like Belarus, but it is still a long-time agenda item for Kyrgyzstan.

Practice among Novice Change Agents in Schools

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Blossing, Ulf

2016-01-01

The aim of the article is to understand practice as negotiation of meaning among novice and internal change agents in school organisations. The research question is as follows: What themes of participation and reification/management occur among the change agents? The study was qualitative in design using the social learning theory of community of…

Changes in School Food Preparation Methods Result in Healthier Cafeteria Lunches in Elementary Schools.

Science.gov (United States)

Behrens, Timothy K; Liebert, Mina L; Peterson, Hannah J; Howard Smith, Jennifer; Sutliffe, Jay T; Day, Aubrey; Mack, Jodi

2018-05-01

The purpose of this study is to examine the impact of a districtwide food best practices and preparation changes in elementary schools lunches, implemented as part of the LiveWell@School childhood obesity program, funded by LiveWell Colorado/Kaiser Permanente Community Health Initiative. Longitudinal study examining how school changes in best practices for food preparation impacted the types of side items offered from 2009 to 2015 in elementary school cafeterias in a high-need school district in southern Colorado. Specifically, this study examined changes in side items (fruits, vegetables, potatoes, breads, and desserts). In Phase 1 (2009-2010), baseline data were collected. During Phase 2 (2010-2011), breaded and processed foods (e.g., frozen nuggets, pre-packaged pizza) were removed and school chefs were trained on scratch cooking methods. Phase 3 (2011-2012) saw an increased use of fresh/frozen fruits and vegetables after a new commodity order. During Phase 4 (2013-2015), chef consulting and training took place. The frequency of side offerings was tracked across phases. Analyses were completed in Fall 2016. Because of limited sample sizes, data from Phases 2 to 4 (intervention phases) were combined for potatoes and desserts. Descriptive statistics were calculated. After adjusting for length of time for each phase, Pearson chi-square tests were conducted to examine changes in offerings of side items by phase. Fresh fruit offerings increased and canned fruit decreased in Phases 1-4 (p=0.001). A significant difference was observed for vegetables (p=0.001), with raw and steamed vegetables increasing and canned vegetables decreasing from Phase 1 to 4. Fresh potatoes (low in sodium) increased and fried potatoes (high in sodium) decreased from Phase 1 to Phases 2-4 (p=0.001). Breads were eliminated entirely in Phase 2, and dessert changes were not significant (p=0.927). This approach to promoting healthier lunch sides is a promising paradigm for improving elementary

Possibility Thinking and Social Change in Primary Schools

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Craft, Anna Rachel; Chappell, Kerry Anne

2016-01-01

This paper reviews the nature of possibility thinking (PT) (transformation from what is to what might be, in everyday contexts for children and teachers) and reports on how PT manifested in two English primary schools engaged in social change. It identifies shared characteristics across the schools as well as unique ways in which PT manifested.…

Modeling Attitude towards Drug Treament: The Role of Internal Motivation, External Pressure, and Dramatic Relief

OpenAIRE

Conner, Bradley T.; Longshore, Douglas; Anglin, M. Douglas

2008-01-01

Motivation for change has historically been viewed as the crucial element affecting responsiveness to drug treatment. Various external pressures, such as legal coercion, may engender motivation in an individual previously resistant to change. Dramatic relief may be the change process that is most salient as individuals internalize such external pressures. Results of structural equation modeling on data from 465 drug users (58.9% male; 21.3% Black, 34.2% Hispanic/Latino, and 35.1% White) enter...

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

Science.gov (United States)

Nishimura, Takuma; Sakurai, Shigeo

2013-02-01

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

An Exploratory Study of School Counselling Teachers' Motivation Changes

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Liu, Wei; Yuan, Rui; Zhang, Hong

2018-01-01

This brief report describes an investigation into the motivational changes of two school counselling teachers in two rural schools in the Chinese context. The findings revealed the mixed motivations of the participants in joining school counselling and how their motivations transformed through their professional engagement and social interactions…

Changing the Smoking Trajectory: Evaluating the Impact of School-Based Tobacco Interventions on Changes to Susceptibility to Future Smoking

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Adam G. Cole

2017-10-01

Full Text Available School-based programs and policies can reduce student smoking rates. However, their impact on never-smoking students has not been investigated despite the clear transition between non-susceptible, susceptible, and ever tried smoking statuses. The objective of this paper was to examine the longitudinal student-level impact of six changes in school-based tobacco control programs and policies on student transitions in susceptibility to smoking over one year. Two multinomial logistic regression models identified the relative risk of a change in self-reported susceptibility to smoking or in trying a cigarette among never-smoking students in each of the six intervention schools compared to the relative risk among never-smoking students in control schools. Model 1 identified the relative risk of a change in smoking susceptibility status among baseline non-susceptible never smoking students, while Model 2 identified the relative risk of a change in smoking susceptibility status among baseline susceptible never smoking students. Students at some intervention schools were at increased risk of becoming susceptible to or trying a cigarette at one year follow-up. Intervention studies should examine changes to susceptibility to future smoking when evaluating impact to ensure that school-based tobacco control programs and policies do not negatively change the risk status of never-smoking students.

Exploring Quantum Perspective in School Leadership: A Review of Effective Principal Leadership in the Changing Nature of School Management

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Ikhfan Haris

2016-06-01

Full Text Available In dynamic changing nature of school management and school environments, schools need principals who are fully engaged, creative, energetic and competent. In the school, the principal is the key leader to lead and manage school resources. An effective school leadership with multi-tasking competences always makes a difference strategy and approaching in improving the quality of their school. These multi-tasking competences could be realized through approaching the quantum leadership. This paper focuses on providing an overview on multi-tasking competence of school principals with using the quantum leadership as approach for managing the school activity. In order to lead the school in effectively ways, the quantum skill grow into critical importance competences for school leaders. The paper also provides some examples of the required key performance indicators regarding the competence of quantum leadership. Finally, this review concluded that even though approaching of quantum leadership is it not enough to produce a great school but effective management through quantum skill is needed to run a good school, particulary in the changing nature of school management

Leading an Independent School Today Means Leading Change

Science.gov (United States)

Walpole, Andrew Robert Nicholas

2014-01-01

This Executive Leadership Portfolio (ELP) is the story of my journey through the Ed.D. program that begins with me focusing my work on trying to reverse my school's attrition woes, then changes course as I try to make my project reverse my own failed head of school candidacies, and ends with me discovering that, along the way, I had learned to…

Language intervention at schools: changing orientations within the South African context.

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Alant, E

1989-01-01

The role of the speech therapist in the school has changed drastically over the last decade. The reasons for these changes originate from a growing realisation of the importance of contextualising intervention within a particular community. This article aims at providing an analysis of the present school population in South Africa with specific reference to the Black schools as a basis for discussion on the role of the speech and language therapist within this context. The problems of second language learning and teaching are highlighted and the role of the language therapist as a consultant within the Black school system is emphasized.

Professional Learning Communities (PLCs) as a Means for School-Based Science Curriculum Change

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Browne, Christi L.

The challenge of school-based science curriculum change and educational reform is often presented to science teachers and departments who are not necessarily prepared for the complexity of considerations that change movements require. The development of a Professional Learning Community (PLC) focused on a science department's curriculum change efforts, may provide the necessary tools to foster sustainable school-based curriculum science changes. This research presents a case study of an evolving science department PLC consisting of 10 middle school science teachers from the same middle school and their efforts of school-based science curriculum change. A transformative mixed model case study with qualitative data and deepened by quantitative analysis, was chosen to guide the investigation. Collected data worked to document the essential developmental steps, the occurrence and frequency of the five essential dimensions of successful PLCs, and the influences the science department PLC had on the middle school science department's progression through school-based science curriculum change, and the barriers, struggles and inhibiting actions of the science department PLC. Findings indicated that a science department PLC was unique in that it allowed for a focal science departmental lens of science curriculum change to be applied to the structure and function of the PLC and therefore the process, proceedings, and results were directly aligned to and driven by the science department. The science PLC, while logically difficult to set-up and maintain, became a professional science forum where the middle school science teachers were exposed to new science teaching and learning knowledge, explored new science standards, discussed effects on student science learning, designed and critically analyzed science curriculum change application. Conclusions resulted in the science department PLC as an identified tool providing the ability for science departmental actions to lead to

Establishing the Unitary Classroom: Organizational Change and School Culture.

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Eddy, Elizabeth M.; True, Joan H.

1980-01-01

This paper examines the organizational changes introduced in two elementary schools to create unitary (desegregated) classrooms. The different models adopted by the two schools--departmentalization and team teaching--are considered as expressions of their patterns of interaction, behavior, and values. (Part of a theme issue on educational…

Transforming an Urban School System: Progress of New Haven School Change and New Haven Promise Education Reforms (2010-2013). Research Report

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Gonzalez, Gabriella C.; Bozick, Robert; Daugherty, Lindsay; Scherer, Ethan; Singh, Reema; Suárez, Mónica Jacobo; Ryan, Sarah

2014-01-01

In 2009, the City of New Haven and New Haven Public Schools (NHPS) announced a sweeping K-12 educational reform, New Haven School Change. The district had three primary goals for School Change: (1) close the gap between the performance of NHPS students' and Connecticut students' averages on state tests, (2) cut the high school dropout rate in…

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

Science.gov (United States)

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

2011-05-01

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

Teacher Views on School Administrators' Organizational Power Sources and Their Change Management Behaviours

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Argon, Türkan; Dilekçi, Ümit

2016-01-01

This study aimed to determine school administrators' organizational power sources and change management behaviours based on Bolu central district primary and secondary school teachers' views. The study conducted with relational screening model reached 286 teachers. School Administrators' Organizational Power Sources Scale and Change Management…

Landmark survey tracks decade of changes in India's rural schools ...

International Development Research Centre (IDRC) Digital Library (Canada)

2011-12-21

Dec 21, 2011 ... These are just a few comments from parents of school-aged children in rural ... Landmark survey tracks decade of changes in India's rural schools ... funded by Canada's International Development Research Centre (IDRC).

Paradise, pleasure and desire: Edenic delight in some late-medieval dramatic fragments

OpenAIRE

James, Sarah

2017-01-01

This paper explores the biblical Paradise and its relationship with the concept of delight or pleasure. In the first section it discusses the changing descriptions and interpretations of Paradise, from the biblical text to later medieval works; it goes on to explore the Augustinian and Thomist philosophies of pleasure and delight. Finally it brings together three late-medieval dramatic texts, all of which share an interest in Paradise, and explores the ways in which these texts utilise the co...

Changing of the Guard: How Different School Leaders Change Organizational Routines

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Enomoto, Ernestine K.; Conley, Sharon

2008-01-01

While providing stability and uniformity, organizational routines can foster continuous change. Using Feldman's (2000) performative model of routinized action theory, coupled with leadership succession research, we examined how three successive administrations in a California high school revised a student attendance (tardy-monitoring) routine over…

Changing the culture of academic medicine: the C-Change learning action network and its impact at participating medical schools.

Science.gov (United States)

Krupat, Edward; Pololi, Linda; Schnell, Eugene R; Kern, David E

2013-09-01

The culture of academic medicine has been described as hierarchical, competitive, and not highly supportive of female or minority faculty. In response to this, the authors designed the Learning Action Network (LAN), which was part of the National Initiative on Gender, Culture and Leadership in Medicine (C-Change). The LAN is a five-school consortium aimed at changing the organizational culture of its constituent institutions. The authors selected LAN schools to be geographically diverse and representative of U.S. medical schools. Institutional leaders and faculty representatives from constituent schools met twice yearly for four years (2006-2010), forming a cross-institutional learning community. Through their quarterly listing of institutional activities, schools reported a wide array of actions. Most common were increased faculty development and/or mentoring, new approaches to communication, and adoption of new policies and procedures. Other categories included data collection/management, engagement of key stakeholders, education regarding gender/diversity, and new/expanded leadership positions. Through exit interviews, most participants reported feeling optimistic about maintaining the momentum of change. However, some, especially in schools with leadership changes, expressed uncertainty. Participants reported that they felt that the LAN enabled, empowered, facilitated, and/or caused the reported actions.For others who might want to work toward changing the culture of academic medicine, the authors offer several lessons learned from their experiences with C-Change. Most notably, people, structures, policies, and reward systems must be put into place to support cultural values, and broad-based support should be created in order for changes to persist when inevitable transitions in leadership occur.

Clarifying changes in student empathy throughout medical school: a scoping review.

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Ferreira-Valente, Alexandra; Monteiro, Joana S; Barbosa, Rita M; Salgueira, Ana; Costa, Patrício; Costa, Manuel J

2017-12-01

Despite the increasing awareness of the relevance of empathy in patient care, some findings suggest that medical schools may be contributing to the deterioration of students' empathy. Therefore, it is important to clarify the magnitude and direction of changes in empathy during medical school. We employed a scoping review to elucidate trends in students' empathy changes/differences throughout medical school and examine potential bias associated with research design. The literature published in English, Spanish, Portuguese and French from 2009 to 2016 was searched. Two-hundred and nine potentially relevant citations were identified. Twenty articles met the inclusion criteria. Effect sizes of empathy scores variations were calculated to assess the practical significance of results. Our results demonstrate that scoped studies differed considerably in their design, measures used, sample sizes and results. Most studies (12 out of 20 studies) reported either positive or non-statistically significant changes/differences in empathy regardless of the measure used. The predominant trend in cross-sectional studies (ten out of 13 studies) was of significantly higher empathy scores in later years or of similar empathy scores across years, while most longitudinal studies presented either mixed-results or empathy declines. There was not a generalized international trend in changes in students' empathy throughout medical school. Although statistically significant changes/differences were detected in 13 out of 20 studies, the calculated effect sizes were small in all but two studies, suggesting little practical significance. At the present moment, the literature does not offer clear conclusions relative to changes in student empathy throughout medical school.

Little Eyolf and dramatic tradition

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Roland Lysell

2015-02-01

Full Text Available The article criticises an Ibsen tradition who has seen the last scene of Little Eyolf as a reconciliation. Instead, the article discusses the improbability of a happy marriage characterised by social engagement. The play is open but it is hardly probable that Rita, with her erotic desire, and Allmers, whose desire has turned into metaphysics, can be happy together. The arguments refer to inner criteria and the constantly present dramatic tradition.

Puppetry and Creative Dramatics in Storytelling.

Science.gov (United States)

Champlin, Connie

The 14 units in this book are designed to help teachers and librarians motivate children to express emotions, pantomime characters, and create a full story environment through puppetry and creative dramatics. Each unit is built around a specific piece of literature, and each provides instructions for the educator concerning the necessary…

Dramatic Change in Jupiter's Great Red Spot from Spacecraft Observations

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Simon, Amy A.; Wong, Michael H.; Rogers, John H.; Orton, Glenn S.; de Pater, Imke; Asay-Davis, Xylar; Carlson, Robert W.; Marcus, Philip S.

2015-01-01

Jupiter's Great Red Spot (GRS) is one of its most distinct and enduring features. Since the advent of modern telescopes, keen observers have noted its appearance and documented a change in shape from very oblong to oval, confirmed in measurements from spacecraft data. It currently spans the smallest latitude and longitude size ever recorded. Here we show that this change has been accompanied by an increase in cloud/haze reflectance as sensed in methane gas absorption bands, increased absorption at wavelengths shorter than 500 nanometers, and increased spectral slope between 500 and 630 nanometers. These changes occurred between 2012 and 2014, without a significant change in internal tangential wind speeds; the decreased size results in a 3.2 day horizontal cloud circulation period, shorter than previously observed. As the GRS has narrowed in latitude, it interacts less with the jets flanking its north and south edges, perhaps allowing for less cloud mixing and longer UV irradiation of cloud and aerosol particles. Given its long life and observational record, we expect that future modeling of the GRS's changes, in concert with laboratory flow experiments, will drive our understanding of vortex evolution and stability in a confined flow field crucial for comparison with other planetary atmospheres.

A quasi-experimental study of the impact of school start time changes on adolescent sleep.

Science.gov (United States)

Owens, Judith A; Dearth-Wesley, Tracy; Herman, Allison N; Oakes, J Michael; Whitaker, Robert C

2017-12-01

To determine whether simultaneous school start time changes (delay for some schools; advance for others) impact adolescents' sleep. Quasi-experimental study using cross-sectional surveys before and after changes to school start times in September 2015. Eight middle (grades 7-8), 3 secondary (grades 7-12), and 8 high (grades 9-12) schools in Fairfax County (Virginia) public schools. A total of 2017 (6% of ~34,900) students were surveyed before start time changes, and 1180 (3% of ~35,300) were surveyed after. A 50-minute delay (7:20 to 8:10 am) in start time for high schools and secondary schools and a 30-minute advance (8:00 to 7:30 am) for middle schools. Differences before and after start time changes in self-reported sleep duration and daytime sleepiness. Among respondents, 57.5% were non-Hispanic white, and 10.3% received free or reduced-priced school meals. Before start time changes, high/secondary and middle school students slept a mean (SD) of 7.4 (1.2) and 8.4 (1.0) hours on school nights, respectively, and had a prevalence of daytime sleepiness of 78.4% and 57.2%, respectively. Adjusted for potential confounders, students with a 50-minute delay slept 30.1 minutes longer (95% confidence interval [CI], 24.3-36.0) on school nights and had less daytime sleepiness (-4.8%; 95% CI, -8.5% to -1.1%), whereas students with a 30-minute advance slept 14.8 minutes less (95% CI, -21.6 to -8.0) and had more daytime sleepiness (8.0%; 95% CI, 2.5%-13.5%). Both advances and delays in school start times are associated with changes in adolescents' school-night sleep duration and daytime sleepiness. Larger changes might occur with later start times. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

"Change in Schools It's More Like Sort of Turning an Oil Tanker": Creating Readiness for Health Promoting Schools

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Gardner, Belinda; Ollis, Debbie

2015-01-01

Purpose: The purpose of this paper is to add to the evidence of best practice in the implementation of the Health Promoting Schools (HPS) framework by examining the process of creating readiness for change in a large international school in South-East Asia. Using a settings-based approach and guided by readiness for change theory the data…

Molecular pathways undergoing dramatic transcriptomic changes during tumor development in the human colon

Directory of Open Access Journals (Sweden)

Maglietta Rosalia

2012-12-01

Full Text Available Abstract Background The malignant transformation of precancerous colorectal lesions involves progressive alterations at both the molecular and morphologic levels, the latter consisting of increases in size and in the degree of cellular atypia. Analyzing preinvasive tumors of different sizes can therefore shed light on the sequence of these alterations. Methods We used a molecular pathway-based approach to analyze transcriptomic profiles of 59 colorectal tumors representing early and late preinvasive stages and the invasive stage of tumorigenesis. Random set analysis was used to identify biological pathways enriched for genes differentially regulated in tumors (compared with 59 samples of normal mucosa. Results Of the 880 canonical pathways we investigated, 112 displayed significant tumor-related upregulation or downregulation at one or more stages of tumorigenesis. This allowed us to distinguish between pathways whose dysregulation is probably necessary throughout tumorigenesis and those whose involvement specifically drives progression from one stage to the next. We were also able to pinpoint specific changes within each gene set that seem to play key roles at each transition. The early preinvasive stage was characterized by cell-cycle checkpoint activation triggered by DNA replication stress and dramatic downregulation of basic transmembrane signaling processes that maintain epithelial/stromal homeostasis in the normal mucosa. In late preinvasive lesions, there was also downregulation of signal transduction pathways (e.g., those mediated by G proteins and nuclear hormone receptors involved in cell differentiation and upregulation of pathways governing nuclear envelope dynamics and the G2>M transition in the cell cycle. The main features of the invasive stage were activation of the G1>S transition in the cell cycle, upregulated expression of tumor-promoting microenvironmental factors, and profound dysregulation of metabolic pathways (e

Changing from primary to secondary school highlights opportunities for school environment interventions aiming to increase physical activity and reduce sedentary behaviour: a longitudinal cohort study.

Science.gov (United States)

Marks, Jennifer; Barnett, Lisa M; Strugnell, Claudia; Allender, Steven

2015-05-08

There is little empirical evidence of the impact of transition from primary to secondary school on obesity-related risk behaviour. The purpose of this study was to examine the effect of a change of school system on physical activity (PA) and sedentary behaviour in pre-early adolescents. Fifteen schools in Victoria, Australia were recruited at random from the bottom two strata of a five level socio-economic scale. In nine schools, students in year 6 primary school transitioned to a different school for year 7 secondary school, while in six schools (combined primary-secondary), students remained in the same school environment from year 6 to year 7. Time 1 (T1) measures were collected from students (N=245) in year 6 (age 11-13). Time 2 (T2) data were collected from 243 (99%) of the original student cohort when in year 7. PA and sedentary behaviour data were collected objectively (via ActiGraph accelerometer) and subjectively (via child self-report recall questionnaire). School environment data were collected via school staff survey. Change of behaviour analyses were conducted longitudinally i) for all students and ii) by change/no change of school. Mixed model regression analysis tested for behavioural interaction effects of changing/not changing school. Sixty-three percent (N=152) changed schools from T1 to T2. Across all students we observed declines in average daily moderate to vigorous physical activity (MVPA) (-4 min) and light PA (-23 min), and increases in average daily sedentary behaviour (16 min), weekday leisure screen time (17 min) and weekday homework screen time (25 min), all Penvironment, students who changed school reported a greater reduction in PA intensity at recess and lunch, less likelihood to cycle to/from school, greater increase in weekday (41 mins) and weekend (45 mins) leisure screen time (Pbehaviour, and has further compounding effects on behaviour type by changing school environments.

New medical schools in the United States: forces of change past and present.

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Smith, Lawrence

2009-01-01

The new millennium has ushered in a growth phase in the number of American medical schools. Historically the United States has built schools during bursts of activity with relative quiescence in between these periods. We had a twenty-two year period with no growth in medical school size or number. During that time there were significant changes in patient characteristics, student culture, financial reimbursement, quality, and manpower needs that have put stress on medical schools, hospitals, clinical practice and healthcare systems. In addition, there have been remarkable new opportunities in the way we teach, including changes in teaching methodology, educational technology, and a better understanding of how students actually learn. All of these advances have taken place during a period of enormous pressure to change residency programs, reorganize medical and clinical science, and question the very need for traditional departmental structures. It is likely that the new medical schools will emerge looking different from the older schools and they are likely to catalyze a period of curricular change.

Dramatics in the Classroom: Making Lessons Come Alive. Fastback 70.

Science.gov (United States)

Kelly, Elizabeth Flory

The contents of this booklet focus on effective techniques for using dramatics in the classroom and are based on the premise that drama can integrate all skills and help to avoid fragmentation in learning. Chapters discuss motivating the dreamers in the classroom, curriculum dramatics--eclectic teaching, training the teacher, transforming the…

Social Change in a School: A Computer Content Analysis of Administrative Notices

Science.gov (United States)

Gettentag, Marcia

1971-01-01

The content of administrative notices, a non-reactive measure, was used to examine the impact of organizational changes in schools. Compared with control schools, the experimental school showed increases in categories of Cooperation," Participation," and Skills." The control school notices had greater emphasis on good-bad" evaluations. (Author)

Language in african dramatic literature: The example of Ola Rotimi's ...

African Journals Online (AJOL)

This paper discusses the use of language in African dramatic literature and identifies the controversy over the choice of a most appropriate language to be used by African playwrights and also X-rays the solution to language problem as proffered by prominent dramatic scholars. These solutions are then narrowed to Ola ...

Middle School Students' Conceptual Change in Global Climate Change: Using Argumentation to Foster Knowledge Construction

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Golden, Barry W.

2011-01-01

This research examined middle school student conceptions about global climate change (GCC) and the change these conceptions undergo during an argument driven instructional unit. The theoretical framework invoked for this study is the "framework theory" of conceptual change (Vosniadou, 2007a). This theory posits that students do not…

Principals' Perceptions of Public Schools' Professional Development Changes during NCLB

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Wieczorek, Douglas

2017-01-01

This study investigated public school principals' reports of professional development implementation at the school level while working in different state- and local-level contexts (state accountability level, geographic locations, socioeconomic status, demographics, and grade levels). I attempted to measure principals' reported changes in levels…

Using research to change public policy: reflections on 20 years of effort to eliminate corporal punishment in schools.

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Hyman, I A

1996-10-01

In the past 20 years, over half of the states have abolished corporal punishment in schools. Without the use of ethically questionable, experimental studies in which students were randomly assigned to paddlings, advocacy researchers were able to integrate the literature and experimental research on reward, punishment, and motivation, and conduct enough studies to provide sufficient data for policy changes. Further, every popular school discipline training program promotes well-proven positive and preventive techniques and punishments that do not inflict physical pain. Research on alternatives, naturalistic evidence from schools that eliminated corporal punishment, and survey research prove that schools do not need to use corporal punishment. The movement to eliminate parental spanking is at a stage similar to the beginning of the school corporal punishment debate in 1976. Even though some studies may show that moderate parental spanking may do no short-term harm, there is little scientific evidence that it is necessary. There are no data to indicate that schools which eliminated corporal punishment became any worse. The same demographic factors and political polarizations that have kept about half of American school children from the protections against paddling afforded students in almost all other Western democracies also impede the movement to eliminate parental spanking. Since we know that corporal punishment too often leads to excesses, and since we have a multitude of effective positive approaches, what is the worst thing that would happen if all Americans stopped hitting children in any setting? The same children who are hit for misbehavior would continue that misbehavior and other ineffective punishments would be used. Most parents and teachers would discover what behavioral scientists already know. A combination of reward, positive motivational techniques and appropriate, nonphysical punishments would prevent most misbehavior. Other factors being equal, in

Behavior Change without Behavior Change Communication: Nudging Handwashing among Primary School Students in Bangladesh

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Dreibelbis, Robert; Kroeger, Anne; Hossain, Kamal; Venkatesh, Mohini; Ram, Pavani K.

2016-01-01

Behavior change communication for improving handwashing with soap can be labor and resource intensive, yet quality results are difficult to achieve. Nudges are environmental cues engaging unconscious decision-making processes to prompt behavior change. In this proof-of-concept study, we developed an inexpensive set of nudges to encourage handwashing with soap after toilet use in two primary schools in rural Bangladesh. We completed direct observation of behaviors at baseline, after providing traditional handwashing infrastructure, and at multiple time periods following targeted handwashing nudges (1 day, 2 weeks, and 6 weeks). No additional handwashing education or motivational messages were completed. Handwashing with soap among school children was low at baseline (4%), increasing to 68% the day after nudges were completed and 74% at both 2 weeks and 6 weeks post intervention. Results indicate that nudge-based interventions have the potential to improve handwashing with soap among school-aged children in Bangladesh and specific areas of further inquiry are discussed. PMID:26784210

Behavior Change without Behavior Change Communication: Nudging Handwashing among Primary School Students in Bangladesh

Directory of Open Access Journals (Sweden)

Robert Dreibelbis

2016-01-01

Full Text Available Behavior change communication for improving handwashing with soap can be labor and resource intensive, yet quality results are difficult to achieve. Nudges are environmental cues engaging unconscious decision-making processes to prompt behavior change. In this proof-of-concept study, we developed an inexpensive set of nudges to encourage handwashing with soap after toilet use in two primary schools in rural Bangladesh. We completed direct observation of behaviors at baseline, after providing traditional handwashing infrastructure, and at multiple time periods following targeted handwashing nudges (1 day, 2 weeks, and 6 weeks. No additional handwashing education or motivational messages were completed. Handwashing with soap among school children was low at baseline (4%, increasing to 68% the day after nudges were completed and 74% at both 2 weeks and 6 weeks post intervention. Results indicate that nudge-based interventions have the potential to improve handwashing with soap among school-aged children in Bangladesh and specific areas of further inquiry are discussed.

Behavior Change without Behavior Change Communication: Nudging Handwashing among Primary School Students in Bangladesh.

Science.gov (United States)

Dreibelbis, Robert; Kroeger, Anne; Hossain, Kamal; Venkatesh, Mohini; Ram, Pavani K

2016-01-14

Behavior change communication for improving handwashing with soap can be labor and resource intensive, yet quality results are difficult to achieve. Nudges are environmental cues engaging unconscious decision-making processes to prompt behavior change. In this proof-of-concept study, we developed an inexpensive set of nudges to encourage handwashing with soap after toilet use in two primary schools in rural Bangladesh. We completed direct observation of behaviors at baseline, after providing traditional handwashing infrastructure, and at multiple time periods following targeted handwashing nudges (1 day, 2 weeks, and 6 weeks). No additional handwashing education or motivational messages were completed. Handwashing with soap among school children was low at baseline (4%), increasing to 68% the day after nudges were completed and 74% at both 2 weeks and 6 weeks post intervention. Results indicate that nudge-based interventions have the potential to improve handwashing with soap among school-aged children in Bangladesh and specific areas of further inquiry are discussed.

Sustaining School-Based Asthma Interventions through Policy and Practice Change

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Carpenter, Laurie M.; Lachance, Laurie; Wilkin, Margaret; Clark, Noreen M.

2013-01-01

Background: Schools are an ideal setting for implementation of asthma interventions for children; however, sustaining school-based programs can be challenging. This study illustrates policy and practice changes brought about through the Childhood Asthma Linkages in Missouri (CALM) program to sustain such programs. Methods: Researchers analyzed…

Profiles of Change: Lessons for Improving High School Physical Education

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Doolittle, Sarah

2014-01-01

This feature has told stories of high school physical educators who have refused to accept the status quo of high school physical education programs. They have identified problems, initiated innovations in their own classes, implemented changes beyond their classes, and moved toward institutionalizing improvements throughout their programs and…

Dramatization at Extracurricular Activities as a Means to Enhance Foreign Language Teaching

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Marina Valeryevna Kuimova

2015-02-01

Full Text Available The main purpose of foreign language teaching is to learn to communicate and overcome the language barrier. The article studies dramatization and its appropriateness in foreign language teaching, provides criteria for choosing a literary work for dramatization. The use of dramatization at extracurricular activities develops communication abilities, creativity; enhances motivation to learn a foreign language and strengthens students’ confidence in a foreign language.

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

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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…

Inside School Turnarounds: Urgent Hopes, Unfolding Stories

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Pappano, Laura

2010-01-01

The quest for school improvement is old. The demand for dramatic, immediate school improvement is new. Even as President Barack Obama and Secretary of Education Arne Duncan commit $4.3 billion to making 5,000 of the nation's worst-performing schools better now, few people know what that really looks like--or how it actually works. How do school…

Developing the New Columbia Core Curriculum: A Case Study in Managing Radical Curriculum Change

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Galea, Sandro; Fried, Linda P.; Walker, Julia R.; Rudenstine, Sasha; Glover, Jim W.

2015-01-01

Curricular change is essential for maintaining vibrant, timely, and relevant educational programming. However, major renewal of a long-standing curriculum at an established university presents many challenges for leaders, faculty, staff, and students. We present a case study of a dramatic curriculum renewal of one of the nation’s largest Master of Public Health degree programs: Columbia University’s Mailman School of Public Health. We discuss context, motivation for change, the administrative structure established to support the process, data sources to inform our steps, the project timeline, methods for engaging the school community, and the extensive planning that was devoted to evaluation and communication efforts. We highlight key features that we believe are essential for successful curricular change. PMID:25706010

School Social Workers as Response to Intervention Change Champions

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Deneca Winfrey Avant

2016-02-01

Full Text Available School social workers (SSWs are known for serving students with social, emotional, and academic needs. Implementing Response to Intervention (RTI/Multi-Tiered System of Supports (MTSS is one avenue in which SSWs play an integral role by guiding the development and implementation of student interventions. RTI/MTSS requires substantive and multifaceted system changes that involve more than simply adopting new approaches. This paradigm shift brings change which may not be desired or easily accepted by school systems. However, developing collaborative relationships and using effective leadership strategies throughout the RTI/MTSS transformation can be a pathway to success. A survey of 192 SSWs in Illinois revealed the challenges that SSWs experienced as the process of implementing RTI/MTSS transformed them into change leaders. This revelation was viewed as an opportunity to closely align social and emotional practices with students’ academic achievement.

Successfully Integrating Climate Change Education into School System Curriculum

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Scallion, M.

2017-12-01

Maryland's Eastern Shore is threatened by climate change driven sea level rise. By working with school systems, rather than just with individual teachers, educators can gain access to an entire grade level of students, assuring that all students, regardless of socioeconomic background or prior coursework have an opportunity to explore the climate issue and be part of crafting community level solutions for their communities. We will address the benefits of working with school system partners to achieve a successful integration of in-school and outdoor learning by making teachers and administrators part of the process. We will explore how, through the Maryland and Delaware Climate Change Education, Assessment, and Research Project, teachers, content supervisors and informal educators worked together to create a climate curriculum with local context that effectively meets Common Core and Next Generation Science Standards. Over the course of several weeks during the year, students engage in a series of in-class and field activities directly correlated with their science curriculum. Wetlands and birds are used as examples of the local wildlife and habitat being impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and strengthened by material covered by classroom teachers, students get a thorough introduction to the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change. The project concludes with a habitat and carbon stewardship project that gives students and teachers a sense of hope as they tackle this big issue on a local scale. We'll explore how the MADE-CLEAR Informal Climate Change Education (ICCE) Community of Practice supports Delaware and Maryland environmental educators in collaboratively learning and expanding their programming on the complex issue of climate change. Participants will learn how to

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...

Bureaucratic Activism and Radical School Change in Tamil Nadu, India

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Niesz, Tricia; Krishnamurthy, Ramchandar

2013-01-01

In 2007, Activity Based Learning (ABL), a child-centered, activity-based method of pedagogical practice, transformed classrooms in all of the over 37,000 primary-level government schools in Tamil Nadu, India. The large scale, rapid pace, and radical nature of educational change sets the ABL initiative apart from most school reform efforts.…

Medical school accreditation in Australia: Issues involved in assessing major changes and new programs

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Michael J. Field

2011-06-01

Full Text Available The Australian Medical Council (AMC is an independent company for quality assurance and quality improvement in medical education in Australia and New Zealand. Accreditation procedures for the 20 medical schools in these two countries are somewhat different for three different circumstances or stages of school development: existing medical schools, established courses undergoing major changes, and new schools. This paper will outline some issues involved in major changes to existing courses, and new medical school programs. Major changes have included change from a 6 year undergraduate course to a 5 year undergraduate course or 4 year graduate-entry course, introduction of a lateral graduate-entry stream, new domestic site of course delivery, offshore course delivery, joint program between two universities, and major change to curriculum. In the case of a major change assessment, accreditation of the new or revised course may be granted for a period up to two years after the full course has been implemented. In the assessment of proposals for introduction of new medical courses, six issues needing careful consideration have arisen: forward planning, academic staffing, adequate clinical experience, acceptable research program, adequacy of resources, postgraduate training program and employment.

"Where Is _______?": Culture and the Process of Change in the Development of Inclusive Schools

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McMaster, Christopher

2015-01-01

The modern school is a multi-layered and complex institution. For inclusive values and practices to embed in educational systems the nature of school culture and the change process must be considered. Qualitative data was gathered during a year-long ethnographic study of inclusive change in a co-educational high school. This paper applies a model…

On the Major Dramatic Conftict of Shakespeare's the Merchant of Venice

Institute of Scientific and Technical Information of China (English)

蒋文

2000-01-01

"The Merchant of Venice", a master piece with humanist idea by William Shakespeare, presents readers a dramatic conflict between friendship and greediness, love and cruelty.This essay illustrates briefly how this conflict is created, developed and dramatized. At the same time, the root causes for this conflict is analysed.

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...

Video Taping and Abnormal Psychology: Dramatized Clinical Interviews.

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Lyons, Michael J.; And Others

1984-01-01

Students in an abnormal psychology course worked in teams to produce dramatizations of diagnostic interviews and then presented them in class. Positive and negative aspects of the activity are discussed. (RM)

Changes to the school food and physical activity environment after guideline implementation in British Columbia, Canada

Science.gov (United States)

2014-01-01

Background High rates of childhood obesity have generated interest among policy makers to improve the school food environment and increase students’ levels of physical activity. The purpose of this study was to examine school-level changes associated with implementation of the Food and Beverage Sales in Schools (FBSS) and Daily Physical Activity (DPA) guidelines in British Columbia, Canada. Methods Elementary and middle/high school principals completed a survey on the school food and physical activity environment in 2007–08 (N = 513) and 2011–12 (N = 490). Hierarchical mixed effects regression was used to examine changes in: 1) availability of food and beverages; 2) minutes per day of Physical Education (PE); 3) delivery method of PE; and 4) school community support. Models controlled for school enrollment and community type, education and income. Results After policy implementation was expected, more elementary schools provided access to fruits and vegetables and less to 100% fruit juice. Fewer middle/high schools provided access to sugar-sweetened beverages, French fries, baked goods, salty snacks and chocolate/candy. Schools were more likely to meet 150 min/week of PE for grade 6 students, and offer more minutes of PE per week for grade 8 and 10 students including changes to PE delivery method. School community support for nutrition and physical activity policies increased over time. Conclusion Positive changes to the school food environment occurred after schools were expected to implement the FBSS and DPA guidelines. Reported changes to the school environment are encouraging and provide support for guidelines and policies that focus on increasing healthy eating and physical activity in schools. PMID:24731514

Using School Lunch Programs To Promote Positive Dietary Habits.

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Hoff, Mary E.

2002-01-01

The variety of school lunch foods available has dramatically expanded as school food managers strive to increase sales and generate revenue. Though lunchtime offerings are often based on student preferences versus nutritional value, with a small investment of effort and commitment to student well-being, schools can create lunch programs that…

Reactive Attachment Disorder: Implications for School Readiness and School Functioning

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Schwartz, Eric; Davis, Andrew S.

2006-01-01

School readiness and functioning in children diagnosed with Reactive Attachment Disorder (RAD) are important issues due to the dramatic impact RAD has on multiple areas of development. The negative impact of impaired or disrupted early relationships, characterized by extreme neglect, abuse, parental mental illness, domestic violence, and repeated…

Changes in diet from age 10 to 14 years and prospective associations with school lunch choice.

Science.gov (United States)

Winpenny, Eleanor M; Corder, Kirsten L; Jones, Andy; Ambrosini, Gina L; White, Martin; van Sluijs, Esther M F

2017-09-01

There is limited evidence on how diet changes over the transition from primary to secondary school. In this study we investigated changes in diet from age 10 (2007) to age 14 years (2011) and the contribution of school-time consumption and school lunch choice to such changes. The 351 participants with dietary data (4 day food record) available at baseline (age 10 years) and follow-up (age 14 years) were included. Multi-level regression models were fitted for absolute or change in food and nutrient intake, cross-classified by primary and secondary school attended as appropriate, with adjustment for covariates and mis-reporting. From age 10 to age 14 years, children decreased energy intake from sugars (-2.6% energy (%E)) (standard error (SE) 0.44) and from saturated fats (-0.54%E (SE 0.18)), decreased fruit (-3.13 g/MJ (SE 1.04)) and vegetables (-1.55 g/MJ (SE 0.46)) consumption and increased sugar sweetened beverage (SSB) (4.66  g/MJ (SE 1.87)) and fries (1.31  g/MJ (SE 0.39)) consumption. Intake of snack foods, SSBs, and fries, but also fruits and vegetables was higher outside school hours. Prospective change from non-school lunch to school lunch, compared to maintaining non-school lunch consumption, was associated with decreased consumption of savoury snacks (-8.32 g/day (SE 2.03)), increased consumption of fries (12.8 g/day (SE 4.01)) and decreased consumption of fruit (-25.16 g/day (SE 11.02)) during school hours. Changes in diet from age 10 to age 14 years differed within and outside of school hours. Consumption of a school lunch, compared to lunch obtained elsewhere, was associated with negative as well as positive changes in diet, suggesting that any efforts to encourage school lunch take-up need to be accompanied by further efforts to improve school lunch provision to meet nutritional guidelines. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Latinos' Changing Ethnic Group Representation From Elementary to Middle School: Perceived Belonging and Academic Achievement.

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Morales-Chicas, Jessica; Graham, Sandra

2017-09-01

This study examined the association between change in ethnic group representation from elementary to middle school and Latino students' school belonging and achievement. The ethnic diversity of students' middle school was examined as a moderator. Participants were 1,825 Latino sixth graders from 26 ethnically diverse urban middle schools. Hierarchical regression analyses showed that a change in ethnic representation toward fewer Latinos in middle school than elementary school was related to less perceived belonging and lower achievement in schools with low ethnic diversity. There were no mean differences as a function of declining representation in more diverse middle schools, suggesting that greater school diversity was protective. Findings highlight the importance of examining school ethnic context, especially across the middle school transition. © 2016 The Authors. Journal of Research on Adolescence © 2016 Society for Research on Adolescence.

Spanish Secondary School Students' Notions on the Causes and Consequences of Climate Change

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Punter, Pilar; Ochando-Pardo, Montserrat; Garcia, Javier

2011-01-01

This paper is part of an extensive study of secondary school students' preconceived ideas about climate change. Here, we undertake a survey in the province of Valencia (Spain) to ascertain secondary school students' notions of the causes and consequences of climate change. Results show, among other things, that students clearly relate the misuse…

Changes in Student Populations and Average Test Scores of Dutch Primary Schools

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Luyten, Hans; de Wolf, Inge

2011-01-01

This article focuses on the relation between student population characteristics and average test scores per school in the final grade of primary education from a dynamic perspective. Aggregated data of over 5,000 Dutch primary schools covering a 6-year period were used to study the relation between changes in school populations and shifts in mean…

School Colors Enhance Learning Process

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Modern Schools, 1976

1976-01-01

The dramatic use of bold colors in the interior design of the Greenhill Middle School in Dallas, Texas, is an example of how a learning environment can stimulate student interest and enthusiasm. (Author/MLF)

Dramatic pretend play games uniquely improve emotional control in young children.

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Goldstein, Thalia R; Lerner, Matthew D

2017-09-15

Pretense is a naturally occurring, apparently universal activity for typically developing children. Yet its function and effects remain unclear. One theorized possibility is that pretense activities, such as dramatic pretend play games, are a possible causal path to improve children's emotional development. Social and emotional skills, particularly emotional control, are critically important for social development, as well as academic performance and later life success. However, the study of such approaches has been criticized for potential bias and lack of rigor, precluding the ability to make strong causal claims. We conducted a randomized, component control (dismantling) trial of dramatic pretend play games with a low-SES group of 4-year-old children (N = 97) to test whether such practice yields generalized improvements in multiple social and emotional outcomes. We found specific effects of dramatic play games only on emotional self-control. Results suggest that dramatic pretend play games involving physicalizing emotional states and traits, pretending to be animals and human characters, and engaging in pretend scenarios in a small group may improve children's emotional control. These findings have implications for the function of pretense and design of interventions to improve emotional control in typical and atypical populations. Further, they provide support for the unique role of dramatic pretend play games for young children, particularly those from low-income backgrounds. A video abstract of this article can be viewed at: https://youtu.be/2GVNcWKRHPk. © 2017 John Wiley & Sons Ltd.

Changing things around: Dramatic aspect in the Pericope Adulterae (Jn 7:53–8:11

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Piet van Staden

2015-09-01

Full Text Available In this article the transactional model of narrative as expounded by Louise Rosenblatt, supported by an analysis in terms of dramatic aspect, is employed to show how the interpolated scene in John 7:53–8:11 (known as the Pericope Adulterae and hereafter referred to as PA functions as a pivot of power in the gospel. The content of the scene, as well as its placement within the gospel, serves to promote an aesthetic reading that focusses attention on the experience during the reading event. Awareness of sensations, images, feelings and ideas from past experiences, as well as the sounds and rhythms of the words become important. The reader responds to the aesthetic transaction, the various elements of total experience, rather than simply to the text, during and after the reading event.

Value orientations of students, future nursery-school teachers: Stability or change

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Lazarević Dušanka A.

2003-01-01

Full Text Available Results are presented of investigations on value orientations of students future nursery-school teachers, as manifested by preferences of certain lifestyles. The aim was to examine if there is stability or change in the desirability of some lifestyles in three generations of students of Higher School for Nursery-School Teacher Training. Examinations were carried out on preferences of the following lifestyles: hedonistic, utilitarian altruistic, aesthetic, orientation to power and social standing, cognitive self-realization and Promethean activism. The obtained results indicate a certain stability in student value profile throughout the study period but also certain changes. In the value profile of future nursery-school teachers self-realization emerges consistently in the examined generations as the most desirable and accepted lifestyle. Then, the tendency to gradually decline was found in aesthetic, utilitarian, cognitive, altruistic Promethean, hedonistic and orientation to power and social standing lifestyles of which the last one consistently occurred in three generations as the least desirable lifestyle. Changes were manifested in the increasing desirability of utilitarian lifestyle from the first to the third generation as well as in gradual decline of desirability degree in self realization and aesthetic lifestyles. Also, the trend of increasing agreement between lifestyle students prefer and their current lifestyle was noticeable.

On Dramatic Instruction: Towards a Taxonomy of Methods.

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Courtney, Richard

1987-01-01

Examines the many possible methods used by instructors who work with dramatic action: in educational drama, drama therapy, social drama, and theater. Discusses an emergent taxonomy whereby instructors choose either spontaneous/formal, overt/covert/, or intrinsic/extrinsic methods. (JC)

Consequences of dramatic reductions in state tobacco control funds: Florida, 1998-2000.

Science.gov (United States)

Niederdeppe, J; Farrelly, M C; Hersey, J C; Davis, K C

2008-06-01

This study assessed whether dramatic funding reductions to the Florida Tobacco Control Program (FTCP) influenced trends in recall of the Florida "truth" anti-smoking media campaign, anti-industry attitudes and non-smoking intentions among Florida teens. We used an interrupted time series technique to test for differences in the rates of change in Florida "truth" recall, anti-industry beliefs and non-smoking intentions before and after the FTCP budget cuts using the Florida Anti-tobacco Media Evaluation (FAME) survey, a repeated cross-sectional telephone survey of Florida teens. Recall of the Florida "truth" anti-smoking campaign, anti-industry attitudes, and non-smoking intentions increased dramatically between April 1998 and May 1999. Florida "truth" recall declined after FTCP budget cuts in June 1999. Anti-industry beliefs and non-smoking intentions plateaued or began to decline after the budget cuts. The launch of the national "truth" campaign in February 2000 may have offset otherwise deleterious effects of the budget cuts on anti-industry beliefs, but not smoking intentions. Reductions in tobacco control funding have immediate effects on programme exposure and cognitive precursors to smoking initiation. There is a critical need to maintain and enhance funding for state tobacco control programmes to continue nationwide progress in preventing youth from initiating cigarette smoking.

The Effect of Changes in Educational Composition on Adult Female Mortality in Brazil.

Science.gov (United States)

Turra, Cassio M; Renteria, Elisenda; Guimarães, Raquel

2016-04-01

The last century in Brazil was witness to profound changes. Female life expectancy at birth increased from 34.6 years in 1910 to 77.26 years in 2010. At the same time, the educational composition of the population has changed dramatically. In the 1940s, only 25% of the children aged 5-14 years old were enrolled in school. Currently, nearly all children attend school. We examine the extent to which changes in the age-specific distribution of education have contributed to the decline in adult mortality among women in Brazil. Our analysis follows other applications in the literature to measure the mortality reduction that would occur if exposure to specific risk factors was changed at the counterfactual level. The effects are not trivial: Between 1960 and 2010, about 38% of the increase in life expectancy at age 30 can be attributed to changes in the educational composition of women. An additional 22% increase is expected until 2040. © The Author(s) 2015.

What We Know about the Dramatic Increase in PhD Degrees and ...

African Journals Online (AJOL)

Reforms in doctoral education are being shaped by the changing needs of society, of research modes, and of a changed labor markets for PhD holders. ... systems, such as the introduction of postgraduate schools that help implement and initiate innovations in doctoral education on a campus with an eye to high quality.

Care initiation area yields dramatic results.

Science.gov (United States)

2009-03-01

The ED at Gaston Memorial Hospital in Gastonia, NC, has achieved dramatic results in key department metrics with a Care Initiation Area (CIA) and a physician in triage. Here's how the ED arrived at this winning solution: Leadership was trained in and implemented the Kaizen method, which eliminates redundant or inefficient process steps. Simulation software helped determine additional space needed by analyzing arrival patterns and other key data. After only two days of meetings, new ideas were implemented and tested.

Changing classroom practices: the role of school-wide capacity for sustainable improvement

NARCIS (Netherlands)

Sleegers, P.J.C.; Thoonen, E.E.J.; Oort, F.J.; Peetsma, T.T.D.

2014-01-01

Purpose: Elementary schools have been confronted with large-scale educational reforms as strategies to improve the educational quality. While building school-wide capacity for improvement is considered critical for changing teachers’ classroom practices, there is still little empirical evidence for

Changing classroom practices: the role of school-wide capacity for sustainable improvement

NARCIS (Netherlands)

Sleegers, P.J.C.; Thoonen, Eric E.J.; Oort, Frans J.; Peetsma, Thea T.D.

2015-01-01

Purpose – Elementary schools have been confronted with large-scale educational reforms as strategies to improve the educational quality. While building school-wide capacity for improvement is considered critical for changing teachers’ classroom practices, there is still little empirical evidence for

A Framework for School Change--The School Portfolio.

Science.gov (United States)

Bernhardt, Victoria L.

The "Education for the Future Initiative" is a national, privately-funded program initially sponsored by the Telesis Foundation and recently joined by Arthur Andersen & Co. to help schools undertake continuous improvement. The Initiative has pioneered a framework for school improvement in the form of a school portfolio. This document offers a…

Using concept mapping to measure changes in interdisciplinary learning during high school

Directory of Open Access Journals (Sweden)

Priit Reiska

2018-03-01

Full Text Available How, when and what kind of learning takes place are key questions in all educational environments. School graduates are expected to have reached a development level whereby they have, among many fundamental skills, the ability to think critically, to plan their studies and their future, and to integrate knowledge across disciplines. However, it is challenging to develop these skills in schools. Following existing curricula, disciplines are often taught separately and by different teachers, making it difficult for students to connect knowledge studied and learned from one discipline to that of another discipline. The Next Generation Science Standards on teaching and learning natural science in the United States point out important crosscutting concepts in science education (NGSS, 2013. In Estonia, similar trends are leading to an emphasis on the need to further develop scientific literacy skills and interdisciplinary learning in students. The changing environment around us must be reflected in changes in our school system. In this paper, we report on research that intends to answer the questions: (a “How much do Estonian students develop an interdisciplinary understanding of science throughout their high school education?”, and (b “Is their thinking more interdisciplinary after two years of studies in an Estonian high school?” Additionally, we analyzed the results based on the type of school the students attended, and we examined the use concept mapping to assess interdisciplinary learning. This research is part of an overall study that involved students from 44 Estonian high schools taking a science test similar to the three-dimensional Programme for International Student Assessment (PISA test (hereafter called PISA-like multidimensional test as well as constructing concept maps, while in 10th and 12th grade. In this paper, we report on the analysis of the results for 182 of the students, concentrating on the analysis of the concept maps

Implementing a university e-learning strategy: levers for change within academic schools

Directory of Open Access Journals (Sweden)

Rhona Sharpe

2006-12-01

Full Text Available This paper describes the implementation of an e-learning strategy at a single higher education institution in terms of the levers used to promote effective uptake and ensure sustainable embedding. The focus of this work was at the level of the academic school using a range of change practices including the appointment of school-based learning technologists and e-learning champions, supporting schools to write their own strategies, a pedagogical framework of engaging with e-learning, and curriculum development and evaluation of school-supported projects. It is clear that the implementation of the e-learning strategy has led to a large and increasing proportion of our students experiencing blended learning. In addition, there are initial indications that this has enhanced some learning and teaching processes. Where there has been sustainable embedding of effective e-learning, the following levers were identified as particularly important: flexibility in practices that allow schools to contextualise their plans for change, the facilitation of communities of key staff and creating opportunities for staff to voice and challenge their beliefs about e-learning.

Evolving workplace flexibility for U.S. medical school tenure-track faculty.

Science.gov (United States)

Bunton, Sarah A; Corrice, April M

2011-04-01

The academic workplace has seen dramatic changes in recent decades, including growing faculty workloads, an increasingly demographically diverse faculty population, and changing expectations about workplace climate. Despite these significant changes, a typical medical faculty's career trajectory is often still quite linear and follows decades-old tenure policies. The authors describe the existence of flexible faculty policies related to tenure at U.S. medical schools to understand better the ways in which institutions are responding. Data primarily reflect responses from faculty affairs leaders at medical schools accredited by the Liaison Committee on Medical Education to a 2008 faculty personnel policies survey. These data are supplemented with results from the same survey fielded in previous years. The number of medical schools that have lengthened their probationary periods for faculty has increased over time, and, in 2008, nearly half of the institutions offered a probationary period length of eight years or more to faculty. Over three-fourths of the schools in 2008 had a tenure-clock-stopping policy available, and a third had a policy allowing faculty to work less than full-time while remaining on a tenure-eligible track. Findings suggest that many medical schools have made progress in making policy additions and modifications that acknowledge the changing academic workplace culture by adding flexibility to traditional tenure policies. Despite those efforts, significant opportunities remain for continued adoption of flexible policies so that faculty can achieve productive academic careers while balancing work, life, and family, and institutions can continue to recruit and retain high-quality faculty members. © by the Association of American Medical Colleges.

Behavior Change without Behavior Change Communication: Nudging Handwashing among Primary School Students in Bangladesh

OpenAIRE

Dreibelbis, Robert; Kroeger, Anne; Hossain, Kamal; Venkatesh, Mohini; Ram, Pavani K.

2016-01-01

Behavior change communication for improving handwashing with soap can be labor and resource intensive, yet quality results are difficult to achieve. Nudges are environmental cues engaging unconscious decision-making processes to prompt behavior change. In this proof-of-concept study, we developed an inexpensive set of nudges to encourage handwashing with soap after toilet use in two primary schools in rural Bangladesh. We completed direct observation of behaviors at baseline, after providing ...

Climate Change Awareness among the High School Students: Case Study from a Climate Vulnerable Country

Directory of Open Access Journals (Sweden)

S.M.A. Rahman

2014-11-01

Full Text Available Bangladesh is one the worst sufferers of climate change. Climate change awareness creation is pivotal to adaptation and mitigation strategies. Effective dissemination of knowledge among the citizens during high school years is crucial to that end. In Bangladesh, secondary school students follow common curricula which include entries on climate change. This paper investigates the role of the diverse demographic profiles and inherent scholastic background of students on their informedness. The research is based on responses from secondary schools students in Chittagong, Bangladesh. Based on their understanding of climate change, we have constructed the Climate Awareness Index (CAI. Then the relative roles of demographic determinants of the awareness have been compared using the CAI. The quality of schools, and grade, major and merit position of students have affected the CAI values. Besides, the study concluded that the religion, gender, parental education, occupation and income, etc. could affect students’ climate change informedness in Bangladesh.

Tuberculosis awareness program and associated changes in knowledge levels of school students

Directory of Open Access Journals (Sweden)

Jayashree S Gothankar

2013-01-01

Conclusions: Health education program by medical students helped significantly to improve the knowledge of school students regarding tuberculosis. Thus, medical college students can be involved to some extent for conducting health-related behavioral change communication (BCC activities in schools during their Community Medicine morning posting. Collaboration of private medical colleges, schools, and district tuberculosis units (DTUs can be ideally achieved under public private partnership (PPP for health awareness programs.

Postural changes and pain in the academic performance of elementary school students

Directory of Open Access Journals (Sweden)

Maria Homéria Leite de Morais Sampaio

Full Text Available Abstract Postural changes and pain in the spine of children and adolescents of school age are influenced by the permanent incorrect sitting position, misuse of furniture and weight of the backpack. The aim of this study was to verify postural changes and pain in the academic performance of elementary school students. It was a cross-sectional study, with a descriptive and analytical approach. The subjects were 83 elementary students, aged 8 to 12 years, of Kindergarten and Elementary Education at Paulo Sarasate Municipal School, Ceará. It was performed from March to June 2008. In the physical examination it was used an evaluation form, based on Global Postural reeducation, by Souchard method, which included the variables: compromised anterior, posterior, superior shoulder muscle chains and pain and, in academic performance, a semi-structured questionnaire with the variables: behavior, attendance and performance. The data was stored in the Statistical Package for the Social Science (SPSS version 18.0. In the descriptive analysis, absolute and relative frequencies were used, and in the inferential analysis, the following tests were applied: Mann-Whitney, to verify the existence of significant differences in changes in groups A and B, at a significance level of 5%, and the F statistical test, for comparing postural changes and pain, in the three grades. Results: it was noted that the majority of the students presented postural changes, such as forward head, lifted shoulders, dorsal hyperkyphosis and pain, which predominantly occurred in the anterior chain, when compared with the posterior and superior chains. These changes in both groups were statistically significant only in subjects of the fifth grade with satisfactory academic performance and behavior. It was concluded that there was no association between postural changes and school performance, although it was influenced by pain.

Analysing the physics learning environment of visually impaired students in high schools

NARCIS (Netherlands)

Toenders, F.G.C.; de Putter - Smits, L.G.A.; Sanders, W.T.M.; den Brok, P.J.

2017-01-01

Although visually impaired students attend regular high school, their enrolment in advanced science classes is dramatically low. In our research we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. For visually impaired students to grasp

Resourcing Change in Small Schools

Science.gov (United States)

Anderson, Michelle; White, Simone

2011-01-01

The theme of this article is the challenge that school leaders face in creating the conditions for learning in small schools. We draw on the concepts of "social capital" and "social entrepreneurship" to identify tensions and possibilities for school leaders in a case study of a small rural school as they seek to find resources…

Grieg: Songs and dramatic works with orchestra. / Alan Blyth

Index Scriptorium Estoniae

Blyth, Alan

1993-01-01

Uuest heliplaadist "Grieg: Songs and dramatic works with orchestra. Barbara Bonney, Randi Stene, Hakan Hagegard, Ruth Tellefsen, Gothenburg Symphony Chorus and Orchestra, Neeme Järvi." CD 437 519 - 2GH

Chartering Turnaround: Leveraging Public Charter School Autonomy to Address Failure

Science.gov (United States)

Corbett, Julie

2015-01-01

Persistently low-achieving public schools around the country have received $5.8 billion from the federal School Improvement Grant (SIG) program, in addition to districts and state funds, and other supplementary federal funds. Despite all of these sources of funding, most of the schools receiving them have failed to make a dramatic difference in…

A medical school's organizational readiness for curriculum change (MORC): development and validation of a questionnaire.

Science.gov (United States)

Jippes, Mariëlle; Driessen, Erik W; Broers, Nick J; Majoor, Gerard D; Gijselaers, Wim H; van der Vleuten, Cees P M

2013-09-01

Because successful change implementation depends on organizational readiness for change, the authors developed and assessed the validity of a questionnaire, based on a theoretical model of organizational readiness for change, designed to measure, specifically, a medical school's organizational readiness for curriculum change (MORC). In 2012, a panel of medical education experts judged and adapted a preliminary MORC questionnaire through a modified Delphi procedure. The authors administered the resulting questionnaire to medical school faculty involved in curriculum change and tested the psychometric properties using exploratory and confirmatory factor analysis, and generalizability analysis. The mean relevance score of the Delphi panel (n = 19) reached 4.2 on a five-point Likert-type scale (1 = not relevant and 5 = highly relevant) in the second round, meeting predefined criteria for completing the Delphi procedure. Faculty (n = 991) from 131 medical schools in 56 countries completed MORC. Exploratory factor analysis yielded three underlying factors-motivation, capability, and external pressure-in 12 subscales with 53 items. The scale structure suggested by exploratory factor analysis was confirmed by confirmatory factor analysis. Cronbach alpha ranged from 0.67 to 0.92 for the subscales. Generalizability analysis showed that the MORC results of 5 to 16 faculty members can reliably evaluate a school's organizational readiness for change. MORC is a valid, reliable questionnaire for measuring organizational readiness for curriculum change in medical schools. It can identify which elements in a change process require special attention so as to increase the chance of successful implementation.

The Cost of Performance? Students' Learning about Acting as Change Agents in Their Schools

Science.gov (United States)

Kehoe, Ian

2015-01-01

This paper explores how performance culture could affect students' learning about, and disposition towards, acting as organisational change agents in schools. This is based on findings from an initiative aimed to enable students to experience acting as change agents on an aspect of the school's culture that concerned them. The initiative was…

Group 12: Related Service Providers. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

Science.gov (United States)

District of Columbia Public Schools, 2012

2012-01-01

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

A Case Study of Change Strategies Implemented in a Turnaround Elementary School

Science.gov (United States)

Colson, Jo Ann

2012-01-01

This case study examined the change strategies in a turnaround school at the elementary level to understand and describe how change occurred and was sustained at this campus. This study examined the factors which contributed to the change in academic success of students, examined beliefs about change that led to the change process, identified the…

Conceptual Change regarding middle school students' experience with Global Climate Change

Science.gov (United States)

Golden, B. W.; Lutz, B.

2011-12-01

Given the complexity of the science involving climate change (IPCC, 2007), its lack of curricular focus within US K-12 schooling (Golden, 2009), and the difficulty in effecting conceptual change in science (Vosniadou, 2007), we sought to research middle school students' conceptions about climate change, in addition to how those conceptions changed during and as a result of a deliberately designed global climate change (GCC) unit. In a sixth grade classroom, a unit was designed which incorporated Argumentation-Driven Inquiry (Sampson & Grooms, 2010). That is, students were assigned to groups and asked to make sense of standard GCC data such as paleoclimate data from ice cores, direct temperature measurement, and Keeling curves, in addition to learning about the greenhouse effect in a modeling lesson (Hocking, et al, 1993). The students were then challenged, in groups, to create, on whiteboards, explanations and defend these explanations to and with their peers. They did two iterations of this argumentation. The first iteration focused on the simple identification of climate change patterns. The second focused on developing causal explanations for those patterns. After two rounds of such argumentation, the students were then asked to write (individually) a "final" argument which accounted for the given data. Interview and written data were analyzed prior to the given unit, during it, and after it, in order to capture complicated nuance that might escape detection by simpler research means such as surveys. Several findings emerged which promised to be of interest to climate change educators. The first is that many students tended to "know" many "facts" about climate change, but were unable to connect these disparate facts in any meaningful ways. A second finding is that while no students changed their entire belief systems, even after a robust unit which would seemingly challenge such, each student engaged did indeed modify the manner in which they discussed the

Industry self-regulation to improve student health: quantifying changes in beverage shipments to schools.

Science.gov (United States)

Wescott, Robert F; Fitzpatrick, Brendan M; Phillips, Elizabeth

2012-10-01

We developed a data collection and monitoring system to independently evaluate the self-regulatory effort to reduce the number of beverage calories available to children during the regular and extended school day. We have described the data collection procedures used to verify data supplied by the beverage industry and quantified changes in school beverage shipments. Using a proprietary industry data set collected in 2005 and semiannually in 2007 through 2010, we measured the total volume of beverage shipments to elementary, middle, and high schools to monitor intertemporal changes in beverage volumes, the composition of products delivered to schools, and portion sizes. We compared data with findings from existing research of the school beverage landscape and a separate data set based on contracts between schools and beverage bottling companies. Between 2004 and the 2009-2010 school year, the beverage industry reduced calories shipped to schools by 90%. On a total ounces basis, shipments of full-calorie soft drinks to schools decreased by 97%. Industry self-regulation, with the assistance of a transparent and independent monitoring process, can be a valuable tool in improving public health outcomes.

Ripe for Change: Garden-Based Learning in Schools. Harvard Education Letter Impact Series

Science.gov (United States)

Hirschi, Jane S.

2015-01-01

"Ripe for Change: Garden-Based Learning in Schools" takes a big-picture view of the school garden movement and the state of garden-based learning in public K--8 education. The book frames the garden movement for educators and shows how school gardens have the potential to be a significant resource for teaching and learning. In this…

Job Motivation Level for Elementary School Teachers Who Made Field Changes

Science.gov (United States)

Erdener, Mehmet Akif; Dalkiran, Merve

2017-01-01

The aim of this research is to determine the job motivation levels of primary school teachers who have made or have had to make field changes due to the new education system (4+4+4). The sample of the research consists of 512 teachers working in primary and secondary schools in Balikesir province in 2016-2017. The data needed for the research were…

Tensile Mechanical Properties and Dynamic Collagen Fiber Re-Alignment of the Murine Cervix are Dramatically Altered Throughout Pregnancy.

Science.gov (United States)

Barnum, Carrie E; Fey, Jennifer L; Weiss, Stephanie N; Barila, Guillermo; Brown, Amy G; Connizzo, Brianne K; Shetye, Snehal S; Elovitz, Michal A; Soslowsky, Louis J

2017-06-01

The cervix is a unique organ able to dramatically change its shape and function by serving as a physical barrier for the growing fetus and then undergoing dramatic dilation allowing for delivery of a term infant. As a result, the cervix endures changing mechanical forces from the growing fetus. There is an emerging concept that the cervix may change or remodel "early" in many cases of spontaneous preterm birth (sPTB). However, the mechanical role of the cervix in both normal and preterm birth remains unclear. Therefore, the primary objective of this study was to determine the mechanical and structural responses of murine cervical tissue throughout a normal gestational time course. In this study, both tissue structural and material properties were determined via a quasi-static tensile load-to-failure test, while simultaneously obtaining dynamic collagen fiber re-alignment via cross-polarization imaging. This study demonstrated that the majority of the mechanical properties evaluated decreased at midgestation and not just at term, while collagen fiber re-alignment occurred earlier in the loading curve for cervices at term. This suggests that although structural changes in the cervix occur throughout gestation, the differences in material properties function in combination with collagen fiber re-alignment as mechanical precursors to regulate term gestation. This work lays a foundation for investigating cervical biomechanics and the role of the cervix in preterm birth.

Assessing the Change Process in Comprehensive High Schools Implementing Professional Learning Communities

Science.gov (United States)

Shaner, Robert G.

2009-01-01

Professional learning communities (PLC) have been identified as scaffolds that can facilitate, support, and sustain systemic change focused on improving student achievement. PLCs represent the application of the theoretical constructs of the learning organization within the framework of schools and school systems. Little is known about the change…

Analysing the development of TV news programmes: from information to dramatization

Directory of Open Access Journals (Sweden)

Maribel Rodríguez Fidalgo, Ph.D.

2010-01-01

Full Text Available Abstract: The TV news programme is the backbone of all television networks, be they national, regional or local. These types of programmes have been changing over the time. The essence of the information is being modified and has adopted a new format. Based on these principles, this research analyses the evolution of the language used on the Spanish TV news programmes, from their origins until today. This research has been carried out in three different phases: late 1980s, the 1990s and recent years. These stages were thoroughly examined through surveys applied to representative samples of the population. The results showed that TV news programmes have been acquiring a changing narrative style throughout time: they began using an “objective” narrative, followed by a mediated type, and finally dramatized narrative which uses shocking visual content and aims to achieve audience’s sensibilization and identification with news’ protagonists. The spectacularization of information has become the identitary feature of the current TV news programmes as a response to the need of reaching higher audience ratings.

Change-Agent-for-Equity (CAFE) Model: A Framework for School Counselor Identity

Science.gov (United States)

Mason, Erin C. M.; Ockerman, Melissa S.; Chen-Hayes, Stuart F.

2013-01-01

Significant recent influences in the profession have provided clear direction about what school counseling programs should look like but have not explicitly defined the professional identity necessary to enact these programs. A Change-Agent-for-Equity (CAFE) Model draws from the American School Counselor Association National Model (2003, 2005,…

Impacts on coralligenous outcrop biodiversity of a dramatic coastal storm.

Directory of Open Access Journals (Sweden)

Núria Teixidó

Full Text Available Extreme events are rare, stochastic perturbations that can cause abrupt and dramatic ecological change within a short period of time relative to the lifespan of organisms. Studies over time provide exceptional opportunities to detect the effects of extreme climatic events and to measure their impacts by quantifying rates of change at population and community levels. In this study, we show how an extreme storm event affected the dynamics of benthic coralligenous outcrops in the NW Mediterranean Sea using data acquired before (2006-2008 and after the impact (2009-2010 at four different sites. Storms of comparable severity have been documented to occur occasionally within periods of 50 years in the Mediterranean Sea. We assessed the effects derived from the storm comparing changes in benthic community composition at sites exposed to and sheltered from this extreme event. The sites analyzed showed different damage from severe to negligible. The most exposed and impacted site experienced a major shift immediately after the storm, represented by changes in the species richness and beta diversity of benthic species. This site also showed higher compositional variability immediately after the storm and over the following year. The loss of cover of benthic species resulted between 22% and 58%. The damage across these species (e.g. calcareous algae, sponges, anthozoans, bryozoans, tunicates was uneven, and those with fragile forms were the most impacted, showing cover losses up to 50 to 100%. Interestingly, small patches survived after the storm and began to grow slightly during the following year. In contrast, sheltered sites showed no significant changes in all the studied parameters, indicating no variations due to the storm. This study provides new insights into the responses to large and rare extreme events of Mediterranean communities with low dynamics and long-lived species, which are among the most threatened by the effects of global change.

Dramatic change at T Plant

International Nuclear Information System (INIS)

Gerber, M.S.

1994-04-01

T Plant (221-T) was the first and largest of the early chemical separations plants at the Hanford Engineer Works (HEW), the name for the Hanford Site during World War II. Officially designated as a Cell Building by the Manhattan Engineer District (MED) of the Army Corps of Engineers (agency responsible for HEW), T Plant served as the headquarters of chemical processing operations at Hanford from its construction until the opening of the Reduction-Oxidation (REDOX) Plant in January 1952. T Plant performed the third step in plutonium production operations, following the steps of uranium fuel manufacture and then irradiation in defense production reactors. The fissionable core (plutonium) used in the world's first atomic explosion, the Trinity bomb test held at Alamogordo, New Mexico, on July 16, 1945, was processed in T Plant. Likewise, the fissionable core of the weapon dropped over Nagasaki, Japan, on August 9, 1945, was processed in T Plant. Because it formed a crucial link in the first full-scale plutonium production operations in world history, T Plant meets criteria established in the National Historic Preservation Act of 19661 as a Historic Place

Chekhov’s dramatic art and cinematograph: implementation of author’s assumption in active shot mode

OpenAIRE

Bezrukov Andrei Nikolayevich

2017-01-01

The article analyses the art specificity of Chekhov’s legacy in dramatic art based on implementing in national film industry. Chekhov’s drama is divertive in its interpretation by the reader, the researcher, and in the director’s cut. Eccentricity frequently occurs in his dramaturgy. In literary text this device is not only a part of aesthetic picturing but also the form of overthinking, transformation of reality and changing the attitude to reality. The main division of the text form alters ...

Changes in the Nutritional Status of School Children and ...

African Journals Online (AJOL)

BACKGROUND: The prevalence of overweight and obesity among children is increasing worldwide with significant health and social consequences. OBJECTIVE: The aim of this study was to determine the current nutritional status and its changes between 1983 and 2006 among school children and adolescents in a South ...

Distributed Leadership of School Curriculum Change: An Integrative Approach

Science.gov (United States)

Fasso, Wendy; Knight, Bruce Allen; Purnell, Ken

2016-01-01

Since its inception in 1999, the distributed leadership framework of Spillane, Halverson, and Diamond [2004. "Towards a Theory of Leadership Practice: A Distributed Perspective." "Journal of Curriculum Studies" 36 (1): 3-34. doi:10.1080/0022027032000106726] has supported research into leadership and change in schools. Whilst…

Climate change in school : where does it fit, and how ready are we?

Energy Technology Data Exchange (ETDEWEB)

Fortner, R.W. [Ohio State Univ., Columbus, OH (United States)

2000-06-01

The issue of whether the topic of global climate change (GCC) should be part of the school curriculum, from elementary school to high school, was discussed. Studies have shown that teachers place a high priority on climate change as a topic their students should know, but report that their own knowledge is inadequate for conveying it. The subject of GCC is best to be taught in Earth systems oriented classrooms which focus on teaching that the Earth system is composed of interacting subsystems of water, rock, ice, air and life. There is plenty of teaching material about GCC and many credible and free sources of scientific information, but it is was cautioned that some teachers may possess misconceptions about Earth system relationships as well as how human activities impact those systems. The most common misconceptions are: (1) inflated estimates of temperature change, (2) confusion between chlorofluorocarbons, the ozone hole, and climate change, (3) perceived evidence of climate change through warmer weather, (4) all environmental harms such as aerosols, acid rain, and even solid waste disposal cause climate change, (5) confusion between weather issues and climate issues. Overcoming these incorrect perceptions might be difficult. In general, a majority of Americans believe that GCC is a serious threat to their life, but there are some interest groups that oppose human-mediated climate change as a part of the school curriculum, for the same reason they oppose public action the problem. It was emphasized that the development of scientific thinking and technology increases our ability to understand and utilize Earth and space. 26 refs., 2 tabs., 1 fig.

Chekhov’s dramatic art and cinematograph: implementation of author’s assumption in active shot mode

Directory of Open Access Journals (Sweden)

Bezrukov Andrei Nikolayevich

2017-07-01

Full Text Available The article analyses the art specificity of Chekhov’s legacy in dramatic art based on implementing in national film industry. Chekhov’s drama is divertive in its interpretation by the reader, the researcher, and in the director’s cut. Eccentricity frequently occurs in his dramaturgy. In literary text this device is not only a part of aesthetic picturing but also the form of overthinking, transformation of reality and changing the attitude to reality. The main division of the text form alters the character’s reality and his life into the moving picture frame, and changes the set visual representation into the symbol. Cinematic art allows to connect Chekhov’s text to the ornamentality of the image.

Biosphere has undergone dramatic changes and will continue to do so. II

Energy Technology Data Exchange (ETDEWEB)

Hall, C.A.

1976-03-01

The ways in which global industrialization can change global rates of primary productivity include the positive effects of carbon dioxide enhancement and local fertilization from smokestack nutrients and the negative effects of acid rain, potential climate changes, changes in sunlight intensity by increased aerial particulates and aerosols, destruction of oceanic fisheries by highly industrialized overfishing and coastal development, and destruction of the public service function of natural ecosystems either by urbanization or by replacement of natural biotic systems with intensively managed ones.

Smart Snacks in School Legislation Does Not Change Self-Reported Snack Food and Beverage Intake of Middle School Students in Rural Appalachian Region.

Science.gov (United States)

Mann, Georgianna; Hosig, Kathy; Zhang, Angang; Shen, Sumin; Serrano, Elena

To assess the effects of the national Smart Snacks in School standards, which include nutrient and ingredient limitations for school competitive foods and beverages effective July, 2014, on student intake in low-income rural Appalachian middle schools. Food-frequency questionnaires were administered to students before and after implementation. Multiple ordinal logistic regression models were conducted to examine effects from year of data collection, grade, and free or reduced price lunch participation rates. No significant changes were observed after implementation except a decrease in consumption of 1% or nonfat flavored milk at school. Smart Snacks in School standards did not result in significant dietary changes in this study. Longitudinal studies could evaluate long-term impacts of nutrition standards. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

A Culture-Change Approach to School Discipline: Reaction Paper to "School Organization and Student Behavior".

Science.gov (United States)

Purkey, Stewart C.

Organizational changes, within the existing structure of public schooling, have the potential to decrease the oppositional behavior of students and to foster humane, positive learning and working enviroments. It has been documented that managers can create organizational structures that promote positive behaviors and facilitate people's…

Are Schools Getting a Big Enough Bang for Their Education Technology Buck?

Science.gov (United States)

Boser, Ulrich

2013-01-01

Far too often, school leaders fail to consider how technology might dramatically improve teaching and learning, and schools frequently acquire digital devices without discrete learning goals and ultimately use these devices in ways that fail to adequately serve students, schools, or taxpayers. Because of a growing debate concerning spending on…

Child Centred Approach to Climate Change and Health Adaptation through Schools in Bangladesh: A Cluster Randomised Intervention Trial.

Science.gov (United States)

Kabir, Md Iqbal; Rahman, Md Bayzidur; Smith, Wayne; Lusha, Mirza Afreen Fatima; Milton, Abul Hasnat

2015-01-01

Bangladesh is one of the most vulnerable countries to climate change. People are getting educated at different levels on how to deal with potential impacts. One such educational mode was the preparation of a school manual, for high school students on climate change and health protection endorsed by the National Curriculum and Textbook Board, which is based on a 2008 World Health Organization manual. The objective of this study was to test the effectiveness of the manual in increasing the knowledge level of the school children about climate change and health adaptation. This cluster randomized intervention trial involved 60 schools throughout Bangladesh, with 3293 secondary school students participating. School upazilas (sub-districts) were randomised into intervention and control groups, and two schools from each upazila were randomly selected. All year seven students from both groups of schools sat for a pre-test of 30 short questions of binary response. A total of 1515 students from 30 intervention schools received the intervention through classroom training based on the school manual and 1778 students of the 30 control schools did not get the manual but a leaflet on climate change and health issues. Six months later, a post-intervention test of the same questionnaire used in the pre-test was performed at both intervention and control schools. The pre and post test scores were analysed along with the demographic data by using random effects model. None of the various school level and student level variables were significantly different between the control and intervention group. However, the intervention group had a 17.42% (95% CI: 14.45 to 20.38, P = school-based intervention for climate change and health adaptation is effective for increasing the knowledge level of school children on this topic.

Child Centred Approach to Climate Change and Health Adaptation through Schools in Bangladesh: A Cluster Randomised Intervention Trial

Science.gov (United States)

Kabir, Md Iqbal; Rahman, Md Bayzidur; Smith, Wayne; Lusha, Mirza Afreen Fatima; Milton, Abul Hasnat

2015-01-01

Background Bangladesh is one of the most vulnerable countries to climate change. People are getting educated at different levels on how to deal with potential impacts. One such educational mode was the preparation of a school manual, for high school students on climate change and health protection endorsed by the National Curriculum and Textbook Board, which is based on a 2008 World Health Organization manual. The objective of this study was to test the effectiveness of the manual in increasing the knowledge level of the school children about climate change and health adaptation. Methods This cluster randomized intervention trial involved 60 schools throughout Bangladesh, with 3293 secondary school students participating. School upazilas (sub-districts) were randomised into intervention and control groups, and two schools from each upazila were randomly selected. All year seven students from both groups of schools sat for a pre-test of 30 short questions of binary response. A total of 1515 students from 30 intervention schools received the intervention through classroom training based on the school manual and 1778 students of the 30 control schools did not get the manual but a leaflet on climate change and health issues. Six months later, a post-intervention test of the same questionnaire used in the pre-test was performed at both intervention and control schools. The pre and post test scores were analysed along with the demographic data by using random effects model. Results None of the various school level and student level variables were significantly different between the control and intervention group. However, the intervention group had a 17.42% (95% CI: 14.45 to 20.38, P = school-based intervention for climate change and health adaptation is effective for increasing the knowledge level of school children on this topic. PMID:26252381

Using dramatic role-play to develop emotional aptitude

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Russell Dinapoli

2009-12-01

Full Text Available As university educators, we need to prepare students for the transition from the information age to what Daniel H. Pink (2005 calls the conceptual age, which is governed by artistry, empathy and emotion, by including in the curricula activities that stimulate both hemispheres of the brain. This can be done by promoting activities that energize what Daniel Goleman (1995 refers to as emotional intelligence, and it further maintains that, as Paul Ekman (2003 suggests, the ability to detect feelings improves communication. Recognizing the need to include in the curricula procedures that help develop students’ right brain aptitudes and enhance their communication skills, I have endeavoured to introduce dramatic scene study as a sustained activity in my English for Specific Purposes courses at the Universidad de Valencia. My aim was to energize the students’ creative and emotional aptitudes, as well as to dynamize effective teamwork. This article sustains that dramatic role-play, based on scripted scene study and related improvisational activities, is one way of achieving this.

School start times and teenage driver motor vehicle crashes.

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Foss, Robert D; Smith, Richard L; O'Brien, Natalie P

2018-04-26

Shifting school start times to 8:30 am or later has been found to improve academic performance and reduce behavior problems. Limited research suggests this may also reduce adolescent driver motor vehicle crashes. A change in the school start time from 7:30 am to 8:45 am for all public high schools in one North Carolina county presented the opportunity to address this question with greater methodologic rigor. We conducted ARIMA interrupted time-series analyses to examine motor vehicle crash rates of high school age drivers in the intervention county and 3 similar comparison counties with comparable urban-rural population distribution. To focus on crashes most likely to be affected, we limited analysis to crashes involving 16- & 17-year-old drivers occurring on days when school was in session. In the intervention county, there was a 14% downward shift in the time-series following the 75 min delay in school start times (p = .076). There was no change approaching statistical significance in any of the other three counties. Further analysis indicated marked, statistically significant shifts in hourly crash rates in the intervention county, reflecting effects of the change in school start time on young driver exposure. Crashes from 7 to 7:59 am decreased sharply (-25%, p = .008), but increased similarly from 8 to 8:59 am (21%, p = .004). Crashes from 2 to 2:59 pm declined dramatically (-48%, p = .000), then increased to a lesser degree from 3 to 3:59 pm (32%, p = .024) and non-significantly from 4 to 4:59 (19%, p = .102). There was no meaningful change in early morning or nighttime crashes, when drowsiness-induced crashes might have been expected to be most common. The small decrease in crashes among high school age drivers following the shift in school start time is consistent with the findings of other studies of teen driver crashes and school start times. All these studies, including the present one, have limitations, but the similar

DRAMATIC CHANGE IN JUPITER'S GREAT RED SPOT FROM SPACECRAFT OBSERVATIONS

International Nuclear Information System (INIS)

Simon, Amy A.; Wong, Michael H.; De Pater, Imke; Rogers, John H.; Orton, Glenn S.; Carlson, Robert W.; Asay-Davis, Xylar; Marcus, Philip S.

2014-01-01

Jupiter's Great Red Spot (GRS) is one of its most distinct and enduring features. Since the advent of modern telescopes, keen observers have noted its appearance and documented a change in shape from very oblong to oval, confirmed in measurements from spacecraft data. It currently spans the smallest latitude and longitude size ever recorded. Here we show that this change has been accompanied by an increase in cloud/haze reflectance as sensed in methane gas absorption bands, increased absorption at wavelengths shorter than 500 nm, and increased spectral slope between 500 and 630 nm. These changes occurred between 2012 and 2014, without a significant change in internal tangential wind speeds; the decreased size results in a 3.2 day horizontal cloud circulation period, shorter than previously observed. As the GRS has narrowed in latitude, it interacts less with the jets flanking its north and south edges, perhaps allowing for less cloud mixing and longer UV irradiation of cloud and aerosol particles. Given its long life and observational record, we expect that future modeling of the GRS's changes, in concert with laboratory flow experiments, will drive our understanding of vortex evolution and stability in a confined flow field crucial for comparison with other planetary atmospheres

DRAMATIC CHANGE IN JUPITER'S GREAT RED SPOT FROM SPACECRAFT OBSERVATIONS

Energy Technology Data Exchange (ETDEWEB)

Simon, Amy A. [NASA Goddard Space Flight Center, 8800 Greenbelt Road, Code 690, Greenbelt, MD 20771 (United States); Wong, Michael H.; De Pater, Imke [Astronomy Department, University of California Berkeley, Berkeley, CA 94720 (United States); Rogers, John H. [British Astronomical Association, Burlington House, Piccadilly, London W1J 0DU (United Kingdom); Orton, Glenn S.; Carlson, Robert W. [Jet Propulsion Laboratory, California Institute of Technology, 4800 Oak Grove Drive, Pasadena, CA 91109 (United States); Asay-Davis, Xylar [Potsdam Institute for Climate Impact Research, Telegraphenberg A 31, 14473 Potsdam (Germany); Marcus, Philip S. [Department of Mechanical Engineering, University of California Berkeley, 6121 Etcheverry Hall, Mailstop 1740, Berkeley, CA 94720 (United States)

2014-12-20

Jupiter's Great Red Spot (GRS) is one of its most distinct and enduring features. Since the advent of modern telescopes, keen observers have noted its appearance and documented a change in shape from very oblong to oval, confirmed in measurements from spacecraft data. It currently spans the smallest latitude and longitude size ever recorded. Here we show that this change has been accompanied by an increase in cloud/haze reflectance as sensed in methane gas absorption bands, increased absorption at wavelengths shorter than 500 nm, and increased spectral slope between 500 and 630 nm. These changes occurred between 2012 and 2014, without a significant change in internal tangential wind speeds; the decreased size results in a 3.2 day horizontal cloud circulation period, shorter than previously observed. As the GRS has narrowed in latitude, it interacts less with the jets flanking its north and south edges, perhaps allowing for less cloud mixing and longer UV irradiation of cloud and aerosol particles. Given its long life and observational record, we expect that future modeling of the GRS's changes, in concert with laboratory flow experiments, will drive our understanding of vortex evolution and stability in a confined flow field crucial for comparison with other planetary atmospheres.

A Study on Integrated Use of Turbulence Theory and Multi-Frame Leadership in School Leadership and Change

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Cheng-Hung Chen

2014-12-01

Full Text Available This study aimed to engage in an empirical investigation on school leaders’ comprehensive perspectives of adopting both turbulence theory and multi-frame leadership model on change and leadership within school settings. Applying the qualitative case study approach, workshops and focus group interviews were held involving five directors and three principals from different elementary schools, who graduated from the master program in school administration where the researcher serves, to discuss and reflect upon the cross match of two theories as they may be applied to change and leadership. Accordingly, both theories’ practical application encompassed three advantages: “both theories interactively match with each other,” “both theories correspond to the authentic context of school leadership and change,” and “the matching matrix of both theories could serve as school leaders’ decision check list;” meanwhile, there were two issues that needed to be noticed and examined, including “the differentiation, definition and measurement of turbulence levels,” and “the subjective identification of turbulence levels.” This study concluded by proposing practical implications of applying theory into practice of school leadership and change.

Changing School Culture: Using Documentation to Support Collaborative Inquiry

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Given, Heidi; Kuh, Lisa; LeeKeenan, Debbie; Mardell, Ben; Redditt, Susan; Twombly, Susan

2010-01-01

This article considers how documentation as a professional development tool acts as a change agent for teachers and how collective engagement in the documentation process mediates the inherent tensions of working and learning in a group. Three groups of educators, at three distinct schools, used Reggio Emilia-inspired documentation as the…

Dramatic weight loss associated with commencing clozapine

OpenAIRE

Lally, John; McDonald, Colm

2011-01-01

The authors report the case of a 44-year-old man with a long history of chronic enduring schizophrenia who experienced dramatic weight loss after commencing treatment with clozapine, an antipsychotic medication characteristically associated with the greatest degree of weight gain among medical treatments for schizophrenia. He was obese with a body mass index (BMI) of 41.5 kg/m2, but after commencing clozapine therapy he experienced an improvement in psychotic symptoms and 40% loss of his body...

Change in weight status and academic performance among senior high school students in Taiwan.

Science.gov (United States)

Liao, Pei-An; Chang, Hung-Hao; Wang, Jiun-Hao; Wu, Min-Chen

2015-01-01

This study examines how the changes in weight status across the spectrum of a senior high school study are associated with academic performance measured by the university entrance exam scores. A unique dataset which compiles a national health examination profile and the General Scholastic Ability Test data bank in Taiwan was constructed. The final sample comprised 149,240 senior high school students of which 70,662 were males and 78,578 were female students. The school-level fixed effect models were estimated. Students who were either (a) not overweight in the first year but overweight in the third year of senior high school, (b) overweight in both the first and third year, or (c) overweight in the first year but not overweight in the third year, were more likely to score lower on the university entrance exam, compared with their never-overweight counterparts. The findings differ by gender and test subjects. The change in weight status during senior high school period is associated with subsequent university entrance exam outcome. Students who start senior high school being overweight should be paid attention. School-based programs and practices need to be implemented to reduce the prevalence of overweight among students.

Changes and Challenges: Key Issues for Scottish Rural Schools and Communities

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Dowling, Jennie

2009-01-01

Education in rural Scottish schools has changed rapidly over the past 15 years. These changes include the implementation of national curriculum and assessment guidelines, increased parental influence and a shift from local authority based management to more locally based schemes. During the 1990s, research in the field focused largely on learning…

Using transformational change to improve organizational culture and climate in a school of nursing.

Science.gov (United States)

Springer, Pamela J; Clark, Cynthia M; Strohfus, Pamela; Belcheir, Marcia

2012-02-01

A positive organizational culture and climate is closely associated with an affirming workplace and job satisfaction. Especially during a time of faculty shortages, academic leaders need to be cognizant of the culture and climate in schools of nursing. The culture of an organization affects employees, systems, and processes, and if the culture becomes problematic, transformational leadership is essential to create change. The purpose of this article is to describe an 8-year journey to change the culture and climate of a school of nursing from one of dissatisfaction and distrust to one of high employee satisfaction and trust. Kotter's model for transformational change was used to frame a longitudinal study using the Cultural and Climate Assessment Scale to transform the organizational culture and climate of a school of nursing. Copyright 2012, SLACK Incorporated.

Interracial and intraracial contact, school-level diversity, and change in racial identity status among African American adolescents.

Science.gov (United States)

Yip, Tiffany; Seaton, Eleanor K; Sellers, Robert M

2010-01-01

Among 224 African American adolescents (mean age=14), the associations between interracial and intraracial contact and school-level diversity on changes in racial identity over a 3-year period were examined. Youths were determined to be diffused, foreclosed, moratorium, or achieved, and change or stability in identity status was examined. Contact with Black students, Black friends, and White friends predicted change in identity status. Furthermore, in racially diverse schools, having more Black friends was associated with identity stability. Students reporting low contact with Black students in racially diverse schools were more likely to report identity change if they had few Black friends. In students reporting high contact with Blacks in predominantly White schools, their identity was less likely to change for students with fewer White friends. © 2010 The Authors. Child Development © 2010 Society for Research in Child Development, Inc.

Medical Student Perceptions of the Learning Environment in Medical School Change as Students Transition to Clinical Training in Undergraduate Medical School.

Science.gov (United States)

Dunham, Lisette; Dekhtyar, Michael; Gruener, Gregory; CichoskiKelly, Eileen; Deitz, Jennifer; Elliott, Donna; Stuber, Margaret L; Skochelak, Susan E

2017-01-01

Phenomenon: The learning environment is the physical, social, and psychological context in which a student learns. A supportive learning environment contributes to student well-being and enhances student empathy, professionalism, and academic success, whereas an unsupportive learning environment may lead to burnout, exhaustion, and cynicism. Student perceptions of the medical school learning environment may change over time and be associated with students' year of training and may differ significantly depending on the student's gender or race/ethnicity. Understanding the changes in perceptions of the learning environment related to student characteristics and year of training could inform interventions that facilitate positive experiences in undergraduate medical education. The Medical School Learning Environment Survey (MSLES) was administered to 4,262 students who matriculated at one of 23 U.S. and Canadian medical schools in 2010 and 2011. Students completed the survey at the end of each year of medical school as part of a battery of surveys in the Learning Environment Study. A mixed-effects longitudinal model, t tests, Cohen's d effect size, and analysis of variance assessed the relationship between MSLES score, year of training, and demographic variables. After controlling for gender, race/ethnicity, and school, students reported worsening perceptions toward the medical school learning environment, with the worst perceptions in the 3rd year of medical school as students begin their clinical experiences, and some recovery in the 4th year after Match Day. The drop in MSLES scores associated with the transition to the clinical learning environment (-0.26 point drop in addition to yearly change, effect size = 0.52, p effect size = 0.14, p work-life balance and informal student relationships. There was some, but not complete, recovery in perceptions of the medical school learning environment in the 4th year. Insights: Perceptions of the medical school learning

What Greek Secondary School Students Believe about Climate Change?

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Liarakou, Georgia; Athanasiadis, Ilias; Gavrilakis, Costas

2011-01-01

The purpose of this study was to investigate what Greek secondary school students (grades 8 and 11) believe about the greenhouse effect and climate change. A total of 626 students completed a closed-form questionnaire consisting of statements regarding the causes, impacts and solutions for this global environmental issue. The possible influence of…

Changes in body weight, body composition, and eating attitudes in high school wrestlers.

Science.gov (United States)

Shriver, Lenka Humenikova; Betts, Nancy Mulhollen; Payton, Mark Edward

2009-08-01

Many wrestlers engage in chronic dieting and rapid "weight cutting" throughout the year to compete in a category below their natural weight. Such weight-management practices have a negative influence on their health and nutritional status, so the National Wrestling Coaches Association implemented a new weight-management program for high school wrestlers in 2006. The purpose of this study was to determine whether seasonal changes in weight, body fat, and eating attitudes occur among high school wrestlers after the implementation of the new weight-management rule. Fifteen high school wrestlers participated in the study. Their weight, body composition, and eating attitudes were measured preseason, in-season, and off-season. Body fat was assessed using dual-energy X-ray absorptiometry. Attitudes toward dieting, food, and body weight were assessed using the Eating Attitude Test (EAT). No significant changes in body fat were detected from preseason to off-season. Weight increased from preseason to in-season (p < .05) and off-season (p < .05). Although the EAT score did not change significantly from preseason to off-season, 60% reported "thinking about burning up calories when exercising" during preseason, and only 40% felt that way during the season (p < .05) and 47% during, off-season (p < .05). The wrestlers experienced a significant weight gain from preseason to off-season with no significant changes in body fat. Their eating attitudes did not change significantly from preseason to off-season in this study, but further research using a large sample of high school wrestlers is warranted to confirm these findings.

Dramatization and attraction: new identification tools

Directory of Open Access Journals (Sweden)

V I Panteleeva

2009-12-01

Full Text Available The article provides the analysis of identification mechanisms and its presentation patterns in the contemporary megapolis, the reasons for identification challenges emerging in the contemporary multicultural world where the contemporary urban community offers the opportunity for identity transformation, so that the citizens of metropolis are faced with the challenge of finding new identification tools. The notions of «dramatization» and «social attraction» offered in the article for the identity problem analysis in the context of diverse style and taste options of the contemporary urban community serve to form an estimate of the behaviour of an individual who keeps deciding on his own behavioral pattern.

Back to School Blues: Seasonality of Youth Suicide and the Academic Calendar

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Hansen, Benjamin; Lang, Matthew

2011-01-01

Previous research has found evidence of academic benefits to longer school years. This paper investigates one of the many potential costs of increased school year length, documenting a dramatic decrease in youth suicide in months when school is not in session. A detailed analysis does not find that other potential explanations such as economic…

Child Centred Approach to Climate Change and Health Adaptation through Schools in Bangladesh: A Cluster Randomised Intervention Trial.

Directory of Open Access Journals (Sweden)

Md Iqbal Kabir

Full Text Available Bangladesh is one of the most vulnerable countries to climate change. People are getting educated at different levels on how to deal with potential impacts. One such educational mode was the preparation of a school manual, for high school students on climate change and health protection endorsed by the National Curriculum and Textbook Board, which is based on a 2008 World Health Organization manual. The objective of this study was to test the effectiveness of the manual in increasing the knowledge level of the school children about climate change and health adaptation.This cluster randomized intervention trial involved 60 schools throughout Bangladesh, with 3293 secondary school students participating. School upazilas (sub-districts were randomised into intervention and control groups, and two schools from each upazila were randomly selected. All year seven students from both groups of schools sat for a pre-test of 30 short questions of binary response. A total of 1515 students from 30 intervention schools received the intervention through classroom training based on the school manual and 1778 students of the 30 control schools did not get the manual but a leaflet on climate change and health issues. Six months later, a post-intervention test of the same questionnaire used in the pre-test was performed at both intervention and control schools. The pre and post test scores were analysed along with the demographic data by using random effects model.None of the various school level and student level variables were significantly different between the control and intervention group. However, the intervention group had a 17.42% (95% CI: 14.45 to 20.38, P = <0.001 higher score in the post-test after adjusting for pre-test score and other covariates in a multi-level linear regression model.These results suggest that school-based intervention for climate change and health adaptation is effective for increasing the knowledge level of school children on

Introducing Argumentation About Climate Change Socioscientific Issues in a Disadvantaged School

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Dawson, Vaille; Carson, Katherine

2018-03-01

Improving the ability of young people to construct arguments about controversial science topics is a desired outcome of science education. The purpose of this research was to evaluate the impact of an argumentation intervention on the socioscientific issue of climate change with Year 10 students in a disadvantaged Australian school. After participation in a professional development workshop on climate change science, socioscientific issues and argumentation, an early career teacher explicitly taught argumentation over four non-consecutive lessons as part of a 4 week (16 lesson) topic on Earth science. Thirty students completed a pre- and post-test questionnaire to determine their understanding of climate change science and their ability to construct an argument about a climate change socioscientific issue. Students' understanding of climate change improved significantly (p size. There was also a significant increase (p Qualitative data, comprising classroom observation field notes, lesson transcripts, work samples, and teacher and student interviews, were analysed for the extent to which the students' argumentation skills improved. At the end of the intervention, students became aware of the need to justify their decisions with scientific evidence. It is concluded that introducing argumentation about climate change socioscientific issues to students in a disadvantaged school can improve their argumentation skills.

Mobilizing Change in a Business School Using Appreciative Inquiry

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Grandy, Gina; Holton, Judith

2010-01-01

Purpose: The purpose of this paper is to explore how appreciative inquiry (AI) as a pedagogical tool can be generative in nature creating opportunities for development and change in a business school context. Design/methodology/approach: Using a qualitative approach this research involved data collection and analysis in three stages of AI with a…

Authoring for Engagement in Interactive Dramatic Experiences for Learning

DEFF Research Database (Denmark)

Schoenau-Fog, Henrik; Bruni, Luis Emilio; Khalil, Faysal Fuad

2013-01-01

’s control over communicating a theme. To address this problem, this paper contributes a method for organizing narrative events in a free-roaming virtual environment. The Interactive Dramatic Experience Model (IDEM) retains the freedom of navigation while maintaining the possibility to construct various...

Conceptual Change in Elementary School Teacher Candidate Knowledge of Rock-Cycle Processes.

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Stofflett, Rene Therese

1994-01-01

Investigates the knowledge of elementary school teacher candidates on rock-cycle processes. Three different instructional interventions were used to improve their knowledge: (1) conceptual-change teaching; (2) traditional didactic teaching; and (3) microteaching. The conceptual-change group showed the most growth in understanding, supporting…

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

Science.gov (United States)

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

2013-12-01

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

Changing School – Changing Self

DEFF Research Database (Denmark)

Liversage, Anika

2017-01-01

of a critical time period in early adolescence where such young women’s dreams of upward social mobility were threatened. In the ‘contact zone’ of their local school classes, the proximity to ethnic majority pupils’ experiments with alcohol and cigarettes challenged the educational aspirations of the ethnic...

Fasting, but Not Aging, Dramatically Alters the Redox Status of Cysteine Residues on Proteins in Drosophila melanogaster

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Katja E. Menger

2015-06-01

Full Text Available Altering the redox state of cysteine residues on protein surfaces is an important response to environmental challenges. Although aging and fasting alter many redox processes, the role of cysteine residues is uncertain. To address this, we used a redox proteomic technique, oxidative isotope-coded affinity tags (OxICAT, to assess cysteine-residue redox changes in Drosophila melanogaster during aging and fasting. This approach enabled us to simultaneously identify and quantify the redox state of several hundred cysteine residues in vivo. Cysteine residues within young flies had a bimodal distribution with peaks at ∼10% and ∼85% reversibly oxidized. Surprisingly, these cysteine residues did not become more oxidized with age. In contrast, 24 hr of fasting dramatically oxidized cysteine residues that were reduced under fed conditions while also reducing cysteine residues that were initially oxidized. We conclude that fasting, but not aging, dramatically alters cysteine-residue redox status in D. melanogaster.

Changes in physical activity and sedentary time in the Finnish Schools on the Move program: a quasi-experimental study.

Science.gov (United States)

Haapala, Henna L; Hirvensalo, Mirja H; Kulmala, Janne; Hakonen, Harto; Kankaanpää, Anna; Laine, Kaarlo; Laakso, Lauri; Tammelin, Tuija H

2017-11-01

The aim of the Finnish Schools on the Move program is to create a more active and pleasant school day through physical activity (PA). In this quasi-experimental design, we compared changes in moderate-to-vigorous-intensity physical activity (MVPA) and sedentary time (ST) during the school day and outside school hours for Grades 1-9 over two academic years in four program schools and two reference schools. Altogether 319 girls and boys aged 7-15 participated in the study between 2010 and 2012. MVPA and ST were measured four times over the 1.5-year follow-up period for seven consecutive days, using a hip-worn ActiGraph accelerometer. Linear growth curve modeling was used to examine the effect of the program on MVPA and ST during follow-up. School day MVPA increased (P = 0.010) and school day ST decreased (P = 0.008) in program primary schools (Grades 1-6) more compared with the reference schools. The effect sizes (Cohen's d) for the difference in change (from the first to the last measurement) were small (d = 0.18 and d = -0.27, respectively). No differences in the changes of leisure-time or whole-day MVPA and ST between the program and reference schools were observed during follow-up. In conclusion, the changes in school day MVPA and ST did not translate into positive effects across the whole day. More effective and longer promotion actions are needed for positive changes in PA and ST, especially in lower secondary schools and for all daily segments. © 2016 The Authors. Scandinavian Journal of Medicine & Science in Sports Published by John Wiley & Sons Ltd.

Redesigning a large school-based clinical trial in response to changes in community practice.

Science.gov (United States)

Gerald, Lynn B; Gerald, Joe K; McClure, Leslie A; Harrington, Kathy; Erwin, Sue; Bailey, William C

2011-06-01

Asthma exacerbations are seasonal with the greatest risk in elementary-age students occurring shortly after returning to school following summer break. Recent research suggests that this seasonality in children is primarily related to viral respiratory tract infections. Regular hand washing is the most effective method to prevent the spread of viral respiratory infections; unfortunately, achieving hand washing recommendations in schools is difficult. Therefore, we designed a study to evaluate the effect of hand sanitizer use in elementary schools on exacerbations among children with asthma. To describe the process of redesigning the trial in response to changes in the safety profile of the hand sanitizer as well as changes in hand hygiene practice in the schools. The original trial was a randomized, longitudinal, subject-blinded, placebo-controlled, community-based crossover trial. The primary aim was to evaluate the incremental effectiveness of hand sanitizer use in addition to usual hand hygiene practices to decrease asthma exacerbations in elementary-age children. Three events occurred that required major modifications to the original study protocol: (1) safety concerns arose regarding the hand sanitizer's active ingredient; (2) no substitute placebo hand sanitizer was available; and (3) community preferences changed regarding hand hygiene practices in the schools. The revised protocol is a randomized, longitudinal, community-based crossover trial. The primary aim is to evaluate the incremental effectiveness of a two-step hand hygiene process (hand hygiene education plus institutionally provided alcohol-based hand sanitizer) versus usual care to decrease asthma exacerbations. Enrollment was completed in May 2009 with 527 students from 30 schools. The intervention began in August 2009 and will continue through May 2011. Study results should be available at the end of 2011. The changed design does not allow us to directly measure the effectiveness of hand

Development of Virtual Traveller: A behaviour change intervention to increase physical activity during primary school lessons

Directory of Open Access Journals (Sweden)

Emma Norris

2015-09-01

Three sources of data were used to inform the intervention development process: the existing research literature on school-based physical activity interventions, teacher interviews (N=12 and pupil focus groups (N=18 and an experimental feasibility study (N=85; Norris, Shelton, Dunsmuir, Duke-Williams, & Stamatakis, 2015b. The Behaviour Change Wheel was used as a framework to guide synthesis of evidence into the resulting intervention. Potential appropriate Behaviour Change Techniques were reviewed and embedded within the intervention. Conclusions The resulting 6-week Virtual Traveller programme with a 3-month follow-up period is currently in its final stages of evaluation in ten Greater London primary schools. Using the Behaviour Change Wheel and Behaviour Change Techniques allows development of replicable health interventions in applied settings such as schools.

Schools, climate change and health promotion: a vital alliance.

Science.gov (United States)

Boon, Helen; Brown, Lawrence; Clark, Brenton; Pagliano, Paul; Tsey, Komla; Usher, Kim

2011-12-01

Through an ongoing project, we have been reviewing the literature addressing school planning for climate change related ecological disruptions and disasters, particularly for the special needs of children with disabilities. We have also examined related state education department policies from across Australia. Our preliminary results suggest scant attention has been paid either by researchers or educational policy makers to the needs of children with disabilities and their caregivers in response to climate change induced disaster scenarios. Here, we advocate for better preparedness among institutions serving children with disabilities to support their health in the context of climate change, and describe how health promotion principles can be brought to bear on this issue.

Informal Education and Climate Change: An Example From The Miami Science Museum

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Delaughter, J.

2007-12-01

The Miami Science Museum recently took part in the National Conversation on Climate Action, held on October 4, 2007. This nationwide event encouraged members of the general public to explore local climate policy options. It provided an opportunity for citizens to discuss the issues and science of climate change with experts and policy makers, as well as neighbors and friends. During the day, the Miami Science Museum hosted a variety of events with something for everyone. Local school groups played DECIDE games and competed to find the most "treasure" in trash. Members and visitors were encouraged to leave their mark by posting comments and ideas about climate change. A "Gates of Change" exhibit provided dramatic visual indication of the effects of climate change and sea level rise. And a special "Meet the scientists" forum allowed the general public to discuss the facts and fictions of climate change with experts from Miami University's Rosenstiel School of Marine and Atmospheric Science. This activity was part of the Association of Science and Technology Centers' (ASTC) International action on Global Warming (IGLO) program. ASTC is the largest association of public science venues, and has 540 member institutions in 40 countries.

Correlates of change in student reported parent involvement in schooling: a new look at the National Education Longitudinal Study of 1988.

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Stone, Susan

2006-10-01

Using a subsample (2174 students, 174 schools) from the National Education Longitudinal Study of 1988 (NELS), this study drew on Eccles and Harold's (1996) framework of parent involvement in schooling to estimate the relative influence of key child, family, and school characteristics on change in three types of student-reported parent involvement in schooling between eighth and tenth grades: home communication about school, monitoring, and direct interactions with schools. It also examines relationships between changes in involvement, change in grade point average (GPA), and dropout. Overall, measured school effects accounted for a small proportion of the variation in changes in home communication and direct parent interactions with schools. Sustained home communication related to higher grades and lower likelihood of dropout, although the size of effects was small. (c) 2007 APA, all rights reserved

Changing Families, Changing Workplaces

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Bianchi, Suzanne M.

2011-01-01

American families and workplaces have both changed dramatically over the past half-century. Paid work by women has increased sharply, as has family instability. Education-related inequality in work hours and income has grown. These changes, says Suzanne Bianchi, pose differing work-life issues for parents at different points along the income…

Changes in Student Science Interest from Elementary to Middle School

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Coutts, Trudi E.

This study is a transcendental phenomenological study that described the experience of students’ interest in science from elementary school through middle school grades and the identification of the factors that increase or decrease interest in science. Numerous researchers have found that interest in science changes among children and the change in interest seems to modulate student motivation, which ultimately leads to fewer children choosing not only science classes in the future but science careers. Research studies have identified numerous factors that affect student interest in science; however, this study incorporated the lived experience of the child and looked at this interest in science through the lens of the child. The study design was a collective cross-case study that was multi-site based. This study utilized a sample of children in fifth grade classes of three different elementary schools, two distinct seventh grade classes of different middle schools, and ninth grade children from one high school in the State of Illinois. The phenomenon was investigated through student interviews. The use of one-on-one semi-structured interviews limited to 45 minutes in length provided the researcher with data of each child’s description of science interest. All interviews were audio- recorded and transcribed verbatim. The data was collected and analyzed in order to identify themes, and finally checked for validity. The most significant findings of this study, and possible factors contributing to science interest in children as they progress from elementary to high school, were those findings relating to hands-on activities, the degree to which a student was challenged, the offering of new versus previously studied topics in the curriculum, the perceived relevance of the curricular materials to personal life, and the empowerment children felt when they were allowed to make choices related to their learning experiences. This study’s possible implications for

"Teachers' Voices for School Change": An Introduction to Educative Research.

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Jacobs, Mary-Ellen

1993-01-01

Reviews a book, "Teachers' Voices for School Change" by Andrew Gitlin, on educative research and teacher voice, examining the educative research process which grounds reflection in the life histories of teacher researchers, presenting four case studies on educative research, and reflecting on the educative research process itself.…

Relationship of Teachers' Readiness for Change with Their Participation in Decision Making and School Culture

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Inandi, Yusuf; Giliç, Fahrettin

2016-01-01

The aim of this research is to study the relationship between primary school teachers' level of participation in decision making, school culture and their level of readiness for change. The data in the study were collected from 597 primary school teachers (304 men and 293 women) in central districts of Mersin in 2014 spring semester. Participation…

Parent Involvement in the Getting Ready for School Intervention Is Associated With Changes in School Readiness Skills

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Maria Marti

2018-05-01

Full Text Available The role of parent involvement in school readiness interventions is not well-understood. The Getting Ready for School (GRS intervention is a novel program that has both home and school components and aims to improve early literacy, math, and self-regulatory skills in preschool children from socioeconomically disadvantaged families. In this study, we first examined associations between family characteristics and different indices of parent involvement in the GRS intervention. We then examined associations between parent involvement and change in children's school readiness skills over time. Participants were 133 preschool children attending Head Start and their parents who participated in the GRS intervention during the academic year 2014–2015. Parent involvement was operationalized as attendance to GRS events at the school, time spent at home doing GRS activities, and usage of digital program materials, which included a set of videos to support the implementation of parent-child activities at home. Although few family characteristics were significantly associated with parent involvement indices, there was a tendency for some markers of higher socioeconomic status to be linked with greater parent involvement. In addition, greater parent involvement in the GRS intervention was significantly associated with greater gains in children's early literacy, math, and self-regulatory skills. These findings suggest that parent involvement in comprehensive early interventions could be beneficial in terms of improving school readiness for preschoolers from disadvantaged families.

Parent Involvement in the Getting Ready for School Intervention Is Associated With Changes in School Readiness Skills

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Marti, Maria; Merz, Emily C.; Repka, Kelsey R.; Landers, Cassie; Noble, Kimberly G.; Duch, Helena

2018-01-01

The role of parent involvement in school readiness interventions is not well-understood. The Getting Ready for School (GRS) intervention is a novel program that has both home and school components and aims to improve early literacy, math, and self-regulatory skills in preschool children from socioeconomically disadvantaged families. In this study, we first examined associations between family characteristics and different indices of parent involvement in the GRS intervention. We then examined associations between parent involvement and change in children's school readiness skills over time. Participants were 133 preschool children attending Head Start and their parents who participated in the GRS intervention during the academic year 2014–2015. Parent involvement was operationalized as attendance to GRS events at the school, time spent at home doing GRS activities, and usage of digital program materials, which included a set of videos to support the implementation of parent-child activities at home. Although few family characteristics were significantly associated with parent involvement indices, there was a tendency for some markers of higher socioeconomic status to be linked with greater parent involvement. In addition, greater parent involvement in the GRS intervention was significantly associated with greater gains in children's early literacy, math, and self-regulatory skills. These findings suggest that parent involvement in comprehensive early interventions could be beneficial in terms of improving school readiness for preschoolers from disadvantaged families. PMID:29904362

Exploring Organisational Stratification and Technological Pedagogical Change: Cases of Technology Integration Specialists in Hong Kong International Schools

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Woo, David James

2015-01-01

An international school may make organisational choices that divide the school by curriculum, grade-level, language and location. This article explores how a school's organisational stratification impacts how the school supports changing teaching and learning practices through technology. The article draws from case data of technology integration…

The Effects of Principal's Leadership Style on Support for Innovation: Evidence from Korean Vocational High School Change

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Park, Joo-Ho

2012-01-01

A climate of innovation and principal leadership in schools are regarded as significant factors in successfully implementing school change or innovation. Nevertheless, the relationship between the school climate supportive of innovation and the principal's leadership has rarely been addressed to determine whether schools successfully perform their…

Guiding the Noticing: Using a Dramatic Performance Experience to Promote Tellability in Narrative Writing

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Clark, Shanetia

2012-01-01

In this article, the author describes her use of dramatic performance to promote tellability in narrative writing within a seventh and eighth grade English and language arts classroom. By experiencing dramatic performance, the students were able to actively and physically perform the writing process: brainstorming, drafting, revising, and editing.…

Change of School in Early Adolescence and Adverse Obesity-Related Dietary Behavior: A Longitudinal Cohort Study, Victoria, Australia, 2013-2014.

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Marks, Jennifer; Barnett, Lisa M; Allender, Steven

2015-09-10

Environments that facilitate energy-dense, nutrient-poor diets are associated with childhood obesity. We examined the effect of a change of school environment on the prevalence of obesity and related dietary behavior in early adolescence. Fifteen schools in Victoria, Australia, were recruited at random from the bottom 2 strata of a 5-level socioeconomic scale. In 9 schools, students in grade 6 primary school transitioned to different schools for grade 7 secondary school, whereas in 6 schools, students remained in the same school from grade 6 to grade 7. Time 1 measures were collected from students (N = 245) in grade 6 (aged 11-13 y). Time 2 data were collected from 243 (99%) of the original cohort in grade 7. Data collected were dietary recall self-reported by students via questionnaire, measured height and weight of students, and aspects of the school food environment via school staff survey. Comparative and mixed model regression analyses were conducted. Of 243 students, 63% (n = 152) changed schools from time 1 to time 2, with no significant difference in weight status. Students who changed schools reported an increase in purchases of after-school snack food, greater sweetened beverage intake, fewer fruit-and-vegetable classroom breaks, and less encouragement for healthy eating compared with students who remained in the same school. School staff surveys showed that more primary than secondary schools had written healthy canteen policies and fewer days of canteen or food services operation. A change of school environment has negative effects on children's obesity-related dietary behavior. Consistent policy is needed across school types to support healthy eating in school environments.

A dramatic, objective antiandrogen withdrawal response: case report and review of the literature

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Litwin Alan

2008-11-01

Full Text Available Abstract Antiandrogen withdrawal response is an increasingly recognized entity in patients with metastatic prostate cancer. To our knowledge, there have been no reports describing a durable radiologic improvement along with prostate-specific antigen (PSA with discontinuation of the antiandrogen agent bicalutamide. We report a case in which a dramatic decline of serum PSA levels associated with a dramatic improvement in radiologic disease was achieved with bicalutamide discontinuation.

Changes to the school food and physical activity environment after guideline implementation in British Columbia, Canada

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Watts, Allison W; Mâsse, Louise C; Naylor, Patti-Jean

2014-01-01

Background High rates of childhood obesity have generated interest among policy makers to improve the school food environment and increase students’ levels of physical activity. The purpose of this study was to examine school-level changes associated with implementation of the Food and Beverage Sales in Schools (FBSS) and Daily Physical Activity (DPA) guidelines in British Columbia, Canada. Methods Elementary and middle/high school principals completed a survey on the school food and physical...

Redesigning a large school-based clinical trial in response to changes in community practice

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Gerald, Lynn B; Gerald, Joe K; McClure, Leslie A; Harrington, Kathy; Erwin, Sue; Bailey, William C

2011-01-01

Background Asthma exacerbations are seasonal with the greatest risk in elementary-age students occurring shortly after returning to school following summer break. Recent research suggests that this seasonality in children is primarily related to viral respiratory tract infections. Regular hand washing is the most effective method to prevent the spread of viral respiratory infections; unfortunately, achieving hand washing recommendations in schools is difficult. Therefore, we designed a study to evaluate the effect of hand sanitizer use in elementary schools on exacerbations among children with asthma. Purpose To describe the process of redesigning the trial in response to changes in the safety profile of the hand sanitizer as well as changes in hand hygiene practice in the schools. Methods The original trial was a randomized, longitudinal, subject-blinded, placebo-controlled, community-based crossover trial. The primary aim was to evaluate the incremental effectiveness of hand sanitizer use in addition to usual hand hygiene practices to decrease asthma exacerbations in elementary-age children. Three events occurred that required major modifications to the original study protocol: (1) safety concerns arose regarding the hand sanitizer’s active ingredient; (2) no substitute placebo hand sanitizer was available; and (3) community preferences changed regarding hand hygiene practices in the schools. Results The revised protocol is a randomized, longitudinal, community-based crossover trial. The primary aim is to evaluate the incremental effectiveness of a two-step hand hygiene process (hand hygiene education plus institutionally provided alcohol-based hand sanitizer) versus usual care to decrease asthma exacerbations. Enrollment was completed in May 2009 with 527 students from 30 schools. The intervention began in August 2009 and will continue through May 2011. Study results should be available at the end of 2011. Limitations The changed design does not allow us to

Leadership for Coping with and Adapting to Policy Change in Deprived Contexts: Lessons from School Principals

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Bhengu, Thamsanqa Thulani; Myende, Phumlani Erasmus

2016-01-01

This paper explores what, from school principals' perspectives, constitutes leadership for coping with and adapting to policy change within deprived school contexts. Using qualitative interpretive research, we drew from the practices of five principals that were purposively selected from a broader study, which focused on school principals'…

Dramatic weight loss associated with commencing clozapine.

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Lally, John; McDonald, Colm

2011-11-08

The authors report the case of a 44-year-old man with a long history of chronic enduring schizophrenia who experienced dramatic weight loss after commencing treatment with clozapine, an antipsychotic medication characteristically associated with the greatest degree of weight gain among medical treatments for schizophrenia. He was obese with a body mass index (BMI) of 41.5 kg/m(2), but after commencing clozapine therapy he experienced an improvement in psychotic symptoms and 40% loss of his body weight attained through an altered diet and exercise regime, which resulted in him attaining a normal BMI of 24.8 kg/m(2).

Changes in the Relation Between Competence Beliefs and Achievement in Math Across Elementary School Years.

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Weidinger, Anne F; Steinmayr, Ricarda; Spinath, Birgit

2018-03-01

Math competence beliefs and achievement are important outcomes of school-based learning. Previous studies yielded inconsistent results on whether skill development, self-enhancement, or reciprocal effects account for the interplay among them. A development-related change in the direction of their relation in the early school years might explain the inconsistency. To test this, 542 German elementary school students (M = 7.95 years, SD = 0.58) were repeatedly investigated over 24 months from Grade 2 to Grade 4. Math competence beliefs declined and had a growing influence on subsequent math grades. This suggests changes in the dominant direction of the relation from a skill development to a reciprocal effects model during elementary school. Findings are discussed with regard to their theoretical and practical implications. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Art-House Cinema, Avant-Garde Film, and Dramatic Modernism

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Cardullo, Bert

2011-01-01

In this article, the author talks about art-house cinema, avant-garde film, and dramatic modernism. He believes that the most important modes of film practice are art-house cinema and the avant-garde, both of which contrast with the classical Hollywood mode of film practice. While the latter is characterized by its commercial imperative, corporate…

A public school district's vending machine policy and changes over a 4-year period: implementation of a national wellness policy.

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Han-Markey, T L; Wang, L; Schlotterbeck, S; Jackson, E A; Gurm, R; Leidal, A; Eagle, K

2012-04-01

The school environment has been the focus of many health initiatives over the years as a means to address the childhood obesity crisis. The availability of low-nutrient, high-calorie foods and beverages to students via vending machines further exacerbates the issue of childhood obesity. However, a healthy overhaul of vending machines may also affect revenue on which schools have come to depend. This article describes the experience of one school district in changing the school environment, and the resulting impact on food and beverage vending machines. Observational study in Ann Arbor public schools. The contents and locations of vending machines were identified in 2003 and surveyed repeatedly in 2007. Overall revenues were also documented during this time period. Changes were observed in the contents of both food and beverage vending machines. Revenue in the form of commissions to the contracted companies and the school district decreased. Local and national wellness policy changes may have financial ramifications for school districts. In order to facilitate and sustain school environment change, all stakeholders, including teachers, administrators, students and healthcare providers, should collaborate and communicate on policy implementation, recognizing that change can have negative financial consequences as well as positive, healthier outcomes. Copyright © 2012 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

CHANGES IN COPING STRATEGY IN THE SCHOOL AGE CHILDREN

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M. A. Alieva

2018-01-01

Full Text Available The objective of the study: to investigate the changes in preferable coping-strategies during treatment of the school-age children in a TB sanatorium. 77 patients (children and adolescents were enrolled into the study, they all had rehabilitation due to respiratory tuberculosis. All patients were divided into two groups: 8-12 years old (17 boys and 13 girls and 13-17 years old (24 boys and 23 girls. Coping strategies in the school-age children were investigated twice: at admission and discharge from the sanatorium, using a questionnaire adapted by N.A. Sirota and V.N. Yaltonsky and modified by R. M. Granovskaya and I.M. Nikolskaya. Analysis of the structure of the responses identified a group of patients who were oriented in the direction from the problem. This group presented a lower number of scores of the problem solution scale and a higher number of scores in the scales of avoidance, denial, fantasy formation. The other group of patients, focused in the direction towards the problem, characterized by a higher number of scores of the scales of problem solution and communication and a lower number of scores for the scales of denial and fantasy formation. Statistically significant changes were observed in the scale assessing communication (p = 0.03; there was a statistically significant reduction in the scores reflecting avoidance and denial (p < 0.001. There were no significant changes in the other scores. 

The Rewards of Professional Change: Two Primary School Teachers' Experiences of Transforming Outdoor Education

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Cosgriff, Marg

2017-01-01

Embarking on and sustaining professional change is often a challenging process for educators. This is particularly so within a broader context of rapid (r)evolution in curriculum, pedagogical and assessment-related developments in the compulsory school sector in Aotearoa New Zealand over the past decade. Teachers' and school leaders' accounts of…

Leadership in New Hampshire Independent Schools: An Examination of Trust and Openness to Change

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D'Entremont, John P.

2016-01-01

The study of leadership is extensive in business and public education. Research on headmaster leadership in private schools is limited. This mixed methods study aimed to determine if exemplary private school headmaster leadership practices builds faculty trust creating an openness to change. The sample in the study consisted of five National…

A School-Based Program for Overweight and Obese Adolescents: A Randomized Controlled Trial

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Pbert, Lori; Druker, Susan; Barton, Bruce; Schneider, Kristin L.; Olendzki, Barbara; Gapinski, Mary A.; Kurtz, Stephen; Osganian, Stavroula

2016-01-01

Background: Given the dramatic increase in adolescent overweight and obesity, models are needed for implementing weight management treatment through readily accessible venues. We evaluated the acceptability and efficacy of a school-based intervention consisting of school nurse-delivered counseling and an afterschool exercise program in improving…

Teacher-student interpersonal relationships and academic motivation within one school year : developmental changes and linkage

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Opdenakker, Marie-Christine; Maulana, Ridwan; den Brok, Perry

The present study explored the developmental changes of teacher-student interpersonal relationships as well as that of academic motivation among first-grade secondary school students. In addition, the link between teacher-student interpersonal behaviour and academic motivation across the school year

Middle School Students' Understandings About Anthropogenic Climate Change

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Golden, B. W.

2013-12-01

Given the complexity of the science involving climate change (IPCC, 2007), its lack of curricular focus within US K-12 schooling (Golden, 2009; Golden & Francis, 2013), and the difficulty in effecting conceptual change in science (Vosniadou, 2007), we sought to research middle school students' conceptions about climate change, in addition to how those conceptions changed during and as a result of a deliberately designed global climate change (GCC) unit. In a sixth grade classroom, a unit was designed which incorporated Argumentation-Driven Inquiry (Sampson & Grooms, 2010). That is, students were assigned to groups and asked to make sense of standard GCC data such as paleoclimate data from ice cores, direct temperature measurement, and Keeling curves, in addition to learning about the greenhouse effect in a modeling lesson (Hocking, et al, 1993). The students were then challenged, in groups, to create, on whiteboards, explanations and defend these explanations to and with their peers. They did two iterations of this argumentation. The first iteration focused on the simple identification of climate change patterns. The second focused on developing causal explanations for those patterns. After two rounds of such argumentation, the students were then asked to write (individually) a "final" argument which accounted for the given data. Interview and written data were analyzed prior to the given unit, during it, and after it, in order to capture complicated nuance that might escape detection by simpler research means such as surveys. Several findings emerged which promised to be of interest to climate change educators. The first is that many students tended to "know" many "facts" about climate change, but were unable to connect these disparate facts in any meaningful ways. A second finding is that while no students changed their entire belief systems, even after a robust unit which would seemingly challenge such, each student engaged did indeed modify the manner in which

Impact of advanced pharmacy practice experience placement changes in colleges and schools of pharmacy.

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Duke, Lori J; Staton, April G; McCullough, Elizabeth S; Jain, Rahul; Miller, Mindi S; Lynn Stevenson, T; Fetterman, James W; Lynn Parham, R; Sheffield, Melody C; Unterwagner, Whitney L; McDuffie, Charles H

2012-04-10

To document the annual number of advanced pharmacy practice experience (APPE) placement changes for students across 5 colleges and schools of pharmacy, identify and compare initiating reasons, and estimate the associated administrative workload. Data collection occurred from finalization of the 2008-2009 APPE assignments throughout the last date of the APPE schedule. Internet-based customized tracking forms were used to categorize the initiating reason for the placement change and the administrative time required per change (0 to 120 minutes). APPE placement changes per institution varied from 14% to 53% of total assignments. Reasons for changes were: administrator initiated (20%), student initiated (23%), and site/preceptor initiated (57%) Total administrative time required per change varied across institutions from 3,130 to 22,750 minutes, while the average time per reassignment was 42.5 minutes. APPE placements are subject to high instability. Significant differences exist between public and private colleges and schools of pharmacy as to the number and type of APPE reassignments made and associated workload estimates.

The climate change: A teaching unit to Secondary School

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Ana Margarita González

2002-12-01

Full Text Available This paper proposes the planning of "Climate change" Secondary School the experience gained in its application Ninth Grade ESBU Tania the Guerilla of Pinar del Río.The subjects are presented in proposal for the simultaneous work of the subjectare:Geography, Chemistry Physicsand Biology with the support of Computing. Work on these subjects taxed at fulfillment of the objectiveof the unit.instruments are also presented for measuring development of knowledge, assessment and materials Discussesthe results of the application thereof.TeachingClimate Change Unit is one of the ways in which they can be realized in the classroom addressing issues of global interest

Achievement goal structures and self-regulated learning: relationships and changes in medical school.

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Artino, Anthony R; Dong, Ting; DeZee, Kent J; Gilliland, William R; Waechter, Donna M; Cruess, David; Durning, Steven J

2012-10-01

Practicing physicians have a societal obligation to maintain their competence. Unfortunately, the self-regulated learning skills likely required for lifelong learning are not explicitly addressed in most medical schools. The authors examined how medical students' perceptions of the learning environment relate to their self-regulated learning behaviors. They also explored how students' perceptions and behaviors correlate with performance and change across medical school. The authors collected survey data from 304 students at different phases of medical school training. The survey items assessed students' perceptions of the learning environment, as well as their metacognition, procrastination, and avoidance-of-help-seeking behaviors. The authors operationalized achievement as cumulative medical school grade point average (GPA) and, for third- and fourth-year students, collected clerkship outcomes. Students' perceptions of the learning environment were associated with their metacognition, procrastination, and help-avoidance behaviors. These behaviors were also related to academic outcomes. Specifically, avoidance of help seeking was negatively correlated with cumulative medical school GPA (r=-0.23, P<.01) as well as exam (r=-0.22, P<.05) and clinical performance (r=-0.34, P<.01) in the internal medical clerkship; these help-avoidance behaviors were also positively correlated with students' presentation at a grade adjudication committee (r=0.20, P<.05). Additionally, students' perceptions of the learning environment varied as a function of their phase of training. Medical students' perceptions of the learning environment are related, in predictable ways, to their use of self-regulated learning behaviors; these perceptions seem to change across medical school.

Education for Change: Epic Charter School

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EDUCAUSE, 2015

2015-01-01

The student-centered school model of Epic Charter School in Oakland, California, framed around a hero's journey empowers middle school students with sense of unity and purpose in life, where they can feel part of a culture with a shared experience and with more opportunities to experiences growth and accomplishment. Design and engineering is front…

The Complexities of Systems Change in Creating Equity for Students with Disabilities in Urban Schools

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Kozleski, Elizabeth B.; Smith, Anne

2009-01-01

This article explores the complexities of urban school improvement and systems change through the lens of educational equity policy initiatives. The authors situate urban schools within a critical context where contested identity politics, sociopolitical agendas, and economic stratification marginalize culturally and linguistically diverse…

Changes in Weight, Sedentary Behaviour and Physical Activity during the School Year and Summer Vacation

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Chiaki Tanaka

2018-05-01

Full Text Available Background: To examine bidirectional associations between body weight and objectively assessed sedentary behaviour (SB and physical activity (PA during the school year and summer vacation. Methods: Participants were 209 Japanese boys and girls (9.0 ± 1.8 years at baseline. SB and PA were measured using triaxial accelerometry that discriminated between ambulatory and non-ambulatory PA, screen time measured by questionnaire during the school-term was evaluated in May and the summer vacation, and relative body weight measured in May and just after the end of summer vacation. Results: There were no significant relationships between changes in SB or PA and changes in body weight. However, higher relative body weight at baseline was associated with decreased non-ambulatory moderate PA (p = 0.049, but this association was slightly diminished after adjusting for change in SB (p = 0.056. Longer screen time at baseline was also associated with increased relative body weight (p = 0.033. Conclusions: The present study revealed that body weight might be particularly influential on non-ambulatory moderate PA while SB, PA or changes in these variables did not predict changes in body weight. Moreover, screen time during the school year is a predictor of change in relative body weight during the subsequent summer vacation.

A Medical School's Organizational Readiness for Curriculum Change (MORC): Development and Validation of a Questionnaire

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Jippes, M.; Driessen, E.W.; Broers, N.J.; Majoor, G.D.; Gijselaers, W.H.; Vleuten, C.P.M. van der

2013-01-01

PURPOSE: Because successful change implementation depends on organizational readiness for change, the authors developed and assessed the validity of a questionnaire, based on a theoretical model of organizational readiness for change, designed to measure, specifically, a medical school's

Socio-Dramatic Affective-Relational Intervention for Adolescents with Asperger Syndrome & High Functioning Autism: Pilot Study

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Lerner, Matthew D.; Mikami, Amori Yee; Levine, Karen

2011-01-01

This study examined the effectiveness of a novel intervention called "socio-dramatic affective-relational intervention" (SDARI), intended to improve social skills among adolescents with Asperger syndrome and high functioning autism diagnoses. SDARI adapts dramatic training activities to focus on in vivo practice of areas of social skill…

Readiness of Makassar Public High School Counsellors in Coping Organizational Change

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Andi Dasmawati

2014-05-01

Full Text Available This study aims to determine the readiness of State High School counsellors in the city of Makassar who are confronted with organizational change. The assessment is viewed from the aspect of preparedness of counsellors that includes self-esteem, optimism and perceived control. A mixed method was used in this study that was simultaneously embedded. Survey questionnaires were distributed to 68 counsellors of State High Schools in Makassar for purposes of quantitative analysis, while an interview was conducted to five counsellor-coordinators for purposes of qualitative analysis.  Both descriptive and inferential statistics were employed to best analyze the quantitative data, while the qualitative data was analyzed manually. The study revealed that the level of readiness of the 68 counsellors’ performance was low in coping with organizational change. This implies that there is a need for the counsellors to improve their performance in the future. Through the qualitative analysis, it was found out that the counsellors have numerous difficulties in their ability to cope with organizational change, while the result of good performance was noted in the quantitative analysis that was conducted.

Changing Images of the Inclined Plane: A Case Study of a Revolution in American Science Education

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Turner, Steven C.

2012-02-01

Between 1880 and 1920 the way science was taught in American High Schools changed dramatically. The old "lecture/demonstration" method, where information was presented to essentially passive students, was replaced by the "laboratory" method, where students performed their own experiments in specially constructed student laboratories. National leadership in education was generally weak during this period, and the new method required significant investments by the schools, but within a few decades American science education was rapidly and completely transformed. Previous studies of this fundamental change have concentrated on the activities of organizations like the NEA, the Bureau of Education and a few major universities, but the way in which these groups were able to effect actual changes in classroom practice is not completely clear. This article attempts to broaden the existing narrative by integrating the rich and largely ignored material culture of science education—such things as textbooks, lab manuals, student notebooks, science teaching instruments and scientific instrument catalogs. Surprisingly, much of this story can be seen in changes to the depiction of a single, venerable and otherwise unremarkable teaching instrument: the inclined plane.

A menu for health: changes to New York City school food, 2001 to 2011.

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Perlman, Sharon E; Nonas, Cathy; Lindstrom, Lauren L; Choe-Castillo, Julia; McKie, Herman; Alberti, Philip M

2012-10-01

The high prevalence of obesity puts children at risk for chronic diseases, increases health care costs, and threatens to reduce life expectancy. As part of the response to this epidemic, the New York City (NYC) Department of Education (DOE)--the nation's largest school district--has worked to improve the appeal and nutritional quality of school food. This article highlights some of the structural and policy changes that have improved the school food environment over the past decade, with the aim to share lessons learned and provide recommendations and resources for other districts interested in making similar modifications. This article details changes DOE has implemented over 10 years, including revised nutrition standards for school meals and competitive foods; new school food department staffing; food reformulations, substitutions, and additions; and transitions to healthier beverages. NYC's revised nutrition standards and hiring of expert staff increased availability of fruits and vegetables, whole grains, and low-fat dairy and decreased sugary beverages, and foods high in saturated fats and added sugars--the major contributors to discretionary calorie intake. DOE also introduced healthier beverages: switching from high-calorie, high-fat whole milk to low-fat milk and increasing access to water. NYC has successfully improved the quality of its school food environment and shown that healthier food service is possible, even under budgetary constraints. Several broad factors facilitated these efforts: fostering community partnerships and inter-agency collaboration, implementing policies and initiatives that target multiple sectors for greater impact, and working to make incremental improvements each year. © 2012, American School Health Association.

Managing Positive Stress for Change in the Implementation of Technology in Schools

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Carol Vanvooren

2011-04-01

Full Text Available In the Information Age, faculty and staff in large institutions and schools make transformative changes slowly. The implementation of technology as a tool for communication and in classroom integration for instruction is also slow for many educators. However, today there is an urgency to bring the most recent technology systems, applications, and strategies into the educational organization, creating an environment that requires knowledgeable leaders to manage the rapid change. With resistance just a parking lot whisper away, leaders must orchestrate the right amount of stress to create a need in the staff to constantly evolve to a new level of technology implementation. The five positive stress inducing strategies for change, first introduced by DeVore in 1994 [4], have proven to be used by highly effective leaders from elementary schools through college. With leaders trained in these key strategies, the likelihood of faculty and staff commitment to the needed changes in technology integration is greatly increased. Leaders can’t wait for the experienced employee to consider using technology as a tool; even elementary students race past the limited and readily outdated technology skills of most teachers. Leaders must create the positive stressors to initiate change for technology in their organizations now.

Teacher Education around the World: Changing Policies and Practices. Teacher Quality and School Development

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Darling-Hammond, Linda, Ed.; Lieberman, Ann, Ed.

2012-01-01

Teachers are the most important single element of the education system but what does it take to create high quality teachers in today's world? Around the world, countries are struggling to understand how to change their schools to meet global demands. International comparisons have shown that schools in Finland lead the league tables, but why is…

Opinions and Knowledge About Climate Change Science in High School Students

DEFF Research Database (Denmark)

Harker-Schuch, Inez; Henriksen, Christian Bugge

2013-01-01

in national and international schools before and after a lecture in climate change science. The results show that knowledge about climate change science significantly affects opinions about climate change. Students with a higher number of correct answers are more likely to have the opinion that humans......This study investigates the influence of knowledge on opinions about climate change in the emerging adults' age group (16-17 years). Furthermore, the effects of a lecture in climate change science on knowledge and opinions were assessed. A survey was conducted in Austria and Denmark on 188 students...... are causing climate change and that both individuals and governments are responsible for addressing climate change. The lecture in climate change science significantly improved knowledge development but did not affect opinions. Knowledge was improved by 11 % after the lecture. However, the percentage...

"I've Never Seen People Work So Hard!" Teachers' Working Conditions in the Early Stages of School Turnaround

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Cucchiara, Maia Bloomfield; Rooney, Erin; Robertson-Kraft, Claire

2015-01-01

School turnaround--a reform strategy that strives for quick and dramatic transformation of low-performing schools--has gained prominence in recent years. This study uses interviews and focus groups conducted with 86 teachers in 13 schools during the early stages of school turnaround in a large urban district to examine teachers' perceptions of the…

Making the transition to middle schooling: A case study of experienced science teachers coping with change

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Strong, Donna Dorough

The increasing popularity of the middle school movement necessitates a need for more interpretive research in middle level education. The purpose of this qualitative case study was to explore science teachers' perceptions of the transition to a new middle school and the meanings they attached to this new experience. The participants were three eighth grade science teachers, each with 20 plus years of teaching experience. The primary data for analysis was a series of five interviews with each participant. Data collection also included weekly participant observation of team meetings. Findings revealed that the science teachers all had positive feelings attached to the ability to keep track of students' academic progress and behavior problems as a result of teaming. The changes associated with the first year were very stressful for all three, primarily the loss of the traditional junior high departmentalized structure. The two participants who transferred directly from the junior high school were very skeptical of any benefits from an interdisciplinary curriculum, the appropriateness of the middle school philosophy for eighth grade students, and the move to heterogeneously grouped science classes. In contrast, the former junior high teacher who had spent the past ten years teaching sixth grade at the elementary school had positive beliefs about the potential benefits of an interdisciplinary curriculum and heterogeneous grouping. Teacher stress associated with a change in the school setting and the science teachers' constraints to actualizing a meaningful middle schooling experience are illuminated. Teachers' lack of ownership in the reform decision making process, loss of time with their science teacher peers, diminished compliments from high school counterparts, and need for more empirical evidence supporting proposed changes all served as barriers to embracing the reform initiatives. The participants found taking a very slow approach to be their most useful means of

Transforming and Turning around Low-Performing Schools: The Role of Online Learning

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Corry, Michael; Carlson-Bancroft, Angela

2014-01-01

This review of the literature examines online learning as a core strategy for bold, dramatic curricular reform within transformational or turnaround models in improving low-performing K-12 schools. The analysis of the literature in this area found benefits of online learning in transforming and turning around low-performing schools to include: (a)…

The dramatic extraction construction in French

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Anne Abeillé

2009-01-01

Full Text Available Relying on spoken corpora (Corpaix, CRFP and on previous studies (Sabio 1995, 1996, we identify a construction common in spoken French, which we analyze as a particular case of extraction:a. dix sept ans il a. (Seventeen years he has [Corpaix]b. deux cigarettes j'ai fumé. (Two cigarettes I smoked [on the fly]The construction can only be a root clause and a declarative clause. Its interpretation is that of a thetic proposition. On the other hand, it is not associated with a unique information structure, since it is compatible with a focus-ground partition, with the extracted constotunet as a narrow focus, or with an all focus interpretation. We call this construction ‘dramatic extraction’, and the extracted element a ‘center’ (i.e. a focus or a figure. We formalize our analysis in the HPSG grammar.

The healthy options for nutrition environments in schools (Healthy ONES group randomized trial: using implementation models to change nutrition policy and environments in low income schools

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Coleman Karen J

2012-06-01

Full Text Available Abstract Background The Healthy Options for Nutrition Environments in Schools (Healthy ONES study was an evidence-based public health (EBPH randomized group trial that adapted the Institute for Healthcare Improvement’s (IHI rapid improvement process model to implement school nutrition policy and environmental change. Methods A low-income school district volunteered for participation in the study. All schools in the district agreed to participate (elementary = 6, middle school = 2 and were randomly assigned within school type to intervention (n = 4 and control (n =4 conditions following a baseline environmental audit year. Intervention goals were to 1 eliminate unhealthy foods and beverages on campus, 2 develop nutrition services as the main source on campus for healthful eating (HE, and 3 promote school staff modeling of HE. Schools were followed across a baseline year and two intervention years. Longitudinal assessment of height and weight was conducted with second, third, and sixth grade children. Behavioral observation of the nutrition environment was used to index the amount of outside foods and beverages on campuses. Observations were made monthly in each targeted school environment and findings were presented as items per child per week. Results From an eligible 827 second, third, and sixth grade students, baseline height and weight were collected for 444 second and third grade and 135 sixth grade students (51% reach. Data were available for 73% of these enrolled students at the end of three years. Intervention school outside food and beverage items per child per week decreased over time and control school outside food and beverage items increased over time. The effects were especially pronounced for unhealthy foods and beverage items. Changes in rates of obesity for intervention school (28% baseline, 27% year 1, 30% year 2 were similar to those seen for control school (22% baseline, 22% year 1, 25% year 2 children

Relations of Change in Condition Severity and School Self-Concept To Change in Achievement-Related Behavior in Children with Asthma or Epilepsy.

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Huberty, Thomas J.; Austin, Joan K.; Huster, Gertrude A.; Dunn, David W.

2000-01-01

Explores relation of gender, change in condition of severity, and change in school self-concept, to change in teachers' ratings of academic-related behaviors in children with asthma or epilepsy. Tests showed that these children were near population mean in academic-related behaviors, except students with high-severity epilepsy. (Author/JDM)

The Changing Distribution of Teacher Qualifications Across Schools: A Statewide Perspective Post-NCLB

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Karen J. DeAngelis

2010-11-01

Full Text Available A number of recent policy initiatives, including NCLB's highly qualified teacher provisions, have sought to improve the qualifications of teachers and their distribution across schools. Little is known, however, about the impact of these policies. In this study, we use population data on teachers and schools in Illinois to examine changes in the level and distribution of teacher qualifications from 2001 to 2006. We find that schools in Chicago, especially those serving the highest percentages of low-income and minority students, experienced the greatest improvements in teacher qualifications during the period. In addition, high-poverty schools in most other locales in the state registered small to moderate improvements, which narrowed the gap in teacher qualifications between high- and low-poverty schools across Illinois. Improvements in the certification status of experienced teachers and the recruitment of new teachers with stronger academic qualifications both contributed to these gains. The results reveal a tradeoff for disadvantaged schools seeking to improve both teacher qualifications and teacher experience levels, thereby calling into question the near-term feasibility of NCLB provisions that aim to simultaneously eliminate inequities across schools in both.       

Students' Changing Attitudes and Aspirations Towards Physics During Secondary School

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Sheldrake, Richard; Mujtaba, Tamjid; Reiss, Michael J.

2017-11-01

Many countries desire more students to study science subjects, although relatively few students decide to study non-compulsory physics at upper-secondary school and at university. To gain insight into students' intentions to study non-compulsory physics, a longitudinal sample (covering 2258 students across 88 secondary schools in England) was surveyed in year 8 (age 12/13) and again in year 10 (age 14/15). Predictive modelling highlighted that perceived advice, perceived utility of physics, interest in physics, self-concept beliefs (students' subjective beliefs of their current abilities and performance) and home support specifically orientated to physics were key predictors of students' intentions. Latent-transition analysis via Markov models revealed clusters of students, given these factors at years 8 and 10. Students' intentions varied across the clusters, and at year 10 even varied when accounting for the students' underlying attitudes and beliefs, highlighting that considering clusters offered additional explanatory power and insight. Regardless of whether three-cluster, four-cluster, or five-cluster models were considered, the majority of students remained in the same cluster over time; for those who transitioned clusters, more students changed clusters reflecting an increase in attitudes than changed clusters reflecting a decrease. Students in the cluster with the most positive attitudes were most likely to remain within that cluster, while students in clusters with less positive attitudes were more likely to change clusters. Overall, the cluster profiles highlighted that students' attitudes and beliefs may be more closely related than previously assumed, but that changes in their attitudes and beliefs were indeed possible.

Remediating Misconception on Climate Change among Secondary School Students in Malaysia

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Karpudewan, Mageswary; Roth, Wolff-Michael; Chandrakesan, Kasturi

2015-01-01

Existing studies report on secondary school students' misconceptions related to climate change; they also report on the methods of teaching as reinforcing misconceptions. This quasi-experimental study was designed to test the null hypothesis that a curriculum based on constructivist principles does not lead to greater understanding and fewer…

Teacher-Student Interpersonal Relationships and Academic Motivation within One School Year: Developmental Changes and Linkage

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Opdenakker, Marie-Christine; Maulana, Ridwan; den Brok, Perry

2012-01-01

The present study explored the developmental changes of teacher-student interpersonal relationships as well as that of academic motivation among first-grade secondary school students. In addition, the link between teacher-student interpersonal behaviour and academic motivation across the school year was investigated. The data were collected 5…

Multiracial in Middle School: The Influence of Classmates and Friends on Changes in Racial Self-Identification.

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Echols, Leslie; Ivanich, Jerreed; Graham, Sandra

2017-11-27

In the present research, the influence of racial diversity among classmates and friends on changes in racial self-identification among multiracial youth was examined (n = 5,209; M age  = 10.56 years at the beginning of sixth grade). A novel individual-level measure of diversity among classmates based on participants' course schedules was utilized. The findings revealed that although there was some fluidity in multiracial identification at the beginning of middle school, changes in multiracial identification were more evident later in middle school. In addition, although diversity among classmates and friends both increased the likelihood of multiracial identification in the beginning of middle school, only diversity among friends mattered later in middle school, when fluidity in multiracial identification was at its peak. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Transforming the organizational culture of a school of nursing through innovative program development.

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Lange, Jean W; Ingersoll, Gail; Novotny, Jeanne M

2008-01-01

This article illustrates how a grant designed to promote new program development provided a vehicle for organizational transformation. The collaboration surrounding this initiative created a common focus within the school that more effectively channeled its resources and resulted in an unprecedented level of scholarly achievement and recognition. Faculty leveraged the success of this initial grant to procure additional funding for related projects. The importance of partnerships and teamwork were two valuable lessons learned. We believe that our experience is replicable in other schools of nursing interested in organizational transformation. Gibson and Barsade's model of managed change guided the project's implementation and evaluation processes. Recommendations for engaging faculty, gaining support, and developing a collaborative network are discussed in the article, with findings from a stakeholder-focused evaluation demonstrating new program goal achievement as well as the transformative changes that occurred in the organizational culture. A focused, theory-derived program plan, with comprehensive process and outcome evaluation components resulted in a major transformation of one school of nursing. Unanticipated outcomes included renewed synergy among faculty; the development of a preferred vision for the future; scholarly collaboration around a central theme that effectively channeled limited resources and dramatically increased productivity; increased regional and national recognition; and the creation of regional, national, and international partnerships.

Small prizes increased healthful school lunch selection in a Midwestern school district.

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Siegel, Robert; Lockhart, Mary Kate; Barnes, Allison S; Hiller, Elizabeth; Kipp, Roger; Robison, Debora L; Ellsworth, Samantha C; Hudgens, Michelle E

2016-04-01

As obesity has become a pressing health issue for American children, greater attention has been focused on how schools can be used to improve how students eat. Previously, we piloted the use of small prizes in an elementary school cafeteria to improve healthful food selection. We hoped to increase healthful food selection in all the elementary schools of a small school district participating in the United States Department of Agriculture Lunch Program by offering prizes to children who selected a Power Plate (PP), which consisted of an entrée with whole grains, a fruit, a vegetable, and plain low-fat milk. In this study, the PP program was introduced to 3 schools sequentially over an academic year. During the kickoff week, green, smiley-faced emoticons were placed by preferred foods, and children were given a prize daily if they chose a PP on that day. After the first week, students were given a sticker or temporary tattoo 2 days a week if they selected a PP. Combining data from the 3 schools in the program, students increased PP selection from 4.5% at baseline to 49.4% (p small prizes as rewards dramatically improves short-term healthful food selection in elementary school children.

Essential conditions for the implementation of comprehensive school health to achieve changes in school culture and improvements in health behaviours of students

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Kate E. Storey

2016-11-01

Full Text Available Abstract Background Comprehensive School Health (CSH is an internationally recognized framework that holistically addresses school health by transforming the school culture. It has been shown to be effective in enhancing health behaviours among students while also improving educational outcomes. Despite this effectiveness, there is a need to focus on how CSH is implemented. Previous studies have attempted to uncover the conditions necessary for successful operationalization, but none have described them in relation to a proven best practice model of implementation that has demonstrated positive changes to school culture and improvements in health behaviours. Methods The purpose of this research was to identify the essential conditions of CSH implementation utilizing secondary analysis of qualitative interview data, incorporating a multitude of stakeholder perspectives. This included inductive content analysis of teacher (n = 45, principal (n = 46, and school health facilitator (n = 34 viewpoints, all of whom were employed within successful CSH project schools in Alberta, Canada between 2008 and 2013. Results Many themes were identified, here called conditions, that were divided into two categories: ‘core conditions’ (students as change agents, school-specific autonomy, demonstrated administrative leadership, dedicated champion to engage school staff, community support, evidence, professional development and ‘contextual conditions’ (time, funding and project supports, readiness and prior community connectivity. Core conditions were defined as those conditions necessary for CSH to be successfully implemented, whereas contextual conditions had a great degree of influence on the ability for the core conditions to be obtained. Together, and in consideration of already established ‘process conditions’ developed by APPLE Schools (assess, vision, prioritize; develop and implement an action plan; monitor, evaluate, celebrate

The Effect of Dramatized Instruction on Speaking Ability of Imam Ali University EFL Learners

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Sadegh Khosronejad

2013-09-01

Full Text Available Teaching language as a second or foreign language, undoubtedly, is so demanding and seeking to find methods for facilitating this prominent practice whets the appetite of any practitioner who works in this field. Research shows that using drama in the classroom as a means of teaching helps students learn socially, academically, and developmentally. This study was an attempt to determine the effect of dramatized instruction on the speaking ability of EFL learners of Imam Ali University. Sixty EFL male students at the intermediate level participated in the study. Their age range was 19-22. Two instruments were utilized in this study; pretest, and posttest.  The data were analyzed through t-test. The data analysis indicated that the mean scores of the experimental group students (M = 72.80 were significantly different (3.29>2; df = 58 from the control group students (M = 65.39. In other words, the experimental group outperformed the control group in the posttest significantly. Moreover, the findings indicated that dramatized instruction does have a great effect on the speaking skills. This study supported the idea of effectiveness of dramatized instruction on developing speaking skill and the teachers can help the learners at lower levels promote their speaking skill through dramatized instruction in EFL classes.

Evaluation of authentic science projects on climate change in secondary schools : a focus on gender differences

NARCIS (Netherlands)

Dijkstra, Elma; Goedhart, Martin

2011-01-01

Background and purpose: This study examines secondary-school students' opinions on participating in authentic science projects, which are part of an international EU project on climate change research in seven countries. Partnerships between schools and research institutes result in student projects

Opinions and knowledge about climate change science in high school students.

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Harker-Schuch, Inez; Bugge-Henriksen, Christian

2013-10-01

This study investigates the influence of knowledge on opinions about climate change in the emerging adults' age group (16-17 years). Furthermore, the effects of a lecture in climate change science on knowledge and opinions were assessed. A survey was conducted in Austria and Denmark on 188 students in national and international schools before and after a lecture in climate change science. The results show that knowledge about climate change science significantly affects opinions about climate change. Students with a higher number of correct answers are more likely to have the opinion that humans are causing climate change and that both individuals and governments are responsible for addressing climate change. The lecture in climate change science significantly improved knowledge development but did not affect opinions. Knowledge was improved by 11 % after the lecture. However, the percentage of correct answers was still below 60 % indicating an urgent need for improving climate change science education.

A Study on Integrated Use of Turbulence Theory and Multi-Frame Leadership in School Leadership and Change

OpenAIRE

Cheng-Hung Chen

2014-01-01

This study aimed to engage in an empirical investigation on school leaders’ comprehensive perspectives of adopting both turbulence theory and multi-frame leadership model on change and leadership within school settings. Applying the qualitative case study approach, workshops and focus group interviews were held involving five directors and three principals from different elementary schools, who graduated from the master program in school administration where the researcher serves, to discuss ...

Predicting bicycle helmet stage-of-change among middle school, high school, and college cyclists from demographic, cognitive, and motivational variables.

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Weiss, Jeffrey; Okun, Morris; Quay, Nancy

2004-09-01

To apply Prochaska's Transtheoretical model of behavior change to bicycle helmet use among middle school, high school, and college students. A battery of questionnaires was administered to cyclists in the seventh and ninth grades and to college students in Phoenix, Arizona (N=797). The battery included: (1) a question to determine respondent's stage of behavior change in Prochaska's Transtheoretical model; (2) items assessing the perceived pros and cons of helmet use; (3) a bicycle safety knowledge test; and (4) demographic information. Forty-three percent of the students were in "Precontemplation," 17% were in either "Contemplation" or "Preparation," 16% were in either "Action" or "Maintenance," and 24% were in the "Relapse" stage of change. Grade, Sex, Knowledge, Pros, and Cons, and the Grade by sex and the Grade by knowledge interactions were significant predictors of helmet use stages. Compared with students in Precontemplation, students in the Contemplation stage were disproportionately younger and had higher Pro scores, lower Con scores, and more knowledge (except in the ninth grade). The Transtheoretical model of behavior change is a viable theoretical framework for designing interventions aimed at increasing bicycle helmet use in children and adolescents.

The Coach Consult Method: A Model for Sustainable Change in Schools

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Balchin, Nicholas; Randall, Leisa; Turner, Susannah

2006-01-01

Project work and in-service training are methods used by educational psychologists (EPs) to promote systemic change in schools. These have some disadvantages, which can limit the long-term effects of new developments. This paper outlines and evaluates an alternative approach. A new coach consult method combines effective aspects of project work…

School related factors and 1yr change in physical activity amongst 9–11 year old English schoolchildren

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Mantjes Joyce A

2012-12-01

Full Text Available Abstract Background Activity levels are known to decline with age and there is growing evidence of associations between the school environment and physical activity. In this study we investigated how objectively measured one-year changes in physical activity may be associated with school-related factors in 9- to 10-year-old British children. Methods Data were analysed from 839 children attending 89 schools in the SPEEDY (Sport, Physical Activity, and Eating behaviours: Environmental Determinants in Young People study. Outcomes variables were one year changes in objectively measured sedentary, moderate, and vigorous physical activity, with baseline measures taken when the children were 9–10 years old. School characteristics hypothesised to be associated with change in physical activity were identified from questionnaires, grounds audits, and computer mapping. Associations were examined using simple and multivariable multilevel regression models for both school (9 am – 3 pm and travel (8–9 am and 3–4 pm time. Results Significant associations during school time included the length of the morning break which was found to be supportive of moderate (β coefficient: 0.68 [p: 0.003] and vigorous (β coefficient: 0.52 [p: 0.002] activities and helps to prevent adverse changes in sedentary time (β coefficient: -2.52 [p: 0.001]. During travel time, positive associations were found between the presence of safe places to cross roads around the school and changes in moderate (β coefficient: 0.83 [p:0.022] and vigorous (β coefficient: 0.56 [p:0.001] activity, as well as sedentary time (β coefficient: -1.61 [p:0.005]. Conclusion This study suggests that having longer morning school breaks and providing road safety features such as cycling infrastructure, a crossing guard, and safe places for children to cross the road may have a role to play in supporting the maintenance of moderate and vigorous activity behaviours, and preventing the development of

Images of Polar Bears and Penguins, Storms, Deforestation and More - Middle School Students Perceptions of Climate Change

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Gopal, S.; Melaas, E. K.; Malmrose, M.; Mullokandov, A.

2014-12-01

Global change studies aim to foster a deeper understanding of the causes and consequences of global change on planet Earth. The study of global change presents a rich domain of inquiry, exploration, and discovery at all grade levels. The main objective of this exploratory study was to assess middle school students' perceptions of global change as part of their participation in the NSF GK12 program called GLACIER (Global Change Initiative - Education and Research) during the academic year 2012-13. The middle schools are located in the Metro Boston area. As part of the program, participating students were asked to draw pictures of their perceptions and ideas on global change. The drawings of 150 children, ages 11 to 13, were qualitatively analyzed. The analysis focused on (a) the type of concepts children chose to convey, (b) the specific context of the global change described (polar bears in floating glaciers), (c) students direct representation of anthropocentric impacts (such as pollution or deforestation), and (d) the match between students concepts and the recent IPCC reports. About 20% of the students focused on the iconic imagery of the melting glaciers and impact on animals such as penguins and polar bears, more than 25% focused on natural disasters (such as storms, sea level changes) while 30% focused on urban problems. These concepts are matched with the recent IPCC report. These results are notable and suggest students in middle schools understand the varied dimensions of global change and the role of human activities in bringing about change. Students' perspectives may help in developing a suitable curriculum using existing science standards to discuss this significant topic in middle school classrooms. In addition, students' drawings illustrate their perception of the coupled human and natural systems.

Elementary-school teachers' motivation for changes in the teaching process

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Šefer Jasmina

2015-01-01

Full Text Available The teacher's motivation is the first condition for a successful introduction and maintenance of changes in the teaching process. The paper is aimed at presenting the results of a research on teachers' motivation for changes which were introduced during one academic year project named 'Trefoil' in one elementary school in Belgrade. The aim of the experiment was to examine whether the practice of using plays, research, dialogues, problem solving, group work, and work on projects stimulate incentive, cooperation and creative work of students and which problems may arise during such activities. We used summative and formative evaluation of qualitative and quantitative type and, within it, interviews by which the data about the teachers' motivation to use the mentioned teaching methods were gathered by teachers, school psychologists and pedagogues. The results fluctuate, slightly grow, and show that average motivation is relatively high. Motivation is aided by facilitators, too, as well as by the experience of reflexive practice at teachers' meetings. The problems that hinder teachers' motivation are: fear from the unknown, lack of external stimuli, technical conditions and time; insufficient coordination of novelties with curricular contents, students' age and curricula which are oriented to reproduction. What is nededed is better initial teacher training, more teaching materials, practical presentations and visiting classes of other colleagues, improving curricula and the status of teachers, reduction of administration and papirology. The changes should be implemented gradually and maintained after the experiment.

Changes in quality of life among Norwegian school children: a six-month follow-up study

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Larsson Bo

2009-02-01

Full Text Available Abstract Background A considerable gap exists in regard to longitudinal research on quality of life (QoL in community populations of children and adolescents. Changes and stability of QoL have been poorly examined, despite the fact that children and adolescents undergo profound developmental changes. The aims of the study were to investigate short-term changes in student QoL with regard to sex and age in a school-based sample. Methods A representative Norwegian sample of 1,821 school children, aged 8–16 years and their parents were tested at baseline and 6 months later, using the Inventory of Life Quality for Children and Adolescents (ILC and the Kinder Lebensqualität Fragebogen (KINDL. Student response rate at baseline was 71.2% and attrition over the follow-up period was 4.6%, and 1,336 parents (70% completed the follow-up. Change scores between baseline and follow-up evaluations were analysed by means of ANCOVA in regard to sex and age effects. Results Students in the 8th grade reported a decrease in QoL over the six-month follow-up period as compared to those in the 6th grade with regard to Family and School domains and total QoL on the KINDL. For emotional well-being a significant linear decrease in QoL across grades 6th to 10th was observed. However, student ratings on the Friends and Self-esteem domains did not change significantly by age. Girls reported a higher decrease in their QoL across all grades over the follow-up period than did boys in respect of Self-esteem on the KINDL, and an age-related decrease in total QoL between 6th and 8th grade on the ILC. Parent reports of changes in child QoL were nonsignificant on most of the domains. Conclusion The observed age and sex-related changes in school children's QoL across the six-month follow-up period should be considered in epidemiological as well as clinical research.

The Secret Reasons Why Teachers Are Not Using Web 2.0 Tools and What School Librarians Can Do about It

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Creighton, Peggy Milam

2012-01-01

School librarians need a simple action plan for overcoming the barriers to adopting School Library 2.0. This book provides one, and describes how fully integrating technology would dramatically benefit 21st-century schools. Despite the substantial efforts that have been made to bring schools into the 21st century, research indicates that the…

Environmental Science for All? Considering Environmental Science for Inclusion in the High School Core Curriculum

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Edelson, Daniel C.

2007-01-01

With the dramatic growth of environmental science as an elective in high schools over the last decade, educators have the opportunity to realistically consider the possibility of incorporating environmental science into the core high school curriculum. Environmental science has several characteristics that make it a candidate for the core…

It's A Gassy World: Middle School Students Investigate Climate Change

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Romano, C.

2016-12-01

When middle school students are asked about our changing earth system, their responses likely include terms like global warming, climate change, and greenhouse gases. However, many students struggle to understand how it all fits together, and sometimes they hear conflicting information or myths about climate change. This activity allows students to explore the impacts of warming oceans and oceans' absorption of carbon dioxide (CO2) through a student planned and carried out investigation that begins with a pre-laboratory engagement and exploration piece, includes a laboratory component, and concludes with an explanation where students analyze their data and interpret their results through the claim-evidence-reasoning framework. It's a Gassy World was developed with three-dimensional instruction in mind to introduce middle school students to the relationship between warming oceans and changes in carbon dioxide (CO2) absorption in the oceans. Students explore disciplinary core ideas in the Earth and Space Sciences discipline of the Next Generation Science Standards (NGSS) using crosscutting concepts and science and engineering practices. Specifically, students study CO2 as a greenhouse gas and the effect of increased atmospheric CO2 levels on global climate change by planning and carrying out their own investigations. We structured this activity in a 5E format that can take place in four to five days during a climate change unit. After piloting this activity in over 20 formal classrooms and with 5 informal education groups, we have seen how It's a Gassy World helps support inquiry in the classroom and allows students to experience crosscutting concepts and science and engineering practices in NGSS. We found that students were engaged and actively learning throughout the activity. Student work and pilot teacher feedback indicated that, through this activity, many students increased their understanding of CO2 as a greenhouse gas and recognized that warmer oceans will

[Changes in food consumption pattern among Chilean school children after the implementation of a healthy kiosk].

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Bustos, Nelly; Kain, Juliana; Leyton, Bárbara; Vio, Fernando

2011-09-01

In Chilean school there is a kiosk that sells a large number of high-calorie products. The aim of this study was to determine the barriers that children have for buying healthy food and evaluate changes in the pattern of food purchases during a school year at a school where a "Healthy Space" was created. We designed implemented and assessed changes in food purchases by developing a "Healthy Space" which included a kiosk that incorporated a range of healthy food at affordable prices. The staff in charge of the kiosk was trained and we generate communication and marketing strategies to promote the consumption of healthy food. A validated survey to determine food purchases was applied to 9-12 year-old children from both schools at baseline and follow up 8 months later. The total number of schoolchildren was 477 (291 from the intervention and 115 from the control school). There weren't significant differences in the amount of money available to buy food between children of both schools. There was a significant increase in the purchase of fruit, milk, yoghurt, soft drinks and light juices, dried seeds, healthy sandwiches and non-fat ice cream (p increase in the supply of affordable healthy food, including communication and marketing strategies, significantly increases the consumption of these products among school children.

Changing Times: A Changing Public Sector May Require Changes to Public Management Education Programmes

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Oldfield, Chrissie

2017-01-01

It is becoming apparent that the environment in which Executive Masters in Public Administration programmes operate has changed dramatically in the wake of economic crisis and subsequent cuts in public spending. Changes in the funding of public sector organisations has been compounded by a broader "crisis" in the wider public sector…

A qualitative study of a food intervention in a primary school: Pupils as agents of change.

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Ensaff, H; Canavon, C; Crawford, R; Barker, M E

2015-12-01

This study explored the impact of a school-based kitchen project at a large inner London school. Timetabled kitchen classroom sessions (90 min every fortnight) were held with all 7-9 year old pupils. Semi-structured focus group discussions (with 76 pupils, 16 parents) and interviews (with headteachers, catering managers and specialist staff) were conducted at the intervention school and a matched control school. Categories and concepts were derived using a grounded theory approach. Data analysis provided three main categories each with their related concepts: Pupil factors (enthusiasm and enjoyment of cooking, trying new foods, food knowledge and awareness, producing something tangible); School factors (learning and curriculum links, resource implications and external pressures) and Home factors (take home effects, confidence in cooking and self-esteem, parents' difficulties cooking at home with children). Children's engagement and the opportunity to cook supported increased food awareness, skills and food confidence. In the grounded theory that emerged, take home effects beyond the school gate dominate, as children act as agents of change and influence cooking and food choice at home. These short term outcomes have the potential to lead to longer term outcomes including changing eating behaviour and diet. Copyright © 2015 Elsevier Ltd. All rights reserved.

Changes in Children's Autonomous Motivation toward Physical Education during Transition from Elementary to Secondary School: A Self-Determination Perspective

Science.gov (United States)

Rutten, Cindy; Boen, Filip; Vissers, Nathalie; Seghers, Jan

2015-01-01

Based on Self-Determination Theory (Deci & Ryan, 2000), this study tested whether changes in autonomous motivation toward physical education (AMPE) during the transition from elementary to secondary school can be predicted by changes in perceived need support from the physical education (PE) teacher and perceived physical school environment.…

School Emphasis on Academic Success: Exploring Changes in Science Performance in Norway between 2007 and 2011 Employing Two-Level SEM

Science.gov (United States)

Nilsen, Trude; Gustafsson, Jan-Eric

2014-01-01

We study whether changes in school emphasis on academic success (SEAS) and safe schools (SAFE) may explain the increased science performance in Norway between TIMSS 2007 and 2011. Two-level structural equation modelling (SEM) of merged TIMSS data was used to investigate whether changes in levels of SEAS and SAFE mediate the changes in science…

Athenian and Shakespearean Tragedies in Oceania: Teaching Dramatic Literatures in Fiji

Science.gov (United States)

Anae, Nicole

2013-01-01

This paper presents a theorised classroom-based narrative discussing the author's interdisciplinary approach to the teaching of English dramatic literatures--in particular, Sophocles' "Oedipus the King" and Shakespeare's "Macbeth"--to i-Taukei, Indo-Fijian and Pacific Islander tertiary students at a South Pacific university.…

The Changing Role of Vocational Education and the Comprehensive High School.

Science.gov (United States)

Pucel, David J.

As American society has changed from the industrial age to the information age to the knowledge/imagination age, the notion of a comprehensive high school in its originally envisioned form has again become a high priority. If all students are required to obtain a rigorous academic education and an applied education related to a life or work…

A Sacrificial Lam: A Divided School Board, a Beleaguered Superintendent, and an Urgent Need to Improve Student Achievement

Science.gov (United States)

Fossey, Richard

2011-01-01

This case describes the confrontational relationship between four trustees on the San Antonio School Board and the San Antonio School District's superintendent Diana Lam, a nationally recognized school reformer, who came to San Antonio in 1994. The case includes a dramatic board meeting where a closely divided board meets to buy out Lam's…

The Rewards of a Four-Day School Week.

Science.gov (United States)

Featherstone, Helen

1991-01-01

Instead of cutting art, music, or physical education, the usual victims of budgetary shortfalls, the principal and staff of a New Hampshire elementary school balanced their 1981 budget by adopting a "temporary" Monday-Thursday schedule that remains operational today. The four-day week has brought a dramatic drop in teacher absenteeism…

International Schools as Sites of Social Change

Science.gov (United States)

Dunne, Sandra; Edwards, Julie

2010-01-01

This article examines the potential of international schools to act as agents of social transformation in developing countries. The method comprises a case study at two international schools in the Philippines. The case study explored ways in which schools foster host-national students' sense of social responsibility, particularly through…

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

Directory of Open Access Journals (Sweden)

Vinod Chayal

2016-06-01

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

Mission Possible: How the Secrets of the Success Academies Can Work in Any School

Science.gov (United States)

Moskowitz, Eva; Lavinia, Arin

2012-01-01

Eva Moskowitz (the founder and CEO of the Success Charter Network in Harlem) and Arin Lavinia offer practical, classroom-tested ideas for dramatically improving teaching and learning. Moskowitz and Lavinia reveal how a charter school in the middle of Harlem, enrolling neighborhood children selected at random, emerged as one of the top schools in…

Evaluation of Authentic Science Projects on Climate Change in Secondary Schools: A Focus on Gender Differences

Science.gov (United States)

Dijkstra, Elma; Goedhart, Martin

2011-01-01

Background and purpose: This study examines secondary-school students' opinions on participating in authentic science projects which are part of an international EU project on climate change research in seven countries. Partnerships between schools and research institutes result in student projects, in which students work with and learn from…

The expressive potential in a dramatic text: Brecht's A Respectable Wedding

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Katarina Podbevšek

2017-12-01

Full Text Available The article discusses the linguistic shaping of a dramatic text and its influence on the text’s stage speech realisation, using the Slovenian translation of Brecht’s one-act play Malomeščanska svatba as an example. A dramatic text typically has a specific – and also graphically visible – textual and linguistic structure that indicates its speech intention. A linguistic analysis of Brecht’s text reveals a great speech potential, both in the stage directions (especially the stage directions for pauses, silence, spoken execution and in the dialogue (characteristic linguistic elements for spontaneous speech. A short comparison of the text with the stage speech performance shows that the actor used not only prosody (especially pauses to semantically enrich and rhythmically organise the written language, but also linguistic interventions into the lexical and syntactic structure (repetition, addition, omission, etc.. The great speech potential of the text thus stimulated the actor’s speech and interpretive creativity.

Sulphur output from oil sands : dramatically changing Alberta's sulphur balance

International Nuclear Information System (INIS)

D'Aquin, G.

2008-01-01

This paper discussed sulphur production from Alberta's gas and oil sands industries. While sulfur derived from natural gas production in the province is expected to decline as natural gas reserves diminish, Alberta's oil sands contain high amounts of sulphur. It is not yet known how much sulphur will be produced from the province's oil sands facilities. Alberta had considerable stockpiles of sulphur in the 1970s. By 1980, inventories began to decline. By 1996, output had increased to 7.1 million tonnes. Alberta's sulphur inventory reached 9.7 million tonnes following the collapse of the Soviet Union's government mandated fertilizer industry. In 2006, sulphur supplies in Alberta reached 12 million tonnes. Reduced global output has now lowered sulphur stockpiles. Increases in sulphur prices tend to reduce market demand, and lower prices will not typically change the volume of sulphur produced as a byproduct of oil and gas operations. Bitumen-derived sulphur output is expected to exceed gas-derived sulphur output in the near future. Sulphur from oil sands processing is expected to increase by 5 million tonnes by 2017. Increased sulphur production levels in Alberta will present a significant challenge for all sectors of the hydrocarbon industry. It was concluded that developing a plan for storing, selling or disposing of the sulphur will help to ensure the profitability of oil sands operations

Adapted Intervention Mapping: A Strategic Planning Process for Increasing Physical Activity and Healthy Eating Opportunities in Schools via Environment and Policy Change

Science.gov (United States)

Belansky, Elaine S.; Cutforth, Nick; Chavez, Robert; Crane, Lori A.; Waters, Emily; Marshall, Julie A.

2013-01-01

Background: School environment and policy changes have increased healthy eating and physical activity; however, there has been modest success in translating research ?ndings to practice. The School Environment Project tested whether an adapted version of Intervention Mapping (AIM) resulted in school change. Methods: Using a pair randomized design,…

Global Climate Change as Perceived by Elementary School Teachers in YOGYAKARTA , Indigenous Psychology Approach

OpenAIRE

Arini, Aquilina Tanti; Ghazali, Ratna Juwita; Satiti, Arti; Mintarsih, Mintarsih; Yuniarti, Kwartarini W

2017-01-01

This study aimed to describe how the global climate change was perceived by teachers of elementary schools. The subjects were 111 teachers from 7 elementary schools in Yogyakarta City and Sleman district. The data were collected using open-ended questions (including perception about the weather, feeling evoked by global warming words and free responses related to global warming issues). The data were analyzed using the technique of qualitative and quantitative content analysis with Indigenous...

The Development of School Autonomy and Accountability in Hong Kong: Multiple Changes in Governance, Work, Curriculum, and Learning

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Ko, James; Cheng, Yin Cheong; Lee, Theodore Tai Hoi

2016-01-01

Purpose: The purpose of this paper is to trace the development of school autonomy and accountability and related multiple changes and impacts in key areas of school education in Hong Kong since implementing school-based management (SBM) from 1990s. Design/methodology/approach: To explore the evolution and the uniqueness of autonomy and…

An Innovative Method of Measuring Changes in Access to Healthful Foods in School Lunch Programs: Findings from a Pilot Evaluation.

Directory of Open Access Journals (Sweden)

Allison P Hawkes

Full Text Available A large local health department in Colorado partnered with 15 school districts to develop an approach to evaluate changes in access to healthy foods in reimbursable school lunches and a la carte offerings.School district nutrition managers were engaged at the start of this project. Health department dietitians developed criteria to classify food items as "Lower Fat and less added Sugar" (LFS and "Higher Fat and more added Sugar" (HFS based on the percentage of calories from fat and grams of added sugar. Lunch production sheets were obtained for two time periods, food items and the number of planned servings recorded. LFS and HFS planned servings were summed for each time period, and a LFS to HFS ratio calculated by dividing LFS planned servings by HFS planned servings. Additional analyses included calculating LFS: HFS ratios by school district, and for a la carte offerings.In 2009, the LFS: HFS ratio was 2.08, in 2011, 3.71 (P<0.0001. The method also detected changes in ratios at the school district level. For a la carte items, in 2009 the ratio of LFS: HFS was 0.53, and in 2011, 0.61 (not statistically significant.This method detected an increase in the LFS: HFS ratio over time and demonstrated that the school districts improved access to healthful food/drink by changing the contents of reimbursable school lunches. The evaluation method discussed here can generate information that districts can use in helping sustain and expand their efforts to create healthier environments for children and adults. Although federal regulations now cover all food and beverages served during the school day, there are still opportunities to improve and measure changes in food served in other settings such as child care centers, youth correction facilities, or in schools not participating in the National School Lunch Program.

Processing of prosodic changes in natural speech stimuli in school-age children.

Science.gov (United States)

Lindström, R; Lepistö, T; Makkonen, T; Kujala, T

2012-12-01

Speech prosody conveys information about important aspects of communication: the meaning of the sentence and the emotional state or intention of the speaker. The present study addressed processing of emotional prosodic changes in natural speech stimuli in school-age children (mean age 10 years) by recording the electroencephalogram, facial electromyography, and behavioral responses. The stimulus was a semantically neutral Finnish word uttered with four different emotional connotations: neutral, commanding, sad, and scornful. In the behavioral sound-discrimination task the reaction times were fastest for the commanding stimulus and longest for the scornful stimulus, and faster for the neutral than for the sad stimulus. EEG and EMG responses were measured during non-attentive oddball paradigm. Prosodic changes elicited a negative-going, fronto-centrally distributed neural response peaking at about 500 ms from the onset of the stimulus, followed by a fronto-central positive deflection, peaking at about 740 ms. For the commanding stimulus also a rapid negative deflection peaking at about 290 ms from stimulus onset was elicited. No reliable stimulus type specific rapid facial reactions were found. The results show that prosodic changes in natural speech stimuli activate pre-attentive neural change-detection mechanisms in school-age children. However, the results do not support the suggestion of automaticity of emotion specific facial muscle responses to non-attended emotional speech stimuli in children. Copyright © 2012 Elsevier B.V. All rights reserved.

Beyond corporate-style downsizing: a better way for medical schools to succeed in a changing world.

Science.gov (United States)

Bland, C J

1997-06-01

There is a critical need for medical schools and universities to consider strategies beyond corporate-style downsizing to address revenue needs and reposition their organizations. The author presents considerable evidence and three reasons to reject downsizing as a way to facilitate long-term organizational success. Instead, she recommends that institutions use a comprehensive approach to individual and organizational development to assure a flexible, enduring organization. Specifically, medical schools and universities should take an institution-wide perspective and approach to continually training, retraining, or reassigning faculty and should continually adapt their organizational structures and procedures as necessary to achieve changing institutional goals. The result will be the retention of able and dedicated faculty, who will be crucial in helping their schools continue to be successful while adapting to a changing world.

Land-cover change detection

Science.gov (United States)

Chen, Xuexia; Giri, Chandra; Vogelmann, James

2012-01-01

Land cover is the biophysical material on the surface of the earth. Land-cover types include grass, shrubs, trees, barren, water, and man-made features. Land cover changes continuously.  The rate of change can be either dramatic and abrupt, such as the changes caused by logging, hurricanes and fire, or subtle and gradual, such as regeneration of forests and damage caused by insects (Verbesselt et al., 2001).  Previous studies have shown that land cover has changed dramatically during the past sevearal centuries and that these changes have severely affected our ecosystems (Foody, 2010; Lambin et al., 2001). Lambin and Strahlers (1994b) summarized five types of cause for land-cover changes: (1) long-term natural changes in climate conditions, (2) geomorphological and ecological processes, (3) human-induced alterations of vegetation cover and landscapes, (4) interannual climate variability, and (5) human-induced greenhouse effect.  Tools and techniques are needed to detect, describe, and predict these changes to facilitate sustainable management of natural resources.

School Leadership and Educational Change: Tools and Practices in Shared School Leadership Development

Science.gov (United States)

Hauge, Trond Eiliv; Norenes, Svein Olav; Vedøy, Gunn

2014-01-01

This study examines the features of school leadership as it evolved in an upper secondary school attempting to enhance school improvement through a dedicated team of developmental leaders. We study the team leadership's tools and design over one school year and report on the evolution of a collective approach to leadership for school…

Predicting Intraindividual Changes in Teacher Burnout: The Role of Perceived School Environment and Motivational Factors

Science.gov (United States)

Fernet, Claude; Guay, Frederic; Senecal, Caroline; Austin, Stephanie

2012-01-01

Based on self-determination theory, this study proposes and tests a motivational model of intraindividual changes in teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment). Participants were 806 French-Canadian teachers in public elementary and high schools. Results show that changes in teachers' perceptions…

The Few, the Changing, the Different: Pubertal Onset, Perceived School Climate and Body Image in Ethnically Diverse Sixth Grade Girls

OpenAIRE

Morales, Jessica

2012-01-01

The present study examined the impact of pubertal onset, race/ethnicity, and school racial/ethnic composition on girls' body image and perceived school climate (school safety, school liking, and loneliness in school) during the middle school transition. The sample (N = 1,626) included 6th grade Black, Mexican American, White, and Asian girls from 20 diverse middle schools. Hierarchical analyses supported both the early-timing and stressful change hypothesis. That is, experiencing pubertal ons...

Driving change in rural workforce planning: the medical schools outcomes database.

Science.gov (United States)

Gerber, Jonathan P; Landau, Louis I

2010-01-01

The Medical Schools Outcomes Database (MSOD) is an ongoing longitudinal tracking project ofmedical students from all medical schools in Australia and New Zealand. It was established in 2005 to track the career trajectories of medical students and will directly help develop models of workforce flow, particularly with respect to rural and remote shortages. This paper briefly outlines the MSOD project and reports on key methodological factors in tracking medical students. Finally, the potential impact of the MSOD on understanding changes in rural practice intentions is illustrated using data from the 2005 pilot cohort (n = 112). Rural placements were associated with a shift towards rural practice intentions, while those who intended to practice rurally at both the start and end of medical school tended to be older and interested in a generalist career. Continuing work will track these and future students as they progress through the workforce, as well as exploring issues such as the career trajectories of international fee-paying students, workforce succession planning, and the evaluation of medical education initiatives.

Social Change and Fathering: Change or Continuity in Vietnam?

Science.gov (United States)

Jayakody, Rukmalie; Phuong, Pham Thi Thu

2013-01-01

Dramatic social changes have restructured virtually all aspects of Vietnam society. Although the economic consequences of these changes are well documented, little is known about how family roles and relationships have been affected. Because social and cultural contexts powerfully shape conceptions of parenting, the accelerated rate of social…

Changes in school biology in South Africa after ‘apartheid’

Directory of Open Access Journals (Sweden)

Lesley le Grange

2012-03-01

Full Text Available The national curriculum frameworks for school biology (Life Sciences have undergone several changes since the dismantling of apartheid. These changes have been characterised by pendulum swings between traditional academic biology and humanistic biology. In this article I discuss these pendulum swings and the reasons for them. I point out that even though we have witnessed these pendulum swings, the different curriculum frameworks for Life Sciences can be seen as iterations of the same curriculum paradigm – all according to the Tylerian mould. I also argue that productive learning of both academic and humanistic biology depends on what teachers do and think, rather than the content of a particular curriculum framework.

Reducing School Violence: School-Based Curricular Programs and School Climate

Science.gov (United States)

Greene, Michael B.

2008-01-01

This article examines two different, but interrelated approaches to reduce school violence: school-based curricular programs and efforts to change school climate. The state of the research for each is reviewed and the relationship between them is explored.

Contested Citizenship: Public Schooling and Political Changes in Early Nineteenth Century Switzerland

Science.gov (United States)

Bru¨hwiler, Ingrid

2017-01-01

This article examines public education and the establishment of the nation-state in the first half of the nineteenth century in Switzerland. Textbooks, governmental decisions, and reports are analyzed in order to better understand how citizenship is depicted in school textbooks and whether (federal) political changes affected the image of the…

A quasi-experimental examination of how school-based physical activity changes impact secondary school student moderate- to vigorous- intensity physical activity over time in the COMPASS study

OpenAIRE

Hunter, Stephen; Leatherdale, Scott T.; Storey, Kate; Carson, Valerie

2016-01-01

Background Adolescence is characterized by low moderate- to vigorous- intensity physical activity (MVPA) levels. Targeting the school setting can increase MVPA among a large proportion of adolescents. However, school-based physical activity interventions for adolescents remain largely ineffective. Therefore, the purpose of this study was to examine how naturally-occurring changes to school physical activity policy, recreational programming, public health resources, and the physical environmen...

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

Directory of Open Access Journals (Sweden)

Vinod Chayal

2016-06-01

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

Intramolecular telomeric G-quadruplexes dramatically inhibit DNA synthesis by replicative and translesion polymerases, revealing their potential to lead to genetic change.

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Deanna N Edwards

Full Text Available Recent research indicates that hundreds of thousands of G-rich sequences within the human genome have the potential to form secondary structures known as G-quadruplexes. Telomeric regions, consisting of long arrays of TTAGGG/AATCCC repeats, are among the most likely areas in which these structures might form. Since G-quadruplexes assemble from certain G-rich single-stranded sequences, they might arise when duplex DNA is unwound such as during replication. Coincidentally, these bulky structures when present in the DNA template might also hinder the action of DNA polymerases. In this study, single-stranded telomeric templates with the potential to form G-quadruplexes were examined for their effects on a variety of replicative and translesion DNA polymerases from humans and lower organisms. Our results demonstrate that single-stranded templates containing four telomeric GGG runs fold into intramolecular G-quadruplex structures. These intramolecular G quadruplexes are somewhat dynamic in nature and stabilized by increasing KCl concentrations and decreasing temperatures. Furthermore, the presence of these intramolecular G-quadruplexes in the template dramatically inhibits DNA synthesis by various DNA polymerases, including the human polymerase δ employed during lagging strand replication of G-rich telomeric strands and several human translesion DNA polymerases potentially recruited to sites of replication blockage. Notably, misincorporation of nucleotides is observed when certain translesion polymerases are employed on substrates containing intramolecular G-quadruplexes, as is extension of the resulting mismatched base pairs upon dynamic unfolding of this secondary structure. These findings reveal the potential for blockage of DNA replication and genetic changes related to sequences capable of forming intramolecular G-quadruplexes.

School related factors and 1yr change in physical activity amongst 9-11 year old English schoolchildren

NARCIS (Netherlands)

Mantjes, Joyce A.; Jones, Andrew P.; Corder, Kirsten; Jones, Natalia R.; Harrison, Flo; Griffin, Simon J.; van Sluijs, Esther M. F.

2012-01-01

Background: Activity levels are known to decline with age and there is growing evidence of associations between the school environment and physical activity. In this study we investigated how objectively measured one-year changes in physical activity may be associated with school-related factors in

An Angiotensin I-Converting Enzyme Mutation (Y465D) Causes a Dramatic Increase in Blood ACE via Accelerated ACE Shedding

Science.gov (United States)

Gordon, Kerry; Nesterovitch, Andrew B.; Lünsdorf, Heinrich; Chen, Zhenlong; Castellon, Maricela; Popova, Isolda A.; Kalinin, Sergey; Mendonca, Emma; Petukhov, Pavel A.; Schwartz, David E.

2011-01-01

Background Angiotensin I-converting enzyme (ACE) metabolizes a range of peptidic substrates and plays a key role in blood pressure regulation and vascular remodeling. Thus, elevated ACE levels may be associated with an increased risk for different cardiovascular or respiratory diseases. Previously, a striking familial elevation in blood ACE was explained by mutations in the ACE juxtamembrane region that enhanced the cleavage-secretion process. Recently, we found a family whose affected members had a 6-fold increase in blood ACE and a Tyr465Asp (Y465D) substitution, distal to the stalk region, in the N domain of ACE. Methodology/Principal Findings HEK and CHO cells expressing mutant (Tyr465Asp) ACE demonstrate a 3- and 8-fold increase, respectively, in the rate of ACE shedding compared to wild-type ACE. Conformational fingerprinting of mutant ACE demonstrated dramatic changes in ACE conformation in several different epitopes of ACE. Cell ELISA carried out on CHO-ACE cells also demonstrated significant changes in local ACE conformation, particularly proximal to the stalk region. However, the cleavage site of the mutant ACE - between Arg1203 and Ser1204 - was the same as that of WT ACE. The Y465D substitution is localized in the interface of the N-domain dimer (from the crystal structure) and abolishes a hydrogen bond between Tyr465 in one monomer and Asp462 in another. Conclusions/Significance The Y465D substitution results in dramatic increase in the rate of ACE shedding and is associated with significant local conformational changes in ACE. These changes could result in increased ACE dimerization and accessibility of the stalk region or the entire sACE, thus increasing the rate of cleavage by the putative ACE secretase (sheddase). PMID:21998728

An angiotensin I-converting enzyme mutation (Y465D causes a dramatic increase in blood ACE via accelerated ACE shedding.

Directory of Open Access Journals (Sweden)

Sergei M Danilov

Full Text Available Angiotensin I-converting enzyme (ACE metabolizes a range of peptidic substrates and plays a key role in blood pressure regulation and vascular remodeling. Thus, elevated ACE levels may be associated with an increased risk for different cardiovascular or respiratory diseases. Previously, a striking familial elevation in blood ACE was explained by mutations in the ACE juxtamembrane region that enhanced the cleavage-secretion process. Recently, we found a family whose affected members had a 6-fold increase in blood ACE and a Tyr465Asp (Y465D substitution, distal to the stalk region, in the N domain of ACE.HEK and CHO cells expressing mutant (Tyr465Asp ACE demonstrate a 3- and 8-fold increase, respectively, in the rate of ACE shedding compared to wild-type ACE. Conformational fingerprinting of mutant ACE demonstrated dramatic changes in ACE conformation in several different epitopes of ACE. Cell ELISA carried out on CHO-ACE cells also demonstrated significant changes in local ACE conformation, particularly proximal to the stalk region. However, the cleavage site of the mutant ACE--between Arg1203 and Ser1204--was the same as that of WT ACE. The Y465D substitution is localized in the interface of the N-domain dimer (from the crystal structure and abolishes a hydrogen bond between Tyr465 in one monomer and Asp462 in another.The Y465D substitution results in dramatic increase in the rate of ACE shedding and is associated with significant local conformational changes in ACE. These changes could result in increased ACE dimerization and accessibility of the stalk region or the entire sACE, thus increasing the rate of cleavage by the putative ACE secretase (sheddase.

Changes in academic adjustment and relational self-worth across the transition to middle school.

Science.gov (United States)

Ryan, Allison M; Shim, Sungok Serena; Makara, Kara A

2013-09-01

Moving from elementary to middle school is a time of great transition for many early adolescents. The present study examined students' academic adjustment and relational self-worth at 6-month intervals for four time points spanning the transition from elementary school to middle school (N = 738 at time 1; 53 % girls; 54 % African American, 46 % European American). Grade point average (G.P.A.), intrinsic value for schoolwork, self-worth around teachers, and self-worth around friends were examined at every time point. The overall developmental trajectory indicated that G.P.A. and intrinsic value for schoolwork declined. The overall decline in G.P.A. was due to changes at the transition and across the first year in middle school. Intrinsic value declined across all time points. Self-worth around teachers was stable. The developmental trends were the same regardless of gender or ethnicity except for self-worth around friends, which was stable for European American students and increased for African American students due to an ascent at the transition into middle school. Implications for the education of early adolescents in middle schools are discussed.

Within-Year Changes in Chinese Secondary School Students' Perceived Reading Instruction and Intrinsic Reading Motivation

Science.gov (United States)

Lau, Kit-ling

2016-01-01

This study aimed to expand on existing research about motivational change by investigating within-year changes of adolescents' intrinsic reading motivation and perceived reading instruction among students from different grades and achievement levels. Six hundred and ninety five students from 10 secondary schools in Hong Kong voluntarily completed…

Mediating Mechanisms of Theory-Based Psychosocial Determinants on Behavioral Changes in a Middle School Obesity Risk Reduction Curriculum Intervention, Choice, Control, and Change.

Science.gov (United States)

Gray, Heewon Lee; Contento, Isobel R; Koch, Pamela A; Noia, Jennifer Di

2016-10-01

A limited number of school-based intervention studies have explored mediating mechanisms of theory-based psychosocial variables on obesity risk behavior changes. The current study investigated how theory-based psychosocial determinants mediated changes in energy balance-related behaviors (EBRBs) among urban youth. A secondary analysis study was conducted using data from a cluster randomized controlled trial. Data from students at 10 middle schools in New York City (n = 1136) were used. The intervention, Choice, Control, and Change curriculum, was based on social cognitive and self-determination theories. Theory-based psychosocial determinants (goal intention, cognitive outcome expectations, affective outcome expectations, self-efficacy, perceived barriers, and autonomous motivation) and EBRBs were measured with self-report questionnaires. Mediation mechanisms were examined using structural equation modeling, Results: Mediating mechanisms for daily sugar-sweetened beverage (SSB) consumption and purposeful stair climbing were identified. Models with best fit indices (root mean square error of approximation = 0.039/0.045, normed fit index = 0.916/0.882; comparative fit index = 0.945/0.932; Tucker-Lewis index = 0.896/0.882, respectively) suggested that goal intention and reduced perceived barriers were significant proximal mediators for reducing SSB consumption among both boys and girls or increasing physical activity by stair climbing among boys. Cognitive outcome expectations, affective outcome expectations, self-efficacy, and autonomous motivation indirectly mediated behavioral changes through goal intention or perceived barriers (p behavioral outcome variances. Theory-based psychosocial determinants targeted in Choice, Control, and Change in fact mediated behavior changes in middle school students. Strategies targeting these mediators might benefit future success of behavioral interventions. Further studies are needed to determine other

Understanding the Gap between High School and College Writing

Science.gov (United States)

Beil, Cheryl; Knight, Melinda A.

2007-01-01

A recent article in "The Chronicle of Higher Education" comparing perceptions of college preparedness in writing from the vantage point of high school teachers and college faculty shows that the two groups have dramatically different views. What accounts for these differences in perception? What types of writing assignments are high school…

Should We Limit "Screen Time" In School?: Debating the Wisest Use of Technology in the Classroom

Science.gov (United States)

Scoggin, Daniel; Vander Ark, Tom

2018-01-01

A truism of school reform has long been the promise that technology, properly applied, will fuel dramatic improvement in teaching and learning. When tech-enabled schools or online learning programs haven't delivered the hoped-for results, some have dismissed these shortcomings as implementation problems--or evidence that we haven't yet deployed…

Engaging the community in the process of changing school start times: experience of the Cherry Creek School District.

Science.gov (United States)

Meltzer, Lisa J; McNally, Janise; Plog, Amy E; Siegfried, Scott A

2017-12-01

Despite growing evidence of the positive impact of later school start times on adolescent health and academic outcomes, relatively few districts have changed start times due to concerns about transportation, child care, and athletics/extracurricular activities. This paper provides a case study of the Cherry Creek School District's (CCSD) successful efforts to change start times. The CCSD is a diverse district with an enrollment of almost 55,000 students in suburban Denver. As part of CCSD's strategic plan, a multi-disciplinary task force was formed to examine the impact of start times on student achievement, and recommend a start time schedule driven by best practices on adolescent sleep patterns, balanced with family and community needs. Over 18 months the task force's work included engaging the community through meetings, as well as conducting a large survey (n = 24,574) of parents, teachers, and students, and gathering online feedback. An iterative process utilized feedback at every stage to refine the final recommendation given to the Board of Education. Survey results, implementation considerations, outcome evaluation plans, and lessons learned are discussed. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

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

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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.

Age-related changes in error processing in young children: A school-based investigation

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Jennie K. Grammer

2014-07-01

Full Text Available Growth in executive functioning (EF skills play a role children's academic success, and the transition to elementary school is an important time for the development of these abilities. Despite this, evidence concerning the development of the ERP components linked to EF, including the error-related negativity (ERN and the error positivity (Pe, over this period is inconclusive. Data were recorded in a school setting from 3- to 7-year-old children (N = 96, mean age = 5 years 11 months as they performed a Go/No-Go task. Results revealed the presence of the ERN and Pe on error relative to correct trials at all age levels. Older children showed increased response inhibition as evidenced by faster, more accurate responses. Although developmental changes in the ERN were not identified, the Pe increased with age. In addition, girls made fewer mistakes and showed elevated Pe amplitudes relative to boys. Based on a representative school-based sample, findings indicate that the ERN is present in children as young as 3, and that development can be seen in the Pe between ages 3 and 7. Results varied as a function of gender, providing insight into the range of factors associated with developmental changes in the complex relations between behavioral and electrophysiological measures of error processing.

Implementing Health and Safety Policy Changes at the High School Level From a Leadership Perspective.

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Pagnotta, Kelly D; Mazerolle, Stephanie M; Pitney, William A; Burton, Laura J; Casa, Douglas J

2016-04-01

Although consensus statements and recommendations from professional organizations aim to reduce the incidence of injury or sudden death in sport, nothing is mandated at the high school level. This allows states the freedom to create and implement individual policies. An example of a recommended policy is heat acclimatization. Despite its efficacy in reducing sudden death related to heat stroke, very few states follow the recommended guidelines. To retroactively examine why and how 3 states were able to facilitate the successful creation and adoption of heat-acclimatization guidelines. Qualitative study. High school athletic associations in Arkansas, Georgia, and New Jersey. Eight men and 3 women (n = 11; 6 athletic trainers; 2 members of high school athletic associations; 2 parents; 1 physician) participated. Participant recruitment ceased when data saturation was reached. All phone interviews were digitally recorded and transcribed verbatim. A grounded-theory approach guided analysis and multiple analysts and peer review were used to establish credibility. Each state had a different catalyst to change (student-athlete death, empirical data, proactivity). Recommendations from national governing bodies guided the policy creation. Once the decision to implement change was made, the states displayed 2 similarities: shared leadership and open communication between medical professionals and members of the high school athletic association helped overcome barriers. The initiating factor that spurred the change varied, yet shared leadership and communication fundamentally allowed for successful adoption of the policy. Our participants were influenced by the recommendations from national governing bodies, which align with the institutional change theory. As more states begin to examine and improve their health and safety policies, this information could serve as a valuable resource for athletic trainers in other states and for future health and safety initiatives.

Implementing Health and Safety Policy Changes at the High School Level From a Leadership Perspective

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Pagnotta, Kelly D.; Mazerolle, Stephanie M.; Pitney, William A.; Burton, Laura J.; Casa, Douglas J.

2016-01-01

Context:  Although consensus statements and recommendations from professional organizations aim to reduce the incidence of injury or sudden death in sport, nothing is mandated at the high school level. This allows states the freedom to create and implement individual policies. An example of a recommended policy is heat acclimatization. Despite its efficacy in reducing sudden death related to heat stroke, very few states follow the recommended guidelines. Objective:  To retroactively examine why and how 3 states were able to facilitate the successful creation and adoption of heat-acclimatization guidelines. Design:  Qualitative study. Setting:  High school athletic associations in Arkansas, Georgia, and New Jersey. Patients or Other Participants:  Eight men and 3 women (n = 11; 6 athletic trainers; 2 members of high school athletic associations; 2 parents; 1 physician) participated. Participant recruitment ceased when data saturation was reached. Data Collection and Analysis:  All phone interviews were digitally recorded and transcribed verbatim. A grounded-theory approach guided analysis and multiple analysts and peer review were used to establish credibility. Results:  Each state had a different catalyst to change (student-athlete death, empirical data, proactivity). Recommendations from national governing bodies guided the policy creation. Once the decision to implement change was made, the states displayed 2 similarities: shared leadership and open communication between medical professionals and members of the high school athletic association helped overcome barriers. Conclusions:  The initiating factor that spurred the change varied, yet shared leadership and communication fundamentally allowed for successful adoption of the policy. Our participants were influenced by the recommendations from national governing bodies, which align with the institutional change theory. As more states begin to examine and improve their health and safety policies

Dramatic response to levetiracetam in post-ischaemic Holmes’ tremor

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Striano, P; Elefante, Andrea; Coppola, Antonietta; Tortora, Fabio; Zara, Federico; Minetti, Carlo

2009-01-01

Holmes’ tremor refers to an unusual combination of rest, postural and kinetic tremor of extremities. Common causes of Holmes’ tremor include stroke, trauma, vascular malformations and multiple sclerosis, with lesions involving the thalamus, brain stem or cerebellum. Although some drugs (eg, levodopa and dopaminergic drugs, clonazepam and propranolol) have been occasionally reported to give some benefit, medical treatment of Holmes’ tremor is unsatisfactory, and many patients require thalamic surgery to achieve satisfactory control. We report a patient in whom post-ischaemic Holmes’ tremor dramatically responded to levetiracetam treatment. PMID:21686707

Lifelines for High School Climate Change Education

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Gould, A. D.

2012-12-01

The Lifelines project aims to establish a network of practicing high school teachers actively using climate change curricula by creating professional learning communities (PLCs) of teachers who, through remote meetings and workshops, maintain ongoing communication and sharing of best practices among colleagues to strengthen knowledge and promote effective teaching strategies. The project explores techniques to achieve the most effective teleconferencing meetings and workshops. This promotes not only teaching about minimizing environmental impacts of human activity, but minimizes environmental impacts of professional development — practicing what we preach. To date, Lifelines PLCs have set up websites and e-mail lists for sharing information. Teleconferences and webinars have been held using services such as Skype, ReadyTalk, and Wiggio. Many of the meetings have been recorded and archived for the benefit of members who could not attend in real-time.

Erotic Language as Dramatic Action in Plays by Lyly and Shakespeare

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Knoll, Gillian

2012-01-01

This study closely examines the language of desire in the dramatic works of John Lyly and William Shakespeare, and argues that contemplative and analytical speeches about desire function as modes of action in their plays. Erotic speeches do more than express desire in a purely descriptive or perlocutionary capacity distinct from the action of the…

The Devil and his Dramatic Function in Calderon’s Autos Sacramentales

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Luis Iglesias Feijoo

2014-05-01

Full Text Available In some Calderón’s autos sacramentales the character of the Devil draws the plot and establishes the dramatic action as a demiurge. He elaborates plans and strategies to confuse the Man, but he always fails. This function approaches the autos to the metatheater. Finally certain parallels with Shakespeare are suggested.

Timeless and Timely Advice: A Commentary on "Consultation to Facilitate Planned Organizational Change in Schools," an Article by Joseph E. Zins and Robert J. Illback

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Hazel, Cynthia E.

2007-01-01

This commentary on Zins and Illback's (1995) article, Consultation to Facilitate Planned Organizational Change in Schools, argues that the authors provided a solid foundation for well-planned, proactive, sustainable, internally-driven systemic change in schools that has yet to be widely realized. Their school organizational change model and more…

The International Summer School on Land Cover Change and Hydroclimate of the La Plata Basin

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Berbery, Ernesto Hugo; Herdies, Dirceu L.; Alcaraz-Segura, Domingo; de Goncalves, Luis G. G.; Lettenmaier, Dennis P.; Toll, David

2011-01-01

The La Plata Basin (LPB) in southern South America has been subject to land cover and land use changes (LCLUCs) since colonial times and with an accelerated rate in the last decades and over extensive areas. The work of Ameghino even suggested that there were relations between those land use changes and the frequency of droughts and floods in the region. Despite this early knowledge, not much is known of the potential impacts of LCLUC on the hydroclimate of the La Plata basin. Besides, over the last century much of the La Plata Basin has had a reported increase in precipitation and heavy rains, and these changes along with an increase in population growth - have resulted in more adverse effects from flooding. To draw attention to these issues, during two weeks in November 2009 the International Summer School on Land Cover Change and Hydroclimate of the La Plata Basin was organized at the grounds of the Itaip Hydropower Plant in Brazil. The school was the result of the combination of interests between the La Plata Basin Regional Hydroclimate Project, the Inter-American Institute for Global Change Research (IAI), and the International Hydroinformatics Center (IHC) in Itaip . LPB is an umbrella project endorsed by the Global Energy and Water Cycle Experiment (GEWEX) and the Climate Prediction and Variability (CLIVAR), both of the World Climate Research Programme (WCRP). LPB has made a priority to train young scientists and promote interdisciplinary collaborations in areas related to Climate, Hydrology, Ecology and Agriculture. The IAI, with a similar agenda, was a natural partner to develop this Summer School, which in turn benefited from Itaipu s interest in relating with the scientific community of neighboring countries. The choice of location (Itaip Technological Park) was made so that participants could relate research usually done at academic institutions to applications and operations at one of the largest hydropower plants in the world. The school was attended

Using Conflict Mapping to Foster Peace-Related Learning and Change in Schools

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John, Vaughn M.

2016-01-01

South African societies, including learners in primary and secondary schools, experience high levels of violent conflict. The lack of interventions in terms of peace education and peace building is cause for concern. Driven by an interest to build educators' capacity and agency to become agents of change in the face of growing conflict and…

Governing Food Choices: A Critical Analysis of School Food Pedagogies and Young People's Responses in Contemporary Times

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Leahy, Deana; Wright, Jan

2016-01-01

Recently a proliferation and intensification of school programmes that are directed towards teaching children and young people about food has been witnessed. Whilst there is much to learn about food, anxieties concerning the obesity epidemic have dramatically shaped how schools address the topic. This article draws on governmentality to consider…

Adolescence and changing family relations in the Central Canadian Arctic.

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Condon, R G

1990-04-01

This paper reports on a ten-year longitudinal study of adolescent development and socialization conducted in the Copper Inuit community of Holman. This research has documented how demographic, social, and economic changes have dramatically altered the patterning and sequencing of traditional Inuit life stages, thus giving rise to a prolonged adolescent life stage which was non-existent in the precontact period. At the same time, Inuit family relations have undergone drastic changes as a result of population increase, population concentration, access to government housing, introduction of formal schooling, and the availability of social subsides. Today, the Copper Inuit family has lost its focus as the primary agent of socialization and learning, and many young Inuit now spend most of their time within the context of a greatly expanded peer group which has gradually acquired the values and aspirations of the southern adolescent sub-culture. This paper will discuss the impact of these changing attitudes upon parent-child relations as well as the social adjustment problems experienced by young Inuit as they strive to find a place in the North's changing social landscape.

Practicing Multicultural Education through Religiously Affiliated Schools and Its Implications for Social Change

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Miftahur Rohman

2017-06-01

Full Text Available Having varied ethnics, cultures, religions, or faiths, Indonesia is considered a multicultural nation in today’s world. This equity can be dangerous; but also can be advantageous if myriad interests of citizens are able to be nurtured through education, including religious schools. The research was conducted to explore multicultural practices in the State-owned Islamic High School (MAN 3 and the Catholic High School (SMA Stella Duce 2 in Yogyakarta Indonesia. Data was gathered via qualitative method by means of comparative study, aiming at seeking similarities and differences on promoting multicultural education values. Findings show similarities of teachers’ attitudes and characteristics as facilitator, accommodator, or assimilator whereas the differences include their leadership role in intrareligious dialog at MAN 3 and dialog leaders at SMA Stella Duce 2. Other issues include diverse understandings of religion and its perceived violence. The research formulates two categories of teacher as being multicultural-intrareligious pluralist and multicultural-intrareligious humanist. It also discusses implications on social change as a result of cultural interchange at those schools.

Critical Consciousness and Schooling: The Impact of the Community as a Classroom Program on Academic Indicators

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D. Gavin Luter

2017-02-01

Full Text Available The present study investigates the extent to which a program guided by the principles of critical pedagogy, which seeks to develop critical consciousness, is associated with the improved academic performance of students attending a low-performance middle-school in Buffalo, New York. The students were enrolled in an in-school academic support program called the Community as Classroom, which used critical project-based learning to show students how to improve neighborhood conditions. The study found that the Community as Classroom program bolstered student engagement as reflected in improved attendance, on-time-arrival at school, and reduced suspensions. Although class grades did not improve, standardized scores, particularly in Math and Science, dramatically improved for these students from the lowest scoring categories. We suspect that given increased student engagement and dramatically improved standardized test scores, teacher bias might be the cause of no improvements in class grades. We conclude that critical pedagogy, which leads to increased critical consciousness, is a tool that can lead to improved academic performance of students. Such a pedagogy, we argue, should be more widely used in public schools, with a particular emphasis on their deployment in Community Schools.

Bridges, Tunnels, and School Reform: It's the System, Stupid

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Kelly, Thomas F.

2007-01-01

After almost three decades of school reform, student achievement nationally is about where it was when it started, and student behavior has declined dramatically. Numbers of dropouts, especially in cities and among the poor and minorities, have gotten much higher. Yet many billions of dollars have been spent; countless professionals have carried…

Mechanisms of change in Dutch inspected schools: comparing schools in different inspection treatments

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Ehren, Melanie Catharina Margaretha; Shackleton, Nichola

2015-01-01

In many countries the need for education systems and schools to improve and innovate has become central to the education policy of governments. School inspections are expected to play an important role in promoting such continuous improvement and to help schools and education systems more generally

Trends in Basic Sciences Education in Dental Schools, 1999-2016.

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Lantz, Marilyn S; Shuler, Charles F

2017-08-01

The purpose of this study was to examine data published over the past two decades to identify trends in the basic sciences curriculum in dental education, provide an analysis of those trends, and compare them with trends in the basic sciences curriculum in medical education. Data published from the American Dental Association (ADA) Surveys of Dental Education, American Dental Education Association (ADEA) Surveys of Dental School Seniors, and two additional surveys were examined. In large part, survey data collected focused on the structure, content, and instructional strategies used in dental education: what was taught and how. Great variability was noted in the total clock hours of instruction and the clock hours of basic sciences instruction reported by dental schools. Moreover, the participation of medical schools in the basic sciences education of dental students appears to have decreased dramatically over the past decade. Although modest progress has been made in implementing some of the curriculum changes recommended in the 1995 Institute of Medicine report such as integrated basic and clinical sciences curricula, adoption of active learning methods, and closer engagement with medical and other health professions education programs, educational effectiveness studies needed to generate data to support evidence-based approaches to curriculum reform are lacking. Overall, trends in the basic sciences curriculum in medical education were similar to those for dental education. Potential drivers of curriculum change were identified, as was recent work in other fields that should encourage reconsideration of dentistry's approach to basic sciences education. This article was written as part of the project "Advancing Dental Education in the 21st Century."

Changes in sexual behavior following a sex education program in Brazilian public schools.

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Andrade, Heloísa Helena Siqueira Monteiro; Mello, Maeve Brito de; Sousa, Maria Helena; Makuch, Maria Yolanda; Bertoni, Neilane; Faúndes, Anibal

2009-05-01

This paper describes an evaluation of possible changes in sexual behavior in adolescents who participated in a school-based sex education program in selected public schools in four municipalities in the state of Minas Gerais, Brazil. The program is inserted within the context of reproductive rights, deals with risks involved in unsafe sexual practices and focuses on the positive aspects of sexuality. A quasi-experimental design with pre and post-tests and a non-equivalent control group was used to evaluate the intervention. A total of 4,795 questionnaires were included in this analysis. The program succeeded in more than doubling consistent condom use with casual partners and in increasing the use of modern contraceptives during last intercourse by 68%. The intervention had no effect on age at first intercourse or on adolescents' engagement in sexual activities. The sex education program was effective in generating positive changes in the sexual behavior of adolescents, while not stimulating participation in sexual activities.

PARADIGM CHANGE THE EDUCATION THE TEACHERS OF PRIMARY CLASSES IN THE CONDITIONS OF INFORMATION SOCIETY DEVELOPMENT

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Nataliya Kushnir

2016-12-01

Full Text Available The emergence and wide dissemination of new digital technologies in all spheres of life significantly changes the structure of the labor market (there are new profession is changing dramatically professional activities existing and the requirements of employers (the ability to learn independently throughout their lives, to critically evaluate information, team work becomes more important, Maturity than a specific set of knowledge and skills. At the same time, today's children live in crowded information space, which highlights the issue of formation of information culture of their bases from an early age and quality of development needed for successful self-realization in the information society. This leads to changes in the entire education system, in particular the training of future elementary school teachers. A retrospective analysis of the use of information and communication technologies in education confirms the occurrence of such technologies for the development of children, which at different times dreamed of teachers and psychologists. Analysis of practice of training future elementary school teachers shows insufficient level of awareness of modern ICT capabilities, which are mainly used to support the traditional educational process, not the implementation of new learning approaches. The article analyzes the impact of the development of modern information and communication technologies for education in the context of professional training of future elementary school teachers.

Achieving and Maintaining Change in Urban Schools: The Role of The School Psychologist

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Petry, Bradley; Serbonich, Nadine

2018-01-01

School psychologists in Baltimore (MD) City Public Schools are engaged in efforts to expand their professional roles from a traditional to a more comprehensive model. In Baltimore, school psychologists had been in the traditional role as a special education-specific gatekeeper and service provider. Starting in 2013, a group of school…

PROMOTING INCIDENTAL VOCABULARY LEARNING THROUGH VERBAL DRAMATIZATION OF WORDS

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Looi-Chin Ch’ng

2014-12-01

Full Text Available Despite the fact that explicit teaching of vocabulary is often practised in English as a Second Language (ESL classrooms, it has been proven to be rather ineffective, largely because words are not taught in context. This has prompted the increasing use of incidental vocabulary learning approach, which emphasises on repeated readings as a source for vocabulary learning. By adopting this approach, this study aims to investigate students’ ability in learning vocabulary incidentally via verbal dramatization of written texts. In this case, readers’ theatre (RT is used as a way to allow learners to engage in active reading so as to promote vocabulary learning. A total of 160 diploma students participated in this case study and they were divided equally into two groups, namely classroom reading (CR and RT groups. A proficiency test was first conducted to determine their vocabulary levels. Based on the test results, a story was selected as the reading material in the two groups. The CR group read the story through a normal reading lesson in class while the RT group was required to verbally dramatize the text through readers’ theatre activity. Then, a post-test based on vocabulary levels was carried out and the results were compared. The findings revealed that incidental learning was more apparent in the RT group and their ability to learn words from the higher levels was noticeable through higher accuracy scores. Although not conclusive, this study has demonstrated the potential of using readers’ theatre as a form of incidental vocabulary learning activity in ESL settings.

Predicting Day-to-Day Changes in Students' School-Related Affect from Daily Academic Experiences and Social Interactions

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Altermatt, Ellen Rydell

2015-01-01

This study examined the role that everyday academic successes and failures--and the interactions with family members and peers that follow these events--play in predicting day-to-day changes in children's emotional responses to school. Middle school students (N = 101; mean age = 11.62 years) completed daily assessments of their academic…

Parent involvement in beginning primary school: Correlates and changes in involvement across the first two years of school in a New Zealand sample.

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McDowall, Philippa S; Taumoepeau, Mele; Schaughency, Elizabeth

2017-06-01

This study described the relations of parents' and teachers' beliefs and attitudes to forms of parents' involvement in children's first two years of primary school. Parents of children in their first year of primary school (age 5) were recruited from 12 classrooms within four schools in New Zealand; 196 families participated in their child's first year, and 124 families continued to participate in their child's second school year. Parents completed the Family-Involvement Questionnaire, New Zealand, and we archivally collected parent-documented children's oral reading homework. Teachers' rated helpfulness of parents' involvement at school (level 2) and parents' rated teacher invitations to be involved and their perceived time and energy (level 1) contributed to school-based involvement in Year 1 in multilevel models, with parents' rated teacher invitations for involvement also found to predict Year 1 home-school communication in regression analyses. Contributors to Year 1 child-parent reading in multilevel models included level 1 predictors of two or more adults in the home and parents' perceived time and energy. Longitudinal analyses suggested both consistency and change in each form of involvement from Year 1 to Year 2, with increases in each form of involvement found to be associated with increases in parents' and/or teachers' views about involvement in Year 2 in cross-sectional time-series analyses. Implications for schools wanting to engage families are that parents' involvement in children's schooling may be influenced by parents' perceptions of their capacity, teachers' engagement efforts, and the school's climate for involvement. This is a special issue paper "Family Engagement in Education and Intervention". Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Around the Fishing Net: Leadership Dynamics for Change in an American International School

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Murakami-Ramalho, Elizabeth; Benham, Maenette

2010-01-01

This study explored the active involvement of school and community members investing in leadership dynamics for change, especially considering the increasingly globalized world and the importance of preparing globally minded citizens. To explore how educators and leaders work to foster dynamic learning experiences in a highly mobile global…

What is motivating middle-school science teachers to teach climate change?

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McNeal, Peggy; Petcovic, Heather; Reeves, Patricia

2017-05-01

Adoption of science content standards that include anthropogenic climate change has prompted widespread instruction in climate change for the first time. However, the controversial nature of the topic can be daunting and many teachers share misconceptions that lead to weak treatment of climate change in classrooms. Nevertheless, numerous teachers have embraced the topic and are providing illustrations of deliberate climate change education. In this study we investigated teacher motivation using focus groups with middle school teachers who currently teach climate change. Qualitative analysis of the collective teacher voices yielded underlying motivations. Our findings suggest that these teachers' interest in environmentalism naturally translates to climate change advocacy and motivates teaching the topic. Their knowledge and expertise gives them confidence to teach it. These teachers see themselves as scientists, therefore their views align with the scientific consensus. They practice authentic scientific research with their students, thus confirming valued characteristics of their scientist identity. Finally, our findings suggest that teaching climate change gives these teachers a sense of hope as they impact the future through their students. This study contrasts with skepticism over the state of climate change education and contributes to an understanding of how climate change education is motivated in teachers.

Leadership Qualities for Successful School Change and Improvement

Institute of Scientific and Technical Information of China (English)

李宗文

2013-01-01

　　It is well acknowledged that school leadership plays a vital role in the management and development of a school. While what is good leadership? Based on the previous findings, this essay aims at probing into the possible qualities which can make sound school leadership.

Effect of nutrition changes on foods selected by students in a middle school-based diabetes prevention intervention program: the HEALTHY experience.

Science.gov (United States)

Mobley, Connie C; Stadler, Diane D; Staten, Myrlene A; El Ghormli, Laure; Gillis, Bonnie; Hartstein, Jill; Siega-Riz, Anna Maria; Virus, Amy

2012-02-01

The HEALTHY primary prevention trial developed an integrated multicomponent intervention program to moderate risk factors for type 2 diabetes in middle schools. The nutrition component aimed to improve the quality of foods and beverages served to students. Changes in the School Breakfast Program (SBP), National School Lunch Program (NSLP), and à la carte venues are compared to the experience of control schools. The intervention was implemented in 21 middle schools from winter 2007 through spring 2009 (following a cohort of students from sixth through eighth grades); 21 schools acted as observed controls. The nutrition component targeted school food service environmental change. Data identifying foods and nutrients served (selected by students for consumption) were collected over a 20-day period at baseline and end of study. Analysis compared end of study values for intervention versus control schools. Intervention schools more successfully limited dessert and snack food portion size in NSLP and à la carte and lowered fat content of foods served. Servings of high-fiber grain-based foods and/or legumes were improved in SBP but not NSLP. Intervention and control schools eliminated >1% fat milk and added-sugar beverages in SBP, but intervention schools were more successful in NSLP and à la carte. The HEALTHY program demonstrated significant changes in the nutritional quality of foods and beverages served in the SBP, NSLP, and à la carte venues, as part of an effort to decrease childhood obesity and support beneficial effects in some secondary HEALTHY study outcomes. Published 2012. This article is a U.S. Government work and is in the public domain in the USA.

Preschool and Children's Outcomes in Elementary School: Have Patterns Changed Nationwide Between 1998 and 2010?

Science.gov (United States)

Bassok, Daphna; Gibbs, Chloe R; Latham, Scott

2018-04-17

This study employs data from both kindergarten cohorts of the Early Childhood Longitudinal Study (n ~ 12,450 in 1998; n ~ 11,000 in 2010) to assess whether associations between preschool participation and children's academic and behavioral outcomes-both at school entry (M age  = 5.6 years in both cohorts) and through third grade-have changed over time. Findings are strikingly similar across these two, nationally representative, U.S. cohorts: preschool is positively associated with academic outcomes and negatively associated with behavioral outcomes both at school entry and as children progress through school. Heterogeneity is documented with respect to child and preschool characteristics. However, there is no evidence that associations between preschool and medium-term child outcomes differ by elementary school characteristics. © 2018 Society for Research in Child Development.

Dramatic Change in Jupiter's Great Red Spot

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Simon, A. A.; Wong, M. H.; Rogers, J. H.; Orton, G. S.; de Pater, I.; Asay-Davis, X.; Carlson, R. W.; Marcus, P. S.

2015-01-01

Jupiter's Great Red Spot (GRS) is one of its most distinct and enduring features, having been continuously observed since the 1800's. It currently spans the smallest latitude and longitude size ever recorded. Here we show analyses of 2014 Hubble spectral imaging data to study the color, structure and internal dynamics of this long-live storm.

Food and beverage promotions in Minnesota secondary schools: secular changes, correlates, and associations with adolescents' dietary behaviors.

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Larson, Nicole; Davey, Cynthia S; Coombes, Brandon; Caspi, Caitlin; Kubik, Martha Y; Nanney, Marilyn S

2014-12-01

The purpose of this study was to describe promotions for unhealthy and healthy foods and beverages within Minnesota secondary schools from 2008 to 2012, and to examine associations with school-level coordination of environmental improvements and students' dietary behaviors. The Minnesota School Health Profiles and Minnesota Student Survey data were used along with National Center for Education Statistics data to conduct analyses accounting for school-level demographics. There was no significant improvement over time in the proportion of schools that banned advertising for unhealthy products in school buildings, on school grounds, on buses, or in publications. Whereas more than two thirds of schools had implemented strategies focused on the promotion of fruits/vegetables by 2012, only 37% labeled healthful foods with appealing names and just 17% used price incentives to encourage healthy choices. The number of stakeholders representing different roles on school health councils was positively correlated with implementation of healthy food and beverage promotion strategies. Little evidence was found to support an influence of in-school advertising bans or promotions on students' diets. Policy changes are needed to protect students from food and beverage advertising and additional opportunities exist to reduce disparities in the selection of healthy options at school. © 2014, American School Health Association.

School Psychologists: Leaders for Change Building a Secure Future for Children. CASS Digest.

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Kelly, Carol

This digest examines the role of school psychologists in improving educational opportunities for children and adolescents. A variety of issues that affect children and their ability to learn are discussed: widening social class differences and increases in the number of children living in poverty; changing value systems; family disintegration;…

Spoon-Feeding to Tongue-Biting and Beyond: Factors That Contributed to Changes in Irish Primary School Teachers' Mathematics Practice

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Treacy, Mia

2017-01-01

Research that aimed to examine teachers' experiences whilst implementing a reform approach to mathematics teaching in an Irish primary school forms the basis of this paper. In particular, factors that contributed to changing mathematics practice in this case study school are outlined. The school engaged in professional development (PD) that…

Target Inquiry: Changing Chemistry High School Teachers' Classroom Practices and Knowledge and Beliefs about Inquiry Instruction

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Herrington, Deborah G.; Yezierski, Ellen J.; Luxford, Karen M.; Luxford, Cynthia J.

2011-01-01

Inquiry-based instruction requires a deep, conceptual understanding of the process of science combined with a sophisticated knowledge of teaching and learning. This study examines the changes in classroom instructional practices and corresponding changes to knowledge and beliefs about inquiry instruction for eight high school chemistry teachers.…

Interculturality, power and social change: the challenge of the ombudsman school

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Tiziano Telleschi

2013-07-01

Full Text Available This essay points out the educational and social profile of the School Mediator through a large sociological and anthropological confrontation on Mediation between actors in conflictive and unsymmetrical position (particularly the Sara Cobb’s ‘Circular Model’ and the Bush & Folger ‘ Transformative Model’ with the final aim of starting a social change. Therefore, the essay fixes the mainstays of a pedagogy of inequalities in multicultural societies by the re-elaboration of two concepts: power (from Weber to Foucault and intercultural dialogue (referring to Plato’s diàlogos and to Paulo Freire’s dialogicitade. Finally, it supplies an educational value-oriented method which enables the Scholar Mediator to start up a culture of the dialog in day to day life leading to a reciprocal Exchange between alumnus and respective families, culturally differentiated, and the professorship and the world outside the school.

Recess, Playground Games, and the Aims of School: An Investigation into the Semiotic Affordances of Four Square

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Marple, Stacy Ann

2011-01-01

In recent times, recess has become threatened by the press for more academic instruction time and by fears of violent behavior. A dramatic indicator of this trend is seen in the increasing number of schools and school districts which have done away with or significantly reduced recess time (BBC news, 2007; Coughlan, 2007; Jarrett, 2002; Pressler,…

76 FR 63183 - Pilot in Command Proficiency Check and Other Changes to the Pilot and Pilot School Certification...

Science.gov (United States)

2011-10-12

...-0938; Amendment Nos. 61-128, 91-324, 141-15, and 142-7] RIN 2120-AJ18 Pilot in Command Proficiency Check and Other Changes to the Pilot and Pilot School Certification Rules; Correction AGENCY: Federal... regulations to revise the pilot, flight instructor, and pilot school certification requirements. In particular...

Some Ways in Which Neighborhoods, Nuclear Families, Friendship Groups, and Schools Jointly Affect Changes in Early Adolescent Development.

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Cook, Thomas D.; Herman, Melissa R.; Phillips, Meredith; Settersten, Richard A., Jr.

2002-01-01

This study assessed how schools, neighborhoods, nuclear families, and friendship groups jointly contribute to positive change during early adolescence. Analyses showed that the four context indices modestly intercorrelated at the individual student level, but clustered more tightly at the school and neighborhood levels. Joint influence of all four…

Parents as Change Agents in Their Schools and Communities: The Founding of Families for Early Autism Treatment (FEAT)

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Mickahail, Bethany K.

2010-01-01

A qualitative research highlights how parent driven "communities of support" create lasting change in schools and communities, through the unique blend of the two methodologies, oral history and educational criticism and connoisseurship. In recent years, schools and communities are unusually impacted by an escalating wave in the diagnosis and…

Unpacking Resistance to Change within-School Reform Programmes with a Social Justice Orientation

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Hynds, Anne

2010-01-01

Previous research in the area of resistance has inadequately described opposition to change within-school reform initiatives with a social justice orientation. A lack of attention to, and agreement on, the nature and causes of resistance may explain why so many equity-minded educational reforms fail to be sustained. This article highlights various…

Food and beverage promotions in Minnesota secondary schools: secular changes, correlates, and associations with adolescents’ dietary behaviors

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Larson, Nicole; Davey, Cynthia S.; Coombes, Brandon; Caspi, Caitlin; Kubik, Martha Y.; Nanney, Marilyn S.

2014-01-01

BACKGROUND The purpose of this study was to describe promotions for unhealthy and healthy foods and beverages within Minnesota secondary schools from 2008 to 2012, and to examine associations with school-level coordination of environmental improvements and students’ dietary behaviors. METHODS The Minnesota School Health Profiles and Minnesota Student Survey data were used along with National Center for Education Statistics data to conduct analyses accounting for school-level demographics. RESULTS There was no significant improvement over time in the proportion of schools that banned advertising for unhealthy products in school buildings, on school grounds, on buses, or in publications. Whereas more than two-thirds of schools had implemented strategies focused on the promotion of fruits/vegetables by 2012, only 37% labeled healthful foods with appealing names and just 17% used price incentives to encourage healthy choices. The number of stakeholders representing different roles on school health councils was positively correlated with implementation of healthy food and beverage promotion strategies. Little evidence was found to support an influence of in-school advertising bans or promotions on students’ diets. CONCLUSIONS Policy changes are needed to protect students from food and beverage advertising and additional opportunities exist to reduce disparities in the selection of healthy options at school. PMID:25388594

Beliefs about family-school relationships. Changes in pre-service teachers after receiving specific training

Directory of Open Access Journals (Sweden)

Cristina Vázquez

2014-12-01

Full Text Available Teachers’ beliefs about family-school relationship vary in a continuum according to the role that parents and teachers have, and the power that they hold. Pre-service teachers also have beliefs about this relationship and their own competence to develop it. Two groups of pre-service teachers (second year students participated in this study. One group received specific training on family-school relationship and its improvement (116 students attending a degree in Early Childhood Education, who constituted the experimental group, EG. The other group was not trained (92 students attending a degree in Primary Education, who made up the control group, CG. The Beliefs about family-school Questionnaire (CCR was developed and applied before and after the EG was trained. Results show that students in the EG increased their beliefs about family-school collaboration in the post-test and decreased their beliefs about parental subordination to teachers’ authority and parents’ carelessness. Students in the CG kept their beliefs unchanged, which were significantly more prone to support teachers’ authority and parental subordination and parents’ carelessness compared to the EG.. Perceived competence for family-school relationship did not change significantly in either group. However, significant correlations between beliefs and perceived competence were found, pointing out the importance of working pre-service teachers’ beliefs about family-school collaboration.

The Impact of Enabling School Structures on the Degree of Internal School Change as Measured by the Implementation of Professional Learning Communities

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Tylus, Joseph D.

2009-01-01

This non-experimental, correlational study looked at the relationship between bureaucratic structures in middle and high schools in bringing about change in individual teacher classroom instructional practices through the centralized directive of membership in a professional learning community. Using a continuum of bureaucratic structure, from…

School Board Leadership and Policymaking in Changing Political Environments

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Frankenberg, Erica; Diem, Sarah

2013-01-01

As the demographic make-up of public schools (and neighborhoods) shift and schools become increasingly segregated, the role of school boards becomes critically important in maintaining policies designed to remedy segregation and promote equal opportunity, policies which may challenge the status quo. Specifically, in school districts and…

Changing America and the Changing Image of Scottsboro

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Murray, Hugh T., Jr.

1977-01-01

Discusses literary representations of Scottsboro. Notes that "the content of the extensive literature of Scottsboro changed dramatically, reflecting the radicalism of the 1930's, the cold-war liberalism of the 1950's, and the vacillations of the late 1960's early 70's. (Author/JM)

76 FR 54095 - Pilot in Command Proficiency Check and Other Changes to the Pilot and Pilot School Certification...

Science.gov (United States)

2011-08-31

... [Docket No.: FAA-2008-0938; Amendment Nos. 61-128, 91-324, 141-15, and 142-7] RIN 2120-AJ18 Pilot in Command Proficiency Check and Other Changes to the Pilot and Pilot School Certification Rules AGENCY... regulations concerning pilot, flight instructor, and pilot school certification. This rule will require pilot...

Principal Preparedness for Leading in Demographically Changing Schools: Where Is the Social Justice Training?

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Miller, Catherine M.; Martin, Barbara N.

2015-01-01

This multi-case study sought to construct meaning using a cultural capital lens in relation to educational leadership preparation programs building the capacities of social justice leaders in demographically changing schools. Data revealed principals' perceptions about preparation, expectations and general beliefs and assumptions related to…

Societal Changes Affecting Primary School Education after the Second World War in Finland

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Paksuniemi, Merja; Niemisalo, Sari

2016-01-01

To demonstrate how changes in both foreign and domestic environments after the Second World War affected primary education and teacher training in Finland, the article presents a historical picture of the post-war reality of the school system, based on a review of sources that include laws, decrees, curricula, textbooks and previous research. The…

The Changing Climate of Teaching and Learning School Geography: The Case of Singapore

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Chang, Chew-Hung

2012-01-01

Reflecting on a personal journey as a geography student, an academic, an educator and a teacher trainer, the article provides a critical narrative of the state of school geography in Singapore and argues that its development has remained relevant to the changing issues at a global level. Using personal reflections and document analyses, school…

The influence of labor market changes on first-time medical school applicant pools.

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Cort, David A; Morrison, Emory

2014-12-01

To explore whether the number and composition of first-time applicants to U.S. MD-granting medical schools, which have fluctuated over the past 30 years, are related to changes in labor market strength, specifically the unemployment rate and wages. The authors merged time series data from 1980 through 2010 (inclusive) from five sources and used multivariate time series models to determine whether changes in labor market strength (and several other macro-level factors) were related to the number of the medical school applicants as reported by the American Medical College Application Service. Analyses were replicated across specific sex and race/ethnicity applicant pools. Two results surfaced in the analyses. First, the strength of the labor market was not influential in explaining changes in applicant pool sizes for all applicants, but was strongly influential in explaining changes for black and Hispanic males. Increases of $1,000 in prevailing median wages produced a 1.6% decrease in the white male applicant pool, while 1% increases in the unemployment rate were associated with 4.5% and 3.1% increases in, respectively, the black and Hispanic male applicant pools. Second, labor market strength was a more important determinant in applications from males than in applications from females. Although stakeholders cannot directly influence the overall economic market, they can plan and prepare for fewer applications from males, especially those who are black and Hispanic, when the labor market is strong.

The Behavioral Outcomes of a Self-Affirmation Intervention for Middle School Students

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Schmidt, Alex; Canela, Carlos

2015-01-01

Social psychological interventions in schools have gained popularity in education research for their ability to often dramatically increase student academic performance through simple exercises. Many of these interventions are designed to address stereotype threat, which is defined as "being at risk of confirming, as self-characteristic, a…

Using education on irradiated foods to change behavior of Korean elementary, middle, and high school students

OpenAIRE

Han, Eunok; Kim, Jaerok; Choi, Yoonseok

2014-01-01

BACKGROUND/OBJECTIVES Educational interventions targeted food selection perception, knowledge, attitude, and behavior. Education regarding irradiated food was intended to change food selection behavior specific to it. SUBJECTS AND METHODS There were 43 elementary students (35.0%), 45 middle school students (36.6%), and 35 high school students (28.5%). The first step was research design. Educational targets were selected and informed consent was obtained in step two. An initial survey was cond...

The Role of Leadership in Changing the Culture of an International School to Be Inclusive of Students with Special Learning Needs

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Gillespie, Simon

2017-01-01

Educating a diverse student population is a core principle of international school education. Historically, many international schools have had admissions policies that excluded students with special learning needs. However, admission policies have changed to require more inclusiveness and school support for a wider range of students and for…

Effect of Nutrition Changes on Foods Selected by Students in a Middle School-Based Diabetes Prevention Intervention Program: The HEALTHY Experience

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Mobley, Connie C.; Stadler, Diane D.; Staten, Myrlene A.; El Ghormli, Laure; Gillis, Bonnie; Hartstein, Jill; Siega-Riz, Anna Maria; Virus, Amy

2012-01-01

Background: The HEALTHY primary prevention trial developed an integrated multicomponent intervention program to moderate risk factors for type 2 diabetes in middle schools. The nutrition component aimed to improve the quality of foods and beverages served to students. Changes in the School Breakfast Program (SBP), National School Lunch Program…

A social work study on relationship between leadership style and organization change: A case study of Semnan high schools' teachers

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Mohammad Reza Iravani

2012-10-01

Full Text Available The primary objective of this survey is to study the relationship between leadership style among teachers who work in high schools and their orientation on organizational change. The study is performed among students who attended guided schools in province of Semnan, Iran. There are five hypotheses associated with the proposed study of this paper including managers' attitudes on change based on demographic characteristics, the relationship between leadership style and organizational change, the effects of different leadership styles and the organizational change orientation in terms of demographical characteristics. Statistical population includes all teachers who for high schools in city of Semnan, Iran and the study used a sample of 373 people who were randomly selected from three regions of the city. The proposed study used standard leadership questionnaire based on initiating structure and consideration originally developed at Ohio university in two dimensions with 30 questions. The questionnaire also used another type questionnaire consists of 32 questions with three dimensions of structure, technology and employee. The results indicate that there is no meaningful relationship between leadership style and gender, leadership style and job experience, organizational change and gender, management change and gender.

Leading change in health-care quality with the Institute for Healthcare Improvement Open School.

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Patel, Eva; Nutt, Sarah L; Qureshi, Imran; Lister, Sue; Panesar, Sukhmeet S; Carson-Stevens, Andrew

2012-07-01

The Institute for Healthcare Improvement Open School for Health Professions is an international organization that provides the next generation of health-care leaders with the skills to lead improvement in health care. This article discusses how doctors can get involved and implement change at their hospital.

Changes in Badminton Game Play across Developmental Skill Levels among High School Students

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Wang, Jianyu; Liu, Wenhao

2012-01-01

The study examined changes in badminton game play across developmental skill levels among high school students in a physical education setting. Videotapes of badminton game play of 80 students (40 boys and 40 girls) in the four developmental skill levels (each skill level had 10 boys and 10 girls) were randomly selected from a database associated…

A study on the Secondary School Teacher's Perception Change for Nuclear Power through an Experiment Practice Program

International Nuclear Information System (INIS)

Lee, ByungChae; Kim, JuHyun; Na, JungHyun; Yoo, DaYoung; Kim, WoongKi

2016-01-01

It is important to correct mis-understanding perception of general public for nuclear power for development of nuclear industry and the nation‟s advancement. It is required to provide secondary school students and teachers with correct information by learning activities in addition to mass media and textbook. If teachers have wrong concept, students are affected by the negative impact. Therefore, teachers should understand nuclear power correctly. KAERI(Korea Atomic Energy Research Institute) has served an education program entitled „to understand nuclear power correctly by experiment and practice‟ as an practice and improvement program for the secondary school teachers. We checked the change of the secondary teacher‟s recognition for nuclear power by the survey. In this study, we checked the change of the secondary school teacher‟s recognition level for nuclear power by the survey before and after the education program. Nuclear Perception level was increased by 8% showing optimistic mind for the safety, dangerousness, and necessity of nuclear power plants after the education. Nuclear knowledge level also went up 15% through the education program. It is concluded that the nuclear perception of the secondary school teachers can be improved through the education program for nuclear power. Secondary school students form general public in the future. Perception of the students is influenced by teachers deeply

Physical fitness and performance. Cardiorespiratory fitness in girls-change from middle to high school.

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Pfeiffer, Karin A; Dowda, Marsha; Dishman, Rod K; Sirard, John R; Pate, Russell R

2007-12-01

To determine how factors are related to change in cardiorespiratory fitness (CRF) across time in middle school girls followed through high school. Adolescent girls (N = 274, 59% African American, baseline age = 13.6 +/- 0.6 yr) performed a submaximal fitness test (PWC170) in 8th, 9th, and 12th grades. Height, weight, sports participation, and physical activity were also measured. Moderate-to-vigorous physical activity (MVPA) and vigorous physical activity (VPA) were determined by the number of blocks reported on the 3-Day Physical Activity Recall (3DPAR). Individual differences and developmental change in CRF were assessed simultaneously by calculating individual growth curves for each participant, using growth curve modeling. Both weight-relative and absolute CRF increased from 8th to 9th grade and decreased from 9th to 12th grade. On average, girls lost 0.16 kg.m.min.kg.yr in weight-relative PWC170 scores (P interactions between CRF, physical activity, race, BMI, and sports participation.

A Survey of Parent Attitudes Toward and Perceptions About the Virginia Beach 45-15 Pilot Program.

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Schlechty Associates, Chapel Hill, NC.

Dramatic changes in school calendars create the need for compensating changes in routines of family and community life. For schools undertaking year-round programs the extent to which families and communities are willing and able to make necessary adjustments certainly bears on the educational programs. Therefore well conceived efforts to evaluate…

Changing Medical School IT to Support Medical Education Transformation.

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Spickard, Anderson; Ahmed, Toufeeq; Lomis, Kimberly; Johnson, Kevin; Miller, Bonnie

2016-01-01

Many medical schools are modifying curricula to reflect the rapidly evolving health care environment, but schools struggle to provide the educational informatics technology (IT) support to make the necessary changes. Often a medical school's IT support for the education mission derives from isolated work units employing separate technologies that are not interoperable. We launched a redesigned, tightly integrated, and novel IT infrastructure to support a completely revamped curriculum at the Vanderbilt School of Medicine. This system uses coordinated and interoperable technologies to support new instructional methods, capture students' effort, and manage feedback, allowing the monitoring of students' progress toward specific competency goals across settings and programs. The new undergraduate medical education program at Vanderbilt, entitled Curriculum 2.0, is a competency-based curriculum in which the ultimate goal is medical student advancement based on performance outcomes and personal goals rather than a time-based sequence of courses. IT support was essential in the creation of Curriculum 2.0. In addition to typical learning and curriculum management functions, IT was needed to capture data in the learning workflow for analysis, as well as for informing individual and programmatic success. We aligned people, processes, and technology to provide the IT infrastructure for the organizational transformation. Educational IT personnel were successfully realigned to create the new IT system. The IT infrastructure enabled monitoring of student performance within each competency domain across settings and time via personal student electronic portfolios. Students use aggregated performance data, derived in real time from the portfolio, for mentor-guided performance assessment, and for creation of individual learning goals and plans. Poorly performing students were identified earlier through online communication systems that alert the appropriate instructor or coach of

Analysis of health behaviour change interventions for preventing dental caries delivered in primary schools.

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Adair, P M; Burnside, G; Pine, C M

2013-01-01

To improve oral health in children, the key behaviours (tooth brushing and sugar control) responsible for development of dental caries need to be better understood, as well as how to promote these behaviours effectively so they become habitual; and, the specific, optimal techniques to use in interventions. The aim of this paper is to describe and analyse the behaviour change techniques that have been used in primary school-based interventions to prevent dental caries (utilizing a Cochrane systematic review that we have undertaken) and to identify opportunities for improving future interventions by incorporating a comprehensive range of behaviour change techniques. Papers of five interventions were reviewed and data were independently extracted. Results indicate that behaviour change techniques were limited to information-behaviour links, information on consequences, instruction and demonstration of behaviours. None of the interventions were based on behaviour change theory. We conclude that behaviour change techniques used in school interventions to reduce dental caries were limited and focused around providing information about how behaviour impacts on health and the consequences of not developing the correct health behaviours as well as providing oral hygiene instruction. Establishing which techniques are effective is difficult due to poor reporting of interventions in studies. Future design of oral health promotion interventions using behaviour change theory for development and evaluation (and reporting results in academic journals) could strengthen the potential for efficacy and provide a framework to use a much wider range of behaviour change techniques. Future studies should include development and publication of intervention manuals which is becoming standard practice in other health promoting programmes. © 2013 S. Karger AG, Basel.

Elementary school on the move– moving in elementary school

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Reiner Hildebrandt-Stramann

2008-06-01

Full Text Available Elementary school in Germany has changed during the last five years because, among other reasons, movement has entered it. The title's pun calls attention for two lines of work that characterize school pedagogy contemporary discussion. One of these lines is related to the last 15 years changing process at elementary school: it states that elementary school must be a learning and living place for children. The other line is related to movement pedagogy processes, which has been achieving higher and higher dimensions. Elementary school must be seen from movement point of view and must be transformed in a place for movement.

Year in school and physical activity stage of change as discriminators of variation in the physical activity correlate profile of adolescent females.

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Burns, Con; Murphy, John J; MacDonncha, Ciaran

2014-05-01

Knowledge of the physical activity correlate profile of adolescent females will provide insight into decreasing physical activity patterns among adolescent females. Correlates of physical activity and physical activity stage of change were assessed during 2007-2008 among 871 Irish adolescent females in years 1-6 in secondary schools (15.28 ± 1.8 years). Multivariate Analysis of Variance was used to identify whether differences in correlates of physical activity could be detected across year in school and physical activity stages of change. Significant differences (P physically active (partial eta range (ηp2) .21-.25) to be the most important predictors of physical activity stage of change. Females in more senior years in school and in earlier physical activity stages of change reported a significantly less positive physical activity correlate profile than females in junior years and in later physical activity stages of change. This finding supports the construct validity of the physical activity stages of change.

Comparison of two school-based programmes for health behaviour change: the Belo Horizonte Heart Study randomized trial.

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Ribeiro, Robespierre Q C; Alves, Luciana

2014-06-01

To assess the efficacy of two school-based programmes to promote students' willingness to engage in lifestyle changes related to eating habits and physical activity behaviours. Elementary school-based health promotion intervention, designed as a multicomponent experimental study, based on a behavioural epidemiological model. Nine intervention and eight comparative public and private elementary schools. The goal was to determine the impact on the longitudinally assessed outcomes of two programmes that addressed healthy nutrition and active living in a cohort of 2038 children. The evaluations used pre-intervention and follow-up student surveys that were based on the Transtheoretical Model of the stages of behaviour change. In the intervention group, there were significant (P motivated teachers. The comparison group did not show significant differences between the pre- and post-intervention times for any of the stages of behaviour. The intervention programme encouraged the students to make healthy lifestyle choices related to eating habits and physical activity behaviours.

Implementation of CDC's School Health Index in 3 midwest middle schools: motivation for change.

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Sherwood-Puzzello, Catherine M; Miller, Michelle; Lohrmann, David; Gregory, Patricia

2007-08-01

The Centers for Disease Control and Prevention's School Health Index (SHI), a guide for completing a coordinated school-based program needs assessment relative to healthy eating, physical activity, a tobacco-free lifestyle, and prevention of other health risk behaviors and conditions, was used to assess current programming at 3 midwestern middle schools. Employing somewhat different procedures, data were collected from focus groups comprising school administrators, teachers, parents, community members, and students. Participants responded to SHI module questions and provided comments based on their perceptions. Both quantitative and qualitative data were recorded for each module, after which participants answered 3 planning questions intended to guide prioritization of actions to improve policies and programs based on importance, cost, time, commitment, and feasibility. Each school developed recommendations and strategies based on highest priority needs related to community involvement, professional development, health screenings, and health education materials in classrooms. The experience of completing the SHI in 3 different schools provided important insights about the data collection process as well as assessment results that have implications for the design and implementation of prevention programs.

Dramatic response to nivolumab in xeroderma pigmentosum skin tumor.

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Chambon, Fanny; Osdoit, Sophie; Bagny, Kelly; Moro, Anne; Nguyen, Jacqueline; Réguerre, Yves

2018-02-01

We report the case of a 6-year-old female with xeroderma pigmentosum (XP) who developed a nonoperable scalp tumor, treated with anti-programmed cell death protein 1 (anti-PD-1) therapy (nivolumab). She presented with a sarcomatoid carcinoma of the scalp with bone lysis as well as vascular and meningeal contact. Nivolumab was initiated because it has emerged as a promising immunotherapy. We observed a dramatic tumor response with excellent tolerance. However, while on nivolumab therapy she developed two large skin melanomas and several squamous cell carcinomas, which have been resected. These results demonstrate that cancer immunotherapy in patients with XP can be impressive but complex and warrants further investigation. © 2017 Wiley Periodicals, Inc.

Changes in Physical Activity Domains During the Transition Out of High School: Psychosocial and Environmental Correlates.

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Molina-García, Javier; Queralt, Ana; Castillo, Isabel; Sallis, James F

2015-10-01

This study examined changes in multiple physical activity domains during the transition out of high school and psychosocial and environmental determinants of these changes. A 1-year prospective study was designed. The baseline sample was composed of 244 last-year high school students (58.6% female) from Valencia, Spain. Follow-up rate was 46%. Physical activity and potential determinants were measured by the Global Physical Activity Questionnaire and other evaluated scales in 2 waves. Total physical activity and active commuting (AC) decreased, respectively, by 21% and 36%, only in males. At time 1, access to car/motorbike (inverse), planning/psychosocial barriers (inverse), street connectivity (positive) and parental education (inverse) were significantly associated with AC (P genders, there was a decrease in leisure-time physical activity (LTPA; -35% in males, -43% in females). At time 1, self-efficacy and social support were positive correlates of LTPA (P physical activity change were identified, and these are promising targets for interventions.

Schools, Schooling, and Children's Support of Their Aging Parents.

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Brauner-Otto, Sarah R

2009-10-01

Intergenerational transfers play an important role in individuals' lives across the life course. In this paper I pull together theories on intergenerational transfers and social change to inform our understanding of how changes in the educational context influence children's support of their parents. By examining multiple aspects of a couple's educational context, including husbands' and wives' education and exposure to schools, this paper provides new information on the mechanisms through which changes in social context influence children's support of their parents. Using data from a rural Nepalese area I use multilevel logistic regression to estimate the relationship between schooling, exposure to schools, and the likelihood of couples giving to their parents. I find that both schooling and exposure to schools itself have separate, opposite effects on support of aging parents. Higher levels of schooling for husbands was associated with a higher likelihood of having given support to husbands' parents. On the other hand, increased exposure to schools for husbands and wives was associated with a lower likelihood of having given to wives' parents. Findings constitute evidence that multiple motivations for intergenerational support exist simultaneously and are related to social context through different mechanisms.

Trajectories of Change and Relationship between Parent-Adolescent School-Related Conflict and Academic Achievement in Early Adolescence

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Brkovic, Irma; Keresteš, Gordana; Puklek Levpušc?ek, Melita

2014-01-01

The study explored changes in parent-adolescent school-related conflict rate and academic performance over a 5-year period among Croatian early adolescents and gender differences in these changes. Furthermore, it examined the relationship between conflict and achievement. The study was performed by applying an accelerated approach to overlapping…

State policies targeting junk food in schools: racial/ethnic differences in the effect of policy change on soda consumption.

Science.gov (United States)

Taber, Daniel R; Stevens, June; Evenson, Kelly R; Ward, Dianne S; Poole, Charles; Maciejewski, Matthew L; Murray, David M; Brownson, Ross C

2011-09-01

We estimated the association between state policy changes and adolescent soda consumption and body mass index (BMI) percentile, overall and by race/ethnicity. We obtained data on whether states required or recommended that schools prohibit junk food in vending machines, snack bars, concession stands, and parties from the 2000 and 2006 School Health Policies and Programs Study. We used linear mixed models to estimate the association between 2000-2006 policy changes and 2007 soda consumption and BMI percentile, as reported by 90 730 students in 33 states and the District of Columbia in the Youth Risk Behavior Survey, and to test for racial/ethnic differences in the associations. Policy changes targeting concession stands were associated with 0.09 fewer servings of soda per day among students (95% confidence interval [CI] = -0.17, -0.01); the association was more pronounced among non-Hispanic Blacks (0.19 fewer servings per day). Policy changes targeting parties were associated with 0.07 fewer servings per day (95% CI = -0.13, 0.00). Policy changes were not associated with BMI percentile in any group. State policies targeting junk food in schools may reduce racial/ethnic disparities in adolescent soda consumption, but their impact appears to be too weak to reduce adolescent BMI percentile.

Change at the top for the CERN physics schools

CERN Multimedia

2009-01-01

After directing the CERN physics schools since 1993, Egil Lillestøl has handed over to Nick Ellis. At the same time, Hélène Haller has taken over from Danielle Métral as the schools’ administrator. From left to right: Nick Ellis, Hélène Haller, Danielle Métral and Egil Lillestøl.The CERN physics schools for young experimentalists date back to the 1960s and as early as 1971 collaboration with the Joint Institute for Nuclear Research (JINR) in Dubna led to the Joint CERN-JINR schools, which reached beyond CERN’s Member States every two years. Then, in 1993, CERN and JINR agreed to organize the schools jointly every year, as the European School for High-Energy Physics. Egil Lillestøl, has not only run this school very successfully since then, but also created the CERN Latin American School of High-Energy Physics, beginning in 2001. Danielle Métral has been responsible for the schools’ administration since 2001, both for t...

Evaluation of authentic science projects on climate change in secondary schools: a focus on gender differences

Science.gov (United States)

Dijkstra, Elma; Goedhart, Martin

2011-07-01

Background and purpose This study examines secondary-school students' opinions on participating in authentic science projects which are part of an international EU project on climate change research in seven countries. Partnerships between schools and research institutes result in student projects, in which students work with and learn from scientists about the global carbon cycle. This study focuses in particular on differences between male and female students, as female students normally like traditional school science less than male students. Sample and design Data, drawn from 1370 students from 60 secondary schools across Europe, were collected through questionnaires taken at the end of the projects. The evaluated aspects were: organization; enjoyment; difficulty; and impact of the projects. Results The findings suggest that authentic science education is appreciated very much by both male students and even more by female students. The projects had positive impacts on climate change ideas, in particular for female students. Female students felt that they had learned many new things more often than male students. Conclusions Both male and female students have positive opinions about the authentic science projects. The results further point to positive effects of activities in which students have an active role, like hands-on experiments or presentation of results. The findings are placed in the international context of science education and their implications for policy are discussed.

Leadership lessons from curricular change at the University of California, San Francisco, School of Medicine.

Science.gov (United States)

Loeser, Helen; O'Sullivan, Patricia; Irby, David M

2007-04-01

After successive Liaison Committee on Medical Education accreditation reports that criticized the University of California, San Francisco, School of Medicine for lack of instructional innovation and curriculum oversight, the dean issued a mandate for curriculum reform in 1997. Could a medical school that prided itself on innovation in research and health care do the same in education? The authors describe their five-phase curriculum change process and correlate this to an eight-step leadership model. The first phase of curricular change is to establish a compelling need for change; it requires leaders to create a sense of urgency and build a guiding coalition to achieve action. The second phase of curriculum reform is to envision a bold new curriculum; leaders must develop such a vision and communicate it broadly. The third phase is to design curriculum and obtain the necessary approvals; this requires leaders to empower broad-based action and generate short-term wins. In the fourth phase, specific courses are developed for the new curriculum, and leaders continue to empower broad-based action, generate short-term wins, consolidate gains, and produce more change. During the fifth phase of implementation and evaluation, leaders need to further consolidate gains, produce more change, and anchor new approaches in the institution. Arising from this experience and the correlation of curricular change phases with leadership steps, the authors identify 27 specific leadership strategies they employed in their curricular reform process.

Charter Schools and Student Compositions of Traditional Public Schools

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Nevbahar Ertas

2013-06-01

Full Text Available One of the most contentious urban education policy issues in the United States today is the expansion of charter schools and its repercussions. Does the expansion of charter schools affect the racial and socioeconomic composition of traditional public schools in the United States? This study provides empirical evidence on this question by relying on a panel design that uses school-level data from two states that have experimented with charter schools for more than 15 years: Ohio and Texas. Using county-level, spatial, and enrollment-based measures of charter exposure, the changes from pre- to post-charter-legislation stages in the student compositions of public schools that do and do not face competition from charters are examined. The results suggest that charter school presence contributes to aggregate-level changes in the share of non-Hispanic White and free-lunch-eligible students in traditional public schools in both states in different ways.

Felix Adler's Universal Moral Code: Drama Activities in the Ethical Culture School.

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Tennyson, Jinni

2003-01-01

Discusses how Felix Adler's Ethical Culture School, through its innovative practices, impacts public education and settlement work, and plays a significant role in shaping the methodologies, practices, and content of educational drama in the United States from the inception of the field. Describes the use of story dramatization/storytelling,…

A Holistic Approach to Promoting Physical Activity among School-Age Children

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Subramaniam, Prithwi Raj

2011-01-01

A holistic approach to promote physical activity should become a high priority if society is to overcome the dramatic increase in physical inactivity and kypokinetic diseases associated with it. In order to achieve this goal, a collective effort is urgently needed if everyone is serious in combating this unhealthy and dangerous trend. Schools as a…

Disrupting Law School: How Disruptive Innovation Will Revolutionize the Legal World

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Pistone, Michele R.; Horn, Michael B.

2016-01-01

Facing dramatic declines in enrollment, revenue, and student quality at the same time that their cost structure continues to rise and public support has waned, law schools are in crisis. A key driver of the crisis is shrinking employment opportunities for recent graduates, which stem in part from the disruption of the traditional business model…

Middle school students' conceptual change in global climate change: Using argumentation to foster knowledge construction

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Golden, Barry W.

This research examined middle school student conceptions about global climate change (GCC) and the change these conceptions undergo during an argument driven instructional unit. The theoretical framework invoked for this study is the framework theory of conceptual change (Vosniadou, 2007a). This theory posits that students do not simply correct incorrect ideas with correct ones, but instead weigh incoming ideas against already existing explanatory frameworks, which have likely served the learner well to this point. The research questions were as follows: (1) What are the patterns of students' conceptual change in GCC? (a) What conceptions are invoked in student learning in this arena? (b) What conceptions are most influential? (c) What are the extra-rational factors influencing conceptual change in GCC? This research took place in an urban public school in a medium sized city in the southeastern United States. A sixth grade science teacher at Central Middle school, Ms. Octane, taught a course titled "Research Methods I., which was an elective science course that students took as part of a science magnet program. A unit was designed for 6th grade instruction that incorporated an Argument-Driven Inquiry (ADI) approach, centered on the subject matter of Global Climate change and Global Warming. Students were immersed in three separate lessons within the unit, each of which featured an emphasis upon creating scientific explanations based upon evidence. Additionally, each of the lessons placed a premium on students working towards the development of such explanations as a part of a group, with an emphasis on peer review of the robustness of the explanations proposed. The students were involved in approximately a two week unit emphasizing global climate change. This unit was based on an argumentation model that provided data to students and asked them to develop explanations that accounted for the data. The students then underwent a peer-review process to determine if

Assessing Change in High School Student Information Literacy Using the Tool for Real-Time Assessment of Information Literacy Skills

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Kovalik, Cindy L.; Yutzey, Susan D.; Piazza, Laura M.

2012-01-01

Change in high school student information literacy (IL) knowledge and skills, from freshman year to senior year in high school was the focus of this quasi-experimental research project. Researchers used a free information literacy skills assessment tool entitled TRAILS (Tool for Real-time Assessment of Information Literacy Skills) to measure…

Bridging the Data Talent Gap: Positioning the iSchool as an Agent for Change

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Liz Lyon

2015-02-01

Full Text Available This paper examines the role, functions and value of the “iSchool” as an agent of change in the data informatics and data curation arena. A brief background to the iSchool movement is given followed by a brief review of the data decade, which highlights key data trends from the iSchool perspective: open data and open science, big data and disciplinary data diversity. The growing emphasis on the shortage of data talent is noted and a family of data science roles identified. The paper moves on to describe three primary functions of iSchools: education, research intelligence and professional practice, which form the foundations of a new Capability Ramp Model. The model is illustrated by mini-case studies from the School of Information Sciences, University of Pittsburgh: the immersive (laboratory-based component of two new Research Data Management and Research Data Infrastructures graduate courses, a new practice partnership with the University Library System centred on RDM, and the mapping of disciplinary data practice using the Community Capability Model Profile Tool. The paper closes with a look to the future and, based on the assertion that data is mission-critical for iSchools, some steps are proposed for the next data decade: moving data education programs into the mainstream core curriculum, adopting a translational data science perspective and strengthening engagement with the Research Data Alliance.

Psychological changes among Muslim students participating in a faith-based school physical activity program.

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Nicaise, Virginie; Kahan, David

2013-12-01

Some religions espouse doctrines that (in)directly impact physical activity (PA) behavior. Yet limited PA interventions have been tailored to religious minorities. Thus, a formative study was conducted to examine the effect of a faith-based pedometer program (Virtual Umra) on psychological correlates of PA behavior and their contribution to school-time changes in PA among Muslim adolescents. Forty-three (27 girls, 16 boys; M(age) = 12.3 +/- 1.0 years) students at 1 Islamic middle school participated. Prebaseline and postprogram enjoyment and motivation were measured using the shortened PA Enjoyment Scale and the Situational Motivation Scale, respectively. Pedometer step counts were measured daily during a 2-week baseline and 8 weeks of Virtual Umra. The Reliable Change Index and Cohen's d were used to analyze individual- and group-level changes in enjoyment and motivation, respectively. Repeated-measures multivariate analysis of variance (RM-MANOVA) was used to analyze program and gender effects over time. Partial correlations examined the relationships between psychological correlates and PA change. One third of the sample expressed greater enjoyment postprogram (p motivation was unaffected (p > .05; range, d = - 0.02 to 0.32). RM-MANOVA revealed that boys increased their steps, whereas girls reduced their step number through the program. Enjoyment increased and extrinsic motivation and amotivation decreased. Partial correlations revealed that enjoyment and more self-determined behavioral regulations were positively associated with non-physical education (PE)-day PA change; only intrinsic motivation was positively associated with PE-day PA change. Virtual Umra was associated with increased enjoyment of PA but needs further modification to more positively impact girls' PA.

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

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Akbas, Yavuz; Gencturk, Ebru

2011-01-01

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

High School Students' Exercise-Related Stages of Change and Physical Activity Self-Efficacy

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Cengiz, Cevdet; Tilmac, Kubra

2018-01-01

Purpose: The existing literature has shown that the amount of sedentary time during early adolescence is low. This decrease is more pronounced among girls than boys. Therefore, the purpose of this study is to analyze high school students' exercise-related stages of change (ESC) and physical activity self-efficacy (PASE) for overcoming barriers…

Did "Endrew F." Change the "A" in FAPE? Questions and Implications for School Psychologists

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O'Brien, Shawn K.

2018-01-01

This past March, the Supreme Court issued a decision, "Endrew F. v. Douglas County School District RE-1," that has the potential to change the definition of "appropriate" in what constitutes a free and appropriate education (FAPE), at least within some U.S. jurisdictions. This article briefly summarizes the ruling, with a focus…

Determinants of overweight and obesity in the middle school students of Pakdasht city, Tehran province

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Azam Mahmudi; Fatemeh Tajedini; Heshmatolah Ranjbar; Bijan Moghimi-Dehkordi

2014-01-01

Background: In recent years, overweight and obesity have dramatically increased in many countries, and this trend is also visible among children. Childhood obesity will increase the chance of obesity and its associated diseases in adulthood. This study was aimed to investigate the prevalence and determinants of overweight and obesity in middle school students of Pakdasht. Methods: In this cross-sectional study, 995 female students were selected from all middle schools of Pakdasht city, Teh...

Changing Professional Practice Requires Changing Beliefs

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Guerra, Patricia L.; Nelson, Sarah W.

2009-01-01

Creating schools that are culturally responsive and successful with all students requires doing basic work with educators to uncover their beliefs about children. If school leaders believe, like many people do, that changed behavior will result in changed beliefs, they are mistaken. Leaders must be proactive in identifying what teachers believe…

Media and identification processes: a ritual and dramatic construction

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Salomé Sola-Morales

2016-07-01

Full Text Available The present theoretical paper analyzes the way mediatic communication construct identifications. The thesis proposed is that the media configure ritually and dramatically identifications made by individuals and groups. First of all, we show the limitations of the concept of “identity” and we propose to use “identification” instead. Second, we explore the extent of social drama theory and role theory and we open it to new theoretical challenges and perspectives. Thirdly, it is shown that the concept of "ritual" is very useful to understand and interpret the identity construction through the media. All this leads us to conclude that both the theatricality and rituality are key to understanding the processes of identification that individuals and groups make in relation to the media.

School bus pollution and changes in the air quality at schools: a case study.

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Li, Chunlei; Nguyen, Quyen; Ryan, Patrick H; Lemasters, Grace K; Spitz, Henry; Lobaugh, Megan; Glover, Samuel; Grinshpun, Sergey A

2009-05-01

Millions of children attending US schools are exposed to traffic-related air pollutants, including health-relevant ultrafine aerosols generated from school buses powered with diesel fuel. This case study was established in a midwestern (USA) metropolitan area to determine the concentration and elemental composition of aerosol in the vicinity of a public school during morning hours when the bus traffic in and out of the adjacent depot was especially intense. Simultaneous measurements were performed at a control site. The ambient aerosol was first characterized in real time using a particle size selective aerosol spectrometer and then continuously monitored at each site with a real-time non-size-selective instrument that detected particles of 20 nm to >1 microm. In addition, air samples were collected with PM2.5 Harvard Impactors and analyzed for elemental composition using the X-ray fluorescence technique (for 38 elements) and thermal-optical transmittance (for carbon). The measurements were conducted during two seasons: in March at ambient temperature around 0 degrees C and in May when it ranged mostly between 10 and 20 degrees C. The particle number concentration at the test site exhibited high temporal variability while it was time independent at the control site. Overall, the aerosol particle count at the school was 4.7 +/- 1.0 times (March) and 2.2 +/- 0.4 times (May) greater than at the control site. On some days, a 15 min-averaged particle number concentration showed significant correlation with the number of school bus arrivals and departures during these time intervals. On other days, the correlation was less than statistically significant. The 3 h time-averaged particle concentrations determined in the test site on days when the school buses operated were found to be more than two-fold greater (on average) than those measured on bus-free days at the same location, and this difference was statistically significant. Overall, the data suggest a possible

Dramatic Outburst Reveals Nearest Black Hole

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2000-01-01

Scientists have discovered the closest black hole yet, a mere 1,600 light years from Earth. Its discovery was heralded by four of the most dramatic rapid X-ray intensity changes ever seen from one star. Astronomers from the Massachusetts Institute of Technology (MIT) and the National Science Foundation's National Radio Astronomy Observatory (NRAO) announced their findings at the American Astronomical Society's meeting in Atlanta. The black hole in the constellation Sagittarius, along with a normal star dubbed V4641 Sgr, form a violent system that briefly flooded part of our Milky Way Galaxy with X-rays and ejected subatomic particles moving at nearly the speed of light one day last September. At the peak of its X-ray output, V4641 Sgr was the brightest X-ray emitter in the sky. Astronomers call this type of system an X-ray nova because it suddenly becomes a bright source of X-rays, but this object shows characteristics never seen in an X-ray nova. "V4641 Sgr turns on and off so fast that it seems to represent a new subclass of X-ray novae," said Donald A. Smith, postdoctoral associate in MIT's Center for Space Research. Smith worked on data from this object with MIT principal research scientist Ronald Remillard and NRAO astronomer Robert Hjellming. "In X-rays, the intensity rose by a factor of more than 1,000 in seven hours, then dropped by a factor of 100 in two hours," Remillard said. The radio emission was seen as an image of an expanding "jet" of particles shooting out from the binary system. After reaching a maximum, the radio intensity dropped by a factor of nearly 40 within two days. "Radio telescopes give us a quick glimpse of something moving at a fantastically high velocity," Hjellming said. Black holes harbor enormous gravitational force that can literally rip the gas away from a nearby star. This transfer of gas is visible in many forms of radiation. Both orbiting X-ray telescopes and ground-based radio and optical telescopes saw the outburst of V4641

Arthroscopy and the Dramatic Increase in Frequency of Anterior Acromioplasty from 1980 to 2005: An Epidemiologic Study

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Yu, Elizabeth; Cil, Akin; Harmsen, William Scott; Schleck, Cathy; Sperling, John W.; Cofield, Robert H.

2011-01-01

Purpose The purpose of this study is to better understand the utilization of anterior acromioplasty over time – in the absence of rotator cuff repair, to examine the relationship to patient characteristics (age, sex) and types of rotator cuff pathology (inflammation or fibrosis, partial thickness tearing, full thickness tearing undergoing debridement), and to assess the utilization of arthroscopy in this procedure. Methods Using the resources of the Rochester Epidemiology Project, cataloging medical records of residents in Olmsted County, Minnesota, we identified 246 patients who underwent anterior acromioplasty between 1980 and 2005. It has previously been shown that rarely does a resident of Olmsted County undergo an orthopedic procedure at a facility outside the county. Results The incidence of anterior acromioplasty increased over time (p<0.001) with the crude rate of 3.3 per 100,000 in 1980 to 1985 to 19.0 per 100,000 in 2000 to 2005. Sex, age, and types of rotator cuff pathology did not significantly change over the twenty-six year period. There was a dramatic shift from use of the open to the arthroscopic approach over this time period (p<0.001) and a decrease in the concomitant performance of distal clavicle resection (p<0.001). Conclusions The frequency of anterior acromioplasty has dramatically increased over time. Increasing knowledge about this syndrome, including better imaging, has facilitated patient treatment for a stable spectrum of rotator cuff pathology (inflammation or fibrosis, partial thickness tearing, full thickness tearing undergoing debridement), as has the application of endoscopic surgery. PMID:20691562

The Impacts of Budget Reductions on Indiana's Public Schools: The Impact of Budget Changes on Student Achievement, Personnel, and Class Size for Public School Corporations in the State of Indiana

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Jarman, Del W.; Boyland, Lori G.

2011-01-01

In recent years, economic downturn and changes to Indiana's school funding have resulted in significant financial reductions in General Fund allocations for many of Indiana's public school corporations. The main purpose of this statewide study is to examine the possible impacts of these budget reductions on class size and student achievement. This…

Collaborative College Playwriting and Performance: A Core Course "Trespassing" onto the Dramatic Arts

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Bedetti, Gabriella

2015-01-01

Arts integration is relevant in the context of the increased demand for creative thinkers in a global economy. However, reaching across disciplinary boundaries is less common in higher education. Arts integration is one way that a literature class can "trespass" onto the dramatic arts. This paper reports on a study of integrating the…

Social origin, schooling and individual change in intelligence during childhood influence long-term mortality: a 68-year follow-up study.

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Lager, Anton C J; Modin, Bitte E; De Stavola, Bianca L; Vågerö, Denny H

2012-04-01

Intelligence at a single time-point has been linked to health outcomes. An individual's IQ increases with longer schooling, but the validity of such increase is unclear. In this study, we assess the hypothesis that individual change in the performance on IQ tests between ages 10 and 20 years is associated with mortality later in life. The analyses are based on a cohort of Swedish boys born in 1928 (n = 610) for whom social background data were collected in 1937, IQ tests were carried out in 1938 and 1948 and own education and mortality were recorded up to 2006. Structural equation models were used to estimate the extent to which two latent intelligence scores, at ages 10 and 20 years, manifested by results on the IQ tests, are related to paternal and own education, and how all these variables are linked to all-cause mortality. Intelligence at the age of 20 years was associated with lower mortality in adulthood, after controlling for intelligence at the age of 10 years. The increases in intelligence partly mediated the link between longer schooling and lower mortality. Social background differences in adult intelligence (and consequently in mortality) were partly explained by the tendency for sons of more educated fathers to receive longer schooling, even when initial intelligence levels had been accounted for. The results are consistent with a causal link from change in intelligence to mortality, and further, that schooling-induced changes in IQ scores are true and bring about lasting changes in intelligence. In addition, if both these interpretations are correct, social differences in access to longer schooling have consequences for social differences in both adult intelligence and adult health.

State Policies Targeting Junk Food in Schools: Racial/Ethnic Differences in the Effect of Policy Change on Soda Consumption

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Stevens, June; Evenson, Kelly R.; Ward, Dianne S.; Poole, Charles; Maciejewski, Matthew L.; Murray, David M.; Brownson, Ross C.

2011-01-01

Objectives. We estimated the association between state policy changes and adolescent soda consumption and body mass index (BMI) percentile, overall and by race/ethnicity. Methods. We obtained data on whether states required or recommended that schools prohibit junk food in vending machines, snack bars, concession stands, and parties from the 2000 and 2006 School Health Policies and Programs Study. We used linear mixed models to estimate the association between 2000–2006 policy changes and 2007 soda consumption and BMI percentile, as reported by 90 730 students in 33 states and the District of Columbia in the Youth Risk Behavior Survey, and to test for racial/ethnic differences in the associations. Results. Policy changes targeting concession stands were associated with 0.09 fewer servings of soda per day among students (95% confidence interval [CI] = −0.17, −0.01); the association was more pronounced among non-Hispanic Blacks (0.19 fewer servings per day). Policy changes targeting parties were associated with 0.07 fewer servings per day (95% CI = −0.13, 0.00). Policy changes were not associated with BMI percentile in any group. Conclusions. State policies targeting junk food in schools may reduce racial/ethnic disparities in adolescent soda consumption, but their impact appears to be too weak to reduce adolescent BMI percentile. PMID:21778484

Perceived Uncertainty and Organizational Health in Public Schools: The Mediating Effect of School Principals' Transformational Leadership Style

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Hameiri, Lior; Nir, Adam

2016-01-01

Purpose: Public schools operate in a changing and dynamic environment evident in technological innovations, increased social heterogeneity and competition, all contributing to school leaders' uncertainty. Such changes inevitably influence schools' inner dynamic and may therefore undermine schools' organizational health. School leaders have a…

EFFECTS OF OUTSCHOOL BODY ACTIVITIES ON QUALITATIVE CHANGES OF MOTORICAL STATUS PUPILS OF PRIMARY SCHOOL STRATURE

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Izudin Tanović

2011-09-01

Full Text Available Population of pupil high classes primary school present one of cariks in chain of complex education and systematic social influence in body and health education, which are used a new generations (Mikić,1991. Including that we have a very sensibility population in way of strature and development in phase of adolescental period, it is necessary that throw the classes body education and extra outschool activities, give enough quantity of motorical activities, which will completly satisfied necessy of children this strature and also completly give them normal biopsychosocial growth. Explorations of effects extra outschool activities in frame of school sport sections pupils of primary school tell us that with a correct planning and programming work, which understand correctly choice adequate methods and operators of work could been very significant transformations of anthropological status of pupils (Malacko 2002. The basic target of this explorations was that confirm influence of outschool body activities on level qualitative changes of structure motorical space of pupils primary school strature, under influence applying programme of outschool activities. With help of factory analise, but also of method of congruation, it was explored structure of motorical space in the start but also at the end of this applying experimental programme of outschool body activities , and we concluded that changes which was appear in structure of explored motorical space, tell us on positive influence outschool body activities in sense transformation and progressing of motorical status of explorated sample.

Initiating change locally in bullying and aggression through the school environment (INCLUSIVE) trial: update to cluster randomised controlled trial protocol.

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Bonell, Chris; Mathiot, Anne; Allen, Elizabeth; Bevilacqua, Leonardo; Christie, Deborah; Elbourne, Diana; Fletcher, Adam; Grieve, Richard; Legood, Rosa; Scott, Stephen; Warren, Emily; Wiggins, Meg; Viner, Russell M

2017-05-25

Systematic reviews suggest that multi-component interventions are effective in reducing bullying victimisation and perpetration. We are undertaking a phase III randomised trial of the INCLUSIVE multi-component intervention. This trial aims to assess the effectiveness and cost-effectiveness of the INCLUSIVE intervention in reducing aggression and bullying victimisation in English secondary schools. This paper updates the original trial protocol published in 2014 (Trials 15:381, 2014) and presents the changes in the process evaluation protocol and the secondary outcome data collection. The methods are summarised as follows. cluster randomised trial. 40 state secondary schools. Outcomes assessed among the cohort of students at the end of year 7 (n = 6667) at baseline. INCLUSIVE is a multi-component school intervention including a social and emotional learning curriculum, changes to school environment (an action group comprising staff and students reviews local data on needs to review rules and policies and determine other local actions) and staff training in restorative practice. The intervention will be delivered by schools supported in the first two years by educational facilitators independent of the research team, with a third intervention year involving no external facilitation but all other elements. Comparator: normal practice. Primary: Two primary outcomes at student level assessed at baseline and at 36 months: 1. Aggressive behaviours in school: Edinburgh Study of Youth Transitions and Crime school misbehaviour subscale (ESYTC) 2. Bullying and victimisation: Gatehouse Bullying Scale (GBS) Secondary outcomes assessed at baseline, 24 and 36 months will include measures relating to the economic evaluation, psychosocial outcomes in students and staff and school-level truancy and exclusion rates. 20 schools per arm will provide 90% power to identify an effect size of 0.25 SD with a 5% significance level. Randomisation: eligible consenting schools were

How did the Good School Toolkit reduce the risk of past week physical violence from teachers to students? Qualitative findings on pathways of change in schools in Luwero, Uganda.

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Kyegombe, N; Namakula, S; Mulindwa, J; Lwanyaaga, J; Naker, D; Namy, S; Nakuti, J; Parkes, J; Knight, L; Walakira, E; Devries, K M

2017-05-01

Violence against children is a serious violation of children's rights with significant impacts on current and future health and well-being. The Good School Toolkit (GST) is designed to prevent violence against children in primary schools through changing schools' operational cultures. Conducted in the Luwero District in Uganda between 2012 and 2014, findings from previous research indicate that the Toolkit reduced the odds of past week physical violence from school staff (OR = 0.40, 95%CI 0.26-0.64, p students, teachers, school administration, and parents, and two focus group discussion with teachers. Interviews were conducted using semi-structured tools and analysed using thematic analysis complemented by constant comparison and deviant case analysis techniques. Within a context of normative acceptance of corporal punishment this qualitative paper reports suggestive pathways related to teacher-student relationships through which reductions in violence operated. First, improved student-teacher relationships resulted in improved student voice and less fear of teachers. Second, the intervention helped schools to clarify and encourage desired behaviour amongst students through rewards and praise. Third, many teachers valued positive discipline and alternative discipline methods, including peer-to-peer discipline, as important pathways to reduced use of violence. These shifts were reflected in changes in the views, use, and context of beating. Although the GST is effective for reducing physical violence from teachers to students, violence persisted, though at significantly reduced levels, in all schools with reductions varying across schools and individuals. Much of the success of the Toolkit derives from the support it provides for fostering better student-teacher relationships and alternative discipline options. Such innovation could usefully be incorporated in teacher training syllabi to equip teachers with knowledge and skills to maintain discipline without the

Interprofessional development in inclusive schools

DEFF Research Database (Denmark)

Hansen, Britt Blaabjerg; Højholdt, Andy; Arndal, Lars Stubbe

educators, both initiatives of which support the subject-oriented education at school. These changes have challenged the way [education/school] professionals work and how they see their own and each other's roles in the school system (EVA 2013). The changes have also increased the need for collaborative...... in the classroom.4. Changing teaching methods: Students with weak school affiliation or special needs would benefit from a change in teaching methods that takes some of the competencies possessed by child and youth educators and uses them in the classroom. As a further step, it is relevant to open up students......Recent political reforms in the Danish school system have lengthened the school day and integrated child and youth educators into aspects of the teaching programme as part of a common European strategy of inclusion. The school day now contains homework cafes and lessons with child and youth...

Revisiting out-of-home placed children's poor educational outcomes-Is school change part of the explanation?

DEFF Research Database (Denmark)

Olsen, Rikke Fuglsang; Montgomery, Christopher J.

2018-01-01

Adolescents in out-of-home care (OHC) have consistently been shown to have poorer educational outcomes than their peers. The ecological transition associated with school changes has been theorized to impact the learning outcomes of children and adolescents negatively, and it has been suggested...... and their never-placed peers, respectively. Using administrative data combined with two rounds of the Danish Longitudinal Study of Children born 1995 (measurements at age 11 and age 15), our sample consisted of 107 adolescents ever placed in OHC and 3,805 of their never placed peers. We found that school change...... was negatively related to educational outcomes for both groups and that this relationship was stronger for adolescents in OHC. This result persisted after including a measure of prior self-perceived academic abilities, self-reported experiences of being bullied, and several control variables. The results suggest...

Guidelines for School and Community Cooperation: Implementation on a Gang Prevention Program.

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Thompson, Ronnie; Karr-Kidwell, PJ

Youth gangs are not a new phenomena in the United States; however, in the past decade the number of gang members has increased dramatically. Gang prevention-intervention programs are a necessary part of every school's curriculum. Students join gangs for a variety of reasons ranging from boredom to intent on criminal behavior. One characteristic…

School Vouchers in a Climate of Political Change

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Sutton, Lenford C.; King, Richard A.

2011-01-01

Legal scrutiny of school voucher policies initially focused on the establishment clause concerning with allocating public dollars to schools sponsored by religious organizations. In recent years, advocates asserted that the exclusion of faith-based organizations from voucher plans that permit expenditures in secular private organizations violates…

Successful Components of School Improvement in Culturally Diverse Schools

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Hajisoteriou, Christina; Karousiou, Christiana; Angelides, Panayiotis

2018-01-01

Contemporary phenomena, including modernization, globalization, and migration, have altered the sociopolitical and cultural conditions of schooling. Schools are called upon to respond to such change through improvement efforts fostering intercultural education. To this end, this research examines school actors' perceptions of the successful…

Preconditions for Sustainable Changes in Didactics Applying Self-Directed Learning in the General Education School

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